Module Synthesis: The Concept of Knowing - Essay Example

?The concept of knowing is one which alters according to perception. As information is received and discovered, the ideas of knowing also change intoa new format of understanding. This creates a sense of evolution and builds alternative perspectives of what reality consists of. Looking at different ideologies of what it means to know and discover a concept is one which varies according to belief systems, overall concepts and the possibilities which one can approach through life. An issue which is associated with knowledge is based on how the consciousness creates a belief around knowing that is not fluid. If this doesn’t have the ability to change and create alternative awareness through conscious beliefs, then it also leads to isolated interpretations and conceptions. This is not only important for basic knowledge but also in relation to the classroom and how information is taught to students (Davis, Sumara, Kapler, 2000). Defining how realities and knowledge changes with new information is an important concept relating to changing perceptions according to the fluid ways that discoveries and information add into belief systems both personally and in the classroom. The first way in which knowledge changes is through alternative realities and perceptions which many live with. An example of this is given by Wade Davis (2011), which shows how different cultures have alternative beliefs and perceptions. The main ideology which Davis states in the beginning is that we all live in the same reality and come from the same human species. However, the difference comes with our culture and belief in the perception of culture. The areas we live, ideologies we are taught and expectations that occur when growing up are the main areas of knowledge that form our perceptions and beliefs. These change when the beliefs and rituals vary according to the society, culture and religion which one is in. For example, Davis shows that the knowledge of the world for one individual may be based on reaching enlightenment over a period of time while others are based on the surrounding region and what is required to keep balance in the area. Each of these adds fluidity to knowledge and change perceptions according to the main beliefs of the culture (Davis, 2011). The concepts of cultural differences that lead to alternative beliefs are one of the many facets based on awareness. From the example of Davis, it is seen that perception alters according to the environment, culture and the expectations that are a part of the discovery of various areas. The idea relates not only to how knowledge changes according to culture but also applies to how information can change in the current context of areas such as the classroom. This is not only done with the understanding that knowledge is based on memorization or given lectures and information. Instead, there is a belief and understanding that there is not a fragment in learning. Knowledge comes from the environment, culture, religion, beliefs and rituals that one has. This can be given in the classroom with the way in which teaching occurs and is combined with the society and belief systems one incorporates from outside of the classroom (Davis, Sumara, Kapler, 2000). The idea of culture and beliefs connecting together education and information becomes important with the ideology of integrating the personal beliefs in the classroom while creating more perceptions for those that are learning in a school system. The idea of changing perceptions and knowledge according to culture and environment is further altered with the understanding of personal beliefs and how this is not fragmented. When one is able to change the ideas in their mind and incorporate other viewpoints, then it also alters how the world is seen and what changes. An example of this is noted from Jill Bolte Taylor (2011) in relation to how the brain works. The significant point is that insight, ideas and the personal understanding of the world changes even when an individual begins to use a different part of their brain. The idea of insight changing becomes one based on circumstances, new knowledge which is formed and the ability to create experiences from the brain and other parts of life. The fluidity of knowledge is then associated with the way in which one perceives the world. In Taylor’s example, there is a correlation between the stroke that opens the other side of the brain and her understanding that if there is continuity in both sides of the brain that it also changes the way in which the world is perceived (Taylor, 2011). The fluidity of movement then becomes directly related to the ideologies of changing perception in oneself and how one relates to the world. The main concept is one which is based on the physiology and psychology of perception. As the perception in one’s mind alters, so does the understanding of how each individual is able to create their reality. The sensory perceptions combine with the ideas in the mind to create learning and discovery. This furthers with the learning which continues to create a fluid perception of various ideas. Similar to the knowledge of Taylor, there was an alteration in what could be learned and thought when using a different section of the brain. The most fluid way to create a sense of knowledge, learning and discovery is then to create alternative perceptions in the mind which relate to the senses and other components. Everything from the biological makeup of the brain to the culture create the same fluidity and new experiences that continue to alter the way in which many live and learn while providing new information and demonstrations of reality (Davis, Sumara, Kapler, 2000). The way of looking at fluidity with the way the mind thinks and the perceptions created then lead into the understanding that each individual has the capacity to change their reality by what fits with various perspectives and understanding. According to Erin McKean (2007), there is a misunderstanding with knowledge and that it has to be a certain way. In defining knowledge, McKean shows that the mistake is that every individual has been taught to do something a certain way. This is usually passed down from others because it is more convenient or has different understanding in how one should live. However, this often limits what could exist or what should be a part of the ideas known. The information which McKean presents is one which is created through the concept of the dictionary. Every individual believes that the knowledge in the dictionary is absolute. However, McKean states that it is fluid, changes through time and alters as perceptions of words change. The concept of fluid knowledge is one which comes through personal perceptions and culture, as well as other components that are a part of the changes in knowledge (McKean, 2007). The ideas which are presented with the concept of fluid knowledge and movement then further with the understanding that the knowledge has the ability to change and alter not only alter according to the belief systems, culture and other components. The challenge is developed to all to create a change in knowledge and what this should mean. The ideas of knowledge create a different understanding according to gaining discovery and continuing to learn. The fluidity of knowledge becomes more important. The challenge is then presented to school systems and those interested in various concepts to create different ways to teach where children learn how to discover and to keep learning. Instead of memorization, tests, lectures and other ideologies, knowledge becomes a basis of fluid movement and continuing to learn. Learning how to learn and setting up an environment for discovery and creating more connections to the world is a challenge which allows every individual to create new understanding and to become conscious of how to learn and retain knowledge in a different manner (Davis, Sumara, Kapler, 2000). Traditionally, knowledge and information has been given in the schooling system as an expectation to learn and memorize a variety of concepts for a foundation for the future. However, this particular concept is one which is limited by the idea that knowledge has one basis that is taught. According to many scholars, there are different ways of learning and teaching that become fluid and make knowledge a perspective which continues to change. This is led by the internal perceptions, use of the brain in different ways, culture, beliefs and perceptions of the world which occur through discovery. Creating a space in education in which knowledge becomes fluid also develops a stronger understanding of what the world means and how it can change and develop according to the knowledge and evolution of any student. References Davis, Wade. (2011). “Wade Davis on the Worldwide Web of Belief and Ritual.” Retrieved September 28, 2011 from: http://www.ted.com/talks/wade_davis_on_the_worldwide_web_of_belief_and_ritual.html. McKean, Erin. (2007). “Erin McKean Redefines the Dictionary.” Retrieved September 28, 2011 from: http://www.ted.com/talks/erin_mckean_redefines_the_dictionary.html. Taylor, Jill. (2011). “Jill Bolte Taylor’s Stroke of Inight.” Retrieved September 28, 2011 from: http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html. Read More