The fifth generation: artificial intelligence and Japan's computer challenge to the world
The fifth generation: artificial intelligence and Japan's computer challenge to the world
Where's the expertise? Expert systems as a medium of knowledge transfer
Proc. of the fifth technical conference of the British Computer Society Specialist Group on Expert Systems on Expert systems 85
Mental models: towards a cognitive science of language, inference, and consciousness
Mental models: towards a cognitive science of language, inference, and consciousness
Learning from Notes: organizational issues in groupware implementation
CSCW '92 Proceedings of the 1992 ACM conference on Computer-supported cooperative work
The Social Life of Information
The Social Life of Information
Sharing Expertise: Beyond Knowledge Management
Sharing Expertise: Beyond Knowledge Management
The Problem with 'Awareness': Introductory Remarks on 'Awareness in CSCW'
Computer Supported Cooperative Work
Working Knowledge: How Organizations Manage What They Know
Working Knowledge: How Organizations Manage What They Know
Narratives at work: story telling as cooperative diagnostic activity
CSCW '86 Proceedings of the 1986 ACM conference on Computer-supported cooperative work
Self-Governing Production Groups: Towards Requirements for IT Support
BASYS '02 Proceedings of the IFIP TC5/WG5.3 Fifth IFIP/IEEE International Conference on Information Technology for Balanced Automation Systems in Manufacturing and Services: Knowledge and Technology Integration in Production and Services: Balancing Knowledge in Product and Service Life Cycle
Knowledge and Organization: A Social-Practice Perspective
Organization Science
Knowing in Practice: Enacting a Collective Capability in Distributed Organizing
Organization Science
Over the Shoulder Learning: Supporting Brief Informal Learning
Computer Supported Cooperative Work
Pruning the answer garden: knowledge sharing in maintenance engineering
ECSCW'03 Proceedings of the eighth conference on European Conference on Computer Supported Cooperative Work
Expertise sharing in a heterogeneous organizational environment
ECSCW'05 Proceedings of the ninth conference on European Conference on Computer Supported Cooperative Work
Context grabbing: assigning metadata in large document collections
ECSCW'05 Proceedings of the ninth conference on European Conference on Computer Supported Cooperative Work
Introduction to Special Issue on Learning and Work
Computer Supported Cooperative Work
"What are We Missing?" Usability's Indexical Ground
Computer Supported Cooperative Work
Cooperative Work and Coordinative Practices: Contributions to the Conceptual Foundations of Computer-Supported Cooperative Work (CSCW)
Sharing Knowledge and Expertise: The CSCW View of Knowledge Management
Computer Supported Cooperative Work
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The development and maintenance of organized cooperative work practices require, as an integral feature, what can loosely be termed `didactic practices' or `mutual learning' (giving and receiving instruction, advice, direction, guidance, recommendation, etc.). However, such didactic practices have not been investigated systematically in CSCW. Michael Polanyi's notion of `tacit knowledge' vs. `explicit knowledge', which plays a key role in the area of Knowledge Management, would seem to offer an obvious framework for investigating didactic practices in CSCW. But as argued in this article, the notion of `tacit knowledge' is a conceptual muddle that mystifies the very concept of practical knowledge. The article examines the historical context in which the notion of `tacit knowledge' was devised, the purpose for which it was formulated, its original articulation, and the perplexing ways in which it has been appropriated in Knowledge Management. In an attempt to gain firm ground for our research, the article towards the end offers a general analysis of the concept of `knowledge', informed by the work of Gilbert Ryle and Alan White. Overall, the article argues that a framework based on the notion of `tacit knowledge', or on similar conceptions devoted to categorizations of kinds of knowledge, impairs the for CSCW essential focus on actual work practices: instead of focusing on forms of symbolism, what is required is to focus on uncovering the logics of actual didactic practices in cooperative work.