The Similarities Between Knowledge And Disciplines

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.

From these impressions and ideas stem two kinds of knowledge: relations of ideas and matters of fact. Relation of ideas are a priori and do not need to be

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

“In gaining knowledge, each area of knowledge uses a network of ways of knowing.” Discuss this Statement with reference to two areas of knowledge.

The big project that the nazis did was called the “Uranium Project”. It was ran by two German scientist named Otto Hahn, and Fritz Strassmann. They were mixing two chemicals called uranium and neutrons. The outcome of mixing the two chemicals was brainium. It is half the size of uranium but a dedler one. Another person that led the uranium project was army physicist Kurt Diebner. He helped find out that if you slow down and control the explosive it will explode bigger. Chemist Gerhard Schrader was believed to be the first to create a nerve gas. He is also known as “Father of the nerve agent.” He was the man who created the gas called tuban which was used in gas

Haber’s talent in science led him to create weapons that were very destructive. He created chlorine gas that he believed would help Germany advance in WWI. “By the spring of 1915,

The positivism perspective is an extension to the empiricism view on knowledge that states that knowledge comes from induction and observable experiences and that this knowledge is used to explain social phenomena (Benton & Craib, 2011). Nevertheless, the empiric view of knowledge on which positivism is based has long been subject to limitations. Immanuel Kant noted for instance that knowledge does not only come from the senses but also from a basic pallet of conceptual knowledge we all have. Furthermore, the interpretation of observations can differ due to the different way everyone acquires concepts. The claims done by Staman and Slob (2012) mentioned earlier are analyzed below for using this perspective on science.

Knowledge: It is information that has been synthesized so that relations and interactions are defined and formalized; Knowledge answers questions of “why” or “how”. It explores options.

It is not enough to be content with what I have already known. In order to reach my maximum potential, I attempt to deepen my understanding of the world. Sometimes it can be overwhelming with all the knowledge there is in the world, so I ask myself the question “What knowledge will help me move ahead?”

Fritz Haber, the main advocate for poisonous gasses to be used as weapons, was a hopeful German scientist trying to turn the tide of the war in the German’s favor. What started as a ploy with little to no support from German authority turned into a major stake in the German war plans throughout World War I. The first gasses used offensively by the Germans were 5,730 canisters filled with chlorine gas buried near the Allie’s trenches outside the city of Ypres in

Although Haber's wife Clara committed suicide in protest of Haber's work on chemical weapons, Haber persevered and continued testing chlorine gas on the Russians the very next morning. During the Second Battle of Ypres, the effectiveness of poison gas caused the French to take over ten-thousand casualties. Although this led to no major breakthrough of the French lines, Haber was cordially embraced by the German military and given the rank of captain. After the Great War, Haber feared he would be executed as a war criminal but he was instead awarded the Nobel Prize in Chemistry for his co-inventing of the Haber-Bosch method. This was a method of creating ammonia from hydrogen and nitrogen gas that is used to make fertilizer and explosives. Currently half of the world's production of food carroes a dependance on his

Fritz Haber was born in 1868. He studied at many universities and moved job to job, also earning his doctorate in organic chemistry in 1891. He is known for his greatest accomplishment, getting nitrogen from thin air. He took atmospheric nitrogen and made it into plant fertilizer called ammonia. Without this fertilizer that was made in the early 1900s, earth now would not be able to tolerate the 7 billion population we have today, at most, 6 billion. He also made something even bigger, chlorine gas. He made chlorine gas during WWI to kill soldiers. This is the reason why Fritz Haber is evil.

Different realities also exist within different areas of knowledge. Therefore, it can be said that the appraisal and consequent classification of the true value of produced knowledge can not be limited to the degree of difficulty with which said knowledge was produced, and

Throughout our lives as thinkers, we often find ourselves interacting with the status quo. For this essay, I will consider the statement, “In the production of knowledge, traditions of areas of knowledge offer correctives for ways of knowing.” Producing knowledge is the process of making a discovery or a creation that adds to the body of an area of knowledge. Traditions in areas of knowledge include not only methods frequently practiced by predecessors, but also conventions that when followed, increase the perceived credibility of knowledge. Correctives serve to eliminate the weaknesses of a work, specifically to increase reliability and clarity as well as reduce bias.

How do we come to know what we know? What is knowledge? These questions are important not only for epistemologists or philosophers who study knowledge, but, as well for those interested in the sciences and education. Whether knowledge is seen as absolute, separate from the knower and corresponding to a knowable, external reality or as seen as part of the knower and relative to the individual's experiences with his environment have far-reaching implications.