Knowing Knowledge © George Siemens, 2006 ISBN 978-1-4303-0230-8 A Creative Commons licensed version is available online at www.knowingknowledge.com Table of ConTenTs Preface. v Section 1 An Exploration of Theoretical Views of Knowing and Learning 1 Shftng... . 3 What.has.caused.knowledge.to.leave.. ....the.safe,.trusted.spaces.of.generatons.past?. 4 What.s.the.mpact.of.knowledge.set.free? . 5 Many.Faces.Explorng.Knowledge. 13 What.are.trusted.sources.of.knowledge?. 22 Can.a.group.be.as.effectve.as.an.expert?. 22 Learnng. 25 In.Relaton.to.Knowng. 49 Why.do.we.want.knowledge? . 50 Is.serendpty.lost?. 56 Context.Games. 61 What.about.power?. 64 Who.are.the.new.oppressed?. 64 Section 2 Changes and Implication–Moving toward Application 67 Somethng.s.Amss–Changed.Envronments.of.Knowledge . 69 Cycle.of.Change. 69 The.rse.of.the.ndvdual. 72 Connectedness–the.world.has.become.whole . 73 Immedacy. 74 Breakdown.and.repackagng. 74 The.condut.s.kng. 75 What.s.the.mpact? . 76 Socalzaton. 77 Blurrng.worlds. 77 Changed.Characterstcs.and.Flow.of.Knowledge. 79 Abundance. 80 Recombnaton . 82 Relaton.to.certanty. 82 Development.pace. 83 Representaton. 83 Flow. 84 Spaces.and.structures.of.knowledge. 86 How.can.organzatons.adopt.ecologes?. 90 Decentralzaton.of.knowledge. 92 Clear.ams.through.decentralzed.means . 95 Affordance. 98 Emotons.and.Creatvty. 103 Control.and.acceptance. 105 Quet.mnds. 106 Scentst.versus.artst . 107 Implcatons–Structural/Spatal.Impact . 110 Complexty.corrodes.clear.paths. 112 Learners’.sklls. 113 Desgnng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Informal.learnng.s.too.mportant.to.leave.to.chance . 119 Knowledge.reflexvty. 120.. Implementng. 124 Change.forces.change. 127 Doman.Implementaton.Model . 128 Doman.1:.Analyss.and.valdaton. 130 Doman.2:.Network.and.ecology.desgn. 132 Doman.3:.Adaptve.knowledge.and.learnng.cycle. 134 Doman.4:.Systems.and.patterns.revew.and.evaluaton. 136 Doman.5:.Impactng.factors. 138 Contnung.the.Conversaton.... 143 What.s.dfferent.tomorrow.mornng?. 144 Notes.. 146 Lst.of.Tables. 157 Lst.of.Fgures. 157. Index.. 158. . Thank you... Many.ndvduals.contrbuted.(or.sacrficed).tme.to.ths.project .. In.partcular,.I.would.lke.to.say.thanks.to.famly.(my.wfe.Karen.and.. chldren.Alysha,.Jared,.and.Karel).for.toleratng.holdays.whnng.about. lack.of.nternet.access,.evenngs.of.dstracted.conversatons,.and.the.. numerous.obtuse.deas.dropped.upon.unsuspectng.recpents My.thnkng.has.been.very.publc.for.over.five.years.(www elearnspace org) .. Thank.you.to.those.who.have.read.and.provded.feedback.on.countless. artcles.and.blog.postngs .Your.tme.readng.and.commentng.has.been.. an.encouragement.and.mportant.learnng.process.for.me . Steppng.out.nto.alternatve.means.of.expressng.thoughts.(through.on-. lne.publshng,.nstead.of.tradtonal.journals),.s.an.act.of.optmsm.that. has.been.modeled.and.drected.wth.other.transparent.thnkers .One.needs. to.abandon.notons.of.perfecton.to.attempt.onlne.dalogue—warts,.poor. sentence.structure,.quckly.jotted.thoughts,.embarrassngly.smple.vew- ponts—are.kept.and.preserved.by.search.engnes.and.archves .Those.who. hold.to.product.vews.of.learnng.and.knowledge,.nstead.of.process.vews,. find.the.unforgvng.nature.of.archves.ntmdatng .I.thank.my.fellow. sojourners.for.ther.effort.n.walkng.new.paths:.Stephen.Downes,.. Jay.Cross,.Wll.Rchardson,.and.Mash.Nchan . Specal.thanks.as.well.to.those.who.have.taken.the.tme.to.provde.revews.. of.the.thoughts.contaned.n.text .Those.who.prevously.held.the.power.to. filter.content.are.findng.a.dmnshng.world.as.many.are.now.able.to.cre- ate,.valdate,.and.share.freely .The.revew.efforts,.thoughts,.gudance,.advce,. and.nput.of.these.people.are.nvaluable:.Zad.Al.Alsagoff,.Wayne.Batch- elder,.Doug.Belshaw,.Mark.Berthelemy,.Alson.Bckford,.Stephen.Downes,. Patrca.Duebel,.Denham.Grey,.Bll.Hall,.Davd.Hawkes,.Pam.Hook,.Davd. Lee,.Karla.Lopez,.Corrado.Petrucco,.John.D .Smth,.Susan.Spero,.Louse. Starkey,.Lz.Stevenson,.Peter.Tttenberger,.John.Vetch,.Jack.Vnson,.. Peter.West,.Gerry.Whte,.Terry.Yelmene,.Steve.Yurkw,.and.Chrstopher. Zelnsk Thanks.to.Euan.Semple,.Dave.Snowden,.and.Denham.Grey.for.ntervew/ onlne.dscussons.relatng.to.knowledge.n.our.world.today v The.mages.n.ths.book.are.the.work.of.Murray.Toews .I.spent.much. tme.wth.hm.n.creatng.a.non-structured,.non-lnear.model.for. expressng.key.concepts .I.have.read.too.many.books.on.knowledge. and.knowledge.management.that.assume.advanced.theores.must.be. expressed.n.complex,.ntmdatng.mages .Structure.does.not.equate. wth.knowledge.(structure.s.qute.dfferent.from.organzaton) . As.an.actve.partcpant.n.the.transparent.world.of.onlne.wrtng,.. I.know.the.value.of.buldng.on.the.work.of.others .I.have.tred.to.cte. orgnal.deas.(I.went.through.the.panful.process.of.tryng.to.locate. orgns.of.popular.quotes—a.task.not.readly.acheved,.beyond.lnkng. to.a.quote.database) .The.rapdly.evolvng.nature.of.knowledge.some- tmes.results.n.areas.beng.overlooked .If.you.find.expressons.n.ths. text.that.have.not.been.sourced,.please.let.me.know The.onerous.task.of.edtng.fell.on.Karen.Graham... Thank You v The First Step toward Knowledge is to Know that We are Ignorant. Richard Cecil 1 PrefaCe Knowledge.has.changed;.from.categorzaton.and.herarches,.to. networks.and.ecologes .Ths.changes.everythng.and.emphaszes. the.need.to.change.the.spaces.and.structures.of.our.organzatons . ● How do we run a meeting? ● How do we decide on action items? ● How do we create our marketing plan? ● How do we learn? How do we share knowledge? ● How do we define organizational ethics? ● How do we foster democracy? ● How do we achieve our strategic goals? We.supposedly.exst.n.a.knowledge.era .Our.work.and.our.lves. center.on.the.creaton,.communcaton,.and.applcaton.of. knowledge ● But what is knowledge? ● How is it created ? ● How is it sHared ? How.does.knowledge.flow.through.our.organzatons.today?.. Is.t.dfferent.than.t.was. ● 10 years ago? ● 50 years ago? ● a century ago? v What does our Future hold as a Knowledge-Based Society? Why.does.so.much.of.our.socety.look.as.t.dd.n.the.past?.Our.schools,. our.government,.our.relgous.organzatons,.our.meda—whle.more. complex,.have.mantaned.ther.general.structure.and.shape .Classroom. structure.today,.wth.the.excepton.of.a.computer.or.an. LCD .projector,. looks.remarkably.unchanged—teacher.at.the.front,.students.n.rows .. Our.busness.processes.are.stll.bult.on.theores.and.vewponts.that. exsted.over.a.century.ago.(wth.perodc.amendments.from.thnkers.lke. Drucker 2 ) .In.essence,.we.have.transferred.(not.transformed).our.physcal. dentty.to.onlne.spaces.and.structures Ths.book.seeks.to.tackle.knowledge—not.to.provde.a.defnton—but.. to.provde.a.way.of.seeng.trends.developng.n.the.world.today .Due.to.. the.changed.context.and.characterstcs.of.knowledge,.tradtonal.defntons.. are.no.longer.adequate .Language.produces.dfferent.meanng.for.dfferent. people .The.meanng.generated.by.a.sngle.defnton.s.not.suffcently.. reflectve.of.knowledge.as.a.whole . We are able to describe , not define knowledge. 3 Most.leaders.today.would.settle.for.a.vew.of.knowledge.that.enables. them.to.take.acton.consstent.wth.core.changes—so.ther.organzatons. do.not.suffer.from.outdated.actons .. Knowledge.possesses.two.broad.characterstcs: 1. It.descrbes.or.explans.some.part.of.the.world.(how.atoms.act,.whch. companes.to.nvest.n.for.future.growth,.how.dseases.are.spread),. 2. .We.can.use.t.n.some.type.of.acton.(buldng.partcle.accelerators,. nvestng,.preventng.dsease) . All Knowledge is Information, but Not all Information is Knowledge. It.s.my.hope.that.ths.book.wll.not.be.seen.as.a.product,.but.rather.. an.nvtaton.to.dalogue.and.debate .You.can.dscuss.the.book.at.the.. www.knowingknowledge.com .webste .Artcles,.ntervews,.and.news.. on.the.changng.context.and.characterstcs.of.knowledge.wll.be.avalable.. as.well ..Readers.are.nvted.to.share.ther.comments.on.the.book.or.assst.. n.re-wrtng.t.n.the.wk v I.have.ntentonally.left.thoughts.unstructured.and.unconnected,.. allowng.readers.to.create.ther.own.connectons . It.s.not.ntended.to.be.read.as.a.comprehensve.treatse.on.socety’s. changes .It.s.desgned.to.mmc.the.chaotc,.complex,.but.holstc,.. nature.of.knowledge.(and.learnng).n.today’s.organzatons—. an.attempt.to.duplcate.knowledge.n.form,.not.only.content . I.have.mrrored.the.nature.of.knowledge.today.through.text I.have.ressted.the.urge.to.extensvely.classfy.concepts . Today,.ndvduals.sttch.and.weave.ther.own.networks . the practice of claSSiFication , as means to reduce cognitive load, ends up more taxing when it fails to accurately reflect the underlying core. I.am.used.to.wrtng.n.hypertext .. Concepts.relate.to.other.concepts—but.not.n.a.lnear.manner .. For.example,.when.addressng.connectvsm.as.a.changed.theory.of. learnng,.I.want.to.relate.t.to.mplementaton,.or.when.addressng. changes.n.the.context.n.whch.knowledge.occurs,.I.want.to.connect.to. changes.n.knowledge.characterstcs—but.wthout.contnual.repetton . Books.do.not.work.that.way .To.acheve.the.same.effect.n.a.book,.. I.would.have.to.rewrte.(and.you.would.have.to.reread).my.thoughts. numerous.tmes.n.numerous.places .The.repetton.would.be.annoyng . I.ntroduce.smlar.concepts.n.varous.places.to.show.connectons . Vewng.learnng.and.knowledge.as.network.phenomena.alters.much.. of.how.we.have.experenced.knowledge.n.the.last.century .Networks.. are.adaptve,.flud,.and.readly.scale.n.sze.and.scope .A. hierarchy imposes .structure,.whle. networks reflect structure W r i t i n g i n a l i n e a r f o r m a t i s c h a l l e n g i n g ! v 5 Mass.meda.and.educaton,.for.example,.have.been.largely.desgned.on.a. one-way.flow.model.(structure.mposed.by.herarchy) .Herarches,.unlke. networks.and.ecologes,.do.not.permt.rapd.adaptaton.to.trends.outsde.. of.establshed.structure .Structure.s.created.by.a.select.few.and.mposed.. on.the.many . The.newspaper.publshes,.we.consume . The.teacher.nstructs,.we.learn . The.news.s.broadcast,.we.lsten . An.alternatve.to.ths.one-way.model.has.been.developng.momentum.. over.the.last.few.years .Smple,.socal,.end-user.control.tools.(blogs, 4 .wks, 5. taggng.and.socal.bookmarkng, 6 .podcastng, 7 .vdeo.loggng 8 ).are.afford- ng.new.methods.of.nformaton.connecton.and.back-flow.to.the.orgnal. source .Feedback.s.more.common.n.meda.and.advertsng.than.n. educaton but.academcs.are.begnnng.to.see.ncreased.desre.from. learners.to.engage,.not.only.consume,.learnng.materals.and.concepts AS GoeS knowledge, So Go our organizations Ths.book.ntends.to.serve 5 .broad.purposes: one . .To.conceptualze.learnng.and.knowng.as.connecton-. . based.processes; Two . To.explore.the.nature.of.change.n.the.context.n.whch.. . knowledge.exsts; Three To.explore.the.change.n.the.characterstcs.. . of.knowledge.tself; Four . To.present.knowledge.as.a.context-game—a.dance.. . that.requres.multple.realtes,.each.selected.to.serve.. . the.ntended.needs.of.each.task,.challenge,.or.opportunty;. Five To.present.a.model.for.the.spaces.and.structures.whch.wll.. . serve.the.needs.of.our.organzatons.(schools,.unverstes,.. . and.corporatons).for.tomorrow x Life is Learning Knowing Knowledge .s.dvded.nto. 2 .dstnct.sectons . SecTion one provides a chaotic exploration of knowledge and associated concerns. The.exploraton.of.learnng,.connectvsm,. and.connectve.knowledge.forms.a.lens.through.whch.we.can.see.and. understand.trends.mpactng.learnng.and.knowledge.development . The theoretical basis of learning .s.presented.n.ths.secton .. SecTion Two provides a description of the changes relating to knowledge today. Implcatons.of.changes,.suggested.revsons.to. spaces.and.structures.of.our.socety.and.corporatons,.and.models.for. mplementng.are.suggested .The. practical basis of connectivism .s. presented.n.ths.secton Knowing Knowledge .s.drected.at.two.broad.audences:. Educators & Business Leaders (desgners,.nstructors,.. and.admnstraton). Whle.ths.may.be.an.nterestng.parng.of.target.audence,.t.extends. from.my.asserton.that.lfe.s.a.learnng/knowledge-based.process . Lteracy,.marketng,.leadng,.producng,.nstructng—n.our.developng. knowledge.socety,.these.tasks.requre.knowledge .Anyone.who.works. wth.knowledge.needs.to.be.acquanted.wth.learnng.processes . A.busness.executve.needs.to.understand.the.characterstcs.of.knowl- edge.that.mpact.creatng.effectve.teams.to.acheve.corporate.strategy . An.educator.needs.to.understand.the.new.context.of.knowledge.n.order. to.prepare.learners.for.a.lfe.of.learnng.and.workng.wth.knowledge . Smply.put,.lfe.s.learnng .If.we.are.nteractng.wth.people,.deas,.or. concepts.(n.a.classroom.or.corporate.boardroom),.knowng.and.learnng. are.our.constant.companons “ Whoever undertakes to set himself up as a judge of Truth and Knowledge is shipwrecked by the laughter of the gods. ” Albert Einstein 9 x Figure 1: Book Overview 10 1 An exploration of theoretical views of KnoWing and learning 1 2 Figure 2. Introduction 3 sH ift i n g . . . We.are.n.the.early.stages.of.dramatc.change—change.that.wll.shake. the.spaces.and.structures.of.our.socety .Knowledge,.the.buldng.block. of.tomorrow,.s.rdng.a.tumultuous.sea.of.change .Prevously,.knowl- edge.served.the.ams.of.the.economy—creaton,.producton,.and. marketng .Today,.knowledge.s.the.economy .What.used.to.be.the. means.has.today.become.the.end Left.n.the.wake.of.cataclysmc.change.are.the.knowledge.creaton.and. holdng.structures.of.the.past .The.deologes.and.phlosophes.of.realty. and.knowng—battle.spaces.of.thought.and.theory.for.the.last.several. mllenna—have.fallen.as.gudes .Lbrares,.schools,.busnesses—engnes. of.productvty.and.socety—are.stretchng.under.the.heavy.burden.of. change .New.epstemologcal.and.ontologcal.theores.are.beng.formed,. as.we.wll.dscuss.shortly.wth. connective knowledge. These.changes.do. not.wash.away.prevous.defntons.of.knowledge,.but.nstead.serve.as. the.fertle.top.of.multple.sol.layers . The.task.of.ths.book.s.to.provde.an.overvew.of.what.s.happenng.to. knowledge.and.to.the.spaces.n.whch.knowledge.s.created,.dssem- nated,.shared,.and.utlzed . The.pursut.of.knowledge.s.ongong .Unlke.most.desres,.ths.desre.s. nsatable 12 .We.tnker.wth.the.constructs.of.realty:.What.causes. weather.patterns?.Why.dd.t.(pck.any.event).happen?.What.s.that. (pck.any.phenomenon)?.If.we.change.ths,.how.does.t.mpact.that? Changes. do. not. manfest. themselves. sgnfcantly. n. socety. untl. they. are. of. suffcent. weght. and. force . The. buldng. of. many. small,. ndvdual. changes.requres.long.perods.of.tme. before. fundamental. change. occurs 11 Our.conceptual.world.vew.of.knowl- edge—statc,. organzed,. and. defned. by.experts—s.n.the.process.of.beng. replaced. by. a. more. dynamc. and. mult-faceted.vew Knowledge. has. broken. free. from. ts. moorngs,. ts. shackles . Those,. lke. Francs. Bacon,. who. equate. knowl- edge.wth.power,.fnd.that.the.masses. are.floodng.the.pools.and.reservors. of. the. elte . The. filters,. gatekeepers,. and. organzers. are. awakenng. to. a. sea.of.change.that.leaves.them.adrft,. clngng.to.ther.old.methods.of.cre- atng,. controllng,. and. dstrbutng. knowledge 4 Human.exstence.s.a.quest.to.understand .Our.spaces.and.structures. need.to.be.algned.wth.our.new.understandng.of.knowledge...and.the. manner.n.whch.t.moves,.flows,.and.behaves . We.lve.as.an.ntegrated.experence—we.see,.know,.and.functon.n. connectons .Lfe,.lke.knowng,.s.not.an.solated.actvty—t.s.a.rch,. nterconnected.part.of.who.we.are .We.cannot.stop.the.desre.to.know . The.desre.to.know.s.balanced.wth.our.desre.to.communcate,.to.share,. to.connect,.and.our.desre.to.make.sense,.to.understand—to.know.the. meanng .In.an.effort.to.make.ourselves.understood,.we.create. structures to.hold.our.knowledge:.herarches,.books,.lbrares,.encyclopedas,.the. nternet,.search.engnes .We.create. spaces .where.we.can.dalogue.about. and.enact.knowledge:.corporatons,.organzatons,.schools,.unverstes,. socetes .And.we.create. tools .to.dssemnate.knowledge:.peer-revew. journals,.dscusson.panels,.conferences . The.last.decade.has.fundamentally.re-wrtten.how.we:. ◆ . Consume.meda. ◆ . Authentcate.and.valdate.knowledge ◆ . Express.ourselves.and.our.deas. ◆ . Relate.to.nformaton/knowledge.(the.relatonshp.tme.s.much. shorter–compare.1/2.hour.readng.the.mornng.newspaper.vs .readng. 50.news.sources.onlne.n.10.mnutes) ◆ . Relate.to.the.deluge.of.nformaton,.requrng.that.we.become.much. more.selectve.and.that.we.start.usng.external.resources.(socal. bookmarkng,.user-generated.and.fltered.content,.personal.taggng). to.cope ◆ . Functon.n.knowledge-ntense.envronments.(mass.movement.to. knowledge-based.work,.dmnshng.physcal.or.ndustral.work.. actvtes) What has caused knowledge to leave the safe, trusted spaces of generations past? Changes.are.occurrng.on.several.levels:. the context (or.envronment).n.whch.knowledge.exsts;.and the flow .and. characteristics .of.knowledge.tself . 5 What is the impact of KnoWledge Set Free? Yocha. Benkler,. n. hs. exploraton. of. the. growng. promnence. of. net- works. n. socety,. offers. a. glmpse. nto. what. s. at. stake. n. our. world. of. morphng.knowledge: Information, knowledge, and culture are central to human free- dom and human development. How they are produced and ex- changed in our society critically affects the ways we see the state of the world as it is and might be...for more than 150 years, modern complex democracies have depended in large measure on an industrial information economy for these basic functions. In the past decade and a half, we have begun to see a radical change in the organization of information production. 13 These.changes.are.stll.beng.nterpreted.through.exstng.belefs.of.how. we.should.structure.our.organzatons.and.what.t.means.to.know.and. learn .How.deep.must.change.penetrate.our.organzatons.before.we.see. systemc. change?. The. frst. attempt. at. mplementaton. usually. nvolves. forcng.decentralzed.processes.nto.centralzed.models We.stand.wth.our.feet.n.two.worlds:.one.n.the.models.and.structures. that. orgnated. n. (and. served. well). the. ndustral. era,. and. the. second. wthn.the.emergng.processes.and.functons.of.knowledge.flow.n.our. era.today .Our.dual.exstence.s.notced.n.busness,.educaton,.and.me- da—we.have.new.tools.beng.used.to.serve.old.needs .Ths.phenome- non.was.found.n.the.early.days.of.vdeo .Intally,.vdeo.was.thought.to. be.best.suted.for.tapng.and.recordng.lve.stage.shows .Vdeo.was.seen. as. a. second-rate. experence. to. lve. shows . Over. tme,. once. producers. and.edtors.understood.the.unqueness.of.the.medum,.vdeo.developed. nto.ts.own.art.form . The. most. substantal. changes. wll. be. felt. n. how. we. organze. our- selves . The. spaces. and. structures. of.socety—corporatons,.churches. and. relgous. bodes,. schools,. and. government—wll. experence. a. dfferent. relatonshp. wth. knowl- edge . Instead. of. relatonshps. of. control/montor. and. cause/effect,. these. organzatons. requre. a. shft. n.vew.to.foster,.nurture,.and.con- nect .Customers,.students,.and.cl- ents.no.longer.tolerate.pre-packag- ng.(musc,.news,.meda) Knowledge. set. free. enables. dyna- mc,. adaptve,. and. personalzed. experences 6 Or.consder.emal.n.ts.earler.days—many.prnted.out.a.paper.copy.of. emals,.at.least.the.mportant.ones,.and.fled.them.n.a.fle.cabnet .Today. we.are.begnnng.to.see.a.shft.wth.emal.products.that.archve.and.make. emal.searchable.and.allow.ndvduals.to.apply.metadata.at.pont.of.use. (taggng) Smlarly,.we.are.n.the.n-between.stage.of.organzatonal.models—we. are.tryng.to.force.the.changed.context.and.expressons.of.knowledge.nto. structures.and.processes.that.served.a.prevous.age Knowledge is not static. The.knowledge.flow.cycle.(see.Fgure.3).begns.wth.some.type.of. knowledge.creaton.(ndvdual,.group,.organzaton).and.then.moves. through.the.followng.stages: co-creation (lke.end-user.generated.content).s.a.recent. addton.to.the.knowledge.cycle .The.ablty.to.. buld.on/wth.the.work.of.others.opens.doors.. for.nnovaton.and.rapd.development.of.deas.. and.concepts dissemination (analyss,.evaluaton,.and.flterng.elements .. through.the.network).s.the.next.stage.n.the.. knowledge-flow.cycle communication (those.that.have.survved.the .. of key ideas dssemnaton.process).enter.conduts.for.. dsperson.throughout.the.network Personalization at.ths.stage,.we.brng.new.knowledge.to .. ourselves.through.the.experence.of.. nternalzaton,.dalogue,.or.reflecton implementation s.the.fnal.stage,.where.acton.occurs.and.feeds .. back.nto.the.personalzaton.stage .Our.under-. standng.of.a.concept.changes.when.we.are.. actng.on.t,.versus.only.theorzng.or.learnng.. about.t (It.s.worth.notng,.even.the.dagram.provded.to.support.ths.lne.of. reasonng.falls.nto.statc,.almost.herarchcal.representatons—our.text/ vsual.tools.perpetuate.and.feed.our.lnearty—a.concept.we.wll.explore. n.greater.detal.when.dscussng.the.changed.attrbutes.of.knowledge) 7 A.smple.example.s.the.process.of.communcatng.va.text .Tradton- ally,.a.book.was.the.created.knowledge.object .Once.wrtten,.t.was. released.for.others.to.read.and.dssemnate .As.an.object,.the.flow.of. dscusson.was.essentally.one.way—from.the.author.to.the.reader. (though.readers.may.form.book.clubs.to.dscuss.the.work.of.an.author) . The.orgnal.source.was.not.updated.regularly,.perhaps.only.n.subse- quent.edtons.occurrng.every.several.years In.today’s.onlne.world,.an.author.can.post.a.seres.of.deas/wrtngs,. and.receve.crtque.from.colleagues,.members.of.other.dscplnes,.or. peers.from.around.the.world .The.deas.can.be.used.by.others.to.buld. more.elaborate.(or.personalzed).representatons .The.dalogue.contn- ues,.and.deas.gan.momentum.as.they.are.analyzed.and.co-created.n. dfferent.varatons .After.only.a.bref.tme.(sometmes.a.matter.of. days),.the.deas.can.be.sharpened,.enlarged,.challenged,.or.propagated . The.cycle.s.dzzyng.n.pace,.process,.and.fnal.product,.whch.s.then. fed.back.nto.the.flow.cycle.for.contnual.teraton . We.do.not.consume.knowledge.as.a.passve.entty.that.remans.un- changed.as.t.moves.through.our.world.and.our.work .We.dance.and. court.the.knowledge.of.others—n.ways.the.orgnal.creators.dd.not. ntend .We.make.t.ours,.and.n.so.dong,.dmnsh.the.promnence.. of.the.orgnator . Many processes tug at and work the fabric of knowledge. Figure 3. Knowledge Flow Cycle Knowledge flow is in this space 8 Rather, knowledge comes to us through a network of prejudices, opinions, innervations, self-corrections, presuppositions and exaggerations, in short through the dense, firmly-founded but by no means uniformly transparent medium of experience. (Theodor Adorno) 14 We exist in multiple domains 15 Physical cognitive emotional sPiritual It.s.to.our.own.ll.that.we.consder.any.one.doman.above.the.others .. We.are.most.alve,.most.human,.and.most.complete.when.we.see.the.full. color.of.our.mult-doman.contnuums Figure 4. Domains of Knowing