scholarly journals Trosopplæringsplanen som kunnskapsressurs – med taus kunnskap som kilde

Prismet ◽  
1970 ◽  
pp. 241-255
Author(s):  
Asbjørn Gutubø Håkonseth
Keyword(s):  
Curriculum Development ◽  
Christian Education ◽  
Tacit Knowledge ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Collective Knowledge ◽  
Seci Model ◽  
Development Evaluation ◽  
The Given ◽  
The Church

Trosopplæring i Den norske kirke er formalisert gjennom lokale planer for trosopplæring i hver menighet. Menighetene utarbeider og videreutvikler planene lokalt, på grunnlag av føringer fra sentralt hold. I denne artikkelen bruker jeg SECI-modellen til Nonaka et al. (2000), om kunnskapsutvikling som en dialektisk prosess mellom taus og eksplisitt kunnskap, til å forstå lokale trosopplæringsplaner som systemiske kunnskapsressurser. Ved å analysere rammer, retningslinjer og ressurser for det lokale planarbeidet, viser jeg at det er en mangel på ressurser som utnytter den eksisterende tause kunnskapen i trosopplæringsarbeidet. Evalueringsrutinene er et unntak fra dette. Jeg diskuterer med bakgrunn i SECI-modellen hvordan den lokale trosopplæringsplanen og evalueringsrapportene kan spille en viktigere rolle som kollektive kunnskapsressurser, som blir utvikla og brukt i tverrfaglig samarbeid.Nøkkelord: trosopplæring, kunnskapsutvikling, SECI, taus kunnskap, planrevisjon, evalueringChristian education in the Church of Norway is formalised through local curricula in each congregation, documents that are created and maintained locally based on centrally given regulations and resources. The process in which the local curricula are developed, is in this article understood in terms of the SECI model of Nonaka et al. (2000), as a dialectical knowledge creation process between tacit and explicit knowledge. Analysing the regulations and resources for the local curriculum development, I find that there is a lack of resources developing the curriculum based on existing tacit knowledge, except from the given evaluation routines. I also discuss, supported by the SECI model, how the local curriculum and the evaluation reports can play a more important role as shared, collective knowledge assets, developed and used in interdisciplinary/interprofessional cooperation.Keywords: Christian education, knowledge creation, SECI, tacit knowledge, curriculum development, evaluation

Knowledge Dynamics

2015 ◽  
pp. 103-126
Keyword(s):  
Tacit Knowledge ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Dynamic Theory ◽  
Organizational Knowledge ◽  
Knowledge Conversion ◽  
Seci Model ◽  
Organizational Knowledge Creation ◽  
Knowledge Dynamics ◽  
Cognitive Knowledge

In the chapter about cognitive knowledge, the author introduced the dyad of explicit-tacit knowledge developed by Ikujiro Nonaka and his colleagues. This dyad represents the conceptual framework of the dynamic theory of organizational knowledge creation. The breakthrough of this theory is the SECI model, which consists of four knowledge conversion processes: socialization (from tacit knowledge to tacit knowledge), externalization (from tacit knowledge to explicit knowledge), combination (from explicit knowledge to explicit knowledge), and internalization (from explicit knowledge to tacit knowledge). All of these knowledge conversion processes may happen in Ba, a dynamic context where interactions between people take place. The purpose of this chapter is to present the main concepts and ideas of the dynamic theory of organizational knowledge creation developed by Nonaka and his colleagues, a theory that represents a major contribution to the development of knowledge management.

scholarly journals Adopting the Concept of ‘Ba' and the ‘SECI' Model in Developing Person-Centered Practices in Child and Adolescent Mental Health Services

2022 ◽  
Vol 2 ◽  
Author(s):  
Christie Attard ◽  
Michelle Elliot ◽  
Paulann Grech ◽  
Brendan McCormack
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Tacit Knowledge ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Knowledge Conversion ◽  
Seci Model

The concept of knowledge is divided into explicit and tacit knowledge; explicit knowledge refers to the knowledge that can be articulated, written and stored, while tacit knowledge refers to personal experiences, values, beliefs and emotions of an individual. By Nonaka's theory, explicit and tacit knowledge do not lie separately but interact together by interactions and relationships between human beings. Thus, the SECI model is based on the assumption that knowledge is created through the social interaction of tacit and explicit knowledge; known as knowledge conversion. The SECI model is based upon four modes of knowledge conversion; socialization, externalization, combination and internalization. 'Ba' is considered to be a shared platform for knowledge creation. 'Ba' is a shared space, be it physical, mental or a combination of both that serves as a foundation of knowledge creation. Ba involves sharing of tacit knowledge i.e. emotions, feelings, experiences and mental images. It also involves the formation of a collective relationship which is open to the sharing of practices, values, processes and culture. This concept focuses mainly on the individual as a person who holds the knowledge rather than just on the knowledge itself. It aims to create a common space to bring people together where they can dialogue to share and create knowledge. As in the relationships formed in person-centered practices, relationships formed in Ba are based on not just the sharing of objective knowledge but also on sharing values, beliefs, and emotions. It also reflects the formation of a person-centered environment as a basis for person-centered research where healthful relationships with the participants are formed. Furthermore, Ba will aid in creating a sense of connectiveness and dialogue, thus focusing on the idea that the development of new practices is done with others rather than to others. In this article we will discuss how these Eastern concepts can be adapted and used to develop person-centered practices within child and adolescent mental health services, specifically related to rehabilitation and recovery. The concepts of personhood will be discussed, followed by a reflection on current practices adopted when working with children and adolescents.

scholarly journals PENGEMBANGAN KURIKULUM PENDIDIKAN KRISTIANI

2020 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Branckly Egbert Picanussa
Keyword(s):  
Curriculum Development ◽  
Christian Education ◽  
Christian Faith ◽  
Education Curriculum ◽  
Literature Study ◽  
Christian Community ◽  
Education Foundations ◽  
Church Ministry ◽  
Church Life ◽  
The Church

Some Christian education experts have expressed their views on how the church should develop a curriculum to educate church members to achieve maturity in the Christian faith. This article purpose to develop a curriculum for Christian education in Church ministry. The method used is a literature study on the opinions of D. CampbellWyckoff and Maria Harris. The characteristics of Wyckoff and Harris's opinions and various responses in "imaginative dialogue", as well as modifications of the Christian education Foundations, Principles andPractices schemes of Robert W. Pazmino became a model to develop a Christian education curriculum in church life. The development of the Christian education curriculum begins with setting the goal of implementing Christian education for a group in the Christian community. Furthermore, curriculum development requires thecontribution of various development foundations, including biblical, theological, philosophical, educational, scientific and technological, historical, socio-cultural, ecclesiological and psychological.

Towards The New Episteme

2013 ◽  
pp. 45-59
Author(s):  
Zbigniew Król
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Philosophy Of Language ◽  
Explicit Knowledge ◽  
Professional Collaboration ◽  
Science Knowledge ◽  
Types Of Knowledge ◽  
New Knowledge ◽  
Definition Of ◽  
The Given

The usual horizon of knowledge science is limited to nominalism, empiricism, and naturalistic and evolutionary epistemologies. I propose to broaden this horizon by applying some other philosophical attitudes, such as a non-nominalistic philosophy of language. A basic methodology for the new episteme, including (non-nominalistic) typology and a definition of knowledge and of tacit knowledge, is proposed. Several types of knowledge and the corresponding tacit knowledge are discussed within a broadened philosophical context. There are many types of knowledge and tacit knowledge using different methods of sharing. The main problem with the effective sharing of tacit knowledge is sharing knowledge relevant to the given problem. The transfer, change and transformation of tacit knowledge into explicit knowledge are possible. An example of such a transition, which I call conceptualization, is described. Conceptualization exemplifies how new knowledge can be created with the use of tacit knowledge. A need also exists for a professional collaboration between knowledge science, knowledge management and philosophy.

The Impact of Culture on the Application of the SECI Model

2010 ◽  
pp. 26-47 ◽  
Author(s):  
Markus Haag ◽  
Yanqing Duan ◽  
Brian Mathews
Keyword(s):  
Organizational Culture ◽  
National Culture ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Organizational Knowledge ◽  
Seci Model ◽  
Organizational Knowledge Creation ◽  
Contextual Environment ◽  
The Impact

The concept of culture and its relationship with Nonaka’s SECI model, a widely used model of organizational knowledge creation, is discussed in this chapter. Culture, in various forms, is argued to impact on the SECI model and the model itself is embedded in a certain context. This context determines the characteristics of the knowledge creation modes as described by SECI and therefore makes the model either more, or less, pertinent in a given context. This is regardless of whether that context is primarily determined by national culture, organizational culture or other factors. Differences in emphases in a given contextual environment on either tacit or explicit knowledge also impacts on knowledge creation as defined by SECI. Finally, it is emphasized that being conscious of the cultural situatedness of the SECI model can lead to a more adequate use of the model for organizational knowledge creation.

Towards The New Episteme

2010 ◽  
Vol 1 (1) ◽  
pp. 43-57
Author(s):  
Zbigniew Król
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Philosophy Of Language ◽  
Explicit Knowledge ◽  
Professional Collaboration ◽  
Science Knowledge ◽  
Types Of Knowledge ◽  
New Knowledge ◽  
Definition Of ◽  
The Given

The usual horizon of knowledge science is limited to nominalism, empiricism, and naturalistic and evolutionary epistemologies. I propose to broaden this horizon by applying some other philosophical attitudes, such as a non-nominalistic philosophy of language. A basic methodology for the new episteme, including (nonnominalistic) typology and a definition of knowledge and of tacit knowledge, is proposed. Several types of knowledge and the corresponding tacit knowledge are discussed within a broadened philosophical context. There are many types of knowledge and tacit knowledge using different methods of sharing. The main problem with the effective sharing of tacit knowledge is sharing knowledge relevant to the given problem. The transfer, change and transformation of tacit knowledge into explicit knowledge are possible. An example of such a transition, which I call conceptualization, is described. Conceptualization exemplifies how new knowledge can be created with the use of tacit knowledge. A need also exists for a professional collaboration between knowledge science, knowledge management and philosophy.

Knowledge Management Systems in Sports: The Role of Organisational Structure, Tacit and Explicit Knowledge

2016 ◽  
Vol 15 (02) ◽  
pp. 1650023 ◽  
Author(s):  
Niclas Erhardt ◽  
Carlos Martin-Rios
Keyword(s):  
Knowledge Management ◽  
Tacit Knowledge ◽  
Knowledge Creation ◽  
Explicit Knowledge ◽  
Organisational Learning ◽  
Ice Hockey ◽  
American Football ◽  
Sports Teams ◽  
Routine Work ◽  
Organisational Structures

This paper aims to identify two different knowledge management (KM) systems and their underlying capabilities by accounting for two contextual factors: organisational structures and type of knowledge. Specifically, it seeks to explore how two different organisational structures (mechanistic and organic) shape the way explicit and tacit knowledge is shared, created, and learned. The paper uses a case-based approach of two sports teams as archetypal contexts to inform management research. Findings suggest that a mechanistic structure (American football) emphasises explicit knowledge for sharing of specific directives, centralised, incremental knowledge creation, and organisational learning through memorisation and repetitious actions. In an organic structure (ice hockey), sharing of tacit knowledge, decentralised novel knowledge creation, and organisational learning through empowered experiential learning episodes are emphasised. Findings illustrate the importance of accounting for organisational structures and knowledge needed for different KM systems geared towards efficiency and routine work, and flexibility and non-routine work.

scholarly journals Wisdom of Indigenous and Tacit Knowledge for Disaster Risk Reduction

2020 ◽  
Vol 52 (3) ◽  
pp. 418
Author(s):  
Furqan Ishak Aksa
Keyword(s):  
Risk Reduction ◽  
Tacit Knowledge ◽  
Local Knowledge ◽  
Knowledge Creation ◽  
Disaster Risk Reduction ◽  
Explicit Knowledge ◽  
Disaster Risk ◽  
Social Culture ◽  
Types Of Knowledge ◽  
Knowledge Based

This article aims to identify the types of knowledge needed in reducing the risk of disasters and challenges in applying knowledge. Based on the literature review, this article analyzes various kinds of knowledge, the process of knowledge creation, and the challenges of knowledge transmission. Basically, knowledge consists of explicit and tacit knowledge. In the context of disasters, most of the knowledge is tacit in individual local people (indigenous knowledge). Tacit knowledge can motivate someone to make decisions (act) when a disaster occurs. To be understood and disseminated to the wider community, tacit knowledge needs to be converted into explicit knowledge and scientifically validated. This article proposes the importance of integrating tacit knowledge in the form of local knowledge to become explicit knowledge so it can be widely used. Knowledge built in a bottom-up manner, which comes from local knowledge, is believed to be effective in disaster risk reduction. However, in some countries, the process of applying the knowledge is constrained by a fatalism that is influenced by social culture and religious beliefs.

State of the Art in Semantic Organizational Knowledge

2021 ◽  
pp. 1762-1773
Author(s):  
Mamadou Tadiou Kone
Keyword(s):  
Semantic Web ◽  
Tacit Knowledge ◽  
Knowledge Creation ◽  
Linked Data ◽  
Explicit Knowledge ◽  
State Of The Art ◽  
Organizational Knowledge ◽  
Cultural Knowledge ◽  
Types Of Knowledge ◽  
Embedded Knowledge

This chapter proposes a state-of-the-art survey on the emerging field of Semantic Organizational Knowledge. This concept refers to the technologies of the Semantic Web and Linked Data applied to the principles and procedures of organizational knowledge. Originally, organizational Knowledge is described as the ability of employees of an organization to exercise judgment based on the history and collective understanding of a particular context. Researchers have identified the existence of several types of knowledge in organized contexts including explicit knowledge, tacit knowledge, cultural knowledge, and embedded knowledge. Along these lines, a number of issues must be addressed in order to apply Semantic Web and Linked Data technologies. The main objective of this chapter is to demonstrate that there exists substantial research that supports the use of the Semantic Web or Linked Data technologies to effectively support all aspects of knowledge creation, sharing, distribution, and acquisition.

Why Nonaka highlights tacit knowledge: a critical review

2003 ◽  
Vol 7 (4) ◽  
pp. 6-14 ◽  
Author(s):  
Meng Li ◽  
Fei Gao
Keyword(s):  
Tacit Knowledge ◽  
Knowledge Creation ◽  
Critical Review ◽  
Business Organization ◽  
Manufacturing Companies ◽  
Seci Model ◽  
Tacit Dimension

To better understand Nonaka’s SECI model of knowledge creation and its constraints, we revisit the fundamental points of tacit knowledge in the model and provide a critical review on the role of tacit knowledge in business organization. First, the “tacitness” of knowledge is broken down into two parts: implicitness and real tacitness. We argue that the tacit dimension of knowledge in the context of the model is different from that in Polanyi’s original context; it actually includes considerable “implicitness” idiosyncratic in Japanese context. The separation of implicitness from real tacitness suggests carefully considering the potentialities of “unveiling” the secrets of tacit knowledge in different contexts. Second, considering most cases for the model mainly came from certain Japanese manufacturing companies that more or less relates to assemble lines, it is necessary to be cautious when the model is extended for a broader application.

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