The Production of Knowledge - Essay Example

Student’s Name Course Instructor Date Submitted Error Is As Valuable As Accuracy in the Production of Knowledge Knowledge refers to facts, pieces of information or skills acquired by an individual through practical experience or learning. It is the familiarity or awareness of a fact, event or situation. The process of gaining knowledge is two sided. It is defined by two antagonizing elements: accuracy and error. Accuracy is the chance that the source of knowledge is relevant, truthful, and purposeful and techniques used to obtain the knowledge are effective. The error comes in with the character of mistakes, and in most cases, it leads to the attainment of wrong facts or information. But who knows? As the question unfolds, “Error is as valuable as accuracy in the production of knowledge.” This statement is very true considering the significance of an error in unfolding the wrong sides. In the production of knowledge, one has to understand the both the wrong and the right at the same time. Accuracy directly affects the value of the knowledge generated from a given source. It encompasses the techniques applied, quality and appropriateness of the information. A full assessment of accuracy a knowledge generation process requires an evaluation of the magnitude of all possible sources of error, especially in experimental knowledge. The value of knowledge defines its applicability and reliability in different circumstances. For instance, when handling a slippery matter involving the life of an individual, a lot of care need to be taken to ensure actions maintain a rhythm of safety. This is when accuracy comes into play by ensuring the piece of knowledge in life issues is utilized appropriately and for the right purpose and time. Assurance is an important aspect of knowledge production and utilization. Maintaining accurate data or facts boost the element of assurance when one is handling a situation or event because accurate information is precise and inclusive of all the requirements in producing the necessary knowledge. Once assured of the features or expectations of a fact, activity, or situation, one canbe described to be aptly knowledgeable on the subject matter. The philosophical understanding of the term “truth” as an ordinary discourse for beliefs to agree with the facts on the ground or to state what is rightfully the case highlights accuracy as a valuable asset in knowledge production. Beliefs can only match the facts when some sense of accuracy is put to play throughout the knowledge building process including experiments and practical engagements For something to become a knowledge or fact people must concede that it had been confirmed. This implies the practical aspect in the production of knowledge. Practical experience gives results based on the accuracy of the participants as well as the errors encountered in the process. Errors m either be inherent, induced or as result of sheer ignorance. However, in most cases, they are unforeseeable. The result of the error is significant in buffering knowledge just like accuracy. The difference is how they both help in knowledge production. While accuracy contributes directly to knowledge production, an error takes the indirect route. As goes the saying “once bitten, twice shy,” so is the route taken by an error in producing knowledge. People often learn from their daily mistakes but what drives the production of knowledge is the will to continue even after the mistake. An outstanding practical example on the significance of an error in knowledge is the case of Thomas Edison (the man who invented a bulb light). Edison made 1000 unsuccessful attempts before he finally came up with a working bulb. This implies that in all his previous steps, Edison had been making mistakes. That is 1000 errors. Logically, it would be argued the process of making a bulb or producing knowledge on how to make a lighting bulb can take 1001 different ways amongst which only one leads to the fact. The overall argument here is that many things that people know come as a result of at least one failed experiment that paves the way or uncovers the one way that is not appropriate. Learning process then begins from this point. Errors made during the trial to understand something, therefore, significant. Without making a mistake, one would hardly realize when something is not right or correct in the analysis of a phenomenon. Problem-solving which is a significant tenet in the production of knowledge normally seeks for accuracy before an error due to the direct approach of accuracy in knowledge production. However, it is undisputable to assert that mistakes and failure drive creativity, invention, and innovation in cases where accuracy can hardly be established. Knowledge is not just about reading, watching, feeling and listening to information from another party. Were this true, then there would be limitations on the development new knowledge,and equally, the total net gain in knowledge among individuals would be greatly reduced. What next? People, therefore, make as many relevant errors as possible in their quest for knowledge and understanding of new things, events and situations. In human daily duties or exploration of old knowledge, people normally have a tendency of asking “what if...?” The steps are always making an attempt by employing the old knowledge at the beginning. However, it sometimes turns out that the old concept is no longer applicable because things change with time and circumstances. After deviating from the old long-held knowledge probably because of an error, misconception or misunderstanding, the new pursuit open doors to an exclusively new area of knowledge that not been explored in the previous attempts. This implies that knowledge production is an unending process just like daily human challenges and their constructions. Trial and error is a method commonly used in the field of science. No standard of accuracy is emphasized although it involves a lot of knowledge production. The participants anticipate much of error than the accurate result. A clear example in support of this argument is the way curative drugs are tested for efficiency. Several clinical trials are conductedtodetermine what a drug can do in regards to the treatment of a particular illness. Efficiency is measured against the risk that the drug is likely to bedangerous, effective or ineffective in combating the illness. This is the starting point knowledge and adjustments are made based on the results. Both accuracy and error become very significant tools of knowledge in such a situation. Accuracy help to save the risk and to take caution while an error marks the turning point at which no relevant decision should be made with a note of a caution. However, since no caution goes without explanation, the test should go beyond the face value look to the analysis to establish why error should be avoided. Therefore, knowledge involves balancing the errors and accuracy in a skeptical but careful manner. Awareness of the existence of error makes the participants act with caution and limit the side effects of the same. For logical empiricists, knowledge building involves using observations experiments to make an inductive support for hypotheses (Mayop.68). Their argument is that experimental observations are unproblematic, so their purpose of a philosopher is come up with inductive logics for allocating degree of evidential backing to hypotheses. This supposition is, however, questionable as it underlines that errors are not part of learning. Getting knowledge is a matter of deductive falsification. Having an adequate amount of knowledge on a particular subject makes one very skeptical in problem-solving situations to avoid the instances and effects of the error. This is always achieved by planning adequately before making a trial. However, the knowledge of past mistakes come in handy since planning only works for known variables. Thus, avoiding possible errors ahead of time, for instance before starting an experiment or collecting data becomes very helpful with design and planning of an experimental knowledge generation strategy. Further, historically repeated mistakes create some sense of familiarity (knowledge) on how they work, their cause and effect. This gives room for developing a workable strategy to avoid them or check if they count at the end of activity through personal and experimental audits. Through study errors, people often learn the type and degree of effects attributable to various errors or factors in the knowledge production. This evidence is then used to make subsequent inquiries or criticism. It is for this reason that is advisable to create space for allowable error when extracting knowledge. This recognition the existence of errors help prevent their negative impacts on knowledge. Thus, just like accuracy, an error is also valuable in knowledge production. An effective way to glean information regarding the impacts of error is by using techniques that simulate the situation if the error would have happened or were to occur. This gives the participants or knowledge seekers a chance to actively understand the significance that the error holds should it happen. The remedy for such a situation in knowledge production is always preventative in nature. The knowledge seekers endeavor to shield the occurrence of material errors using strong internal controls. Therefore, an error and accuracy are equally valuable in the production of knowledge. Work cited Mayo, Deborah G. Error and the Growth of Experimental Knowledge. Chicago: University of Chicago Press, 1996. Print. Read More

An outstanding practical example on the significance of an error in knowledge is the case of Thomas Edison (the man who invented a bulb light). Edison made 1000 unsuccessful attempts before he finally came up with a working bulb. This implies that in all his previous steps, Edison had been making mistakes. That is 1000 errors. Logically, it would be argued the process of making a bulb or producing knowledge on how to make a lighting bulb can take 1001 different ways amongst which only one leads to the fact.

The overall argument here is that many things that people know come as a result of at least one failed experiment that paves the way or uncovers the one way that is not appropriate. Learning process then begins from this point. Errors made during the trial to understand something, therefore, significant. Without making a mistake, one would hardly realize when something is not right or correct in the analysis of a phenomenon. Problem-solving which is a significant tenet in the production of knowledge normally seeks for accuracy before an error due to the direct approach of accuracy in knowledge production.

However, it is undisputable to assert that mistakes and failure drive creativity, invention, and innovation in cases where accuracy can hardly be established. Knowledge is not just about reading, watching, feeling and listening to information from another party. Were this true, then there would be limitations on the development new knowledge,and equally, the total net gain in knowledge among individuals would be greatly reduced. What next? People, therefore, make as many relevant errors as possible in their quest for knowledge and understanding of new things, events and situations.

In human daily duties or exploration of old knowledge, people normally have a tendency of asking “what if.?” The steps are always making an attempt by employing the old knowledge at the beginning. However, it sometimes turns out that the old concept is no longer applicable because things change with time and circumstances. After deviating from the old long-held knowledge probably because of an error, misconception or misunderstanding, the new pursuit open doors to an exclusively new area of knowledge that not been explored in the previous attempts.

This implies that knowledge production is an unending process just like daily human challenges and their constructions. Trial and error is a method commonly used in the field of science. No standard of accuracy is emphasized although it involves a lot of knowledge production. The participants anticipate much of error than the accurate result. A clear example in support of this argument is the way curative drugs are tested for efficiency. Several clinical trials are conductedtodetermine what a drug can do in regards to the treatment of a particular illness.

Efficiency is measured against the risk that the drug is likely to bedangerous, effective or ineffective in combating the illness. This is the starting point knowledge and adjustments are made based on the results. Both accuracy and error become very significant tools of knowledge in such a situation. Accuracy help to save the risk and to take caution while an error marks the turning point at which no relevant decision should be made with a note of a caution. However, since no caution goes without explanation, the test should go beyond the face value look to the analysis to establish why error should be avoided.

Therefore, knowledge involves balancing the errors and accuracy in a skeptical but careful manner. Awareness of the existence of error makes the participants act with caution and limit the side effects of the same. For logical empiricists, knowledge building involves using observations experiments to make an inductive support for hypotheses (Mayop.68). Their argument is that experimental observations are unproblematic, so their purpose of a philosopher is come up with inductive logics for allocating degree of evidential backing to hypotheses.

Read More