Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses

van Aalst, Jan

Conceptual framework I have argued for a conceptual framework that contrasts three modes of discourse, which can be associated with different theoretical perspectives (transmission/naïve realism, cognitive psychology, and interactive learning mediated by shared objects). Knowledge sharing is included because it remains a common discourse mode and is useful in some situations; knowledge construction is included because it is what knowledge creation needs to be distinguished from most. Knowledge creation is not a new example of constructivism (in the cognitive paradigm), but an example that reifies a new theory of mind that does not depend on a notion of the mind as a container (Bereiter 2002) . However, due to the incommensurability of the underlying theories, I do not regard the discourse modes as stages in the development of a community's discourse, as Gunawardena et al. (1997) have suggested for knowledge sharing and knowledge construction. The framework extends the distinction between learning and knowledge creation (Bereiter and Scardamalia 1996) by differentiating between learning by knowledge sharing and learning by knowledge construction. This differentiation makes it possible to bring into focus both differences and similarities between knowledge construction and knowledge creation.