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To what extent do the Ways of knowing rely on each other to give us reliable knowledge? Discuss with reference to 4 Ways of knowing. Everyday, we communicate, express emotions, think, memorise and use our imagination in so many different situations and ways that, we never stop to think about them. This shows us that we have mostly, gone through our lives, without knowing any of these experiences, that one goes through everyday, without ever acknowledging or fully questioning, how we know what we know.It can be considered that, without any regard to where you live on the planet, we gain our knowledge as human beings in very similar ways (“Dombrowski 9”). However, do all these similar ways of knowing somehow hold a significance in …show more content…
Most of the time, this way of knowing is known to cause reckless decisions based on the person who is making the decision. Movies, books and even personal experiences can cloud over unbiased judgements over this way of knowing. Coming back to the example on Shakespeare's plays, most of his characters make decisions based upon their emotions which may be good or bad. Reason, being the exact opposite of emotions, is about using your five main senses by thinking immediately with logic by deducing valid conclusions to a particular situation. (“Introducing the ways of knowing”). Using reason has always come a long way into mostly making the right decisions. Supposing, we believe the tale of Archimedes and how he thought of upthrust, he definitely used reason and in that sense logic to think about upthrust and how the problem was connected to question the king had presented him …show more content…
They are intertwined in many such cases giving us very reliable information but differ completely when it comes to such a situations, where it really depends on how valid the statements are that are presented in each case. In my opinion, knowledge is power but reliable knowledge is what really counts towards our own success. word count - 1187
Works Cited
Dombrowski, Eileen, Lena Rotenberg, and Mimi Bick. IB Diploma Programme: Theory of Knowledge Course Companion. Oxford: Oxford UP, 2007. Print.
Kim, Oliver. "What Are the Four Ways of Knowing(WOK)?" Tok talk. N.p., 6 Dec. 2009. Web. 26 Sept. 2015. .
"How the 5 Senses Change with Age." The Davis Community. N.p., n.d. Web. 26 Sept. 2015. .
" Mirage." Dictionary.com. Dictionary.com, n.d. Web. 26 Sept. 2015. .
Introducing the Ways of Knowing. Singapore: OFS, n.d. PDF.
"Ambiguity." Dictionary.com. Dictionary.com, n.d. Web. 26 Sept. 2015.
Perhaps the most ubiquitous quality shared between humans is the capacity to know. The English language seems stark and stale when considering a definition for the word itself that encompasses the various feelings that can be summoned in knowing something. John Farella examines the inequality that exists in the relationship between the West...
If asked, most of us would claim to have knowledge, at least knowledge of the things we are confident we know to be true. What would our answer be if we were asked what knowledge is and how does it work? Some of the major philosophers have an answer for the latter, but leave no explanation of what knowledge is. The views of philosophers presented on knowledge explore whether or not we can have knowledge, what one’s interpretation of knowledge is, and the possible origins of knowledge. Nowhere in those views is there even the slightest definition of what knowledge is. By the end of this paper, I will have covered some of these views, how society uses the word knowledge, and my opinion on what knowledge really is. Hopefully my opinion will answer what knowledge is, or at the least, provoke questions that will move us closer to a real answer.
s the notion that humans have introspective knowledge as a given. His interest in the matter arises when one attempts to "explain how we come by such knowledge and what gives us this first-person authority"(p. 40)
Scottish philosopher David Hume is amongst one of the most influential empirical philosophers to date for his work in epistemology, metaphysics, and philosophy of religion. As an Empiricist Hume claimed that the only way we can obtain knowledge is through our senses however he argues true knowledge is unattainable for all intent and purpose, due to the problem of induction.By briefly examining Hume 's problem of induction and it 's dependancy to of the so called principles of Uniformity of Nature we could come to a conclusion that Hume 's is correct. In this paper I would like to argue in accordance to Hume 's statement that we cannot have access to true knowledge. By reviewing the definitions of induction, deduction, and the principles of uniformity of nature and examining the possible problems they inflict on the idea of knowledge, we will come to agreement with Hume 's that the idea of knowledge does not simply exist.
"All statements are true in some sense, false in some sense, meaningless in some sense, true and false in some sense, true and meaningless in some sense, false and meaningless in some sense, and true and false and meaningless in some sense" — Malaclypse the Younger. Truth is a fact that has been verified. There are many procedures that must be completed for something to be considered truth. Truth in its full extension is an intellectual aspect of reality that is unchanging, internally harmonious, universal and without error. However false is something that cannot be proven but, instead false can be debated. In this Theory of Knowledge essay it will be shown that there are no absolute distinctions between what is true and what is false.”
The terms ‘‘knowledge’’ and ‘‘information’’ are often used inter-changeably in the literature and praxis but a distinction is helpful. The chain of knowledge flow is data-information-knowledge. Information is data to which meaning has been added by being categorized, classified, corrected, and condensed. Information and experience, key components of definitions of knowledge, are put into categories through the process of labeling with abstract symbols. This allows the process of synthesis to occur more efficiently than when dealing with masses of individual bits of information. Information coded into symbols to make it “knowledge” may be stored both inside and outside the individuals. Thus, knowledge may be stored within a person in his mind or outside the person in books, manuscripts, pictures, and audio and videotapes or discs. However, while only the individual himself may retrieve knowledge stored within his mind, knowledge stored outside can be retrieved by anybody familiar with the storage systems.
There is a statement that is applicable to any person in the world nowadays and this fact is that there are some things that we know and that we don’t. Several questions may arise from this statement and they are: What does it take to know something? And how can we be sure that the things we know aren’t actually wrong? And in this case and at this time the role of uniform knowledge takes part (Uniform knowledge is base knowledge). And without acceptance of informal knowledge or base knowledge, we cannot create a knowledge claim( something that is believed to be true but its also open for debate or discussion. In other words its something that is right in our minds and we just want to assess how valid this knowledge is).
The fundamental knowledge question posed in this statement is “To what extent is the systematic organisation of facts reliable in the acquirement of knowledge?” Knowledge provides us with an understanding of the world we live in, thus contributing to the advancement of our world. By considering this knowledge question, we are able to assess the strengths and limitations of categorising knowledge systematically. This can then provide us with a broader understanding of knowledge, encouraging further discoveries and inventions. The Tripartite Theory of Knowledge states that three aspects- belief, truth and justification- constitute knowledge. Knowledge is typically divided into three categories: personal knowledge, procedural knowledge and propositional knowledge. Personal knowledge is knowledge obtained through personal experience, procedural knowledge is the knowledge of knowing how to perform a specific skill, and propositional knowledge is the knowledge of facts that can be declared. Knowledge is accumulated through a variety of ways, the most salient being experience, perception and reason. Facts are statements proven to be true through observation and investigation. The systematic organisation of facts implies a methodical approach towards knowledge, which is most commonly achieved through following the processes within the scientific method. This systematic organisation requires the extraction and categorisation of supposed facts. Although this allows for convenience, this can be a reductionist approach towards the acquirement of knowledge, potentially disregarding extraneous variables. Math...
van de Lagemaat, R. (2011) Theory of knowledge for the IB diploma, Cambridge University Press.
...ntrol plays an extremely important part in the process of chasing knowledge. It takes a great deal of self control to admit to yourself that you do not know something. It is a common human characteristic to assume that you know a certain piece of information and you need to restrain yourself and at least double check the validity of the statement. It is also very important to remember how you came to “know” the information. Many people claim to know things that they have learned in class, from parents, or in church. However, none of these are valid avenues to true knowledge. Just because another individual says something that makes some sense doesn’t mean it’s correct. The individual needs to be wary of believing that they know things. It is one thing to believe in something but it is a far greater commitment to say that you know.
I feel that the nature of knowledge is relative, constructed differently according to person, place and time.
Knowledge can be defined in a number of ways, but its most intrinsic form can be fundamentally broken down as the entire collective of truths, information, and principles as obtained through education or experience. Moreover, according to a general philosophical consensus, knowledge is further defined as something that is true, something that a person believes is true, and something that the person is justified in believing to be true. In essence, this addresses the validity and verification of the knowledge that is acquired, the relative uncertainty of the knowledge, as well as the justification between the validity and belief of knowledge. Validity is the extent to which something, such as information or principles, is true, and verification
Lagemaat, Richard Van De. Theory of Knowledge for the IB Diploma. Cambridge: Cambridge UP, 2005. Print.
It has been rightly said that knowledge is like a garden, if it is not cultivated it cannot be harvested. A garden requires extensive
The concept of ‘knowledge’ is infinitely broad, but there do exist three subcategories in which a majority of knowledge is encompassed. The knowledge contained within each category carries with it different characteristics, different applications, and certainly varying amounts of weight from the perspective of any individual. The three categories are religious, mathematical, and scientific knowledge. Many questions arise when examining this system of partition. Should knowledge from one category be trusted over knowledge from another? Is one type of knowledge more easily verified than a different type? What exactly are all the differences between religious, mathematical, and scientific knowledge? Reasonable answers to all these questions could not responsibly be answered in this, or any single paper, however, there is one question that can be answered to a reasonable degree of certainty. Which type of knowledge is the most applicable to the real world? Despite the mass appeal of religious knowledge and the arguable purity of mathematical knowledge, it is the tangible scientific knowledge that is most useful and most applicable to the real world. In order to justify this, it is necessary to present at least a brief investigation into each type of knowledge, noting its origin, appeal, and other unique characteristics.