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

[David Kellogg]

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
>
>
>
>
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