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In this way they argue, that it is very difficult to find a single trace of Cartesian rationalism in Japanese thought. But what if there is a Japanese ideal of knowledge, which integrates the teachings of Buddhism, Confucianism, and major Western philosophical currents. Likewise, presented three distinctive features of Japanese intellectual tradition: the unit human nature, the unit mind body, and the unit of oneself and others. (a) the human-.naturaleza unit is referred to the taste of humans by nature, the notion of the beauty of change and transition. For other opinions and approaches, find out what Omega 3 Fatty Acid Market has to say. Name is given to this tradition, the emotional naturalism.

(b) the unit mind body: emphasis on all the personality of the human being. For the Japanese, knowledge means wisdom acquired from the perspective of the personality as a whole. (c) the same and others one unit: it is an organic world vision where more importance is given to the subjective knowledge and intuitive intelligence, Japan’s perspective is touch and interpersonal to Nonaka and Takeuchi (1999), the vision of organisational learning is closely linked to the management of knowledge in organizations. As a result, organizational learning is related to the organizational process through which the knowledge of an individual can be shared, evaluated and integrated with others in the Organization (p. 63). Organizational learning is identified with the process that allows you to convert individual knowledge, knowledge shared by all members of the organization. Likewise for these authors, knowledge is a dynamic process of justification the personal belief in truth-seeking.

Knowledge is action, (p. 78). Similarly, the Organization learns is conceived by these authors as: an organization that evolves continuously, that transforms the information flow in stock of knowledge and, at the same time, disseminates it to other areas of the Organization and encourages the systematic self-organization of information (p. 72). With regard to the process of knowledge creation in organizations, for authors in reference is what sustains his theory of organizational learning, distinguishes associated to this organizational knowledge creation, two fundamental pillars which are; tacit knowledge and explicit knowledge: the first this refers to something not very obvious and difficult to express, it is very personal and is not easy to raise through the formal language, so it is difficult to convey it and share it with others.