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- Vol 6 RE: Chapter 10
knowledge creationknowledge buildingepistemic agencycollective responsibilityconceptual objectsconstructive criticismshared problemstheory improvementBook chapter Evidence summaryAt a glance
Bereiter and Scardamalia compare knowledge building in education with knowledge creation in organisations.
Key ideas
Both involve purposeful creation and improvement of ideas, but they face different hills to climb. Education must move beyond treating knowledge as something students privately acquire and establish communities in which even young learners have epistemic agency and collective responsibility for advancing explanations. Organisational research must move beyond describing knowledge sharing or innovation outcomes and explain how sustained work with conceptual objects produces genuinely new knowledge. The authors argue that learning may result from knowledge building, but individual learning is not its defining objective; the public improvement of ideas is.
Why it matters
For educators, the chapter clarifies why discussion or collaboration alone is insufficient: students need shared problems, improvable theories, evidence, constructive criticism, and tools that preserve the history of communal idea development.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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