Abstract

How does a concept acquire its meaning? How does a learner acquire a concept? Answers are explored through historical review of two social science concepts: tolerance of ambiguity (TA) and educational technology (ET). Each of these concepts accommodates multiple interpretations. Limitations in dominant interpretations of each concept are exposed using three analytic perspectives: theoretical, ecological, and phenomenological. The first concept, TA, originally conceived as a personality trait, acquires additional meaning when re-interpreted as a metacognitive skill. As such, TA refers to an ability to cope with increasing sensitization to novel features of a phenomenon in order to redefine prior conceptual interpretations, contingent on trust and motivation. The second concept, ET, concerns the application of technology for purposes of learning. ET is popularly conflated to mean the application of computer technology; however, less intuitively, technology refers to myriad ideas and processes, including cultural, biological, and metacognitive processes. As a metacognitive strategy for conceptual change, TA can be exploited in ET theory and practice. In particular, securely experiencing the ambiguity that is inherent in a phenomenon (for example, the ambiguity inherent in a concept such as TA or ET) equips learners to overcome the restraints of prior knowledge, toward the cultivation of new knowledge.