This blog is dedicated to sharing ideas and initiate a discussion on how to embody knowledge.
Information is readily available in our information society.
However, where is knowledge? What about the concept of "knowledge transfer?"
Perhaps even more elusive is the the "embodiment of knowledge."
From my perspective there is a disconnect.
Obviously as a society we value information.
But the process of learning is not actually valued.
From a short term perspective of efficiencies, time is money and effectiveness is costly.
However, what if we considered the long term?
When will we consider the long term?
When will we consider the long term?
As an educator, I am well aware of the myriad of issues surrounding the American educational system. Today educators must cover specific content in a specific amount of time to a classroom filled with students who may or may not be cognitively present for a host of reasons. Yet, it is these same issues which exist in our universities, professional development training seminars and board rooms.
For decades, I have been involved, directly and indirectly with the learning process and
dissemination of knowledge as it pertains to public and private educational systems,
corporate training functions and professional talent development. Yet rarely in these venues when the need to learn is paramount is there an equal need to to evaluate and assess the knowledge acquisition or evidence of knowledge transfer considered. In other words, when do we have time to learn from our mistakes?
It is common place a high school student to take a test. But what is the point? Most
educators and the educational system consider this a valid method to assess the student's
understanding of the material explored during lecture, group activities and labs. Typically, the student completes the test, the teacher grades it, a score is provided and poof the next unit begins. Rarely do we allow students who make mistakes the opportunity to review the material, identify the misconceptions and integrate the correct information into their own personal knowledge base. This practice imbues a belief that mistakes are to be identified, counted, covered and move on rather than learned from.
understanding of the material explored during lecture, group activities and labs. Typically, the student completes the test, the teacher grades it, a score is provided and poof the next unit begins. Rarely do we allow students who make mistakes the opportunity to review the material, identify the misconceptions and integrate the correct information into their own personal knowledge base. This practice imbues a belief that mistakes are to be identified, counted, covered and move on rather than learned from.
