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Title:: The Mechanism and Multidimensional Correction of KnowledgeHiding among Individual Teachers

Keywords:: individual teachers; knowledge hiding; knowledge authority; knowledge distance

Abstract:: In the information age, knowledge hiding has become a marked phenomenon among teachers. Occurring at such nodes in scholastic practice as knowledge retrieval and knowledge application strategies, this phenomenon relates to face consciousness and tends to cause alienation of professional truth, shallow selfconfirmation and knowledge involution. The causes of knowledge hiding among teachers include the concern of “losing” in competition for professional status; the conflict between “nonself” and “myself” in territorial awareness; the distinction between “insiders” and “outsiders” in identification; and the opposition between “we” and “they” in interpersonal relations. Knowledge hiding among teachers is not only a technical problem but also a process of mutual construction among knowledge, power and benefit, which is entangled with the tradeoff between cost and benefit. The correction of knowledge hiding means destructing its mechanism and introducing new elements into it. To be specific, it is necessary to solve the problem from such aspects as: to fulfill benefit expectations; to emphasize task involvement; to reconstruct the culture of the knowledge organization; to form a common knowledge vision; and to improve knowledge absorption capacity.