Knowledge

Question

This piglix contains articles or sub-piglix about Knowledge

Answer 1

Omniscience

Omniscience /ɒmˈnɪʃəns/, mainly in religion, is the capacity to know everything that there is to know. In particular, Dharmic religions (Hinduism, Jainism, Buddhism and Sikhism) and the Abrahamic religions (Judaism, Christianity, and Islam) believe that there is a divine being who is omniscient. An omniscient point-of-view, in writing, is to know everything that can be known about a character, including past history, thoughts, feelings, etc. In Latin, omnis means "all" and science means "knowing".

There is a distinction between:

Some modern Christian theologians argue that God's omniscience is inherent rather than total, and that God chooses to limit his omniscience in order to preserve the freewill and dignity of his creatures.John Calvin, among other theologians of the 16th century, comfortable with the definition of God as being omniscient in the total sense, in order for worthy beings' abilities to choose freely, embraced the doctrine of predestination.

In Jainism, omniscience is considered the highest type of perception. In the words of a Jain scholar,

The perfect manifestation of the innate nature of the self, arising on the complete annihilation of the obstructive veils, is called omniscience.

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Answer 2

Open knowledge

Open knowledge is knowledge that one is free to use, reuse, and redistribute without legal, social or technological restriction. Open knowledge is a set of principles and methodologies related to the production and distribution of how knowledge works in an open manner. Knowledge is interpreted broadly to include data, content and general information.

The concept is related to open source and the Open Knowledge Definition is directly derived from the Open Source Definition. Open knowledge can be seen as being a superset of open data, open content and libre open access with the aim of highlighting the commonalities between these different groups.

Similarly to other 'open' concepts such as open data and open content, though the term is rather new, the concept is old. For example, one of the earliest printed texts of which we have record is a copy of the Buddhist Diamond sutra produced in China around 868 AD, and in it can be found the dedication: "for universal free distribution".

In the early twentieth century a debate about intellectual property rights developed within the German Social Democratic Party. A key contributor was Karl Kautsky who in 1902 devoted a section of a pamphlet to "Intellectual Production" which he distinguished from material production:

This view was based on an analysis according to which Karl Marx's Law of value only affected material production, not intellectual production.

With the development of the public Internet from the early 1990s, it became far easier to copy and share information across the world. The phrase 'information wants to be free' became a rallying cry for people who wanted to create an internet without the commercial barriers that they felt inhibited creative expression in traditional material production.

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Answer 3

Pantomath

A pantomath is a person who wants to know and knows everything. The word itself is not to be found in common online English dictionaries, the OED, dictionaries of obscure words, or dictionaries of neologisms.

Logic dictates that there are no literal nonfictional pantomaths, but the word pantomath seems to have been used to imply a polymath in a superlative sense, a ne plus ultra (nothing more beyond) as it were, one who satisfies requirements even stricter than those to be applied to the polymath. In theory, a pantomath is not to be confused with a polymath in its less strict sense, much less with the related but very different terms philomath and know-it-all.

A pantomath (pantomathēs, παντομαθής, meaning "having learnt all", from the Greek roots παντ- 'all, every' and the root μαθ-, meaning "learning, understanding") is a person whose astonishingly wide interests and knowledge span the entire range of the arts and sciences.

Pantomath is typically used to convey the sense that a great individual has achieved a pinnacle of learning, that an "automath" has taken autodidacticism to an endpoint. As an example, the obscure and rare term seems to have been applied to those with an astonishingly wide knowledge and interests by these two authors from different eras: G. M. Young has been called a pantomath, as has Rupert Hart-Davis.

According to a critical view, Goethe's monumental breadth of knowledge and accomplishments, together with his serene, supernal wisdom, a wisdom which has been described as aloof, even inhuman, made him worthy of the denomination .

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Answer 4

Organizing Knowledge Cognitively

People store knowledge in many different ways. The main storage types are: Concepts, Schemes and Scripts, and Personal Theories.

A concept is a system of grouping and categorizing our brain uses to sort and store information. Concepts change and adapt as the amount of knowledge about a particular subject changes and grows. For example, as a child we were told that dogs and cats are animals. The concept of an animal might have been something furry with four legs. As school progressed and we learned more about animals the concept changed to incorporate everything from mammals to amphibians to fish.

Limited concepts can lead to two things:

Theorists believe that creating a concept includes learning the distinct features and characteristics that are present in all examples of a concept. A good way to know if something is part of a concept is to identify the defining features of the concept and see if the object or event in question shares those defining features. For example, an animal must eat food, a plant must grow, and a vertebrate must have a spine. So, every example of an animal must have the defining feature or eating food, every plant must grow, and every vertebrate must have a spine to be included in the concept.

Most people have a mental prototype, or mental example of a concept. For example, when referring to the concept of "transportation" you might think of a car, bus, truck, or train, but not typically of a skateboard or a pogo stick. Once the prototype for a concept is found, compare new objects and experiences with that prototype. Objects or events similar to the prototype are readily accepted as instances of the concept. Objects and events that are different are often rejected as instances of the concept when, in fact, they are.

Exemplars are similar to the prototype except your concept was formed by a mixture of different examples. This helps to limit undergeneralization, a common problem with using the prototype alone. For example, when developing the concept of birds, not only learn about sparrows and pigeons but penguins and ostriches. By learning from a variety of examples, the concept is more complete and less susceptible to error.

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Answer 5

Knowledge organization

Knowledge organization (KO) (or "organization of knowledge", "organization of information" or "information organization") is a branch of Library and Information Science (LIS) concerned with activities such as document description, indexing and classification performed in libraries, databases, archives, etc. These activities are done by librarians, archivists, subject specialists as well as by computer algorithms. KO as a field of study is concerned with the nature and quality of such knowledge organizing processes (KOP) (such as taxonomy and ontology) as well as the knowledge organizing systems (KOS) used to organize documents, document representations and concepts.

There exist different historical and theoretical approaches to and theories about organizing knowledge, which are related to different views of knowledge, cognition, language, and social organization. Each of these approaches tends to answer the question: “What is knowledge organization?” differently.

Traditional human-based activities are increasingly challenged by computer-based retrieval techniques. It is appropriate to investigate the relative contributions of different approaches; the current challenges make it imperative to reconsider this understanding.

The leading journal in this field is Knowledge Organization published by the International Society for Knowledge Organization (ISKO). See also "Lifeboat for Knowledge Organization".

One widely used analysis of organizational principles summarizes them as by Location, Alphabet, Time, Category, Hierarchy (LATCH).

Among the major figures in the history of KO, which can be classified as “traditional”, are Melvil Dewey (1851-1931) and Henry Bliss (1870-1955).

Dewey’s goal was an efficient way to manage library collections; not an optimal system to support users of libraries. His system was meant to be used in many libraries as a standardized way to manage collections.

An important characteristic in Henry Bliss' (and many contemporary thinkers of KO) was that the sciences tend to reflect the order of Nature and that library classification should reflect the order of knowledge as uncovered by science:

Natural order --> Scientific Classification --> Library classification (KO)

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Answer 6

Perspicacity

Perspicacity (also called perspicaciousness) is a penetrating discernment—a clarity of vision or intellect which provides a deep understanding and insight.

In 17th century Europe René Descartes devised systematic rules for clear thinking in his work Regulæ ad directionem ingenii (Rules for the direction of natural intelligence). In Descartes' scheme, intelligence consisted of two faculties: perspicacity, which provided an understanding or intuition of distinct detail; and sagacity, which enabled reasoning about the details in order to make deductions. Rule 9 was De Perspicacitate Intuitionis (On the Perspicacity of Intuition). He summarised the rule as

Oportet ingenii aciem ad res minimas et maxime faciles totam convertere, atque in illis diutius immorari, donec assuescamus veritatem distincte et perspicue intueri.

We should totally focus the vision of the natural intelligence on the smallest and easiest things, and we should dwell on them for a long time, so long, until we have become accustomed to intuiting the truth distinctly and perspicuously.

In his study of the elements of wisdom, the modern psychometrician Robert Sternberg identified perspicacity as one of its six components or dimensions; the other five being reasoning, sagacity, learning, judgement and the expeditious use of information. In his analysis, perspicacity was described as

...has intuition; can offer solutions that are on the side of right and truth; is able to see through things — read between the lines; has the ability to understand and interpret his or her environment.

In an article dated October 7, 1966, the journal Science discussed NASA scientist-astronaut program recruitment efforts:

To quote an Academy brochure, the quality most needed by a scientist-astronaut is "perspicacity." He must, the brochure says, be able to quickly pick out, from among the thousands of things he sees, those that are significant, and to synthesize observations and develop and test working hypotheses.

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Answer 7

Draft:PoolParty Semantic Suite

The PoolParty Semantic Suite is a technology platform provided by the Semantic Web Company. The EU-based company belongs to the early pioneers of the Semantic Web movement (Reference). The software supports enterprises in knowledge management, data analytics and content organisation. The product uses standards-based technologies as defined by W3C, which prevents vendor lock-in (Reference). Reference customers are among others Boehringer Ingelheim,Credit Suisse,European Commission,REEEP,Wolters Kluwer and the World Bank Group.

The PoolParty Semantic Suite is commercialising Semantic Web technologies. In 2009, the first release of the PoolParty Semantic Software entered the market. Since then, the product has evolved from a taxonomy management tool to a feature-rich semantic software platform that enables companies to deploy enterprise knowledge graphs to integrate structured and unstructured data. The product is developing fast due to a strong R&D focus and is integral part of multiple EU research projects of the Horizon 2020 initiative ( Reference, Reference).

The PoolParty Semantic Suite is a modular and flexible software package. It differentiates nine modules, which can be individually combined depending on the business challenge:

Content assets get semantically enriched and are put into context by being matched against a knowledge graph. This is the foundation for semantic applications as search or linked data portals.

PoolParty Semantic Suite is deploying Semantic Web technologies as promoted by W3C. The backbone of the information architecture is built by applying SKOS (Simple Knowledge Organization System), ontologies and Linked Data principles. Any data processed within PoolParty is transformed into RDF graphs and can be queried with SPARQL.

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Answer 8

Question Manager

Question Manager (also called QM) is a system that allows institutional staff to manage questions from ‘clients’. QM is not intended to be a complex system, and therefore has a workflow that entails clients coming to the institution with a question, and then the question being offered to ‘experts’ to give answers. The answers are eventually packaged into a concise of question-answer pair that is made available to the client, and then for Google to archive.

QM is currently being used by national libraries, due to its scalability. Institutions can choose to operate alone, on a single installation, or be part of a large group of institutions that operate together as a whole.

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Answer 9

Remember versus know judgements

There is evidence suggesting that different processes are involved in remembering something versus knowing whether it is familiar. It appears that "remembering" and "knowing" represent relatively different characteristics of memory as well as reflect different ways of using memory.

To remember is the conscious recollection of many vivid contextual details, such as "when" and "how" the information was learned. Remembering utilizes episodic memory and requires a deeper level of processing (e.g. undivided attention) than knowing. Errors in recollection may be due to source-monitoring errors that prevent an individual from remembering where exactly a piece of information was received. On the other hand, source monitoring may be very effective in aiding the retrieval of episodic memories. Remembering is a knowledge-based and conceptually-driven form of processing that can be influenced by many things. It is relevant to note that under this view both kinds of judgments are characteristics of individuals and thus any distinctions between the two are correlational, not causal, events.

To know is a feeling (unconscious) of familiarity. It is the sensation that the item has been seen before, but not being able to pin down the reason why. Knowing simply reflects the familiarity of an item without recollection. Knowing utilizes semantic memory that requires perceptually based, data-driven processing. Knowing is the result of shallow maintenance rehearsal that can be influenced by many of the same aspects as semantic memory.

Remember and know responses are quite often differentiated by their functional correlates in specific areas in the brain. For instance, during "remember" situations it is found that there is greater EEG activity than "knowing", specifically, due to an interaction between frontal and posterior regions of the brain. It is also found that the hippocampus is differently activated during recall of "remembered" (vs. familiar) stimuli. On the other hand, items that are only "known", or seem familiar, are associated with activity in the rhinal cortex.

The remember-know paradigm began its journey in 1985 from the mind of Endel Tulving. He suggested that there are only two ways in which an individual can access their past. For instance, we can recall what we did last night by simply traveling back in time through memory and episodically imagining what we did (remember) or we can know something about our past such as a phone number, but have no specific memory of where the specific memory came from (know). Recollection is based on the episodic memory system, and familiarity is based on the semantic memory system. Tulving argued that the remember-know paradigm could be applied to all aspects of recollection.

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Answer 10

Research

Research comprises "creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of humans, culture and society, and the use of this stock of knowledge to devise new applications." It is used to establish or confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems, or develop new theories. A research project may also be an expansion on past work in the field. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects or the project as a whole. The primary purposes of basic research (as opposed to applied research) are documentation, discovery, interpretation, or the research and development (R&D) of methods and systems for the advancement of human knowledge. Approaches to research depend on epistemologies, which vary considerably both within and between humanities and sciences. There are several forms of research: scientific, humanities, artistic, economic, social, business, marketing, practitioner research, life, technological,etc.

Scientific research is a systematic way of gathering data and harnessing curiosity. This research provides scientific information and theories for the explanation of the nature and the properties of the world. It makes practical applications possible. Scientific research is funded by public authorities, by charitable organizations and by private groups, including many companies. Scientific research can be subdivided into different classifications according to their academic and application disciplines. Scientific research is a widely used criterion for judging the standing of an academic institution, such as business schools, but some argue that such is an inaccurate assessment of the institution, because the quality of research does not tell about the quality of teaching (these do not necessarily correlate).

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