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1
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Etnografia w badaniu wiedzy ukrytej

100%
Krzyworzeka A., Krzyworzeka P.
e-mentor
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2012
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issue 1 (43)
66-69
EN
The tacit knowledge is difficult to control and study. It would be imprudent to ask about it in a survey and it cannot be observed from the outside or captured by any IT tools. Moreover, its functioning cannot be regulated by the rules. The following article discusses the application of ethnography for examining this intangible phenomenon.
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“To laugh or not to laugh”: Understandings of the appropriateness of humour and joking in the workplace

80%
Vivona B. D.
The European Journal of Humour Research
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2014
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vol. 2
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issue 1
EN
In order for joking to actually have a function in the workplace, it must have a forum. There are many pieces of empirical research on humour in the workplace, however the notion of the appropriateness of joking behaviour is often overlooked. The time, place, and circumstances of when joking does or does not occur is related to the situated and contextual nature of humour and issues linked to the private/public domain often will delineate when humour is acceptable or not. When, where, and, most importantly, the permission to joke is important to the understanding of the functional nature of humour. In order to gain an understating of how workers understand the notion of appropriateness, a qualitative study of a very unusual group of workers, crime scene investigators, was undertaken. Tacit personal and organisational belief systems related to culture and learned normative behaviours help determine when and where joking is allowed or forbidden.  
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On the Importance of Experience-Based Work Action and Tacit Knowledge for Workplace and Social Innovation

80%
Neumer J., Pfeiffer S.
Warsaw Forum of Economic Sociology
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2015
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vol. 6
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issue 11
101-115
EN
Companies are increasingly facing uncertainties and a variety of dimensions of imponderability. Being innovative and economically successful in turbulent times moreover increasingly requires companies to address topics of sustainability and to respect requirements of customers and other stakeholders. Companies have to bring civil society back in to find solutions to current and future challenges. But this deeply challenges the traditional forms of organisation. After an era of re-engineering organisations towards standardised processes that where tightly bound to the logic of short-term profit and shareholder markets, companies have to open up and become agile and competent for dialogue on an organisational level. This development is accompanied by the necessity to cope with uncertainties instead of annihilating them. This article argues why the tacit and experiential knowledge of employees is the key factor to tackle uncertainties and to design appropriate workplace and organisational innovation. We will outline how these factors elude approaches to formalise or digitise them and are therefore endangered by objectification of work. A new quality of participation is needed to acknowledge and support the employees' tacit and experiential knowledge and experience-based work action to strengthen processes and results of workplace innovation and social innovation.
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Problemem wiedzy niejawnej dziś. Perspektywa neurokognitywna

80%
Michalska A.
Filozofia i Nauka
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2013
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vol. 1
63-82
EN
Since its first introduction into the field of philosophy by Michael Polanyi, the problem of tacit knowledge has undergone a transformation. Nowadays the question is not so much whether the rules and assumptions governing theory choice are amenable to articulation and critical assessment, as it is if the methods of multi- and interdisciplinary research can be laid down and improved upon. The article addresses the problem of tacit knowledge in general, and the above-mentioned issue in particular, from the vantage point of cognitive neurosciences. More specifically, it considers the question of the possibility of coordination and management of corporate scientific activity in the light of the so called sensorimotor conception of learning and cognition. The paper is thought of as providing an example of the employment of neuroscientific conceptual framework in the domain of philosophy of science and epistemology.
PL
Zagadnienie wiedzy niejawnej uległo transformacji od momentu jego wprowadzenia do języka filozoficznego przez Michaela Polanyi’ego. Obecnie kwestią podstawową nie jest podatność na artykulację i krytykę reguł i założeń sterujących wyborem teorii, a możliwość wyłożenia i udoskonalenia metod badań inter- i wielodyscyplinarnych. Artykuł podejmuje problem wiedzy niejawnej w ogólności, oraz wspomnianą kwestię interdyscylinarności w szczególności, z punktu widzenia nauk neurokognitywnych (cognitive neurosciences). Ściślej rzecz ujmując, problem koordynacji i zarządzania praktyką badawczą rozważany jest w świetle tak zwanej sensomotorycznej koncepcji poznania i uczenia się. Tekst jest pomyślany tak, by dostarczyć przykładu zastosowania schematu pojęciowego neuronauk w dziedzinie filozofii nauki i epistemologii.
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Tacit Un-Knowledge Among Professionals Dealing with Sexual Abuse of Children and Adults with Intellectual Disabilities

80%
Jurczyk M., Słaby K.
Studia z Teorii Wychowania
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2022
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vol. XIII(3 (40))
145-159
EN
In this paper, we are discussing the question of particular attitudes expressed by the professionals (teachers and therapists) in the context of sexual abuse of people (including children) with intellectual disabilities (ID) which we identify as tacit un-knowledge. Drawing from the concept of tacit knowledge introduced by Michael Po-lanyi we are looking closely into some sort of professional passivity and indulgence in reacting to the sexual abuse of people with ID and lack of adequate professional education and training on the other hand. These observations led us to formulate a Polanyi-inspired notion of un-knowledge expressed as a culture-based response to directly or indirectly reported incidents of sexual abuse of people with ID. Data discussed in this paper is a part of a broader research project on sexual abuse of people with disabilities in the narratives of teachers and therapists conducted by one of the authors. The authors declare that they have no known competing financial interests or personal relation-ships that could have appeared to influence the work reported in this article.
6

Antynomia Russella a wiedza a priori

71%
Król Z.
Edukacja Filozoficzna
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2019
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issue 68
153-168
PL
Podaję wyjaśnienie zaskakującej zawodności poznania apriorycznego poprzez odwołanie się do aktywnej obecności wiedzy tła, tacit knowledge, i ukrytych założeń w tym poznaniu oraz przez wskazanie szerszej struktury intelektualnych powiązań pomiędzy intuicyjnymi danymi i przekonaniami w ramach tzw. horyzontu hermeneutycznego. Nieapodyktyczność i praktyczna zawodność rezultatów poznania a priori nie są argumentami przeciwko jego istnieniu i możliwości. Analizy dokonywane są głównie na przykładzie antynomii Russella i aksjomatu komprehensji. Przykładami ukrytych przed-założeń aktywnych w procesie konstytucji poczucia oczywistości towarzyszącego aksjomatowi komprehensji w określonych etapach rozwoju matematyki są ekstensjonalna koncepcja zbioru i przekonanie o jednorodności uniwersum zbiorów.
EN
The surprising fallibility of a priori knowledge is explained by the indication of the broad structure of hermeneutical horizon of intuitive and implicitly accepted intellectual convictions, i.e. the relevant tacit knowledge. Non-apodicticity of the results of a priori cognition cannot be used as an argument against the possibility and existence of the cognition. The analyses are based on the example of Russell’s antinomy and the axiom of comprehension in set theory. The conviction of homogeneity of the universe of sets and extensional conception of a set are examples of presuppositions actively present during the historically given process of the creation of mathematics.
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A Strategic Knowledge Map for the Research and Development Department in a Manufacturing Company

70%
Śliwa M., Patalas-Maliszewska J.
Foundations of Management
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2016
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vol. 8
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issue 1
151-166
EN
Knowledge is a corporate resource, being grounds for initiating activities, which is important in a dynamic economy. The difficulties related to obtaining tacit knowledge, related primarily to experience and observation of the knowledge employee (Mendryk, 2011), encourage the companies to use tools supporting knowledge management and location. This article attempts at designing a dedicated, strategic knowledge map for a research and development department in a manufacturing company. Based on the reference works, the detailed characteristics of specific sources of knowledge in a manufacturing company and tools supporting the process of converting the tacit knowledge into explicit one, for example, the knowledge maps, were devised. Then, a strategic knowledge map model was designed for the research and development department (hereinafter abbreviated as SKM – R&D) in the manufacturing company, comprising the following components: (1) fields of knowledge, (2) internal and external processes in the R&D department, and (3) sources of knowledge. Then, a practical implementation of the SKM – R&D model was presented.
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The Japanese Model of Knowledge Management

70%
Gierszewska G.
Foundations of Management
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2012
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vol. 4
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issue 1
7-16
EN
The effectiveness of Japanese management methodologies is making them increasingly popular with business organisations all over the world. This paper aims to present one of the least known knowledge management theories: the knowledge creation model by I. Nonaka and H. Takeuchi. In their approach to the theory of organisational learning and knowledge creation, Nonaka and Takeuchi propose a categorisation of knowledge into tacit and explicit (formal) knowledge and explore the relationships between knowledge production, transfer and application; they also address the issue of applying existing and creating new knowledge. Presented SECI model captures the conversion of tacit knowledge into explicit knowledge in four steps: Socialisation, Externalisation, Combination and Internalisation. The paper examines case studies that illustrate the practical application of the processes.
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Aktivita a tvořivost v Maňákově pojetí a jeho pedagogické činnosti

61%
Švec V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 5
649-662
EN
This paper aims to introduce Maňák’s approach to activity and creativity and describe how this approach is reflected in his educational practice. The first part characterizes his approach, the second part explores its roots, and the third part tries to identify it in his educational practice. The qualitative analysis can be summarized in several points. The core of Maňák’s approach is the following triad: activity – independence – creativity. Based on his research, Maňák formulates the principle of gradual development of activity, independence and creativity, and posits that this process should respect the individual abilities of the pupils. The roots of Maňák’s approach lie in the time when he was a pupil himself and in his theoretical, research, and teaching activities. It is reflected in his educational practice, which is based on his tacit educational knowledge and experience.
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THE SOCIOLOGICAL ANALYSIS OF SENSORY KNOWLEDGE: ITS UNDERSTANDING, CONSTRUCTION AND ACQUISITION

61%
JAKUBOWSKA H.
Society Register
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2019
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vol. 3
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issue 1
121-136
EN
The aim of this article, based on the literature review, is to explore the senses within the context of knowledge. The article begins with a description of embodied (i.e., also sensory) knowledge’s marginalisation within the social sciences and the reasons for this. After indicating the most popular fields of research, the article explores three main understandings of sensory knowledge: (1) senses as a source of knowledge, (2) senses as acquired skills and (3) sensory knowledge as a result of (collective) activity. In the next part, sensory knowledge is discussed as tacit knowledge, taking into account the problem of its verbalisation and the nature of its acquisition. The last part explores the social construction of sensory knowledge and its relation to subjective experiences, referring to the concepts of intersubjectivity, objectification and legitimisation. 
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Students’ Attitudes Towards Career in the Tourism Industry – Implications for Tacit Knowledge Management

61%
Bednarska M. A., Olszewski M.
Journal of Entrepreneurship, Management and Innovation
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2013
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vol. 9
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issue 1
119-134
EN
The success of tacit knowledge management lies in firms’ capabilities to attract and retain employees possessing unique knowledge. The purpose of the paper is to investigate students’ attitudes towards career in tourism in the context of tacit knowledge management. The study was conducted on the group of 345 undergraduates and graduates enrolled in tourism and hospitality studies in Poznan. Research revealed that majority of students plan short-term career in tourism, which entails tacit knowledge leakage outside the tourism industry. It was also found that students’ attitudes towards tourism careers are significantly influenced by previous work experience and satisfaction with the studies.
12

Explanation or Understanding? Movement Studies Between Natural Sciences and Cultural Studies

61%
Eichberg H.
Physical Culture and Sport. Studies and Research
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2014
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vol. 63
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issue 1
5-21
EN
Movement studies are - like health studies - placed between natural sciences and cultural studies as well as between quantitative and qualitative methods. That is why they are challenged by some methodological contradictions. Yet the dual relations between nature and culture, and between quantitative and qualitative methods, may be of superficial character. Deeper beneath, one finds tensions with theoretical implications: between the quest for evidence and the comparative method, between generalization and case study, between explanation and understanding, between the correctness of the answer and the quality of the question, between affirmative and fluent knowledge, between factors and connections, between data and patterns, between the state of research and historical change of knowledge, between objectivity and subjectivity, and between theory and philosophy. There seems to be something akin to cultural struggle in the field of knowledge. Yet the dual contradictions do not comprise two neatly separated “cultures of knowledge” that exclude each other. There are cross-disciplinary connections and overlaps, which help toward an understanding of human life.
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Pasje intelektualne i ich selektywna funkcja w koncepcji poznania naukowego w Personal knowledge Michaela Polanyiego

57%
Szkonter O.
Semina Scientiarum
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2013
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vol. 12
EN
This paper shows philosophical views of Michael Polanyi, in the context of his greatest work Personal knowledge: Towards a post-critical philosophy. In his study, Polanyi presents the original concept of science and knowledge, which include tacit components, such as: the personal, tacit knowledge, personal engagement, intellectual passions and participation in the scientists community, which shares the same tradition, language, frameworks and culture. All that makes the philosophy of Polanyi situated against the concept of objectivity in science which excludes personal participation in act of knowing and creating knowledge. As one of the most important factors in science formation Polanyi considers intellectual passions, which have heuristic, selective, persuasive functions. The present article is a summary of the main idea of the intellectual passions, in respect of their selective function in science. As Polanyi maintains, scientific passions have a logical function which contributes an indispensable element to science. They charge objects with emotions, making them repulsive or attractive and help distinguish between demonstratable facts which are of scientific interest, and those which are not. Furthermore, scientific passions depend ultimately on a sense of intellectual beauty, which can never be dispassionately defined, as well as the beauty of a work of art or the excellence of a noble action.
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Vědecká praxe jako osobní poznání: epistemologický odkaz Michaela Polanyiho

51%
Pudil M.
Teorie vědy (Theory of Science)
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2022
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vol. 44
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issue 1
89-115
EN
Continuously from the 1940s, Michael Polanyi comments on topics that have resonated later since the 1960s in the works of his fellow theorists of science, philosophers of natural sciences, and epistemologists (for the purposes of this study, only T. S. Kuhn and K. R. Popper are mentioned). First part of this article provides a brief reconstruction of Polanyi’s concept of „personal knowledge“ which focuses mainly on the interconnection of the individual level of scientific research with its social dimension. My aim is to evaluate the potential of this concept for the interpretation of research fields where sciences are in close contact with other disciplines. I am convinced that Polanyi’s original approach to the problem of reality (or degrees of reality as he puts it) should be read as an advocacy of diversity of thought. In my interpretation, Polanyi carries out some form of philosophical therapy of science and its self-concept, which, like the whole of Western society, has undergone dramatic changes over the last century.
CS
Michael Polanyi se od čtyřicátých let 20. stol. vyjadřoval k tématům, která od let šedesátých rezonovala v dílech jeho kolegů teoretiků vědy, filosofů přírodních věd a epistemologů (pro účely této studie se zde zmíním pouze stručně o T. S. Kuhnovi a K. R. Popperovi). První část předložené studie zrekonstruuje stěžejní body jeho konceptu „osobního poznání“ (personal knowledge), který se zaměřuje na propojení perspektivy individuální úrovně vědeckého zkoumání s jeho sociálním rozměrem. Cílem je jeho náhledy zhodnotit zejména z hlediska potenciálu, jaký mají pro interpretaci výzkumné práce v oborech na pomezí vědy a dalších disciplín. Jsem přesvědčen, že neotřelý pohled na otázku reality (a její stratifikace), se kterým Polanyi přichází, lze číst jako obhajobu diverzity myšlení. Polanyi v mé interpretaci provádí jistou formu filosofické terapie vědy a jejího sebepojetí, které v minulém století procházelo, stejně jako celá západní společnost, dramatickými proměnami.
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Pingwin czy orzeł? Społeczny charakter wiedzy na przykładzie kalifornijskiej Doliny Krzemowej

51%
Mika B.
Studia Krytyczne/ Critical Studies
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2017
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issue 4
131-150
PL
Artykuł jest próbą usystematyzowania i dodania pewnych wątków do dyskusji o sukcesie gospodarczym kalifornijskiej Doliny Krzemowej. W opracowaniu postawiona została teza mówiąca, że źródła owego sukcesu tkwią w skutecznym przezwycięzeniu trzech dobrze znanych w ekonomii problemów: dylematu innowatora, paradoksu Arrowa oraz kosztów transakcji. Jednoczeoenie używając koncepcji klastrów oraz konkretnego przykładu Doliny Krzemowej artykuł próbuje wykazać ograniczenia koncepcji gospodarki opartej na wiedzy.
EN
The article makes an attempt to systematize and add some points to the discussion on the economic success of the California Silicon Valley. The paper argues that the source of its prosperity lies in successfully overcoming three well-known economic problems: the innovator’s dilemma, Arrow’s paradox, and transaction cost. At the same time, using the concept of clusters and the specific example of the Silicon Valley, the article seeks to demonstrate limits of the theory of knowledge-based economy.
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Nations in the bubble of social reality: language and all that

51%
Kamusella T.
Sprawy Narodowościowe
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2016
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issue 48
EN
Nations in the bubble of social reality: language and all that In the last century and a half scholars from different disciplines began to distinguish between material reality (the universe), the biosphere, and social reality (the semiosphere), as three important heuristic categories. In the latter half of the 20th century, the philosophers John L. Austin and John Searle proposed that language and its use enable humans to generate social reality. They also analyzed the mechanisms of the process. From another perspective, the evolutionary anthropologist Robin Dunbar offered an explanation of how language was selected in the process of human evolution, and argued that its primary function is group-building, that is, the generation of social cohesion. Drawing on these insights, the article proposes that the dilemma of whether nations exist objectively or are subjective entities can be resolved by analyzing this problem in the light of Searle’s distinction between ontological objectivity / subjectivity and epistemic objectivity / subjectivity. Narody w koronie rzeczywistości społecznej widziane z perspektywy językaOd półtora stulecia badacze z zakresu różnych dyscyplin zaczęli wyraźnie rozróżniać pomiędzy rzeczywistością materialną (tj. wszechświatem, ogółem bytów materialnych), biosferą oraz rzeczywistością społeczną (semiosferą), jako powiązanymi ze sobą trzema kategoriami analizy heurystycznej. W drugiej połowie XX stulecia filozofowie języka John L. Austin i John Searle dali tezę, iż to język oraz jego użycie pozwala ludziom generować rzeczywistość społeczną. Obydwaj również badali mechanizmy rządzące tym procesem generacji. Z kolei psycholog ewolucyjny Robin Dunbar przedstawił model wyjaśniający, jak język (tzn. biologiczna zdolność językowa) został wyselekcjonowany w procesie ewolucji. Na tej podstawie postawił on tezę, iż prymarną funkcją języka jest umożliwianie budowania grup ludzkich, czyli innymi słowy, generowanie potrzebnej ku temu spójności społecznej. Korzystając z powyżej wymienionych ustaleń, artykuł proponuje nowe podejście do szeroko dyskutowanej kwestii czy narody istnieją obiektywnie lub są subiektywnymi bytami, analizując to zagadnienie w świetle zaproponowanego przez J. Searle’a rozróżnienia pomiędzy ontyczną obiektywnością/subiektywnością a epistemiczną obiektywnością/subiektywnością.
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Kłopoty z wiedzą niejawną (tacit knowledge) w poglądach Michaela Polanyiego

41%
Zmyślony I.
Zagadnienia Naukoznawstwa
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2012
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vol. 48
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issue 1 (191)
49-65
EN
The aim of the article is characteristic of some basic ordeals in reconstruction of Polanyi’s idea of tacit knowledge, as well as exposition of its typical ways of understanding. Paper consists of seven points: (1 – 3) contains an analysis of author’s texts in aspect of typical ways of usage of the term and some other meaning-related categories; in (4) some major methodological challenges facing its definition are picked out, while in (5) main ways of interpretation elaborated by author’s researchers are being expound; (6) focuses on relation between idea of tacit and explicit knowledge, while (7) highlights the role of tacit knowledge in process of problem- -solving.
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Społeczny wymiar innowacji

41%
Bukowski A., Rudnicki S., Strycharz J.
Zarządzanie Publiczne / Public Governance
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2012
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issue 2(20)
13-23
PL
Celem artykułu jest zwrócenie uwagi na społeczny charakter innowacji i innowacyjności. Wskazano na cztery aspekty "wypłukiwania" społecznego sensu innowacji dostrzegalne w politykach i dyskursie publicznym: 1) koncentrację na innowacjach technologicznych, 2) zwracanie uwagi na transfer wiedzy skodyfikowanej, 3) akcentowanie roli podażowej strony innowacji oraz 4) brak wystarczającego uznania innowacyjnego potencjału nauk społecznych. W opozycji do tych uproszczeń przedstawiono argumenty podkreślające: 1) rolę konsekwencji innowacji technologicznych oraz ideę innowacji społecznej (social innovation), 2) znaczenie niesformalizowanych i warunkowanych kulturowo mechanizmów powstawania wiedzy i innowacji, 3) rolę strony popytowej w powstawaniu innowacji oraz 4) przykłady innowacji oparte na wiedzy z zakresu nauk społecznych. Zdaniem autorów, dostrzeżenie tych społecznych wymiarów innowacji jest warunkiem skuteczności polityk nastawionych na ich wspieranie.
EN
This article deals with the issue of what we call social aspects of innovation. We depart from asserting that dominating stance in designing public policy aimed at innovation promotion in Poland omits its social aspects. This − we state − is a threat to its effectiveness and efficiency. In the article we bring forward and explain four maladies of innovation public policy as we see them. Firstly we talk about the technological bias − most of the policies are aimed in promoting high-tech and are channeled through engineers omitting social aspects and social expertise. Secondly, we explain the focus innovation policies have on promoting highly formalized and institutionalized sources of knowledge not taking elements like tacit knowledge and social skills into consideration. Thirdly, we explain the preference the policies have on promoting top-down or push type innovation at the cost of forming the adequate demand which would then later drive the supply of innovation. Lastly we touch upon the utter dismissal of social sciences as being an important source of knowledge on innovation diffusion; but also the source of innovation itself.
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The silent meaning of the cognitive-performative horizon

41%
Bartosiak M.
Acta Universitatis Lodziensis. Folia Litteraria Polonica
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2020
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vol. 58
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issue 3
249-259
PL
Przedstawione w artykule rozważania wychodzą od opalizacji semantycznej sensu i znaczenia w polskim uzusie językowym, poczynając od podstawowych ujęć słownikowych i korpusowych, w których wskazana jest podmiotowa (subiektywna) dominanta sensu i przedmiotowa (obiektywna) dominanta znaczenia. Następnie przywołane są elementy dyskursu filozoficznego (J. Bocheński, J. Hartman, T. Komendziński), w których wyartykułowane są dodatkowe warunki sensu jako „sensu życia” i „sensu działania”, podkreślające podmiotowy i performatywny charakter sensu, szczególnie związany z frazą „sens życia”. Filozoficzny kontekst rozważań wspierają ustalenia nauk poznawczych odnoszące się do udziału nieświadomości i jej potencjału poznawczo-performatywnego, wprowadzonego za pomocą kategorii „umysłu nieświadomego” (L. Mlodinow) i „milczącej wiedzy” (M. Polanyi). W dalszej części rozważań poświęconych przede wszystkim koncepcji „horyzontu poznawczo-performatywnego” podkreślony jest dominujący udział nieuświadamianego wymiaru podmiotowej wiedzy o byciu i działaniu w świecie w sensotwórczej aktywności poznawczej i performatywnej.
EN
The article presents the discussion which begins with a semantic clarification of the Polish terms of ‘sens’ [meaning] and ‘znaczenie’ [reference] in Polish linguistic usus, starting with the basic dictionary and corpus-based determinations, which indicate the subjective dominant element of ‘sens’ and the objective dominant element of ‘znaczenie’. Next, the author indicated the elements of philosophical discourse (J. Bocheński, J. Hartman, T. Komendziński), which defined additional conditions of meaning as “the meaning of life” and “meaning of action” and which emphasise the subjective and performative nature of meaning, particularly associated with the expressions “meaning of life”. The philosophical context of the discussion was supported by the findings of cognitive sciences which refer to the impact of the subconscious and its cognitive-performative potential introduced using the categories of the “subliminal” (L. Mlodinow) and “tacit knowledge” (M. Polanyi). The final part of the discussion was mainly devoted to the concept of the “cognitive-performative horizon”, it emphasised the dominant impact of the unrealised dimension of individual knowledge about existence and action in the world for meaning-building cognitive and performative activities.
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Nie-ludzkie sojusze, wiedza milcząca i „czucie wody”. Wytwarzanie olimpijczyka w perspektywie teorii aktora-sieci

41%
Janas K.
Kultura i Społeczeństwo
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2022
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vol. 66
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issue 3
143-164
EN
The article attempts to apply actor-network theory to the field of sport. As a former competitive swimmer and currently a head coach of one of the best Polish swimmers, I show that sport is constructed not only by social, economic, or cultural conditions, but also in interactions and negotiations with various actors. I describe how, by tinkering with his environment, establishing associations with human and non-human training partners, and by referring to tacit knowledge the athlete achieves his goals such as participation in the Olympic Games. The paper shows that following the athlete and his material context through the training process provides new insights into competitive sport: how it is conceived, practiced, and socio-technically manufactured. By taking a closer look at the swimmer's preparation, I thereby attempt to problematize the idea of what athletes and their coaches actually do during trainings.
PL
Artykuł stanowi próbę wykorzystania teorii aktora-sieci w obszarze sportu. Na podstawie własnych doświadczeń pływaka wyczynowego i trenera jednego z najlepszych polskich pływaków pokazuję jak sport konstruowany jest w interakcjach i bezustannych negocjacjach z różnymi aktorami, a nie wyłącznie przez warunki społeczne, ekonomiczne i kulturowe. Opisuję też jak – poprzez manipulowanie i stabilizowanie swojego otoczenia, relacji z ludzkimi i nie-ludzkimi partnerami treningowymi oraz odwoływanie się do wiedzy milczącej – sportowiec realizuje swoje cele takie, jak udział w igrzyskach olimpijskich. Tekst wskazuje, że podążanie w procesie treningowym za zawodnikiem i jego materialnym środowiskiem daje nowy wgląd w sport wyczynowy: w jego pojmowanie, praktykowanie i socjotechniczne wytwarzanie. Przyglądając się z bliska przygotowaniom wyczynowca próbuję tym samym sproblematyzować wyobrażenie tego, co zawodnicy z trenerami faktycznie robią na treningach.
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