Good point, well made thanks Rob. This reinforces the point of subjectivity in how we interpret and explain what it is we “see”. Knowledge emerges in our mind as we develop an understanding of what we

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I’d offer one other aspect to your analogy. What we see as “white” is not always “white.” We use context clues to tell us what white should be. You’ve probably seen lights as either bright (5500K) or

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Hi John, Welcome (and thanks for your question on the SIKM Leaders call recently too). Your point is well made and relevant. To me it reinforces the validity of the concept of a Knowledge Continuum. L

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Thanks for the support on this Murray, You make some very good points that illustrate this point well. The mainstream education systems is very quantitative, which lends itself to categories and “expl

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Hi Chris, Agreed, and I would also agree with Prusak's characterisation of information. However if you haven't read up about Vigo information theory (best seen as an extension to Shannon information t

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I’ve always been drawn to the way Larry Prusak describes information – as ‘a message with a sender, a receiver and an intent to inform’. I’d happily include within Larry’s definition, any messages exp

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To support what I think Arthur is saying I have believed for many years and have seen the academic literature evolve to understand that knowledge is neither tacit nor explicit but instead is a mixture

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I have always considered categories convenient and efficient, but an oversimplification when it comes to real life matters such as knowledge, relationships and emotions. I see such things as a mixed "

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Hi Chris & all, I am not a fan of the tacit/explicit dualism because I think it is too reductive and privileges a human-centric view of knowledge. I agree with Nick that it is perfectly fine for somet

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I have only recently joined this Forum - after a number of years absence in formally working in the KM field - but seeing a name I recognise on the post (Hi Nick ;-)) has motivated me to contribute. R

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In my view, codified knowledge can be seen as BOTH knowledge AND information as far as our management systems are concerned. It is Information in as much as it is a document, video or other file which

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Hi Bill, I suggest to modify your definition: that “tacit” knowledge can be sometimes elicited, harvested, captured, distilled and codified, to make it searchable, findable, accessible and usable/reus

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Interesting! 👍 But even, the knowledge that produces little or no value can be useful for someone, somewhere. Thank you😊

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but to play devil's advocate, once you video your below examples does that turn it into information?

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information are related facts but don't necessarily have an understanding of why or how something happens, knowledge is the how or why something happens, doesn't matter if you can write it down or not

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at the risk of sounding obnoxious, I have to ask why codified knowledge is information? its still knowledge, just well understood knowledge. For example, just because we well understand the knowledge

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this is why I didn't answer the initial question of whether smart knowledge discovery/extraction was addressing tacit and/or explicit knowledge. Frankly, given that we can't agree on what is tacit and

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I support what both Fred and Chris write about tacit and implicit knowledge. I think it is possible to transfer tacit knowledge through observation of the expert, followed by in-depth conversation/coa

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OK Fred…that’s fine. Best Bill

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Good question. As I see it, once knowledge is elicited/codified, it is (by definition) information (e.g., in a database, report, etc.). It can then be converted back into (someone else’s) knowledge –

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