Tacit Knowledge, Working Life and Scientific Method

Janik, Allan

doi:10.1007/978-94-009-2251-8_14

Cited by 10 publications

(13 citation statements)

References 2 publications

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“…The famous example in this case is that suggested by Polanyi (17), reflecting on the inappropriateness of attempting to use a verbal description to teach the process of bicycle riding. His original understanding of the word 'tacit' is routinely used to invoke knowledge 'that we do not even recognise that we have' (12), and generally taken to describe knowledge that is derived from sight, smell, touch, pressure, pain, hearing and sound, verbal descriptions of which can never convey the same information (18). It has also been used to account for the automatic way in which skilled performance is carried out whilst rarely involving conscious decision-making (19).…”

Section: Tacit Knowledgementioning

confidence: 99%

“The Art of Knowing”: Social and Tacit Dimensions of Knowledge and the Limits of the Community of Practice

Duguid

2005

The Information Society

368

187

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The term 'tacit' is used to describe knowledge that is not necessarily understood in words. We frequently make use of such knowledge without conscious awareness that we are doing so. This article explores two different conceptions of tacit knowledge and considers their implications for the clinical teaching of dentistry. It recognises the communication barrier that clinical dependence on tacit knowledge creates between teacher and student. It identifies the ability to surface tacit clinical knowledge for the student as one of the most significant skills of the clinical teacher. Finally, the article examines the potential for conflict between the evidence-based practice paradigm, with its dependence on codified, explicit knowledge and the notion of clinical practice, which is at least partly experiential and tacit.

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Section: Tacit Knowledgementioning

confidence: 99%

“The Art of Knowing”: Social and Tacit Dimensions of Knowledge and the Limits of the Community of Practice

Duguid

2005

The Information Society

368

187

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“…Finally, for tacit knowledge, we knew that it is difficult to articulate and measure (Ambrosini and Bowman, ). We thus drew an inference by linking tacit knowledge with higher and lower level knowledge, where studies suggest that the former is more tacit, or person‐embodied, than the latter (Gourlay, ; Janik, ) as it resides deeply in an individual's mind compared with the latter (Akbar, ).…”

Section: Research Methods Contexts and Datamentioning

confidence: 99%

“…Nonaka and Takeuchi () regard these as inter‐dependent entities and approach organizational knowledge creation in terms of tacit–explicit knowledge conversion, or one changing into another. Others, however, regard these as non‐interchangeable (Baumard, ), unique, irreducible and distinct entities (Cook and Brown, ) or partially interchangeable (Gourlay, ; Janik, ). This paper treats these as separate entities because given the complex debate on this issue examining tacit–explicit conversion requires a dedicated study.…”

Section: Organizational Knowledge Creation and Its Building Blocksmentioning

confidence: 99%

An Exploration of New Product Development's Front‐end Knowledge Conceptualization Process in Discontinuous Innovations

Akbar

Tzokas

2012

British J of Management

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Organizational knowledge creation, as reflected in new product/service development, is a vital process for firms to master. Critical to the development of new products/services is the management of the front-end phase, which crucially determines the eventual fate of a new product/service idea. However, studies on how knowledge is created at the front-end of the new product development process are rare. This empirical paper addresses this gap by focusing on knowledge conceptualization - where new knowledge from its generation is crystallized into a concrete and explicit form. Employing a qualitative methodology, the paper examines ten discontinuous projects and develops a front-end knowledge conceptualization framework. The framework consists of the identified knowledge conceptualization stages and illuminates the pattern of overlaps, outcomes, contributors, knowledge, interactions and volatility across each stage. Our main contribution is a knowledge-based appreciation of the dynamic and interactive nature of the new product/service development's front-end phase in the context of discontinuous innovations, and thence the paper provides clear managerial learning points for the effective management of this phase. © 2012 The Author(s). British Journal of Management © 2012 British Academy of Management

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“…A well narrated example can create a "feeling" for the judgement based on specific experience and can serve as the key to a transfer of experience between individuals, Figure 4. Janik (1988) argues that understanding and grasping the context in stories told by people who have lived them is essential to understanding experience;"armchair speculation is futile". The 16 th century French philosopher Montaigne points out that the accumulation of experience is only useful if it leads to better professional judgement-using experience to grow wiser.…”

Section: Formal "Something Else"mentioning

confidence: 99%

1.2.2 Better Systems Engineering with Dialogue

Backlund¹,

Sjunnesson²,

Johansson³

2002

INCOSE International Symp

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Managing knowledge involves having the ability to establish intersubjectivity between a group of individuals. This paper describes two case studies where an advanced and highly structured dialogue is used as the key instrument for generating new ideas, and for establishing a common understanding of a new subject. Together with Prof. Bo Göranzon at the Department of Skill and Technology at Sweden's Royal Institute of Technology (KTH), Combitech Systems AB spent four years developing Dialogue Seminar method. After a period of thorough testing at Combitech Systems, the method has been in use at a number of other development organisations. The method is based on a view of knowledge developed by philosophers such as Aristotle, Descartes, Diderot and Wittgenstein, where tacit knowledge-or experience-based knowledge-is central. The purpose of the concept is to give a wider understanding of knowledge, and the basic procedure involves training people to change perspective in order to stimulate new thinking. The three different cases clearly demonstrate that the Dialogue Seminar method can be successful in different situations, for example, gathering experience from a completed project, establishing a common language in a newly formed team or helping to specify a new product.

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Tacit Knowledge, Working Life and Scientific Method

Cited by 10 publications

References 2 publications

“The Art of Knowing”: Social and Tacit Dimensions of Knowledge and the Limits of the Community of Practice

“The Art of Knowing”: Social and Tacit Dimensions of Knowledge and the Limits of the Community of Practice

An Exploration of New Product Development's Front‐end Knowledge Conceptualization Process in Discontinuous Innovations

1.2.2 Better Systems Engineering with Dialogue

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