ABSTRACT
Educational managers possess a great deal of knowledge. Some of it has been acquired in a formal manner through training, conferences, reading and so on. Most of it has been acquired through experience. Some of this experiential knowledge has been reflected upon and organized sufficiently to be talked about or written down. Much of it has hardly been reflected upon or organized at all. Such unorganized experiential knowledge gets drawn upon without people even realizing that they are using it. It is built into people’s habits, procedures, decision-making and ways of thinking, without ever being scrutinized and brought under critical control. Thus, people are partly controlled by their own ‘unknown’ knowledge.
