Mehr lernen, als man sagen kann. Konzepte und didaktische Perspektiven impliziten Lernens

Following a definition of the terms of implicit learning and knowledge and a sketch of their didactical relevance important research paradigms and findings of the empirical study of implicit learning processes are presented. Subsequently, the facet-rich term of implicit learning is introduced, which results from the work of the knowledge theoretician Michael Polanyi. Particularly with the boundaries of the articulation of implicit knowledge one deals. These views shift the didactical interest from learning in instruction-similar situations to learning by doing and from learning with impersonal media of knowledge storage to learning in the face to face contact between experts and novices. The implications of "implicit learning" remain however unclear in the same measure as it is unclear, how exchange relations between conscious and unconscious forms of information processing as well as the seesaw between method-conscious and intuitive acting are to be modelled psychologically and to be arranged didactically. This concerns among other things questions of the macro- and microstructuring of teaching and learning processes and the problem of balancing consciously controlled problemsolving activities on the one hand and implicit learning processes on the other hand.