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	<title>Inert knowledge - Revision history</title>
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	<updated>2026-05-07T19:03:50Z</updated>
	<subtitle>Revision history for this page on the wiki</subtitle>
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	<entry>
		<id>http://debianws.lexgopc.com/wiki143/index.php?title=Inert_knowledge&amp;diff=4216058&amp;oldid=prev</id>
		<title>imported&gt;GhostInTheMachine: Changing short description from &quot;The unexpressed knowledge&quot; to &quot;Information which one can express but not use&quot;</title>
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		<updated>2024-12-15T08:41:50Z</updated>

		<summary type="html">&lt;p&gt;Changing &lt;a href=&quot;https://en.wikipedia.org/wiki/Short_description&quot; class=&quot;extiw&quot; title=&quot;wikipedia:Short description&quot;&gt;short description&lt;/a&gt; from &amp;quot;The unexpressed knowledge&amp;quot; to &amp;quot;Information which one can express but not use&amp;quot;&lt;/p&gt;
&lt;p&gt;&lt;b&gt;New page&lt;/b&gt;&lt;/p&gt;&lt;div&gt;{{Short description|Information which one can express but not use}}&lt;br /&gt;
&amp;#039;&amp;#039;&amp;#039;Inert knowledge&amp;#039;&amp;#039;&amp;#039; is information which one can express but not use. The process of [[understanding]] by learners does not happen to that extent where the [[knowledge]] can be used for effective [[problem-solving]] in realistic situations.&amp;lt;ref&amp;gt;Mary L. Gick and Keith J. Holyoak (1980): &amp;#039;&amp;#039;Analogical Problem Solving.&amp;#039;&amp;#039; in: Cognitive Psychology 12:306–355.&amp;lt;/ref&amp;gt;&lt;br /&gt;
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The phenomenon of inert knowledge was first described in 1929 by [[Alfred North Whitehead]]:&amp;lt;ref&amp;gt;Alfred North Whitehead (1929): &amp;#039;&amp;#039;The Aims of Education and Other Essays&amp;#039;&amp;#039;. New York: The Free Press.&amp;lt;/ref&amp;gt;&lt;br /&gt;
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{{Quote|&amp;quot;[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.&amp;quot;|Whitehead 1929}}&lt;br /&gt;
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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.&lt;br /&gt;
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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.&amp;lt;ref&amp;gt;Brian H. Ross (1984): &amp;#039;&amp;#039;Remindings and Their Effects in Learning a Cognitive Skill.&amp;#039;&amp;#039; in: Cognitive Psychology 16:371–416.&amp;lt;/ref&amp;gt;&lt;br /&gt;
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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.&lt;br /&gt;
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==References==&lt;br /&gt;
&amp;lt;references/&amp;gt;&lt;br /&gt;
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{{Alfred North Whitehead}}&lt;br /&gt;
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[[Category:Educational psychology]]&lt;br /&gt;
[[Category:Knowledge]]&lt;br /&gt;
[[Category:Alfred North Whitehead]]&lt;/div&gt;</summary>
		<author><name>imported&gt;GhostInTheMachine</name></author>
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