TACIT KNOWLEDGE AND OPAQUE ACTION IN THE PROCESSES OF LEARNING AND TEACHING

In the history of psychology, between the "classic" constructs proposed to account for the different forms of opacity in the way of access to the control of behavior by the individual: the classic Freudian unconscious and psychological automatism, up to the more recent notion of "cognitive automatism" (Perruchet, 1988). This contribution could also be included in the well-known field of study which investigated the role of the processes of grasp of consciousness of what is real by the subject. According to Piaget (1974), awareness constitutes a conceptualization of reality that moves from empirical abstraction (which has to do with the material properties of the objects that are manipulated) to reflective abstraction that is the final stage of a process of a real awareness of the relationships that are established between the subject and the reality in the form of logical-mathematical relations. Moreover, the ways in which the subject becomes aware of the way in which he builds his knowledge and uses it is the central object of the phenomenological perspective and the so-called "Psychophenomenologie" (Vermersch, 2012), which makes a specific use of "elicitation interview techniques," as we try to show in this work, the grasp of consciousness may lead to, in a professional context (and especially in the teaching professions), a reflective process that enhances the awareness of the actors involved in the learning/teaching dynamics and, therefore, can help them identify the errors and distortions that characterise their strategies to solve problems.