By Gordon Rugg
In a previous article, we described a framework for mapping different types of knowledge (in the broadest sense) onto different methods of teaching, training and learning (also in the broadest sense).
That article was a broad overview. This article shows a worked example of how the framework operates for one category from the framework, namely compiled skills.
Compiled skills are a type of strictly tacit knowledge that have traditionally been viewed in the education world as something of a black box. They are particularly problematic for some views of education because their performance is usually adversely affected, or completely disrupted, by any attempt to verbalise them. For any sport enthusiast, they are a familiar phenomenon, usually under the name of “the flow” or of “muscle memory”.
This article unpacks the nature of compiled skills, and examines the implications for education theory and practice.