The Methods of Acquiring Knowledge - Report Example

Name: Course; Tutor Date: Visual component Written Component While looking into ways of acquiring knowledge according to (Bower, 2005) we will see that passive observation and active experimentation are the only reliable methods of acquiring it; however, we will see whether they are other methods of acquiring knowledge. These two modes are seen as the most reliable methods of acquiring knowledge because they rely on both internal and environmental factors of each human being. Other methods such as learning can be less relied since they depend on the intelligence quality of that the person perceiving the teaching. Human beings are social beings and the way they are able to produce knowledge is majorly on the two methods namely: Active experiment or passive observation. Knowledge can be defined as the awareness or an individual understanding on facts, skills or information. Understanding a subject through theory or practical experience constitute knowledge. It’s acquired through perception, education, learning or experience. (Ishiguro ,2005) stated that when all these variables are summed up, we can deductively arrive at our premises that through passive observation or through experience are two major ways of gaining knowledge. Human sensory perception form the two models of our discussion. In this our top down processing of ideas will aid the discussion to have recognition of information in the context in a like a pattern. The top down information in our essay will be active experimentation. Passive observation will embrace `bottom up’’ method of conceptualizing ideas through discovering ideas in the main context. Active experimentation is affected by external forces thus it’s a voluntary process. Passive observation on the hand is affected by internal forces, state of mind and body thus it’s involuntary and also fixed. (Jennifer 2002) puts it active experimentation and passive observation can be relied since in practical terms they are applicable even in typically in the uncivilised or else illiterate population .While explaining this fact we focus on some of the subsections that contain this notion. First and foremost is the reasoning and thinking .Reasoning is a discovery that’s considered rational and can either be observed or experimented. In science there exist an inter-relationship that’s obvious between passive observation and active experimentation experiment. For any experiment done there must be observations noted. Reasoning is used to interpret the observations from the experiments done. To get a deep meaning in to this we consider a hypothetical deductive method of scientific evaluations. Its goes without mention that one can form a hypothesis which can be subjected to scientific inquiry by testing it against observable data. If the test fails to conform to the predictions outlined by the hypothesis then that is taken as misrepresentation of the hypothesis. On the other hand if the test run with conformity with the hypothesis, then the researcher is doomed to pronounce that to constitute a theory. After the process, the theory is subjected to stringent testing with other hypothesis that competes with it to be able to come up with explanatory values. Thus we can comfortably support our main idea that it’s because active experimentation and the presence of passive observation a theory is derived and this constitutes knowledge. If we divert the subject to other ways of reasoning, we can categorize reasoning into two classifications. (Belcher ,2002) gave two classifications; convergent thinking and divergent thinking. Convergent thinking is the ability to answer questions that are standard which don’t require so much creative thinking. A good example is answering a multiple test question that require use of some bit of intelligence. In this type of thinking a well-defined answer is given to be a solution. Only the correct answer is given as the answer of the asked question. Divergent thinking on the other hand involves generation of ideas that are creative by taking time to explore feasible solutions to the problem at hand. Many ideas are generated, thus exploring many solutions leading to drawing of unexpected connections .The connections an ideas are structured and organized in a strategic manner to come up with cognitive thinking. Hence it’s worth saying that convergent thinking basically uses mire active process of experimentation thus reasoning out of answers is inevitable. Other instances involving divergent thinking propose that it mainly uses passive observation in reasoning out of answers.(Dori,2005) stated that trial and error methods and the system of self-learning are the best to show that reasoning both uses passive observation and experimenting actively to derive knowledge. Emotions and Feelings. In interactions that exist between humans there is existence of emotions between the two individuals.(Ishiguro,2002) stated that knowledge is can also be derived from emotions through the two processes depicted active experimentation or passive observation .It go without say that there exist a cognitive process which include arousal physiologically in casual relationship between individuals .Arguments arise from facts that presence of theories that can be accredited for physiological cause of response to emotion is caused by passive observation. On the other divide there are theories that are attributed to cognitive classification of physiological arousal are known to derive knowledge through experimenting actively. In our daily lives we encounter many different individuals who portray emotional, behavioural or social disorders. In our context we have a seven year student who portrays such disabilities. We have to find an intervention plan to mitigate the disorders he is experiencing (Liben 1992) one of the methods is to use Cognitive behavioural method as a means of helping him out of this scandalous situation. Basically this intervention method is short term based, psychotherapy method directed towards solving the current behavioural and social disorders. Mostly to correct the behavioural disorder the therapist uses a combination of both cognitive and behavioural corrective mechanisms .In this situation, we have to acknowledge that some behaviours cannot be controlled using rational thinking but rather conditioning of the environment the affected person is and other extraneous variables that affect the individual behaviour. The model has proven to be a success to persons who have been affected by anxiety, eating, reading and comprehension and behavioural concepts. Focusing on Trey Doherty he has a difficulty of controlling verbal and physical outburst, also he has a difficult in comprehension and reading ,therefore we have to come up with an intervention method to correct the situation. First of all conducting behavioural experiments will modify the violent behaviour of Trey. To do this the therapist should perform a behavioural test for testing thoughts such as trying to criticize him for verbally attacking other students .This would give the therapist a result oriented outcomes based on the feedback about whether criticism will coarse Trey to abandon his behaviour. Which intervention methods that can be used to control Trey anxiety disorders? Trey is scared of tornados .May be that is the reason why he is very scared of them that why he is very aggressive causing disturbance to other students. The basic intervention method for this behaviour is exposing Trey to the objects he fears .He should be accompanied with the therapist to gain the necessary courage to face the situation he considers risky. For instance Trey fears tornadoes; maybe he should be exposed to the films about tornadoes for him to overcome that. Through the introduction of Trey to the stimulus the conditioning he considers as harmful can be modified and adapted thus the fear is eliminated .It goes without mention that indeed exposure model have been successful used as the method of intervention to treat individuals who face anxiety disorders. Trey has bullying tendency. He is very aggressive at sometimes .He seem to be controlled by emotions derived from mood disorders. According to this intervention method, the affected party should be taken through a series of testing things on reality terms by change of delusions (Bigler 1992). This will in turn lead to decrease in hallucinations thus managing relapses. Hence the cognitive therapy on behaviour can be ultimately used to reduce bias and prejudice towards others .Trey has a prejudice based on that he must win a game. He usually disrupts the play when it’s mid-way. If Trey now becomes integrated to the group which he always had prejudice or, he is will become depressed as he view that the group he is been associated with is inferior .Thus the cognitive behaviour recommended for this is to train trey to identify and response to thought and belief automatically. Furthermore the therapist should structure sessions of play for trey alone to restrain him from hurting others. Trey strengths and weaknesses First of all Trey is a focused student with intelligence as she has never repeated any class. The attendance for her class is just excellent that’s the reason she is able to score high marks in oral reading fluency (Swanson 1998).Her performance in maths is above the average level although during the starting period she scored low marks but she is consistent and keeps on improving but then at the end her grades seems to reverse again .Moreover she is well behaved .The school has adopted a system where it used the behavioural behaviour technique to assess the form the school wide behaviour data. (Fuch 2003)There were no reported behaviour concerns for her. For ORF she performs well as she is able to read 41 words in a passage out of the 77 words. This represents above average mark which is 35 words. For the midyear ORF she performs average she hit 44 mark pout of the possible 46. However she exhibits some weaknesses in terms in the field of speech language. The scores for Retell fluency measures are below par. when we critically analyse her scores there was inadequate intervention and that’s why she was referred for a special education evaluation. After a team looked into her scores they realised she had a deficit in the area of speech language (Swanson 1998).The calibrations measurements showed that the standard deviation computed twice was below the mean score. Her performance in mathematics also wanting .The administration of the school used Terra Nova screening measure to assess all third grade students. Her score was at risk according to the measurements .She did not possess the necessary mastery towards the content matter evaluated by the tests. Trey receives general education as programming model for tier one .For reading its takes 1.5 hours a day for a period of five days .She is in a reading group of 6 students which are with Scholastic Literacy place. The general education takes the form of Oral reading fluency and Retell fluency in which the assessment is in form of DIBELS. For maths the tier one general education takes place one hour per day for five days in a week with Houghton –Mifflin Central. (Jordan 2005)There are 17 students for math in each class. The assessment for maths tier one is administered by Terra Nova screening measure for all the students in third grade. The measure depicts the risk status which is equivalent to the proficiency level. Evaluation is done quarterly during the period of assessment. First I would advance small group math problem with the four days a week, half an hour a day the curriculum would be revitalised which will include Houghton Mufflin, Touch math combined with Math Central(Jordan 2005) .Moreover I should administer short quizzes for her to practice and enhance perfection. For her reading to improve I would refer to monitor her progressively to check her oral reading and retell fluency levels Offering S.R.A reading mastery II would and Linda mood Phonemic sequencing with a special teacher would be of great help to her. The programme would be offered for one hour per day for a period of 5 days in a week. I wouldn’t mind adding any other extra hours for better comprehension. (Jordan 2005)Using the SRA Reading Mastery II will help the student to develop into an independent, highly skilled and fluent reader of all time .The program merit is that is flexible and comprehensive thus can adapt to any student who have a reading problem. Balanced literacy by using nonfiction readers can also be a wise intervention to administer to Bryanna to improve her reading skills when practising this skill the student will challenge herself with grade level texts while using writing which is non fictional which will offer great tools for her to meet the needed standards. The tier two maths intervention that will be used will be Math Central problem solving, Investigations, and touch math. (Swanson 1998)In this the emphasis will shift from teaching her maths by problem solving to teaching her maths via solving of mathematical problems. I would provide enough information by attempting to construct one or more than one processes of solutions. Tier 3 interventions will involve referring her to special education service. This is due to her posting dismal results which have been brought by inadequate intervention. The intervention will involve language severity rating scales while also applying discrepancy criteria (Jordan 2005). When the student has been on tire 2 for a reasonable amount of time, an evaluation is carried to determine whether the child qualifies for special education services. Much time will be needed to make it efficient for special education to thrive. Basing on her poor performance posted by her in maths and reading skills it’s my opinion that she needs special intervention. Although the decision is left on the hands of her parents, the student has a learning disability; due to the results for her spoken language are more than twice standard deviations which are below the mean. References Bigler, R. S., & Liben, L. S. (2010). Cognitive mechanisms in children's gender stereotyping: Theoretical and educational implications of a cognitive‐based intervention. Child development, 63(6), 1351-1363. Bowker, G. C. (2005). Memory practices in the sciences (pp. 269-298). Cambridge, MA: Mit Press. Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students' understanding of electromagnetism concepts?. The Journal of the Learning Sciences, 14(2), 243-279. Gersten, R., Jordan, N. C., & Flojo, J. R. (2008). Early identification and interventions for students with mathematics difficulties. Journal of learning disabilities, 38(4), 293-304. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2009). Responsiveness‐to‐intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171. Kanda, T., Ishiguro, H., Ono, T., Imai, M., & Nakatsu, R. (2008). Development and evaluation of an interactive humanoid robot" Robovie". In Robotics and Automation, 2002. Proceedings. Swanson, H. L., & Hoskyn, M. (2010 Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Routledge. Read More