Pojetí tacitních znalostí v paradigmatu sjednoceného pole. / The concept of tacit knowledge in the paradigm of a unified field

dc.creator	Radim Šíp
dc.creator	Vlastimil Švec
dc.date	2013-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:28:50Z
dc.date.available	2015-08-12T11:28:50Z
dc.identifier	10.5817/PedOr2013-5-664
dc.identifier	1211-4669
dc.identifier	https://doaj.org/article/83fca3e144064d0a808d0597d996340c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30732
dc.description	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, isdetected 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 staybetween the old and the new paradigm (the new one is in the text referred to as the “paradigm of aunified 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 ashort 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 aunified field, we will be able to grasp tacit knowledge as atacit dimension of the structure and thus we will be able to studyit more properly.
dc.language	Czech
dc.language	Slovak
dc.publisher	Czech Pedagogical Society
dc.relation	http://www.ped.muni.cz/pedor/archiv/2013/PedOr13_5_p664_Pojeti_SipSvec.pdf
dc.relation	https://doaj.org/toc/1211-4669
dc.rights	CC BY-NC-ND
dc.source	Pedagogicka Orientace, Vol 23, Iss 5, Pp 664-690 (2013)
dc.subject	knowledge
dc.subject	tacit knowledge
dc.subject	paradigm of separated objects
dc.subject	paradigm of a unified field
dc.subject	action
dc.subject	dynamic structure
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Pojetí tacitních znalostí v paradigmatu sjednoceného pole. / The concept of tacit knowledge in the paradigm of a unified field
dc.type	article