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

Fri Jun 14 11:42:41 PDT 2019

Yes, when there is even flow, you feel entirely free, its our way or the
highway. :-)
And yes to dewey!
mike

On Fri, Jun 14, 2019 at 11:40 AM Greg Mcverry <jgregmcverry@gmail.com>
wrote:

> I think I will disagree. Bits of explicit learning embedded into implicit
> events when you have explicit goals make a difference.
>
> Meaning in the two spaces I am studying #IndieWeb and #ds106 people engage
> in explicit learning all the time. They need to make a gif or learn CSS.
>
> Yet other times folks muck about trying new things.
>
> In each of these events people may have an overarching goal... As I type I
> am drawn to Dewey and Art and Experience.
>
> I do find embedding skills in a passion whrn I teach web development is
> key. Is Passion implicit learning or the most explicit imaginable?
>
> On Fri, Jun 14, 2019, 10:27 AM Peter Feigenbaum [Staff] <
> pfeigenbaum@fordham.edu> wrote:
>
>> Greg,
>>
>> I'm not sure about implicit *knowledge*, but the earliest studies on
>> implicit *learning* were conducted by Arthur Reber in the 1960s. I had the
>> good fortune of being a graduate student at CUNY Graduate Center in
>> Developmental Psychology in the 1980s when Arthur was there as a visiting
>> scholar. He was studying implicit learning of *grammar* by adults and
>> children. What struck me about the phenomenon (then and now) is that
>> subjects in experiments are unaware that they are engaged in implicit
>> learning - and when asked to think about the task they are performing while
>> they are learning to infer patterns implicitly, their performance
>> deteriorates significantly. It would seem that implicit and explicit
>> learning are activities that conflict with each other.
>>
>> This info may not be at all relevant to your question, but I thought I
>> should mention it.
>>
>> Cheers,
>> Peter
>>
>>
>>
>> On Fri, Jun 14, 2019 at 7:26 AM Greg Mcverry <jgregmcverry@gmail.com>
>> wrote:
>>
>>> 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
>>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__quickthoughts.jgregorymcverry.com_2019_06_14_using-2Dmy-2Dcommonplace-2Dbook-2Dto-2Dwrite-2Dan-2Darticle&d=DwMFaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r=mXj3yhpYNklTxyN3KioIJ0ECmPHilpf4N2p9PBMATWs&m=sh86tsuk_K_vdn8cktM6VC_LRH3rfz5b4e1k6pcjkRs&s=5NkpeiWUmHvx6EYKyYLIFUpz1dCqfsmfYPqFhJ7OUqQ&e=>
>>>
>>> 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
>>>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__doi.org_10.1080_09500782.2019.1582663&d=DwMFaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r=mXj3yhpYNklTxyN3KioIJ0ECmPHilpf4N2p9PBMATWs&m=sh86tsuk_K_vdn8cktM6VC_LRH3rfz5b4e1k6pcjkRs&s=Z_PGe9VQYPqVUGV8dxx-MsXNU0iYmNIvu6Y-vSRQZrg&e=>
>>>>
>>>> Some e-prints available at:
>>>>
>>>> https://www.tandfonline.com/eprint/KHRxrQ4n45t9N2ZHZhQK/full?target=10.1080/09500782.2019.1582663
>>>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.tandfonline.com_eprint_KHRxrQ4n45t9N2ZHZhQK_full-3Ftarget-3D10.1080_09500782.2019.1582663&d=DwMFaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r=mXj3yhpYNklTxyN3KioIJ0ECmPHilpf4N2p9PBMATWs&m=sh86tsuk_K_vdn8cktM6VC_LRH3rfz5b4e1k6pcjkRs&s=dlTSEQSXtCZwen38XmBQsCFMst6NxbENTUsHRRNKUFs&e=>
>>>>
>>>> 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
>>>>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__quickthoughts.jgregorymcverry.com_2019_03_07_my-2Dfork-2Dof-2Dsynea-2Dinto-2Da-2Dsaint&d=DwMFaQ&c=aqMfXOEvEJQh2iQMCb7Wy8l0sPnURkcqADc2guUW8IM&r=mXj3yhpYNklTxyN3KioIJ0ECmPHilpf4N2p9PBMATWs&m=sh86tsuk_K_vdn8cktM6VC_LRH3rfz5b4e1k6pcjkRs&s=JxkaETsmrQCQNCIUZxTIcy_dtBqjaE6CMj2s7zvH80E&e=>
>>>>>
>>>>> 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
>>>
>>>
>>>
>>>
>>
>> --
>> Peter Feigenbaum, Ph.D.
>> Director,
>> Office of Institutional Research
>> <https://www.fordham.edu/info/24303/institutional_research>
>> Fordham University
>> Thebaud Hall-202
>> Bronx, NY 10458
>>
>> Phone: (718) 817-2243
>> Fax: (718) 817-3817
>> email: pfeigenbaum@fordham.edu
>>
>

-- 
The struggle of (hu)mans against power is the struggle of memory against
forgetting.
― Milan Kundera (slightly edited)
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