Embodied Knowledge, Tool, and Sketch: Intuitive Production of Knowledge in Architectural Design

Editorial Summay Entitled »Embodied Knowledge, Tool, and Sketch«, Nandini Oehlmann’s contribution directs the focus to the »intuitive production of knowledge in architectural design«, also the subtitle of the text, and aims to trace the tacit, pre-reflective knowledge that plays a guiding role in the design process. As she defines design as having »an idea in mind as a vague notion«, her investigation is driven by the search for a profound understanding of the knowledge transfer of cognitive and manual knowing. She places an emphasis on the evolution of knowledge in the design process, from indistinct premonition to a specific concretization of the design. Tacit knowledge forms the core of this research, aiming to decipher this preconscious experience- based manual or bodily knowledge. [Katharina Voigt]

An appraisal of the evolution of some of the main themes in Sosa’s epistemology

In this article, I propose to trace the evolution of three central concepts in Sosa’s epistemology: the distinction between animal and reflective knowledge, closure principles, and the safety condition. These three planks played a central role in the early presentations of Sosa’s epistemology, but have recently undergone interesting changes.

Harvesting reflective knowledge exchange for inbound open innovation in complex collaborative networks: an empirical verification in Europe

Purpose This study aims to investigate the effects of open innovation (OI) and big data analytics (BDA) on reflective knowledge exchange (RKE) within the context of complex collaborative networks. Specifically, it considers the relationships between sourcing knowledge from an external environment, transferring knowledge to an external environment and adopting solutions that are useful to appropriate returns from innovation. Design/methodology/approach This study analyzes the connection between the number of patent applications and the amount of OI, as well as the association between the number of patent applications and the use of BDA. Data from firms in the 27 European Union countries were retrieved from the Eurostat database for the period 2014–2019 and were investigated using an ordinary least squares regression analysis. Findings Because of its twofold lens based on both knowledge management and OI, this study sheds light on OI collaboration modes and highlights the crucial role they could play in innovation. In particular, the results suggest that OI collaboration modes have a strong effect on innovation performance, stimulating the search for RKE. Originality/value This study furthers a deeper understanding of RKE, which is shown to be an important mechanism that incentivizes firms to increase their efforts in the innovation process. Further, RKE supports firms in taking full advantage of the innovative knowledge they generate within their inter-organizational network.

Promises to keep: speech acts and the value of reflective knowledge

This paper offers a new account of reflective knowledge’s value, building on recent work on the epistemic norms of speech acts. Reflective knowledge is valuable because it licenses us to make guarantees and promises.

How to Architecture Open-ended Problem-solvers? Student Reflections on Scaffolding Experiences in an Open-ended Problem-solving Bioengineering Course Sequence

Through reflection, learning experiences that students most-frequently valued during open-ended, scaffolded problem solving in a bioengineering two-course sequence were identified in this study. Reflective knowledge of this type can inform instructors in orchestrating experiences to scaffold problem solving of this kind and were useful in directly demonstrating students’ development in problem solving. Reflection is necessary for learning and is an important aspect of scaffolding. The literature has made recent calls for the additional use and study of reflection and scaffolding within STEM. This paper is intended to respond to these calls by focusing on students’ reflections about the experiences they most-frequently valued during scaffolded work. Students reflected at multiple points about their scaffolded, problem-solving experiences. These reflections were systematically content-analyzed for the experiences valued by students for their learning and development. These valued experiences can be the focus of instructional and scaffolding efforts for open-ended problem-solving in similar courses.

REFLECTIVE TEACHING AS A MEANS OF TEACHER PROFESSIONAL DEVELOPMENT

One of the core components of teacher knowledge is reflective knowledge which is defined as the teacher’s capacity to reflect on and assess his or her own practice. In other words, as teachers, they should be able to do reflective teaching. Reflective teaching is the teacher’s thinking about what happens in the classroom lessons, and thinking about alternative means of achieving goals and aims (Cruickshank and Zeichner in Richard and Nunan 1990). This paper discusses reflective teaching as a means of professional development.

Recognizing Levels of Justification: To Add or to Subtract

In this paper I explore the idea of developing something like Sosa's influential distinction between cognitio and scientia (animal knowledge and reflective knowledge) to epistemic justification. On the assumption that we should, I explore the question of whether we should do so by either (1) beginning with a really basic, intellectually undemanding kind of justification, recognizing more sophisticated intellectually rewarding justification by layering more demanding requirements on that basic sort, or (2) beginning with an ideal sort of justification and recognizing less demanding sorts of justification by stripping away conditions from that ideal justification.

Teacher language awareness and scaffolded interaction in CLIL science classrooms

Teacher language awareness (TLA) constitutes the teacher’s self-reflective knowledge about the operation of language systems in pedagogical practices. This study focuses on teachers’ understanding of learning of language and learning through language in Content and Language Integrated Learning (CLIL) contexts, exploring how teachers proceduralise their knowledge of language to facilitate science learning in Hong Kong. By analysing the reflective relationship between TLA and scaffolding strategies of two teachers (students n = 31; 32) during a set of lessons in a secondary school, this paper suggests that it is critical to re-orient the TLA focus from teachers to the act of learning and learners’ needs. This expanded conceptual framework of TLA sheds light on how to transform teachers’ implicit knowledge of language into explicit awareness of scaffolding in class. The TLA-filtered, scaffolded interactions can therefore promote the use of language not merely for pedagogical purposes but also as a cognitive learning tool.