| 词条 | Inert knowledge |
| 释义 |
The phenomenon of inert knowledge was first described in 1929 by Alfred North Whitehead:[2] {{Quote|"[T]heoretical ideas should always find important applications within the pupil’s curriculum. This is not an easy doctrine to apply, but a very hard one. It contains within itself the problem of keeping knowledge alive, of preventing it from becoming inert, which is the central problem of all education."|Whitehead 1929}}An example for inert knowledge is vocabulary of a foreign language which is available during an exam but not in a real situation of communication. An explanation for the problem of inert knowledge is that people often encode knowledge to a specific situation, so that later remindings occur only for highly similar situations.[3] In contrast so called conditionalized knowledge is knowledge about something which includes also knowledge as to the contexts in which that certain knowledge will be useful. References1. ^Mary L. Gick and Keith J. Holyoak (1980): Analogical Problem Solving. in: Cognitive Psychology 12:306–355. 2. ^Alfred North Whitehead (1929): The Aims of Education and Other Essays. New York: The Free Press. 3. ^Brian H. Ross (1984): Remindings and Their Effects in Learning a Cognitive Skill. in: Cognitive Psychology 16:371–416. 3 : Educational psychology|Knowledge|Alfred North Whitehead |
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