The Authenticity of Factual Knowledge
Intro
The prescribed title ‘‘Knowledge is nothing more than the systematic organization of facts.’’ is implying that knowledge is the process by which we acquire knowledge on a given topic, here, on the areas of knowledges mathematics and history. To know the facts we organize them in an orderly fashion. This claim raises the knowledge issue: To what extent is the organization of facts in mathematics and history part of the understanding of the knowledge they provide?
Argument 1 (mathematics)
Real life situation on mathematics: For me, as a student studying mathematics, there is a point where I cannot study the subject anymore as I understood the facts so well that they are clearly organized in my mind.
Explanation
It’s especially the case as I feel that mathematics are understood after an organization of the facts. Once the facts are in my head, they are organized and understood. Yet, even if I understand them, there is a point where intuition falls in and I know more about said mathematical concept with the gut feeling, intuition, that I get as I progress through my problems. The organization of the facts is a major component of my knowledge in mathematics, but I want to say that being a knower of mathematics means that you have acquired the ability reason and feel the mathematics similarly to a sense. I believe mathematics is like cooking, one can know the different tastes of each of his ingredients for a recipe, but putting the ingredients together requires more than only having the tastes organized. It requires intuition and talent, that which is so hard to explain with words. This is true in other area of knowledge such as art, where knowing the colors is useful, but to paint yo...
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...uch was the case for (NAME OF THE AUTHOR) who, differently from other historians (or writers whatever he is), used his emotion to sort out the information available to him. So, he used that information about the behaviour of seemingly normal men who become monstrous Nazis and organized it into knowledge.
Mini Conclusion
In essence, the knowledge of history consists of an organization of facts, but also a deep and thorough analysis of the facts in order to actually understand the meaning and goals of the events.
Conclusion
In conclusion, in both mathematics and history the use of facts is critical to be a knower and knowing the facts is the first step to building more knowledge in the two areas of knowledge. Knowledge is built by organizing the facts through a process that requires emotion and reason, it’s not as simple as listing what we know so far.
1248 words.
How we approach the question of knowledge is pivotal. If the definition of knowledge is a necessary truth, then we should aim for a real definition for theoretical and practical knowledge. Methodology examines the purpose for the definition and how we arrived to it. The reader is now aware of the various ways to dissect what knowledge is. This entails the possibility of knowledge being a set of truths; from which it follows that one cannot possibly give a single definition. The definition given must therefore satisfy certain desiderata , while being strong enough to demonstrate clarity without losing the reader. If we base our definition on every counter-example that disproves our original definition then it becomes ad hoc. This is the case for our current defini...
To sum up, in our community of learners the knowledge that we have today consists of facts that are universally acknowledged and considered to be truth. The word fact that from Latin means something that is doe, when organized systematically forms knowledge, however it changes over time. Difference between facts can be seen in different areas of knowledge for example in history and natural sciences, where language and reasoning are used as tools of attaining knowledge. While language can be used as a manipulator of knowledge by taking advantage of it being the main source of attaining knowledge, reasoning is a logical justification of facts. Both of them can be changed as for in case of language another powerful authority may capture the power and in case of reasoning new type of facts or statements can be present that will lead to shifting the knowledge.
In final analysis there is a prodigious unorthodoxness among knowledge and information when it comes to learning. What cramming the night before an exam illustrates is you don’t understand the subject due to lack of knowledge. The divergence from knowledge to information is knowledge is rather a practical understanding of the subject or in another words a justified true belief. Knowledge can be looked upon with rational reasoning as it connects fragments of information together .Exemplifying why it creates a mental map. Per contra information is a set of facts that either could be false or true but is an existent without knowledge. Knowledge is understanding until proven incorrect, information is not.
After his visit to a Shell Research Laboratory, my high school teacher in math told us in class that he was so happy with his education, because mathematics had helped him to understand the explanations and demonstrations that had been given by the Shell researchers. He said, "If you master mathematics then you can understand everything." That was certainly an exaggeration, but it nevertheless sounded like a golden message. Since I definitely wanted to have a better understanding of what was going on around me, mathematics seemed the obvious way to go. Also, if it was not much beyond high school math, then it was pretty easy in addition. What could one wish more? So I enrolled in every advanced math class offered in our high school. Pretty soon I discovered that mathematics was much more than a set of principles that helped one to solve intellectual riddles. It was not a finished system that one could aim to master after some limited time, but it was really a way of thinking, a means of expressing creativity: endless, an old established science, but still fresh and with undiscovered green meadows, nearby and far away.
Title three can be seen as asking do “areas of knowledge overlap and can they be used to benefit and gain even more knowledge from one another?” Areas of knowledge continually overlap throughout the study of Theory of Knowledge as many ways of knowing can be used to combine and help obtain knowledge from a combination of two or more areas of knowledge. Even in school, certain subjects of classes are planned to be taught around certain subjects of other lessons in they are so closely linked correspond with each other. Multiple of areas of knowing in Theory of Knowledge overlap such as math and natural science, ethics and human sciences,art and religion, and indigenous knowing systems and history.
In the area of knowledge of mathematics, language allows us to generalize words, equations and ideas to make knowledge in math universal, rather than dependent on opinion person to person, and therefore relies on facts in order for theories to be formulated. Mathematics greatly requires the use of reason and logic. Reason is a way of knowing, which by the use of known facts and logic, extends our knowledge. There are two forms of logic in reasoning: deductive and inductive. Induction overall is about the human need to look for patterns in observations over time, such as in addition. Because in the past 1+2 has always equaled 3, we expect this to be the case every time we add these numbers together. If someone argued that 1+2 is 6, I would be skeptical and require evidence, as it would be against the ideas that were previously instilled me throughout my education that 1+2= 3. I would require valid evidence for me to go against my beliefs and against what I would conside...
Question No. 5 “No knowledge can be produced by a single way of knowing.” Discuss.
Mathematics is something that we deal with everyday, thus it is appropriate for us to learn the basics no matter how hard it can
S. Gudder once wisely stated, “The essence of mathematics is not to make simple things complicated, but to make complicated things simple.” Many people have different views of mathematics and the role it plays in their life. There are some students who believe that learning mathematics is useless and is not a necessity for their major, and there are others who find math, arithmetic, and numbers easier to process. I find Gudder’s thoughts to be true based on my upbringings and recent experience in my Math 110 course. I used to be one of those students who believed that math was difficult, and I couldn’t understand the logic behind certain problems. My perspective on mathematics has completely changed since I have been in enrolled in this course. I understand now how I can use certain lessons I learn in math in
Mathematics is an area of knowledge where the claim is applicable as it is a subject formed by different ideas merged and put into complex formulas. By applying these principles, mathematicians are discovering new facts through rethinking about known information. Ben...
Reason is used most, if not all the time to formulate valid arguments and to prove points using logic. It allows people to understand and form judgments about certain topics. In mathematics, this is used extensively as all math propositions are proven using theorems and postulates as the arguments until a conclusion is formulated. The other ways of knowing don’t feature as prominently in this area of knowledge.
Knowledge has a preliminary definition which is that it is justified true belief. Due to its dynamic nature, knowledge is subject to review and revision over time. Although, we may believe we have objective facts from various perceptions over time, such facts become re-interpreted in light of improved evidence, findings or technology and instigates new knowledge. This raises the questions, To what extent is knowledge provisional? and In what ways does the rise of new evidence give us a good reason to discard our old knowledge? This new knowledge can be gained in any of the different areas of knowledge, by considering the two areas of knowledge; History and Natural Sciences, I will be able to tackle these knowledge issues since they both offer more objective, yet regularly updated knowledge, which is crucial in order to explore this statement. I believe that rather than discarding knowledge we build upon it and in doing so access better knowledge, as well as getting closer to the truth.
Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.
Stan Gudder, an American mathematician once wrote, "The essence of Mathematics is not to make simple things complicated, but to make complicated things simple," A few year ago I would have strongly disagreed with Gudder’s statement. “Trigonometry, Geometry and Algebra. Oh No”. These Mathematics topics were my most feared enemies. They were not partial when punishing me. I knew within myself that if I wanted to conquer the IB math exam then I had to understand the esoteric, yet required content, of each class.
Mathematics has the status of being extremely difficult and challenging. This has contributed to scaring people away from the beginning. Learning mathematics requires work and dedication. Any rewards are not given out right away unless you have spent the time and required effort to learn its rules and language. If not, those rewards will keep running away from you. I like to think of mathematics as its own language; studying the grammar can be monotonous and repetitive, but it is important to use it in whichever way we may need to. Comprehending and appreciating the different genres of literature requires a good knowledge of the basic rules and foundation of the language in which they are communicated in. When we enjoy