Explicit knowledge

Explicit knowledge is a type of knowledge that can be clearly explained and shared using words, symbols, or pictures.[1][2] This means it can be written down, spoken, drawn, or stored in files and databases. Because it is easy to record and pass along, explicit knowledge is very useful in schools, businesses, and technology.[3] Examples include instruction manuals, recipes, scientific reports, and textbooks. If you have ever followed steps in a guide to build something or used a math formula in class, you have used explicit knowledge. This kind of knowledge includes facts, rules, and step-by-step procedures.[4] For example, a guide on how to bake a cake or fix a computer uses explicit knowledge. It is different from tacit knowledge, which is harder to explain. Tacit knowledge is based on personal experience, like knowing how to ride a bike or being able to tell when a friend is upset just by looking at their face. While tacit knowledge needs practice or mentoring to pass on, explicit knowledge can be shared through writing or teaching.[2]
Explicit knowledge is often stored in organized ways so people can easily find and use it. This includes things like spreadsheets, diagrams, instruction books, or websites.[5] Schools, companies, and governments depend on this kind of information to train people, solve problems, and keep track of important details. For example, companies might keep records of how to handle customer questions or follow safety steps using written guides or computer systems.[6] One reason explicit knowledge is so important is that it can be shared widely, even when people are not in the same place or time. Online courses, websites like Wikipedia, and government laws are all examples of explicit knowledge that many people can access. This makes learning easier and helps people work more efficiently. It also means people do not need to be face-to-face to learn something new.[7]
Some researchers, like Nonaka and Takeuchi, created a model to show how knowledge changes and grows. In their SECI model, they explained how people can turn personal (tacit) knowledge into shared (explicit) knowledge, combine different pieces of explicit knowledge, and learn new things by reading or doing, making the knowledge go from explicit back to personal again.[8] This process helps knowledge grow over time. However, explicit knowledge is not always enough. Sometimes, it can leave out small details that come only from experience. For example, a checklist for fixing a car might not include signs that an expert mechanic would notice right away. This shows that while explicit knowledge is helpful, relying only on it can sometimes lead to mistakes or misunderstandings.[9]
In computer science, early artificial intelligence systems used explicit knowledge by writing rules like “if this happens, then do that.” These systems worked well for simple tasks, but they struggled when things became more complex or needed flexible thinking. Today’s AI uses different methods that also include learning from patterns, but understanding how to clearly describe knowledge is still very important.[10] Explicit knowledge can even become a kind of property. People or companies can own it through patents, copyrights, or trademarks.[11] At the same time, some choose to share it freely using open-source licenses or Creative Commons, which allow others to use and build on their ideas. This helps more people learn, create, and solve problems together.[12] Keeping records of explicit knowledge, like history books, science journals, or online databases, helps preserve important information for future generations. It allows people to learn from the past, improve technology, and carry knowledge forward.[13]
References
[change | change source]- ↑ Polanyi, Michael (2009). The tacit dimension (Reproduction en fac-similé ed.). Chicago: University of Chicago press. ISBN 978-0-226-67298-4.
- ↑ 2.0 2.1 Nonaka, Ikujiro; von Krogh, Georg (2009). "Perspective—Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory". Organization Science. 20 (3): 635–652. doi:10.1287/orsc.1080.0412. ISSN 1047-7039.
- ↑ Davenport, Thomas H.; Prusak, Laurence (1998). Working knowledge: how organizations manage what they know. Boston, Mass: Harvard Business School Press. ISBN 978-0-87584-655-2.
- ↑ Anderson, John R. (1982). "Acquisition of cognitive skill". Psychological Review. 89 (4): 369–406. doi:10.1037/0033-295X.89.4.369. ISSN 1939-1471.
- ↑ Alavi, Maryam; Leidner, Dorothy E. (2001). "Review: Knowledge Management and Knowledge Management Systems: Conceptual Foundations and Research Issues". MIS Quarterly. 25 (1): 107–136. doi:10.2307/3250961. ISSN 0276-7783.
- ↑ Wiig, Karl M. (1997-07-01). "Knowledge management: Where did it come from and where will it go?". Expert Systems with Applications. Knowledge management. 13 (1): 1–14. doi:10.1016/S0957-4174(97)00018-3. ISSN 0957-4174.
- ↑ Zins, Chaim (2007). "Conceptual approaches for defining data, information, and knowledge". Journal of the American Society for Information Science and Technology. 58 (4): 479–493. doi:10.1002/asi.20508. ISSN 1532-2890.
- ↑ Nonaka, Ikujirō; Takeuchi, Hirotaka (1995). The knowledge-creating company: how Japanese companies create the dynamics of innovation. New York: Oxford University Press. ISBN 978-0-19-509269-1.
- ↑ Leonard, Dorothy; Sensiper, Sylvia (1998-04-01). "The Role of Tacit Knowledge in Group Innovation". California Management Review. 40 (3): 112–132. doi:10.2307/41165946. ISSN 0008-1256.
- ↑ Boden, Margaret A. (2016). AI: its nature and future. Oxford, England: Oxford University Press. ISBN 978-0-19-877798-4.
- ↑ Blaug, Mark (1982). "Fritz Machlup, Knowledge: Its Creation, Distribution and Economic Significance". The British Journal for the Philosophy of Science. 33 (3): 323–324. doi:10.1093/bjps/33.3.323. ISSN 0007-0882.
- ↑ Lessig, Lawrence (2005). Free culture: the nature and future of creativity (Reprint ed.). New York, NY: Penguin Books. ISBN 978-0-14-303465-0.
- ↑ "Towards knowledge societies: UNESCO world report". unesdoc.unesco.org. Retrieved 2025-07-31.