The Theory of Knowledge - Literature review Example

Theory of Knowledge (TOK) “Only seeing general patterns can give us knowledge. Only seeing particular examples can give us understanding.” To what extent do you agree with these assertions? Introduction Theory of Knowledge (TOK) is determined as one of the major segments of philosophical studies where the concept is aimed at addressing various questions with relation to knowledge obtainment and development of adequate understanding concerning a particular issue (Lemos, 2007). TOK is considered as a creation of doubt which signifies the level of understanding to be acquired concerning certain facts or issues. In this context, knowledge issues are referred to questions which directly reflect our understanding towards the world as well as ourselves along with others (School of Political Sciences, 1994). Moreover, knowledge issues assist in ascertaining the procedures through which knowledge can be beneficial or considered as a ‘virtuous gift’. Knowledge issues are required to be observed in an appropriate manner in order to understand the general pattern of acquiring adequate knowledge concerning certain facts successfully. According to the assumptions of TOK, examples should be observed in order to obtain a better understanding of such facts. Apart from examples, observation of general patterns continuously for a given period of time can prove to be a beneficial mechanism to obtain knowledge (American School of Brasilia, 2013). Applying the conception of TOK, this study will emphasize on addressing two knowledge issues based on the statement that “…Only seeing general patterns can give us knowledge. Only seeing particular examples can give us understanding”. To be specific, the first issue in concern for this paper is whether continuous observation of general patterns contributes to knowledge enhancement. Similarly, the second issue in concern would be to justify if examples can assist in the understanding of a particular fact or event. Knowledge Issue 1 Traditionally, observation has been treated as a phenomenal method to expand knowledge among children, adolescents, adults and even among professionals and mental or physically retarded people (Gale, 1996). Researches based on this particular though have also revealed that observing others solve a particular problem assists in the overall development of the observer to solve a similar problem and thus contribute to his/her knowledge (Rijlaarsdam, Braaksma, Couzijn, Janssen, Raedts, Steendam, Toorenaar & Bergh, 2008; Craig, Vanlehn, Gadgil & Chi, 2005; Veloso, Hundelshausen & Rybski, 2005). General pattern can be determined as the continuous happening of a particular event over a period of time in accordance with the TOK. It is in this context that experts have examined individuals to obtain knowledge by following the general patterns of an event and thereby understanding the behavior of the attributes associated with the repeated occurrences. Contextually, knowledge is considered as the information an individual is familiar with acquired from his or her experiences or by following the experiences of others. This justifies the notion that observation of general patterns can contribute to the knowledge capacity of any individual (Lankenau, 2012). Illustration of this particular knowledge issue can be identified in regular events and also in complex learning situations. For instance, children often learn through observation where they attempt to behave in a manner which they are used to see regularly in frequent instances within their surroundings. It has often been reported that young boys attempt to imitate their father in terms of their sitting styles, body postures and also eating habits which depict that expanding knowledge through observation is quite common among children (Kolucki & Lemish, 2011). Where on one hand, observation of general patterns in case of children inspire them to imitate and learn new actions, the same method is utilized by experts in the knowledge area to obtain a better understanding of a given phenomenon. As revealed by Pianta & Hamre (2009), classroom teaching traditionally aims at assisting students or learners to observe the general pattern of solving a given problem and likewise applying their obtained knowledge through the observation in classroom. Even adults are trained through the same mechanism in practical scenario such as army, firefighters, and other professionals. It is worth mentioning in this context that knowledge acts as a major factor for determining the experiences gathered by any individual from his/her day to day life. Moreover, empiricists mentioned that knowledge is acquired from perception which is further derived from observation of general patterns (The Metaphysics Research Lab, 2004). Another example, with regard to this particular knowledge issue can be considered in relation to science and mathematics which empirically explains the process of acquiring knowledge through general patterns. In this context, science is demonstrated as the knowledge acquired through the observance of the collected data as well as through the determination of the pattern which empirically assists in understanding the theories explained in the subject. For instance, Newton had formulated the gravitational law by observing the general pattern of apples dropping downwards which apparently contributed to his knowledge regarding the gravitational pull of the earth. Similarly, in mathematics, knowledge can be obtained through acquisition of appropriate information or facts (Lankenau, 2012). The concept of gaining knowledge by seeing or rather observing general patterns have also been criticized on various grounds. For instance, learning by seeing the general patterns can assist in imitating but studies have revealed that active involvement play a better role in facilitating knowledge enhancement through intervention (Enkvist, Newell, Juslin & Olsson, 2006). From a critical perspective, even though it can be observed that seeing general patterns act as a traditionally applied and significant method of knowledge enhancement, it shall be unrealistic to state that it is the only method of knowledge expansion. Furthermore, humans can observe through hearing and smelling as well. Thus, it is not necessary that people need to gain knowledge by means of observation in the form of seeing particularly which again contradicts the statement that “…Only seeing general patterns can give us knowledge”. Knowledge Issue 2 Understanding signifies the facts as well as the information which are already acquired or stored in the memory of an individual. In this context, two perspectives are formed with relation to the notion of learning through general patterns and examples where knowledge is considered as empiricism and understanding is determined as rationalism. Based on this particular notion, it has often been argued that “…only seeing particular examples can give us understanding”. The term ‘particular example’ in this statement denotes such illustrations which tend to adhere with certain defined criteria or frameworks. Moreover, it implies that the illustration should be unique as well as a representative of certain particular facts. Thus, an individual should be able to obtain substantial understanding of any event illustrated through the aid of particular examples. In this respect, understanding is determined with the ability to relate facts with specific knowledge (Pritchard, 2013). Emphasizing on this particular notion, educators have been focusing on assisting the learners to obtain adequate understanding with the illustration of particular examples concerning specific events. For instance, in mathematics, students are given with certain examples to be followed when attempting to solve a similar issue (Lankenau, 2012). Another example with relation to this knowledge issue can be identified in relation to the study of historic occurrences. It is often observed in this context that particular examples render clarity in understanding the patterns or the rudiments of a particular event. It also assists the educators to assess the development of understanding within the learners increasing their rationalism in viewing general patterns and explaining those particular examples. Such teaching mechanisms have been used in various instances and levels of education. Most apparently, during the depiction of complex theoretical or practical models, experts have been observed to utilize the notion of applying particular examples in order to make the decision more apparent to the readers (Hardin, 2009). Even though illustrations have been traditionally and successfully used in the teaching process through particular examples, it also possesses certain drawbacks. Taking continuous reference from particular examples is often criticized to restrict cognitive thinking and innovative abilities amid an individual to understand unusual events through effective brain-storming process (Stewart, Cartier & Passmore, 2012). Thus, based on this particular aspect, the statement that “only seeing particular examples can give us understanding” can be contradicted. It is in this context that in order to mitigate the limitations of referring to particular examples, students need to use different learning procedures in terms of intervention and practical experiencing which depicts that even though seeing examples can be a noteworthy and beneficial teaching process, it is certainly not the only strategy for understanding. Conclusion With reference to the above discussion it can be apparently observed that knowledge and understanding in the learning process is not dependent on a particular mechanism of strategy. For instance, knowledge and understanding regarding a particular subject can be obtained by seeing or rather observing general patterns and particular examples respectively. It can also be obtained with intervention where students or learners can individually get involved in the event and learn through practical experiences. It is worth mentioning in this regard that every learning process has its flaws owing to which another procedure should be followed by the learners in obtaining adequate knowledge and accurate understanding. For instance, ‘seeing general patterns’ can give knowledge regarding the behavior of a particular living or non-living thing but fails to suggest the procedure or options to utilize such behavior for a specific purpose. Similarly, ‘seeing particular examples’ can assist learners to obtain understanding regarding a particular phenomenon but fails to inspire innovative thinking in the long term. Consequently, learners and educators have been utilizing various processes in mitigating these limitations of the traditional knowledge and understanding processes and therefore ensuring a better education process. Hence, the statement that “…Only seeing general patterns can give us knowledge. Only seeing particular examples can give us understanding” can be regarded as unrealistic in relation to the current day phenomenon of knowledge and understanding requirements. References American School of Brasilia. (2013). Knowledge issues, knowers and knowing. Retrieved from http://www.eabdf.br/uploaded/School_Life/High_School/IB/TOK/TOK_guide_-_Questions.pdf Craig, S. D., Vanlehn, K., Gadgil, S. & Chi, M. (2005). Learning from Collaboratively Observing Videos during Problem Solving with Andes. University of Pittsburgh. Enkvist, T., Newell, B., Juslin, P. & Olsson, H. (2006). On the Role of Causal Intervention in Multiple-Cue Judgment: Positive and Negative Effects on Learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(1), 163–179. Gale, D. (1996). What have we learned from social learning? European Economic Review, 40, 617-628. Hardin, R. (2009). How Do You Know?: The Economics of Ordinary Knowledge. United Kingdom: Princeton University Press. Kolucki, B. & Lemish, D. (2011). Communicating with Children. United Nations Children’s Fund. Lankenau, P. (2012). General patterns meet particular examples: knowledge meet understanding. Retrieved from http://plankenau.com/docs/Patricio_Lankenau-TOK_essay.pdf Lemos, N. (2007). An introduction to the theory of knowledge. United States of America: Cambridge University Press. Pritchard, D. (2013). Knowledge, understanding and epistemic value. Retrieved from http://www.philosophy.ed.ac.uk/people/full-academic/documents/KnowledgeandUnderstanding.pdf Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Raedts, M., Van Steendam, E., Toorenaar, A., & Van den Bergh, H. (2008). Observation of peers in learning to write, Practice and Research. Journal of Writing Research, 1(1), 53-83. School of Political Sciences. (1994). The goals of social research. Retrieved from http://poli.haifa.ac.il/~levi/res/mgsr1.htm Stewart, J., Cartier, J. L. & Passmore, C. M. (2012). Developing Understanding Through Model-Based Inquiry. How Students Learn: Science in the Classroom, 515-565. The Metaphysics Research Lab. (2004). Rationalism vs. empiricism. Retrieved from http://plato.stanford.edu/entries/rationalism-empiricism/ Veloso, M., Hundelshausen, F. V. & Rybski, P. E. (2005). Learning Visual Object Definitions by Observing Human Activities. Carnegie Mellon University. Read More