The Knowledge Creating Classroom

Edward A. Jones (Senior Research Fellow, GLOCOM)

The text of this article in GLOCOM Review (Vol. 7, No. 1, January 2002) is available in the PDF form at: http://www.glocom.ac.jp/odp/library/70.pdf

Abstract

This paper describes how GLOCOM’s work in the Fulbright Memorial Fund Master Teacher Program in leading to the development of new ways of organizing cross-cultural collaborative education. It describes how the concept of achieving a sense of total physical presence (TPP) enables participants to develop the interpersonal connections that are essential to pursuing higher levels of shared learning and cognition.

It explores the psychological dimensions of creating the group awareness that is essential in fostering the creation of knowledge. It examines the role of the teacher as an organizer, director and assessor of learning activities. It puts teachers at the center of the education process. It describes how they can form learning communities with their students and with other teachers and students.

Finally it examines how the development of new seminars, teaching methods and software can help teachers to become more proficient in producing and sharing knowledge with each other and their students. In this process, they should draw on a wide variety of resources ranging from museums and expert professionals to the Internet. In this way they can enrich their classes through new sources and forms of knowledge.

Table of Contents

1. Background
2. Intellectual Engagement
3. Knowledge Creation
4. The Learning Community
5. Knowledge Creating Systems
6. Developing the Knowledge Creating System
7. Conclusion