to know

If only we knew what we know...*

What is 'to know'? 'To know' generally is about 'true' and 'false'. However, true and false often depend on context, or perspective, and they are not absolute values. Without explicit context, we usually don't know whether something is true or false. Usually, context is implicit. To be sure about true and false, more context is required. Furthermore, 'to know' is about facts ('know what') and about activities, the way we transform those facts into actions ('know how'). 'Know what' is about knowledge, 'know how' about competences.

What is the impact for people individually, in organisations, in schools and other social contexts? How do we find out that whatever we know is not necessarily absolute, but usually depends on the context? How do children learn to make the distinction between 'true' and 'false'? How do organisations learn that? More importantly, how do we learn to transform 'know what' into 'know how'? In school we acquire a tremendous amount of knowledge ('know what'); do we also learn how to translate successfully the 'know what' into competences ('know how')? Organisations are composed of people, each with their own background, their own context of 'know what' and 'know how'. How to integrate all fragmented 'know what' and 'know how', such that the sum is more than just the parts?

Before 'to know', we require all sorts of ways 'to learn'. When we apply 'know what' and 'know how' in our daily lives, different connections emerge. 'To know' provides the basis of ability, possibly even 'to master' or 'to excel'. Finding that aspects of 'to know' lack, activates 'to search'. Putting 'know what' and 'know how' into practice, leads to different types of activity, 'to act'! Spreading 'to know' to other people and situations, leads to knowledge sharing, 'to share'. 'To know' demonstrably and arguably, alludes to “scientific” proof ('to prove').

At Digital Knowledge we think that 'to know' just isn't enough. If 'to know' doesn't adapt, it will age immediately. The context of how we live, work and learn changes continuously. We think the change is greatest for children; this may not be true. Children grow up with radical changes; grown-ups don't. They actually may have more to unlearn... Merging 'to know' with activities like 'to search', 'to master', 'to act', 'to share', and 'to prove', will allow us – not just as a (working) individual, also as an organisation, and even as a pupil in school – to reach maximum benefit of our own 'know what' and 'know how'. This allows us to more fully connect to the others we continuously interact with.

* Adapted from If HP only knew what HP knows, by Lew Platt, former CEO (1992-1999) HP.