EXTERNALISING TACIT KNOWLEDGE

Externalising Tacit Knowledge

[Name of the Institute]

Externalising Tacit Knowledge

Introduction

The concept of tacit knowledge is sometimes presented as a type of knowing with two dimensions: It is acquired through experience rather than direct instruction, and the knower is unable to articulate it or, as the now familiar phrase goes, “We know more than we can tell.” However, a broader importance of the concept must be recognized because it represents a historic rupture in many social scientists' understanding of the nature of knowledge. Developed by chemist and philosopher Michael Polanyi, the concept contributed to what has been called the “interpretive turn” in the social sciences, as well as to the reconceptualization of curriculum studies (Bonner,2000,3-19). Externalization is a process of transformation of hidden knowledge explicit through an unusual use of language, different metaphors and analogies. Combination is a transfer of explicit codified knowledge from one person to another by means of books, newspapers, lectures, computer technology, and internalization - the transformation of explicit knowledge into a hidden form, for example, through the practical implementation of some activities (Bonner,2000,3-19).

The purpose of this paper is to identify the ways in which the tacit knowledge can be externalized into the explicit knowledge. The aim is to identify the models, cases and the theories that have contributed to knowledge management, it can be said that the tacit knowledge can only be externalized base don the comprehensive articulation, codification, and specification.

The main themes that the paper will include will be the theoretical view of externalizing the tacit knowledge, the roe of analogy in the transfer and the critical appraisal of externalization.

Analysis

Externalization of Implicit Knowledge

In the mid- to late 20th century, some social scientists began a shift away from positivism, the belief that there can be any scientifically neutral, impersonal perspective, and toward interpretive, the belief that all human endeavours, including the scientific, are unavoidably embedded in cultural traditions and prejudices. Polanyi was one of the early voices protesting the notion of the possibility of detached objectivity. His work, arguing that all knowledge is based in tacit or “personal” knowledge, provided fertile ground for early reconceptualist theorizing (Quinn,Anderson,Finkelstein,1996,71-80). A look at the 1975 classic Curriculum Theorizing: The Reconceptualists, edited by William Pinar, shows that seven of the chapters draw on Polanyi's theory of knowledge. Although Polanyi is only occasionally cited in current curriculum studies literature, his ideas helped make much of it possible, including, but not limited to, discourses based on the political (e.g., the hidden curriculum), the aesthetic, the spiritual, hermeneutics, autobiography, and narrative (Quinn,Anderson,Finkelstein,1996,71-80).

Some of the most explicit development of the implications of tacit knowing for curriculum work can be seen in James Macdonald's political work, as well as in his transcendental developmental ideology, and in Michael Connelly and D. Jean Clandinin's work on personal practical knowledge. It is difficult for tacit knowledge to be spread and shared if knowledge, especially the recessive knowledge, does not be engaged in enterprises, it will also be difficult to form large-scale productivity, and so it is ...