The Views Of Shared Knowledge And Personal Knowledge

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

Within the evidence for the tasks below where relevant you also need to show examples of how you embed the knowledge into your own /the

Not only do we have a tendency to ignore and misinterpret evidence that conflicts with our own views; we also have tendency to look for and recognize only evidence that confirms them. We tend to look for confirming rather than disconfirming evidence, even though the latter can often be far more revealing.

Based on the readings, describe how one 's perspective or standpoint shapes knowledge production and provide examples from the readings. How do you think your standpoint shapes the knowledge you produced for your final paper?

Knowledge is a powerful tool, one which will unlock many doors for us as individuals and as the whole of the human race, but we must always remember the consequences of gaining knowledge. It is both our blessing and our curse, and we must never forget that knowledge is a power, what we do with that power will determine our fate and

These moments show a common theme as well that, knowledge can change your perspective on things.

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.

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.

The prescribed title displays a wide range of ideas that the areas of knowledge are being used to give knowledge as the ways of knowing and used to build and/or create the areas of knowledge. Both ways of knowing and areas of knowledge intertwine with their own concepts and perspectives, like a Susquehanna Tree that needs its branches and roots in order to have a strong trunk. The Arts, for example, as an area of knowledge, uses a network of at least six ways of knowing, such as memory, sense perception, intuition, imagination, faith, and emotion. Artists create and produce whatever is influencing them, like most famous artists, they are influenced by events that happened in their lives, which made them feel a

Current views of the world, desires, dreams, goals, and the demands placed upon society are constantly transformed by present epistemological beliefs. Schommer-Aikens and Hutter (2002) investigated the relationship between an individuals’ belief about knowledge, learning or epistemological beliefs and how this relates to average conversational issues (Schommer-Aikens , Hutter, 2002). Using a study group of 174 adults ranging in age from 17 to 71, Schommer-Aikens and Hutter (2002) posed questions assessing beliefs of knowledge and the speed control of learning.

Having a surplus amount of knowledge is often seen as something that is desired. But, sometimes having knowledge that

203). This intricate schema defines for Knight the problem of social-based knowledge. (Darryl, 2010, p.4)

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

However, as Gregory (2002) argues, it should be noted that such knowledge, be it implicit or explicit, is shared by the members of a social group “by way of their discourses”; and therefore “the pattern of their knowledge is observable and so describable, and this caters too for what is pertinent about an individual’s knowledge” (Gregory, 2002, p. 16).

Knowledge lies at the foundation of everything in society. While it may not always be noticed, it is always present. This knowledge is used in an array of processes such as creativity, experimentation, analysis, and so much more. From process to process, or area of knowledge to area of knowledge, all knowledge incorporates the processes of both transformation and description in order to evolve as justifiable beliefs. Transformative knowledge includes the product of an individual’s implementation of their personal cognitive processes to challenge traditional perspectives, while descriptive knowledge results when individuals utilize the new perspectives, allowing fresh outlooks to be perceived. While all areas of knowledge incorporate the use of both processes, some may primarily use one or the other. This can be seen in the areas of art and natural sciences. Knowledge in arts seems to primarily describe the world, while knowledge in natural sciences seeks to transform it through innovation and much more.