1 Department of Learning, Danish School of Education, Aarhus University, Aarhus University2 Research Programme in Organisation and Learning, Danish School of Education, Aarhus University, Aarhus University3 University of South Australia4 Danish School of Education - Pædagogisk Antropologi, Emdrup, Danish School of Education, Arts, Aarhus University5 University of Zenica6 Massey University7 Renmin University of China8 Danish School of Education - Pædagogisk Antropologi, Emdrup, Danish School of Education, Arts, Aarhus University
Knowledge processing is one of the most significant factors contributing to socioeconomic sustainability. It is therefore important to analyse hindrances that slow or even prevent the growth, communication and use of knowledge. This treatise hypothesises that the differences in interpretations of some basic epistemological, ontological and didactic concepts significantly contribute to the ambiguities and other impediments in knowledge processing. Examples of such misconceptions are presented and a mitigation strategy discussed. Interaction between computerised media and humans such as the rise of the open sources of knowledge and the participatory Web uncover new gates for cross-disciplinary sharing and application of knowledge.