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importance of knowledge
What Constitutes Knowledge
what really constitute knowledge?
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The Web of Knowledge
Great theorist and philosophers such as the stoics, skeptics, Aristotle, St. Thomas Aquinas, Descartes, Spinoza, Locke, Hume, Berkeley, Kant, Bertrand Russell, Darwin, Freud, and all of 20th century science have struggled with the question what is knowledge? and can we have knowledge? "To know" and "knowledge" are potent concepts and before taking Text and Critics, I took it for granted that I had knowledge of what knowledge is. Then came a simple question. After reading The American Scholar, I recall the class being asked "how is nature related to knowledge?" I didn't have an answer. But more importantly, before I could answer the former, I realized I didn't "know" what knowledge is. How could it be that I had never considered one of the most important philosophical questions asked of mankind--what can we know and what is knowledge?
There have been many different views about knowledge, but none of the major philosophers, perhaps because knowledge is such a potent concept and its understanding is assumed to be self evident, have explained what knowledge is. For example, I have here some views with knowledge but no definition of knowledge: Chuang-Tzu, the old Chinese sage and poet said: "Once I dreamed I was a butterfly, and now I no longer know whether I am Chuang-Tzu, who dreamed I was a butterfly, or whether I am a butterfly dreaming that I am Chuang-Tzu." Black Elk, the Lakota moralist, told John Neihardt: "That is the real world that is behind this one, and everything we see or hear is something like a shadow from that world." So, too, was it for Plato. Ralph Waldo Emerson wrote in The American Scholar : "We all know, that as the human body can be nourished on any food, though it were boiled grass ...
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...rowning in information and starved for knowledge
--Unknown
"By necessity, by proclivity, and by delight we all quote. In fact it is as difficult to appropriate the thoughts of others as it is to invent."
--Ralph Waldo Emerson
References
Neihardt, John. 1961. Black Elk Speaks . Lincoln and London, Nebraska: University of Nebraska Press.
Confucius. 1989. The Analects of Confucius. New York: Vintage Books, A division of Random House, Inc.
Gaarder, Jostein. 1996. Sophie's World, A Novel About the History of Philosophy. New York: Berkeley Books.
Emerson, Ralph Waldo. The American Scholar.
Aristotle. The Nicomachean Ethics. Custom Course Packet.
Plato.1984. The Great Dialogues of Plato. New York, New York: Mentor.
Quotes not from text T&C text, above, or otherwise mentioned are from: http://www. starlingtech.com/quotes/qsearch.cgi
Black Elk Speaks is a novel based on the memories of Black Elk that he shared with a poet John Neihardt. Black Elk was an Oglala Sioux religious leader that had become a medicine man when he had had a vision in his teen age. Black Elk had already catholicized when he met Neihardt and was a catechist in reservations. He told Neihardt the story of his life so that it got eternalized and the future generations had the possibility to get to know the history of the Sioux.
Black Elk Speaks had a huge impact on American literature. It is story of Nicholas Black Elk and the Oglala Lakota, narrated by Neihardt. Black Elk and his people had many stories to share about their Indian culture, history and current events, such as being forced onto reservations. When the author met with Black Elk on the Pine Ridge Reservation in 1930, Black Elk wanted Neihardt to write and share his experiences. However, “There was some criticism of Neihardt for changes he made when writing Black Elk Speaks” (Silvio).
According to the reading, Writing as a Mode of Learning by Janet Emig, knowledge is described as “an act of knowing that enters as a passionate contribution of the person to know what is being known, which is a coefficient that is no mere imperfection but a vital component of a person’s knowledge.” Essentially, knowledge is composed of what a person, association or discourse community knows about what is already known in their area of expertise or fully know what could occur in a certain situation, similar to how a rhetor must prepare and know what rhetorical situations might occur at any moment during their speech or writing. Knowledge is created to prepare for various outcomes and situations as goals are being constructed in a discourse community.
...ective and previous knowledge, as well as comprehension and understanding of information are things that determine the end result. Even the definition of a concept or reality can be different. Gravity is just a word attributed to a physical law but other civilizations might use different terminology. Does the name of a physical law make it knowledge or does the law itself, being in existence, make it true, thus being true knowledge. It seems that knowledge is simply a general and unspecifically
Glynn, Patrick. Closing Pandora's Box "Arms Races, Arms Control, and the History of the Cold War". New York: HarperCollinsPublishers, Inc. 1992.
Stumpf, S. E., & Fieser, J. (2008). Philosophy: History and problems. . New York: McGraw-Hill.
Stumpf, S.E and Fieser, J. Philosophy: History and Readings, New York: Mc Graw Hill, 2008.
Confucius, , and Arthur Waley. The Analects of Confucius. New York: Random House, 1938. Print.
By definition, knowledge is the fact or condition of knowing something with familiarity gained through experience or association (Merriam-Webster.com). In the novel Frankenstein, Mary Shelley considers knowledge as a “dangerous” factor. The danger of it is proved throughout the actions of the characters Robert Walton, Victor Frankenstein, and the creature. The characters all embody the theme of knowledge in different ways. Shelley supports her opinion on knowledge by using references from the Bible and Paradise Lost.
In Sophie's World, Jostein Gaarder teaches philosophy and it explains basic philosophical ideas better than any other reading book or textbook that I have ever read. The many philosophical lessons of the diversified thinkers of their own time were dexterously understood. The author has a wonderful knack for finding the heart of a concept and placing it on display. For example, he metamorphoses Democritus' atoms into Lego bricks and in a stroke makes the classical conception of the atom dexterously attainable. He relates all the abstract concepts about the world and what is real with straightforward everyday things that everyone can relate to which makes this whole philosophy course manageable. ''The best way of approaching philosophy is to ask a few philosophical questions: How was the world created? Is there any will or meaning behind what happens? Is there a life after death? How can we answer these questions? And most important, how ought we to live?'' (Gaarder, Jostein 15).
Cullen, F. T., Unnever, J. D., Hartman, J. L., Turner, M. G., & Agnew, R. (2008). Gender, Bullying Victimization, and Juvenile Delinquency: A Test of General Strain Theory. Victims & Offenders, 3(4), 331-349. doi:10.1080/15564880802338468
Bullying has been a part of schooling for as long as children have been congregating. To some it seems like a natural, though uncomfortable, part of life and school experience, while to others it can mean terrifying experiences which spoiled and characterized otherwise happy years in school. Dan Olweus, a pioneer in bully behavior research documented that 2.7 million children are affected as victims, and that 2.1 children act as bullies (Fried, 1997, as cited in Aluedse, 2006). With bullying cited as the reason for violent, gun-related crime in the past few years, school districts as well as national governments have put anti-bullying policies in place. Bullying is a complicated phenomenon, involving more than one child demanding lunch money from a smaller child. It is a worldwide epidemic hitting schools everywhere. Virtually everyone has seen or experienced bullying. With technological advances, bullying is even hitting the internet. Parents, teachers, students and governments agencies alike are attempting to put a stop to bullying practices.
Bullying is a growing concern in a society where status and exercising power over another human being are increasingly important in developing one’s social circles. Dan Olweus (Norwegian researcher and founder of the Olweus Bullying Prevention Program) defines it as an “aggressive behaviour that is intentional and that involves an imbalance of power. Most often, it is repeated over time” (Violencepreventionworks.org). School victimization is an especially delicate matter that has only really been in the public eye for the past half century, as more and more researchers and psychologists pointed out its short- and long-term negative effects on targeted individuals. It has since been widely investigated and numerous programs have been developed in an effort to address and prevent the many forms of bullying that exist today. The negative effects of such an abusive behaviour are various and can greatly differ from individual to individual. However, there are three main consequences that can be associated with school bullying, which are: school avoidance, depression/anxiety and even suicidal attempts.
Descartes defines knowledge as doubt and uncertainty. He describes that our main source of knowledge is our sense perception.
Melchert, Norman. The Great Conversation: A Historical Introduction to Philosophy. 4th ed. Toronto: McGraw Hill Companies, 2002.