Tacit Knowledge and Implicit Learning

Abstract

Previous chapters have made claims for the importance of tacit knowledge and implicit learning. They have cited the case of Nonaka and others that tacit knowledge can be surfaced through discourse (Nonaka, 1994; Nonaka & Takeuchi, 1995; Ichijo & Nonaka 2007). They have recognised that there has been challenge to this from Akbar (2003) and Gourlay (2006), who have claimed that any ‘know how’ combines both tacit and explicit knowing domains. They also have allowed that there is a debate on how implicit is implicit learning (Berry, 1993).