Each individual knower gains knowledge through the ways of knowing reason and emotion (amongst others); these ways of knowing shape and are shaped by our perspective. More often than not, the knowledge that we pursue has been given to us by another knower, especially in areas of knowledge like history; in this case the previous knowers perspective also shapes our pursuit of knowledge. Thus, in areas of knowledge where shared knowledge is pivotal we draw upon a shared perspective, not just that of the individual knower. Due to perspective affecting knowledge in such a magnitude of ways, it is essential in all areas of knowledge. Through exploring the pursuit of knowledge in three different areas of knowledge: the arts, history and the natural sciences, it becomes apparent, that although to different extents, perspective is essential in shaping each.
The two I will discuss are history and the natural sciences. Before I do delve into these areas of knowledge it must be said that knowledge is a broad term that in both of these areas of knowledge most knowledge is gained through observations, thus a form of sense perception, and through intuition. Though in other areas of knowledge it is different like in religious knowledge systems most knowledge is based in faith and not observations or intuition. In both history and the natural sciences most if not all knowledge is created through some form of observation or intuition. Though these observations too rely on faith and reason and not just sense perception and intuition.
During early childhood, developing children uncover and explore the main sensory foundation of life. The five senses: smell, taste, sight, sound, and touch, form a group of five fundamental responses the mysterious human body can perform. As humans, these abilities come natural and as we grow, they amplify into an everlasting machine of sensations. The five senses fall victim as overlooked abilities. Constantly going unnoticed, unless of course, when missing.
Knowledge claims are constantly being produced, all with varying content and significance. However, certain knowledge is considered to be more valuable than others. We believe that knowledge that is produced with difficulty is intrinsically superior to knowledge that is reached more easily. And while I do agree with his, I do so under the notion that we assess the difficulty of production of knowledge differently in different areas of knowledge and even within these areas themselves. It is also important to consider what our the valuing of knowledge looks like across different areas.
“Without application in the world, the value of knowledge is greatly diminished.” Consider this claim with respect to two areas of knowledge.” Answering this question requires the exploration of the initial statement: ““Without application in the world, the value of knowledge is greatly diminished.” This exploration will lead to the acceptance of this initial statement as being valid but not in many cases. The two areas of knowledge that shall be used throughout this essay to support my claim are: mathematics and the social sciences. The role applied knowledge plays in mathematics and social sciences is crucial because it has resulted in numerous discoveries to occur, most of which has benefited man-kind. Before I get more into depth with
One makes the claim that knowledge is used everyday for it to be applied to the world. I will discuss this through the areas of knowledge mathematics and history, with relation to the light-particle theory vs. light-wave theory debate as my real life situation. Firstly, it is important to determine what value knowledge has with application. The value of knowledge can be defined as its ability to be shared. The use of personal knowledge, whether it be abolition or implementation, influences the creation of shared knowledge.
Ways of knowing are ways we claim that lead us to knowledge. They are humanity’s window to the world and the tools to answer the ‘how do we know’ question. Eight of them are considered to be the most essential: sense perception, reason, language, emotion, intuition, faith, memory and imagination. They all provide us with different components, like facts, interpretations, implications etc., and they interact in various ways in the construction and formation of knowledge. Is there however a clear distinction between the different components, can we claim that some Ways of knowing provide us only with facts while others provide interpretations?
Ethics according to my understanding is that division of philosophy which concerns with the moral principles that guide us in terms of our behaviour and way of doing things. Ethics simply helps a person in distinguishing between the right and wrong, good and bad, just and unjust, acceptable and unacceptable. It incorporates the ethical standards or the code of ethics guiding a person into the right path by instilling discipline and other virtues in our life’s daily activities. As professional teachers we endowed with dignity and reputation with high code of conduct while practicing the noble teaching profession which also requires us to follow set of ethical and moral principles, standards and values. Ethics in education concerns with the study of ethical standards or basic principles related rooted in the education system.
Theory of Knowledge Essay “Without application in the world, the value of knowledge is greatly diminished.” Consider this claim with respect to two areas of knowledge. In contemporary society, it is often argued that the value of knowledge is determined by its application to the real life situations. I am of an emphatic opinion that without application, the value of knowledge certainly abates. This essay will discuss the statement with the aid of Mathematics and Natural sciences as the two areas of knowledge. The reason that attracted me to discuss this knowledge question is that it was the title that evoked the most reaction and emotion from me.
It is the way we gain knowledge that shapes what we know rather than the knowledge itself. It is all about the way we understand and interpret things for that knowledge is known to be transitory. The term ‘knowledge’ is an extremely vast concept and it is not to be seen as an end product. To know something means to have a specific understanding of a certain subject. Purpose is what gives us an emotive or solid aim.