[Xmca-l] Re: History of Explicit and Implicit Knowledge

[Greg Mcverry]

Thank you all, excatly what I am looking for. This idea of applying
implicit and explicit knowledge to D, P, and C makes total sense.

I will be rejecting much as well but it is the langauge of my audience so I
wanted to grasp the origin.

I am also trying to track how my ideas get captured and transformed here:
https://quickthoughts.jgregorymcverry.com/2019/06/14/using-my-commonplace-book-to-write-an-article

With your permission I would like to quote your emails in the same post.


On Fri, Jun 14, 2019 at 6:40 AM David Kellogg <dkellogg60@gmail.com> wrote:

> Keith Johnson, one of the professors on my MA at University of Essex,used
> the distinction between implicit and explicit on the one hand, and the J.R.
> Anderson model of DECPRO, PRODEC on the other. He didn't say anything about
> conditional knowledge, but from Anderson I gather it's something to do with
> the passive reception/active production distinction (that we Halllidayans
> reject).
>
> I never heard him use both of them together, in a matrix, so that there
> was implicit and explicit declarative knowledge, implicit and explicit
> procedural knowledge, and implicit and explicit conditional knowledge. But
> Keith was very GRAMMATICAL. It seems to me that if you apply it to
> PHONOLOGY, there isn't any reason we can't talk about implicit and explicit
> declarative knowledge (knowing THAT a sound is a /d/ and not a /t/
> implicitly and being able to express that idea in phonological terms)
> and it is also possible to talk about implicit and explicit procedural
> knowledge (knowing HOW to distinguish them without thinking about it, and
> knowing HOW they are distinguished by the movements of the articulators). I
> don't see any reason in principle why you couldn't do the same thing with
> conditional knowledge either, although I'm not really sure that all these
> distinctions are relevant to teaching.
>
> All of this, and a lot more, in his 19i96 book Skill Learning and Language
> Teaching (Blackwell).
>
> David Kellogg
> Sangmyung University
>
> New Article:
> Han Hee Jeung & David Kellogg (2019): A story without SELF: Vygotsky’s
> pedology, Bruner’s constructivism and Halliday’s construalism in
> understanding narratives by
> Korean children, Language and Education, DOI: 10.1080/09500782.2019.1582663
> To link to this article: https://doi.org/10.1080/09500782.2019.1582663
>
> Some e-prints available at:
>
> https://www.tandfonline.com/eprint/KHRxrQ4n45t9N2ZHZhQK/full?target=10.1080/09500782.2019.1582663
>
> All of this is in his 1996 book Skill Learning and Language Teaching
> (Blackwell).
>
> On Fri, Jun 14, 2019 at 9:50 AM Greg Mcverry <jgregmcverry@gmail.com>
> wrote:
>
>> Hello all,
>>
>> I am carrying on my quest to rethink cognitive apprenticeships into
>> agentive apprenticeships for my work around innovation systems:
>> https://quickthoughts.jgregorymcverry.com/2019/03/07/my-fork-of-synea-into-a-saint
>>
>> Agentive apprenticeships defer more in centering the agency and choice in
>> the learner in a network of shared interest where the space and tools teach
>> much as any person.
>>
>> You may recall I originally asked for ideas around knowledge brokering as
>> it did not sit well with me. I decided to go with Knowledge Knitting as my
>> metaphor. It is used frequently in the OER Community and amongst under
>> represented scholars and if I can get the pictures out of my head and into
>> words it will make sense.
>>
>> But I am trying to chase down when the distinction between explicit and
>> implicit knowledge began. It weaves through all apprenticeship research up
>> through and including Gee's work on Affinity Spaces.
>>
>> I am more trained in the cognitive narrative that dominates reading
>> instruction today of declarative, procedural, and conditional knowledge.
>>
>> Two questions:
>> -When did the distinction between implicit and explicit knowledge begin?
>> -Are you aware of works that describe knowing in both implicit and
>> explicit and in declarative, procedural, and conditional knowledge.
>>
>> Greg
>>
>> --
>> J. Gregory McVerry, PhD
>> Assistant Professor
>> Southern Connecticut State University
>> twitter: jgmac1106
>>
>>
>>
>>

-- 
J. Gregory McVerry, PhD
Assistant Professor
Southern Connecticut State University
twitter: jgmac1106
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