Suchergebnisse

Abstract:This paper discusses the place of 'tacit knowledge' in Hayek's writings. How did Hayek understand tacit knowledge? How did his understanding change through time? I address these questions and follow the change in Hayek's works from skills and techniques of thought in the 1930s to the use of 'tacit knowledge' in the1960s. Hayek uses Polanyi's concept in many writings, but remains short of approving its implications. The paper emphasizes that while Hayek was quite aware of the differences between tacit knowing and knowing-how, he was not keen to stress the divergence. In the end, I offer some potential explanations for this preference.

It has been demonstrated that human corporality specifies tacit knowledge, which belongs to natural intelligence, by contrast to artificial intelligence. Cor­poral experience endows a person with creative potential that technical devices lack. It has been revealed that a computer cannot have the material basis that a human being as a biological organism possesses. This imposes limitations on artificial intelligence cognitive capabilities. The objectification of the tacit components of corporal experience in language can be considered as an impor­tant factor of creativity and cognition. It is the meaningful connections between implicit components of the subjective inner world that specify new knowledge content and underlie individual creativity. The use of natural language by a per­son differs from the use of sign systems by artificial intelligence. The difference is that natural language is meaningful in the subjective experience context. It would be more correct to speak of sign structure transformation by a computer as information processing rather than knowledge production. AI information be­comes knowledge by virtue of interpretation, endowing it with human meaning. Unlike digital devices, human intelligence is analogue since it expresses a con­tinuous stream of consciousness, an ongoing process of subjective meanings modification. The modern 4E-Cognition approach elicited the specifics of artifi­cial intelligence and its cognitive limitations. It has been demonstrated that cha­racteristics described within this approach are only partially applicable to artifi­cial intelligence.

How does tacit knowledge inscribe itself into cultural and social practices?As the established distinction between tacit and explicit or discursive forms of knowledge does not explain this question, the contributions in this volume reconstruct, describe, and analyze the manifold processes by which the tacit reveals itself: They focus, for example, on metaphors, feelings, and visualizations as explications of the tacit as well as on processes of embodiment. Taken together, they demonstrate that the tacit does not constitute a single or unified knowledge complex, but has to be understood in its differentiated and fragmented forms. In addition to scholarly essays, the volume features interviews with Mark Johnson, Theodore Schatzki, and Loïc Wacquant

Purpose
This paper aims to identify the expressions and flows of tacit knowledge in the unstructured decision process. In this type of process, decision-makers use not only the explicit knowledge but also aspects such as intuition, experience and other forms of tacit knowledge. The research developed a qualitative approach, through a study of multiple cases, and applied semi-structured interviews to ten executives. The analysis of data was carried out according to Flores (1994) interpretative analysis of text technique. Results indicated that there was the insertion of tacit knowledge in all unstructured decision-making routines. It was also detected the need to explicitly add the routine of evaluation to the Mintzberg et al.'s (1976) model as elements of tacit knowledge were also identified at this stage of the decision-making process.


Design/methodology/approach
The research has taken a qualitative approach, through a study of multiple cases, applying semi-structured interviews to ten executives. The analysis of data was carried out according to technique for interpretative analysis of the text.


Findings
Results indicated that there was tacit knowledge in all unstructured decision-making routines. Also detected was the need to explicitly add the routine of evaluation to the model.


Research limitations/implications
It was unable to perform psychological studies to investigate the deepest cognitive and emotional aspects of managers, and it does not address, in depth, some issues that are related to tacit knowledge in decisions and that would be considered relevant.


Practical implications
Although this research was unable to dissect the composition of tacit knowledge in unstructured decision process, a better understanding of the aspects that make up the knowledge in question has been developed, providing some decision-making guidelines to managers.


Social implications
The language between communications actors can share decision-making rules to assist in the production and process of arguments necessary for the debate, evaluation and attribution of institutionally recurrent decisions.


Originality/value
The original contribution is present in a detailed description of the expressions of flows of tacit knowledge in unstructured decision-making processes, based on the model of Mintzberg et al. (1976). From the influence of tacit knowledge, it was found that the model in question needs to consider the relevance of the evaluation phase, as a stage equivalent to the other described by Mintzberg et al. (1976). These aspects have been better explained in the introduction and conclusion. Participant observation was not possible because the decision had already been taken by the informant at the moment of the interviews.

James Tooley argues that markets in education are both feasible and desirable. Focusing on compulsory schooling he advocates liberalisation organised around individual learning accounts and competing suppliers. He argues his views are implicitly informed by Hayek's economic analysis. I build on this here by drawing particular attention to Hayek's distinction between tacit and codifiable knowledge. I argue this makes Tooley's theoretical critique of compulsory schooling even more far‐reaching, as well as pointing to additional policy reforms. I compare these implications with actual schools policy under New Labour.

How does tacit knowledge inscribe itself into cultural and social practices?As the established distinction between tacit and explicit or discursive forms of knowledge does not explain this question, the contributions in this volume reconstruct, describe, and analyze the manifold processes by which the tacit reveals itself: They focus, for example, on metaphors, feelings, and visualizations as explications of the tacit as well as on processes of embodiment. Taken together, they demonstrate that the tacit does not constitute a single or unified knowledge complex, but has to be understood in its differentiated and fragmented forms. In addition to scholarly essays, the volume features interviews with Mark Johnson, Theodore Schatzki, and Loïc Wacquant.

To manage intangible assets such as knowledge is perceived as an important capability for competition. One of the main matters for managing knowledge resources is diffusion of knowledge within organizations. Knowledge management needs different forms according to the possibility to code knowledge. Internal individual processes like experience and talent obtain tacit knowledge that is difficult to code. Therefore it cannot be managed and shared as explicit knowledge. To rely on personal tacit knowledge is risky. Conversion of tacit knowledge to explicit or at least ability to share it offers greater value to an organization. But what are the difficulties related to sharing tacit knowledge? Different difficulties are to be found related to perception, language, time, value and distance.