This chapter describes a pedagogy whereby students learn how to engage in collaborative creative processes similar to professional knowledge workers. The five themes of knowledge building are (1) Community knowledge: students work together to advance the knowledge of the entire community; (2) Idea improvement: all ideas can be continually revised in an ongoing creative process; (3) Dialogue: community knowledge building involves public discourse along the lines of professional discourse in a scientific community; (4) Constructive use of authoritative information: students always need to work with authoritative information, even while they are creating new knowledge. New knowledge creation must be coherent with what is already known; (5) Epistemic artifacts: knowledge building is more effective if learners create externally sharable things. The chapter describes the authors’ influential Knowledge Forum application, one of the first networked collaborative idea-generation tools.

There are substantial similarities between deep learning and the processes by which knowledge advances in the disciplines. During the 1960s efforts to exploit these similarities gave rise to learning by discovery, guided discovery, inquiry learning, and Science: A Process Approach (American Association for the Advancement of Science, 1967). Since these initial reform efforts, scholars have learned a great deal about how knowledge advances. A mere listing of keywords suggests the significance and diversity of ideas that have come to prominence since the 1960s: Thomas Kuhn, Imre Lakatos, sociology of science, the “Science Wars,” social constructivism, schema theory, mental models, situated cognition, explanatory coherence, the “rhetorical turn,” communities of practice, memetics, connectionism, emergence, and self-organization. Educational approaches have changed in response to some of these developments; there is a greater emphasis on collaborative rather than individual inquiry, the tentative nature of empirical laws is more often noted, and argumentation has become an important part of some approaches. But the new “knowledge of knowledge” has much larger educational implications: Ours is a knowledge-creating civilization. A growing number of “knowledge societies” (Stehr, 1994), are joined in a deliberate effort to advance all the frontiers of knowledge. Sustained knowledge advancement is seen as essential for social progress of all kinds and for the solution of societal problems. From this standpoint the fundamental task of education is to enculturate youth into this knowledge-creating civilization and to help them find a place in it.