Knowers attend to the properties of data that conventional measurement methods do not easily incorporate into their formal structures. As a result, knowers' evaluations often seem inconsistent and even "irrational" by tradi- tional standards. It is precisely to pay attention to these factors that often results in superior learning; however, it is for this reason that many observers have concluded that knowledge-or the interpretation that knowers place on the objects of knowledge-is essentially "tacit" and should remain so and that attempts at formal measurement are fundamentally flawed.
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