particularly sensitive moment is the transition from the development space to the intermediate space. Knowledge transfer by “believers” to an institutional environment that has not yet warmed to the concept is not a recipe for success. The transmission from the believer may even cause further alienation; knowledge assimilation takes place much more effectively when parties in the intermediate space are given an opportunity to “reinvent” the concept in its institutional context. The group also viewed knowledge assimilation from a theoretical social learning perspective. One important observation was that our approach to learning is strongly school-based, where the knowledgeable teacher transfers uniform subject matter to the unknowledgeable student. In innovation processes, by contrast, all participants are both teacher and student and the subject matter is constantly evolving during the learning process. One theory posits that active participation is key to learning retention. What is certain is that collective re-creation promotes the transfer of complex insights and messages in a meaningful and lasting manner. Having abandoned the idea that the problem is caused by inadequate knowledge transfer and seeing it instead as faltering knowledge assimilation, the next logical step was to take a better look at learning processes. Information fetishism actually leads to futilization of learning. Knowledge contained in books by definition enjoys more prestige than – frequently – difficult processes in which professionals engage in a joint effort to give meaning to the issues confronting them. What was new for us was the possible connection between the slowness of the system and the lack of attention given to learning. Perhaps the incidental nature of learning as a byproduct of cooperation blurs our ability to see its effectiveness. We are so focused on the dissemination of information and making sure that the message has got 49 Pagina 54
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