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Doers of the word : toward a foundational theology based on the thought of Michael PolanyiApczynski, John V. January 1972 (has links)
No description available.
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Doers of the word : toward a foundational theology based on the thought of Michael PolanyiApczynski, John V. January 1972 (has links)
No description available.
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Faith, Knowledge and Science: A Systematic Exposition of the Thought of Michael PolanyiAnastasiou, Harry January 1979 (has links)
No description available.
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Three approaches to knowing : philosophical empiricism, relativism and personal knowledge, and their implications for the development of a science of politicsPoirier, Maben Walter January 1976 (has links)
No description available.
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Beyond objectivism : an exploration in the epistemology and philosophy of science of Michael Polanyi and its relevance to truth claims in religion and ethics.Den Hollander, Daan. January 2010 (has links)
No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.
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A centralidade do conceito de conhecimento tácito nas políticas de formação de professores: análise crítica da influência da epistemologia de Michael Polanyi na educação / The centrality of the concept of tacit knowledge in teacher education policies: a critical analysis of the influence of Michael Polanyi's epistemology on educationXavier, Lidiane Teixeira [UNESP] 20 June 2011 (has links) (PDF)
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000889996.pdf: 715481 bytes, checksum: 362a70e6223281357deb66d00d375f45 (MD5) / O presente trabalho consiste em uma análise crítica sobre a centralidade do conceito de conhecimento tácito na formação de professores a partir das reformas políticoeducacionais desencadeadas no Brasil na década de 1990. Investiga os pressupostos teóricos e epistemológicos subjacentes aos documentos oficiais que conduzem a reforma da educação nacional à luz das contribuições da pedagogia histórico-crítica no que se refere à formação humana, ao trabalho educativo e à educação escolar. O desenvolvimento da argumentação se organiza em torno das temáticas: vinculações entre a reestruturação produtiva e as reformas político-educacionais da década de 1990; relações entre as transformações no mundo do trabalho e as demandas para a educação; profissionalização docente nos documentos oficiais; o conhecimento tácito. As conclusões da investigação apontam que: a preocupação com a formação docente no contexto da reforma educacional mais ampla é estratégica do ponto de vista de sua consecução; a perspectiva oficial de formação docente, fundamentada em teorias pedagógicas que tomam o conhecimento tácito como categoria central na construção da profissionalização do professor reforçam, por um lado, a desvalorização de conteúdos de natureza teórico-científica, assim como da reflexão filosófica, na formação de professores e, por outro, a descaracterização do trabalho educativo como atividade de ensino
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Three approaches to knowing : philosophical empiricism, relativism and personal knowledge, and their implications for the development of a science of politicsPoirier, Maben Walter January 1976 (has links)
No description available.
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Beliefs and the Scientific Enterprise: a Framework Model Based on Kuhn's Paradigms, Polanyi's Commitment Framework, and Radnitzky's Internal Steering FieldsJoldersma, Clarence W. January 1982 (has links)
A signed LAC Non-Exclusive License form from this author is pending. / In this thesis I attempt to develop an alternative to the logical positivist's image of science, which attempts to exclude beliefs from scientific investigations. First I set the problem up by describing what the positivists mean by belief and how they attempt to exclude belief through the use of the scientific method. I begin to develop an alternative by examining the views of three philosophers of science: Thomas S. Kuhn, Michael Polanyi, and Gerard Radnitzky. Each of them provides an alternative to the positivistic conception of science by suggesting that scientific research is surrounded by a framework of tacit beliefs. I present each view in the following way. First I describe the background and context for the framework hypothesis; then I explain the framework itself, including discussions on the nature of the framework, how it is acquired, its role in visible scientific activity, and how switches from one framework to another occur; finally I assess each person's insights, including each's relevance for my thesis. The examination of these views sets the stage for my last chapter. Here I briefly compare the three thinkers, noting similarities and differences. Then I highlight each thinker's unique insights. Finally, I present a brief description of what I believe is a viable alternative to the positivistic image of science, based on the work of the three philosophers.
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Structure, wellspring or content? : a conceptual analysis of the notion of tacit knowledge in knowledge management theoryMaasdorp, Christiaan Hendrik 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The thesis is a conceptual analysis of the concept of tacit knowledge. The analysis consist of
comparing the function of the concept of tacit knowledge in a number of selected theories from
its origin in the philosophy of Michael Polanyi, through its introduction to organisation theory
and its eventual application in knowledge management theory.
Inthe work of Michael Polanyi the concept of tacit knowledge functions as the logical structure
underlying all forms of knowledge. In terms of Polanyi tacit and explicit knowledge are not
two separable phenomena, because all knowledge is rooted in the act of tacit integration.
Ikujiro Nonaka adapted Polanyi's epistemology and within his framework the concept of tacit
knowledge signifies the unstructured subjective realm that is the wellspring of individual
creativity. Nonaka asserts firstly, that the phenomenon of tacit knowledge is a knowledge
content that is distinct from explicit knowledge content and secondly, that it is possible to
convert the one type of knowledge into the other. Nonaka's model includes a spiral process of
interaction in which tacit knowledge is converted into explicit knowledge and back into tacit
knowledge again.
The last chapter relates the conclusions reached upon the comparison of the function of the
concept in the theories of Nonaka and Polanyi, with its reception in knowledge management
theory. It is argued that in knowledge management the concept of tacit knowledge denotes
knowledge content that cannot be communicated as information. It is also shown how
Nonaka' s model was integrated into a sender receiver model of communication, thus
incorporating it into the information processing paradigm. It is furthermore conjectured that
the concept of tacit knowledge forms part of an attempt to bridge an epistemological gap
facing the discourse on organisational knowledge. Lastly, it is concluded that it appears to be
impossible to use the concept of tacit knowledge to overcome this epistemological problem,
without an ontological shift away from the information processing paradigm. / AFRIKAANSE OPSOMMING: Die tesis is 'n konseptuele analise van die konsep van implisiete ('tacit') kennis. Die analise
bestaan uit 'n vergelyking van die funksie van die konsep van implisiete kennis in 'n aantal
geselekteerde teorieë, van die oorsprong van die term in die filosofie van Michael Polanyi,
deur die aanpassing van die konsep in organisasie teorie, tot die toepassing daarvan in
kennisbestuursteorie.
In die werk van Polanyi funksioneer die konsep as die logiese struktuur wat die onderbou van
alle vorme van kennis is. In terme van Polanyi is implisiete en eksplisiete kennis nie twee
aparte fenomene nie, want alle kennis is gewortel in die askie van implisiete integrasie.
Ikujiro Nonaka het Polanyi se epistemologie aangepas en binne sy raamwerk funksioneer die
begrip as 'n beskrywing van die ongestruktureerde subjektiewe domein wat die bron van
individuele kreatiwiteit is. Volgens Nonaka is die fenomeen van implisiete kennis eerstens 'n
kennisinhoud wat onderskeibaar is van eksplisiete kennisinhoud, en tweedens dat dit
moontlik is om die een soort kennis om te skakel in die ander en omgekeerd. Nonaka se model
sluit 'n spiral-proses van interaksie in waarin implisiete kennis omgeskakel word na eksplisiete
kennis en weer terug in implisiete kennis.
Die laaste hoofstuk belig die ontvangs van die konsep van implisiete kennis in
kennisbestuursteorie teen die agtergrond van die vergelyking van die funksionering van die
konsep in die teorieë van Polanyi en Nonaka. Daar word geargumenteer dat in
kennisbestuursteorie die konsep verwys na kennisinhoud wat nie geredelik omgeskakel kan
word na informasie en dus gekommunikeer kan word nie. Daar word getoon hoe Nonaka se
model met 'n sender-ontvanger kommunikasie-model geïntegreer word en dus geïnkorporeer
word in die informasie prossesseringsparadigma. Verder word gespekuleer dat die konsep
gebruik word in 'n poging om 'n epistemologiese gaping in die diskoers rondom
organisatoriese kennis te oorbrug. Laastens is die slotsom dat dit blyk onmoontlik te wees om
die konsep van implisiete kennis te gebruik om die epistemologiese probleem op te los, sonder
'n fundamentele ontologiese skuif weg vanaf die informasie prossesseringsparadigma.
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