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Personal Knowledge: Towards a Post-Critical Philosophy

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... To uncover and analyze tacit knowledge in the participants' narratives, I employ theories of phenomenology and knowledge taxonomies as articulated by Merleau-Ponty (2012), Polanyi (1958), and Dreyfus and Dreyfus (1980, 2010, 2012. Merleau-Ponty (2012) explores the uniqueness of the human body in motor skills, senses, language, and emotions, and its ability to remember, react to, and perform complex actions. ...
... Merleau-Ponty (2012) explores the uniqueness of the human body in motor skills, senses, language, and emotions, and its ability to remember, react to, and perform complex actions. Our body is the fundamental tool for all our knowledge of external things, both intellectual and practical (Polanyi, 1958). Using the human body as a basis for understanding tacit knowledge and practical competence, expertise can be seen as intuitive analyses of past experiences and reasoning based on recognitions that are relevant to new situations (Dreyfus & Dreyfus, 1980). ...
... The participants in this study, emphasized the importance of solving problems, getting a workflow, and implementing knowledge in action, aligning with Schön's (2001) assertion that our knowledge is tacit and implicit in our actions. Professionals know more than they can articulate, and due to its fleeting and tacit nature, the expertise is often concealed from novices and other professionals (Polanyi, 1958). To a trained eye, the finished product partly tells about one's capacity as a carpenter or plumber. ...
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This narrative study followed 11 vocational teachers in the Building and Construction program and examined factors that influenced their transition from the construction site to upper secondary school. The recruitment path for most technical vocational teachers means moving directly from the construction site to the school, where they begin work as substitute teachers. The study shed light on three important transition phases. First, the study highlights the significance of craftsmen’s intangible, embodied knowledge and how the cultural building heritage creates a professional community that the craftsmen strongly identify with. Second, the participants experienced the transition from being skilled workers to vocational teachers as intense and transformative. Without any teacher training or support from school management, they were suddenly expected to take on class leadership responsibilities and teach vocational subjects, often in classes with major behavioral challenges. Third, the participants managed gradually to establish a feeling of safety and an effective class environment. The experience of successfully gaining the trust of young students and helping them begin their vocational education revealed a new and meaningful dimension to the teaching role, inspiring them to remain in the school system and pursue a career as a vocational teacher.
... Uma questão-chave na fase de imitação foi a "natureza seletiva da transferência e difusão" (ROSENBERG, 1972, p. 61 (Freeman, 1987). Na conclusão do trabalho de Mansfield (1988, p. 228 Polanyi (1958;1966) e sua elaboração sobre a dimensão tácita na atividade científica, elemento incorporado por Kuhn (1962, p. 44;p. 190 (2000), deve-se a Nelson e Winter (1982), que utilizam esse conceito em diversas passagens 11 a partir de três obras de Polanyi (1958Polanyi ( , 1962Polanyi ( , 1966 (POLANYI, 1958, p. 76). ...
... Na conclusão do trabalho de Mansfield (1988, p. 228 Polanyi (1958;1966) e sua elaboração sobre a dimensão tácita na atividade científica, elemento incorporado por Kuhn (1962, p. 44;p. 190 (2000), deve-se a Nelson e Winter (1982), que utilizam esse conceito em diversas passagens 11 a partir de três obras de Polanyi (1958Polanyi ( , 1962Polanyi ( , 1966 (POLANYI, 1958, p. 76). Desses elementos, Polanyi (1958, p. 184) apresenta características distintivas das ciências naturais, da tecnologia e das matemáticas. ...
... A distinção da ação humana tem a ver com a linguagem, cujo uso " […] develops each of these faculties into a distinctive science to which the other two contribute subsidiarily […]." (POLANYI, 1958, p. 76). Completando um encadeamento a partir dos três modos de aprendizado, Polanyi (1958) associa a invenção às atividades de engenharia e tecnologia, a observação às ciências naturais e a interpretação às matemáticas). ...
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Revoluções tecnológicas se sucedem e reconfiguram o sistema capitalista global. A propagação de novas tecnologias pode se dar segundo uma lógica expansionista inerente ao sistema ou por esforços próprios de regiões relativamente atrasadas. Este artigo trata de aprendizado tecnológico, interpretado como um elemento estratégico para a propagação de revoluções tecnológicas. Essa propagação pode variar no grau de iniciativa do ponto de vista da região atrasada — a inserção pode ser mais passiva ou mais ativa, ou seja, a capacidade de absorção tem diversos graus de construção. Nas considerações finais sugere-se que as iniciativas na periferia devem combinar quatro fases: mapeamento, escolha, assimilação e consolidação – a fase em que processos de feedbacks positivos surgem.
... The first, that skills form culture suggests that transfer is difficult, and this presents an issue for the TVET curriculum, particularly when situated outside of the workplace. The second, that habits, routines and ways of being are key to the development of skills, which reminds me of Polanyi's (1958) work whereby 'tacit knowledge', which is loosely defined as the things we know how to do but cannot always explain, is often associated with and rooted in expert practice. Eraut (2000; suggests that tacit knowledge is expressed in three ways which demonstrate such expertise: routines, understanding of people and situations, and intuitive decision making. ...
... Eraut (2000; suggests that tacit knowledge is expressed in three ways which demonstrate such expertise: routines, understanding of people and situations, and intuitive decision making. For example, as you do a job, you begin to develop routines and habits which are influenced by the social context and these become embodied in the expert, unable to be captured by language and only seen by its action (Polanyi, 1958). This tacit knowledge may be in the form of physical or mental skills but 56 are essentially unteachable and cannot be assessed explicitly. ...
... Mehralizadeh, Salehi and Marashi (2008) argue that these skills are entirely illusory, being so vague in their conception, that they can mean almost anything to anyone. This is not to say that thinking skills such as problem solving are not abilities that can be contextualised in practice as tacit knowledge (Polanyi, 1958), merely that conceptualising them as general, transferable skills is problematic. Indeed, the idea of genericism appears to be taken one step further under the auspices of '21st Century Skills' (21C) (World Economic Forum (WEF), 2015), which are seen as the skills that young people need to be equipped with for a perpetually changing future (Wheelahan, Moodie and Doughney, 2022). ...
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Notions of skill pervade the UK further education sector's policy and practices but, despite its ubiquity, skill has been used in different ways to mean different things to different stakeholders within the sector, specifically in relation to technical and vocational education and training. Influenced by theories of human capital, policy documents and representatives have long recycled clusters of generic and transferable skill. Concurrently, qualification design incorporates a wide range of skills from technical to broader notions which creates ambiguous and incoherent notions of skill for teachers working within the sector.
... Instead, co-production and boundary spanning practices (among other non-linear approaches) acknowledge that non-traditional and implicit knowledge types (e.g., tacit, experiential, intuitive or otherwise) are key components of what comprises relevant expertise within KE practices (Collins & Evans, 2007;Polanyi, 1958), signaling a departure from elitist approaches where KE efforts emphasize the packaging of scientific information for delivery from 'producers' to 'users' (i.e., the 'loading-dock' approach (Cash et al., 2006)). KE acknowledges both the interdependencies and differences of science and policy practitioners and highlights that multi-directional interchanges between actors are required to effectively generate, share, store, mobilize, translate and use relevant knowledge within decisionmaking processes (Contandriopoulos et al., 2008;Gardiner et al., 2023;Karcher et al., 2024;Ward et al., 2012). ...
... Simultaneously though, participants recognized that behind this separation, a cross-pollination of actors, activities and expertise were critical for fostering KE success. It was, for instance, celebrated that some Antarctic policy actors actively engage in research activities (e.g., by publishing scientific papers) and that some science actors actively participate in the policymaking processes (e.g., by attending policy meetings as national delegates informs what courses of action they should pursue (Mitchell et al., 2021;Polanyi, 1958). Furthermore, effective Antarctic boundary spanners have also likely developed 'interactional expertise', which is defined as "the ability to master the language of a specialist domain in the absence of practical competence" (Collins & Evans, 2007, pp. ...
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Multilateral environmental governance regimes like the Antarctic Treaty System are pivotal in addressing today's wicked transboundary socio‐ecological problems and central to their success is the facilitation of constructive knowledge exchange (KE) between research and policymaking communities. Consequently, the literature is now ripe with studies that aim to uncover the elements that enable or hinder KE successes across diverse environmental governance settings. Yet, in the Antarctic context, the KE practices that comprise Antarctic science‐policy interfaces remain empirically under examined. Here we contribute by exploring the perspectives of 31 Antarctic practitioners to develop our understandings of successful KE practices in the policy contexts of the Antarctic Treaty Consultative Meetings and the Committee for Environmental Protection. By adopting a reflexive thematic analysis, we identify 11 enablers and 9 barriers to KE success that are overlapping, interconnected and complex. According to practitioners, in the face of pervasive barriers, such as the often overshadowing effect of politics, a deficiency of KE incentives and large‐scale wicked policy problems, certain Antarctic institutions and practitioners portray strong boundary spanning expertise, which despite the many challenges identified, serves to facilitate KE in support of evidence‐informed decision‐making. However, the extent to which boundary spanners are influential in their leadership varies, and while acknowledging that influential leadership is an important enabler for success, we raise several questions regarding the potentially unexplored assumptions that underpin current KE practices. As Antarctic practitioners share a desire to foster inclusive, iterative and multidirectional science‐policy dialogues among other identified improvements, we suggest that harnessing reflexivity and humility within these processes will be critically important for ensuring that existing asymmetries or inequities are not reinforced under the guise of improved ways of working.
... Teams allow solving tasks that individual workers are not capable of, particularly, because team members use each other as sources of knowledge and inspiration, form a joint group mind (Wegner, 1986) and distribute cognition within organizations (e.g., Hutchins, 1995;Lehner and Maier, 2000;Nelson and van Osch, 2017;Nevo and Wand, 2005). Team members can share, for example, their hardly articulable tacit knowledge (McAdam et al., 2007;Nonaka and von Krogh, 2009;Polanyi, 1958) with team members in their close collaboration network. While team members exchange a significant portion of knowledge to enable efficient teamwork (Hutchins, 1995), essential knowledge and skills remain heterogenous (Zhang et al., 2020) and unevenly distributed within the team (Choi et al., 2010). ...
... Similarly, the internal memory of humans and the knowledge stored therein is not accessible by other individuals and sometimes even individuals themselves are unaware of possessing a specific knowledge item. Once the knowledge that humans hold in their memories is hardly articulable, it is described as tacit knowledge (Nonaka and von Krogh, 2009;Polanyi, 1958). When IAs are good at a task, they draw, in addition to explicit knowledge, also on hardly articulable, enormous and complex knowledge, accumulated by ML algorithms (Dourish, 2016;Faraj et al., 2018), which constitutes a black box for humans (Guidotti et al., 2018). ...
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Studies regularly demonstrate how well intelligent agents (IAs) can support humans or are demonstrably superior to them in some areas. Given that some tasks likely remain unsuitable for even the most intelligent machines in the mid-future, work in hybrid teams of humans and IAs—where the capabilities of both are effectively combined—will most likely shape the way we work in the coming decades. In an abductive study, we investigate an early example of hybrid teams, consisting of a conversational intelligent agent (IA) and humans, that aims to improve health behavior or change personality traits. We theorize Transactive Intelligent Memory System (TIMS) as a new vision of collaboration between humans and IAs in hybrid teams, based on our empirical insights and our literature review on transactive memory systems theory. Our empirical evidence shows that IAs can develop a form of individual and external memory, and hybrid teams of humans and IAs can realize joint systems of transactive memory—a competence that current literature only ascribes to humans. We further find that whether individuals view IAs merely as external memory aids or as part of their teams’ transactive memory is moderated by the tasks’ complexity and knowledge intensity, as well as the IA’s ability to complete the task. This theorizing helps to better understand the role of IAs in future team-based working processes. Developers of IAs can use TIMS as a tool for requirements formulation to prepare their software agents for collaboration in hybrid teams.
... Like face-to-face socialisation in physical spaces, individuals can use virtual spaces to socialise and observe demonstrations relating to performing specific tasks (Asatiani et al. 2021;Ren et al. 2012;Wasko and Faraj 2005;Yunduan 2011). Much knowledge about completing tasks-from hammering nails to performing heart surgery-is tacit and acquired through apprenticeship (Polanyi 2015). Traditionally, mentees acquire tacit knowledge by meeting mentors in physical spaces. ...
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Violence against women (VAW) is an endemic phenomenon that adversely affects the entire female population, even those who might not have directly experienced violence. This paper examines VAW's adverse effects on all women's employment capabilities by imposing restrictions on mobility in public spaces, a fundamental resource required for capability development. Drawing upon the new mobilities paradigm, this study also posits that information and computer technologies (ICTs) can enable virtual mobility, which could reduce women's reliance on mobility in public spaces to develop employment capabilities. Country‐level data from the WomanStats Project, the World Bank and the International Labor Organization are used to test the propositions. Implications for viewing virtual mobility as a resource to develop women's employment capabilities in the presence of VAW are discussed.
... Огляд літератури. Дослідження феномену неявного знання беруть свій початок з роботи М. Полані "Personal Knowledge: Towards a Post-Critical Philosophy" [1], у якій він запропонував цей термін для позначення феномену, що був відомий з часів Давньої Греції, але до Полані ніяк не піддавався аналізу. Про нього розмірковували Платон, Декарт і Кант, наявність неусвідомлених компонентів у пізнавальному процесі стала ще більш очевидною у зв'язку з розвитком психоаналізу та його дослідженнями сфери неусвідомленого. ...
... Yy'ın sonlarından itibaren varsayılmakta iken, biliş alanında bilinçdışı ve karşı-temsilci -temsilci olmayan-çalışmalar giderek hız ve meşruiyet kazanır. Örtük bilgi (Polanyi, 1958;Dreyfus, 2002;Reber, 1993), örtük hafıza (Milner, Squire, Kandel, 1998), sezgi (Dreyfus ve Dreyfus, 1988;Cavallin, 2006;Patterson ve Eggleston, 2017), sağduyu (Compton, 1992), bilinçdışı (Dijksterhuis ve Nordgren, 2006;Augusto, 2010), rüyalar (MacKenzie, 1965;VanDerLinden, 2011;Szuster, 2018), hayal gücü (Heid, 2008) gibi tartışma ve araştırma alanları bilimsel anlamda mesafe kaydeder. ...
... The rubric is a tool to transfer meaning; its strongest asset is not its use as an evaluation and measurement tool, but that of communicating concepts. However, because the rubric presents us with the task of trying to unpack and dissolve bodies of knowledge and skill into specific features (criteria), the creation of the rubric itself can be challenging, as the difficulty of identifying one's own tacit and embodied knowledge and skill has been well documented (see, Polanyi, 1958;Nonaka & Takeuchi, 1990;and Nokaka & Takeuchi, 1995). To combat these challenges, we move through the design process: ...
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The rubric, a canonical matrix of criteria presented to students as the road map to academic success. An “Ah-ha” moment, “that is what I’m looking for” utopia for the fresh-minted instructor. While rubrics provide the possibility for solving the complexity of some teaching problems, like many fuzzy oases we have come to know rubrics as a thinly veiled tools that are as useful as they are well designed. If you ever have designed rubrics, you know well they resolve some issues but present many more. They contain a conundrum of specific questions: What do I want my students to know? How do I want them to perform? How am I going to evaluate them? What am I attempting to transfer? Reveal? Show? What am I teaching? As many instructors would attest, these questions are not always easy. Creating rubrics can be difficult, very time-consuming, and can feel like a paradox. But in the end, they can also provide real value to the student and instructor. This reflective essay takes on the design and development of the rubric, challenging the notion there are different types of rubrics or inherent evaluation methodologies, offers an alternative layout, and reviews rubrics through the designer’s lens, approaching them through concept development and design thinking.
... Reverence is contact with the essence of each thing and persona and plant and bird and animal." This is related to the idea of "intuitive grasping" identified in the foregoing excerpt, which is similar to Michael Polanyi's (1964, 1966 notion of tacit knowledge between and among entities. The foregoing not only underscores the nature of perception and comprehension among entities or beings in the world by the ancient African but also underscores the fact that African ontology ab initio has no semblance with substanceontological framings of reality. ...
Chapter
Taking my inspiration from the Hermopolitan and Heliopolitan systems of ancient Egypt, the Yorùbá philosophic sage, Ọ̀rúnmìlà, and the English philosopher of science cum metaphysician, Alfred North Whitehead, I ferment a unique event ontology of duality, which I christen Ìwà. Ìwà translates as character in everyday usage among the Yorùbá. However, when reflecting on an ontological plane, it dovetails into the very important metaphysical concept—“to be” and it is this latter usage that I cling to, for navigating this theory of ontological duality. Unlike other contemporary and emerging African ontological theories, Ìwà openly avows itself as event metaphysics capable of providing a logical, coherent, and relevant interpretation of the African reality. Prominent metaphysical issues such as experience with its ubiquitous character, the nature of the relationship between God and the world, power, and theodicy along with the interconnected feature of reality with implications for modern science are provided rational and coherent attention via Ìwà ontology.
... We propose a tripartite distinction within this dimension: Tacit Knowledge, Abstract-Reflexive Evaluations, and Skills. Tacit knowledge is knowledge which guides the individual, but which need not be explicitly stated nor reflected upon (Polanyi 1958). This type of knowledge is assumed to be created through experience and informal learning (Guthrie 1995). ...
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Phenomenological processes influence how one evaluates globalization, and consequently one’s attitudes toward it. The awareness of, learning about, and knowledge of complex problems have direct effects on how problems are evaluated and managed, even in contexts predominantly based on material interests. We analyze the perceived effects globalization has on work by looking at the attitudes and evaluations of labor union representatives in Finland (N = 334). We propose a tripartite phenomenological model of awareness, learning, and knowledge, and apply it in a crosssectional OLS regression model using 20 explanatory variables. Findings show significant associations for two variables, including employers and supervisors as information sources and effects of foreign branches. The model moderately explains the evaluations of the effects of globalization, despite the sample consisting of social classes with differing life-worlds. This suggests that union representatives’ attitudes toward globalization seem partly contingent on their individual, phenomenological attachment to global circumstances.
... Existe uma separação conceitual entre dois tipos distintos de conhecimento: explícito e tácito (POLANYI, 1966;NONAKA;TAKEUCHI, 1995). Barth (2000) afirma que a diferença entre eles é que o explícito representa tudo o que está escrito ou codificado, sendo documentado de alguma forma, enquanto que o tácito traduz o conhecimento que está dentro da cabeça das pessoas, sem estar expresso de maneira nenhuma. ...
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This paper is a case study and aims to identify the main contributions brought by the Abacus System to adopt Knowledge Management practices in the budgeting and financial execution in the Brazilian Air Force military organizations. In this way, the authors made special observations and interviewed managers of organizations that adopted this software. It was observed minor usage of Knowledge Management principles in the public sector and the knowledge loss occurred in the budgeting execution of those organizations. The adoption of Abacus System brought the reduction of processes quantities and optimized the budgeting execution, at the same time that raised the bidding practices, by the adoption of Knowledge Management practices and budget planning techniques.
... Here understanding others, anticipating their actions Construing their intentions is a matter of life and death A matter of 'personal science'; 24 of 'personal knowledge' 25 Held in habits That are 'inter-personal, ecological, social, narrative and private'. 26 The habits that people rely on inter-personally and socially For their 'subconscious guidance and control' Reach back to babies attempts to engage others in their care The preparation for which starts in the womb Where a baby will orientate to the sound of their mother's voice. ...
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This is a transcript of talk that was presented to the Society of Teachers of the Alexander Technique (STAT) in July 2022
... When they conflict, destroying the idyll of closure and coherence, it is a bell. It is necessary to revise everything, that is why revolutions in science arise from this [Kuhn, 1970;Polanyi, 1962]. In this way, experiments and observations, logical conclusions based on the known, analogies and induction help to find the truth, but sometimes there is no complete confidence in its achievement, generally speaking. ...
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The work discusses the peculiarities of the formation and application of knowledge in the human community and in the world of modern artificial intelligence systems. It is shown that the knowledge of civilization has a certain uncertainty caused by the very nature of scientific research, which gives rise to doubts, provokes revisions and corrections. The growing variety of assessments and solutions to existing problems is due not only to this circumstance, but also to a greater extent to the stratification of society by levels of education and intelligence. Intellectuals found themselves in the minority in conditions of access to information networks of marginals, who suddenly became bold and began to create many new ideas and generate ideas that clearly looked pseudoscientific and even mystical. Therefore, most decisions and actions are, at best, not always correct, illogical and short-sighted in modern society, diluted by marginals that emerged from informational nothingness. It is important to note that artificial intelligence systems, in particular neural networks trained on the results of such diverse human activity, rely on numerous options of not always strict approaches and ambiguous decisions of people collected on the Internet. These artificial intelligence systems create even more extensive scenarios of approaches and solutions, confusing and demoralizing users to a much greater extent. Therefore, a system of verification of solutions of artificial intelligence systems is needed, based on developed arrays of knowledge and laws that have already been tested and agreed upon in the scientific environment. It is no longer enough to form united opinions of scientific groups, as in the past, because few people hear their voices, and often do not want to hear them. The growing diversity of people's opinions and the conclusions of artificial intelligence structures affect the development of not only science, but to a greater extent, education. The modern education system, due to informational noise and the difficulty of mastering new knowledge and technologies, is displacing fundamental knowledge. Education in the modern era is limited to learning the skills to use devices and technologies, focusing on training, albeit advanced, consumers. Therefore, there are voices in favor of transferring fundamental education, which is the basis of the intellectual and technological development of civilization, to classical universities. Key words: use of knowledge, humanity and artificial intelligence systems, amplification of information noise, dispersion of approaches and solutions, the role of fundamental knowled
... В то же время всё ещё сильна логическая и проверенная временем связь, когда суеверия являются неотъемлемой частью развития человечества -от магии и религии до философии и научного знания, т. е. суеверия не являются частью религии. Тем не менее, по мнению известного английского учёного в области физической химии и философии науки М. Поланьи, развитие наук снова вовлекает человечество в «новые системы заблуждений» (Polanyi 1958), что лишь подтверждает тезис не только о противоречивости восприятия суеверий, но также и об их определённой роли. С. Вайс, учёный-бихевиорист, чья книга о суевериях получила премию Американской психологической ассоциации и переведена на многие языки, отмечает, что хотя более склонны к суевериям люди определённых профессий (артисты, спортсмены, водители, продавцы и т. п.), но само мышление суеверия является нормальным для любого человека (Vyse 2014), поскольку в нашей жизни есть совпадения, которые подтверждают нашу убеждённость в правдивость суеверия. ...
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Book Review: Crossman J. 2024. Superstition, Management and Organisations: Irrationality, Randomness, and Chaos in Decision Making. Palgrave Studies in Workplace Spirituality and Fulfillment. Palgrave Macmillan, Cham, 267 р. DOI: 10.1007/978-3-031-59020-7.
... 27 CR is defined as a higher-order thinking process that involves gathering, interpreting, integrating and critically evaluating patient data to develop diagnoses and formulate treatment plans. 28 CR is one of the core elements of workplace knowledge, termed 'tacit knowledge', 29 and has been the main focus of attainment by competency frameworks across healthcare. [30][31][32][33] CR skills involve assessing a patient's various symptoms and correctly identifying a diagnosis, with the ultimate objective of formulating a treatment plan to ensure optimum patient care and minimise medical errors. ...
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Blended learning, integrating face-to-face and virtual methods, has become essential in clinical education, enhancing student satisfaction, engagement, and knowledge outcomes. Particularly, online case-based learning emerges as a promising pedagogy to foster clinical reasoning skills. Despite the well-documented clinical reasoning cultivation through face-to-face case-based learning, the ability of online case-based learning to cultivate clinical reasoning remains unexplored. This study investigates the role of online case-based learning in fostering clinical reasoning skills among clinical-year medical students. A mixed-methods sequential explanatory research study was adopted. In the first phase, quantitative data was gathered through a 16-item Likert scale questionnaire adapted from validated clinical reasoning questionnaires. In the second phase, focus group discussions were conducted to expand on the understanding of quantitative results. In total, 160 students completed the questionnaire (45% response rate), and 26 participated in focus group discussions. Participants agreed that online CBL fostered CR skills (mean = 2.94), through different formats, such as clinical role-play, simulated ward rounds, and virtual consultation. Compared to face-to-face clinical teaching, the focus group revealed that participants were allowed to practice giving explanations to patients, engage in more in-depth discussions, and receive more comprehensive feedback on their clinical reasoning skills during online case-based learning. The barriers to online clinical reasoning skills development were poorer communication skills development and reduced student engagement. The lack of patient complexities of cases and the inability to perform physical examinations hindered students' clinical reasoning ability. Suggestions to improve clinical reasoning cultivation include utilising actual patient cases, increasing case complexity and session interactivity. This study highlights how online CBL can support the development of CR skills in medical students, encouraging future educators to adopt a blended learning approach. Future research should focus on objective assessments, long-term impacts, and innovative methods to improve CR skill development continuously.
... Transferencia: La información puede transferirse fácilmente, mientras que el conocimiento, especialmente el tácito, es más difícil de transmitir y requiere aprendizaje y experiencia (Polanyi, 2020). ...
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La sociedad de la información se caracteriza porque aspectos como la creación, distribución, uso, integración y manipulación de la información son actividades significativas en todos los ámbito de la actividad humana y es una de las principales impulsoras de las tecnologías digitales de la información y la comunicación y, por su parte, la sociedad del conocimiento genera, comparte y pone a disposición de todos los miembros de la comunidad conocimientos que pueden ser utilizados para mejorar la condición humana, incluyendo el diseño de los procesos educativos. Así se puede decir que en el campo educativo la sociedad de la información y la sociedad del conocimiento representan expresiones referidas al empleo de dispositivos digitales con el fin de facilitar el aprendizaje y consolidar un modelo integral de educación que cumpla con los objetivos tecno-pedagógicos acordes con la actual era digital. Fundamentado en esta premisa el presente trabajo de revisión bibliográfica tiene el objetivo de analizar los conceptos de sociedad de la información y del conocimiento y la influencia sobre los procesos educativos contemporáneos, considerando los cambios propiciados por la era digital y la tecnología de la información y la comunicación.
... Above I have already alluded to Igor E. Tamm's defiance under the charlatan Trofim D. Lysenko's dominance of biology, including genetics, in the Soviet Union. Without going into any detail of what Lysenko's teachings were and what his dominance meant, its surrealism is well depicted by Michael Polanyi's brief story [30], which should have been in a burlesque; instead, it was bloody reality; resisting scientists lost their jobs, were imprisoned, exiled, tried, and executed. "… in August 1948, Lysenko triumphantly announced to the Academy of Science that his biological views had been approved by the Central Committee of the Communist Party and members rose as one man to acclaim this decision." ...
Article
There have been three periods in physicists moving to biology. First, a few distinguished physicists recognized early the need and possibilities for applying their approach to biology. Then, Erwin Schrödinger’s What is Life? induced a good number of scientists to seek the next frontier of science in biology. The trend has continued in recent time; thus, we are living the third period. For a few scientists, their path to biology is looked at in some detail. The peculiar case of outstanding physicists salvaging biology in the Soviet Union is mentioned. So is the world-famous Cavendish Laboratory initiating what has become a leading venue of biological research. Broad-based education fosters scientists’ ability to change their main line of enquiry.
... Experiences of becoming, how we are nurtured, influence forms of perceiving and "knowing." Truth is learned tacitly from embodied experience, without effort, building the implicit mind's associations, interpersonal attachment style, and worldview, so it matters what experiences one has (Narvaez 2014;Polanyi 1958). Truth for preconquest consciousness involves intuitive knowing and the honest sharing of feelings with interests and desires transparent to others ( Sorenson 1998 ): feeling and awareness are focused on at-the-moment, point-blank sensory experience -as if the nub of life lay within that complex flux of collective sentient immediacy. ...
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... First, much scientific knowledge necessarily requires know-how, or implicit knowledge of procedures and methods that only experienced researchers possess (cf. Polanyi 1958). This tacit knowledge cannot be expressed completely by abstract rules that can be taught and transferred mechanically; it must be shown to colleagues and passed on to the next generation through personal exchanges, shared experiences, and processes of joint reasoning. ...
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