Differences With Explicit Knowledge
Tacit knowledge can be distinguished from explicit knowledge in three major areas:
- Codifiability and mechanism of transferring knowledge: while explicit knowledge can be codified, and easily transferred without the knowing subject, tacit knowledge is intuitive and unarticulated knowledge cannot be communicated, understood or used without the ‘knowing subject’. Unlike the transfer of explicit knowledge, the transfer of tacit knowledge requires close interaction and the buildup of shared understanding and trust among them.
- Main methods for the acquisition and accumulation:Explicit knowledge can be generated through logical deduction and acquired through practical experience in the relevant context. In contrast, tacit knowledge can only be acquired through practical experience in the relevant context.
- Potential of aggregation and modes of appropriation: Explicit knowledge can be aggregated at a single location, stored in objective forms and appropriated without the participation of the knowing subject. Tacit knowledge in contrast, is personal contextual. It is distributive, and cannot easily be aggregated. The realization of its full potential requires the close involvement and cooperation of the knowing subject.
The process of transforming tacit knowledge into explicit or specifiable knowledge is known as codification, articulation, or specification. The tacit aspects of knowledge are those that cannot be codified, but can only be transmitted via training or gained through personal experience.
Read more about this topic: Tacit Knowledge
Famous quotes containing the words differences with, differences, explicit and/or knowledge:
“What we have to do ... is to find a way to celebrate our diversity and debate our differences without fracturing our communities.”
—Hillary Rodham Clinton (b. 1947)
“Quintilian [educational writer in Rome about A.D. 100] hoped that teachers would be sensitive to individual differences of temperament and ability. . . . Beating, he thought, was usually unnecessary. A teacher who had made the effort to understand his pupil’s individual needs and character could probably dispense with it: “I will content myself with saying that children are helpless and easily victimized, and that therefore no one should be given unlimited power over them.””
—C. John Sommerville (20th century)
“... the Ovarian Theory of Literature, or, rather, its complement, the Testicular Theory. A recent camp follower ... of this explicit theory is ... Norman Mailer, who has attributed his own gift, and the literary gift in general, solely and directly to the possession of a specific pair of organs. One writes with these organs, Mailer has said ... and I have always wondered with what shade of ink he manages to do it.”
—Cynthia Ozick (b. 1928)
“Through the mythology of Einstein, the world blissfully regained the image of knowledge reduced to a formula.”
—Roland Barthes (1915–1980)