John Seely Brown

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Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is(More)
Everyone knows that the way things are formally organized in most companies (their processes) is not the same as the way things are actually done (their practices). The difference between the two creates tension that can be very difficult for managers to handle. Lean too much toward practice and new ideas may bubble up and evaporate for lack of a structure(More)
The shared use of artifacts is, we argue, supported by latent border resources, which lie beyond what is usually recognized as the canonical artifact. These unnoticed resources are developed over time as artifacts are integrated into ongoing practice and stable conventions or genres grow up around them. For a couple of reasons, these resources may now(More)
This paper describes a generative theory of bugs. It claims that all bugs of D procedural skill con be derived by a highly constrained form of problem solving acting on incomplete procedures. These procedures are characterized by formal deletion operations that model incomplete learning and forgetting. The problem solver and the deletion operator have been(More)
t o t h e sys tem. The b e s t approach i s n o t c l e a r . On a d i f f e r e n t b u t r e l a t e d d imens ion we have obse rved t h a t o u r p r e s e n t i l l n e s s program e x h i b i t s bad m e d i c a l s t y l e . I t o f t e n asks a p p a r e n t l y unneeded q u e s t i o n s ; i t sometimes runs on and on p u r s u i n g e v e r l e s s(More)