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Not What, but How is “Tacit”?
Pädagogische Hochschule Ludwigsburg. (Tacit Dimensions of Pedagogy ; SITE)ORCID iD: 0000-0003-0328-1971
2011 (English)In: Geneva, 7-10 September 2011, ESA 10th Conference, Social Relations in Turbulent Times: Abstract Book, European Sociological Association (ESA); University of Geneva ; Swiss Sociological Association , 2011Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The concepts of tacit knowing, implicit knowledge, know-how, or knowing-in-action etc., all refer to knowing and knowledge. Knowing and knowledge as such imply a clear subject-object-relation as a mere fact: A person knows something or she knows somebody.

Looking philosophically at the subject-object-relation by applying the phenomenological perspective, this relation turns out to be only a secondary phenomenon. It is seen as a (e.g. responsive, resonant) structure, as a result, as an aim, even as a hypothesis etc. dependent on situational factors and on social interactions constituting and shaping it. Seen from the phenomenological perspective, primordially every situation is a social situation, and social interaction in term is based upon the types of rationality and knowledge brought into it by the actors, on the qualities of their experiences, on their actual moods and/or on their intentionality; not at least social interaction can also be dependent on (social) abilities and competences.

In short, every subject-object-relation is deriving from diverse antecedent phenomena.

To define or describe tacit knowing, implicit knowledge, know-how etc. we therefore have to pay a closer look at

  1. …the possible ways how a subject-object-relation comes into play in a certain (social) situation. Then we can ask which parts of this relation could be signified as tacit ones. Repression, suppression, displacement, non-observance, fading out, insensivity etc. are terms that describe the processual, evolutionary character of tacit dimensions.

Then we focus

  1. …inaccessibility, absence, deprivation, loss, etc. as possible aspects of a subject-object-relation.
Place, publisher, year, edition, pages
European Sociological Association (ESA); University of Geneva ; Swiss Sociological Association , 2011.
Keyword [en]
Tacit turn, "pedagogy", pedagogical learning theories
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-37236OAI: oai:DiVA.org:lnu-37236DiVA: diva2:749495
Conference
10th Conference of the European Sociological Association “Social Relations in Turbulent Times” University Geneve
Available from: 2014-09-24 Created: 2014-09-24 Last updated: 2017-01-16Bibliographically approved

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