What is knowledge?

In previous articles, several concepts, like the concept of mind, learning, assessment, pedagogy, culture, etc, were examined under the prism of sociocultural perspective, interlinked with each other, building progressively a bigger picture of entangled ideas. In this article, one more concept, that of knowledge, will be added to this intertwined fabric. Furthermore and intending to keep a similar, entangled way of assimilating new concepts, ‘knowledge’ will be examined not autonomously but in relation to those previously examined concepts. 

Relating the concept of ‘knowledge’ with the two views of mind and learning.

In previous articles, two distinct views of mind were discussed: the symbol-processing view and the situated view, while it was highlighted that sociocultural perspective opts for the later one.  

Under symbol processing view, ‘knowledge’ is perceived as a commodity that can be acquired and finally stored in the heads of people (local mind) while learners are seen either as empty vessels that can be filled from external sources or as ‘gifted’ individuals with innate abilities. In both cases, knowledge belongs to the individual, is the product of his/her individual efforts and like any material property, it can be stored, sold, give power to the owner, etc.

In contrast, under situated view of mind and sociocultural perspective, human mind is ‘agentive’ and non-local. Instead of receiving knowledge without interest, it negotiates meaning dynamically through participation in social activities. Knowledge is understood as a shared meaning that emerges between individuals within social interaction (within the process of participation and reification) and appropriated by them. Knowledge creation is not a linear and individual achievement but a dynamic and collective process. Even the notion of ‘individual thinking’ is understood as the individualization of the collective and distributed ‘mind’.

The concept of knowledge can also be approached by using two metaphorical paradigms: the acquisition paradigm and the participationist paradigm. Within the acquisition paradigm both knowledge and the means for gaining it, count as highly priced, individuals possessions (the possessor is superior to others) while within partitipationist metaphor, knowledge is a never-ending, participatory activity.

Consequently, the notion of ‘objectified knowledge’ (supported by the acquisitionist metaphor and the symbol-processing view of mind) is replaced by the verb ‘knowing’ (supported by the partitipationist metaphor and the situated view of mind). However, even under the prism of social constructivism, knowledge is perceived as a personal achievement, since on the one hand it is constructed socially and on the other it is acquired by each individual separately.

Relating the two views of mind with the theories of knowledge/knowing (The illustration was adapted from TMA01)
View of mind: Symbol-processing view Knowledge: a possession, a commodity Individual achievement, Personal asset Permanent ‘having’ Knowledge is objective and stable	View of mind: situated view Knowledge: Doing an activity, Knowing Collective activity, Collective mind, Shared meaning Constant flux of doing Knowledge is subjective and dynamic