The term ‘knowledge object’ has had different uses during the KP-Lab project.
  1. Sometimes defined as a synonym for the knowledge artefact.
  2. Close to shared object (of trialogical) learning referring to those concrete but dynamic things which are developed by a group of people together. Cf. also Knorr-Cetina’s (2001) ‘epistemic object’.
  3. Any kind of phenomenon or conceptual entity or a problem situation the learning community aims to gain insight into (to learn about) or to innovate. Knowledge objects might include such diverse things as academic theories, products but also processes and practices. A knowledge object might be transformed in the course of a knowledge creation process (e.g. a professional team aiming to gain insight into their working practices might alter these practices intentionally or unintentionally due to active reflection and articulation). Any kind of knowledge creation process therefore can be seen as object-oriented. A thing/entity is not an object per se, but may become an object if there is an action or activity directed to it. The specific characteristic of the knowledge object thus is that someone approaches this object or phenomenon with the intent to learn something about it. (Cf. ‘shared object(in trialogical learning’)


Knorr-Cetina, K. (2001). Objectual Practice. In T. R. Schatzki, K. Knorr Cetina, & E. von Savigny (eds.). "The Practice Turn in Contemporary Theory" (pp. 175-188). London and NY: Routledge.

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