Nathan Shedroff Model of Understanding

Download and review this short explanation of Shedroff's Model of Understanding.

I think that the diagram is a good representation of the reality of data, information, knowledge and wisdom. I’m not aware of competing models so I could be persuaded of some faults in Shedroff’s model but it seems like a good representation to me. I did search for competing models for a few minutes but did not find anything which to use to compare and contrast with Shedroff’s model.
Below, I will share some thoughts about a few parts of the model.

	The image on the left is from the Information section of the text accompanying the diagram. I don’t necessarily disagree with the content but I’d like to see some examples to help clarify the premise. When Shedroff says “In fact, the culture of IT… is precisely the problem” (2nd sentence) my skeptic alarm starts looking for a citation or at least an example. I’m not only interested in this entire model of understanding as a librarian and student but because I’m a de facto IT team member in my school and I certainly don’t want to be part of the problem!
	In this section, Shedroff is talking about how difficult it is to communicate knowledge from one person to another. I feel fortunate to be at a school that has recognized how stunted a child’s education is if the teacher is merely a data or information delivery device. The administration has recognized this weakness and is working with teachers to create a culture of experiential learning for students. I see this not only as a staff member but as a parent of 4 students in my school. My children just finished 2nd, 5th, 8th, and 11th grade and each of them were presented with many opportunities to learn from experiences in and out of the classroom. I don’t know that Shedroff’s model is a driving force behind this emphasis, but I see it working in practice. Each of my children are given the opportunity to be producers. They produce original data and they deduce information from existing data. I see a direct relationship between this production and knowledge ultimately acquired.
	I did not have time to expand on my comment regarding orality in a previous post. I’m glad to see orality mentioned again. I don’t want to overstate its importance but perhaps it isn’t possible to do so because it is precisely so important. In this time of instant data delivery via print/internet, I fear that we may forget just how important it is to communicate orally and share stories in order to build knowledge. It is a good way to integrate others’ experiences into mine and therefore maximize my ability to gain knowledge. I’m once again thankful that orality is an important tool used by teachers in my school. When I observe classroom teachers, they regularly pause instruction and ask the students to talk with one another about the topic. This creates a good foundation for lifelong sharing of stories with others.
	This has also been my experience – that wisdom is birthed in the crucible of self-reflection and confronting our own limitations. It does indeed take a great deal of courage and is difficult to persist through the process but is ultimately worthwhile. As a person gains wisdom in some area, they can be a valuable guide for others but must remember that such wisdom came through a process and that it cannot usually be transferred directly to another person. A guide can help provide experiences that will allow others to have opportunities to generate knowledge and wisdom of their own. The humble guide can also gain additional knowledge and wisdom from these shared experiences.