Historically, objectification emerged over the course of many centuries. Thus, progression through these levels represents an educational objective of particular significance to a knowledge society. Knowledge as individuated mental states. Children realize that one person may know something that another does not. Knowledge as itemizable mental content.
Children can relate things they know about a topic, and often delight in doing so.
Thus, implicitly, knowledge consists of sortable items . Knowledge as representable . In trying to communicate what they know to a reader, students take into account what the reader already knows and is in a position to understand. Thus knowledge is no longer just something in the head to be expressed but is something to be represented, shared, interpreted by others. Knowledge as viewable from different perspectives.