Rene Descartes Epistemological Theory - Coursework Example

Task: International Baccalaureate Theory of Knowledge Introduction One of the most prominent characteristics of critical andcreative thinking is that it is individual-oriented. In this respect, it is the aim of the discussion to evaluate the knowledge benefits of critical and creative thinking. The relevance of this discussion is further cemented by the fact that the core of critical thinking is to evaluate other established thoughts. While critical thinking might be concerned with dissecting existing knowledge to test their validity, creative thinking is concerned with fashioning new knowledge or modifying established knowledge. It is this process of creating and examining ideas that validates knowledge. It is, therefore, essential to discuss the works of certain philosophers in order to prop the main argument. Thereafter, daily life instances can be evaluated to bring to light the link between creative thinking and knowledge. The two fields of knowledge that would come into consideration are mathematics and ethics. Body To begin with, Rene Descartes epistemological theory comes into practice. In his discourse theory, Descartes strives to arrive at true knowledge. True knowledge, in this instance, suggests knowledge that cannot be subjected to any skepticism. To begin with his discourse, he subjects all previous knowledge to doubt (Timmons and Shoemaker 284). Thereafter, he strives to affirm whether such knowledge is credible. Skepticism forms an indispensable core of critical thinking. Rene Descartes finds that almost all of preexisting knowledge, with exception of mathematical principles, is liable to doubt (Timmons and Shoemaker 284). He arrives at one single idea that the only thing he cannot question its existence is his very existence. The argument he relays for the proof of his existence is the idea that he thinks. This is because doubt is a form of thought and, therefore, the doubting being is him. The only knowledge that is free from doubt is that he thinks. According to him, thinking becomes the item of which he is immediately aware. Apart from this argument, Rene Descartes proved the shortcoming of senses in finding and examining knowledge. In proof of his claim, he uses the example of wax to illustrate the unreliability of senses as a guide to knowledge. He considers characteristics like color, texture and smell to be deceiving. When he watches wax from various directions, he records different data about it. He dismisses senses as to rely on sensations to achieve their effect. Sensations are pre-established notions about the appearance of objects. He, then, asserts that the only reliable guide to knowledge is by use of deduction, rather than senses. Deduction, as a form of thinking, refers to drawing ideas out of credible premises (Timmons and Shoemaker 295). It forms the guide to finding true knowledge. Descartes aims to prove that the reliable guide to reliable knowledge is through the process of critical thinking. The form of critical thinking, in this case, is deduction. Mathematics employs the method of introspection to explain mathematical procedure of thoughts (Timmons and Shoemaker 285). It lays bare how mathematicians achieve solutions to problems and, thus, gain new knowledge. In this aspect, it emphasizes on creativity. In this study, it uses examples of other physicists and mathematicians to illustrate the process of creativity. This, however, does not deter the application of his principles in other fields, such as literature and art. In this book, the idea discusses the disparity between discovery and invention. The difference lies in the idea that discovery involves finding existing objects or ideas, while invention involves finding new ideas. The idea states that art involves invention since the artist is free to communicate his fantasies. In contrast, science and mathematics mostly involves discovery. It describes creativity as a spontaneous action. It recognizes the role of imagination as a deductive means to finding a solution to problem. The process simplifies itself into steps. The steps range from: preparation, incubation, intimation, illumination and verification. The result of creative thinking can always be traced through reasoning. In this process, the concept asserts that mind is void of word (Timmons and Shoemaker 85). It explains that thoughts fade when they are accompanied with words. In introspection, it is revealed that concentration reveals that mind relies on images for directing thoughts. Incubation refers to the activities of a stronger unconscious part of our minds. It states that ideas are transmitted from our unconsciousness to our consciousness. This means that there is a connection between the images we form and their meaning. In the verifying stage, pre-thought ideas can be written down and checked by the author to share any relevance to the thoughts in mind. It is essential to stabilize thoughts so as to ensure their preservation. It, however, explains that mathematical thought process does not occur wholly deductive as other processes. It occurs as a spontaneous action. This signifies a highly creative process. In addition, discussion about the Socratic Method reveals an intimate relation between critical thinking and knowledge. Most interestingly, it is realized that the questioning format that Socrates use ends up with new revelations (Timmons and Shoemaker 35). These revelations represent creative thinking. In this dialectic method, people present evaluative but arguments reflective on those by opposing participant. The arguments share a characteristic of evaluating adopted beliefs. It is not in a view to challenge conventions but, rather, to question their validity. The method highly employs logic to validate its arguments. The logic is symbolized by recurrent questioning that strives to arrive at the correct ethical or epistemological concept. It is imperative that few instances of the Plato dialogues be mentioned to help reinstate the strength the Dialectic method. To begin with, we use an example of the Euthyphro dialogue. While Plato has been sentenced for disrespecting the gods, he meets his dialogue partner, Euthyphro (Timmons and Shoemaker 384). Euthyphro has come to court to present a case against his father for murdering a servant. This instance ignites the discussion about what comprises piety. Plato queries whether something is considered pious because it is accepted by the gods as one or gods accept a pious element because it is really one. In the end of the discussion, Plato makes a paradoxical conclusion that he is the wisest man, since he acknowledges his own ignorance (Timmons and Shoemaker 35). It creates the capacity for expansion in one’s knowledge. In addition, there is the dialogue of Phaedo dialogue that arises after Plato has been sentenced to death (Timmons and Shoemaker 38). The investigation covers the scope of the concept of afterlife. It discusses about the nature of one’s soul and whether there is life after death. They come up with the conclusion that one’s soul is immortal. The Socratic Method enjoys application in several knowledge fields. A conspicuous example is in the field of law that always involves a lot of counterarguments in a view to assessing someone’s guilt. Apart from that, it is employed in seeking law solutions in law classes. In such an instance, the lecture poses an argument to a student. The student has the task of accepting the assertion. Thereafter, he/she defends his/her position by facing a series of questions from the bench that guides the solution seeking. It is a methodology that relies on critical thinking to arrive at a probable solution. Apart from the studies by the scholars stated, the link between critical thinking and knowledge can be drawn from self-conceptualization. To begin with, critical and creative thinking does entail knowledge about various disciplines in order to draw wholesome conclusions. In other instances, a problem may entail research out of someone’s own domain, thus, one is compelled to check other areas for information. For instance, a problem for a psychology student might force one to stray into other field, such as neurology or psychiatry, in order to come up with a comprehensive diagnosis. This discipline usually shares a prominent characteristic of interrelation. In cases of students, whenever they are presented with ambiguous problems, their critical and creative faculties are ignited to understand and solve the problems. In such an instance, the mathematics teacher chooses mathematical problems that involve multiple ways to obtaining plausible answers (Timmons and Shoemaker 84). In this respect, it is vital that the both the students and the tutors emphasize on the process of arguing the solution to realize how new ideas are stimulated. This process stimulates the criticality of students to the point that they can invent new methods of evaluating problems. The new methods that provide simpler ways of evaluation represent new knowledge. This way, students grow from viewing formulas as absolute. Simultaneously, they become creators and tailors of previous knowledge. Knowledge is, thus, perceived to be open to ratification and modification (Timmons and Shoemaker 84). This is referred to as a relativist position in knowledge since are predisposed to the freedom of holding their own opinions (Timmons and Shoemaker 84). Conclusion In a nutshell, this discussion confirms that critical and creative thinking is individual-oriented. It, thus, means it is task of an individual to create the capacity for meaningful exploitation of one’s mind to analyze and establish knowledge. Despite that, it is realized that through discussion individuals can engage their minds to several perspectives of creating and evaluating knowledge. In addition, it is observable that holding knowledge as absolute limits creativity. Creativity and criticality involves contextualization that aids in forming ideas. Moreover, it is discerned that process of knowledge development corresponds to the growth in critical and creative thinking. This means that students in their earlier stages of learning posses limited conceptualization. As they advance, they become critical and evaluative. It means that they accept knowledge after deep understanding of the concepts involved. Works cited Timmons, Mark and David Shoemaker. Knowledge, Nature and Norms: Introduction to philosophy. Belmont, CA: Cengage publishers, 2009. Print. Read More