Michael Polanyi’s work has often been conflated with that of Thomas Kuhn. This article shows that although Polanyi and Kuhn both conceded the similarities in some aspects of their accounts of science, both were critical of the other’s position. The key to a correct understanding of the tensions between the authors and their views is to recognize the clash of worldviews within which their philosophies of science were constructed.

Michael Polanyi’s work has often been conflated with that of Thomas Kuhn. This article shows that although Polanyi and Kuhn both conceded the similarities in some aspects of their accounts of science, both were critical of the other’s position. The key to a correct understanding of the tensions between the authors and their views is to recognize the clash of worldviews within which their philosophies of science were constructed.

While it is sensible to measure that which can be measured, outcomes assessment is completely out of step with Polanyi’s understanding of personal knowledge. Current assessment practices represent the revival of positivism in higher education. They ignore the tacit dimension of all knowledge, hinder the development of connoisseurship, and reinforce the power of the administrative class.