#Change11 Becoming – the Ontology

This is my response to Louise’s post.

Declarative knowledge is the species of knowledge that is, by its very nature, expressed in declarative sentences or indicative propositions.  This distinguishes descriptive knowledge from what is commonly known as “know-how”, or procedural knowledge (or the procedural knowledge) is the know how, so it is related to known procedures. Conceptual knowledge is related to knowing how the concepts are related to a theory, or an experience, and that also requires certain kinds of memory.  Here is the difference between  conceptual and procedural knowledge.

Becoming is different, in that it relates what is becoming for a person, with a willingness to continue to learn, and develop oneself to be more knowledgeable or knowledge-able. Just remembering how things are done may prevent making similar mistakes in the future. However, to know what is current, and to know how to learn through navigation in the networks is more important than the mere memorizing of facts.  Gagnes steps in instruction is useful for known facts, procedures, and thus some use in formal instruction and training.  However, it may be limited when learning in an informal setting, as critical thinking and sensemaking goes far beyond merely following the procedures.  What do you think?

4 thoughts on “#Change11 Becoming – the Ontology

  1. Pingback: #Change11 Becoming – the Ontology | Digital Delights | Scoop.it

  2. Hi John, thanks for this blogpost. My opinion: To distinguish is to reduce. When you are baking a bread you need to remember some ‘facts’ and some ‘procedures’ and know about some ‘concepts’ and you must do the right things in the right way. It is all in one. Becoming a good bread baking person is a story of asking questions, trying out different solutions, reading or other learning. But it is also the smell of yeast and bread, cleaning the oven, and other stories.
    To distinguish is a smart way of analyzing, but it is abstraction and estrangement.
    In vocational education ‘transfer’ is a problem. Students do not use the learned skills and knowledge when they do work placement. Because the learned knowledge and skills were isolated and reduced. Same with calculus learned at school and never used in work again.
    regards Jaap

  3. Pingback: #Change11 Becoming and Ontology – Part 2 | Learner Weblog

  4. Pingback: Learning different #change11 « connectiv

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