Types of Knowledge
Knowledge is a dominant feature in our post-industrial society, and knowledge workers comprise an enterprise. If knowledge is the basis for all that we do these days, then gaining an understanding of what types of knowledge exist within an organization may allow us to foster internal social structures that will facilitate and support learning in all organizational domains. Blackler expands on a categorization of knowledge types that were suggested by Collins (1993), being: embrained, embodied, encultured, embedded and encoded. It is important to note that these knowledge types could be indicative of any organization, not just those that are knowledge-based heavy.
Embrained knowledge is that which is dependent on conceptual skills and cognitive abilities. We could consider this to be practical, high-level knowledge, where objectives are met through perpetual recognition and revamping. Tacit knowledge may also be embrained, even though it is mainly subconscious.
Embodied knowledge is action oriented and consists of contextual practices. It is more of a social acquisition, as how individuals interact in and interpret their environment creates this non-explicit type of knowledge.
Encultured knowledge is the process of achieving shared understandings through socialization and acculturation. Language and negotiation become the discourse of this type of knowledge in an enterprise.
Embedded knowledge is tacit and resides within systematic routines. It relates to the relationships between roles, technologies, formal procedures and emergent routines within a complex system.
Encoded knowledge is information that is conveyed in signs and symbols (books, manuals, data bases, etc.) and decontextualized into codes of practice. Rather than being a specific type of knowledge, it deals more with the transmission, storage and interrogation of knowledge.
Read more about this topic: Knowledge Transfer
Famous quotes containing the words types of, types and/or knowledge:
“Science is intimately integrated with the whole social structure and cultural tradition. They mutually support one other—only in certain types of society can science flourish, and conversely without a continuous and healthy development and application of science such a society cannot function properly.”
—Talcott Parsons (1902–1979)
“As for types like my own, obscurely motivated by the conviction that our existence was worthless if we didn’t make a turning point of it, we were assigned to the humanities, to poetry, philosophy, painting—the nursery games of humankind, which had to be left behind when the age of science began. The humanities would be called upon to choose a wallpaper for the crypt, as the end drew near.”
—Saul Bellow (b. 1915)
“For good teaching rests neither in accumulating a shelfful of knowledge nor in developing a repertoire of skills. In the end, good teaching lies in a willingness to attend and care for what happens in our students, ourselves, and the space between us. Good teaching is a certain kind of stance, I think. It is a stance of receptivity, of attunement, of listening.”
—Laurent A. Daloz (20th century)