ABSTRACT
‘To know’ means having been able to construct some conceptualization that accounts for a certain set of objects or phenomena within a given context of reality. Whether this ‘knowing’ coincides with socially accepted knowledge is another problem (even though this is precisely what schools consider to be the problem of ‘knowing’). One child may know the names of letters (or conventional spelling) without understanding very much about the writing system. Conversely, another child may make substantial progress in understanding the system as such without ever having received any information about spelling.
