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Diane Gusa

Michael Polanyi and tacit knowledge - 0 views

  • Central to Michael Polanyi's thinking was the belief that creative acts (especially acts of discovery) are shot-through or charged with strong personal feelings and commitments (hence the title of his most famous work Personal Knowledge).
  • Polanyi's argument was that the informed guesses, hunches and imaginings that are part of exploratory acts are motivated by what he describes as 'passions'.
  • 'we can know more than we can tell
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  • Michael Polanyi placed a strong emphasis on dialogue within an open community
  • pre-logical phase of knowing as 'tacit knowledge
  • Perhaps the strongest echo of his work that we encounter as educators comes through the work of Donald Schön and Chris Argyris on knowing in action, and in Eisner's consistent arguments for connoisseurship and criticism in evaluation.
  • By paying attention to Polanyi's conception of the  tacit dimension we can begin to make sense of the place of intuition and hunches in informal education practice - and how we can come a better understanding of what might be going on in different situations
  • praxis (informed, committed actions) that stand at the heart of informal education.
Diane Gusa

Michael Polanyi - Wikipedia, the free encyclopedia - 0 views

  • absolute objectivity (objectivism) is a false ide
  • He rejects the notion that scientific method yields truth mechanically
  • All knowing is personal, and therefore relies upon commitments.
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  • Our intellectual skills are driven by passionate commitments which motivate discovery and validation.
  • Commitments lead innovators to risk their reputation by committing to a hypothesis. He gives the example of Copernicus, who declared, contrary to our experience, that the Earth revolves around the Sun. He claims that Copernicus first arrived at the truth of the Earth's true relation to the Sun not by following a method, but via "the greater intellectual satisfaction he derived from the celestial panorama as seen from the Sun instead of the Earth."[3] What saves this approach from the charge of relativism is his conviction that tacit knowing connects us with objective realities.
  • Knowing more than we can say helps to explain how knowledge can be passed on within a tradition by non-explicit means, via apprenticeship i.e. a pupil improves their skills by observing a master.
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