Abstract
First developed two decades ago, knowledge-based systems have seen widespread application in recent years. While performance has been a strong focus of attention, building such systems has also expanded our conception of a computer program from a black box providing an answer to something capable of explaining its answers, acquiring new knowledge, and transferring knowledge to students. These abilities derive from distinguishing clearly what the program knows from how that knowledge will be used, making it possible to use the same knowledge in different ways.
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