MANIFOLD RELATIONAL UNDERSTANDING: Moving beyond the mind-as-container metaphor in Educational Technology

This paper calls for a change in our theoretical perspectives on the nature of understanding as ideas embedded in the mind-as-container metaphor. In particular, it is suggested that we should adopt Bereiter’s [1] postulation that understanding is best understood as resulting from the ways an individual may be positioned relative to the knowledge object. As such, it is proposed that understanding be viewed as an emergent phenomenon resulting from interacting relational perspectives. This form of understanding, herein termed manifold relational understanding, is contrasted against current mental models approaches and a study designed to foster manifold relational understanding is discussed. Implications for the design educational technology are examined.