Subjective Knowledge Claim Analysis

It is ironic how the humankind, which is already diverse species, made up of different culture, beliefs, practices and language, can to some extent consent in using the same way or ways of knowing when pursuing knowledge. Knowledge itself has a very broad outlay of what it really is; some people consider it as way of explaining the aspect of the world, say, its physical nature while others can consider it as a way of explaining the interaction between human beings and their environment. To actually produce a knowledge claim means incorporating ways of knowing that serve as a guide in developing that particular knowledge claim, for instance, when I did my extended essay on acid and bases, through passive observation I understood that when we

In geography, economist estimate that by 2025 there will be a 8 000 million population growth and 10 000 million by 2050. I consider this as an example of a subjective knowledge claim because the claim is an opinion based on the previous data that was collected in previous years. Economists admit that some places do not release their statistical records thus this limits the reliability of the statistical analysis that is made hence making the conclusion more subjective as it does not account for all the countries. Furthermore, the knowledge claim is induced based on observing past records and it does not account future events which have an impact on the population growth, for instance, at the time that this knowledge claim was based, the Ebola outbreak was not as epidemic as in this days and looking at the number of people (show number….) it has killed, and the estimated number it could kill as it continues to spread this question if one wonders if the estimated population growth will be as predicted thus making the extrapolation of the pollution graph to be just a subjective knowledge claim based on previous observed data. Moreover, one of my classmates conducted a survey for his I.T.G.S. project, in his survey, he asked student’s at school what they use the school’s IT lab for; either for typing their work, or internet access, or for group discussions. Out of the data he collected 64% said for typing their work, 20% internet access and 16% for group discussions. According to the data he collected, he concluded that most students at school don’t have laptops. His conclusion in an objective knowledge claim that is supported by the survey he did. Alternatively, the Hjulstrom's Diagram (figure 1) suggest the contrary, for instance, the diagram shows that the streams competence- the size of the load the stream is able to