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Different Types of Knowledge

Posted by Md. Harun Ar Rashid | May 8, 2023 | Library F OLLOW US
Science ON
F A CEBOOK

Different Types of Knowledge:

Knowledge is a broad and complex concept that can be
approached from various perspectives. It is a vital part of
human development and progress, and it plays a critical
role in shaping our perceptions of the world around us. In
this article, we will explore the different types of
knowledge.

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knowledge into three categories: conteúdo, o
1. Personal knowledge: Personal knowledge is knowledge Facebook fica a

that is based on personal experiences, beliefs, and values. saber a tua

atividade. Saiba
It is the type of knowledge that is often subjective and
mais
difficult to quantify. Personal knowledge is acquired
through personal experiences and interactions with the
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world around us. This type of knowledge is often closely
Conteúdo
tied to our emotions, and it can be influenced by our do
cultural and social backgrounds. Facebook

Personal knowledge is important because it helps us

understand our own perspectives and biases. It can also
help us relate to others and appreciate their unique
perspectives. For example, someone who has personal RECEN T
POSTS
knowledge of growing up in a particular cultural or social
environment may be better able to understand and relate
Strategie
to others who have had similar experiences. s to
Solve
2. Procedural knowledge: Procedural knowledge refers to Conflicts
the knowledge of how to perform a particular task or skill. and
Promote
It is the type of knowledge that is often associated with Coexiste
practical skills, such as driving a car or playing a musical nce
instrument. Procedural knowledge is acquired through Between
Humans
practice and repetition, and it is often closely tied to and
muscle memory. Wildlife
Sep 13,
2024 |
Procedural knowledge is important because it allows us to Travel and
perform tasks and skills with greater efficiency and Tourism
accuracy. It can also help us develop expertise in a
particular field or area of study. For example, a surgeon 
must have a high degree of procedural knowledge in
order to perform complex surgeries with precision and
skill.
3. Propositional knowledge: Propositional knowledge,
Causes
also known as declarative knowledge, refers to knowledge
and
that is based on facts and propositions. It is the type of Consequ
knowledge that is often associated with academic ences of
disciplines, such as mathematics, science, and Human-
Wildlife
philosophy. Propositional knowledge is acquired through Conflict
education and formal instruction, and it is often in
expressed in language. Conserva
tion
Areas
Propositional knowledge is important because it allows us Sep 10,
to understand and explain the world around us. It can 2024 |
Travel and
also help us make informed decisions and solve problems. Tourism
For example, a scientist must have a high degree of
propositional knowledge in order to develop new theories Importa
and conduct experiments to test them. nce of
Tourism
Manage
Machlup (1980) categorizes knowledge ment
into five types: Sep 10,
2024 |
1. Practical knowledge: Practical knowledge, which is Travel and
Tourism
useful in an individual’s work, decisions and actions.
Besides, professional knowledge, business knowledge,
Sole
and political knowledge, etc. are regarded as practical Propriet
knowledge. orship:
Understa
2. Intellectual knowledge: Intellectual knowledge, which nding
satisfies intellectual curiosity. the
Simplest
3. Small-talk and pastime knowledge: Small-talk and Form of
pastime knowledge, which satisfies non-intellectual Business
Ownersh
curiosity or the desire for light entertainment.
ip
4. Spiritual knowledge: Spiritual knowledge, which relates Jun 16,
2024 |
to religion and mystical experiences. Finance

5. Unwanted knowledge: Unwanted knowledge, which is

an outsight of one’s interests knowledge and is usually Differenc
e
accidentally acquired. Between
Research
Smith (2000) summarizes knowledge into Backgro
three types: und and
Research
1. Public knowledge, which is explicit, taught and shared Context
May 23,
routinely. 2024 |
Research
2. Shared expertise knowledge, which is shared by
knowledge workers in their work.
Methodolo
gy 
3. Personal knowledge, which exists tacitly in people’s
mind. It is knowledge by acquaintance.
CA LEN DA R
 Four types of economically significant
knowledge are: DECEMBER

1. Know-what: Know-what refers to knowledge about

M T W T
facts. Here, knowledge is close to what is normally
called information.

2. Know-why: Know-why refers to scientific knowledge of

the principles and laws of nature. 2 3 4 5

3. Know-how: Know-how refers to skills or the capability

9 10 11 12
to do something.

4. Know-who: Know-who involves information about who 16 17 18 19

knows what and who knows how to do what.
23 24 25 26
In the field of KM, two broad categories
of knowledge are: 30 31

1. Explicit knowledge: Explicit knowledge can be easily « Sep

expressed, articulated, or encoded (codified), gathered,
organized, transferred, or shared with others through
social interaction. Examples of such knowledge are
trade secrets, standards, patents, manuals, online
databases, drawings, photographs, etc.

Nonaka and Takeuchi (1995) defined explicit knowledge

that can be expressed in words and numbers and can be
easily communicated and shared in the form of hard data,
scientific formulae, codified procedures, or universal
principles.

According to Polany (1966) – Explicit knowledge or ‘codified’

knowledge, refers to knowledge that is transmittable in
some systemic language — such as words, numbers,
diagrams or models. As such, it is easily transmitted orally
and in written or electronic form. It can also easily be
manipulated and stored in various databases and
repositories.

Explicit knowledge is knowledge that has been explained,

recorded, or documented. Explicit knowledge is packaged,
easily codified, transferable and communicable. Explicit
knowledge, being available in the public domain, has also
been called public knowledge or information.

2. Tacit knowledge (implicit knowledge): Tacit knowledge
is personal, embedded in the minds of people. It is
intuitive, contextual, linked to experience and
memories, and is difficult to formalize, document, and
 communicate. Such knowledge is difficult to identify,
quantify and convert into real value unless a structured
approach is not adopted to manage such knowledge. It
is something that we do possess unconsciously and
most of the time we are not aware of its existence. Such
knowledge is self-acquired through experience,
reading, learning, training, and interaction. It is
different from the knowledge available in written
records, as it is hidden in minds and processes in the
form of expertise, skills, and competencies, normally
gained through experience, socialization, and
interaction with the environment. An example of tacit
knowledge at work would be the reference librarian
who on the basis of his/her experience can tell from
where to find the best explanation of “conservation and
preservation” or “lexicography”.

Polanyi (1966) defines tacit knowledge as personal,

context-specific, and, thus, not easily visible and
expressible — nor easy to formalize and communicate to
others. Individuals may know more than they are able to
articulate. Tacit knowledge is based on subjective insights,
intuitions, and hunches and is deeply rooted in an
individual’s actions and experiences and ideals, values,
and emotions.

Tacit knowledge, sometimes known as implicit knowledge,

is unspoken and hidden. It is the expertise and
assumptions that individuals develop over the years that
may never have been recorded or documented.

Tacit knowledge is very important in the organizational

context, where it is embedded in the systems, processes,
tools, and techniques that people create by utilizing their
experience gained over a long period of time. In the
corporate sector, it has to be gathered and preserved for
furthering the organization’s objectives, otherwise, a great
deal of such knowledge is lost when people leave the
organization in search of better job opportunities due to a
lack of “on the job” incentives.

References:
1. Nonaka, I., & Takeuchi, H. (1995). The knowledge- 
creating company: How Japanese companies create the
dynamics of innovation. Oxford University Press.
2. Polanyi, M. (1958). Personal knowledge: Towards a post-
critical philosophy. University of Chicago Press.
 3. Anderson, J. R. (1983). The architecture of cognition.
Harvard University Press.
4. Shulman, L. S. (1986). Those who understand:
Knowledge growth in teaching. Educational researcher,
15(2), 4-14.

5. Hmelo-Silver, C. E. (2004). Problem-based learning:

What and how do students learn?. Educational
psychology review, 16(3), 235-266.

6. Newell, A., & Simon, H. A. (1972). Human problem-

solving. Prentice-Hall.
7. Resnick, L. B. (1987). Education and learning to think.
National Academy Press.

8. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.).

(2000). How people learn: Brain, mind, experience, and
school. National Academy Press.

9. Collins, A., Brown, J. S., & Newman, S. E. (1989).

Cognitive apprenticeship: Teaching the crafts of
reading, writing, and mathematics. In Knowing,
Learning, and Instruction: Essays in Honor of Robert
Glaser (pp. 453-494). Lawrence Erlbaum Associates.

10. Pollock, J. E., & Chandler, R. W. (2003). Cognitive

psychology and cognitive neuroscience: Integration and
implications for learning and instruction. In Advances in
psychology research (Vol. 20, pp. 13-38). Nova Science
Publishers.
11. Resnick, M. (1991). Shared cognition: Thinking as social
practice. In Perspectives on socially shared cognition
(pp. 1-20). American Psychological Association.
12. Vygotsky, L. S. (1978). Mind in society: The development
of higher psychological processes. Harvard University
Press.

13. Wenger, E. (1998). Communities of practice: Learning,

meaning, and identity. Cambridge University Press.

14. DiPaola, M. F., & Tschannen-Moran, M. (2003). The

knowledge gap: An exploratory study of the relationship
between explicit knowledge, implicit knowledge, and
behavior. Journal of Educational Administration, 41(5),
436-454. 
15. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of
human intelligence. Cambridge University Press.
16. Gardner, H. (1983). Frames of mind: The theory of
multiple intelligences. Basic Books.
 17. Perkins, D. N. (1992). Smart schools: Better thinking and
learning for every child. Free Press.
18. Lave, J., & Wenger, E. (1991). Situated learning:
Legitimate peripheral participation. Cambridge
University Press.

19. Clancey, W. J. (1997). Situated cognition: On human

knowledge and computer representations. Cambridge
University Press.

20. Rogoff, B. (1995). Observing sociocultural activity on

three planes: participatory appropriation, guided
participation, and apprenticeship. In J. V. Wertsch, P.
del Río, & A. Alvarez (Eds.), Sociocultural studies of mind
(pp. 139-164). Cambridge University Press.

Md. Harun Ar Rashid

Assistant Teacher at Zinzira Pir
Mohammad Pilot School and
College

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ABOUT THE AUTHOR

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 Md. Harun Ar Rashid
Assistant Teacher at Zinzira Pir Mohammad
Pilot School and College

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