This special issue explores foundational questions in behavioral economics and behavioral public policy, drawing on the work of Mario Rizzo, a critical voice in the debate on behavioral paternalism. Behavioral economics has offered significant insights into decision-making, often challenging traditional economic models. However, it has also introduced normative frameworks into policy analysis, such as preference purification, that critics argue oversimplify human decision-making and risk imposing external values. Contributions to this issue examine themes including the tension between standard rationality and inclusive rationality, the epistemological limitations of paternalistic interventions, and the role of tacit knowledge and dynamic learning in policymaking. By engaging perspectives from economics, psychology, philosophy, and law, the issue discusses process-based approaches to policy analysis that respect individual agency and accommodate uncertainty. It also highlights the political economy dimensions of behavioral public policy, emphasizing the need for institutional reforms that enable learning and systematic change rather than narrowly focusing on individual cognitive biases. This issue serves as both a tribute to Mario Rizzo’s intellectual contributions and a call for a deeper reflection on the methodological and normative foundations of behavioral public policy.

In this paper, we revisit the Knowledge Problem addressed by Hayek eight decades ago and emphasised more recently by Rizzo and Whitman in their critique of the new paternalist approach of mainstream behavioural economics promoted by Sunstein and Thaler. We do this in light of the work of Michael Polanyi. Polanyi developed a theory of knowledge which has some commonalities with Hayek’s but also departs from it by emphasising the tacit, personal and perceptual dimensions of any process of knowing, thus radically renouncing any attempt of a knowledge typology separating different types of tacit knowledge (TK) and even denying that general knowledge could exist independently of TK.

Over years of practice, industrial designers have developed three steps that always lead to a design solution: inspiration, ideation, and implementation. Usually, the result is a product, but sometimes it is a demonstrator, a versatile concept, combining design, engineering, and art. However, designers usually are not aware of this notion. But if the result is different, how does it affect the design process? The analysis of the contextual inquiry study of two demonstrators shows that the transformation should happen during the ideation phase, where abstract concept becomes a story.

In 2008, the Chinese government created the Thousand Talents Program (TTP) to recruit overseas expertise to build up China’s science and technology knowledge and innovation base. Ten years later, in 2018, the Federal Bureau of Investigation (FBI) announced a new “China Initiative” that aimed to counter the transfer by U.S.-based scientists involved in the TTP of knowledge and intellectual property that could support China’s military and economic might and pose threats to U.S. national security. This initiative launched a number of investigations into major U.S. federal funding agencies and universities and charged several scientists, many of them life scientists, with failing to accurately report their work and affiliations with Chinese entities and illegally transferring scientific information to China. Although the FBI cases demonstrate a clear problem with disclosure of foreign contracts and research integrity among some TTP recipients, they have failed to demonstrate any harm to U.S. national security interests. At the heart of this controversy are core questions that remain unresolved and need more attention: What is required to transfer and develop knowledge to further a country’s science and technology ambitions? And can the knowledge acquired by a visiting scientist be easily used to further a country’s ambitions? Drawing on literature from the field of science and technology studies, this article discusses the key issues that should be considered in evaluating this question in the Chinese context and the potential scientific, intelligence, and policy implications of knowledge transfer as it relates to the TTP.

Standard accounts of analogy in law picture it as reasoning from the past case (source) to a solution in the case at hand (target). This article argues that the normatively constraining invocations of similarity or likeness presupposed by standard accounts do not obtain. It then sketches an alternative account based on Michael Polanyi's idea of polycentricity (not Lon Fuller's) on which the orientation of analogical reasoning is reversed. A past case (here “target”) is picked and framed in certain ways to persuade the interlocutor about the decision independently reached in the present case (here “source”) through the guidance of tacit knowledge (involving anticipation of what is likely to pass muster with the legal community) which normatively constrains the process.

In a recent article Emanuel Adler and Vincent Pouliot argued that attention to ‘practices’ could help IR scholars overcome ontological gaps and provide a new basis, on which the discipline could be established. Four such dichotomies are particularly salient: between the material and the meaningful, the rational and the practical, between agencies and structures, and between the forces of stability and of change. By failing to provide a theoretical basis for a synthesis, however, this project will fail. What a ‘practice’ is, and how ontological gaps should be understood, cannot be determined outside of the context of a theory. The article reviews theoretical attempts to deal with the dichotomies Adler and Pouliot identified and investigates the role of practices in the study of international relations.

This paper introduces simulation-based re-enactment (SBR) as a novel method of documenting and studying the recent history of surgical practice. SBR aims to capture ways of surgical working that remain within living memory but have been superseded due to technical advances and changes in working patterns. Inspired by broader efforts in historical re-enactment and the use of simulation within surgical education, SBR seeks to overcome some of the weaknesses associated with text-based, surgeon-centred approaches to the history of surgery. The paper describes how we applied SBR to a previously common operation that is now rarely performed due to the introduction of keyhole surgery: open cholecystectomy or removal of the gall bladder. Key aspects of a 1980s operating theatre were recreated, and retired surgical teams (comprising surgeon, anaesthetist and theatre nurse) invited to re-enact, and educate surgical trainees in this procedure. Video recording, supplemented by pre- and post-re-enactment interviews, enabled the teams’ conduct of this operation to be placed on the historical record. These recordings were then used to derive insights into the social and technical nature of surgical expertise, its distribution throughout the surgical team, and the members’ tacit and frequently sub-conscious ways of working. While acknowledging some of the limitations of SBR, we argue that its utility to historians – as well as surgeons – merits its more extensive application.

Detailed design is often a time-consuming and experience-dependent engineering process, where various detailed design knowledge can be reused. This paper proposes a formal approach for modeling detailed design knowledge for effective reuse. An extended structure–behavior–function model is developed for representing the structural, behavioral, and functional information in various life cycle periods of a detailed design. Based on the extended structure–behavior–function model, an issue- and solution-based approach is then developed to model the detailed knowledge of a mechanical design. The proposed approach is implemented in a detailed design knowledge modeling system, with a fixture design knowledge modeling as a brief example.

In many cases, the use of product configurators provides a number of benefits for engineering-oriented companies, such as shorter lead times, the use of fewer man hours, and improved product quality. However, not all of these projects are successful. The task of defining what should be implemented into the configurator is much more complex than anticipated in many configurator projects. In the worst-case scenario, this implies that the configurator is never fully developed or it fails to support the users in a satisfactory manner. The difficulties in creating adequate specifications of what to implement in the knowledge base of a configurator have been explained in much of the configuration literature by the assumption that much of the relevant knowledge of the product experts is tacit. However, this paper shows that this kind of explanation can be misleading and may even be incorrect. This is accomplished by discussing the problems inherent in such explanations and through interviews with configuration project knowledge engineers. Therefore, according to this basis, this paper provides general recommendations concerning the use of the term tacit knowledge and outlines issues related to the acquisition of product knowledge in configuration projects.

We put forward the concept of the radiotherapy physics team as a community of practice (COP). Radiotherapy physicists are required to continuously develop their scientific, computational and management competencies. Much of this knowledge is gained through peer-to-peer interaction in a structured environment, enabling the individual to increase their tacit knowledge. Such interaction among peers will allow issues to be framed within their context, information to be shared, decisions to be made and protocols to be developed. The structure that allows physicists to create, share and manage knowledge conforms to the accepted definition of a COP. By implementing the methods of literature review and peer group survey, we have investigated the applicability of the concept of a radiotherapy physics COP. The results of the survey have shown a generally positive medical physicist training outlook in the UK and Germany, but highlighted certain areas where improvement is needed. Our surveys have shown that while most trainees are adequately supported, there are two areas where improvements can easily be made. Spatial factors, such as departmental geography, may not always be conducive to knowledge sharing but can readily be altered in most cases. The paucity of departmental seminars and journal club meetings has been highlighted as a problem at some training centres.

Understanding the nature and role of experiential knowledge for environmental conservation is a necessary step towards understanding if it should be used and how it might be applied with other types of knowledge in an evidence-based approach. This paper describes the nature of experiential and expert knowledge. It then discusses the role of experiential knowledge as a complement to scientific knowledge and explains the interplay between experiential knowledge with conservation research and practice using a simple conceptual model of how individuals learn. There are five main conclusions: (1) because experiential knowledge will always play a role in decision-making, enhancing ability to learn from experiences (including research) will have a significant influence on the effectiveness of conservation outcomes; (2) while experiential knowledge is qualitatively very different from quantitative information, both are important and complementary; (3) some experiential knowledge can be expressed quantitatively, but experiential knowledge can be difficult to isolate as single facts or propositions and qualitative methods will therefore often be required to elicit experiential knowledge; (4) because each person's expertise is unique, when using experiential knowledge the extent of a person's experience and its relevance to a particular problem need to be specified; and (5) as with any form of knowledge, there are limitations to that derived from personal experience. Synthesis and communication of research is therefore essential to help prevent erroneous thinking and, where possible, experiential knowledge should be used in conjunction with other types of information to guide conservation actions.