"Tacit Knowledge: Revisiting the epistemology of knowledge"
15 Jun 2011-Vol. 46, Iss: 1, pp 91-105
TL;DR: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating as mentioned in this paper.
Abstract: The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of expressing it in words call into question the very foundation of the notion of competency and its value in education. What parameters might be used to clarify tacit knowledge and its place within so-called “organizational” knowledge? Certain characteristics of tacit knowledge may contribute new considerations to the ongoing debate as to the true nature of competency.
Citations
More filters
TL;DR: The role of various social ties in building trust and providing opportunities for information acquisition and knowledge exchange (IAKE) was explored in this paper, where social capital was used as a vehicle to explore the relationships between farmers and their advisors using bovine tuberculosis (bTB), a major disease facing the English cattle industry.
157 citations
TL;DR: In this article, six types of tacit knowledge were identified as a result of working closely with a sustainable food network: the Brighton and Hove Food Partnership (B&HFP).
Abstract: Whilst objectivist epistemologies have been dominant in productivist agriculture, the local, cultural and environmental contexts of sustainable agriculture are more fully informed by constructivist epistemologies. Within constructivism, tacit knowledge - an intuitive knowledge that cannot be formalised - is explored empirically. Six types of tacit knowledge were identified as a result of working closely with a sustainable food network: the Brighton and Hove Food Partnership. Customs cohere around integrating food with other sustainable activity; developing a complex unregulated organisation requires savoir-faire. The unique character of Brighton has developed an operational folklore, and network identity is important, particularly in relation to conventional agriculture and to the city as a whole. A confidence in people's roles has helped define network development and using different discourses, communicating the network in diverse contexts, is important for understanding the network. All these tacit knowledge elements have a strong influence over the network but have to be assimilated knowledge rather than learned.
60 citations
Cites background from ""Tacit Knowledge: Revisiting the ep..."
...Lejeune (2011) asserts that we must guard against its use in a superficial or ‘catchall’ sense simply to mean informal or unstated knowledge....
[...]
...Lejeune (2011) draws a distinction between data (observations or measurements which he claims at least consciously, are devoid of intention – and therefore considered objective), information (the organisation of data to provide meaning) and knowledge: information that has been assimilated and…...
[...]
...This makes it, asserts Lejeune (2011), intuitive....
[...]
Abstract: The Toyota production system, on which lean production is based, emerged as the unplanned result of unrelated improvements and innovations. Although the related practices and principles are...
51 citations
Cites background from ""Tacit Knowledge: Revisiting the ep..."
...In Polanyi’s words, experts always knowmore than they can tell (Polanyi 1966; Lejeune 2011)....
[...]
01 Jan 2015
TL;DR: In this article, a system of vocational education and training (VET) that includes periods of work-based learning has many attractive qualities, seen from a political perspective, and they provide a valuable alternative for young people who chose not to pursue an academic career.
Abstract: Systems of vocational education and training (VET) that include periods of workbased learning have many attractive qualities, seen from a political perspective. VET systems that build on the tradition of apprenticeship with alternating training provide a valuable alternative for young people who chose not to pursue an academic career.
31 citations
References
More filters
TL;DR: In this paper, the authors propose a paradigm for managing the dynamic aspects of organizational knowledge creating processes, arguing that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge.
Abstract: This paper proposes a paradigm for managing the dynamic aspects of organizational knowledge creating processes. Its central theme is that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge. The nature of this dialogue is examined and four patterns of interaction involving tacit and explicit knowledge are identified. It is argued that while new knowledge is developed by individuals, organizations play a critical role in articulating and amplifying that knowledge. A theoretical framework is developed which provides an analytical perspective on the constituent dimensions of knowledge creation. This framework is then applied in two operational models for facilitating the dynamic creation of appropriate organizational knowledge.
17,196 citations
""Tacit Knowledge: Revisiting the ep..." refers background in this paper
...Indeed, the value of traditional decision-making models based on rational analysis has long been questioned McGILL JOURNAL OF EDUCATION • VOL. 46 NO 1 WINTER 2011 99 (Brockmann & Simmonds, 1997; Nonaka, 1994)....
[...]
Book•
01 Jan 2008
TL;DR: The Japanese companies, masters of manufacturing, have also been leaders in the creation, management, and use of knowledge-especially the tacit and often subjective insights, intuitions, and ideas of employees as discussed by the authors.
Abstract: Japanese companies, masters of manufacturing, have also been leaders in the creation, management, and use of knowledge-especially the tacit and often subjective insights, intuitions, and ideas of employees.
16,886 citations
""Tacit Knowledge: Revisiting the ep..." refers background in this paper
...While knowledge management specialists consider the tacit/explicit classification fundamental (see von Krogh et al., 2000; Dieng et al., 2000, Nonaka & Takeuchi, 1995; Prax, 2000; among others), they nevertheless often neglect essential properties of tacit knowledge, as originally defined by…...
[...]
...Hence, a number of authors suggest grouping knowledge into three broad categories: formalized knowledge, “formalizable” knowledge, and tacit knowledge (Alsène et al., 2002; Gamache, Lejeune, et al., 2001; Boudreau, 1998; Reix, 1995; Nonaka & Takeuchi, 1995)....
[...]
Book•
[...]
01 Jan 1966
TL;DR: The Tacit Dimension, originally published in 1967, argues that such tacit knowledge - tradition, inherited practices, implied values, and prejudgments - is a crucial part of scientific knowledge.
Abstract: 'I shall reconsider human knowledge by starting from the fact that we can know more than we can tell', writes Michael Polanyi, whose work paved the way for the likes of Thomas Kuhn and Karl Popper. "The Tacit Dimension", originally published in 1967, argues that such tacit knowledge - tradition, inherited practices, implied values, and prejudgments - is a crucial part of scientific knowledge. Back in print for a new generation of students and scholars, this volume challenges the assumption that skepticism, rather than established belief, lies at the heart of scientific discovery.
13,830 citations
Book•
01 Jan 1990
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change
10,256 citations
TL;DR: The authors examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, and explores the nature of belief structures as outlined by key researchers.
Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...
8,257 citations