![]() ![]() Instructive forms of talk help us re-orientate ourselves to how we relate to others and the world around us, thus enabling us to talk and act differently. We can discuss them provided we stop insisting on "converting" tacit knowledge and, instead, start recursively drawing our attention to how we draw each other's attention to things. However, the ineffability of tacit knowledge does not mean that we cannot discuss the skilled performances in which we are involved. In the paper I show why the idea of focussing on a set of tacitly known particulars and "converting" them into explicit knowledge is unsustainable. Nonaka and Takeuchi's widely adopted interpretation of tacit knowledge as knowledge awaiting "translation" or "conversion" into explicit knowledge is erroneous: contrary to Polanyi's argument, it ignores the essential ineffability of tacit knowledge. This paper advances the claim that tacit knowledge has been greatly misunderstood in management studies.
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