Tacit Knowledge Implications for Implicit Learning and Teaching with an Emphasis on the View of Michael Polanyi

پژوهش نامه مبانی تعلیم و تربیت

Article 2, Volume 8, Issue 1 - Serial Number 15, December 2017, Pages 5-20   

Document Type: پژوهشی

DOI: 10.22067/fedu.v8i1.70812

Authors

Mohsen Bohlooli Faskhoodi^{* 1}; Saeid Zarghami Hamrah²

¹Iran Encyclopedia Compiling Foundation

²Kharazmi University

Abstract

The main purpose of this study is to examine the implications of tacit knowledge in the field of teaching and learning. The argument is that tacit knowledge cannot be described explicitly in the form of propositions. Tacit teaching and learning is based on factors such as personal experience, relation to text, and subjectivity of knowledge than being dominated by scientific objectivity and rationalism on a series of fixed and predetermined rules and principles. In this research, conceptual analysis method with the aim of clarification was used through the analysis of the concepts of teaching and tacit learning. In this method, the concepts used in a new structure are analyzed and redefined. The results of this research are that belief in the existence of a tacit and implicit dimension of knowledge can lead to a new attitude in the education system. Therefore, the purpose of learning and teaching in the tacit approach is not the transfer of knowledge but the discovery and creation of knowledge in the close relationship between the teacher and the student.

Keywords

Tacit knowledge; Implicit Learning; Implicit Teaching; objectivity; Procedural Knowledge

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