mteb/BrightProPsychologyRetrieval huggingface dataset:
Embodied knowledge  

Tacit knowledge has been described as “  know-how  ” as opposed to “know-what” (  facts  ).  [1]  This
distinction between “know-how” and “know-what” is considered to date back to a
1945 paper by  Gilbert Ryle  given to the
 Aristotelian Society  in
London.  [11]  In his paper, Ryle argues against the (  intellectualist
 ) position that all knowledge is
knowledge of  Propositions  (“know-what”),
and therefore the view that some knowledge can only be defined as “know-how”.
Ryle's argument has, in some contexts, come to be called "  anti-
intellectualist  ". There
are further distinctions such as "know-why" (science) or "know-who"
(networking).  [ _ citation needed   _ ]

Tacit knowledge involves learning and skill but not in a way that can be
written down. On this account, knowing-how or “embodied knowledge” is
characteristic of the expert, who acts, makes judgments, and so forth without
explicitly reflecting on the principles or rules involved. The expert works
without having a theory of his or her work; he or she just performs skillfully
without deliberation or focused attention.  [7]  Embodied knowledge represents
a learned capability of a human body's  nervous  and  endocrine systems  .  [12]
[ 
International Baccalaureate
Michie's paper presents a perspective on rote learning in the context of 
programming language  efficiency. It discusses how a simple  rote-learning facility
 within programming can
significantly improve the efficiency of programs during execution.
One drawback of rote learning is the potential for  forgetting over time
 , as
information that is not regularly reinforced may be lost. Additionally, the
reliance on rote learning may hinder adaptability in using the language in
real-life situations.
##  Rote Learning in Language Acquisition
Download Free PDF
1. **Quick Recall of Facts** : Rote learning enables students to  memorize and recall  information rapidly.
2. **Foundational Knowledge** : It lays the groundwork for deeper understanding in various subjects.
3. **Order and Sequence** : This method is effective for learning sequences like the alphabet and multiplication tables.
4. **Retention of Lists** : Students can use rote learning to remember lists, such as historical events in chronological order.
5. **Vocabulary Acquisition** : Memorizing vocabulary words is facilitated through rote techniques.
6. **Key Date Memorization** : Rote methods assist in learning significant dates relevant to a subject.
7. **Formula Retention** : It is useful for ingraining mathematical and scientific formulas in memory.
Nonaka–Takeuchi model  

Main article:  SECI model of knowledge dimensions

 Ikujiro Nonaka  proposed a model of
knowledge creation that explains how tacit knowledge can be converted to
explicit knowledge, both of which can be converted into organisational
knowledge.  [15]  While introduced by Nonaka in 1990,  [16]  the model was
further developed by  Hirotaka Takeuchi  and is thus known as the Nonaka–Takeuchi model.  [15]  [17]  In
this model, tacit knowledge is presented variously as uncodifiable ("tacit
aspects of knowledge are those that cannot be codified") and codifiable
("transforming tacit knowledge into explicit knowledge is known as
codification"). This ambiguity is common in the  knowledge management
 literature.

Assuming that knowledge is created through the interaction between tacit and
explicit knowledge, the Nonaka–Takeuchi model postulates four different modes
of knowledge conversion:  [15]

1. from tacit knowledge to tacit knowledge, or _ socialization  _ ;
2. from tacit knowledge to explicit knowledge, or _externalization_ ;
3. from explicit knowledge to explicit knowledge, or _ combination  _ ; and
4. from explicit knowledge to tacit knowledge, or _ internalization  "Internalization \(sociology\)") _ .

Nonaka's view may be contrasted with Polanyi's original view of "tacit
knowing". Polanyi believed that while  declarative knowledge
 may be needed for
acquiring skills, it is unnecessary for using those skills once the novice
becomes an expert. Indeed, it does seem to be the case that, as Polanyi
argued, when people acquire a skill, they acquire a corresponding
understanding that defies articulation.  [7]
Communication skills
In  Special Education 
, this dynamic is especially pertinent; educators must tailor their approaches
to ensure that students with diverse learning needs can access and apply
knowledge in ways that resonate with their unique learning profiles.
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**Learning Toolkit**
School Type
1. **Spelling Games** :
2. Children learn to spell words correctly through repetitive practice.
3. Games might involve spelling out words aloud or writing them multiple times.
4. **Repetition of the Alphabet** :
5. Helps young learners remember the sequence of letters.
6. Activities may include  singing the alphabet song  or tracing letters.
7. **Memorizing Multiplication Tables** :
8. Students recite and practice multiplication facts repeatedly.
9. This could involve oral repetition, written exercises, or interactive apps.
10. **Memory Games** :
11. Enhance recall through  visual and associative memory  techniques.
12. Examples include matching cards with words and images or using flashcards.
13. **Multi-Sensory Rote Learning** :
14. Combines  visual, auditory, and kinesthetic  elements to enhance memorization.
15. Activities might involve moving to a rhythm while reciting or using colorful visual aids.
The memorization technique discussed in the next heading emphasizes the
importance of rote repetition for strengthening memory and long-term
retention. Rote repetition involves repeating information over and over again
until it becomes ingrained in long-term memory. This process is crucial for
committing information to memory and allowing for automatic processes to take
over, freeing up working memory for more  complex higher-order skills
 .
Rote learning, when employed effectively, can anchor students' learning
experiences, providing them with the necessary tools to engage in  higher-
level cognitive tasks  . It acts as a stepping stone towards achieving a comprehensive
educational journey.
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**2\. Achieving Unconscious Recall of Kanji:**  **Can Rote Learning Help**
 **?** by
Dallas Nesbitt (2009)
####  **Principle 7:** **Learning Communities**
##  Further Reading on Rote Learning
**1\. Prolonged Rote Learning**

**Produces Delayed Memory Facilitation and Metabolic Changes in the
Hippocampus of the Ageing Human Brain** by R. Roche et al. (2009)
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Total Participation Techniques
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Rote
Learning vs Meaningful Learning
This study examines the effects of mnemonic strategies compared to  rote
repetition 
in improving learning in children with educational and mental retardation
(EMR). It finds that  imagery techniques  are more effective than rote
learning in enhancing multiple-associate learning.
####  Classroom Practice
*   *  Front Matter  i–xxiv  
*  Executive Summary  1–16  
*  1\. Introduction  17–27  
*  2\. Context of Advanced Study  28–63  
*  3\. The Advanced Placement Program  64–82  
*  4\. The International Baccalaureate Programme  83–102  
*  5\. Other Opportunities and Approaches to Advanced Study  103–116  
*  6\. Learning With Understanding: Seven Principles  117–133  
*  7\. Designing Curriculum, Instruction, Assessment, and Professional Development  134–153  
*  8\. Analysis of the AP and IB Programs Based on Learning Research  154–175  
*  9\. Analysis of AP and IB Curriculum, Instruction, Assessment, and Professional Development  176–184  
*  10\. Uses, Misuses, and Unintended Consequences of AP and IB  185–196  
*  11\. Recommendations  197–205  
*  References  206–228  
*  Appendix A: Overview of Panel Findings and Recommendations  229–252  
*  Appendix B: Biographical Sketches of Committee Members  253–258  
*  Appendix C: Statement of Task  259–260  
*  Index  261–272  
*  Content Panel Report: Biology  273–338  
*  Content Panel Report: Chemistry  339–396  
*  Content Panel Report: Physics  397–490  
*  Content Panel Report: Mathematics  491–564
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Epistemology  , the
 theory of knowledge  , suggests that certain cognitive skills benefit
from the foundational support provided by rote learning.
Step 5/6
Deeper knowledge
Committing information to long-term memory has many benefits, as it allows
individuals to cheat the limitations of  working memory

. Once information is stored in long-term memory, it can be accessed and
utilized without the need to constantly rehearse or hold it in working memory.
This process is essential for more complex cognitive tasks and activities that
require deep conceptual understanding and problem-solving skills.
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**BOX 6-1** **Seven Principles of Learning**
1. **Superficial Understanding** : Rote learning may lead to memorizing facts without grasping the  underlying concepts  .
2. **Short-Term Retention** : Knowledge acquired through rote learning is often not retained over the long term.
3. **Lack of Engagement** : This method can cause students to disengage from the learning process.
4. **Minimal Critical Thinking** : Rote learning does not typically encourage analysis or synthesis of information.
5. **Poor Application** : Students might struggle to apply memorized information to  practical situations  .
6. **Lack of Connections** : The method fails to promote making connections between different pieces of information.
7. **Limited Creativity** : Rote learning focuses on repetition, which can stifle creative problem-solving skills.
* Contents
*   *  Chapter  
*   * Page  of 564
*   * Original Pages  Text Pages
*   *   * [ Get This Book  ]( "Buy or download a copy of this book.")
Rote repetition plays a critical role in strengthening memory and long-term
retention, while also freeing up working memory for  higher-order skills
 .
Committing information to long-term memory is essential for overcoming the
limitations of working memory and allowing for more advanced cognitive
processes to take place.
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Science in U.S. High Schools
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Responsive Teaching
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Toolkit Membership
##  Techniques of Rote Learning
Stay Connected!
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See also  

*  Activity theory 
*  Cognitive apprenticeship 
*  Concept map 
*  Consensus reality 
*  Decoding the Disciplines 
*  Decision making 
*  Descriptive knowledge 
*  Dispersed knowledge 
*  Fuzzy concept 
*  Hidden curriculum 
*  Intuition  "Intuition \(knowledge\)")
*  Knowledge by acquaintance 
*  Knowledge tagging 
*  Logical consequence 
*  Phronesis 
*  Procedural knowledge 
*  Situated knowledge 
*  Tacit assumption 
*  Text and conversation theory 
*  Threshold knowledge 
*  Unsaid
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View our **suggested citation** for this chapter.
**|**
Learn more about Mental Modelling
**BOX 6-2** **Use of Concept Maps**
Understanding the neural basis of rote learning and harnessing the power of
neural networks holds promise for optimizing the  learning process
 in the future.
Concrete Examples of Rote Learning include:
##  Examples of Rote Learning
Rote learning, also known as memorization or repetition learning, is a
technique that involves the memorization of information through repetition
without necessarily u  nderstanding the meaning  or significance of the
information.
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**3\. Keyword Mnemonics Versus**  **Rote Rehearsal**
 **: Learning
Concrete and Abstract Foreign Words by Experienced and Inexperienced
Learners** by J. V. Hell, A. Mahn (1997)
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####  **Principle 5:** **Motivation**
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When children commit basic facts to memory, they create a framework of
previous knowledge that can be accessed for more complex tasks. This method
can be especially beneficial in  Special Education  , where rote learning supports the
development of memory pathways, aiding students who thrive as rote learners.
In elearning  ,
spaced repetition can be integrated by using algorithms to schedule review
sessions of previously learned material at optimal times. This allows learners
to remember information more effectively and for longer periods of time.
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####  **Principle 6:** **Situated Learning**
##  What is Rote Learning?
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Exploratory Talk
Differences from explicit knowledge  

Although it is possible to distinguish conceptually between  explicit
 and tacit knowledge, they are
not separate and discrete in practice.  [9]  The interaction between these two
modes of knowing is vital for the creation of new knowledge.  [13]

Tacit knowledge can be distinguished from explicit knowledge in three major
areas:  [2]

* _Codifiability and mechanism of transferring knowledge_ : Explicit knowledge can be codified (for example, 'can you write it down' or 'put it into words' or 'draw a picture'), and easily transferred without the knowing subject. In contrast, tacit knowledge is  intuitive  and unarticulated knowledge that cannot be communicated, understood or used without the 'knowing subject'. Unlike the transfer of explicit knowledge, the transfer of tacit knowledge requires close interaction and the buildup of shared understanding and trust among them.
* _Main methods for the acquisition and accumulation_ : Explicit knowledge can be generated through  logical deduction  and acquired through practical experience in the relevant context. In contrast, tacit knowledge can only be acquired through practical experience in the relevant context.
* _Potential of aggregation and modes of appropriation_ : Explicit knowledge can be aggregated at a single location, stored in objective forms, and  appropriated  without the participation of the knowing subject. Tacit knowledge, in contrast, is personal and contextual; it is distributed across knowing subjects, and cannot easily be aggregated. The realization of its full potential requires the close involvement and cooperation of the knowing subject.

The process of transforming tacit knowledge into explicit or specifiable
knowledge is known as codification, articulation, or specification. The tacit
aspects of knowledge are those that cannot be codified, but can only be
transmitted via training or gained through personal experience. There is a
view against the distinction, where it is believed that all  propositional
knowledge 
(knowledge that) is ultimately reducible to  practical knowledge
 (knowledge how).  [14]
Step 6/6
Modern teaching  methods like metacognition  and associative learning provide alternatives to rote
memorization by encouraging students to think more deeply about the
information they are learning and make connections between different pieces of
knowledge.
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Assessment and Progress
Terrain  

Tacit knowledge can be divided according to the terrain. Terrains affect the
process of changing tacit knowledge into explicit knowledge. Terrains are of
three kinds:

* _Relational tacit knowledge:_ Relational tacit knowledge could be made explicit, but not made explicit for reasons that touch on deep principles that have to do with either the nature or location of knowledge of the way humans are made.
* _Somatic tacit knowledge:_ Somatic tacit knowledge has to do with properties of individuals bodies and brains as physical things. In principle it is possible for it to be explicated as the outcome of research done by human scientists.
* _Collective tacit knowledge:_ Collective tacit knowledge is a kind of knowledge that we do not know how to make explicit and that we cannot envisage how to explicate. It is the domain of knowledge that is located in society - it has to do with the way society is constituted.  [10]
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To address this, a compensating  mechanism of forgetting
 is
essential in learning. This allows the brain to clear out unnecessary
information and make room for new learning.
Step 3/6
Educators can move beyond rote learning and foster higher-level thinking in
their classrooms by incorporating strategies and techniques that promote
critical thinking and  problem-solving  . This can be
achieved through activities that require students to analyze and evaluate
information, rather than simply memorize it.
Many  Elearning platforms  utilize spaced repetition by incorporating features such as
personalized quizzes and flashcards. These tools prompt learners to review
information at specific intervals, reinforcing their memory of the material.
This integration enhances the overall learning experience, leading to improved
 knowledge retention  and long-term recall.
Types of Knowledge Suited to Rote Learning:
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Spaced repetition  is a learning technique that involves spacing out
review of material over increasing intervals of time. This method has been
shown to improve knowledge retention compared to traditional learning methods.
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* Tacit knowledge
*  Collective intelligence 
*  Personal knowledge management 
*  Design rationale 

People  |

*  Knowledge worker 
*  Chief knowledge officer 
*  Virtual team 
*  Communities of innovation 
*  Community of practice 
*  Community of interest 

Journals  |

*  Journal of Knowledge Management 
*  Knowledge Management Research & Practice 

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###  **SEVEN PRINCIPLES OF HUMAN LEARNING**
In the landscape of secondary education, a balance between rote memorization
and  critical thinking  is essential for meaningful learning. Teachers often
navigate this terrain, recognizing that while active learning strategies
engage students in higher-order thinking, foundational knowledgeâsometimes
built through rote learningâserves as the bedrock for such critical
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Access_to_sources "Wikipedia:Verifiability") )  .
16. ** ^  **  Nonaka, Ikujiro  . 1990. _Management of Knowledge Creation_ . Tokyo: Nihon Keizai Shinbun-sha.
17. ** ^  ** Xu, F. 2013. "The Formation and Development of Ikujiro Nonaka's Knowledge Creation Theory. Pp. 60-76 in _Towards Organizational Knowledge: The Pioneering Work of Ikujiro Nonaka_ , edited by G. von Krogh, et al. Basingstoke, UK: Palgrave Macmillan.
18. ** ^  **  Polanyi, Michael  . [1966] 1983. _The Tacit Dimension_ . Gloucester: Doubleday & Company Inc. p. 4.
19. ** ^  ** Collins, H. M. (February 2001).  "Tacit Knowledge, Trust and the Q of Sapphire"  (PDF)  . _Social Studies of Science_ . **31** (1): 71–85.  doi  "Doi \(identifier\)") :  10.1177/030631201031001004  .  S2CID  "S2CID \(identifier\)")  145429576  .
20. ** ^  ** Collins, Harry M. 2010. _Tacit and Explicit Knowledge_ . Chicago: University of Chicago Press. ISBN 9780226113807.
21. ** ^  ** Gordon, J.E. _The new science of strong materials_ . Penguin books.  [ _ page needed   _ ]
22. ** ^  ** Toscani, Giulio (2023). "The effects of the COVID-19 pandemic for artificial intelligence practitioners: The decrease in tacit knowledge sharing". _Journal of Knowledge Management_ . **27** (7): 1871–1888.  doi  "Doi \(identifier\)") :  10.1108/JKM-07-2022-0574  .
Rote
Learning Loop
###  **CONCLUSION**
Curriculum Mapping
Rote
Learning and Meaningful Learning
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Learning by Thinking Critically
Concept maps are two-dimensional, hierarchical representations of concepts and
relationships between concepts that model the structure of knowledge possessed
by a learner or expert. The theory of learning that underlies concept mapping
recognizes that all meaningful learning builds on the learner’s existing
relevant knowledge and the quality of its organization. The constructivist
epistemology underlying concept maps recognizes that all knowledge consists of
concepts, defined as perceived regularities in events or objects or their
representation, designated by a label, and propositions that are two or more
concepts linked semantically to form a statement about some event or object.
Free software that aids in the construction of concept maps is available at 
www.cmap.coginst.uwf.edu  .
Classroom Practice
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