The Knowledge Processes Reading Response

Reading Response

There is no single best way of making knowledge or ‘ways to know.’ Thus, to a large extent, learning experiences could be grouped into a number of distinct categories. In the present assigned reading, the knowledge processes have been categorized into experiencing, conceptualizing, analyzing and applying. It is important to note that in essence, the knowledge processes – as expended by Rita Van Haren – could come in handy in efforts to improve the learning outcomes of learners. This is especially the case given the various activity suggestions floated under each category.

I related with quite a number of insights offered in the assigned reading. To begin with, I got to establish that the relevance of the knowledge processes cannot be overstated when it comes to ensuring that students are transformed into active learners. The processes of relevance in this case are: experiencing, conceptualizing and analyzing. Thus, in this regard, there may be need to go back and forth between the said processes. I also got to appreciate the fact that the knowledge processes presented could be of great relevance in addressing diversity. This is more so the case given that, to a great extent, each of the knowledge processes item is representative of a unique approach to ‘knowing.’ Thus, it is possible to deploy this to cater to the various learning styles of students.

The assigned reading is presented in a manner that is easy to comprehend and understand. However, I did identify a few issues that need to be explored further. One such issue happens to be the extent to which learning is incidental, tacit, or unconscious under the ‘experiencing’ knowledge process. I was also left wondering how this could be reconciled with the explicit and conscious ‘experiencing’ which essentially takes place in the realm of pedagogy.