Název: Tacitní znalosti v metaforách studentky učitelství
Variantní název:
- Tacit knowledge in the metaphors of a pre-service teacher
Zdrojový dokument: Studia paedagogica. 2016, roč. 21, č. 1, s. [57]-85
Rozsah
[57]-85
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2016-1-4
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/135156
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
V předloženém textu se nejdříve zabýváme terminologickým vyjasněním tacitních znalostí tak, aby je bylo možné následně výzkumně uchopit. Tacitní znalosti vymezujeme v kontrastu ke znalostem explicitním na základě dvou kritérií – míry artikulovatelnosti a míry uvědomovanosti znalosti. Jako stěžejní prvek pro výzkum tacitních znalostí byly použity metafory. Metodologie výzkumu je založená na designu případové studie jednoho případu – studentky učitelství Aleny. Při získávání empirických dat byl použit netradiční z působ vedení kvalitativního hloubkového rozhovoru zvaný "čistý jazyk". V analýze dat hledáme odpověď na otázku, jakým z působem se tacitní znalosti projevují v kontextu metaforických vyjádření studentky, přičemž ve výsledku identifikujeme čtyři různé projevy: 1) kumulace metafor a významů, se kterými jsou provázané; 2) transformace metafory a z působený dopad na podobu metaforické krajiny; 3) specifická verbální vyjádření, která doprovázejí snahu formulovat znalost skrze metafory; 4) méně uvědomované vzorce metafor, které ovlivňují pojetí výuky a jednání ve třídě. Ve světle výzkumných nálezů v závěru textu vznášíme návrh na kladení většího důrazu na záměrné ovlivňování tacitních znalostí skrze facilitaci metafor spíše než na snahu o odhalování tacitních znalostí. Taktéž poukazujeme na užitečnost využití osobních metafor studentů ve vysokoškolské výuce při snaze z prostředkovat jim teoretické konstrukty pedagogické vědy.
This paper first defines tacit knowledge so that it can be properly researched in the first place. Our definition of tacit knowledge—which differentiates it from explicit knowledge—is based on two criteria: the degree to which it is articulated and the degree to which it is acknowledged. The paper uses metaphors as a key tool for research of tacit knowledge. Its methodology is based on the design of a case study of a pre-service teacher called Alena. The empirical data were collected through an uncommon type of qualitative deep interview, which is known as clean language. Our analysis shows that Alena's tacit knowledge is manifested in four ways: through (i) accumulation of metaphors and their meanings; (ii) transformation of metaphors and the influence of this on the metaphorical landscape; (iii) specific utterances which accompany attempts at expressing knowledge through metaphors; (iv) less acknowledged patterns of metaphors which influence education and action in the classroom. In the light of these findings, the paper emphasises conscious influencing of tacit knowledge through facilitation of metaphors rather than attempting to uncover tacit knowledge. The paper concludes by noting that student metaphors are beneficial in university education for mediation of educational theoretical constructs.
Note
Studie byla zpracována v rámci řešení grantového projektu GA ČR 13-200496 Osvojování tacitních znalostí studenty učitelství v průběhu jejich pedagogické praxe.
Reference
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[57] Tobin, K., & Tippins, D. J. (1996). Metaphors as seeds for conceptual change and the improvement of science teaching. Science Education, 80(6), 711–730. | DOI 10.1002/(SICI)1098-237X(199611)80:6<711::AID-SCE5>3.0.CO;2-M
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[59] Tosey, P. C., Lawley, J., & Meese, R. (2014). Eliciting metaphor through clean language: An innovation in qualitative research. British Journal of Management, 25(3), 629–646. | DOI 10.1111/1467-8551.12042
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[62] Vygotskij, L. (2004). Psychologie myšlení a řeči. Praha: Portál.
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[2] Ambrosini, V., & Bowman, C. (2001). Tacit knowledge: Some suggestions for operationalization. Journal of Management Studies, 38(6), 811–829. | DOI 10.1111/1467-6486.00260
[3] Cameron, L. (2007). Patterns of metaphor use in reconciliation talk. Discourse and Society, 18(2), 197–222. | DOI 10.1177/0957926507073376
[4] Castillo, J. (2002). A note on the concept of tacit knowledge. Journal of Management Inquiry, 11(1), 46–59. | DOI 10.1177/1056492602111018
[5] Depraz, N., Varela, F. J., & Vermersch, P. (2002). On Becoming Aware: A pragmatics of Experiencing. Amsterdam: John Benjamins.
[6] Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136. | DOI 10.1348/000709900158001
[7] Feldman, J. (2006). From Molecule to Metaphor: A Neural Theory of Language. Cambridge: MIT Press.
[8] Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. | DOI 10.1177/1077800405284363
[9] Gascoigne, N., & Thornton, T. (2013). Tacit Knowledge. Durham: Acumen.
[10] Gibbs, R. (1994). The Poetics of Mind: Figurative Thought, Language, and Understanding. New York: Cambridge University Press.
[11] Gourlay, S. N., & Nurse, A. (2005). Flaws in the "engine" of knowledge creation: A critique of nonaka's SECI model. In A. F. Buono & F. Poulfelt (Eds.), Challenges and Issues in Knowledge Management (pp. 293–315). Connecticut: Information Age Publishing.
[12] Grondin, J. (1997). Úvod do hermeneutiky. Praha: Oikoymenh.
[13] Harland, P. (2012). Trust Me, I'm the Patient. London: Wayfinder Press.
[14] Haron, H., & Alias, R. A. (2005). Conceptualization of Tacit Knowledge Dimension. In Proceedings of the Postgraduate Annual Research Seminar 2005 (pp. 12–17).
[15] Hofstadter, D. (2012). Gödel, Escher, Bach: Existenciální gordická balada: Metaforická fuga o mysli a strojích v duchu Lewise Carrolla. Praha: Argo.
[16] Hymes, D. (Ed.). (1964). Language in Culture and Society: A Reader in Linguistics and Anthropology. New York: Harper & Row.
[17] Korthagen, F. A. J. (1993). Two modes of reflection. Teaching and Teacher Education, 9(3), 317–326. | DOI 10.1016/0742-051X(93)90046-J
[18] Kövecses, Z. (2010). Metaphor. A practical Introduction. New York: Oxford University Press.
[19] Lakoff, G. (2014). Mapping the brain's metaphor circuitry: Metaphorical thought in everyday reason. Frontiers in Human Neuroscience, 8(958), 1–14. | DOI 10.3389/fnhum.2014.00958
[20] Lakoff, G., & Johnson, M. (1980). Metaphors We Live By. Chicago: University of Chicago Press.
[21] Lakoff, G., & Johnson, M. (1999). Philosophy in the Flesh. The Embodied Mind and its Chalange to Western Thought. New York: Basic Books.
[22] Lakoff, G., & Johnson, M. (2002). Metafory, kterými žijeme. Brno: Host.
[23] Lam, A. (2000). Tacit knowledge, organizational learning and societal institutions: An integrated framework. Organization Studies, 21(3), 487–513. | DOI 10.1177/0170840600213001
[24] Landau, M. J., Robinson, M. D., & Meier, B. P. (eds.). (2014). The Power of Metaphor: Examining its Influence on Social Life. Washington: American Psychological Association.
[25] Lawley, J. (2006). When where hatters: How psychoactive space is created and utilised. The Model Magazine. Retrieved from http://www.cleanlanguage.co.uk/articles/articles/29/1/When-Where-Matters-How-psychoactive-space-is-created-and-utilised/Page1.html.
[26] Lawley, J. (2011). Joining up the work of David Grove. Acuity, 2(1), 27–41. Retrieved from https://www.academia.edu/1836450/Joining_Up_the_Work_of_David_Grove.
[27] Lawley, J. (v tisku). Protocol for Validating 'Cleanness' of an Interview. Retrieved from https://drive.google.com/file/d/0B3O55d_vCx53Z0w0R3dmdUdyaWo0RVJ0WmF5OGRCV2JNNGpZ/view?usp=sharing.
[28] Lawley, J., & Tompkins, P. (2000). Metaphors in Mind: Transformation through Symbolic Modelling. London: The Developing Company Press.
[29] Lawley, J., & Tompkins, P. (2011). "If only God would give us a sign": The role of metacomments. Acuity, 1(1), 17–27. Retrieved from http://www.anlp.org/acuity.
[30] Legree, P. J., Heffner, T. S., Psotka, J., Martin, D. E., & Medsker, G. J. (2003). Traffic crash involvement: Experiential driving knowledge and stressful contextual antecedents. Journal of Applied Psychology, 88(1), 15–26. | DOI 10.1037/0021-9010.88.1.15
[31] Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.
[32] Mascolo, M. F., & Fischer, K. W. (2010). The dynamic development of thinking, feeling and acting over the lifespan. In R. Lerner & W. Overton (Eds.), Handbook of Lifespan Development. New York: John Wiley.
[33] Moser, K. S. (2000). Metaphor analysis in psychology-method, theory, and fields of application. Forum: Qualitative Social Research, 1(2). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1090/2387.
[34] Moss, P. A. (2005). Toward "epistemic reflexivity" in educational research: A response to scientific research in education. Teachers College Record, 107(1), 19–29.
[35] Nonaka, I. (1991). The knowledge-creating company. Harvard Business Review, 69(6), 96–104.
[36] Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14–37. | DOI 10.1287/orsc.5.1.14
[37] Nonaka, I., & Krogh, G. (2009). Tacit knowledge and knowledge conversion: Controversy and advancement in organizational knowledge creation theory. Organization Science, 20(3), 635–652. | DOI 10.1287/orsc.1080.0412
[38] Owen, I. R. (1996). Clean language: A linguistic-experiential phenomenology. Analecta Husserliana, XLVIII, 271–297.
[39] Petitmengin, C. (2006). Describing one's subjective experience in the second person: An interview method for the science of consciousness. Phenomenology and the Cognitive Science, 5(3–4), 229–269. | DOI 10.1007/s11097-006-9022-2
[40] Petitmengin, C., & Bitbol, M. (2009). The validity of first-person descriptions as authenticity and coherence. Journal of Consciousness Studies, 16(10–12), 363–404.
[41] Polanyi, M. (2009). The tacit dimension. Chicago: University of Chicago Press.
[42] Pravdová, B. (2014). Já jako učitel: profesní sebepojetí studenta učitelství. Brno: PdF MU.
[43] Ramskov, C. B. (2008). Psychology Notes. Dubuque: Kendall Hunt Publishing.
[44] Reber, A. S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology, 118(3), 219–235. | DOI 10.1037/0096-3445.118.3.219
[45] Rorty, R. (1996). Nahodilost, ironie, solidarita. Praha: Pedagogická fakulta Univerzity Karlovy v Praze.
[46] Rowlands, M. (2010). The New Science of the Mind: From Extended Mind to Embodied Phenomenology. Cambridge: MIT Press.
[47] Searle, J. R. (1979). Expression and Meaning: Studies in the Theory of Speech Acts. Cambridge: Cambridge University.
[48] Searle J. R. (1994). Mysl, mozek a věda. Praha: Mladá fronta.
[49] Slavík, J., Chrz, V., & Štech, S. (2013). Tvorba jako z působ poznávání. Praha: Karolinum.
[50] Slepian, M. L., & Ambady, N. (2014). Simulating sensorimotor metaphors: Novel metaphors influence sensory judgments. Cognition, 130(3), 309–314. | DOI 10.1016/j.cognition.2013.11.006
[51] Sternberg, R. J., Wagner, R. K., Williams, W. M., & Horvath, J. A. (1995). Testing common sense. American Psychologist, 50(11), 912–927. | DOI 10.1037/0003-066X.50.11.912
[52] Svojanovský, P., Nehyba, J., Pravdová, B., & Švec, V. (2014). Podpora profesního učení studentů učitelství se zřetelem k jejich explicitní i tacitní dimenzi znalosti. In V. Švec, J. Krátká, K. Cásková, J. Jakešová, P. Koubek, E. Minaříková, J. Nehyba, B. Pravdová, P. Svojanovský, B. Šimůnková, & P. Vystrčil-Marková, Znalostní báze učitelství. Brno: Masarykova univerzita.
[53] Swanborn, P. (2010). Case Study Research: What, Why and how? London: Sage.
[54] Šeďová, K., & Švaříček, R. (2013). Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu. Pedagogická orientace, 23(4), 478–510. | DOI 10.5817/PedOr2013-4-478
[55] Taylor, H. (2007). Tacit knowledge: Conceptualizations and operationalizations. International Journal of Knowledge Management, 3(3), 60–73. | DOI 10.4018/jkm.2007070104
[56] Thibodeau, P. H., & Boroditsky, L. (2013). Natural language metaphors covertly influence reasoning. PLoS ONE, 8(1). | DOI 10.1371/journal.pone.0052961
[57] Tobin, K., & Tippins, D. J. (1996). Metaphors as seeds for conceptual change and the improvement of science teaching. Science Education, 80(6), 711–730. | DOI 10.1002/(SICI)1098-237X(199611)80:6<711::AID-SCE5>3.0.CO;2-M
[58] Tomberg, C. (1999). Unconscious attention manifested in non-averaged human brain potentials by optional short-latency cognitiveelectrogeneses without subsequent P300. Neuroscience Letters, 263(2), 181–184. | DOI 10.1016/S0304-3940(99)00141-X
[59] Tosey, P. C., Lawley, J., & Meese, R. (2014). Eliciting metaphor through clean language: An innovation in qualitative research. British Journal of Management, 25(3), 629–646. | DOI 10.1111/1467-8551.12042
[60] Varela, F., Thompson, E., & Rosch, E. (1993). The Embodied Mind: Cognitive Science and human Experience. Cambridge: MIT Press.
[61] Vrabec, M. (ed.). (2014). Touha a žádostivost v dějinách evropské filosofie. Praha: Togga.
[62] Vygotskij, L. (2004). Psychologie myšlení a řeči. Praha: Portál.
[63] Wall, A., & Jones, T. G. (2009). Myth, Metaphor and Science. Chester: Academic Press.
[64] Wilton, N. (2010). An Introduction to Human Resource Management. London: Sage Publications.
[65] Wittgenstein, L. (1993). Filosofická zkoumání. Praha: Filosofický ústav AV ČR.
[66] Woodside, A. G. (2010). Case Study Research: Theory, Methods, Practice. Bingley: Emerald Group.
[67] Yin, R. K. (2012). Application of Case Study Research. Thousand Oaks: Sage.