The central ideas about this knowledge may be categorized into four parts: knowledge, wisdom, belief, and opinion. Some are individualized -- some culturally based, some based solely on sensory perception, and some, from consideration. In its most practical state, "knowledge" may be information about which we are aware -- facts, figures, accepted truths, ways of doing things. Wisdom, in contrast, takes that knowledge and allows individuals to make judgments and decisions based on knowledge -- presumably gained through experience or the process of learning. Belief is a culturally (thus cognitively) based make up of what we hold to be true simply because we innately know it without the need of proof or method. Opinion, is a personalized belief of judgment that has no proof, no certainty, but generally takes in information (whether correct or not) and synthesizes it into an idea that allows for individuals to have stands and strong views on certain subjects or ideas. It seems that most philosophers...
Trust, for instance, involves individual responsibility and accountability -- therefore that trust must be based on something we wither know intrinsically or know experientially. The degree of knowledge, then, is where that knowledge arises, and how it transforms or aids the individual. For example, who would one rather have on a trip through the Kalahari Desert; a Rhodes Scholar who speaks the language, has studied the anthropological history of the Bushmen; or a seasoned tracker, survivalist who has not real factual knowledge about linguistics, colonialism, or history, but can clearly survive in the wilderness? Thus, the overwhelming issue is that often philosophy is relevant -- or utilitarian in its presumptions. However, simply being able to discuss and reinvent one's own personal believes makes it a powerful societal necessity that separates out the tactical and primitive society, from the strategic and advanced cooperative maze.
It is important for students to understand that the world does not exist in isolation, but the skills we learn overlap in our journey into learning. Epistemology: Epistemology asks us to ponder the question: what is knowledge how does knowledge of one event or process impact other events, how do we know what we know? Within my educational philosophy, the concept of knowledge is, as it is in Bloom's hierarchy,
Berkley stated that because the senses were potentially faulty, everyone's sense perceptions and thus everyone's 'truth' was unique and variable. However, most empiricists like Locke believed that some (few) things could be known with certainty, like shape and color, even if other properties of things could not be known. The empiricists come from the Aristotelian rather than the Platonic tradition of philosophy, and had rigorous standards of truth based upon
Yet rather than understand this revelation as something which is freeing, Sartre experienced it as something fearful. He speaks of this freedom as being a form of damnation: Man is condemned to be free... condemned because he has not created himself - and is nevertheless free. Because having once been hurled into the world, he is responsible for everything he does..." (Gaarder, 379-380) If one is free, then one has not
Philosophy Socrates was a proud citizen of Athens. He loved his native state so much that when he was condemned before her courts, he prefered to be sentences to death instead of exile, because to be away from Athens would have been unbearable to him. He had fought bravely in her wars and won great acclaim, and laid his life on the line for her protection. Considering the degree of patriotism
If a new paradigm was constructed, he did not feel it should be used to build upon and existing one, but that it should completely replace the existing paradigm. As mentioned before, this method of thinking does not allow for evolution or growth. If we are constantly getting rid of one paradigm and replacing it with another, it is as though we are negating the first paradigm. This process
Using the death of her mother on emotional response she argues that in case it had been discovered in the whole episode that her blood pressure seemed to be very low or her pulse rate did not go beyond 60, no any reason that can be used in concluding that she was not grieving. Contrary to claim of James that without existence of bodily feeling then emotion does not
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