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This paper explores the epistemological justification of liberal education for all, and of foundations courses for teachers, set forth by Harry Broudy, the paramount voice in philosophy of education during the mid to late twentieth century. This justification, grounded in Michael Polanyi's revolutionary theory of tacit knowing, reveals that such education and preparation, issuing in a capable and confident person, is entailed by commitment to equal opportunity and democratic life. [ABSTRACT FROM AUTHOR]

This paper examines the evolution of Michael Polanyi's critique of economic planning. It portrays how the focal point of his critique shifted from addressing the 'spirit,' 'social consciousness,' and 'public emotion' of the people supporting planned economies to addressing the administrative 'unmanageability' and the logical impossibility of economic planning. Polanyi developed thought experiments of imaginary economies, contrasted the 'pyramid of authority' with the polygons of liberty, and explained organic (spontaneous order) and inorganic (corporate order) ways of adjusting economic relations. He attempted to relax the Leviathan of Soviet economics, and drew the conclusion that mathematics is not sufficient in itself to properly address the economy. Eventually, Polanyi developed an institutionalist approach in order to be able to address both the variability of market economies and the failures of socialist 'super-planners' who claimed to eliminate the drift of individual economic adjustments. [ABSTRACT FROM AUTHOR]

In his recent work, ‘Sport, Aesthetic Experience, and Art as the Ideal Embodied Metaphor’, Tim L. Elcombe explores links between sport and art from a pragmatically informed conception of aesthetic experience. However, Elcombe's work does not highlight the role of the imagination in the interpretation of the aesthetic something Michael Polanyi claims to be the ‘cornerstone of aesthetic theory’. With the backdrop of an increased interest in the aesthetics, phenomenology, and epistemology of sport, this discussion essay seeks to defend the usefulness and value of definitional demarcation debates between sport and art, to use Polanyi’s distinctions among technical, scientific and artistic problems to support the claim that sport is not art, and to offer an account of how sport contributes in its own way to human flourishing and why it is no less valuable experientially than art. [ABSTRACT FROM AUTHOR]

Epistemology is at the heart of the intelligence analysis profession. Michael Polanyi's concepts of 'tacit knowing' and 'personal knowledge' offers a more precise account for understanding the tacit process of skilfully solving problems of epistemic complexity, along with a deeper appreciation for the personal aspect of knowledge. Examining this conceptual framework offers an opportunity for re-cognizing key features of this profession, especially the personal and tacit dimensions involved in analysis. These examinations aim to contribute towards the training and education of analysts, along with offering the individual analyst a detailed language and logic for reflection and self-exploration regarding their practice. [ABSTRACT FROM AUTHOR]

Philosophic inquiry into the mental states of elite athletes during skilled motor performance continues to grow. In contrast to the bulk of these works that focus almost exclusively on skillful performance, this paper examines athletic motor behavior from a point of inexactness – or even failure – in athletic performance. Utilizing the works of Michael Polanyi, who believed that both ideas of achievement and failure were equally necessary to understand the behavior of living things and their physical actions, I examine the notion of failure as a framework to scrutinize the cognitive processes occurring during the development and performance of skilled motor behavior. After reviewing Polanyi’s conceptions of personal knowing to locate the source of inaccuracy in human activity, I present Polanyi’s distinction between two kinds of mistakes and apply each to inaccurate sport performance. I then suggest that mistakes in sport should be re-conceptualized beyond their current negative connotations. Instead, conceptions of mistakes should also include respect for ‘man’s most distinguished act’ – that being the production of knowledge. From this expanded perspective, the value of inexact motor performance can be found in addition to notions of uncertainty and skill development in what Polanyi calls ‘metaphysical implication of a groping for reality’. In some final thoughts, I will suggest future implications of the value of the inexact on broader sport issues. [ABSTRACT FROM AUTHOR]

The concept of embodiment and the reintroduction of the body into the disability movement debate is the focus of this investigation. This paper will include arguments from scholars from philosophy, disability studies, adapted physical education, counseling, nursing, and sociology who recognize that a dualistic approach to dealing with embodied realities is not effective. The philosophies that underlie embodiment, with specific emphasis on Merleau-Ponty and Polanyi, explain how our identities are embedded in our bodies; further, the investigation defines multiple ways in which the “Lebenswelt” of the “dominate normal” does not account for temporal, spatial, and proprioceptive differences for individuals with disabilities. The authors will extend four approaches of inclusion by kinesiology scholars to address societal and professional inclusion issues caused by the dualistic nature of the medical and social models and offer suggestions on how the embodied identities of all who inhabit the lifeworld can contribute, participate, and live life to the fullest. [ABSTRACT FROM PUBLISHER]

The author focuses on kinesiology, the study of human movement. He discusses the theories of Michael Polanyi, a physical chemist and philosopher, in relation to his ideas on human play as an anthropological indicator of how human movement is pleasurable. An overview is offered on how human play is found in every culture, how play is a ubiquitous and fundamental part of being human, and how it serves as a way of improving motor function, mastering the external environment, and engaging the mind and body.

Both modern and postmodern approaches to knowledge view tradition and authority with suspicion, even contempt, though each approach does so in different ways. Our profession vacillates between those epistemological orientations, struggling to find direction and meaning. Leadership, in particular, is in a quandary; what does leadership look like in a world bereft of authority and tradition? The work of Michael Polanyi (1891-1976) is insightful in this regard. His theory of "personal knowledge," a comprehensive epistemology designed to make sense of knowing in its varied manifestations, is particularly well suited to demonstrate valued places for tradition and authority. This article explores his thought, the implications that it has for genuine knowledge production in our disciplines, and the applications that it makes for the development of leadership in our profession. [ABSTRACT FROM AUTHOR]

Examines the importance of physical activity to students with active lifestyle. Use of traditional approaches by physical educators to enhance significance of physical education; Evaluation of different levels of fitness and skills of a student; Application of the theory of Michael Polanyi on meaning.

Information about the conference of scientists and scholars titled "Science and Freedom" held from July 23 to 26, 1953 in Germany is presented. Professor Michael Polanyi presented his paper "Pure and Applied Science and Their Appropriate Organization" which set the theme of the conference. Professor Samuel Allison presented "Academic Freedom and State Security," and John R. Baker's paper "Scientific Authority and the System of Scientific Publication."

Several letters to the editor is presented regarding the person of professor Michael Polanyi and his scientific competence.

Karl Polanyi and Friedrich Hayek are often portrayed as implacable intellectual opponents but their respective historical trajectories suggest some telling similarities. Here we describe some key similarities in their approach to markets, as a prelude to evaluating the political consequences of relying upon their Austrian conceptions of nature-based and constructivist framing of markets. Perhaps it is time to transcend their dichotomy. [ABSTRACT FROM AUTHOR]

In The Great Transformation, Karl Polanyi offers a ‘top-down’ analysis of the rise and demise of Europe’s unregulated market system. He assumes that changes in the organization of the international economy provide particular kinds of opportunities for states to act which, in turn, shapes the extent to which social forces will be able to influence state policy. Consequently, his analysis focuses, first, on the international institutions created by the self-regulating market system; then on the ‘liberal state’ which these made possible; and finally on how the system impacts ‘society as a whole’. The account which this analysis produces systematically underplays the social struggles which propelled and emerged from the rise of Europe’s nineteenth century system and which ultimately led to its demise. In revisiting the two periods that are the focus of Polanyi’s analysis, this article assumes that states and interstate systems reflect the interests of powerful social forces. Thus, working from the ‘bottom up’, it focuses on the class interests that produced Europe’s market system, the state and international structures which reflected and supported them, and the social struggles that ultimately brought about the collapse of the system. What this ‘bottom up’ account reveals is the centrality of a ‘double movement’, not of market expansion and a protective countermove on the part of ‘society as a whole’, but of dominant classes monopolizing economic opportunities from global expansion, and a rising ‘red tide’ of disaffected workers. This double movement, it argues, better explains the demise of the system and the changes that ensued from it. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on how to acquire the knowledge of the environment within architecture. Topics discussed include the spatial and temporal interactions between the body and environment, acquisition of environmental knowledge to design buildings, and statement of scientist turned epistemologist Michael Polanyi regarding the knowledge essential to disposition of human.

Recent books by Harry Collins, Neil Gascoigne and Tim Thornton, and Stephen Turner examine the nature of tacit knowledge and the role it plays in society. Their interpretations are outlined and placed in juxtaposition with the extremely broad understanding of tacit factors in knowing set forth by the originator of the term, Michael Polanyi. I argue that the naturalized version advocated by Turner can best develop the richness of Polanyi’s insights, and I sketch out what some of the aspects of a full account of the tacit might look like. [ABSTRACT FROM AUTHOR]

Two major science policy issues are the integration of knowledge across academic disciplines and the accountability of science to society. Instead of adding new or external criteria for research evaluation, I argue, these goals can be pursued by subjecting disciplinary priorities and procedures to broader scrutiny from the rest of academia. From a social epistemological perspective, the paper discusses interdisciplinarity as a mode of epistemic accountability across disciplinary boundaries, which promises to make academia more than the sum of its disciplinary parts. Drawing on discussions of interdisciplinarity and accountability in knowledge production, as well as on empirical findings of the evaluation of research proposals, the paper unpacks the notion of academic accountability into three dimensions—the recipients, contents, and practices of accountability—and illustrates the difference interdisciplinarity makes in each dimension. The analysis shows that interdisciplinarity is not simply a category of research, but involves a social epistemic mechanism of coordination, control, and compromise between disciplinary regimes of knowledge. This framing of interdisciplinarity clarifies its role in the changing governance of science while simultaneously solving central controversies over its meaning in research evaluation. [ABSTRACT FROM PUBLISHER]

Friedrich Hayek and Michael Polanyi corresponded with each other for the best part of thirty years. They had shared interests that included science, social science, economics, epistemology, history of ideas and political philosophy. Studying their correspondence and related writings, this article shows that Hayek and Polanyi were committed Liberals but with different understandings of liberty, the forces that endanger liberty, and the policies required to rescue it. [ABSTRACT FROM AUTHOR]

This article investigates and discusses how journalism students who have been working as journalists use this work experience in their education. The emphasis is on how students in a bachelor's programme in journalism utilize their work-life experiences and practical knowledge in learning activities, and how this knowledge is expressed. The article presents students who are still beginning practitioners of journalism. With the concept of tacit knowing as the backdrop, we will investigate how the students reflect on the basis of their decisions. Concepts from scientific research on practical knowledge by Donald Schön will serve as the analytical tools. Michael Polanyi's concepts of proximal and distal knowing will serve as guiding tools for an understanding of the specific actions (proximal) involved in the students' work with their assignments and how such actions contribute to the students' evaluations of the value of a news story. [ABSTRACT FROM AUTHOR]

Patterns of collaboration and co-authorship in chemical science from the 1920s to the 1960s are examined with an eye to frequency of co-authorship and differences in allocation of credit during a period of increasing team research and specialization within chemical research groups. Three research leaders in the cross-disciplinary and cutting edge field of X-ray crystallography and molecular structure are the focus of this historical study within a framework of sociological literature on different collaborative patterns followed by eminent scientists. The examples of Michael Polanyi in Berlin and Manchester, Linus Pauling in Pasadena, and Dorothy Crowfoot Hodgkin in Oxford demonstrate the need to de-centre historical narrative from the heroic 'he' or 'she' to the collaborative 'they.' These cases demonstrate, too, the roles of disciplinary apprenticeships, local conditions, and individual personalities for historical explanation that transcends universal generalizations about scientific practice, material culture, and sociological trends. [ABSTRACT FROM AUTHOR]

Patterns of collaboration and co-authorship in chemical science from the 1920s to the 1960s are examined with an eye to frequency of co-authorship and differences in allocation of credit during a period of increasing team research and specialization within chemical research groups. Three research leaders in the cross-disciplinary and cutting edge field of X-ray crystallography and molecular structure are the focus of this historical study within a framework of sociological literature on different collaborative patterns followed by eminent scientists. The examples of Michael Polanyi in Berlin and Manchester, Linus Pauling in Pasadena, and Dorothy Crowfoot Hodgkin in Oxford demonstrate the need to de-centre historical narrative from the heroic 'he' or 'she' to the collaborative 'they.' These cases demonstrate, too, the roles of disciplinary apprenticeships, local conditions, and individual personalities for historical explanation that transcends universal generalizations about scientific practice, material culture, and sociological trends. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this article is to show a need for explicating ‘what’ there is to learn in physical education (PE) with a particular focus on learning to move with the meaning potential seen as integral to moving. Further, the aim is to provide an example of exploring ‘bodily knowing’ from the perspective of practical epistemology as outlined by researchers such as Michael Polanyi, Allan Janik and Gilbert Ryle. Background: Learning has been a prominent issue within the PE research for quite some time. Overviews of research show that the object of learning, the ‘what-aspect’ within the didactic triangle, has been taken into account, though the obvious focus is the ‘how-aspect’, as in how learning occurs. In PE, the ‘what-aspect’, according to teachers as well as pupils, is vague, and the aim of the subject is expressed in terms of ‘fun-aspects’ rather than ‘what-aspects’. Taking a standpoint from research concerning aims, content and important knowledge in PE in Sweden, with reference to international research, this article will shed light upon physical activity as a taken-for-granted content, conceptualized either as an instrument for fulfilling the demands of the contemporary health-discourse or an instrument for performing well in sports. In doing this, the article will argue for the urgent need of explicating what capabilities students are supposed to develop in PE. Key concepts: The concept of knowledge in relation to PE will be discussed. Drawing on Janik's discussion of the epistemological structure of practical professional knowledge, emphasizing the importance of making the base of knowledge explicit, capability to move will be regarded as an object of learning, a possible ‘what-aspect’, in PE. To overcome the boundaries between practical and theoretical knowledge, Polanyi's concept knowing will be used. Conceiving knowings as embracing several aspects of knowledge as well as comprising both mental and physical processes, knowings in human movement will be elaborated. Conclusion: As our initial overview of research about ways of reasoning about knowledge and learning in PE suggested, there is an imminent need to systematically develop a language for learning in PE where what to learn, the specific knowings that PE is nurturing, is paramount, and where this ‘what’ is not reduced to superficial knowledge about health issues or physical skills. We believe that exploring the ‘knowing how’ aspect of learning will highlight potential ‘knowings’ in human movement. Following the concept ‘knowing’ as in line with Ryle's ‘knowing how’, not separating mental and physical skills, can serve as an analytical tool and a starting point for articulating examples of ‘knowings’ as objects of learning and thus providing opportunities to conceptualize human movement in terms of knowing and learning. [ABSTRACT FROM PUBLISHER]

This essay explores the intervolvement of attentional practice and discursive action. Drawing on Michael Polanyi's phenomenology, I examine occasions when discourse does not sound like deliberate utterance and when attention does not look rationally focused—but when both are rhetorically inventive. Taking a cue from the growing (though conceptually and historically thin) self-help literature on attention and mindfulness, I examine the sometimes distracting speech of that paragon of attentiveness, the fictional detective. Dorothy Sayers’ witty sleuth, Wimsey, and The Wire's profane investigators, Bunk and McNulty, practice transgressive speech that seems nonsensical, but which animates and extends indirect attention for the sake of solving problems in bewildering conditions. These case studies in crime fiction strengthen rhetorical scholarship on embodiment, affect, and verbal inadvertency by locating deliberative dimensions in apparently indeliberate discourses. This essay concludes by conceptualizing the communicative practice that modulates indirect attention, referring to its transgressive nonsensicality as a rhetoric of idiocy. [ABSTRACT FROM PUBLISHER]

Michael Polanyi's fascinations throughout his lifetime were threefold: (1) science—specifically physical chemistry; (2) philosophy—specifically epistemology and ontology; and (3) political society, understood, in the British tradition, to include economics. In developing his recommendations for political society, Polanyi draws broadly upon insights and even concepts from his experiences and reflections in both science and philosophy. His search for meaning in all of his philosophical works provides for him the definition of what he considers the most important human endeavor and is that which the political order must strive to encourage and protect. In addition, the gratification he found in the collegiality and conviviality of scientific research, conducted most productively in what Polanyi identified as “societies of explorers,” suggested to him the diverse groups—as in science, “polycentrically” ordered—and engaged in all kinds of productive activities that came to represent, for him, the grassroots source of a society's creative vitality. Having come to appreciate the necessity of freedom for scientific discovery, freedom became a paramount value in the model he proposed for political society. But this freedom, he realized, had to operate within the boundaries of legal and moral constraint if it was not to dissolve into the oppressions of anarchy. So we find in Polanyi's model of political society a dynamic very similar to that which he had developed in his epistemology: an indwelling of tradition for the purpose of social stability but also a “breaking-out” of established ways to engage in creative endeavors. Similarly, as Polanyi had recognized higher and lower “orders” of existence in his ontology that were necessary for the “emergence” of more comprehensive and novel entities, “greater than the sum of their parts,” he provided for a similar vertical, or qualitative, “layering” in his social order. These insights, and more, that Polanyi draws from his scientific and philosophical reflections in the process of constructing his model of a political society are what I attempt to develop in this essay. [ABSTRACT FROM PUBLISHER]

Michael Polanyi articulates a vision of social order in his early nonscientific writing published from the late thirties to the early fifties. This vision draws upon Polanyi's experience as a Hungarian émigré who became a top scientist after World War I in Germany but then later fled to Great Britain where he confronted the Marxist-inspired “planned” science movement in the late thirties and early forties. Polanyi's account of what he calls “liberal” society focuses on establishing a context in which thought can grow. Adapting Gestalt psychologist Wolfgang Kohler's ideas about “systems of dynamic order,” Polanyi envisioned society as a network of overlapping, relatively independent subcultural systems of order that preserve and cultivate certain ideas and practices. Such systems of dynamic order are not all alike, and Polanyi generally distinguishes intellectual systems dependent upon tradition and professional opinion from very broad based, preeminently competitive systems like the market. Despite differences among the various orders in society, all are stable specialized social niches or domains of social interaction in which certain niche-specific “public” liberties function. Such liberties are not private freedoms but values and practices that promote the interaction of individuals within the subcultural network. For Polanyi, the variety of material and intellectual goods important in a flourishing society are produced by dynamic orders in which persons exercise the public liberty due them. [ABSTRACT FROM PUBLISHER]

Michael Polanyi's theoretical response to the crisis of modernity ultimately leads to a consideration of theological issues, and Polanyi's attempt to address these issues has been extended by William H. Poteat. I argue that the theological formulations of both Polanyi and Poteat could be strengthened by a consideration of the work done by recent theologians, particularly Colin Gunton, and that, at the same time, the work of Polanyi and Poteat can extend the concepts developed by theologians like Gunton. Specifically, I argue that Gunton's analysis of the Trinity indicates that Polanyi and Poteat use a somewhat one-dimensional conception of God, at least in their explicit formulations. Conversely, Polanyi's understanding of knowledge and his recognition of the ambiguous nature of modernity and Poteat's discussion of the speech-act as a central model for Hebraic thought can actually point toward a more complete theorization of the Trinity and give a clearer indication of its political implications. [ABSTRACT FROM PUBLISHER]

What are the implications for political life of Polanyi's conception of knowing and being? How do Polanyi's philosophic foundations situate him in relation to the political dimensions of postmodernism? In examining these questions, let us take as the representative of political postmodernism the neo-pragmatism of Richard Rorty. Assisted by Oakeshott's portrayal of political life as like a ship at sea, we will discover that while there are important parallels between the political perspectives of Rorty and Polanyi, at a critical juncture their paths diverge; as a result, they offer deeply incompatible visions of the nature and proper aim not only of political activity but of human life generally. [ABSTRACT FROM PUBLISHER]

The article discusses the relation of environmental knowledge in architecture to bodily knowledge of the environment through physical senses. Topics include philosopher Michael Polanyi's notion of tacit knowledge, the collection of data through the interaction between human bodies and the environment, and the use of sensors to gain architectural environmental knowledge. The notion of the human body as a weather probe is addressed. The response of buildings to their environments is compared to that of human bodies.

This article integrates Scott Fullwiller's two social fabric matrices for Federal Reserve and Treasury operations to help establish a number of results. First, the resulting network demonstrates that the components are involved in an intense, extensive, and complex network of interconnections. Second, given the numerous pathways in the network, it becomes clear that one needs to identify specific pathways when undertaking a discussion. Third, the article identifies variant criteria that guide the rules, regulations, and requirements of real-world monetary operations, and clarifies that the conflict between normative belief criteria and variant criteria is crucial for understanding the formulation of alternative monetary policies. Fourth, the article establishes that, beyond social criteria, technological criteria also deliver rules, regulations, and requirements to the institutions. Fifth, it further refines the social fabric matrix itself. Finally, the integrated matrix provides a base to which components may be added with a view to pursuing future research interests. [ABSTRACT FROM AUTHOR]

The article discusses the capitalist economic system of a country based on wise prose works of several philosophers including Karl Marx, Michael Polanyi and Antonio Gramsci. It examines the present deep economic crisis that brought permanent trends of capitalism. It suggests that a capitalist mode of production is mainly shaped by irreconcilable conflict between the working people's need for a humanly decent life and the capitalist urge for profits which was curbed by the fear of the Russian Revolution and the Great Depression. The author claims that the purpose of capitalist economy entails unhappiness and mass dying.

In the United States, various forms of character education have become popular in both elementary and professional education. They are often criticised, however, for their reliance on Aristotle, who is said to be problematic at several points. In response to these criticisms, I argue that Aristotle’s ancient account of character and its formation remains viable in light of work over the last decade in psychology and the neurosciences. However, some lacunae remain that can at least be partially filled with insights drawn from the work of Michael Polanyi, a scientist-turned-philosopher whose larger philosophical project was launched by a desire to see Western society flourish. Insights from these varied sources can provide the building blocks with which to construct an account of character and its development that preserves Aristotle’s best insights in ways that answer the concerns voiced by the critics. [ABSTRACT FROM PUBLISHER]

In the early history of surface chemistry, in the 1920s, the nature of gas adsorption was a pivotal subject. A theory created by Michael Polanyi in the peripheral Hungary contradicted the received view originating from the American Irving Langmuir. When working out his theory, Polanyi had not even heard of Langmuir's rival description. However, Polanyi emigrated from Hungary to Germany, the centre of his field, and tried to defend his adsorption theory in the circle of the leading experts, including Einstein and Fritz Haber. This controversy seemed vital to his survival as a scientist and as an immigrant. The aim of this article is to recapitulate this controversy, with its sad undercurrents, the role of local science, methods of argumentation, and the work of a central scientific community. [ABSTRACT FROM AUTHOR]

This paper contributes to an ongoing debate about the impact of information and communication technologies (ICTs) on the interpersonal sharing of tacit knowledge. Drawing upon the philosophical writings of Michael Polanyi and an original case study of e-learning in Cisco Systems, the paper challenges the widespread argument that ICT-mediated communication is inadequate for the sharing of tacit knowledge. The main conclusion is that advanced e-learning systems—particularly remote laboratories—make possible efficient sharing of tacit knowledge between internationally dispersed technicians. However, successful knowledge-sharing depends crucially on the degree to which the users are motivated to acquire new knowledge online. Motivation can be facilitated through the participation in online networks of practice, but in order to access and benefit from these networks people require a certain threshold level of technical relevant knowledge, which is the most easily generated in local communities of practice. [ABSTRACT FROM AUTHOR]

Michael Polanyi spent his long career thinking and writing about the workings of science and the scientific community. Moreover, he saw in the workings of that community the core principles and practices of the good political republic, as spelled out in his famous essay, 'The Republic of Science'. There is, however, a tension between his political theory and his epistemological contribution, in particular his path-breaking writings about the tacit dimension in knowledge formation—or what he described as 'personal knowledge'. On the one hand, his political essay supports a classical conservative position, while on the other, his theory of tacit knowledge anticipates much of the post-modern radical critique of long-standing Enlightenment assumptions about scientific objectivity and the disinterested pursuit of knowledge. This otherwise contradictory position can be understood by following Polanyi's own epistemological prescription, namely by examining the underlying assumptions that constitute his own tacit knowledge. Polanyi's personal history reveals the less-apparent assumptions tacitly underlying his republic of science. Polanyi's own 'fiduciary community'—in particular, his deep personal and intellectual ties to classical conservative theory, his association with Frederick von Hayek, and his membership in the neo-liberal Mont Pelerin Society—shaped his theoretical conceptualization of the so-called 'republic of science'. In this way, Polanyi's political contribution diverges from his own epistemological requirements, in a way that largely obscures important intellectual roots required to properly interpret his political thought. [ABSTRACT FROM AUTHOR]

Fifty years after the publication of Michael Polanyi's magnum opus, Personal Knowledge, the fashion for Knowledge Management (KM) has helped to institutionalise a redefinition of his distinction between tacit knowledge and explicit knowledge. But KM's redefinition of Polanyi's argument misrepresents his insights into the process of personal tacit 'knowing' and overlooks the implications of his faith in metaphysical 'being'. This paper explores the significance of Polanyi's original concept of tacit knowledge, together with the consequences of assuming a 'vertical' connection between personal knowledge and faith in an unknowable absolute truth. By using faith to protect personal knowledge from the charge of subjectivism, Polanyi precluded the possibility that different people, who interact in different contexts and believe in different things, could develop viable modes of knowing and learning. However, rethinking Polanyi's philosophy with regard to Ernst von Glasersfeld's radical constructivism, which is derived from intersubjectively viable 'horizontal' communication, allows the virtues of tacit knowledge to be separated from the complications of metaphysical realism. [ABSTRACT FROM AUTHOR]

In his writings between 1941 and 1951, Michael Polanyi developed a distinctive view of liberal social and political life. Planned organizations are a part of all modern societies, according to Polanyi, but in liberal modernity he highlighted dynamic social orders whose agents freely adjust their efforts in light of the initiatives and accomplishments of their peers. Liberal society itself is the most extensive of dynamic orders, with the market economy, and cultural orders of scientific research, Protestant religious inquiry, and common law among its constituents. Liberal society and its dynamic orders of culture are, Polanyi explained, directed at transcendent ideals (truth, beauty, and justice). He saw knowledge, rules of practice, and standards of value in these orders as being preserved in traditions that inform and constrain the initiatives of their members. Investing faith in a cultural enterprise, Polanyi's agents choose to act responsibly, dedicating their freedom to an ideal end. They are custodians and cultivators of the heritage of their dynamic order. ☆ The authors express their appreciation to two reviewers for History of European Ideas for having provided helpful comments on the penultimate version of this text. [ABSTRACT FROM AUTHOR]

Knowledge of God for persons with intellectual disabilities: an impossible oxymoron? This paper proposes to further the work of disability theology by engaging with the doctrine of revelation-the Christian doctrine that describes matters regarding knowledge of God. Karl Barth's concept of co-humanity is considered alongside Michael Polanyi' s understanding of tacit knowledge so as to begin to conceive of ways forward for persons with intellectual disabilities, away from Enlightenment-informed theories of knowledge, towards a theologically informed conception of knowledge of God. Further, this paper suggests that the use of the imagination and the arts may act as a hermeneutic of sorts for communication with persons with intellectual disabilities. The theology and epistemology of Barth and Polanyi, combined with more creative forms of communication, result in a theory of knowledge of God that is truly inclusive for the whole Church. [ABSTRACT FROM AUTHOR]

The concept of tacit knowledge has come a long way from its origins in Michael Polanyi's work and its championing by Hayek and other Austrian economists. It is now widely, even routinely, cited not only in Austrian economics, but also in institutional economics work, industrial economics and economic geography. Further, rather than being viewed as a hypothesis requiring conceptual clarification and empirical testing, the concept of tacit knowledge is almost invariably treated as established, even incontrovertible, virtually as a fact. Conceptual disputes over tacit knowledge have instead focused on the boundaries between codifiable and tacit knowledge. Here we draw upon a critique of tacit knowledge and tacit rule following from the social philosophy literature that has not been considered in the economics literature hitherto. In brief, this critique argues that the concept of tacit knowledge is merely a term given to a phenomenon the observer does not understand; as such, it has no explanatory content. Through a philosophical examination of rule following, this critique further argues that the concept of agents tacitly following rules is highly problematic, not to say implausible. [ABSTRACT FROM AUTHOR]

Nonaka and Takeuchi's highly influential account of tacit-explicit knowledge-conversion in Japan's knowledge-creating companies has been instrumental in Knowledge Management's institutionalisation of Michael Polanyi's distinction between 'tacit knowledge' and 'explicit knowledge'. But tacit knowledge has been misunderstood and what Nonaka and Takeuchi claim in the name of explicit knowledge does not make sense. Whereas Polanyi was concerned with the discovery of absolute truth about ontological reality, Nonaka and his colleagues insist that truth is 'in the eye of the beholder'. Yet, Nonaka et al.'s implicit nihilism seems to have gone unnoticed. Many people talk about explicit knowledge as if it existed on a par with scientific knowledge: a tangible commodity that is 'as real as rocks'. Arguably, Nonaka and Takeuchi have offered a 'lesson from Japan' that has distorted Polanyi's concept of tacit knowing, inspired unwarranted faith in the viability of 'explicit knowledge', and ignored the significance of power mediated by 'high-context' communication. This paper uses Ernst von Glasersfeld's work on radical constructivism to make sense of Polanyi's insights into tacit knowing without invoking notions of metaphysical truth. With reference to knowing, learning and communicating in Japanese organisations, we suggest that a radical constructivist approach offers a viable alternative to Nonaka and Takeuchi's knowledge-conversion model. [ABSTRACT FROM AUTHOR]

Creative arts research is often motivated by emotional, personal and subjective concerns; it operates not only on the basis of explicit and exact knowledge, but also on that of tacit and experiential knowledge. Experience operates within in the domain of the aesthetic and knowledge produced through aesthetic experience is always contextual and situated. The continuity of artistic experience with normal processes of living is derived from an impulse to handle materials and to think and feel through their handling. The key term for understanding the relationship between experience, practice and knowledge is ‘aesthetic experience’, not as it is understood through traditional eighteenth century accounts, but as ‘sense activity’. In this article, I will draw on the work of John Dewey, Michael Polanyi and others to argue that creative arts practice as research is an intensification of everyday experiences from which new knowledge or knowing emerges. The ideas presented here will be illustrated with reference to case studies based on reflections, by the artists themselves, on successful research projects in dance, creative writing and visual art. [ABSTRACT FROM AUTHOR]

The debate about the patenting of research is perhaps the most passionate now taking place about science and scientific culture. It is widely maintained that the expansion of patenting since about 1980 betrays a scientific tradition to which norms of universalism and common ownership of knowledge were central. This paper goes back to mid-twentieth century debates about science and intellectual property (IP) to argue that many of the norms we take as so central to science were themselves first articulated to critique patenting practices. In particular, it looks at how an economist (Arnold Plant), a scientist/philosopher (Michael Polanyi), and an information theorist (Norbert Wiener) responded to such practices. It especially focuses on the role of intellectual-property concerns in the making of Polanyi's philosophy of science, which it excavates through a reading of his unpublished papers. This reveals that the modern field of ‘science studies’ is indebted for some of its key concepts to an earlier generation of patent wars – an inheritance that exemplifies some of the strange ways in which the sociopolitical meanings of ideas can change from generation to generation. The point is not that present-day critics of scientific patenting are wrong, but that the very terms of the debate are more deeply-seated in the development of scientific culture than any of us has realized. [ABSTRACT FROM AUTHOR]

"Knowledge" takes a central place in economics. This paper shows that the metaphor pervasively used in neoclassical economics to understand knowledge is that of "capital". Taking capital as a metaphor of knowledge introduces problems in neoclassical economic theory, as becomes apparent when economics addresses issues of learning and technological development. Instead, it is argued that economists could learn from what philosophers such as Gilbert Ryle and Michael Polanyi have said about how to understand knowledge. [ABSTRACT FROM AUTHOR]

Examines the implications of the tacit knowledge concept advanced by philosopher Michael Polanyi for the development of spiritual epistemology. Description of a skill and the tacit element of understanding; Formulation of spiritual pedagogy; Details on the principal philosophical writings of Polanyi.

Studies the work of educational psychologist Michael Polanyi in the context of apprenticeship learning within cultural communities. Self-regulatory behaviors of apprentices, appropriation of skills of the craft art and the implicit rules of the art; Cultural beliefs and epistemologies of the community of craft practitioners.

Examines Michael Polanyi's theory of personal knowledge and analyzes his remarks on the personal element in science. Reference to Polanyi book entitled `Personal Knowledge: Towards A Post-Critical Philosophy'; What Polanyi theory of knowledge seeks to expose; Discussion on the essence of objectivity; Conclusion reached on the examination.

Focuses on Michael Polanyi's philosophy of science and his corresponding ideas about how people act, perceive and know. Brief summary of his life; His `holistic' theory of personal knowing; Polayani's view on the Eastern and Western intellectuals; His analysis of tacit integration; Theory of multiple intelligences.

The article presents an address by Michael Polanyi, president of the committee of the Congress for Cultural Liberty, during the conference on "Science and Freedom," held in Hamburg, Germany. He addresses the problems on freedom and liberty today. He asserts that the supreme threat to cultural freedom today is totalitarianism. He also touches on the problems of academic freedom.