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Concept maps popped onto the radar last week when an article in Wired highlighted a concept mapping tool called Cmap. Cmap is one of a variety of concept mapping tools that’s in use in schools and other educational settings to teach children to model the structure and relationships connecting – well – concepts.
The root idea of using concept mapping in educational settings is to move away from static models of knowledge, and toward dynamic models of relationships between concepts that allow new kinds of reasoning, understanding, and knowledge. That sounds a lot like the purpose of OWL.
It might be a stretch to say that by advocating concept maps, schools are in fact training kids to create ontologies as a basic learning and teaching method, and a vehicle for communicating complex ideas – but it’s a very interesting stretch all the same. As Information Architects, we’re familiar with the ways that structured visualizations of interconnected things – pages, topics, functions, etc. – communicate complex notions quickly and more effectively than words. But most of the rest of the world doesn’t think and communicate this way – or at least isn’t consciously aware that it does.
It seems reasonable that kids who learn to think in terms of concept maps from an early age might start using them to directly communicate their understandings of all kinds of things throughout life. It might be a great way to communicate the complex thoughts and ideas at play when answering a simple question like “What do you think about the war in Iraq?”
Author Nancy Kress explores this excact idea in the science fiction novel ‘Beggars In Spain’, calling the constructions “thought strings”. In Kress’ book, thought strings are the preferred method of communcation for extremely intelligent genetically engineered children, who have in effect moved to realms of cognitive complexity that exceed the structural capacity of ordinary languages. As Kress describes them, the density and multidimensional nature of thought strings makes it much easier to share nuanced understandings of extremely complex domains, ideas, and situations in a compact way.
I’ve only read the first novel in the trilogy, so I can’t speak to how Kress develops the idea of thought strings, but there’s a clear connection between the construct she defines and the concept map as laid out by Novak, who says, “it is best to construct concept maps with reference to some particular question we seek to answer or some situation or event that we are trying to understand”.
Excerpts from the Wired article:
“Concept maps can be used to assess student knowledge, encourage thinking and problem solving instead of rote learning, organize information for writing projects and help teachers write new curricula. “
“We need to move education from a memorizing system and repetitive system to a dynamic system,” said Gaspar Tarte, who is spearheading education reform in Panama as the country’s secretary of governmental innovation.”
“We would like to use tools and a methodology that helps children construct knowledge,” Tarte said. “Concept maps was the best tool that we found.”

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