Propositional Knowledge 
(explicit general conceptions of the world generated by others, e.g., social scientists, which one absorbs through cognitive learning) 
Tacit Knowledge 
(implicit unique understandings of the world generated by one's experience based learning in specific local contexts)
Social Knowledge 
(articulable, sharable between persons) 
Personal Knowledge 
(inarticulable, within person) 
 (reflective, analytic, objective representations of the past that seeks to define the future) 
 (Here and now, holistic, synthetic appreciations of the total situation confronted) 
The source of guidance in the selection of apprehensions 
(see below) 
The source of validation of comprehensions 
(see below) 
"Intuitions without concepts are blind" 
 (see below)                              I. Kant 
"Thoughts without content are empty" 
  (see below)                          I. Kant 

Instructor Comments: 
Bridging theory to experience.  Course related concepts can be used to supplement student intuitions regarding which actions to take within learning teams.  For example, when encountering a process problem students may draw on their tacit knowledge about teamwork in academic settings (and other settings such as work, family, etc.). This personal knowledge may result in choice of a problem solution that effectively resolves the problem.  On the other hand, it may not solve the problem and it may even get worse.  Comprehending propositional knowledge relevant to the problem (e.g., from a textbook chapter on teams) and synthesizing it with tacit knowledge (of the unique student team) may help to ensure a more effective solution to the problem is chosen and that the problem does not get worse. On the other hand, the concepts selected may be irrelevant and not aid in problem solution.  Propositional knowledge, then, may supply alternative perspectives for defining problems (e.g., pointing out potential causes) and generating problem solutions (e.g., action strategies) that might not have been considered if only intuitions based on tacit knowledge were used. 

Instructor Comments: 
Bridging experience to theory.  Concrete experience with social phenomena, such as teams, can be used to provide experiential content to "fill up" otherwise empty concepts that the student may encounter in a textbook or a lecture.  Without first experiencing a phenomena a student has a more difficult time relating to a concept pertaining to that phenomena. The concept is more likely to seem very abstract, meaningless, and irrelevant.  Experiencing a phenomena before one encounters an abstract conception of it allows the student to make a judgement about its validity, particularly to the world as he/she has experienced it.