Wow. I have never really given this subject much thought. In thinking about it, it seems an important part of teaching tacit knowledge is to establish, or caus

Wow. I have never really given this subject much thought. In thinking about it, it seems an important part of teaching tacit knowledge is to establish, or cause, conditions that encourage the learning — the experiencing — of the specific things you want to teach. Thinking back, I realize my own example of successfully teaching tacit knowledge was when I taught my son the first part of how to drive a car with a manual transmission: getting the car moving without killing the engine or burning up the clutch. I took him to a large level area, a huge parking lot, and told him he can do whatever he wants as long as he never touches the throttle. It only took a couple of hours before he had mastered knowing exactly how to modulate the clutch "bite" so that he could get the car moving without stalling, even with the engine at idle. That the car was an older Toyota Corolla with very little torque only helped him better master the finesse required to release the clutch exactly as needed. We then moved on to modulating the throttle and clutch together, shifting, starting out on hills and all that but, by then, he already knew how to deal with the dark art of the clutch.