•
•WHAT IS KNOWLEDGE
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•Consequences for social pedagogy
•
•Radim Šíp
•Department of social pedagogy
•

Traditional conception of knowledge
•knowledge as a mental picture in the head
reality
knowledge
truth as correspondence

Traditional conception of knowledge
•knowledge
•
Ø that what is in our brain/mind
Ø that what has strict borders
Ø that what has clear meaning
Ø that what we hold and manipulate with
Ø that what is cognitive and not emotional
Ø

Problems –
ex. activation of seniors
•
•Seniors
• lowing their cognitive capacity
• destruction of memory
•
•activation                                                 - reconstruction of memory
•(theatre play with marionettes,          - emotinal state that leads
•storytelling, drama therapy)        to restoration of mental and
                                       cognitive capacity
•
•

What is knowledge in fact
piece of knowledge = individual knowledge, skill
Knowledge = key + lock + opening a door
external conditions (material changes in environment)

What is knowledge in fact
Key = idea how to use bow and arrow
bow and arrow + animal = lock
external environemental conditions
characteristics of environement
human artefact

What is knowledge in fact
Killed red deer = opening a door / sign that piece of knowledge and external material conditions
fitted

                                                                         together

Tacit knowledge
•Michael Polanyi
Ø Hungarian chemist,
Ø refugee, Jew escaped from Hungaria before the WWII
Ø how scientist learn something
Ø there is much more you can be aware of and articulate
Ø
•
•
•                                      TACIT KNOWLEDGE

Tacit knowledge - example
•Friedrich August Kekulé (1829 – 1896)
•
Ø German orgnanic chemist
Ø discoverer of structure of benzene
Ø after years of studying carbon-carbon bond
•     he had a day-dream
•
•
•                                   the structure of benzene
•
•
Frkekulé.jpg

Tacit knowledge - example
https://upload.wikimedia.org/wikipedia/commons/thumb/1/18/Ouroboros-benzene.svg/452px-Ouroboros-ben
zene.svg.png
•= a day dream = UROBOROS
•    a snake that seize its tail
•
•
•
•shift in thinking –
•            emergence of structural
•                                       chemistry

Tacit knowledge and seniors
•
piece of knowledge = individual knowledge, skill
Knowledge = key + lock + opening a door
external conditions (material changes in environment)

Tacit knowledge and seniors
•activation through theatre play with marionettes
•
•                      = manipulation with an environement in a such way
•                         THAT WE RECONSTRUCT AND SUPPLEMENT INNER STATES OF
•                         SENIORS’ BRAIN/MIND
•
•
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•                   RECONSTRUCTION OF A STRUCTURE OF PIECES OF KNOWLEDGE

Tacit knowledge and seniors
•
•
restoration
of a structure of information
manipulation in an environement
http://aub.ac.uk/wp-content/uploads/Marionette05.jpg

What is knowledge
Ø
Ø has its internal and its external features
Ø there is no strict borders (ie. meaning)
Ø borders and meanings are set / make clear by an actual situation
Ø
Ø manipulation of external features             changes in brain/mind
• activation of seniors leads to restoration of memory and cognitive
•     capacity
•
Ø manipulation of internal features               enable to changes in
•     manipulation  of external features
• Kekule’s structural formula enable to manipulate chemicals in a new way

Consequences for social pedagogy
Ø
Ø explains why an environment is important (manipulation with external features)
Ø explains why physical activity has great impact (manipulation with external features)
•outdoor education, drama education, training courses
•
Ø explains why personal development or morality are important (manipulation with brain/mind)
Ø explains why structure of information can influence emotions and actions of people (manipulation
with brain/mind)
•axiology, personal development, traditional education (gathering and structuring of information)