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1 reference
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- Vol 6 RE: App C, App D, App E
- Vol 7 RE: App C, D
knowledge creationtrialogical learningshared knowledge objectscollaborative inquiryexpansive learningknowledge buildingJournal article Evidence summaryAt a glance
Paavola and Hakkarainen argue that learning is not adequately described only as individual acquisition of knowledge or participation in a community.
Key ideas
They propose a third, “trialogical” metaphor: learning as collaborative creation and sustained development of shared objects, such as explanations, models, practices, or products. The article compares three traditions that exemplify this orientation—Bereiter’s knowledge-building, Engeström’s expansive learning, and Nonaka and Takeuchi’s organizational knowledge creation—and identifies common features while preserving their differences. Its central contribution is an epistemological framework for examining how people collectively advance knowledge through mediated activity. The authors also illustrate how the knowledge-creation perspective can be applied in school settings.
Why it matters
For educators, the argument shifts attention from what an individual learner possesses or how learners participate toward how a group improves shared intellectual objects over time.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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