The Tacit Knowledge of Real Development: Resonance
While university education may benefit the income of the individual, it has not led to overall economic development. For the persistently underdeveloped countries (PUCs), the hope behind university education far exceeds the results. Understanding the hidden mechanism about how learning takes place will help equalize the results of higher education with the hope and unrealized expectations behind it. The key points of this mechanism include the following.
- Education as it exists cannot teach everything about development. The essential aspects of development are tacit. This means they cannot be expressed or taught. Instead, they are learned passively in the culture of the developed countries (i.e. the West, Japan, Korea, and China and their diaspora).
- While the lofty goals of university education are on target and well defined, they cannot be fully realized by the graduate without the tacit knowledge of development acquired passively from growing up in the culture of the developed countries.
- The concept of “Cultural Diversity” recognizes that there are differences between cultures. For our purpose, tacit cultural knowledge is the most important difference.
- The tacit knowledge of development is not simply the sum of the facts about culture and technology that the individual learns inside and outside the classroom. Instead it is the connection of these facts to the language capacity of the individual, the capacity that all human beings already possess and use for skillfully and creatively expressing the spoken language, any spoken language.
[draft_it]familiarity with all the words of a language is not a requirement for using the language competently in all its aspects[/draft_it]
- This is why expatriates from the developed countries consistently perform successfully as managers and entrepreneurs in the developing countries, despite the constraints of underdevelopment. To them, the elements of the economic model are merely “vocabulary” to be skillfully and creatively expressed as management, administration, and entrepreneurship, using the language capacity.
- Higher education could impart tacit knowledge (resonance) by connecting technical knowledge about the economic model to the language capacity that students already possess in the same way that a second spoken language could be learned. The aim should be to convert the disparate technical details of the economic model to vocabulary that can be seamlessly engaged and implemented with the language capacity. Graduates can then express the economic model with the versatility and creativity they already use for expressing the spoken language, just like people from the developed countries do without seemingly making a special effort to do so.
[draft_it]The “liberal education” curriculum already promises to do this for graduates and the university is compensated for doing so. The persistence of underdevelopment shows that it does not. Saying otherwise is blaming the victims and that something is wrong with the people that education is not working for. We disagree. Instead, something is wrong with the education and it should be replaced.[/draft_it]
- Education at all levels in the underdeveloped countries, including university education, consists almost entirely of learning the ideas and concepts of the Western economic and social model. Education in these countries is largely Western education in a different location. Education through high school imparts the minimum knowledge about the concepts and ideas of the economic model. It is the job of the university to connect this knowledge to the language capacity of the individual, so that graduates can perform with the same effectiveness as expatriates in increasing numbers.