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What Constitutes Knowledge
What Constitutes Knowledge
What is constitute knowledge
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To explore what it really means to have knowledge we must first have to come to common understanding of this word means. There is a common definition by the oxford dictionary published in 21th century claiming knowledge to be the facts, information, and skills acquired through experiences or education; the theoretical or practical understanding of a subject. We all have our own connotations to this word, but to build a common understanding we stick to the definition of the word.
Making assumptions is something we’ve claimed to be doing for generations to build this idea of higher empire of knowledge. The denotation of the word states a thing that is accepted as true or as certain to happen, without proof. Which basically means it’s not quite
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This brings me to my counterclaim which is, not all knowledge is based on uniformity. There is a difference between an assertion and a proposition. If we understand this difference we’ll be able to tell whether or not if the person actually knows something or is basing it on his or her beliefs. An assertion is a linguistic act – either spoken or written – that has a truth value. A truth value is a state of being either true, or false but never both. For example, all declarative sentences have truth values. The content of the assertion is the proposition, the underlying meaning of what you’re saying. A proposition is true if it asserts a claim that corresponds to reality. Philosophers believe that knowledge won’t go too far without understanding the classical definition of ‘belief’. Belief is when we take a propositional attitude of truth. But people like everyone else can have false beliefs. Which raises the question of when do we actually know something. In philosophical terms knowledge is a ‘justified true belief’. This has three components to it. First, we must believe in something, second our beliefs must correspond to reality and third our belief must be justified. That is, we have some sort of legitimate …show more content…
People might think mathematics and philosophy are poles apart, but they’re a lot closer than we think. There reason is both fields require and demand thinking on a very abstract level. Mathematics has furnished philosophy with a certain kind of knowledge. In the gate of Plato’s academy it states that “let no one enter here who knows no geometry”. This was because the ancient Greeks regarded geometry rather than arithmetic the foundation of mathematics. The reason was of course the unhappy story of Pythagoras. They believed that everything in the world could be expressed as the ratio of whole numbers, which was soon proven wrong by the existence of irrational numbers. Mathematics provides a model of knowledge. Most people aspire this knowledge because it’s certain. It exists in an unambiguous world of binary. Each mathematical statement exists only as true or false. Mathematics is believed to have the most fundamentally clear structure in academia. Therefore, it follows my first claim of uniformities in every school of thought. Plato believed in the superiority of reason over senses. This idea of grasping the abstract intellectually was fundamental purpose of most mathematicians. But this system of knowledge began with an assumption. This assumption was the binary of existence, which is either true of false. Therefore, is supports the idea that there was an assumption of the existence of
An assumption is a thought or opinion that is accepted as being true, without enough or any proof. In The Scarlet Letter and The Minister’s Black Veil, this occurred a lot in their community. Both stories were solemly based on this theme. Judgment went along with assumption. The people of the community in The Scarlet Letter used assumption as a way to justify an excuse of judging Hester Prynne. The people of the community in The Minister’s Black Veil, used assumptions to think of ways to describe how minister, Mr. Hooper, has changed. Punishment leads to judgment, false facts, confrontation, and change.
Assumptions influence our perceptions because when assumptions are made, it is often the case that there is not enough information for the assumptions to be accurate. Dillard gives an example that relates to this in her essay when she says, “[We] see what [we] expect” (Dillard 20). When an assumption is formed about a person or situation, then things that agree with that assumption is what is looked for, so that is what will be perceived. This may create inaccurate impressions. Another problem with making assumptions is that it is assumed that there is consistency to others’ behavior and often the focus on negative things about others. When it is assumed that there is consistency to others’ behavior, it is assumed that after seeing them act one way once or twice, they will always act like that. (Beebe 77). These examples relate to another idea that Dillard talks about in her essay. Dillard says, “Peeping through my keyhole I see within the range of only about thirty percent of light that comes from the sun…” (21). This agrees with an idea that people tend to ignore information when making perceptions and only looking at a small portion of the big picture and make perceptions based off of that. An example that relates to all of these would be if someone expects a person to be rude, then whenever those two people interact, rude behavior will be all that is looked for and all that is given any thought. People often form perceptions off of assumptions and small pieces of the big picture which oftentimes makes those perceptions that a person might have
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.
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...
There is no concrete definition of knowledge, but there is a definition that is widely agreed upon, or a standard definition. This definition may be widely accepted, but just like most things in philosophy, it is controversial and many disagree with it. The definition involves three conditions that must be met in order for one to truly say that they know something to be true. If one were to state: “The Seattle Mariners have never won a world series,” using the standard definition would look like this: first, the person believes the statement to be true. Second, the statement is in fact true. Third, the person is justified in believing the statement to be true. The three conditions are belief, truth, and justification. There are the “necessary and sufficient conditions” for knowledge. Necessary and sufficient conditions are linked to conditional statements, ‘if x, then y’ statements.
...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
Merriam webster (2014). Assumption - Definition and More from the Free Merriam-Webster Dictionary. Retrieved April 11, 2014, from http://www.merriam-webster.com/dictionary/assumption
What is knowledge? Knowledge, according to the Oxford Dictionary, is facts, information, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject. Knowledge is also known to be “true, justified belief; certain understanding, as opposed to opinion”. Knowledge can be objective, but can also be relative. Knowledge can be objective meaning it is free of any bias or prejudice caused by personal feelings or beliefs. Knowledge can be relative meaning that a term, thing, or concept that is dependent on something else. But then again, which is correct; this argument came up in Protagoras’ claim. Protagoras claimed that man is the measure of all things. In this paper I will argue that Protagoras’ claim is true.
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.
Throughout the book Narrative of the Life of Frederick Douglass, an American Slave many themes are developed relating to slavery. Such themes that are well developed include corruption, brutality, and knowledge. Perhaps the most important theme that was developed was knowledge and its power in everything. Frederick Douglass gained knowledge throughout his life, defying the laws surrounding slavery. Perhaps one of the most impressive things from the life of Frederick Douglass was the fact that, except for a few months at the beginning of his engagement with Mr. and Mrs. Auld, he was a self taught man who took it upon himself to expand his knowledge. Frederick Douglass discovered the power of knowledge and applied this to his life in many different stages. First, he discovered that knowledge is power. Second, he went out of his way to obtain all the knowledge he could. Third, he used that knowledge, that he had gained over years and years of self-taught, underground learning, and used it to run away from the brutal life of a slave. Finally, he used the knowledge he had gained to publicly speak against the institution of slavery and make it a point to earn the right of universal suffrage for all men. He presented many ideas, which we today, can see were very strong and moral convictions from his views as an abolitionist.
Knowledge is of two different kinds: what we know or where we can go find the information upon it. The face of knowing something is sometimes gained through experience. With knowledge or the thought that you know something there are many possible and equally definitions of knowledge. People saying that they know something is a justification that they believe it, but facts could be proven and shown that what they believe is not true. It shouldn’t have to be a good reason for anyone to say they know such things and believe in it. If you know something, you know something. No feedback to test my knowledge. We all don’t think or act the same so the knowledge is different upon each human.
From that point of view, knowledge is quite fallible as everything could be an illusion. An example of this could also be the “A Brain in a Vat”-scenario, (Philosophy Gym, p.25). This argues that one’s entire perception of the world could be false as the brain might as well be in a vat on an alien ship, being fed with stimulants in order for the consciousness to perceive things, while being unaware of its actual situation. The conclusion to draw from this is that we can’t know anything for certain. Or at least prove that anything we perceive is real. Therefore we can’t know anything for a fact.
When I think about knowledge the first thing that comes to my mind is education. I believe that knowledge comes to people by their experiences in life. In other words, life is an instrument that leads me to gain knowledge. Many people consider that old people are wise because they have learned from good and bad experiences throughout their lives. Education requires work, dedication and faith to gain knowledge. We acquired knowledge through the guidance of from parents, role models, college/University teachers and life experiences.
Truth can be defined as conformity to reality or actuality and in order for something to be “true” it must be public, eternal, and independent. If the “truth” does not follow these guidelines then it cannot be “true.” Obviously in contrary anything that goes against the boundaries of “truth” is inevitably false. True and false, in many cases does not seem to be a simple black and white situation, there could sometimes be no grounds to decide what is true and what is false. All truths are a matter of opinion. Truth is relative to culture, historical era, language, and society. All the truths that we know are subjective truths (i.e. mind-dependent truths) and there is nothing more to truth than what we are willing to assert as true (Hammerton, Matthew). A thing to me can be true while for the other person it may not be true. So it depends from person to person and here the role of perception comes into play. As truth is a vital part of our knowledge, the distinctions between what is true and what is false, shape and form the way we think and should therefore be considered of utmost importance. We often face this situation in real life through our learning curves and our pursuit of knowledge to distinguish between what is true and what is false. The idea of there being an absolute truth or also known as universal truth has been debated for centuries. It depends on many factors such as reason, perception and emotion.
Descartes defines knowledge as doubt and uncertainty. He describes that our main source of knowledge is our sense perception.