Epistemology Paper

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Recommended: Importance of learning through experience

The definition of knowledge is often debated since there a plethora of ways to classify it. If one were to ask an empiricist about knowledge, the answer would be that it is the result of one’s ability to create themes from external stimuli. A rationalist would reply that knowledge is innate, while a person utilizing a sociohistoric perspective would find a need for older individuals to convey their own wisdom in order for others to learn (Case, 1996). Using different theories to understand the meaning and use of epistemology can aid in the development of reasoning for individuals.

Brown, Collins, and Duguid (1991) found that removing knowledge from the way it is acquired is difficult. Knowledge can be either an individual task or a group effort since one person may prefer to learn through more of a one-on-one interaction, while others might favor learning in a collective environment. Still, the motivation to learn could be a large influence on the way different people prefer to learn. If a student is primarily extrinsically motivated, they will be more capable of learning from outside perspectives as they are more capable of responding to external rewards. On the other hand, a student who is intrinsically motivated will need to sincerely enjoy the task at hand or lose the desire to partake in that assignment (Seifert & Sutton, 2009).

Individuals can both create and receive knowledge as some wisdom is innate and some is learned (Case, 1996). Teachers can use this to their advantage by giving students opportunities to expand their minds through discovery activities or by allowing them to figure out the intricacies of certain topics by giving them the tools to develop their own minds (Seifert & Sutton, 2009). An example ...

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...at a later time. Repetition of ideas and concepts is also not always as beneficial to learners as discovering ideas. Finding new ideas can be more helpful than reviewing them year after year. Motivation is another key factor for students who can learn a task depending on how they respond to outside or internal rewards. Metacognition and cognitive apprenticeship also offer ways to expand knowledge through analyzing and exploring the mind and situations. Therefore, knowledge varies from person to person and the environment in which one acquires it can have a significant impact on how successfully it is attained.

References

Brown et al (1991). Situated Cognition and the Culture of Learning.

Case (1996). Changing views of knowledge & their impact on educational research and practice

Seifert & Sutton (2009). Chapter 2, The Learning Process, pp. 21-39

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