Tacit Knowing and Education

Tacit knowledge and education on how to use tacit knowledge or tacit knowledge in the classroom. This was my problem since I found the term created by Michael Polanyi and read the excerpt from The Tacit Dimension. I reconsidered the experiences in the second grade elementary school class and whether the students could see the dimensions hidden in the classroom. While rethinking the claim that Polanyi's "We can know more than we know," I looked back on how students (children and adults) use intuition in the classroom and other forms of tacit knowledge I will.

Nonaka (1994) believes that there are two types of tacit knowledge: technical tacit knowledge and cognitive tacit knowledge. As technical implicit knowledge is created through behavior and experience, language is not required as an intermediary. Technically, the term "know how" is often used to describe skills and processes related to mastering work (Nonaka 1994). Expertise is related to this implicit technical knowledge. It can prove the perfect execution of a task, but it is difficult to clarify the principles behind it (Baumard 1999). Meanwhile, spiritual models, opinions, beliefs constitute cognitive tacit knowledge and are deeply rooted in psychology until they exist at subconscious levels and influence how individuals perceive the world.

The main problem of tacit knowledge is that it is not expressed in words. Tacit knowledge will gather knowing what we know how to do, but we do not know how to interpret it. People with tacit knowledge are rarely able to communicate with other people even through expressions. Implicit knowledge depends on many factors shared with others. Behavior is more than just a word, so it is easier to present than to give implicit knowledge, but to do this, this person must be experienced and professional. Tacit knowledge is called "know-how". When implicit knowledge is converted to others, it creates new knowledge that can become implicit or explicit and will depend on other recipients.

The process of knowledge creation is based on a double helix movement between tacit knowledge and explicit knowledge. The following figure shows knowledge transfer of four patterns. Socialization (from implicit knowledge of individuals to implicit knowledge of groups), externalization (from implicit knowledge to explicit knowledge), combination (from individual explicit knowledge to systematic display) Sexual knowledge ) And internalization (from implicit knowledge) socialization is the process of creating common implicit knowledge by sharing experiences. In the process of socialization, an interactive field was established to enable individuals to share experience and space at the same time. Through this process, unknown beliefs and specific skills are created and developed. In the process of socialization, one person's tacit knowledge is shared and communicated to others, which becomes part of the tacit knowledge of others.