The Role Of Peer Based Systems On The Natural Sciences And The Arts Essay

With this lesson, we begin a new unit on epistemology, which is the philosophical study of knowledge claims. In this first lesson on epistemology, we begin by examining the question “What do we mean when we say we know something?” What exactly is knowledge? We will begin with a presentation that introduces the traditional definition of knowledge. Wood then discusses some of the basic issues raised in the study of epistemology and then presents an approach to epistemology that focuses on obtaining the intellectual virtues, a point we will elaborate on in the next lesson.

Many of science’s debates and theories are correlated with the objectivity of science. For instance, claims, methods, and experiments/results can act as a type of objective. Helen Longino believes that science is objective due to the ways of the scientific method being put to use and how we approach ideas with our opinions. Her article elaborates upon social dimensions of scientific knowledge that acknowledges objectivity is more of a social culture done within the community which allows criticism to be present. This allows unbiased theories and concepts to be eliminated or reasoned with. She points out the association between social and cognitive values and she offers a reusable approach to why science is objective rather than the two pre-existing

We discover scientific knowledge in various natural science fields such as biology or chemistry. A common misconception about the natural sciences is that both the knowledge they reveal to us and the scientific method used in discovering this are purely analytical. This means that these sciences are rigid in facts and do not contain any subjectivity or creativity. However, the scientific method is not a rigid system of pursuing measurable facts. It contains fallacies and biases. In testing hypotheses, performing observations, or reasoning inductively, science is undoubtedly flawed and erroneous. Paradigms, commonly seen as infallible and containing rather insignificant errors, contribute to many of the errors involved in scientific

| The study of knowledge: What constitutes knowledge, the nature of knowledge, and whether knowledge is possible

The idea that knowledge varies between accuracy and simplicity is, to me, incorrect. Accuracy of knowledge more nearly means valid or correct information but the statement implies that accurate information strictly correlates with complexity in understanding. Therefore, if something is simple or basic in its understanding and production, it is not accurate. Most areas of knowledge depend on accurate information that can be proven and justified, however, are either so ever-changing that accuracy and simplicity seem out of reach, or they are so objective that the complexity of the knowledge is solely dependent on its interpreter. I will examine the development of knowledge in the arts and its interpretation as well as examining the natural

Jonathan Marks’ quote can be broken down word by word beginning with ‘production’. Production insinuates that science is an active process. One does not simply fall into scientific knowledge because there are no scientific discoveries. All science must be pursued with an intent and attentiveness. Without having motivation and a reason for executing science, there would be no knowledge to be had. Next comes ‘convincing’. Convincing suggests that science is social. In order for science to be considered ‘truthful’ or ‘correct’, other scientist must also agree with the view. Scientific knowledge must communicated with other professionals in order to persuade their opinions to align. Communication and social processes are vital to forming scientific

The scientific method is a process of acquiring new knowledge and to find reasoning in a given hypothesis. The scientific method is also explained as the collection and correlation of data through observation, experimentation and formulating and testing a hypothesis. Only some university students are able to learn and practice the scientific method whilst at university. This essay will provide four arguments on why only some students are able to learn and practice the scientific method at University. These arguments include the student’s choice of studying a science degree and practically learning the scientific method. Or the willingness of the student to acquire a new knowledge and find reasoning; we explore this idea through a brief knowledge of the social enlightenment and the resulting change in social behaviour and authority rebellion.   Also we look at the difference in the academic disciplines encountered at university; science, arts, commerce and humanities, each discipline containing a varying approach to learning and acquiring the scientific method in relation to new knowledge. Finally we will explore how those whom do not study a science

Experts in the same discipline typically agree with one another as they have the same facts and knowledge. However, when experts disagree with one another in the same discipline, it may cause contradiction between experts. Disagreements come in many different forms such as different opinions, facts, how one perceive things and one’s standard of right or wrong. In certain disciplines, such as history and art are filled with a multitude of disagreement as the two area of discipline are bias and subjective. Thus, different experts may see things differently in one discipline which can also be called area of knowledge. In history, self-serving bias and historical revisionism can alter the interpretation of evidence and influence the perspective

In the book written by Nonaka (2000), presented a summary of the ideas that underlie the notion of knowledge: (1) Knowledge is justified true believe; (2) Knowledge is something that is explicit (tacit knowledge); (3) knowledge creation effectively dependent on the context that allows the creation of occurrence; (4) knowledge creation involves five main steps are: a). Sharing knowledge explicitly (tacit knowledge), b) created the concept, c). Justifying concepts, d). Build a prototype, and e). Do the dissemination of knowledge.

We believe that the work done under people expressing Theory Y often is knowledge intensive work. Johnson (2002) already stated that there is much more knowledge available nowadays. Also we spotted a trend among the Dutch population that the amount of higher

to who defines ‘what counts as knowledge’ and has access to it. Historically and even today

A perpetual conflict emanating throughout all mankind questions the significance of knowledge to human nature, regarding knowledge’s definition, acquisition, branches, and value. Major role models in the foundation of philosophy - specifically, in this essay, Plato and Aristotle - obsess over the significance of knowledge and its importance to and relationship with the development of human beings and their mindsets. Although Plato’s view on knowledge describes the internal predisposed essence of all Forms and the need for a superior being to extract them from the student, Aristotle’s outlook resides as more reliable and realistic due to his beliefs in the premise of knowledge in the sensation and perception, with continuing development in memory, experience, art and science, and, ultimately, true wisdom.

This statement implies an assumption that areas of knowledge have one fixed purpose, however, I believe the purpose depends not on the area, but on the knower itself. Nevertheless, areas of knowledge do have some general tasks that differentiate them from each other, but these purposes may overlap. In order to investigate the actual purpose of the areas of knowledge History and Human Sciences I will attempt to answer the question ”To what extent is the purpose of an area of knowledge fixed?” To do so, first I will explain what their main purposes are as well as when these can change. Finally, I will discuss the data collection methodologies, focusing on the strengths and weaknesses of the way each of the knowers in these two areas of

Knowledge is defined to be facts, information, and skills acquired through experience or education. There are two categories that fall under knowledge; personal knowledge and shared knowledge. Shared knowledge refers to what “we know because.” It can also be defined as communicated and constructed knowledge; within culture, social norms, and semiotics. Personal knowledge refers to “I know because.” An expanded definition of personal knowledge refers to personal experiences, values, and perceptions. Shared knowledge changes and evolves over time because of methods that are continuously shared. It is assembled by a group of people. Personal knowledge, on the other hand, depends crucially on the experiences of a particular individual. It is gained

We live in a strange and puzzling world. Despite the exponential growth of knowledge in the past century, we are faced by a baffling multitude of conflicting ideas. The mass of conflicting ideas causes the replacement of knowledge, as one that was previously believed to be true gets replace by new idea. This is accelerated by the rapid development of technology to allow new investigations into knowledge within the areas of human and natural sciences. Knowledge in the human sciences has been replaced for decades as new discoveries by the increased study of humans, and travel has caused the discarding of a vast array of theories. The development of