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<DIV><FONT face="Comic Sans MS" size=2>Here is another contribution which you
may find provides useful triggers</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>for reflecting on 'Knowledge
Management.' </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face="Comic Sans MS" size=2>I submit that there is a dimension to
knowing, called 'Knowing</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>of the third kind', which derives
from 'within relationships' and is </FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>complementary to knowing about 'what' and
'how.' Other respondents on this</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>topic have alluded to
it. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face="Comic Sans MS" size=2>A good example with which to introduce
the notion is the story of learning </FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>how to ride a bicycle, which I read with
pleasure on Prasad Kaipa's website. He outlines </FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>the mysterious circles of learning
inherent in developing a new skill.</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face="Comic Sans MS" size=2>I suggest that another component of the
process of learning is the quality of the</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>relating experienced by
the 'learner' and the 'teacher.' I would surmise,</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>from his description of what
happened prior to and during the learning event that </FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>there was much conversation between
him and the person who wished to develop the art of </FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>maintaining stability on a bicycle.
</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2> </FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>This interaction can be named
as an underpinning of learning and of </FONT><FONT face="Comic Sans MS"
size=2>knowledge creating. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face="Comic Sans MS" size=2>For _ whenever_ conversation is based on
mutual respect, intelligence </FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>emerges; intelligence being a
property of conversation. This intelligence</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>can manifest in many ways, including
participants becoming more creative and</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>more bold in
learning endeavors. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face="Comic Sans MS" size=2>Anyone who wishes to learn more about
'Knowing of the third kind' (K3K)</FONT></DIV>
<DIV><FONT face="Comic Sans MS" size=2>and potent properties of
conversation can find information at:</FONT></DIV>
<DIV>
<P><FONT face="Comic Sans MS"><FONT size=2>'Cybernetic conversation' <A
href="http://www.northnet.com.au/~pfell/convers.html">www.northnet.com.au/~pfell/convers.html</A></FONT></FONT></P>
<P><FONT face="Comic Sans MS" size=2>'Conversation as the Energiser of New
Ways of Being and New Ways of Doing'</FONT></P>
<P><FONT face="Comic Sans MS"><FONT size=2> <A
href="http://www.beciwtd.org.au/reworking/conversations/slim_book.html#energiser">www.beciwtd.org.au/reworking/conversations/slim_book.html#energiser</A></FONT></FONT></P>
<P><FONT face="Comic Sans MS" size=2>And what do stalwarts think of this
proposition? </FONT></P>
<P><FONT face="Comic Sans MS" size=2>"The beginning of wisdom is in the space
created by taking a breath to</FONT></P>
<P><FONT face="Comic Sans MS" size=2>listen to both 'the other' and one's inner
voice before we speak." </FONT></P>
<P><FONT face="Comic Sans MS" size=2>I found the germ of this notion in
Richard </FONT><FONT face="Comic Sans MS" size=2> Carlson's
</FONT><FONT face="Comic Sans MS" size=2>'Don't Sweat the Small
Stuff.' </FONT></P>
<P><FONT face="Comic Sans MS" size=2>Do you see a connection between
this opening of space and 'knowledge management?'</FONT></P>
<P><FONT face="Comic Sans MS" size=2> </FONT></P>
<P><FONT face="Comic Sans MS" size=2>Al Stewart
</FONT></P></DIV></DIV></BODY></HTML>