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  1. Learning from errors in digital patient communication: Professionals’ enactment of negative knowledge and digital ignorance in the workplace.Rikke Jensen, Charlotte Jonasson, Martin Gartmeier & Jaana Parviainen - 2023 - Journal of Workplace Learning 35 (5).
    Purpose. The purpose of this study is to investigate how professionals learn from varying experiences with errors in health-care digitalization and develop and use negative knowledge and digital ignorance in efforts to improve digitalized health care. Design/methodology/approach. A two-year qualitative field study was conducted in the context of a public health-care organization working with digital patient communication. The data consisted of participant observation, semistructured interviews and document data. Inductive coding and a theoretically informed generation of themes were applied. Findings. The (...)
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  • Negative certainty.José María Ariso - 2017 - Educational Philosophy and Theory 49 (1):7-16.
    The definitions of ‘negative knowledge’ and the studies in this regard published to date have not considered the categorial distinction Wittgenstein established between knowledge and certainty. Hence, the important role that certainty, despite its omission, should have in these definitions and studies has not yet been shown. In this article, I contrast the term ‘negative certainty’ with that of ‘negative knowledge’ in order to clarify this concept by describing its significant differences with the first. To characterize negative certainty, I base (...)
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  • Negative expertise in conditions of manufactured ignorance: epistemic strategies, virtues and skills.Jaana Parviainen & Lauri Lahikainen - 2019 - Synthese 198 (4):3873-3891.
    This paper is motivated by the need to respond to the spread of influential misinformation and manufactured ignorance, which places pressure on the work of experts in various sectors. To meet this need, the paper discusses the conditions required for expert testimony to evolve a reconceptualisation of negative capability as a new form of epistemic humility. In this regard, professional knowledge formation is not considered to be separate from the institutional and social processes and values that uphold its production. Drawing (...)
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