Georg Hans Neuweg

Professor Georg Hans Neuweg is a distinguished University Professor at the Institute for Business and Vocational Education at Johannes Kepler University Linz (JKU), where he holds the Chair of Business and Vocational Education and serves as Board of Directors of the Institute. His academic career spans over three decades, with significant contributions to teacher education research and the theory of implicit knowledge, particularly drawing on Michael Polanyi's epistemology.

Professor Neuweg completed his studies in Business Education at JKU (1984-1988), earned his doctorate in 1992 with a dissertation on business administration didactics, and completed his habilitation in 1998. His academic journey includes positions as university assistant at JKU, lecturer at LMU Munich, and visiting professorships at Innsbruck and Klagenfurt Universities before his appointment as University Professor. From 2012-2014, he chaired the Association of University Professors of Business and Vocational Education in German-speaking countries.

Professor Neuweg's research primarily focuses on the complex relationship between theoretical knowledge and practical skills in educational contexts. His seminal work on implicit knowledge, particularly his book 'Könnerschaft und implizites Wissen' (now in its fourth edition), has significantly shaped educational discourse in German-speaking countries. He examines how expertise and mastery draw on tacit knowledge that exists beyond formal routines, becoming visible in social contexts, improvisation, creative work, and intuitive decision-making. His more recent book 'Lehrerbildung. Zwölf Denkfiguren im Spannungsfeld von Wissen und Können' (2022) provides a comprehensive framework for understanding the knowledge-skill relationship in teacher education.

His recent publications (2024-2025) indicate continued evolution of his research interests toward contemporary educational challenges including workforce shortages in Austria, epistemic decolonization in teacher education, ordonomics in moral education, and competency-based assessment in secondary education. Professor Neuweg's work consistently bridges theoretical insights with practical applications in educational settings.

Professor Neuweg has received significant scholarly recognition, with reviews describing his work as 'one of the most comprehensive presentations to date of the knowledge-skills or theory-practice problem in teacher education' and noting his 'disciplined collection, organization, systematization, and discussion of an immense wealth of historical and current positions.' His book 'Lehrerbildung' has been hailed as a standard work that will 'quickly become a standard work' in the field.

As an active researcher, Professor Neuweg supervises numerous projects related to teacher education, vocational training, and school assessment practices. His work with the Federal Ministry of Education, Science and Research and his Austria-wide teacher training activities demonstrate his commitment to translating research into practical educational improvements. He maintains professional connections through various academic societies including the Association of University Professors of Business and Vocational Education, German Society for Educational Science, and the Polanyi Society, reflecting the interdisciplinary nature of his work spanning education, philosophy, and business studies.