Tacit knowledge

Tacit knowledge is knowledge that is considered understood or difficult to quantify in terms that are easily communicated. Tacit knowledge can range from recognizing a familiar face to learning how to ride a bicycle. It cannot be passed along to others in a simplified manner, and it usually takes a longer period to acquire. Scholars have debated the concept for centuries, but a scientist turned philosopher first coined the term in the mid-twentieth century. The term was borrowed from the Latin verb tacere, or "to be silent." Tacit knowledge is in contrast to explicit knowledge, which is information that can easily be passed on to others. Examples of explicit knowledge may include historical facts or a set of how-to instructions.

Background

Knowledge is loosely defined as a condition of awareness or understanding that is gained through experience. For thousands of years, philosophers have tried to categorize the different aspects of knowledge. One of the earliest definitions was developed by the Greek philosopher Aristotle in the fourth century BCE. Aristotle divided knowledge into three types that he called episteme, techne, and phronesis. Episteme, which is derived from the Greek verb "to know," is scientific knowledge gained from observation or literary study. Technes comes from the Greek word for craftsmanship and refers to knowledge of a skill or technique. Phronesis, or practical wisdom, refers to knowledge gained by analyzing a situation, debating its merits, and arriving at an ethically correct decision.

In 1689, the British philosopher John Locke defined knowledge in his influential work An Essay Concerning Human Understanding (1689/1690). Locke believed knowledge was simply facts absorbed from the natural world through the human senses. Humans perceived these facts as simple or complex ideas. Simple ideas consisted of one attribute, such as the sky is blue. Complex ideas were a combination of several simple attributes; for example, weather comes from the simple ideas that the sky is blue, it produces clouds, and clouds produce rain.

Locke further divided knowledge into three forms. Intuitive knowledge refers to ideas that are readily apparent, such as a cat is smaller than a tiger. Demonstrative knowledge is arrived at in an indirect manner by comparing several ideas. For example, some birds build nests in trees; there are many trees in a forest; therefore, many birds live in a forest. Sensitive knowledge results from evidence of an idea gained through the senses, even though that idea may not be definitively known. A growling noise in the dark, for example, is evidence an animal is present and may result in a sense of fear even though that animal remains unseen.

Overview

The concept of tacit knowledge was developed by Michael Polanyi, a former physical chemist at the University of Manchester in England. In the late 1940s, Polanyi shifted his focus to the social sciences and began to examine the philosophical aspects of scientific thought. He wrote several books in the 1960s that described what he called tacit knowledge, or the ability of humans to understand more than what they can perceive. He described this knowledge as embedded learning, impossible to describe in verbal or concrete terms but completely understood by the person who experiences it. Polanyi used the example of facial recognition to illustrate tacit knowledge. He posited that people may not be able to explain why they know a loved one's personal features, but they can spot that person's face in a crowd almost instantaneously.

Polanyi's concept of tacit knowledge is one that combines the external input of the senses with already stored concepts in the human brain. Several examples of embedded tacit knowledge are often pieced together inside the brain to develop a new knowledge template. Tacit knowledge can be obtained through various methods, such as seeking the advice of an expert, learning by observation or experience, and learning through instruction. An example of knowledge gained through instruction or expertise may be an apprentice watching the work of a master craftsperson. In time and with practice, the apprentice will develop the same skills as the master.

In the decades since Polanyi's work was published, other researchers have built upon his ideas and developed their own categories of tacit knowledge. Harry Collins, a British sociologist at Cardiff University in Wales, divided tactic knowledge into one of three types: somatic, relational, and collective. Somatic tacit knowledge is derived from the relationship the mind has with the physical abilities of the human body. One way to illustrate this is through muscle memory, a process in which the body learns to react subconsciously after repeated practice of a skill or task. A child can be given instructions on how to ride a bicycle, but tactic knowledge comes into play when they can ride without thinking about moving the pedals, holding the handlebars, and balancing the bicycle.

Relational tacit knowledge, also known as weak tacit knowledge, is formed through social interaction. It is possible that this type of knowledge can be made explicit—documented or codified—but for reasons specific to a particular society, it is kept quiet. These reasons may include unspoken rules of social interaction, such as a person's reluctance to reveal their salary in conversation. They can also be secrets a person decides to keep, such as the ingredients in an old family recipe.

Collective tacit knowledge is determined by the cultural framework of society as a whole. Individuals acquire collective tacit knowledge simply by being part of a society and becoming conditioned to the way the society operates. People who move from one nation to another, for example, may eventually pick up the language and customs of their new country without taking a lesson. The ability to drive a car may be a type of somatic tacit knowledge, but learning how to navigate rush-hour traffic in New York City is an example of collective tacit knowledge.

Bibliography

Collins, Harry. Tacit and Explicit Knowledge. University of Chicago Press, 2010.

Davies, Martin. "Knowledge—Explicit, Implicit and Tacit: Philosophical Aspects." International Encyclopedia of the Social & Behavioral Sciences. 2nd ed., edited by James D. Wright, Elsevier, 2010, pp. 74–90.

Kemerling, Garth. "A Guide to Locke's 'Essay:' Human Knowledge." The Philosophy Pages, 12 Nov. 2011, www.philosophypages.com/locke/g04.htm. Accessed 18 Jan. 2025.

Pecorino, Philip A. "Chapter 5: Epistemology: Types of Knowledge." City University of New York, www.qcc.cuny.edu/SocialSciences/ppecorino/INTRO‗TEXT/Chapter%205%20Epistemology/Types‗of‗knowledge.htm. Accessed 18 Jan. 2025.

Polanyi, Michael. The Tacit Dimension. University of Chicago Press, 2009.

Smith, Mark K. "Michael Polanyi and Tacit Knowledge." Encyclopedia of Pedagogy and Informal Education, 2003, infed.org/mobi/michael-polanyi-and-tacit-knowledge. Accessed 18 Jan. 2025.

“What Is Tacit Knowledge? Definition, Examples and Importance.” Indeed, 15 Aug. 2024, www.indeed.com/career-advice/career-development/tacit-knowledge-example. Accessed 18 Jan. 2025.