To what extent is a knower’s perspective essential to pursuing and obtaining their personal Knowledge and sharing it?
The prompt, “The knower’s perspective is essential in the pursuit of knowledge.” is essentially saying that an individual’s point of view is critical when it comes to him or her acquiring knowledge. This question is also asking what do humans, as the knower, considers when looking for or when interpreting knowledge? And does our perspective as the knower affects how we can pursue that knowledge we already have or choose to seek? For instance, having a piece of information on a topic can mean that knowledge is something that can be accepted and pursued through a person’s reasoning, ethical values, sense perception, and intuition.
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The knower is the individual making the observation or having the awareness on the subject of evaluation, The term Perspective is a point of view or frame of mind, Essential means important and desirable, and the pursuit of knowledge is an aspiration for knowledge, or more so an objective of learning. To a large extent, I agree that every individual’s perspective is important when it comes to pursuing knowledge. In my essay, I will discuss the history of Albert Einstein, who contributed a lot to the modern physics in the Natural Sciences and how his creation came to exist in the world from using the personal knowledge that leads to the advances in shared knowledge. I will also talk about Galileo’s reliance on empirical knowledge, which leads him to establish the scientific method, which is still regarded as the only satisfactory approach when it comes to the acquisition of knowledge about the natural world today. Humans can acquire their knowledge in many ways, but the main way that we on instinct acquire our knowledge from is through our life experiences while using ethical reasoning and …show more content…
To a small extent, the knower can only control his or her own knowledge so much without someone already giving them knowledge to have through examples, experiences or opinions, or coming from instincts or their own equipped personal experience to know things from. An example is George Washington Carver, who let his faith in God lead him to the knowledge he gained of growing peanuts when he was still alive. George Washington Carver stated while at a peanut growing committee meaning, “If you go to the first chapter of Genesis in the bible, we can interpret very clearly, I think, what God intended when he said 'Behold, I have given you every herb that bears seed. To you it shall be meat. ' This is what He means about it. It shall be meat. There is everything there to strengthen and nourish and keep the body alive and healthy." Another example is Teachers being a role model for students in school. Teachers guide and show students for the most part how to gain their knowledge through their methods of teaching. Teachers have learned from their experiences and studied hard to be able to teach other people what they know and how they learned to know what they know. A person who pursues knowledge has to understand the way of thinking from his perspective towards the information. If that person is open minded, their perspective towards the pursuit of knowledge would be expansive and eager towards new
It is inherent for man to want to understand more about himself and the universe in which he lives. Galilio Galilei stated, "I do not feel obliged to believe that the same God who has endowed us with sense, reason, and intellect has intended us to forgo their use." However, the pursuit of knowledge has not been easy, for man has endured several obstacles, whether willingly or by chance as presented in Genesis, Dante's "Inferno," and Stephen Crane's "The Open Boat." Since his creation, man has encountered obstacles in his pursuit of knowledge. For instance, in the book of Genesis, Adam and Eve are hindered by God's word to eat fruit from the tree of knowledge of good and evil. (Genesis 2:16-17). However, being tempted by the luscious fruit and the desire to be wise, Adam and Eve willingly disobey God's word and eat the fruit, thus, surmounting their barrier toward obtaining knowledge (Genesis 3:6-7). Unfortunately, this longing for knowledge proved to be Adam and Eve's dow...
Albert Einstein may have helped to pave the path for modern civilization with his theory of relativity, however, there was more to this man than mere physics and science (Franklin, 2007, para. 2). He was awarded Time Magazine’s “Person of the Century” in 2000 as just one of the many recognitions he has received beyond his intellectual accomplishments (Lanouette, 2008, para. 1). In fact, the work in which he partook, combined with his just priorities and beliefs, fell clearly in line with the teachings the Catholic church strives to encourage. The following paper will prove how Albert Einstein’s ethic and moral actions clearly promoted three of the ten principles of Catholic social teachings.
Though it is agreed that epistemologists need to account for the role social factors play in inquiry, developing a viable social epistemology has proved to be a difficult task. According to Longino, it is the processes that make inquiry possible that are social, requiring a number of people to sustain them. These processes, she claims, not only facilitate inquiry, but also ensure that the results of inquiry are more than mere subjective opinions, and thus deserve to be called "knowledge." Here, I want to both explain and defend Longino's epistemology.
...how a newfound capacity to know more than they understand, suggesting the success of humans as a species may rely on never reaching (or never reaching for) a full understanding. Perhaps we should be accepting simply knowing as principle.
There are three major theoretical perspectives that make up society: structural functionalism, conflict theory, and symbolic interactionism. However, everyone views the world differently; it is vital to know the different theoretical perspectives in order to understand how society functions as a whole.
The Enlightenment characterizes a philosophical movement of the 18th century that emphasized the use of reason to analyze and scrutinize all previously accepted traditions and doctrines. Through this application of scientific method to all aspects of life, the role of science gradually replaced the role of religion. Sir Isaac Newton, quite possibly one of the most intelligent men to exist, played a key role in the development of the enlightenment. He supplied the foundations on which all sciences since him have been built. Without science and reason the enlightenment would have been unthinkable. In fact, historians quote the publishment of Newton's masterpiece Principia in 1687 as the most logical and fitting catalyst to the enlightenment. The scientific advances made by Sir Isaac Newton contributed immensely to the movement of the enlightenment; however, his primary purposes for discovery were not for scientific advancement rather all for the glorification of God, thus Newton's incredible religiousness will be seen in this paper.
People believe that they are “wise” when they “know” something. A common member of society most often feels that knowledge enables people to feel powerful and misknowledge shows a certain weakness. Thurman explained, “Being right means that the world affirms us in what we think we know. ‘Knowing’ something is a way of controlling it, being able to put it in its proper place in relation to us so that we can use it effectively… So, knowledge is power, in the sense that it empowers us to act successfully. Misknowledge… is weakness, in the sense that our action may fail in their aim, backfire, or have unintended consequences. Knowledge is security, in that we know our vulnerabilities and can avoid harm. Misknowledge is danger, in that we don 't know what others might do to us or what traps may await us. We therefore feel powerful and secure when were right, weak and vulnerable when were wrong” (Thurman 446). Thurman took a distinctive approach and taught that not knowing meant obtaining freedom and achieving wisdom. Thurman taught, “… the Buddha discovered that this most certain knowledge of the ‘self’ is actually ‘misknowledge’—a fundamental misunderstanding, a delusion. And what 's more, he realized that this discovery was the key to liberation, the gateway to enlightenment” (Thurman 447). From a social standpoint, “wisdom” allows people to obtain a certain knowledge of themselves and in this way, acquire freedom. Once this “wisdom” is gained, one becomes selfless and allows him or her self to be a greater part of
4). Throughout the duration of this course thus far, I have made several intrapersonal, interpersonal and contextual observations of myself as a 'knower '.
Our knowledge is a key to our success and happiness in our life to give us personal satisfaction. Knowledge is power but not always. Sometimes our self-awareness and growth as an individual gives us negative thoughts that make us want to go back to undo it. Everyone wants to unlearn a part in our life that brought us pain and problems. Good or bad experiences brought by true wisdom can be used for our self-acceptance, self-fulfillment and these experiences would make us stronger as we walk to the road of our so called “life”, but Douglas’s and my experience about knowledge confirmed his belief that “Knowledge is a curse”. Both of us felt frustrated and sad from learning knowledge.
The ontology and epistemology of the researcher influences the design of tools for health education. However, it is imperative that the researcher is aware of, one’s own culture, values, assumptions and beliefs (7), and recognizes how these inherent biases/prejudices may influence the design of health education tools. The researcher must be mindful of the target population’s ontology and way of learning so as to ensure that the tool provides learning and information in the manner familiar and comfortable to the recipients as this will increase learning and produce sustainable change. Most importantly, the underlining theory that guides the design of the tool must be commensurate with Indigenous epistemology.
From a young age Galileo was both bothered and motivated by the lack of scientific rule and emphasis on church rule. Galileo’s approach to learning was very admirable. Instead of sticking to his course of study, he learned by investigating his everyday activities. By learning to inquire further about what interested him, he made e...
The quest for knowledge and learning has been occuring since the creation of mankind. Ever since the serpent in the Garden of Eden tempted Eve to eat the forbidden apple from the Tree of Knowledge of Good and Evil, promising she would wise as the gods, man has been battling with this endless pursuit. Some men want wisdom so that they may be able to live a good and righteous life. Other men want only the power that knowledge can bring them, to use it for their own sinful purposes.
Many of Aristotle’s teachings have shown remarkable insight into the human mind, especially considering the time in which he lived. Just as some of his teachings on physics were held as true for nearly 2000 years, many of his teachings on the human mind were well ahead of his time. His method of study and experimentation, followed by logical deduction are the basis for all sciences now, something which was completely new when he wrote of this approach.
Shaping knowledge is similar to reevaluating what a person may consider to be true. While this is neither a positive or negative thing, it impacts the progression of the world, in terms of societal cues, which is constantly reliant on continued shared knowledge among individuals. Shared knowledge shapes personal knowledge, and this is done by strengthening personal knowledge or by bringing its validity into question. This is dependent on the individual accepting knowledge. Some people may not have experienced a certain type of situation, so they would
Through epistemology it analyzes the notions of justification and truth, as well as the production of knowledge through skepticism. Knowledge is the understanding of aspects and experiences. Epistemology was brought through the enlightenment period during the 17th or 18th century by modern philosophers and it incorporates the question of “how do we know?”. The concept of epistemology has increased rapidly through western philosophy and through the turn of the century has become a significant indication of how we can be defined as individuals