*2.3.1 First postulate: knowledge is not an object*

This postulate is based on the theories of [20] concerning organizational learning. Drawing on the concepts of "tacit knowledge" and "sense-giving" and "sense-reading" studied by [21, 22], he observed that "Although terms 'datum', 'information', and 'knowledge' are often used interchangeably, there exists a clear distinction among them. When datum is sense-given through interpretative framework, it becomes information, and when information is sense-read through interpretative framework, it becomes knowledge" (p. 88).

The sense-giving and sense-reading processes are defined by [22]: "Both the way we endow our own utterance with Meaning and our attribution of Meaning to the Utterances of others are acts of Tacit Knowing. They represent sense-giving and sense-reading within the structure of Tacit Knowing" (p. 301).

Tsuchiya added the concept of "interpretative framework," which from our perspective can be considered a mental model as defined by [23]: "Mental models are personal, internal representations of external reality that people use to Interact with the world around them. They are constructed by individuals based on their unique life experiences, perceptions, and understandings of world. Mental models are used to reason and make decisions and can be the basis of individual behaviors. They provide the mechanism through which new information is filtered and stored." In short, tacit knowledge that resides in our brain results from the sense given, through our interpretative frameworks, to data that we perceive among the information transmitted to us.

Tsuchiya [20] emphasizes how organizational knowledge is created through dialog and highlighted that "commensurability" of the interpretative frameworks of the organization's members is indispensable for an organization to create organizational knowledge for decision and action. Here, commensurability is the common space of the whole interpretative frameworks of each member. Let us quote Tsuchiya: "It is important to clearly distinguish between sharing information and sharing knowledge. Information becomes knowledge only when it is sense-read
