Non-Human Knowledge According to Michael Polanyi

Héder, Mihály; Paksi, Daniel

doi:10.5840/traddisc20184418

Cited by 4 publications

(2 citation statements)

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“…As stated in some documents (Feyerabend, 2015;Geiger and Schreyögg, 2012;Héder and Paksi, 2018;Nonaka and Takeuchi, 1995;Polanyi, 1958;Smith, 2001;Wikipedia, 2022), close contact is necessary to transmit tacit knowledge. For this reason, classes in educational institutions that prepare people for careers should be taught in-person.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2023

TAY Journal

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In this research, it is aimed to reveal the situations experienced by university students regarding Covid-19 pandemic and its aftermath. The research was conducted by a qualitative research design, and data were collected using a semi-structured interview form from 31 junior students attending a Faculty of Education. The collected data were analysed by content analysis. As a result of the research, it is understood that the students are satisfied to have returned to face-to-face education. Overcrowded school and dormitory make it difficult to comply with the measures taken, and cause problems related to cleaning. It has been found that the rate of compliance of students with pandemic measures at school is higher than in dormitories. The majority of students identified having problems with wearing masks, obeying social distancing and following hygiene rules. It is understood that Covid-19 pandemic has made life difficult and people unhappy and hopeless. It is found that people have been bored with the pandemic, they have been worried about the risk of infections, so they socialize and communicate less and treat each other more coldly.

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Section: Discussionmentioning

confidence: 99%

Untitled

2023

TAY Journal

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“…The former refers to "silent," "unspoken" knowledge, while the latter refers to "explicit," "articulate," and "clear" knowledge [32]. In contrast to explicit knowledge, which can be expressed in words, diagrams or formulas, the acquisition of tacit knowledge is based on individual behavior [31,[33][34][35]. It is always associated with a specific situation and has unconscious characteristics, and it is difficult to be expressed clearly in words, language, images, and other explicit forms [20,31,36].…”

Section: The Embodied Experiences: Context Body and Perceptionmentioning

confidence: 99%

Subjective Bodily Experiences of Island Cyclists in Different Contexts: The Case of Hainan Island, China

Lin

2022

Sustainability

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A single subjective bodily experience is at the core of sports tourism activities, but the current literature on sports tourism largely ignores both the continuous and ephemeral experiential processes of individuals in mobile sports activities from a bodily perspective. In this study, we developed a “context–body–perception” framework and selected a sample of tourists from Hainan Island, China, in order to explore the embodied experience of cycling tourists, using a qualitative approach. We found that the contexts encountered by island cyclists could be divided into a human context and nonhuman context. The human context included the companion context, pan-companion context, and host context, and the nonhuman context comprised the natural context, mediated facility context, and digital technology context. The cyclists’ physical experiences and perceptions in multiple different contexts were inseparable from each other, and both were embedded in a specific context through the five senses, through the state of body and activity, through emotions and memories, and through interaction with a specific context, all of which formed a dynamic feedback system. Through bodily practices in different contexts, cyclists acquired meaningful representations of their bodies, social relationships, and self-worth. The findings of this study can enrich the study of embodiment in sports and recreation areas, as well as provide an initial foray into bodily research in island-based cycling.

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Beyond skills: reflections on the tacit knowledge-brain-cognition nexus on heritage conservators

Otero

2024

Herit Sci

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The conventional perception of heritage conservators’ knowledge has primarily focused on their explicit knowledge rooted between science and humanities. However, this perspective on their knowledge is imprecise and often overlooks other intangible dimensions, particularly their accumulated practical (hands-on) tacit knowledge, which extends beyond the traditional view and is often reduced to a mere skill. This comment/perspective article challenges this traditional view and aims to explore the significance of this ineffable knowledge and the possible implications of repetitive practical sensorimotor motions on the conservator's brain, embodied cognition, intuition, and decision-making. This new vision aims to reflect on how we understand the scope of knowledge of worldwide heritage conservators and to open new doors for research and interdisciplinary collaborations.

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Non-Human Knowledge According to Michael Polanyi

Cited by 4 publications

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Subjective Bodily Experiences of Island Cyclists in Different Contexts: The Case of Hainan Island, China

Beyond skills: reflections on the tacit knowledge-brain-cognition nexus on heritage conservators

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