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A quasi-ordinal knowledge space is a knowledge space that is also closed under set intersection: if student a knows topics A and B; and student c knows topics B and C; then it is possible for another student b to know only topic B. A well-graded knowledge space or learning space is a knowledge space satisfying the following axiom:
In philosophy and media studies, a knowledge space is described as an emerging anthropological space in which the knowledge of individuals becomes the primary focus for social structure, values, and beliefs. The concept is put forward and explored by philosopher and media critic Pierre Lévy in his 1997 book Collective Intelligence. [1]
Descartes believed that thought (subjectivity) was the essence of the mind, and that extension (the occupation of space) was the essence of matter. [6] For modern philosophers like Descartes, consciousness is a state of cognition experienced by the subject—whose existence can never be doubted as its ability to doubt (and think) proves that it ...
Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön. [4] [5] In a professional context, this is known as reflective practice, wherein the use of the reflective process allows a practitioner to understand their experiences differently and take action accordingly. [6]
The knowledge space (i.e. K-Space) describes all objects and truths that are established from the point of view of the designer. Then K-Space is expandable as new truths may appear in it as an effect of the design process. Conversely, the structure and properties of the K-Space have a major influence on the process. [8]
It is also an important way to bring together theory and practice; through reflection one is able to see and label forms of thought and theory within the context of one's work. [6] Reflecting throughout one's practice is taking a conscious look at emotions, experiences, actions, and responses, and using that information to add to one's existing ...
Cognitive apprenticeship is a theory that emphasizes the importance of the process in which a master of a skill teaches that skill to an apprentice.. Constructivist approaches to human learning have led to the development of the theory of cognitive apprenticeship.
Situated cognition is a theory that posits that knowing is inseparable from doing [1] by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts. [2] Situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual ...