Knowledge under symbol processing view is perceived as a commodity that
is created, developed and influenced by a stable and objective context. Several
cultural legacies, beliefs and traditions, constitute what could be considered
as valuable knowledge, what it means to be an educated person, who could be
characterized as ‘intelligent’, etc.
Daily knowledge is considered insignificant and mundane, while the
process of ‘acquiring knowledge’ is understood as a movement from ignorance to
knowledge, from childhood to adolescence, from the insignificant to the
exceptional. Inevitably, this assumption undermines the kind of knowledge that
is created from/within daily life and experience and overestimates that kind of
knowledge that is offered in formal institutions. Under this perspective,
knowledge is inevitably divided into two separate processes: the creation and
application process.
In contrast, under sociocultural ideas, the ‘knower’ and the ‘novice’
are not polarized but are both on trajectories of evolving competence,
constructing and transforming their identities by participating in ongoing
social activities. Learning is not a movement towards what is considered
valuable (socially or culturally) but a process of becoming a member of a
certain community, ‘taking part’ and ‘being a part’ of a greater whole.
The cultural context is influential, rich and multifarious. Under sociocultural perspective, the
phrase ‘knowledgeable person’ is replaced by the phrase ‘developing an
identity’.
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Knowledge under
symbol processing view of mind
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Knowledge under situated
view of mind
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Relating views of Cultural context and theories of knowledge/knowing
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