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John Seely Brown sees a divergence between what outside-world practitioners do and what we have typically been able to replicate in the classroom (see post on this site) . It is a difficult challenge because when we try to extract the “essence of biologist” we don’t get everything. What we usually bring into the classroom is what Seely Brown calls the explicit knowledge. This is the kind of knowledge we find in textbooks. (more…)
The authors argue that all knowledge is situated, that is, it has a context. The biologist practices his craft in the world of flora and fauna and addresses real problems. What educators inevitably try to extract from the observed practitioner is what Seely Brown calls explicit knowledge . The contents of a text book demonstrate the look and feel of this kind of knowledge. But, Brown argues, the biologist also makes use of another kind of knowledge which he calls tacit knowledge. This knowledge embodies the tricks of the trade, the special strategies, or the rules of thumb known to any good biologist. This latter type of knowledge does not get captured when we try to emulate the knowledge of the biologist in classroom curriculum. According to Seely Brown et al