A Study on Tacit Knowledge and Design Education in High Vocational Colleges

Jia-Xiang Chai^1,a, Kuo-Kuang Fan^2,b

¹Guangdong Literature & Art Vocational College,

242 Shiguang Road,

^{Guangzhou, Guangdong, CHINA.}

²Graduate School Design Doctoral Program, National Yunlin University,

123 University Road, Section 3, Douliou,

Yunlin, Taiwan, R.O.C.

^aamy93938311@gmail.com, ^bfankk@gemail.yuntech.edu.tw

Abstract:

This study explores the art and design education mode in high vocational colleges within the theoretical framework of tacit knowledge. I propose that by understanding the tacit knowledge theory and principles behind the acquisition of art and design education as a cumulative developmental, the art and design expertise can be greatly enhanced by the introduction of three educational modes: First, apprenticeship mode which advocates students to learn from masters, seniors and peers; Second, situational teaching which utilizes trial or simulation of design sites; Third, analogical reasoning which infers from art and design examples.

Keywords:

Tacit knowledge, apprenticeship, situational teaching, analogical reasoning

pages:

437-438

DOI:

https://doi.org/10.35745/ecei2019v2.111

Year:

2019

Published in:

2nd Eurasian Conference on Educational Innovation 2019

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