The significance of recitation practice from reading classics in childhood--A viewpoint of tacit knowledge

• Main Authors: Chien-fang Huang, 黃千芳
• Other Authors: Chuan-hsiung Tsou
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/41025543321388618366

碩士 === 南華大學 === 教育社會學研究所 === 98 === 　　The study explores Michael Polanyi''s point of view of tacit knowledge and the significance of recitation practice from reading classics in childhood. This research suggests that if children study classics with recitation for a long time, it applies to the learning process of tacit dimension. It is a process of somatization from memorization to recitation. In the first place, in order to increase the "subsidiary awareness", the ability of children to internalize the contents of classics into body and mind will occur in a natural way. Secondly, the "subsidiary awareness" will become a great ability to comprehend the true meaning of classics in the future. The real value of the classical education is not about the literal interpretation but the fully comprehension of the classic, as well as the literal meaning converts into practical understanding with "body-mental states" and "personal knowledge".