ResumenEn el marco de avanzar hacia una comprensión de los mecanismos de transformación social, que supere la retórica de la importancia de la participación infantil y el aislamiento del conocimiento sobre "lo infantil", se identifican factores facilitadores y barreras para la institucionalización de la participación infantil en un servicio público de protección de niños y niñas en riesgo. Los resultados se interpretan a través del modelo 4I de aprendizaje organizacional. Se pone de relieve la necesidad de capacitar a los grupos de interés para superar la visión adultocéntrica de la participación, desarrollar una estrategia organizacional de participación y ajustar los espacios participativos a la diversidad de las personas y los tiempos necesarios para una institucionalización sólida y realista.Palabras clave: participación infantil, institucionalización, protección de la infancia. AbstractIn order to advance toward an understanding of the mechanisms of social transformation, overcoming the rhetoric about the importance of children's participation and the marginalization of the knowledge on children's issues, this paper identifies facilitating factors for and barriers against the institutionalization of children's participation in a public child protective service. The results are interpreted through the 4I model of organizational learning. They highlight the need to train interest groups to overcome the adult-centric view of participation, develop an organizational strategy for participation, and adjust participative settings to diversity issues and appropriate timing for a solid and realistic institutionalization.

 This study provides a longitudinal empirical examination of the basic elements of Nonaka's (1994) dynamic theory of organizational knowledge creation. First, the data illustrate the notion that knowledge creation in organizations proceeds through an intertwined four-phase process: (1) socialization (tacit knowledge amplification); (2) externalization (tacit knowledge is transformed into explicit knowledge); (3) combination (explicit knowledge amplification); and (4) internalization (explicit knowledge is transformed into tacit knowledge). Second, the study extends Nonaka's theory by comparing the relative amount of intra-organizational knowledge transfer occurring during periods of product redesign with the amount of knowledge transfer occurring during steady-state periods. The questionnaire data suggest that the overall level of knowledge transfer is higher during periods of product redesign than it is during the steady state, whereas the interview data indicate that there were more mentions of knowledge transfer during the steady state. Third, the data suggest that there may be benefit in adding tacit error correction as a fifth phase in the learning cycle. This phase is characterized by a dual emphasis on externalization and internalization. Implications of these findings are discussed.

In this essay, Mauws and Phillips argue that the current usage of the language game concept has been a very weak version. They assert that, as originally presented by Wittgenstein, it is a considerably more nuanced and powerful idea than has been previously presented in the organizational literature. They draw from Wittgenstein, from arguments outlined in the 1992 debate in Organization Science and from their own perspective on the meaning of language games to present a thoughtful, scholarly and very lucid treatment of the subject. They demonstrate the usefulness of paying serious attention to original sources when translating an idea from one arena to another.