Tacit learning in a lecture. Picking up on a way of thinking that cannot be explicitly conveyed. Does this happen? Can it happen? Are students aware that there is something unwritten, unsaid, to pickup? How can a student be more receptive to tacit knowledge? How can a teacher enhance this? What is the role of a lecture in conveying implicit knowledge?
How can we discuss tacit knowledge if we can’t express it? Is it adequate to talk in the abstract, for example about role modelling, modes of thinking, attitudes? Is it adequate for educationalists; and is it adequate for conversations with students?
Much like we talk about feedback literacy, can we talk about tacit-knowledge literacy?
Teaching Engineers 