Abstract
M.A.
The rationale for this study is given. The rational, as explicit reasoning and
knowledge, is set against the tacit dimension, and some of the implications
of a tacit dimension to critical thinking skills are mentioned: Tacit knowledge:
The idea of the tacit dimension is introduced as an area
traditionally neglected and ignored by western philosophy and the
scientific world-view, even though it has had a number of
prominent advocates over the past few centuries. Two views of
knowledge are identified - one emphasising a detached rational
stance, the other emphasising the importance of experience in
thinking and knowledge.
A thought experiment: Creating a Critical Thinking Expert
System:
In building an expert system it is required to supply a knowledge base, an
inference engine, and a user interface. It is concluded from the experiment
that critical thinking cannot be mastered by merely knowing the definitions
and rules - it is a skill that develops with practice. Tacit knowledge is
temporarily defined as that "something extra" which the expert has, but is
unable to give explicitly in his/her instructions without showing us how to
do it.
The expert's non-rule-following behaviour:
Dreyfus and Dreyfus's five stages of becoming an expert are outlined. It is
argued that, rather than being able to apply rules really quickly, the expert
actually acts without following the rules. Experts simply do what normally
works. The question is posed whether it is reasonable to compare the skill of
the master craftsman with that of the expert thinker.