Shared Knowledge in Relation to Personal Knowledge - Coursework Example

Shared Knowledge in Relation to Personal Knowledge Introduction In general terms, knowledge can be described as information gathered by an individual during their course of life. This information entails general subject matters and conclusions that have been developed as a result of a number of external and internal factors in the individual’s life. Knowledge can therefore arguably be referred to as the collective database of an individual’s foundation of reasoning. The source of this knowledge is, therefore, a point of interest concerning studying societal standing and the development of the shared knowledge that arises in this niche (Heydon and Jesudason 6). The question of how personal knowledge can effectively have an influence on shared knowledge can be answered through a careful observation of the structure of both subjects. It is first however crucial to understand what shared knowledge is as well as its relationship to personal knowledge. Shared knowledge can be described as the collective knowledge of a society with regards to both standardized and overall subjects that affect individuals as a group. It can be seen as shared opinions between a group or groups of people that are usually held as a collective belief. This shared knowledge is normally passed on from generation to generation and thus become a popular point of view over a period (Lagemaat 54). They are, however, subject to change under various circumstances that would affect the society’s views as a whole. These circumstances may be caused by an individual(s) actions, or events that take place in a society completely rocking the fabrication of a previous notion. It can be argued that shared knowledge does in fact effectively affect the personal knowledge that develops in an individual. This is due to the rise and development of both matters and their effect on society. Shared knowledge can be seen as the foundation of the initial societal information that is passed on to an individual. From this shared knowledge and a collection of personal experiences, an individual is thus able to gradually develop their opinions. The fact remains that shared knowledge is indeed the first informational encounter that an individual experiences, and thus cannot be negated from the equation forming an individual’s personal knowledge (Heydon and Jesudason 13). A good example supporting this hypothesis would be the learning curve of a child since birth. When one is brought into the world, their primary source of knowledge is their guardians. Their guardians in turn retrieve their information form what can be seen as the pool of shared knowledge concerning the child’s informal education. This includes general life lessons such as do not steal or do not cause intentional harm to others. This influence of shared knowledge can also be seen in the promotion of certain characteristics in an individual. Attributes such as generosity and kindness are looked upon with high regard by the society in general, and thus individuals try and instill them in themselves and the children they are responsible for. When a mother tells her child that lying is wrong, she is in a sense instilling the shared knowledge that is held by the society on this matter. Sources of Knowledge As earlier mentioned, there are a number of sources that individuals or society as a whole can derive their knowledge from (Lagemaat 4). These sources vary in factors such as their level of effectiveness in society or on an individual and the size of their influential reach. Some sources are only available to a small number of people such as is the case of family members (whereby parents impart their informal knowledge primarily to their children), while others have a much large reach as is the case of social settings like schools and churches. In such social settings, an individual can impart their influence on a large number of people. This scenario is advantageous to the said individual as his/her position usually comes with a sense of respect that enhances their influence. Teachers and religious leaders, for example, can influence the personal knowledge of their students and followers due to the position they hold. Their official capacities rate them as declared sources of information thus creating a more receptive audience at their addresses (Buch 68). An attempt at a counterargument may arise from the existence of such positions, with the claim that such individuals can deliver their personal knowledge to a large group of people. These people previously referred to as a receptive audience would, therefore, develop similar inclinations towards the subject matter, and thus develop that original opinion into shared knowledge (Lagemaat 57). Though the technicalities of such an approach can be seen to have an overall solid foundation, it does not effectively disprove the initial hypothesis (that is, shared knowledge has an effect on the development of personal knowledge). This is due to the fact that in order for one to consider the distribution of knowledge from one person to a group of people such as a teacher in a classroom, then the source of the mentioned distributor’s knowledge should also come into play. The argument that shared knowledge affects the development of personal knowledge is as a result of an overall view of the societal information distribution chain (Heydon and Jesudason 45). That is, the manner in which information flows from one place to another and the means of absorption applied by those who come across it. How Shared Knowledge Influences Personal Knowledge A good way of showing that shared knowledge is still applied in such circumstances of a wide distribution of personal knowledge, is through the observation of the source of that personal knowledge (Buch 32). In the case of a teacher and her influence on a classroom, the knowledge that he/she provides (informal or formal) can be seen as derived from shared knowledge. The most obvious example in terms of formal education is seen in the application of a standardized syllabus that is developed for all schools. This syllabus can be termed as a result of shared knowledge that is developed into academic groupings and passed on to new members of the society. A study of the ways of knowing is also crucial to developing a higher understanding of this subject matter. Ways of knowing can be described as the manner in which an individual or a group can access information leading to the development of their knowledgebase. Some of the WOK that affects the development of personal knowledge includes views based on empiricism that focuses on sensory experiences and the presence of evidence. Sensory experiences can include physical events that determine an individual’s conclusion on a subject as a result of what they went through. Empiricism also focuses on experimentation as a main source of personal knowledge as well. This can be seen as a process of trial and error combining with a conclusive opinion on a matter developed as a result of these experiences (Heydon and Jesudason 67). The argument behind such is that evidence is required before a notion can be officially established as fundamentally true. Though this may work on a theoretical level, societal interactions are much too complex to be grouped into such rudimentary categories. Rationalism brings about a much stronger case with the argument that knowledge stems from the development of an individual’s or a groups reasoning capacities. This view focuses on a man as a logical creature and thus as such, is prone to turn to his mental capabilities for conclusions. The argument is that sensory experiences do not play such an influential role on an individual’s summation of an opinion as compared to more logical processes such as deductive reasoning. For example, an individual would not necessarily require a sensory experience to acquire the knowledge that people who are larger than him would most likely overpower him in a struggle. The fact that he cannot take on rivals who are larger in number on his own as he is unlikely to win is also a logical conclusion. These conclusions can be drawn from an observation of the various circumstances within the scenario and a logical conclusion drawn from the information that has been placed before that individual. An individual would not have had to have previously tried his luck in a similar circumstance to be aware of the likely result. Thus, it can be argued that a majority of knowledge can be described as innate. Conclusion It can be argued that shared knowledge affects the development of personal knowledge in an overall summation of various circumstances. However, it is possible to come across scenarios where personal knowledge affects the development of shared knowledge although in a smaller capacity. These are usually cases whereby an individual with a large amount of influence can distribute his opinions to a receptive audience (Buch 24). All shared knowledge however is not intrinsically open to the shaping of personal knowledge as some informational gems have taken root within a society meaning that they will always be the general views of society. This can include shared knowledge such as stealing is wrong. For example, an individual may be able to develop reasons why stealing in their case would be a considerable option, due to an overwhelming streak of poverty. But deep down that same individual is still aware of the general concept that stealing is wrong and thus has intentions of quitting the practice one their economic wellbeing stabilizes. Works Cited Buch, Sabrina. Shared Knowledge: The Comparability of Idiosyncratic Mental Models. Boston: Bod – Books On Demand, 2012. Print. Heydon, Wendy and Jesudason, Susan. Decoding Theory of Knowledge for the IB Diploma: Themes, Skills and Assessment. Cambridge:  Cambridge University Press, 2013. Print. Lagemaat, Richard. Theory of Knowledge for the IB Diploma. Cambridge: Cambridge University Press, 2014. Print. Read More