Tacit knowledge, a term coined by the philosopher Michael Polanyi, refers to the kind of knowledge that is difficult to transfer to another person by means of writing it down or verbalising it. In the context of international education, tacit knowledge is the unspoken, unwritten, and often unconscious understanding that students develop as they navigate different cultural, academic, and social landscapes. It’s the knowledge that isn’t taught in textbooks, but is crucial for success in a globalised world.
Understanding tacit knowledge is essential for educators, students, and policy makers involved in international education. It can help in designing curriculums, teaching methods, and policies that are more effective in preparing students for the global stage. This article will delve into the depths of tacit knowledge, its role in international education, and how it can be harnessed for better learning outcomes.
Understanding Tacit Knowledge
Tacit knowledge is often described as ‘knowing how’ as opposed to ‘knowing what’. It’s the kind of knowledge that comes from personal experience and contexts, and is deeply rooted in individual’s actions, experiences, and their involvement in specific situations. It’s not easily measurable, and it’s often difficult to articulate or write down.
For example, you might know how to ride a bicycle (tacit knowledge), but you might find it hard to explain exactly how you balance, pedal, and steer all at the same time. In the same way, a student studying in a foreign country might learn how to navigate the local culture and language in ways that are difficult to explain, but are crucial for their survival and success.
The Origin of Tacit Knowledge
The concept of tacit knowledge was first introduced by the Hungarian-British scientist and philosopher Michael Polanyi in his 1958 book ‘Personal Knowledge’. He argued that all knowledge is either tacit or rooted in tacit knowledge, and that human beings acquire knowledge by actively participating in the world, not just by observing it.
Polanyi’s work was later developed by other scholars, most notably Ikujiro Nonaka, who applied the concept to the field of business management. Nonaka argued that companies can create new knowledge by converting tacit knowledge into explicit knowledge, a process he called ‘knowledge conversion’.
Types of Tacit Knowledge
Tacit knowledge can be broadly divided into two types: technical and cognitive. Technical tacit knowledge includes skills and techniques that are learned through practice and experience, such as the ability to play a musical instrument or to speak a foreign language. Cognitive tacit knowledge, on the other hand, includes beliefs, perceptions, insights, and mental models that we use to make sense of the world.
Both types of tacit knowledge are crucial in international education. For example, a student studying abroad might need technical tacit knowledge to understand the local language and customs, and cognitive tacit knowledge to understand the cultural nuances and social norms of the host country.
The Role of Tacit Knowledge in International Education
International education is not just about acquiring academic knowledge; it’s also about learning to navigate different cultures, languages, and social norms. In this context, tacit knowledge plays a crucial role. It’s the kind of knowledge that students acquire as they interact with their peers, teachers, and the wider community in the host country.
For example, a student studying in a foreign country might learn how to interpret the body language of their peers, how to navigate the local transport system, or how to adapt to the local cuisine. These are all examples of tacit knowledge that are not taught in textbooks, but are crucial for the student’s survival and success in the host country.
Developing Tacit Knowledge Through Experience
One of the key ways in which students develop tacit knowledge is through direct experience. By living and studying in a foreign country, students are immersed in a new culture and language, and they have to learn to navigate this new environment on their own. This process of learning by doing is a powerful way of developing tacit knowledge.
For example, a student might learn how to use the local public transport system by actually using it, or they might learn how to interact with their peers by actually interacting with them. These experiences help the student to develop a deep, tacit understanding of the local culture and social norms that is difficult to acquire through formal education.
Developing Tacit Knowledge Through Social Interaction
Social interaction is another important way in which students develop tacit knowledge. By interacting with their peers, teachers, and the wider community, students can learn a lot about the local culture, language, and social norms. This kind of learning is often informal and spontaneous, and it happens outside the classroom.
For example, a student might learn about the local customs and traditions by participating in local festivals, or they might learn about the local language by chatting with their peers. These social interactions provide a rich source of tacit knowledge that can enhance the student’s understanding and appreciation of the host culture.
Implications for Teaching and Learning
The concept of tacit knowledge has important implications for teaching and learning in international education. It suggests that educators need to go beyond the traditional focus on explicit knowledge and also pay attention to the tacit knowledge that students develop as they navigate the new cultural and academic landscapes.
For example, educators might need to design curriculums and teaching methods that encourage students to engage with the local culture and community, or they might need to provide support and guidance to help students navigate the challenges of living and studying in a foreign country. By doing so, they can help students to develop the tacit knowledge that is crucial for their success in the globalised world.
Curriculum Design
One of the ways in which educators can facilitate the development of tacit knowledge is through curriculum design. By incorporating elements of the local culture and language into the curriculum, educators can provide students with opportunities to engage with the host culture and to develop their tacit understanding of it.
For example, a language course might include activities that require students to interact with native speakers, or a history course might include field trips to local historical sites. These activities can provide students with direct experience of the local culture and language, which can enhance their tacit knowledge.
Teaching Methods
Teaching methods can also play a crucial role in facilitating the development of tacit knowledge. By using teaching methods that encourage active learning and social interaction, educators can provide students with opportunities to learn by doing and to learn from their peers.
For example, group projects can provide students with opportunities to collaborate with their peers and to learn from each other’s experiences and perspectives. Similarly, case studies and simulations can provide students with opportunities to apply their knowledge in real-world contexts, which can enhance their tacit understanding of the subject matter.
Implications for Policy Making
The concept of tacit knowledge also has important implications for policy making in international education. It suggests that policy makers need to consider the tacit knowledge that students develop as they navigate the new cultural and academic landscapes, and to create policies that support the development of this knowledge.
For example, policy makers might need to create policies that encourage cultural exchange and interaction, or they might need to provide support for students who are struggling to adapt to the new environment. By doing so, they can help to create an educational environment that is conducive to the development of tacit knowledge.
Cultural Exchange Policies
One of the ways in which policy makers can support the development of tacit knowledge is through cultural exchange policies. By encouraging cultural exchange and interaction, policy makers can provide students with opportunities to engage with the host culture and to develop their tacit understanding of it.
For example, a policy might encourage schools to organise cultural exchange programmes, or it might provide funding for students to participate in local festivals and events. These policies can provide students with direct experience of the local culture, which can enhance their tacit knowledge.
Support Policies
Policy makers can also support the development of tacit knowledge by providing support for students who are struggling to adapt to the new environment. This can include providing counselling services, language support, and other forms of assistance.
For example, a policy might provide funding for schools to hire counsellors who are familiar with the challenges of studying abroad, or it might provide funding for language classes for students who are struggling with the local language. These policies can help students to navigate the challenges of living and studying in a foreign country, and to develop the tacit knowledge that is crucial for their success.
Conclusion
In conclusion, tacit knowledge is a crucial aspect of international education that is often overlooked. By understanding the nature of tacit knowledge and its role in international education, educators and policy makers can design more effective curriculums, teaching methods, and policies that help students to navigate the globalised world.
Whether it’s learning to navigate a new culture, understanding a foreign language, or adapting to different academic norms, the tacit knowledge that students develop as they study abroad can be a powerful tool for their personal and professional development. It’s the kind of knowledge that can’t be taught in textbooks, but is crucial for success in a globalised world.
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