The Tacit Dimension in Knowledge

Our college’s founding coincided with physical chemist and Royal Society Fellow Michael Polanyi’s shift from chemistry to philosophy and the study of knowledge. In his widely acclaimed treatise Personal Knowledge, Polanyi argues that knowledge is personal in nature, relying on an individual’s unique integration of internalized “particulars.” However, neither the particulars nor processes can be made entirely explicit, which Polanyi describes as the “tacit dimension,” captured in his maxim “we can know more than we can tell.” 

We can know a face from its features, but cannot make explicit all of the precise features or embodied processes involved in our making that identification. Similarly, we can understand a theorem or scientific principle and have a sense of its scope and impact, but are unable to enumerate all of the precise particulars or methods of integration we use to form a coherent understanding of the whole. In this way, every act of “knowing” involves a tacit personal contribution by the knower. This is not a flaw and Polanyi argues this personal factor and participation is a necessary and indispensable element of knowledge itself. 

Our project explores pedagogical implications of Polanyi’s theory for teaching and learning. In particular, we consider how personal knowledge plays a role in creating inclusive curriculum, particularly in STEM fields. We seek to understand pedagogical methods that support and amplify the personal factors present in knowledge. The tacit dimension becomes even more important when one seeks to go beyond the basics and integrate concepts across disciplines and engage in research where largely unwritten and intangible factors, including discipline specific social and cultural norms and acceptable levels of knowledge and communication, increasingly play a role.

We also consider how embodied knowledge (in the sense of Polanyi) is distinct from types of “knowing” that artificial intelligence (AI) systems model. AI models simulate “knowing” based on patterns of information derived from human knowledge, but lack the embodied personal commitment. In today’s information-rich environment, this distinction has real implications for how students should approach their learning in order to preserve their powers of understanding, intuition, and imagination.

Applicants are encouraged to share about their interest in the project and any background or experience you think is relevant to the project. Please also share a brief personal statement on your academic interests and what you hope to gain by participating in the project.