Editing Tacit knowledge (section)

=== Definition ===
''Tacit knowledge'' can be defined as skills, ideas and experiences that are possessed by people but are not codified and may not necessarily be easily expressed.<ref name=":0">{{cite book |doi=10.5220/0005585901280135 |chapter=Do Australian Universities Encourage Tacit Knowledge Transfer? |title=Proceedings of the 7th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management |year=2015 |last1=Chugh |first1=Ritesh |pages=128–135 |isbn=978-989-758-158-8 }}</ref> With tacit knowledge, people are not often aware of the knowledge they possess or how it can be valuable to others. Effective transfer of tacit knowledge generally requires extensive personal contact, regular interaction,<ref name="Goffin">{{cite journal |last1=Goffin |first1=K. |last2=Koners |first2=U. |year=2011 |title=Tacit Knowledge, Lessons Learnt, and New Product Development |journal=[[Journal of Product Innovation Management]] |volume=28 |issue=2 |pages=300–318 |doi=10.1111/j.1540-5885.2010.00798.x }}</ref> and trust. This kind of knowledge can only be revealed through practice in a particular context and transmitted through [[social network]]s.<ref name="Schmidt">{{cite journal |last1=Schmidt |first1=Frank L. |last2=Hunter |first2=John E. |title=Tacit Knowledge, Practical Intelligence, General Mental Ability, and Job Knowledge |journal=Current Directions in Psychological Science |date=February 1993 |volume=2 |issue=1 |pages=8–9 |doi=10.1111/1467-8721.ep10770456 |s2cid=145203923 }}</ref> To some extent it is "[[knowledge capture|captured]]" when the knowledge holder joins a network or a [[community of practice]].<ref name="Goffin" />

Some examples of daily activities and tacit knowledge are: riding a bike, playing the piano, driving a car, hitting a nail with a hammer,<ref>{{cite journal | last1 = Engel | first1 = P. J. H. | year = 2008 | title = Tacit knowledge and Visual Expertise in Medical Diagnostic Reasoning: Implications for medical education | journal = Medical Teacher | volume = 30 | issue = 7| pages = e184–e188 | doi = 10.1080/01421590802144260 | pmid = 18777417 | doi-access = free }}</ref> putting together pieces of a complex jigsaw puzzle, and interpreting a complex statistical equation.<ref name=":0" />

In the field of [[knowledge management]], the concept of tacit knowledge refers to knowledge that cannot be fully [[explicit knowledge|codified]]. An individual can acquire tacit knowledge without language. [[Apprenticeship|Apprentices]], for example, work with their [[Mentorship|mentors]] and learn craftsmanship not only through language but also by [[observation]], imitation, and practice.

The key to acquiring tacit knowledge is [[experience]]. Without some form of shared experience, it is extremely difficult for people to share each other's [[thinking process]]es.<ref name="Lam">{{cite journal |last1=Lam |first1=Alice |title=Tacit Knowledge, Organizational Learning and Societal Institutions: An Integrated Framework |journal=Organization Studies |date=May 2000 |volume=21 |issue=3 |pages=487–513 |doi=10.1177/0170840600213001 |s2cid=146466393 }}</ref>

==== Terrain ====
Tacit knowledge can be divided according to the terrain. Terrains affect the process of changing tacit knowledge into explicit knowledge. Terrains are of three kinds:

* ''Relational tacit knowledge:'' Relational tacit knowledge could be made explicit, but not made explicit for reasons that touch on deep principles that have to do with either the nature or location of knowledge of the way humans are made. This knowledge refers to things we could describe in principle if someone put effort into describing them.
* ''Somatic tacit knowledge:'' Somatic tacit knowledge has to do with properties of individuals bodies and brains as physical things. It includes things our bodies can do but we cannot describe how, like riding a bike. In principle it is possible for it to be explicated as the outcome of research done by human scientists.
* ''Collective tacit knowledge:'' Collective tacit knowledge is a kind of knowledge that we do not know how to make explicit and that we cannot envisage how to explicate. It is the domain of knowledge that is located in society, such as the rules for language - it has to do with the way society is constituted.<ref>{{Cite book |last=Collins |first=Harry M. |url=http://worldcat.org/oclc/871293266 |title=Tacit and explicit knowledge |date=2013 |publisher=The University of Chicago Press |isbn=978-0-226-00421-1 |oclc=871293266}}</ref>

==== Embodied knowledge ====
Tacit knowledge has been described as “[[know-how]]” as opposed to “know-what” ([[fact]]s).<ref name=":2">{{Cite web|title=Tacit and Explicit Knowledge {{!}} Key Concepts in Information and Knowledge Management|url=https://www.tlu.ee/~sirvir/Information%20and%20Knowledge%20Management/Key_Concepts_of_IKM/tacit_and_explicit_knowledge.html|access-date=2021-04-15|website=www.tlu.ee}}</ref> This distinction between “know-how” and “know-what” is considered to date back to a 1945 paper by [[Gilbert Ryle]] given to the [[Aristotelian Society]] in London.<ref name="Ryle">{{cite journal |last1=Ryle |first1=Gilbert |title=Knowing How and Knowing That: The Presidential Address |journal=Proceedings of the Aristotelian Society |date=1945 |volume=46 |pages=1–16 |doi=10.1093/aristotelian/46.1.1 |jstor=4544405 }}</ref> In his paper, Ryle argues against the ([[Intellectualism|intellectualist]]) position that all knowledge is knowledge of [[Proposition]]s (“know-what”), and therefore the view that some knowledge can only be defined as “know-how”. Ryle's argument has, in some contexts, come to be called "[[Anti-intellectualism|anti-intellectualist]]". There are further distinctions such as "know-why" (science) or "know-who" (networking).{{Citation needed|date=August 2012}}

Tacit knowledge involves learning and skill but not in a way that can be written down. On this account, knowing-how or “embodied knowledge”<!--boldface per [[WP:R#PLA]]--> is characteristic of the expert, who acts, makes judgments, and so forth without explicitly reflecting on the principles or rules involved. The expert works without having a theory of his or her work; he or she just performs skillfully without deliberation or focused attention.<ref name="Schmidt" /> Embodied knowledge represents a learned capability of a human body's [[nervous system|nervous]] and [[endocrine system]]s.<ref name="40Sensky">{{cite journal |last=Sensky |first=Tom |title=Knowledge Management |journal=Advances in Psychiatric Treatment |year=2002 |volume=8 |issue=5 |pages=387–395 |doi=10.1192/apt.8.5.387 |doi-access=free }}</ref>