Models of Innovative Knowledge Communities and Three Metaphors of Learning

• Published in: Review of educational research Vol. 74; no. 4; pp. 557 - 576
• Main Authors: Paavola, Sami, Lipponen, Lasse, Hakkarainen, Kai
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA American Educational Research Association 01.12.2004; Sage Publications
• Subjects: Beliefs; Cognitive models; Cognitive Psychology; Collaborative learning; Communities; Community Relations; Comparative Analysis; Educational activities; Educational research; Educational sciences; Intelligence; Keywords; Knowledge; Knowledge Management; Learning; Learning Activities; Learning Processes; Learning theory; Metaphor; Middle School Mathematics; Middle Schools; Mind; Modeling; Tacit knowledge; Theories, epistemology; New York; United States > US; Finland; expansive learning; knowledge creation; innovative knowledge community; metaphors of learning; knowledge building; Learning; Conceptualization; Educational Research; Methodology; Metaphor
• ISSN: 0034-6543; 1935-1046
• DOI: 10.3102/00346543074004557

The authors analyze and compare three models of innovative knowledge communities: Nonaka and Takeuchi's model of knowledge-creation, Engeström's model of expansive learning, and Bereiter's model of knowledge building. Despite basic differences, these models have pertinent features in common: Most fundamentally, they emphasize dynamic processes for transforming prevailing knowledge and practices. Beyond characterizing learning as knowledge acquisition (the acquisition metaphor) and as participation in a social community (the participation metaphor), the authors of this article distinguish a third aspect: learning (and intelligent activity in general) as knowledge creation (the knowledge-creation metaphor). This approach focuses on investigating mediated processes of knowledge creation that have become especially important in a knowledge society.