1.

The technical dimension of tacit knowledge encompasses the kind of informal and personal skills often captured in terms of “know-how”. This know-how is demonstrated when people master a specific body of knowledge or use skills like those gradually developed by master craftsmen. A craftsman develops a wealth of expertise after years of experience. But he often has difficulty articulating the technical or scientific principles of his or her craft. Thus highly subjective and personal insights, intuitions, hunches, and inspirations derived from a person's experience fall within the technical dimension of tacit knowledge.

2.

The cognitive dimension of tacit knowledge consists of beliefs, perceptions, ideals, values, emotions, and implicit mental models so ingrained they are taken for granted (Sternberg, 1997). Cognitive tacit knowledge is deeply embedded in the human brain and therefore cannot be articulated very easily. Although not completely expressible in words or symbols, it may be communicated or revealed to others through rich modes of discourse that include the use of metaphors, analogies, demonstrations, mentoring, and stories.

1.

Internal tacit knowledge, which consists of senior and experienced employees with a sound knowledge of work procedures, rules and regulations, etc. and the unarticulated knowledge of the librarians themselves.

2.

Internal explicit knowledge, which consists of reports, guidelines, theses, databases, minutes of meetings, and any other type of tangible knowledge content generated within a university.

3.

External explicit knowledge, which consists of tangible material in the form of books, journals, reports, CD/ROMs, and any other media, produced outside a university.

4.

External tacit knowledge, which consists of personnel external to a university with expertise knowledge, ie, service personnel, subject experts, and any other person who provides expertise to university libraries.

[…] simple or sophisticated information technology, top management support, social capital, and a basis of trust, mentoring, benchmarking, training, and employee development, along with the allocation of sufficient budget to invest in KM initiatives (p. 11).

Knowledge that is “imperfectly accessible to conscious thought” [Nelson and Winter, 1982, p. 79] yet will show its presence in the success of our performance using that knowledge. Using Polanyi's own famous example, he argues that a skilled swimmer are often unaware of the fact that keep one's lung full of air will enhance one's buoyancy while swimming yet will automatically do this while swimming.那种“难以完全通过意识思维获取”[Nelson and Winter, 1982, p. 79]，但会在我们运用该知识取得成功时表现出来的知识。以波兰尼著名的例子为例，他认为熟练的游泳者往往意识不到保持肺部充满空气会增加游泳时的浮力，但在游泳时却会自动这样做。

Knowledge that is difficult or impossible to communicate to others with symbolic forms such as spoken/written language, or picture to successfully execute an action, even when full self-awareness is achieved. That is, one has to perform the knowledge or skill in order to convey it to others. This is the knowledge that is shared by the master with his apprentices or the “learning by doing” kind of knowledge where observation, imitation, correction and repetition are the essential modes of learning [Polanyi, 1966]. In other words, tacit knowledge could only be acquired and communicated through experience. Gertler, 2003, pp. 77-8]即使在完全自我意识的情况下，也难以或无法通过口头/书面语言或图片等符号形式与他人交流以成功执行某种动作的知识。也就是说，一个人必须亲自实践该知识或技能才能将其传达给他人。这就是师傅与学徒共享的知识，或者是通过观察、模仿、纠正和重复作为基本学习模式的“干中学”式的知识 [Polanyi, 1966]。换句话说，默会知识只能通过经验来获得和交流。（Gertler, 2003, pp. 77-8）

那种“难以完全通过意识思维获取”[Nelson and Winter, 1982, p. 79]，但会在我们运用该知识取得成功时表现出来的知识。以波兰尼著名的例子为例，他认为熟练的游泳者往往意识不到保持肺部充满空气会增加游泳时的浮力，但在游泳时却会自动这样做。即使在完全自我意识的情况下，也难以或无法通过口头/书面语言或图片等符号形式与他人交流以成功执行某种动作的知识。也就是说，一个人必须亲自实践该知识或技能才能将其传达给他人。这就是师傅与学徒共享的知识，或者是通过观察、模仿、纠正和重复作为基本学习模式的“干中学”（learning by doing）式的知识 [Polanyi, 1966]。换句话说，默会知识只能通过经验来获得和交流。（Gertler, 2003, pp. 77-8）

The analysis of a skilful feat in terms of its constituent motions remains always incomplete. There are notorious cases, like the distinctive ‘touch’ of a pianist, in which the analysis of a skill has long been debated inconclusively; and common experience shows that no skill can be acquired by learning its constituent motions separately. Moreover, here too isolation modifies the particulars: their dynamic quality is lost. Indeed, the identification of the constituent motions of a skill tends to paralyse its performance. Only by turning our attention away from the particulars and towards their joint purpose, can we restore to the isolated motions the qualities required for achieving their purpose.

对一项熟练技艺的组成动作进行分析，总是无法做到完整。有一些著名的案例，比如钢琴家独特的“触感”，关于这种技能的分析长期以来一直争论不休且无定论；常识也表明，没有任何技能可以通过单独学习其组成动作来获得。此外，在这种情况下，孤立也会改变细节：其动态特质会丧失。事实上，识别一项技能的组成动作往往会使其表现瘫痪。只有将注意力从细节转向它们的共同目的，我们才能恢复孤立动作中实现其目的所需的特质。

I remember being told that spasticity was a function of abnormal muscle tone, and could be detected by rapidly stretching the affected muscles. If the person had spasticity you would detect a “clasp-knife type of catch and release.” I confess that I had no idea what that meant. It wasn't until I started working with individuals who were recovering from brain injuries that I actually felt spasticity (i.e., used my own sense of touch and proprioception to gauge the muscle tension and release of that tension). Then I understood what was meant. Over time I learned to feel the difference between spasticity, rigidity, and other muscle problems, as opposed to tightness in joints capsule. This in turn led me to think about activity possibilities and limitations in different ways as I worked with the person to increase his or her functional abilities.

我记得有人告诉我，痉挛是异常肌张力的功能表现，可以通过快速拉伸受影响的肌肉来检测。如果患者有痉挛，你会检测到一种“折刀式的捕捉与释放”。我承认我当时根本不知道那是什么意思。直到我开始与脑损伤康复者一起工作时，我才真正感受到了痉挛（即利用我自己的触觉和本体感觉来衡量肌肉张力及其释放）。那时我才理解了它的含义。随着时间的推移，我学会了感受痉挛、僵硬和其他肌肉问题与关节囊紧绷之间的区别。这反过来又促使我在与患者合作以提高其功能能力时，以不同的方式思考活动的可能性和局限性。

For instance, therapists working with individuals with persistent mental illness will notice if a client has body odour or smells as if he is not keeping up with his personal hygiene. This becomes a clue to explore what is going on in terms of his bathing and laundry routines. Therapists working with young children with sensory processing problems and attention deficit syndromes will see the child move his body, hear the change in the child's rate and quality of speech, and interpret from these cues that the child is becoming agitated by sensory overload. This prompts the therapists to introduce calming strategies or to teach parents how to manage the child's environment to avoid sensory overload. [Schell and Schell, 2008, p. 71]

例如，与患有持续性精神疾病的个体一起工作的治疗师会注意到客户是否有体味，或者闻起来似乎没有保持个人卫生。这成为了探索其洗澡和洗衣习惯方面出了什么问题的线索。与患有感觉处理问题和注意力缺陷综合征的幼儿一起工作的治疗师会观察孩子的身体动作，听到孩子说话语速和质量的变化，并从这些线索中解读出孩子因感觉过载而变得烦躁。这促使治疗师引入镇静策略或教导父母如何管理孩子的环境以避免感觉过载。[Schell and Schell, 2008, p. 71]

Research reports typically are written following strictly social scientific or medical conventions, in which the author's agency is obscured via passive voice (e.g., “the data were collected') or represented through a sanitized “I,” who reports having taken actions without describing any details of the body through which the actions were taken.

研究报告通常遵循严格的社会科学或医学惯例编写，其中作者的能动性通过被动语态（例如，“数据被收集”）被掩盖，或者通过一个经过净化的“我”来表现，这个“我”报告自己采取了行动，却不描述采取行动的身体的任何细节。

The aim of medical discourse is always to eliminate or control the purely personal and subjective, whether its source be patient or physician, so that the physical anomalies that characterized illness can receive the attention their successful treatment requires. Illness is a subjective experience, and the examining physician faces the task of translating it, locating the malady in the medical universe and conveying its characteristics and their meaning to others who know the medical language well … All case presentations seek to turn an individual physician's interpretation of the patient's subjective and private experience of illness into an objective, scientific — or, from another viewpoint, a reliably intersubjective and medically recognizable — account of disease.

医学话语的目标始终是消除或控制纯粹的个人和主观因素，无论其来源是患者还是医生，以便表征疾病的物理异常能够得到成功治疗所需的关注。疾病是一种主观体验，检查医生面临的任务是将其翻译出来，在医学宇宙中定位病痛，并将其实际特征及其含义传达给那些精通医学语言的其他人……所有的病例陈述都试图将个别医生对患者主观和私人的疾病体验的解读，转化为一种客观的、科学的——或者从另一个角度看，一种可靠的、主体间可识别的——疾病叙述。