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Pojetí tacitních znalostí v paradigmatu sjednoceného pole

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Šíp R., Švec V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 5
664-690
EN
The aim of this theoretical study is to clear the concept of tacit knowledge. In the first part of the text, the authors show where the confusion comes from. If we take knowledge as a mental representation we will not, in fact, be able to inquire it. In the second part, an alternative, which has been alive for more than a hundred years, is detected in works on knowledge and knowing by scholars such as Dewey and Piaget. Then, in the third part, the authors depict the hesitation of specialists that could not abandon the old traditional understanding of knowledge (in the study connected with the “paradigm of separated objects”) and their need to across it. Thus they stay between the old and the new paradigm (the new one is in the text referred to as the “paradigm of a unified field”) and therefore, their theories are very often confusing and unusable in praxis. For better understanding of the two – traditional and alternative – paradigms, the authors offer a short introduction to both in the fourth and fifth parts. The study ends by the conclusion that if we are able to understand knowledge not as a representation, but as a dynamic structure of a unified field, we will be able to grasp tacit knowledge as atacit dimension of the structure and thus we will be able to study it more properly.
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Tacitní znalosti jako most mezi teorií a praxí v pedagogické přípravě budoucích učitelů

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Švec V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 3
387-403
EN
The paper deals with tacit knowledge in the pedagogical component of teacher education. Tacit knowledge is seen – metaphorically – as a bridge between theory and practice. In the paper, the concept of tacit knowledge is characterised; it is a concept that has not been much discussed in Czech literature on education. Tacit knowledge is seen as personal and individual; it is developed through the subject’s experience and has the following characteristics: it is procedural in nature and can be difficult to express, it is relevant for achieving aims that are considered important, it is developed with just little help of others or without such help whatsoever, it is bound to a specific context. In teacher education, a student teacher develops tacit knowledge through dealing with practical situations. In order for tacit knowledge to develop and improve in students, it must first be made explicit. One of the tools that help make tacit knowledge explicit is self-reflection, which however by itself is not enough for the student to realise what his or her behaviour is and how it can be improved. Such aim can be achieved through sharing experience and tacit knowledge between students and teacher educators (mentors, field didacticians, etc).
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