No CrossRef data available.
Article contents
Tacit Knowing: What it is and Why it Matters
Published online by Cambridge University Press: 14 October 2021
Abstract
Tacit knowing as a concept and legitimate topic of scholarship came up in philosophical research in the second half of the 20th century in the form of some influential works by Michael Polanyi (although similar concepts had been discussed before). Systematic epistemological studies on the topic are still scarce, however. In this article, I support the thesis that tacit knowing pervades all our common major divisions of knowledge and that it therefore must not be neglected in epistemological research. By this approach I am simultaneously giving a systematic back-up for Polanyi's claim that the tacit component is found in all knowledge.
- Type
- Article
- Information
- Copyright
- Copyright © The Author(s), 2021. Published by Cambridge University Press
References
Bourdieu, P. (1990 [1980]). The Logic of Practice, transl. by Nice, R.. Cambridge: Polity Press. [Original edition: 1980. Le Sens Pratique. Paris: Les Éditions de Minuit.]CrossRefGoogle Scholar
Brandstetter, G. (2007). ‘Dance as Culture of Knowledge: Body Memory and the Challenge of Theoretical Knowledge.’ In Gehm, S., Husemann, P. and von Wilcke, K. (eds), Knowledge in Motion: Perspectives of Artistic and Scientific Research in Dance, pp. 37–48. Bielefeld: Transcript.CrossRefGoogle Scholar
Burnet, J. (ed.) (1903). Platonis Opera. Tomus III. Tetralogias V–VII continens. Oxford: Clarendon Press.Google Scholar
Bywater, I. (ed.) (1890). Aristotelis Ethica Nicomachea (digitally printed 2010). Cambridge: Cambridge University Press.Google Scholar
Collingwood, R.G. (1998). An Essay on Metaphysics (Martin, R., ed.), revised edition with The Nature of Metaphysical Study, Function of Metaphysics in Civilization, Notes for an Essay on Logic. Oxford: Clarendon Press.Google Scholar
Collins, H.M. (2001). ‘What is Tacit Knowledge?’ In Knorr Cetina, K., Schatzki, Th.R. and von Savigny, E. (eds), The Practice Turn in Contemporary Theory, pp. 115–28. London: Routledge.Google Scholar
Collins, H.M. (2010). Tacit and Explicit Knowledge. Chicago, IL: The University of Chicago Press.CrossRefGoogle Scholar
Collins, H. and Kusch, M. (1998). The Shape of Actions: What Humans and Machines Can Do. Cambridge, MA: MIT Press.Google Scholar
Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety: The Experience of Play in Work and Games. San Francisco, CA: Jossey-Bass Publishers.Google Scholar
Duke, E.A., Hicken, W.F. and Nicoll, W.S.M. (eds) (1995). Platonis Opera: Tomus I. Tetralogias I–II Continens. Oxford: Clarendon Press.Google Scholar
Dreyfus, H.L., Dreyfus, S.E. and Athanasiou, T. (1986). Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer. Oxford: Basil Blackwell.Google Scholar
Elm, R. (2008). ‘Phronêsis.’ In Horn, Ch. and Rapp, Ch. (eds), Wörterbuch der antiken Philosophie, 2nd revised edition. München: C.H. Beck.Google Scholar
Fantl, J. (2021). ‘Knowledge How.’ In E.N. Zalta (ed.), The Stanford Encyclopedia of Philosophy (Spring 2021 Edition). https://plato.stanford.edu/archives/spr2021/entries/knowledge-how/Google Scholar
FORIM (Forschungsnetzwerk Implizites Wissen) (2021). Mission. http://wipaed.jku.at/mission/.Google Scholar
Gettier, E.L. (1983 [1963]). ‘Is Justified True Belief Knowledge?’ In Davis, S. (ed.), Causal Theories of Mind: Action, Knowledge, Memory, Perception, and Reference, pp. 135–7. Berlin: de Gruyter. [Reprint from Analysis (1963) 23, 121–3.]Google Scholar
Ginet, C. (1975). Knowledge, Perception, and Memory. Dordrecht: D. Reidel Publishing.CrossRefGoogle Scholar
Heidegger, M. (1967). Sein und Zeit, 11th unchanged edition. Tübingen: Max Niemeyer Verlag.Google Scholar
Hoogenboom, M. (2007). ‘Artistic Research as an Expanded Kind of Choreography Using the Example of Emio Greco│PC.’ In Gehm, S., Husemann, P. and von Wilcke, K. (eds), Knowledge in Motion: Perspectives of Artistic and Scientific Research in Dance, pp. 81–90. Bielefeld: Transcript.CrossRefGoogle Scholar
Horn, Ch. (2008). ‘Technê.’ In Horn, Ch. and Rapp, Ch. (eds), Wörterbuch der antiken Philosophie, 2nd revised edition. München: C.H. Beck.Google Scholar
Kemmerling, A. (1975). ‘Gilbert Ryle: Können und Wissen.’ In Speck, J. (ed.), Grundprobleme der großen Philosophen: Philosophie der Gegenwart III, pp. 126–66. Göttingen: Vandenhoeck & Ruprecht.Google Scholar
Kuhn, T. (1996). The Structure of Scientific Revolutions, 3rd edition. Chicago, IL: University of Chicago Press.CrossRefGoogle Scholar
Merleau-Ponty, M. (1981 [1945]). Phenomenology of Perception. London: Routledge. [Original edition (1945). Phénoménologie de la Perception. Paris: Gallimard.]Google Scholar
Nagel, T. (1979). ‘What is it Like to be a Bat?’ In Mortal Questions, pp. 165–80. Cambridge: Cambridge University Press.Google Scholar
Nagel, T. (1995). Other Minds: Critical Essays 1969–1994. New York, NY: Oxford University Press.Google Scholar
Neuweg, G.H. (2002 a). ‘On Knowing and Learning: The Tacit Knowing View.’ In Odnos pedagogijske teorije i pedagoske prakse. Medunarodni znanstveni kolokvij (Relationship of pedagogical theory and pedagogic practice. International scientific colloquium), pp. 139–42. Crikvenica, 18th and 19th April, 2002. Rijeka: Filzofski fakultet.Google Scholar
Neuweg, G.H. (2002 b). ‘On Knowing and Learning: Lessons from Michael Polanyi and Gilbert Ryle.’ Appraisal 4(1), 41–8.Google Scholar
Neuweg, G.H. (2004 a). Könnerschaft und implizites Wissen: Zur lehr-lerntheoretischen Bedeutung der Erkenntnis- und Wissenstheorie Michael Polanyis, 3rd edition. Münster: Waxmann.Google Scholar
Neuweg, G.H. (2004 b). ‘Tacit Knowing and Implicit Learning.’ In Fischer, M., Boreham, N. and Nyhan, B. (eds), European Perspectives on Learning at Work: The Acquisition of Work Process Knowledge, pp. 130–47. Luxembourg: Office for Official Publications of the European Communities.Google Scholar
Neuweg, G.H. (2015 [2000]). ‘Mehr lernen, als man sagen kann: Konzepte und didaktische Perspektiven impliziten Lernens.’ In Das Schweigen der Könner: Gesammelte Schriften zum impliziten Wissen, pp. 153–73. Münster: Waxmann. [Reprint from Unterrichtswissenschaft (2000) 28(3), 198–218.]Google Scholar
Neuweg, G.H. (2015 [2005]). ‘Der Tacit Knowing View – Konturen eines Forschungsprogramms.’ In Das Schweigen der Könner: Gesammelte Schriften zum impliziten Wissen, pp. 113–31. Münster: Waxmann. [Reprint from Zeitschrift für Berufs- und Wirtschaftspädagogik (2005) 101(4), 557–73.]Google Scholar
Neuweg, G.H. (2008). ‘The Tacit and Implicit as a Subject of VET Research.’ In Rauner, F. and Maclean, R. (eds), Handbook of Technical Vocational Education and Training Research, pp. 725–31. Dordrecht: Springer.Google Scholar
Neuweg, G.H. (2015). Das Schweigen der Könner: Gesammelte Schriften zum impliziten Wissen. Münster: Waxmann.Google Scholar
Neuweg, G.H. (2020 a). ‘Implizites Wissen in der Lehrerinnen- und Lehrerbildung.’ In Cramer, C., König, J., Rothland, M. and Blömeke, S. (eds), Handbuch Lehrerinnen- und Lehrerbildung, pp. 764–9. Bad Heilbrunn: Klinkhardt UTB.Google Scholar
Neuweg, G.H. (2020 b). ‘Etwas können: Ein Beitrag zu einer Phänomenologie der Könnerschaft.’ In Hermkes, R., Neuweg, G.H. and Bonowski, T. (eds), Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen, pp. 13–35. Bielefeld: wbv.Google Scholar
Neuweg, G.H. and Fothe, S. (2011). ‘In Search of the Golden Mean: The Ambivalence of Knowledge Explication.’ Electronic Journal of Knowledge Management 9(4), 340–52.Google Scholar
Polanyi, M. (1962). Personal Knowledge: Towards a Post-Critical Philosophy, 2nd corrected edition. Chicago, IL: The University of Chicago Press.Google Scholar
Polanyi, M. (1969). Knowing and Being: Essays by Michael Polanyi (Grene, M., ed.). London: Routledge & Kegan Paul.Google Scholar
Polanyi, M. and Prosch, H. (1975). Meaning. Chicago, IL: The University of Chicago Press.Google Scholar
Popper, K.R. (1972). Objective Knowledge: An Evolutionary Approach. Oxford: Clarendon Press.Google Scholar
Popper, K.R. (1978). Three Worlds: The Tanner Lecture on Human Values. Ann Arbor, MI: University of Michigan.Google Scholar
Poston, T. (2009). ‘Know How to be Gettiered?’ Philosophy and Phenomenological Research 79(3), 743–47.CrossRefGoogle Scholar
Rapp, Ch. (2008). ‘Epistêmê.’ In Horn, Ch. and Rapp, Ch. (eds), Wörterbuch der antiken Philosophie, 2nd revised edition. München: C.H. Beck.Google Scholar
Russell, B. (2001 [1912]). The Problems of Philosophy. Oxford: Oxford University Press.Google Scholar
Schön, D.A. (1987). Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. San Francisco, CA: Jossey-Bass.Google Scholar
Schreyögg, G. and Geiger, D. (2004). ‘Kann man implizites in explizites Wissen konvertieren? Die Wissensspirale auf dem Prüfstand.’ In Frank, U. (ed.), Wissenschaftstheorie in Ökonomie und Wirtschaftsinformatik, pp. 269–88. Wiesbaden: Deutscher Universität-Verlag/GWV Fachverlage GmbH.CrossRefGoogle Scholar
Searle, J.R. (1983). Intentionality: An Essay in the Philosophy of Mind. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Stanley, J. and Williamson, T. (2001). ‘Knowing How.’ Journal of Philosophy 98(8), 411–44.CrossRefGoogle Scholar
Stroud, B. (2017). ‘Wittgenstein and Davidson on Meaning and Understanding.’ In Verheggen, C. (ed.), Wittgenstein and Davidson on Language, Thought, and Action, pp. 123–38. Cambridge: Cambridge University Press.Google Scholar
Volpert, W. (1983). Handlungsstrukturanalyse als Beitrag zur Qualifikationsforschung, 2nd corrected edition. Köln: Pahl-Rugenstein.Google Scholar
Volpert, W. (2003). Wie wir handeln – was wir können: Ein Disput als Einführung in die Handlungspsychologie, 3rd completely revised edition. Sottrum: Artefact Verlag.Google Scholar
Wieland, W. (1999). Platon und die Formen des Wissens, 2nd checked and extended edition. Göttingen: Vandenhoeck & Ruprecht.Google Scholar
Wittgenstein, L. (2001). Philosophical Investigations. The German text, with a revised English translation, 3rd edition, transl. by Anscombe, G.E.M.. Malden, MA: Blackwell Publishing.Google Scholar