Abduction

, 44–45

Argumentation

, 81–82, 104

and factual knowledge

, 112

verbal

, 80–81

Artefacts

, 71–73

praxis

, 72

in social systems

, 75

Awareness

focal

, 13, 20–21, 30, 52–53

subsidiary

, 13, 20–21, 30, 52–53

types of

, 52–53

‘Basic rules’

, 35–37, 90

of tacit knowledge

, 64

‘Behavioural cloning’

, 69–70

Caring function

, 39–40

Carpenter-hammer-nail system

, 54

‘Category error’

, 38–39

‘Clinical gaze’

, 8–10, 40, 72

Collective processes

, 97–98

Communication

faces of

, 102

process

, 100–103

in tacit knowledge

, 23

Communicative self-reference

, 103

‘Con-cepts’

, 16

Conceptual nuance

, 46

Context marker learning

, 48

Contextual familiarity

, 22–23, 66, 68

Contextual learning

, 48

‘Contextual structure’ of tacit knowledge

, 6–7, 19

Cooperating system

, 65

Cooperation

, 64–65

Degrees of tacit

, 50–51

Democratic approaches

, 80–81

Democratic decision-making approaches

, 80–81

Developing tacit knowledge

and abduction

, 44–45

alternation between focal and subsidiary awareness

, 55–57

basis of

, 41–42

and conceptual nuance

, 46

degrees of tacit

, 50–51

dependent on tacit methods

, 45–46

and differences

, 41

elements in

, 31–33

experience-based systems

, 54–55

explicit knowledge

, 50–51

from focal awareness to subsidiary awareness

, 35–36

hierarchical organization of

, 42–43

and interaction in groups

, 37–38

‘learning by doing’

, 32–33

‘learning by experimenting’

, 34–35

‘learning by interacting’

, 34

‘learning by using’

, 33–35

learning rules

, 36–37

learning through processes

, 46–47

‘learning to see’ process

, 40

from performing

, 58–59

personal

, 38–39

processes

, 31

reflection

, 47–48

‘repeats’ and patterns

, 43

and rules-based systems

, 39–40

structure of tacit knowledge

, 30–31

types of awareness

, 52–53

understanding

, 48–50

‘Discussion’ based on argumentation

, 107–108, 113

‘Double’ interpretation process

, 102

‘Dwelling in them’

, 6, 17

Electron-beam techniques

, 9

‘Electronic noses’

, 69–70

‘Electronic taste buds’

, 69–70

Expectations

, 99–100

Experience-based systems

, 54–55

Experiential knowledge

, 58–59

‘Explanatory principles’

, 85

Explicit knowledge

, 2–3, 15–16

and degrees of tacit

, 50–51

and tacit knowledge

, 6, 21–22

External and internal relationships

, 107–109

Facial expression

, 14

Familiarity knowledge and skills

, 97–98

Feedback control system

, 31

Focal awareness

, 13, 20–21, 30, 52–53

alternation between subsidiary awareness and

, 55–57

to subsidiary awareness

, 35–36

Former approach

, 65

‘Functional structure’ of tacit knowledge

, 6–7, 19

Genuine relationship

, 108

‘Global tacit knowledge’

, 10–11

Goal structure

, 69–71

‘Good argument’

, 81–82, 113

Good judgement

, 93–95

Hidden knowledge

, 114–116

Hierarchical organization of tacit knowledge

, 42–43

Hierarchical system

, 109

Holistic causal understanding

, 12–14

Imitation

, 87, 91, 93

Implicit learning

, 45

Individual processes

, 97–98

Integration of tacit knowledge

, 97, 99

collective knowledge processes

, 98–99

communication

, 100–103

constituent elements of dialogue

, 109–111

dialogue develops interaction competence

, 103–105

expectations

, 99–100

external and internal relationships

, 107–109

goal achievement

, 119–120

hidden knowledge

, 114–115

metaphors, analogies, images and examples

, 106–107

trust as prerequisite for dialogue

, 120

types of communication

, 111–114

typologization of knowledge

, 98

ways of thinking

, 115, 117–118

from win-lose to win-win processes

, 120–122

Interaction

activity

, 18

dialogue develops Interaction competence

, 103–105

in groups

, 37–38

Interpretation

, 88–89

Intuition

, 14

‘Knowledge in action’

, 1

Knowledge management

Polanyi’s theory of tacit integration

, 2

tacit knowledge

, 1–3

theoretical and practical knowledge

, 1

‘Learning before doing’ process

, 79–81

‘Learning by doing’ process

, 14, 30, 32–33

‘Learning by experimenting’ process

, 34–35

‘Learning by interacting’ process

, 34, 64

‘Learning by using’ process

, 12, 33, 35

Learning process

, 5–6, 22, 32, 46–47, 99–100

learning rules

, 36–37

levels of

, 49

‘Learning to see’ process

, 40

‘Local tacit knowledge’

, 10–11

Master–apprentice relationship

, 64–66

Master–novice relationship

, 64

Mentefacts

, 71–73

praxis

, 72

in social systems

, 75

‘Metaphorical error’

, 38–39

Motor skills

, 7–8, 33

Muscular system

, 31

Non-conscious cognitive activity

, 82

Non-objective knowledge

, 1–2

Non-verbal communication systems

, 102

Nurse–patient relationship

, 38–39

Objective knowledge

, 1–2

Observation

, 87–88

One-to-one relationship

, 101

Organizational knowledge

, 97–98

Ostensive definition

, 5, 21–22

‘Pattern repeats’

, 43

‘Per-cepts’

, 16, 18

Perception

, 67–68

Performance system

, 31

Personal Knowledge

, 63

Perspective learning

, 48

‘Phenomenal structure’ of tacit knowledge

, 6–7, 19

Phenomenological closeness

, 52–53

‘Photographing’

, 21

Physical activities

, 7–8, 33

Polanyi’s theory of tacit integration

, 2

Practical knowledge

, 1

‘Practised gaze’

, 40

Pre-understanding as necessary basis for knowledge processes

, 73–74

Problem-defining knowledge

, 2–3

Problem-solving knowledge

, 2–3

‘Pull-back’ technique

, 68–69

Reflection activity

, 18, 67–68

‘Repeats’ and patterns

, 43

Routines

, 68–69

Rules of thumb

, 11–12

Rules-based systems

, 39–40

Scientific knowledge

, 1–2

Self-reference problem

, 103

Sender-message-channel-receiver model (SMCR model)

, 101

Sensory system

, 31

Social mechanisms

, 109

Social systems, artefacts and mentefacts in

, 75

Specific tacit knowledge

, 10

‘Step-back’ technique

, 68–69

Strategic tacit knowledge

, 10

Structure of tacit knowledge

, 30–31

Subsidiary awareness

, 13, 20–21, 30, 52–53, 55, 57

alternation between focal awareness and

, 55–57

from focal awareness to

, 35–36

Subsidiary focus of attention

, 50

‘Sudden shift’

, 36

Syringes

, 75

System dynamics

, 10–11

Tacit knowing

, 8–9, 16–17, 57

Tacit knowledge

, 1–3

building blocks of

, 17–18

communication in

, 23

contextual familiarity

, 22–23

development, transfer and integration of

, 19

development of

, 8–11

explicit knowledge and

, 6, 21–22

focal awareness

, 20–21

holistic causal understanding

, 12–14

intuition

, 14

objective in

, 15–17

personal

, 38–39

‘phenomenal structure’

, 6–7

Polanyi’s concept of

, 5

processes

, 8–9

rules of thumb

, 11–12

subsidiary awareness

, 20–21

tacit space

, 24–25

types of

, 11–15

typology of

, 11

understanding patterns

, 14–15

Tacit methods

, 45–46

Tacit space

, 24–25

‘Tertiary awareness’

, 52–53

Transfer of tacit knowledge

, 63

artefacts and mentefacts

, 71, 73, 75

basic rules

, 90

conserving and stabilizing elements of

, 75–78

contextual familiarity

, 66–68

democratic approaches

, 80–81

discipline, imitation and improvements

, 91

explanation of situation

, 83–85

genuine cooperation in

, 66

goal structure

, 69–71

‘good argument’

, 81–82

good judgement

, 93–95

imitation

, 91–93

influence actions

, 78–79

learning before doing

, 79–80

master–apprentice relationship

, 64–66

mechanisms

, 87–89

non-conscious cognitive activity

, 82

pre-understanding

, 73–74

routines

, 68–69

transferring or ‘translating’ tacit knowledge

, 86

Trust

, 120

as prerequisite for dialogue

, 121

Verbal argumentation

, 80–81

Vivaldi’s ‘The Four Seasons’

, 36–37

Win-lose to win-win processes

, 120–122

Win-win processes

, 114, 120, 122