Few preliminaries about knowledge
- 1. Few Preliminaries about Knowledge Ms.Poonam Sharma Assistant Professor Bhavan’s Leelavati Munshi College of Education
- 2. Propositional Knowledge ★ Earth appears to be round in shape. ★ All bachelors are unmarried men. ★ Water has chemical structure H2O. ★ Two plus two is equal to four. For Instance What is it that all cases of knowledge have in common?
- 3. Ability Knowledge For Instance: I know how to swim but I don’t know a set of propositions about how to swim.
- 4. Two basic requirements of Knowledge
- 5. What needs to be added to mere true beliefs in order to get Knowledge?
- 6. Knowledge,unlike mere true belief, involves a kind of success that is creditable to the person/agent.
- 7. Reflection Spot Give examples of your own of the following types of Knowledge: ★ Scientific Knowledge ★ Geographical Knowledge ★ Historical Knowledge ★ Religious Knowledge
- 8. Summary ➔ What all the myriad kinds of knowledge we ascribe to ourselves have in common? ➔ Distinguish between knowledge of propositions and knowledge of know- how. ➔ In order to have knowledge of a proposition, that proposition must be true and one must believe it. ➔ Mere true belief does not suffice for knowledge since, one can gain mere true belief purely by luck.
- 9. Reflection Spot Write two basic requirements of Knowledge.
- 10. Circle the greek words from where the term ‘theory of Knowledge’ has been derived. Metaphysics Episteme Axio Astrology Cosmo Ontology logy Anthropology Learning By Doing
- 11. Type two words or sentences that you could retrieve from the last lecture.
- 12. Difficulty regarding defining knowledge is known as the ‘Problem of the criterion’ Anyone who wishes to offer a definition of knowledge – who wishes to say what knowledge is – faces an immediate problem, which is how to begin.
- 13. I can only identify instances of knowledge provided I already know what the criteria for knowledge are. I can only know what the criteria for knowledge provided I am already able to identify instances of knowledge.
- 15. Drag your dot to how you are feeling: Keep going, I understand I’m a little confused Stop, I need help!
- 16. The classical account of Knowledge is also sometimes referred to as the ‘tripartite’ account of Knowledge. Is this statement true or false? True False
- 19. Nature of Knowledge ★ Value of Knowledge resides in its practical value. ★ Knowledge has more value than mere true belief. ★ Knowledge and mere true belief are of equal practical value.
- 20. Write Knowledge, Truth and Belief in Venn Diagram Previous Knowledge Testing
- 21. Sources of Knowledge Introduction to Epistemology - Christoph Kelp - 3. The Sources of Knowledge ❖ Superstition and Intuition ❖ Authority ❖ Tenacity ❖ Rationalism ❖ Empiricism ❖ Science
- 22. A celebrity is endorsing a new diet program, noting that she lost weight on the program and so will you. Based on several observations that Ms.X has made,she feels that cell phone use doesn’t adversely affect driving ability. A friend tells you that she is not sure why but, because she has a feeling of dread, she thinks that you shouldn’t take the plane trip. Rational ideas are often presented in the form of …………. Identify the source of Knowledge in each of the following examples
- 23. Categorization of Knowledge Propositional Knowledge ‘Knowledge that’ which is expressed in true statements. Procedural Knowledge ‘Knowledge of how’ to do things Direct Knowledge ‘Knowledge of own mental states’ A priori Knowledge A posteriori Knowledge
- 24. Characteristics of Discipline History Is discipline always dynamic in nature?
- 25. Reflection Spot Write at least two characteristics of a discipline that you have studied.
- 26. Drag your dot to indicate whether you agree or disagree: A discipline is always dynamic in nature. Agree Disagree
- 27. : Learning by Doing Match the processes of knowledge with a specific discipline ★ Social Inquiry ★ Narratives ★ Reflecting ★ Scientific Innovations ★ Inquiry ★ Logical Reasoning ➔ Broad discipline of Science ➔ Discipline of mathematics ➔ Broad discipline of Social Sciences ➔ Discipline of Humanities
- 28. Disciplinary Knowledge It is the sort of knowledge that is specific to the discipline or profession (Koehler,2012) The discipline specific knowledge in the discipline of ‘Science’ is more or less different than the discipline specific knowledge of the discipline ‘Languages’ and so as with ‘Mathematics’ and ‘Social Sciences’. It is based upon the aims and objectives of studying the specific disciplines and also the nature of the discipline. The processes of acquiring knowledge in the ‘Science’ discipline like; scientific inquiry, experiment, scientific exploration, discovery, problem-solving, etc. may not be the same with disciplines of ‘Social Sciences’ or ‘Languages’. In ‘Social Sciences’, we deal mostly with the social issues and involve ourselves in observations, social surveys, social inquiry, social explorations, interviews, narrations, anecdotes, case analysis, and reflections on happenings, events and ideas.
- 29. Characteristics of Disciplinary Knowledge ➔ It comprises a few theories. ➔ It is transacted through specific methods. ➔ Key concepts are explained in specific perspectives. ➔ Disciplines take their own ontological stance towards nature of reality. ➔ Disciplines take their own epistemological stance regarding the possibilities of human understanding. ➔ Disciplinary knowledge is identified with major thinkers.
- 30. Consider different viewpoints about the processes of acquiring knowledge in the social science disciplines. Draw or type your thoughts on this topic in one head. Draw or type the point of view of a different person in the other. My point of view Another point of view
- 31. Source: https://www.wcu.edu/WebFiles/PDFs/Shulman.pdf A content knowledge is pedagogical knowledge, which goes beyond knowledge of subject matter per se to the dimension of subject matter knowledge for teaching. It includes: ● the most useful forms of representation of those ideas, ● the most powerful analogies, illustrations, examples, explanations, and demonstrations-in a word, ● the ways of representing and formulating the subject that make it comprehensible to others. Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons. If those preconceptions are misconceptions, which they so often are, teachers need knowledge of the strategies most likely to be fruitful in reorganizing the understanding of learners, because those learners are unlikely to appear before them as blank slates.
- 33. Indigenous Knowledge Indigenous Knowledge is the knowledge that people in a given community have developed over time and continue to develop it. It is based on experience, often tested over long period of time, adapted to local culture and environment, dynamic and changing and lay emphasis on minimizing risks rather than maximizing profits.
- 34. “When a knowledgeable old person dies,a whole library disappears.” -African Proverb
- 35. Specific Features of Indigenous Knowledge ❖ Locally Appropriate and specifically adapted ❖ Symbolizes respect towards nature. ❖ It is dynamic in nature and may include experimentation in the integration of new plant or tree species into existing farming systems ❖ It is collective in nature and often considered to be the property of the entire community.
- 36. IK differs from Modern Knowledge in the manner of validation i.e. Modern knowledge has been validated in the laboratory of brick and mortar whereas indigenous knowledge has been validated in the laboratory of life. https://www.researchgate.net/publication/265197993_Indigenous_knowledge_as_a_key_to_sustainable_development
- 37. What is included in Indigenous Knowledge research? ★ Human health ★ Animals and animal diseases ★ Water ★ Soil ★ Agriculture ★ Textiles and local crafts ★ Indigenous tools etc.
- 38. Scientific Knowledge ● Science consists of a body of knowledge and the process by which that knowledge is developed. ● The core of the process of science is generating testable explanations, and the methods and approaches to generating knowledge are shared publicly so that they can be evaluated by the community of scientists. ● Scientists build on the work of others to create scientific knowledge. ● Scientific knowledge is subject to revision and refinement as new data, or new ways to interpret existing data, are found.
- 39. More on Scientific Knowledge ● The whole of science is nothing more than a refinement of everyday thinking. (Einstein, quoted in Ellen 2004: 425) ● Scientific knowledge is also preserved in impersonal institutional networks such as written and digital texts rather than only in the minds and bodies of living persons and in the fluid and unpredictable language of story. ● Scientists are said to pursue knowledge that is replicable across contexts that are strictly controlled, making such knowledge more abstract and universalizing, rigorously empirical and experimental rather than simply experiential. ● Modern scientists, more than Indigenous peoples, seem to be interested in consciously coding their knowledge in formalized representations that can be manipulated according to the rules of logical inference to retrieve such knowledge.
- 40. Dialogue as a tool for constructing Knowledge Classroom dialogues are of several kinds: Grounding Dialogue : Teacher presents topic and students share common Knowledge. Critical Dialogue: Students challenge each other’s views, understand and accommodate divergent viewpoints,develop new ideas and the teacher supports students’ argumentation and knowledge construction. Reflective Dialogue: Students integrate and generalize accepted arguments. They recapitulate actions and draw lessons from their experiences and teacher helps student to draw conclusions. Source: https://newprairiepress.org/cgi/viewcontent.cgi?article=3872&context=aerc&httpsredir=1&referer=
- 41. Connect to your own life: What’s something interesting you learned today? Can you relate this to something in your own life? (How is it similar, different, or helpful to events in your life?)
- 42. What is filling your bucket today and what’s draining it? Or What have you learnt today and what are you going to unlearn from today. Draining Filling