Levels of Knowledge (1)

Levels of Knowledge
Dr Y Sreekanth
yagnasree@hotmail.com
The setting up of National Knowledge Commission on 13th June 2005 by a notification
of the planning commission and its formal launching by the Prime Minister of India
on 2nd August 2005 with the mandate to advise the Prime Minister on matters relating
to institutions of knowledge production, knowledge use and knowledge dissemination
is an inevitable initiative in the current context of Liberalization, Privatization and
Globalization (LPG). More importantly in a Country with such large population, shifting
targets of mere literacy to qualitative education, growing numbers of uneducated youth
due to lack of employment opportunities and socio-cultural transformation due to
urbanization have brought about a need for providing a direction to the Country in terms
of what to achieve in the 21st Century which is being termed as “Knowledge Century”.
What is Knowledge?
Knowledge is a term, which is used widely and indiscriminately. Widely because every
body is concerned with it and indiscriminately as there is no one definite universal
meaning for that. It ranges from simple information to absolute mastery over any field
of study or original contribution to the theory of Knowledge. For a common man if one
does not have information of a thing he/she says that I have no Knowledge of it. Here
it is lack of information, which is viewed as synonymous with Knowledge. Sometimes,
if one dose not understand a thing, it is said that one is not having Knowledge about
it. Here it is considered as something which one knows but cannot analyze or explain
the things properly. Still another meaning is when one speaks of oneself as ‘I am not
a Knowledgeable person in this field’, it means one who has not reached a level of
being ‘Very High in regard’ so as to be considered oneself as an authority in that field
(such as art, education, religion, morality etc.,). Hence, Knowledge is a term used with
varied meanings depending on different contexts.

“For most of philosophical history, "knowledge" was taken to mean a belief that
was justified as true to an absolute certainty. Any less justified beliefs were called
mere "probable opinion." Philosophers often define knowledge as a justified, true belief.
“In Plato's view knowledge is merely an awareness of absolute, universal Ideas or Forms,
existing independent of any subject trying to apprehend to them. Though Aristotle
puts more emphasis on logical and empirical methods for gathering knowledge, he still
accepts the view that such knowledge is an apprehension of necessary and universal
principles. Following the Renaissance, two main epistemological positions dominated
philosophy: empiricism, which sees knowledge as the product of sensory perception, and
rationalism, which sees it as the product of rational reflection”.
However, knowledge may in fact be defined as ‘a unique imprint left by an individual
for the advancement of the living beings either materialistic or spiritualistic.
Information versus Knowledge:
The present discussion is concerned with analyzing different levels of Knowledge
on the basis of distinction between information & knowledge. It is intended also to
mainly give an understanding as to what consists of Knowledge, and whether it can be
classified in clear terms. In fact Information and Knowledge are not mutually exclusive
and contradictory to each other. They rather enrich each other and lead to the perfect
development of human potential. Information is the basis for knowledge and Knowledge
grows as one becomes informed.
However, while layman’s terminology of Knowledge is confined to Information,
Intellectual usage goes much beyond this to embrace Knowledge developed by the self,
Creativity and Innovation etc., Though this kind of division of the functioning of human
mind is nothing but simplifying of the complex process, it is quite relevant in the current
context where we observe the increasing influence of information over knowledge.
Information, according to some educationists is considered as mere acquisition of facts
or rote memory and Knowledge as a mental process that takes shape in the mind or
an intellectual process, which has very little or nothing to do with outside elements.

Emphatically speaking the society is slowly drifting from knowledge-based society to
information-based society and human beings have become transponders of information
rather then repositories of Knowledge. This is mainly because of the revolutionary
development of Information, Communication and Technology (ICT).
Through ICT tremendous progress has been made in all walks of life including education.
The death of distance loosens the grip of Geography. The cost of Communicating ideas
and data is now distance-free, thanks to the Internet and to the dramatic change in
telephone tariffs. The Combination of Mobile telephone, global positioning Satellites
and a sort of instant messaging have also enables for fast Communication (Cairncross,
Frances., 2001). ICT has become indispensable and integral part of education system and
has brought about a new debate as to whether Information is important or Knowledge.
This debate is very important as whether we want to create Knowledge based society or a
society in which only information is transmitted without adding up of any Knowledge.
Information should not always be an end in itself, but should also serve as means to
the end of attainment of ‘Knowledge’. Even our traditions speak of Vigyan (Science/
Information) as an essential stimuli for the development of response i.e., Gyan (Wisdom/
Knowledge). But in a usual classroom teaching teacher hardly adopts a process of
innovative teaching, and confines himself to the syllabus prescribed. The main reasons
for this may be the apathy of teachers, sometimes lack of necessary abilities, inability
to spare time for each student, lack of necessary infrastructural facilities such as labs,
equipment, library facilities, etc. This is automatically reflected on the students who are
always encouraged to do the things in a stereotyped fashion, with complete attention for
producing best results by obtaining good marks in the examinations as their main goal.
As a result of this students acquire knowledge without understanding, have information
but lack the skills to apply them, and even know what is happening in the other corner of
the world, but do not have an understanding of their immediate surroundings.

There is so much hue and cry in the education system (in India and elsewhere) mainly
because our present Society is governed by the process of Education whose fundamental
philosophy is “Whatever is learnt has to be tested”. This has advanced further and now
the pragmatic ideal of Education has become “Whatever is to be tested should only be
learnt”. From these two statements the derivation could be “Whatever is not tested is
irrelevant”. This has made all knowledge of ingenuity as a fallow land, which goes
unnoticed. The development of creativity, though is an individual task, requires the
support of society. With a positive and encouraging approach, we can allow the budding
talent of creativity to take a full shape. The direction of student’s progress is largely in
the hands of parents, teachers and educational administrators. However, in the recent
past as our focus is confined to the development of only Intellectual & Scientific abilities,
the importance of Creative thinking, Social leadership and talent in fine arts etc have
received negligible attention. As a result of this there is a lop-sided development of
human abilities.
This is because, in the fast changing world, many students don’t have time to think, but
to act on information. Most of the students of present generation after all, have hardly
any time to process the information, lest been understood. The cramming of information
by the students before the examinations is a best example for this. However “Ideas
which are not utilized are positively harmful. By utilizing an idea, I mean relating
it to that stream, compounded of sense perceptions, feelings, hopes, desires and of
mental activities adjusting thought to thought, which forms our life” (Whitehead N,
Alfread., 1949). But at present information has become an instrumentality in survival
while knowledge cannot. This is because many students feel that accomplishment in
examinations is everything, and more so than obtaining knowledge. In the growing
materialistic world even spiritualism is being treated as a commodity of information, the
way it is publicized and marketed that it is often felt that it can also be purchased at a
price.
Some Educationists often see the Information explosion with awe. If we try to understand
and analyze why this is so, it may be due to the following reasons.

1. The amount of information is very large then required. The information Society
has made it possible for collection of large amount of information. The volume
of information is so huge that it becomes a mental and physical burden to the
student.
2. It does not permit the student to think. There is very less scope for understanding
the information to analyze and apply one’s own mind because the quantity is
large.
3. Most of the information is not useful to the students and goes unused. But at the
same time it preoccupies students mind.
Is all knowledge developed by a man when transmitted becomes Knowledge. No,
it may not be possible. All knowledge cannot be transmitted as information and also
all information may or may not lead to development of knowledge. “A merely well-
informed man is the most useless bore on God’s Earth. What we should aim at producing
is men who possess both Culture and expert Knowledge in some special direction”.
(Whitehead N, Alfread., 1949). If a person to whom the information is transmitted
can undergo the experience of knowledge then it is possible that knowledge can be
transmitted as information. One cannot by merely reading the principles of Buddha
become a knowledgeable or enlightened person. What one needs do is to practice
them to perfection. Hence all knowledge cannot be transmitted through information as
knowledge, because the essence of experience is involved in it.
Why knowledge cannot be transmitted as information because:
1. It cannot be comprehended fully. The Knowledge which one acquires through
hard-pursuit of it cannot be fully comprehended by others, as the process through
which one acquires when transmitted as information to others will not have the
same level of comprehension in them as the original Knowledge developer has.

2. Even if comprehended others do not undergo the same process as original
developer of Knowledge has gone through, because the path is known.
3. One has got clear direction in terms of understanding the process hence there is no
originality. One knows the methodology to reach the desired end.
4. One does not have to search for the answers, as one gets ready made or solved
problems.
5. One knows the results and there is no curiosity about the end product. One will
not have the same vigor because one knows how the ends are to be achieved.
Why Knowledge is considered as important because:
1. It is unique. The Knowledge which has come out of one’s own pursuit for it in
any filed will certainly be a unique contribution to the Society.
2. It provides solution to the problem of humanity. As most of the Knowledge is
in pursuit of solving the problems that the Society faces, any kind of Knowledge
developed in that direction will certainly lead to the benefit of the Society.
3. It develops within mind and helps the individual to self-actualization. While
Information also empowers Individual, the level / amount of satisfaction that one
acquires which leads to self-actualization can come only from the Knowledge that
is developed from one’s own mind rather than collection of information and/or
developing an understanding about it.
Types of Knowledge:
Knowledge can be of two types:
1. Materialistic Knowledge (Excellent Attainment). The Western concept of
Knowledge, which is related to development, and takes place to further the cause
of materialistic achievement, is one kind of Knowledge.
2. Spiritualistic Knowledge (Development of Soul). The development of Soul in
which the things beyond materialistic life and existence are given importance.

Classification of Information in relation to Knowledge:
Knowledge philosophically is distinct from simple information. Both knowledge and
information consist of true statements, but knowledge is information that has a purpose or
use. Philosophers would describe this as information associated with intentionality.
Knowledge = Information + Intention
On the basis of the above the following classification can be made based on different
types of intention, levels of comprehension and ingenuity.
1. Transparent Knowledge (Information devoid of Knowledge)
i.e., Information + Deviant Intention (unorganized collection of information in
bits & pieces, ignorance, lack of interest, different goals etc.,)
2. Relative Knowledge (Information intertwined with Knowledge)
i.e., Information + Intention + Comprehension
3. Independent Knowledge (Knowledge beyond the realm of Information)
i.e., Information + Intention + Comprehension + Ingenuity
However, the above classification cannot be considered as independent entities. They are
on a continuum and if all the three are to be placed on a scale of attainment of Knowledge
of 0-100 percent then it can be shown as below.
0% --------------------------------------------------- 100%
Transparent Relative Independent
Though absolute Zero and absolute 100 do not exist, as any information will not be
absolutely transparent, there will be a certain amount of retention. While Independent
Knowledge can never be 100 per cent, as it will also have the impact of previously
accumulated information and information related understanding.
Transparent Knowledge (Information devoid of Knowledge): Under this
Knowledge is considered as transparent because it comes in and goes out with hardly

any retention. Acquiring information i.e., acquisition of facts is considered as a reflex
action, which does not require any thinking process. “Knowledge is an appreciation of
the possession of interconnected details, which in isolation, are of lesser value”. But
in Transparent Knowledge things are often learnt in isolation or in disconnected fashion.
For example things, which are learnt in rote memory, would remain in memory in
separate blocks and unless they are linked together they cannot be comprehended. As
long as repeated recollection or memorizing of the things take place, they are retained
and once when it stops automatically they are removed from the memory. In simple
terms, the processing of information that takes place as follows:
Input ↔ Output
Here one can see that there is a two way direction of arrow between input and output
which means, things are received and reflected like rays without any kind of processing
involved in it. The best example for this is rote memory through which things
are recollected. This is what is leading to transparent Knowledge, in the world of
information revolution. Because the things are not taught in relation to each other but
presented to the student in abstract terms. Transparent Knowledge does not involve in
looking at the things with body, mind and soul put together. In the modern educational
system there is an enormous predominance of this information loaded teaching-learning-
evaluation pattern. It makes the student breathless in acquisition of facts and leaves
no room for their comprehension. In this process the students are treated as audio or
videotapes, which are used for recording and replay.
The transparent knowledge is not to be confused with memory because in memory
only biological process is involved whereas under knowledge, it is intention, which
is a social act that plays a dominant role in addition to the biological activity. In case
of transparent Knowledge the purpose of acquiring the information is not with the
intention of fulfillment of the objective, but something else. For example if a student
collects a piece of information, not with the intention of developing an interest in that or
further processing of it but to satisfy the teacher by reproducing it so that he gets a good
impression of the teacher, he is acquiring transparent Knowledge.

The purpose of acquiring such Knowledge is mainly to serve the immediate purpose
rather than the ultimate aim of attaining still higher levels of Knowledge. Another
example is if a student intends to score good marks in a subject of study, and strives to
pursue that with more emphasis on obtaining marks then acquiring competence, he/she
is not interested in acquiring the real Knowledge. His ultimate aim is a goal, which is
different from that of the real goal, set by the society i.e., developing an understanding
about a particular subject. Here goal (acquiring Knowledge) becomes subservient
to means (good marks), and means has become goal. Marks are means because they
indicate the level of performance of the students.
Though it is true that mere acquisition of information would always not solve any
purpose either in education or real life, but that should not undermine the abilities that
can be acquired by the students through information. From times immemorial verbal
recital has been ingrained in our Culture. There are occasions, when one even does not
understand the meaning of a verse still one may enjoy it. That does not mean that one
should not attempt to try to understand the meaning of it. That also means that one
should not simply stop reciting a verse because he does not understand the meaning
of it, as one can do it at a later date. This is possible only when one can receive the
information and store it. (This may be compared to the cow eating stalk and later when
it is free, chewing it so that it could be digested fully.) Otherwise also further processing
of the information can be done later by others also. The inquisition comes only when one
has information and otherwise not.
Western philosophers have distinguished between two kinds of knowledge a priori
and a posteriori knowledge. “A priori knowledge is knowledge gained or justified by
reason alone, without the direct or indirect influence of experience (here, experience
usually means observation of the world through sense perception.)”. Most of the Priori
knowledge is nothing but Transparent Knowledge because this is not experienced by the
people, but at the same time it can also lead to the higher levels of Knowledge.

Relative Knowledge (Information intertwined with Knowledge): Unlike in
the first category here Knowledge and Intention go together and that’s why it leads to
the development of relative Knowledge. Also, under this Knowledge revolves around
information and it is relative to the information acquired. There may be instances where
it becomes highly difficult to differentiate between what is information and what is
knowledge, and that falls under this category. It is a situation of synthesis of the two or
it may be an instance where it is not possible to see them as independent entities. There
is no complete detachment between Information & Knowledge, as we find in the above-
mentioned first category and at the same time Information is not absolutely independent
of its existence of the domain of Knowledge as it is observed in the third category.
“The posteriori knowledge that is, knowledge the attainment or justification of which
requires reference to experience” (called as empirical knowledge) can also be termed as
relative knowledge. This can however lead to Independent Knowledge, but not in itself is
Independent Knowledge. The processing of information may be explained as follows:
Input ↔ Simple Processing ↔ Output
Between input and output there is simple processing involved which leads to the
comprehension of facts and that’s how it is different from transparent Knowledge. But
this processing does not go beyond the level of comprehending what is present and
that’s why it cannot reach the level of Independent Knowledge. But it is a step in right
direction for the attainment of Independent Knowledge.
Independent Knowledge (Knowledge beyond the realm of Information):
All Knowledge received by an Individual cannot become Independent Knowledge. It can
either become transparent Knowledge (if the student to whom it is transmitted does not
bother to understand that or fails to understand due to the reasons mentioned above) or
relative Knowledge if the student concerned can have a full understanding of the process,
and/ or even when it is practiced. It cannot go above and beyond these two levels. The
development of Independent Knowledge is where human ingenuity comes into play,
which can have any number of its expressions. It is independent from the information

and does not have close relation with the information. Though under this category,
information too has some influence but it is highly negligible and remote. The ultimate
goal of any educational system should be the pursuit of this objective i.e., to bring about
the excellence out of each individual. As each individual is a unique creation, there is
always scope to extract the best out of every one. The system of Education should not
stifle the individual’s growth but become a conduit for the expression of oneself. The
information processing under this category may be explained as follows:
Input → Complex Processing + Unique development → Output
Under this the processing is not very simple to understand the things but a complex one
to find solutions for what is not present. This complex processing may also lead to the
development of unique ideas/innovations/discoveries/anything of original nature for the
advancement and/or well being of the individual/society either materialistic or spiritual.
This should be the ultimate goal of the system of education.
The development of Independent Knowledge among students is also necessary from
the point of view of well being of the individual, Society and Nation because otherwise
Knowledge becomes a monopoly of few. The monopoly of knowledge through patents
can be very disturbing and it questions the very survival of common man and puts his
life at stake, unless the generation of knowledge and consequent distribution of it is not
taken care of. The issue of whether innovation justifies a certain amount of monopoly
was a point raised most strikingly by the Microsoft case. In October 1998, America’s
Department of Justice launched an anti-trust case against the World’s largest Software
Company which resulted, in April 2000, in a ruling that the Company was an “abusive
monopolist” that should be broken up. (Cairncross, Frances., 2001).
The above three principles of knowledge (transparent, relative and independent) can
be applied to any thing under the sun, such as life of Buddha to laws of Newton who
formulated the concepts of Kaivalya and theory of gravity respectively. To illustrate how
the above three levels work on an individual, the life of Buddha can be cited. Siddhartha
(Gautama Buddha) who led a life of comfort and luxury when went with a charioteer

for an excursion from his palace he saw an old man, a sick man and a dead body in
succession. When he asked his charioteer the meaning of the sight he had witnessed for
the first time in his life, the charioteer said ‘This happens to all men’. Here comes the
transparent Knowledge of the charioteer, and to a great extent most of the people who
witness such events. They are simply brushed aside (ignored) as part of life, which need
no importance. The events enter mind and disappear.
However the conversation with the charioteer had a tremendous effect on the mind of the
young man, and brought about a sea change in his outlook on life. This can be defined
as relative Knowledge, as for Buddha the information did not disappear, but the thinking
process went on around those very events. Many people reach this stage also, but
Buddha underwent the third stage i.e., Independent Knowledge stage, as he renounced
everything and after undergoing different kinds of self-torture attained Enlightenment or
Bodhi. He discovered the ‘Law of Dependent Origination’ a cycle of twelve causes and
effects that conditioned the world. This law is the special contribution of the Buddha,
never expounded by any other sage or philosopher hitherto.
The above story describes how the information of the suffering did not become a mere
transparent Knowledge, but revolved in the mind (Relative Knowledge) of Buddha and
ultimately led to the development of Independent Knowledge. To put it alternatively, the
thinking of Buddha was different, rational and unique. The process of Education would
be complete only when all the three find their place in teaching-learning-evaluation of a
student. However to attain the third objective the best technique is not to impose anything
in a didactic manner at all, so that student gets full independence in doing the things.
However, the present state of affairs in which the first category (Transparent Knowledge)
gets all most the full priority over the other two is the most deplorable fact of life, which
needs to be addressed and redressed for setting a balance among the three objectives.
This will also help in elimination of huge load (both physical and mental) on the student.
Otherwise the plight of the student will be no different from that of any search engine like
google, serving as an instrument for retrieval of information.

Bibliography:
Cairncross, Frances., (2001), The Death of Distance 2.0, How the communications
revolution will change our lives, London: Texere Publishing Limited, Leadenhall Street,
EC3A 3DE, pp.71-77.
Creath, Richard, "Induction and the Gettier Problem", Philosophy and Phenomenological
Research, Vol.LII, No.2, June 1992.
Feldman, Richard, "An Alleged Defect in Gettier Counterexamples", Australasian
Journal of Philosophy, 52 (1974): 68-69.
Gettier, Edmund, "Is Justified True Belief Knowledge?", Analysis 23 (1963): 121-23.
Lehrer, Keith and Thomas D. Paxon, Jr., "Knowledge: Undefeated Justified True Belief",
The Journal of Philosophy, 66.8 (1969), 225-237.
Singh Karan et al., (1983), Religions of India, New Delhi: Clarion Books, C-36,
Connaught Place.
Sreekanth Y (2004), ‘Societal role in development of creativity among children’
Edutracks (ISSN:0972-9844), Vol.4 No.4, Neelkmal Publications (P) Ltd., Koti,
Hyderabad – 500 095, India pp 14-15.
Sreekanth Y (2005), ‘Information Vs Knowledge’, Third Concept, An International
Journal of Ideas (ISSN 0970-7247), Vol.19 No.222, LB-14, Prakash Deep Building,
7,Tolstoy Marg, New Delhi-110 001.
Whitehead N, Alfread., (1949), The aims of Education and other Essays, New York: New
American Library, pp.13-26.
Cite the article: Sreekanth.Y. (2006). University News, A Weekly Journal of Higher
Education, New Delhi .44(08). pp.10-16

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