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Knowledge Creation in Education pp 113–120Cite as

Creating Knowledge

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Part of the book series: Education Innovation Series ((EDIN))

Abstract

I offer a commentary on the five chapters comprising the section, “Theoretical and Methodological Foundations for Knowledge Creation.” The chapters draw on a variety of conceptual frameworks including Scardamalia and Bereiter’s seminal notion of knowledge building, Engeström’s learning by expanding, and Nonaka and Takeuchi’s conception of the “knowledge-creating company.” Within the commentary, I delve into the phenomenon of knowledge itself focusing on the kinds of things we can do with it. I examine three examples of knowledge creation in action focusing specifically on the role of referential practices. I end with some thoughts about directions for future inquiry related to knowledge creation.

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Notes

  1. 1.

    The transcription conventions are described in Appendix A of Koschmann and Zemel (2009).

  2. 2.

    Dewey and Bentley (1991/1949) proposed replacing the word knowledge with the duplex, “knowing and known.” For some reason this never really caught on.

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Author information

Authors and Affiliations

  1. Department of Medical Education, Southern Illinois University, Carbondale, IL, USA

    Timothy Koschmann

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  1. Timothy Koschmann
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Correspondence to Timothy Koschmann .

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Editors and Affiliations

  1. National Institute of Education, Singapore, Singapore

    Seng Chee Tan

  2. Pohang University of Science and Technology, Pohang, Korea, Republic of (South Korea)

    Hyo Jeong So

  3. National Institute of Education, Singapore, Singapore

    Jennifer Yeo

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Koschmann, T. (2014). Creating Knowledge. In: Tan, S., So, H., Yeo, J. (eds) Knowledge Creation in Education. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-287-047-6_7

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