Knowledge

Question

This piglix contains articles or sub-piglix about Knowledge

Answer 1

Inert knowledge

Inert knowledge is information which one can express but not use. The process of understanding by learners does not happen to that extent where the knowledge can be used for effective problem-solving in realistic situations.

The phenomenon of inert knowledge was first described in 1929 by Alfred North Whitehead:

"[T]heoretical ideas should always find important applications within the pupil’s curriculum. This is not an easy doctrine to apply, but a very hard one. It contains within itself the problem of keeping knowledge alive, of preventing it from becoming inert, which is the central problem of all education."

An example for inert knowledge is vocabulary of a foreign language which is available during an exam but not in a real situation of communication.

An explanation for the problem of inert knowledge is that people often encode knowledge to a specific situation, so that later remindings occur only for highly similar situations.

In contrast so called conditionalized knowledge is knowledge about something which includes also knowledge as to the contexts in which that certain knowledge will be useful.

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Answer 2

Institutional memory

Institutional memory is a collective set of facts, concepts, experiences and knowledge held by a group of people.

Institutional memory has been defined as "the stored knowledge within the organization."

Institutional memory requires the ongoing transmission of these memories between members of this group. Elements of institutional memory may be found in corporations, professional groups, government bodies, religious groups, academic collaborations, and by extension in entire cultures.

Institutional memory may be encouraged to preserve an ideology or way of work in such a group. Conversely, institutional memory may be ingrained to the point that it becomes hard to challenge if something is found to contradict that which was previously thought to have been correct. Institutional memory may have influence on organizational identity, choice of individuals, and actions of the individuals interacting with the institution.

Institutional knowledge is gained by organizations translating historical data into useful knowledge and wisdom. Memory depends upon the preservation of data and also the analytical skills necessary for its effective use within the organization.

Religion is one of the significant institutional forces acting on the collective memory attributed to humanity. Alternatively, the evolution of ideas in Marxist theory, is that the mechanism whereby knowledge and wisdom are passed down through the generations is subject to economic determinism. In all instances, social systems, cultures, and organizations have an interest in controlling and using institutional memories.

Organizational structure determines the training requirements and expectations of behaviour associated with various roles. This is part of the implicit institutional knowledge. Progress to higher echelons requires assimilation of this, and when outsiders enter at a high level, effectiveness tends to deteriorate if this morale is unjustly ignored.

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Answer 3

Interactional expertise

Interactional expertise is part of a more complex classification of expertise developed by Harry Collins and Robert Evans (both based at Cardiff University). In this initial formulation interactional expertise was part of a threefold classification of substantive expertise that also included ‘no expertise’ and ‘contributory expertise’, by which they meant the expertise needed to contribute fully to all aspects of a domain of activity.

The distinction between these three different types of expertise can be illustrated by imagining the experience of a social science researcher approaching a topic for the first time. It is easy to see that, whether the research project is to be about plumbing or physics, most researchers will start from a position of ‘no expertise’ in that area. As the research project proceeds and the social interactions between the researcher and the plumbers or physicists continue, the social researcher will become increasingly knowledgeable about that topic. For example, they will find that they can talk more interestingly about plumbing or physics and ask more pertinent questions about how it really works. Eventually, the researcher may even get to the point where they can answer questions about plumbing or physics as though they were a real plumber or physicist even though they can’t do plumbing or physics. It is this kind of expertise that Collins and Evans call interactional expertise.

The important thing to note about interactional expertise is that the only thing the social researcher can’t do that a practicing plumber or physicist can do is the practical work of actually installing central heating or conducting experiments. It is this difference – the difference between being able to talk like a plumber/physicist and actually do plumbing/physics – that is the difference between interactional expertise (what the researcher has) and contributory expertise (what the plumbers and physicists have). Of course, plumbers and physicists who can talk fluently about their work will have both kinds of expertise.

In identifying this separate and distinctive kind of linguistic expertise, the idea of interactional expertise makes a clear break with other theories of expertise, particularly those developed in Science and Technology Studies, which tend to see expertise as a social status granted by others rather than a property of the individual. As discussed in more detail below, the idea of interactional expertise also differs from more traditional phenomenological theories of expertise, in which the expertise of the contributory expert is well-recognised but the distinctively linguistic expertise of the interactional expert appears to have been overlooked. In this context, it must be emphasised that interactional expertise is a tacit knowledge-laden ability and thus similar in kind to the more embodied contributory expertise. This means that, like contributory expertise, interactional expertise cannot be acquired from books alone and it cannot be encoded in computerised expert systems. It is a specialised natural language and, as such; it can only be acquired by linguistic interaction with experts. The difference between interactional and contributory expertise is that, in the case of interactional expertise, the tacit knowledge pertains to the language of the domain but not its practice. In the case of contributory expertise, tacit knowledge relating to both the language and practice must be acquired.

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Answer 4

Interdisciplinarity

Interdisciplinarity involves the combining of two or more academic disciplines into one activity (e.g., a research project). It is about creating something new by crossing boundaries, and thinking across them. It is related to an interdiscipline or an interdisciplinary field, which is an organizational unit that crosses traditional boundaries between academic disciplines or schools of thought, as new needs and professions emerge.

The term interdisciplinary is applied within education and training pedagogies to describe studies that use methods and insights of several established disciplines or traditional fields of study. Interdisciplinarity involves researchers, students, and teachers in the goals of connecting and integrating several academic schools of thought, professions, or technologies—along with their specific perspectives—in the pursuit of a common task. The epidemiology of AIDS or global warming require understanding of diverse disciplines to solve complex problems. Interdisciplinary may be applied where the subject is felt to have been neglected or even misrepresented in the traditional disciplinary structure of research institutions, for example, women's studies or ethnic area studies. Interdisciplinarity can likewise be applied to complex subjects that can only be understood by combining the perspectives of two or more fields.

The adjective interdisciplinary is most often used in educational circles when researchers from two or more disciplines pool their approaches and modify them so that they are better suited to the problem at hand, including the case of the team-taught course where students are required to understand a given subject in terms of multiple traditional disciplines. For example, the subject of land use may appear differently when examined by different disciplines, for instance, biology, chemistry, economics, geography, and politics.

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Answer 5

Internet science

Internet science is an interdisciplinary science, which looks at all aspects of the co-evolution in the Internet networks and society and studies it. It works in the intersection of and in the gaps among a wide range of disciplines that have had to respond to the impact of the Internet on their 'home turf' and/or offer specific conceptual or methodological contributions. These include many natural sciences (e.g. complexity science, computer science, engineering, life sciences, mathematics, physics, psychology, statistics, systems and evolutionary biology), social sciences (e.g. anthropology, economics, philosophy, sociology, and political science), humanities (e.g. art, history, linguistics, literature and history) and some existing interdisciplines that cross traditional Faculty boundaries (e.g. technology, medicine, law). Professor Noshir Contractor and others have located it at the intersection of computational social science,network science, network engineering and Web science. By understanding the role of society in shaping Internet networks and being shaped by them Internet science aims to take care of the Internet in a way similar to that in which Web science aims to take care of the Web. The lingua franca in this interdisciplinary area include Internet standards and associated implementation, social processes, Internet infrastructure and policy.

There are a lot of disciplines, which support 'Internet science' using different analysis tools, designs and languages. In order to have a productive and effective dialogue between disciplines, network will have to know the incentives to make cooperation opportunities. There are three main elements of Internet science: Multidisciplinary convergence, Observability and Constructive experimentation.

The European Commission funded a Network of Excellence on Internet Science (project acronym EINS) over the period December 2011-May 2015 under the FP7 funding programme. The Network in May 2015 had 48 member universities and research organisations and 180 individual affiliate researchers. Two major international Internet science conferences were held in April 2013 and May 2015 together with an unconference at the University of Bologna in May 2014 and official workshops at international academic conferences such as Human Behavior and the Evolution of Society and international inter-governmental and multistakeholder conferences such as the 2013 United Nations Internet Governance Forum.

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Answer 6

Intertwingularity

Intertwingularity is a term coined by Ted Nelson to express the complexity of interrelations in human knowledge.

Nelson wrote in Computer Lib/Dream Machines (Nelson 1974, p. DM45): "EVERYTHING IS DEEPLY INTERTWINGLED. In an important sense there are no "subjects" at all; there is only all knowledge, since the cross-connections among the myriad topics of this world simply cannot be divided up neatly."

He added the following comment in the revised edition (Nelson 1987, p. DM31): "Hierarchical and sequential structures, especially popular since Gutenberg, are usually forced and artificial. Intertwingularity is not generally acknowledged—people keep pretending they can make things hierarchical, categorizable and sequential when they can't."

Intertwingularity is related to Nelson's coining of the term hypertext, partially inspired by "As We May Think" (1945) by Vannevar Bush.

Peter Morville, an influential figure in information architecture, discusses intertwingularity in some of his books. In Ambient Findability: What We Find Changes Who We Become (2005), Morville uses the concept of intertwingularity to describe the experience of using hypertext on the web and starting to use computers embedded in everyday objects, termed ubiquitous computing. In 2014 he published a book called Intertwingled: Information Changes Everything about the intertwingularity of the universe, crediting Nelson with the word.

David Weinberger wrote about intertwingularity in Everything Is Miscellaneous: The Power of the New Digital Disorder in 2008, explaining that providing unique identifiers for items helps enable intertwingularity.

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Answer 7

Jnana

Jñāna (Sanskrit; Pali: ñāṇa) or gyan is a term for "knowledge" in Indian philosophy and religion.

The idea of jnana centers on a cognitive event which is recognized when experienced. It is knowledge inseparable from the total experience of reality, especially a total or divine reality (Brahman).

The root is cognate to English , as well as to the Greek (as in γνῶσις gnosis). Its antonym is ajñāna "ignorance".

In Tibetan Buddhism, it refers to pure awareness that is free of conceptual encumbrances, and is contrasted with vijnana, which is a moment of 'divided knowing'. Entrance to, and progression through the ten stages of Jnana/Bhimis, will lead one to complete enlightenment and nirvana.

In the Vipassanā tradition of Buddhism there are the following ñanas according to Mahasi Sayadaw. As a person meditates these ñanas or "knowledges" will be experienced in order. The experience of each may be brief or may last for years and the subjective intensity of each is variable. Each ñana could also be considered a jhāna although many are not stable and the mind has no way to remain embedded in the experience. Experiencing all the ñanas will lead to the first of the Four stages of enlightenment then the cycle will start over at a subtler level.

Sahu explains:

Prajnanam iti Brahman - wisdom is the soul/spirit. Prajnanam refers to the intuitive truth which can be verified/tested by reason. It is a higher function of the intellect that ascertains the Sat or Truth in the Sat-Chit-Ananda or truth-consciousness-bliss, i.e. the Brahman/Atman/Self/person [...] A truly wise person [...] is known as Prajna - who has attained Brahmanhood itself; thus, testifying to the Vedic Maha Vakya (great saying or words of wisdom): Prajnanam iti Brahman.

Jnana yoga (Yoga of Knowledge) is one of the three main paths (margas), which are supposed to lead towards moksha (liberation) from material miseries. The other two main paths are Karma yoga and Bhakti Yoga. Rāja yoga (classical yoga) which includes several yogas, is also said to lead to moksha. It is said that each path is meant for a different temperament of personality.

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Answer 8

Know thyself

The Ancient Greek aphorism "know thyself" or "gnothi seauton" (Greek: γνῶθι σεαυτόν, transliterated: gnōthi seauton; also ... σαυτόν … sauton with the ε contracted), is one of the Delphic maxims and was inscribed in the pronaos (forecourt) of the Temple of Apollo at Delphi according to the Greek writer Pausanias (10.24.1). The aphorism came from Luxor in Ancient Egypt.

In Latin the aphorism is generally given as nosce te ipsum or temet nosce.

The maxim, or aphorism, "know thyself" has had a variety of meanings attributed to it in literature.

The aphorism might have come from Luxor in Ancient Egypt. Pre-Socratics like Thales of Miletus and Pythagoras of Samos are thought by some to have had ancient Egyptian influences, according to Greek folklore and later writers including Aristotle. In any case the saying assumes a distinctive meaning and importance in Greek religion and thought. The Greeks attributed much of their wisdom to Egyptian sources, to the extent that such an attribution is almost conventional, and not necessarily proof of real influence. There are two parts of the ancient Luxor Temple, the External Temple, where the beginners were allowed to enter and the Internal Temple where a person was only allowed to enter after proven worthy and ready to acquire more knowledge and insights. One of the proverbs of the External Temple is "The body is the house of God." That is why it is said: "Man, know thyself". In the Internal Temple, one of the many proverbs is "Man, know thyself, and you are going to know the gods". The ancient Greek aphorism which came from the ancient Egyptian proverb has been attributed to at least the following ancient Greek sages:

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Answer 9

Know-it-all

A know-it-all or know-all is a person who constantly presents their input as though they were professionally trained, schooled or have firsthand insight into subjects when it is evident this is not the case. A know-it-all will quickly reject opinions, suggestions, thoughts and commentary from others as incorrect, nonsensical and disruptive.

The German word Besserwisser is also used in some languages, literally meaning "better knower".

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Answer 10

Knowledge acquisition (philosophy)

Knowledge acquisition is the process of absorbing and storing new knowledge in memory. Knowledge acquisition first proposed by Aristotle in his seminal work Organon. Aristotle proposed that the mind at birth is a blank slate, or tabula rasa. As a blank slate it contains no knowledge of the objective, empirical universe, nor of itself.

Knowledge acquisition as a method, it is opposed to the concept of "a priori" knowledge, and to "intuition" when conceived as religious revelation.

It has been suggested [1][2] that the mind is "hard wired" to begin operating at birth, beginning a lifetime process of acquisition through abstraction, induction, and conception.

The "five senses" referred to by the word sensation are metaphorically the interface between empirical (sensate) reality and the consciousness of the knowing subject. A knowing subject for the purpose of this discussion of knowledge acquisition may be defined as any conscious creature capable of deriving direct and immediate sensate data from its environment.

Sensate data, or sensation, are distinct from perception. Perception is the recognition within the knowing subject of the event of having had a sensation. The tabula rasa and must learn the nature of sensation as the awareness of something which is outside itself. Commonly recognized sensory systems are those for vision, hearing, somatic sensation (touch), taste and olfaction (smell).

Perception is the retention of a group of sensations transmitted through the sensory system(s), which gives the knowing subject the ability to be aware, not only of the singularity of stimuli presented by sensation itself, but of an entity, a thing, an existent.

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