Epistemological Bases of Education

KNOWLEDGE AND CURRICULUM
அறிவு மற்றும் கலைத்திட்டம்
SBCA
DR.A.PRABAHARAN
PRINCIPAL
NEHRU MEMORIAL COLLEGE OF EDUCATION
www.indopraba.blogspot.com

CHAPTER 1
EPISTEMOLOGICAL BASES OF EDUCATION
கல்வியின் அறிவுசார்வியல் அடிப்பலடகள்
•To be discussed
• Knowledge
• Skill
• Teaching
• Training
• Information
• Reason
• Belief

1.0 INTRODUCTION TO EPISTEMOLOGY
• Epistemology is a combination of two
Greek words “episteme” meaning
knowledge and “logos” meaning study
• Epistemology is the study of
knowledge
• Epistemology is a branch of philosophy
• Epistemology deals with theory of
knowledge
• Epistemology studies the nature of
knowledge, the rationality of belief,
and justification

1.0 INTRODUCTION TO EPISTEMOLOGY
Epistemology revolves around four major themes
The philosophical analysis of the nature of knowledge
Connection among knowledge, truth, belief and
justification
Problems of skepticism
The sources and scope of knowledge and justified
belief
The criteria of knowledge and justification

1.1 KNOWLEDGE
• Knowledge is getting awareness
about persons, objects, events,
processes, activities, relationships
and all the happenings around the
world
• Knowledge is knowing about
something
• Objects of knowledge is phenomena
• Knowledge is a comprehension of
phenomenon

DEFINITION OF KNOWLEDGE
• Knowledge may be defined as a process by
which people can understand what happened,
what is happening and what will happen
around them
• Knowledge of the past can be acquired through
different sources like books, videos, audios etc
• Knowledge of the present can be acquired
through senses
• Knowledge of the future can be acquired
through subjects like Futurology, television
channels, Internet sites etc

PLATO 348 B.C
• Plato, a Greek philosopher
• Student of Socrates
• Teacher of Aristotle
• Knowledge is defined as the justified
true belief
• Plato says “knowledge is perception
or sensation
• Knowledge is true belief
• Knowledge is true belief accompanied
by a rational account of itself

MEANING OF KNOWLEDGE
• Knowledge is a familiarity,
awareness or understanding of
someone or something
• Knowledge is facts, information,
descriptions or skills which is
acquired through experience
• Knowledge can be gained through
education by perceiving,
discovering, or learning
• Knowledge can refer to a theoretical
or practical understanding of a
subject

KNOWLEDGE
• Knowledge can be conceived as experience
organized through language into pattern of
thought, thus creating meaning, which in turn
helps us understand the world we live in
• It can also be conceived of activity, or physical
dexterity with thought, contributing and
making of things
• Human beings over time have evolved many
varieties of knowledge, which include a
number of ways of thinking, of feeling and
doing of things, and constructing knowledge

KNOWLEDGE
• It is also important to learn to
participate in the very process of
knowledge creation, meaning making
and human action
• Conceiving knowledge in this broad
sense direct us to the importance of
examining knowledge in terms of not
only the ‘product’, but also the
underlying principles of how it is
created, how it is organized, who
access it, and what is used for

KNOWLEDGE
• The process of understanding the meaning or
defining knowledge direct us to identify three
aspects of knowledge,
• These aspects are
• 1. Process involved in knowledge
• The first aspect is the process involved in
knowledge or acquisition or generation or
construction, this finally enters into the
domain of ways of acquisition or generation or
construction of knowledge, that is, its ways of
knowing

KNOWLEDGE
• 2) Types of knowledge
• Since knowledge is sum of
human understanding, there
must be different types of
knowledge
• 3) Purpose of knowledge
• The purpose of knowing is
different in different context.

KNOWLEDGE
• Knowing and knowledge
• Knowing is both a process and a product
• As a process it refers to the method of coming to
know the phenomenon
• Knowledge, as a product, is the resultant of
knowing, knowing happens through perception,
reason and emotion
• Similarly there are source of every way of knowing
• These sources are the knower’s senses and mind
• Different sources of knowing construct different
forms of understanding and different types of
knowledge

KNOWLEDGE
• The following are the sources of knowing
• 1) Sense Perception
• The acquisition of knowledge begins with the reception of external
stimuli by our sense organs, which is immediately converted into the
form of perception
• Perception refers to, having knowledge about a stimulus that impinges
on our sense organs
• The stimuli may impinge on our sense organs individually or collectively
• These sensory inputs or sensations as such, do not constitute
knowledge, but they are material of knowledge

KNOWLEDGE
• Our brain integrates these sensations with the information already
available with it, and forms percepts
• Percepts constitute the starting point and base of man’s knowledge
• Since the sense organs play important roles in the origin of knowledge,
these are considered as ‘gateways of knowledge’
• Sensation provides us with ‘information’ about the phenomenon
• The first stage of knowledge is perceptual knowledge and the second is
conceptual knowledge
• The conceptual knowledge is concerned with making the perceptual
knowledge into rational, logical and comprehensive knowledge

KNOWLEDGE
Knowledge can be classified in the following way based on the means used in the process
of knowing.
They are
1. Experiential knowledge
This is a type of knowledge that can only be obtained through experience. For
example, the knowledge of what it is like to see colours
2. Experimental knowledge
It is based on or derived from experience or empirical evidence
3. Intuitive Knowledge
this is acquired without inference and the use of reason, or with the use of reason
alone. It comes from within by looking inside or through contemplation

KNOWLEDGE
4.Reasonsed or Logical Knowledge
It is the knowledge of truths and principles of deductive
logic
5. Revealed Knowledge
This is based on the facts that are simply apparent to
people and cannot be denied, as they see it
Knowledge classification can be explained as in the
following table

KNOWLEDGES.No School Subject Phenomenon/
Object of Study
Nature of Knowledge Modes of Understanding Nature of
Validation
1 Natural Science Nature of Physical and
Biological or concrete
things
Causal; objective with
little subjectivity
Observation, Experimentation Verification or
falsification
2 Social Science Society in all its aspects Dynamic; Normative;
Interpretative
Interpretative understanding,
Critical evaluations dialogue
Constantly,
reconstructed
in the light of
values and
utilities;
Judged in the
light of
normative
resources
3 Mathematics Numbers, Symbols and
Logic, ‘Abstract thought’
Human construction and
highly structured;
Abstract
Logical deductions Proof
4 Language Words, Grammar,
culture
Human construction but
highly dynamic, inter-
subjective and creative
Narrations; Creative
expressions
Utilitarian

TYPES OF KNOWLEDGE BASED ON THE NATURE OF
KNOWLEDGE
1. Apriori Knowledge
Apriori means “from before’ or
‘from earlier”.
The priori knowledge depends upon
what a person can derive from
within himself. This is known as
reasoning

KNOWLEDGE
2 A Posteriori Knowledge
A posteriori means ‘ from what comes later’ ‘from
what comes after’
This is a reference to experience and using a
different kind of reasoning called ‘inductive, to
gain experience and knowledge
This is based on observation and so it is also called
as empirical knowledge

KNOWLEDGE
3. Explicit Knowledge
Explicit knowledge is knowledge that is
recorded and communicated through
media.
It is our libraries and databases.
Anything from the sciences or arts can have
elements that can be expressed in explicit
knowledge

KNOWLEDGE
4 Tacit Knowledge
Tacit knowledge cannot be expressed
through media. For example, a person who
is an expert musician cannot truly
communicate his knowledge
It means that he cannot immediately
communicate how to play the instrument
This knowledge must be acquired

KNOWLEDGE
5. Propositional Knowledge or Descriptive or Declarative
Knowledge
Propositional knowledge can be expressed in
propositions, that is, expressed in declarative sentences.
Mathematical equations are examples of propositional
knowledge.
Propositional knowledge is simply knowing something or
having knowledge of something
Hence if we read a computer programme or memorize it,
then it is our propositional knowledge

KNOWLEDGE
6. Digital knowledge
It is the knowledge that is useful in
handling smart phones laptop etc

KNOWLEDGE
7. Non-Propositional Knowledge or Procedural
Knowledge
Non-propositional knowledge is knowledge that
can be used. It can be applied to something, such
as a problem. It is acquired by “doing”
The knowledge needed for developing anything
practical is knowledge in practice, the theory of
knowledge for practicing is knowledge and
practice is knowledge of practice

1.2 SKILL
A Skill is learning to carry out a task with pre-determined
results often within a given amount of time, energy or both
Skills can often be divided into domain general and domain-
specific skills
For example, in the domain of work, some general skills
would include time management, team-work and
leadership, self-motivation etc
But domain specific skills would be useful only for a certain
job
Skill usually requires certain environmental stimuli and
situations to assess the level of skill being shown and used

TYPES OF SKILLS
A] Labour Skills
The skills of workers such as electricians, masons,
carpenters, blacksmiths, bakers, printers and other
occupations that are economically productive
B} Life Skills
Life skills are problem-solving behaviours that are used
appropriately and responsibly in the management of
personal affairs.
They are set of human skills, acquired by learning or
teaching or direct experience, that are used to handle
problems commonly encountered in daily human life

SKILLS
[C] People skills
Understanding ourselves and moderating our
responses
Talking effectively and empathizing accurately
Building relationships of trust, respect, and
productive interactions
People skills are both psychological skills and
social skills

SKILLS
[D] Social Skills
Social skill is any skill facilitating interaction and
communication with others. The process of learning
such skills is called ‘Socialization’
[E] Soft Skills
Soft skills are related to emotional intelligence
These are all cluster of personality traits, such as social
graces, communication, personal habits, friendliness
and optimism

SKILLS
[F] Hard Skills
Hard skills are any skills relating to a specific task. These skills
are quantifiable
Human Potential Approach to Skills
Human potential approach to skill regards the contribution of
skills to personal development in a broad perspective
The aim of a human potential approach to skills development is
to support the process of becoming fully functioning individuals,
developing personal potential in any field (sports, arts, relations,
science and others) including emotional skills
According to Rogers this process “involves the stretching and
growing of becoming more and more of one’s potentialities

SKILLS
Definition of Skill
Skill is defined as the proficiency, facility
or dexterity that is acquired or developed
through training or experience
Meaning
An ability and capacity acquired through
deliberate, systematic and sustained effort
to smoothly and adaptively carryout
complex activities or job functions
involving cognitive skills, technical skills
and interpersonal skills

1.3 TEACHING
• Teaching at its most literal level is educating and
imparting knowledge is the most fundamental part of
a teacher’s job
• The act of teaching is personal
• No teachers are the same
• The way one teaches is unique to him and by teaching
teacher personality is brought to the classroom
• Teacher’s personality, experiences and ambitions are
brought in

1.3 TEACHING
• One’s pedagogy is his teaching style that is it is
shaped by his characteristics and influenced by
his own education and becomes the guide he
used to teach his students
• While establishing one’s teaching style, he
should also be flexible enough to take the
learning styles of his students into account
• Great teachers find balance between a
curriculum-centred and a student centred
approach

DEFINITION OF TEACHING
• Teaching is the process of attending to pupil’s
needs, experiences and feeling, and making
specific interventions to help them learn
particular things
• Meaning of Teaching
• Teaching includes the following functions
• Creating learning situations
• Motivating the child to learn
• Arranging for conditions which assist in the
growth of the child’s mind and body

• Utilizing the initiative and play
urges of the children to facilitate
learning
• Turning the children into creative
beings
• Inspiring children with the nobility
of thoughts, feelings, and actions

• Giving information and explaining
it
• Diagnosing learning problems
• Making curricular material and
• Evaluating, recording and reporting
• So, teaching meant to be the one
which includes the above functions

NATURE OF TEACHING
• Teaching is giving information
• Teaching is causing to learn
• Teaching is a matter of helping the child to respond to his
environment in an effective manner
• Teaching is helping a child to adjust himself to his
environment
• Teaching is stimulation and encouragement
• Teaching is guidance
• Teaching is formal as well as informal
• Teaching is both a conscious and an unconscious process
• Teaching is both an art and science

TEACHING
• Teaching is an essential part of education.
• Its specific function is to impart knowledge,
develop understanding and skills
• Quality teaching may be defined as the
teacher’s ability to stimulate students
intellectually and move them emotionally
to instill in them love for learning and
develop suitable skills and attitudes

1.4 TRAINING
• Training constitutes a basic concept in
human resources development
• It is concerned with developing a
particular skill to a desired standard by
instruction and practice.
• Training is a highly useful tool that can
bring an employee into a position
where they can do their job correctly,
effectively and conscientiously
• Training is the act of increasing the
knowledge and skill of an employee for
doing a particular job

DEFINITION OF TRAINING
• ‘Training is defined as the organized
procedure by which people learn
knowledge or skill for a definite purpose
• Training refers to the teaching and
learning activities carried on for the
primary purpose of helping members of
organization acquire and apply the
knowledge, skills, abilities and attitudes
needed for a particular job and
organization

TRAINING
• Training is also the act of increasing skills of an
employee for doing a particular job
• Need for Training
• The need for training arises because of the
following reasons
• 1] Environmental Changes
Computerization and automation have
resulted in many changes that require trained staff
possessing enough skills.
Training enriches the staff with the latest
technology and knowledge

TRAINING
2] Organizational Complexity
The technological upgradation has made
organizations more complex
So , in order to cope up with the
complexities training is needed
3] Human Relations
Every management has to maintain very
good human relations, and this has made
training as one of the basic conditions to deal
with human problems

TRAINING
4] Job Requirements and Organization Needs
There is always a gap between
organization’s requirements and the
employees
So, to fill the gap training is needed
5] Change in the Job Assignment
Training is also needed when the
employee is promoted to the higher level or
transferred to another department

IMPORTANCE OF TRAINING
• Trainings of employees and managers are essential in this changing
environment
• It is an important activity of human resources development
• Training gives a lot of benefits to the employees such as
improvements in efficiency and effectiveness, development of self
confidence and assists everyone in self-management
• The stability and progress of the organization always depends on
the training imparted to the employees
• Training becomes mandatory under each and every step of
expansion and diversification
• Only training can improve quality and reduces the wastages to the
minimum

TYPES OF TRAINING
The following are the some of the training
commonly used in organizations
1] Induction Training
This is known as orientation training, for the new
recruits in order to make them familiarize with the
internal environment of an organization.
It helps employees to understand the
procedures, code of conduct, policies existing in
that organization
2] Job Instruction Training
This training provides an overview of the job and
the experienced trainers demonstrate the entire job

TYPES OF TRAINING
• 3] Vestibule Training
• It is the training on actual work to be done by an
employee but conducted away from the work place
• 4] Refresher Training
• This type of training is offered in order to incorporate
the latest development in a particular field. This training
is imparted to upgrade the skills of employees
• 5] Apprenticeship Training
• Apprentice is a worker who spends a prescribed
period of time under a supervisor

METHODS OF TRAINING
• There are various methods for giving
training to the workers. The following
shows the list of training methods
• Job rotation
• Coaching
• Job instruction
• Committee assignments and
• Internship training

METHODS OF TRAINING
B] Off-The-Job Training Methods
1. Case study method
2. Incident method
3. Role play
4. In basket method
5. Business games
6. Grid training
7. Lectures
8. Simulation
9. Management education
10. Conferences

1.5
INFORMATION
• Information is that which informs
• In other words, it is, the answer to a
question of some kind
• It is also that from which data and
knowledge can be derived
• Information is conveyed either as the
content of a message or through
direct or indirect observation of
something

1.5
INFORMATION
• The word ‘information is
derived from the Latin word
‘information’, which means to
give form to the mind’. So
information means giving
idea or giving form to
something

DEFINITION
• It is defined as the knowledge communicated
or received concerning a particular fact or
circumstance
• Meaning of Information
• Information is data that is accurate and
timely
• It is specific and organized for a purpose,
presented within a context that gives it
meaning and relevance, and it can lead to an
increase in understanding

CHARACTERISTICS OF INFORMATION
The following are the characteristic of information
1] Pragmatics
Pragmatics is concerned with the purpose of
communication. It focusses on the context and the
intentions of information communicated to the
individual
2] Semantics
It is concerned with the meaning of a message
conveyed in the communicative act
Semantics considers the contents of information

• 3] It is concerned with the form of information, its grammar and logic
• 4] Empirics
• It deals with the mode of transmission of information. It is the
channels of communication of information, that is sound, light,
electronic transmission etc
• The concept of information in the sense of knowledge communicated,
plays a central role in today’s society. Information is an intangible as
knowledge
• It can also be a process as in data processing, document processing etc
• Information is a key concept in sociology, political science and the
economics
• Communication is the unity of meaning offer, information and
understanding

• Information in relation to knowledge is
considered to have the following
characteristics
• It is a raw data
• It is discrete
• Pre-meaning stage of knowledge
• Prerequisite to knowledge
• Preliminary level of knowledge
• It is about facts of known
• It is publicly available

1.6 REASON
• Reason is the capacity for consciously
making sense of things, applying logic,
establishing and verifying facts, and
changing or justifying practices,
institutions, and beliefs based on new, or
existing information
• It is associated with human activities and
it is the reasoning activity that is the basis
of philosophy, science, language,
mathematics and arts
• It can also be referred to as rationality
• It may be institutive reason or discursive
reason

1.6 MEANING OF REASON
• The French word ‘raison’ is derived
directly from Latin and this is the direct
sources of the English word ‘reason’
• Reasoning plays a significant role in
adjusting to one’s environment
• It not only controls one’s cognitive
activities, but also the total behavior and
personality is affected by the proper or
improper development of one’s reasoning
ability
• It is essentially a cognitive ability and
resembles thinking
• I

1.6 MEANING OF REASON
• Reason has the following aspects
• It has a definite goal
• It is an implicit act and involves problem-solving behavior
• It makes use of one’s previous knowledge and experiences
• In reasoning we try to explore mentally the cause of an event
• It is highly a symbolic function
• Reason or reasoning is regarded as a more serious or complex
process that needs a well organized brain. Reason is a type of
thought and logic involves the attempt to describe rules by which
reasoning operates to that reasoning can be taught

DEFINITION OF REASON
Garett
“Reasoning is a step-wise thinking with a purpose or goal in
mind”
Gates
“Reasoning is the term applied to a highly purposeful
controlled selective thinking”
Woodworth
“In reasoning facts or principles furnished by recall, present
observation or both are combined and examined to see
what conclusion can be drawn from the combination

REASON
• Reasoning in this way may be termed as
a highly specialized thinking which helps
an individual to explore mentally the
cause and effect relationship of an event
or solution of a problem by adopting
some well organized systematic steps
based on previous experiences
combined with the present observation

TYPES OF REASON
• Reasoning may be classified into
inductive reasoning and deductive
reasoning, inductive – creative
reasoning, abductive reasoning,
analogical reasoning and fallacious
reasoning

A] INDUCTIVE REASONING
• In this type of reasoning we usually follow the process of induction
• Induction is a way of proving a statement or generalizing a rule or
principle by proving or showing that if a statement or a rule is true
in one particular case
• Therefore, starting from particular facts or instances one can
formulate generalized principles and conclusions
• Example
• Iron expands when heated
• water also expands when heated
• Air also expands when heated
• Therefore all types of matter, that is solid, liquid and gas expand
when heated
• So inductive reasoning is from particular to general

B] DEDUCTIVE REASONING
• Deductive reasoning is a just opposite to inductive
reasoning.
• Here one starts completely agreeing with some
already discovered or pre-established generalized fact
or principle and tries to apply it to particular cases
• Example
• Matter expands when heated
• Iron is a form of matter, so it expands when heated
• Hence deductive reasoning is from general to
particular

C] INDUCTIVE-CREATIVE REASONING
• It includes inductive area of reasoning and the
creatively element in it
• Example
• We observed a large number of white swans on
all continents and hypothesize that we need to
protect by law all swans that are white but also
black and red
• Thus we conclude that this type of reasoning
cannot yield an absolutely certain conclusion,
similar to inductive reasoning, but it can
actually increases human knowledge

D] ABDUCTIVE REASONING
• In this reasoning we favour one
conclusion above others, by
attempting to falsely alternative
explanations
• Example
• A doctor can find some symptoms in a
patient may be many causes to them,
and the doctor favours one cause for it

E] ANALOGICAL REASONING
• It is viewed as a form of inductive reasoning from
a single example, so that the conclusive may be
wrong.
• Inductive reasoning uses large number of
examples for its conclusion from the particular to
the general
• Example
• Premise 1. Socrates is human and male
• Premise 2. Beyonce is human
• Conclusion: Therefore Beyonce is male
• The above conclusion is wrong

F] FALLACIOUS REASONING
• Flawed reasoning in arguments is known
fallacious reasoning
• Bad reasoning within arguments can be
because it commits either a formal fallacy or an
informal fallacy
• Formal fallacy occur where there is a problem
with the form or structure of the argument.
• An argument that contains a formal fallacy will
always be invalid
• An informal fallacy is an error in reasoning that
occurs due to a problem with the content,
rather than mere structure of the argument

1.7 BELIEF
• Philosophers use the term ‘belief’ to refer to the attitude we have,
roughly whenever we take something to be the case or regard it as
true
• To believe something, in this sense, need not involve actively
reflecting on it
• Philosophers characterize belief as a ‘propositional attitude,
propositions are generally taken to be whatever it is that
sentences express
• If two sentences express the same meaning, then they express the
same propositions
• If two sentences differ in meaning they express different
propositions
• So, a propositional attitude is the mental state of having some
attitude or opinion about a proposition in which that proposition
is true

DEFINITION OF BELIEF
• Belief is the state of mind in which a
person thinks something to the case
with or without there being empirical
evidence to prove that something is the
case with factual certainty
• Another way of defining belief sees it as
a mental representation of an attitude
positively oriented towards the like
hood of something being true

MEANING OF BELIEF
• Epistemologically we use the term “belief”
to refer to personal attitudes associated
with true or false ideas or concepts
• Belief does not require active introspection
and thinking carefully about possible risks
• Example
• In the statement, “The Sun will rise”, we
simply assume that the sun will rise without
any deep thinking, such a type of assuming
is known as “belief”

TYPES OF BELIEF
• 1] Psychological Beliefs
• Psychologically beliefs are divided into
• a) core beliefs, These beliefs involve active thoughts of an
individual. Here we should make an active thinking to
accept a belief
• and b) dispositional beliefs – These beliefs are ascribed to
someone who has not thought about the issue
• Example
• If someone asked us, Do you believe tigers wearing dress?,
then we would say without any thinking that we do not see
tigers wearing dress
•

2] EPISTEMOLOGICAL BELIEFS
• Epistemic beliefs are student’s beliefs in relation to the
nature of knowledge, that is, what is knowledge? and
does it evolve and where does knowledge come from?
• For example, one student may believe that knowledge
comes from teacher and textbook, and they cannot be
wrong.
• The other student may believe that one has an active
participatory role in constructing knowledge, and what is
seemed to be right requires good justification and
reasoning
• The above two beliefs are examples for an inexperienced
belief and an experienced beliefs of students

SOME TYPES OF BELIEFS (SOCIOLOGICALLY)
• Sociologically there are beliefs that
may be classified into
• A] Core beliefs
• B] Peripheral beliefs
• C} Disputable beliefs
• D] Apparently indisputable beliefs

CORE BELIEFS (SOCIAL)
• These are the very essence of how are see ourselves,
other people, the world and the future. These beliefs
shapes our life.
• Examples of Positive Core Beliefs
• 1. I am a good student
• 2. I am liked by many
• 3. I am effective
• 4. I am powerful
• 5. I am fine
• 6. I am right

EXAMPLES OF NEGATIVE CORE BELIEFS
1. I am not good
2. I am not liked by many
3. I feel different to others
4. I am powerless
5.I am not feeling safe
6. I am defective

BELIEFS
2] Peripheral Beliefs
These beliefs may be mild or strong. Mild
beliefs are fan from the core beliefs, but strong
beliefs are close to core beliefs
3] Indisputable Beliefs
Some beliefs are strong so that these beliefs
cannot be disputable to the individual
4] Disputable Beliefs
These are mild beliefs so that they can be
disputed by the individual

NATURE OF BELIEF
• Belief is personal and subjective feeling
• It may be shared by others
• It may be verified or it is beyond verification
• Prelinguistic experience may be called “belief”
• Preparedness for delayed reaction is belief
• It is pre-intellectual response to a situation
• It may be a unverified knowledge or a pre-
verified stage of knowledge
• It may be an unquestionable knowledge

1.8 DISTINCTION BETWEEN KNOWLEDGE and SKILL
S.No Knowledge Skill
1 Knowledge is theoretical in nature Skill is practical
2 It is learned from books, media or academic institutions It is developed by practice
3 It is theory It is the application of theory to a
particular field
4 Knowledge is information acquired through reading, watching,
listening etc
Practice is the technique to acquire a
skill
5 It can be transferred from one to another Without practice it cannot be
transferred
6 Knowledge about social skill does not bring that skill Interaction with the people bring
social skill
7 Knowledge can be acquired through observation Mere observation may not bring skill
8 Knowledge can be learned through sensory inputs It is acquired through combination of
sensory input and output
9 Knowledge can be memorized and reproduced Skill cannot be reproduced from one’s
memory
10 It is internal experience that others may not be aware of it It is demonstrated so that others may
be aware of it

1.9 DISTINCTION BETWEEN TEACHING & TRAINING
S.No TEACHING TRAINING
1 Teaching is a process of educating a person Training is a technique frequently used to develop person’s skills
2 It is related to theoretical concepts It is related to practical application of knowledge
3 Teaching has less specific focus It has more specific focus
4 It seeks to impart new knowledge to a person It equips the person who has knowledge with tools to develop a
specific skill
5 The main objective of teaching is to enrich the
minds of students
The main objective of training is to mould habits or performance
of the individuals
6 Teaching is within the context of the academic
world
Training is associated with the commercial world
7 Teachers give feedback to their students Trainers receive feedback from the trainees
8 Teachers should have a good understanding
about theoretical concept
Trainers should have a practical exposure
9 There are various methods of imparting
knowledge while teaching
Mostly performance and how to use techniques practically are
the methods in training

1.10 DISTINCTION BETWEEN KNOWLEDGE & INFORMATION
S.NO Knowledge information
1 Knowledge is the factor that connects information
together
Information is fragments of knowledge
2 Knowledge derives meaning from information Information is data
3 Knowledge is non-existent without information Information is existent without knowledge
4 Knowledge is the building Information is the bricks or building blocks of knowledge
5 Knowledge is building pieced together by the bricks Information is that makes knowledge
6 Teaching a child random of information together makes
knowledge
Information is random facts
7 Knowledge is an unique set of facts acquired by
experience
Information is a sequence of symbols that can be interpreted as message
8 Knowledge consists of facts, truths and beliefs Information consists of facts and data organized to describe a particular
situation
9 Knowledge is used to determine what a specific
situation means
Knowledge is applied to interpret information about the situation
10 Knowledge is derived from information Information is derived from data
11 Knowledge is defined as a set of high level facts that are
obtained from interpretation of basic facts
Information is defined as a set of basic facts without interpretation

1.11 DISTINCTION BETWEEN REASON & BELIEF
S.NO REASON BELIEF
1 It is objective It is subjective
2 It is not personal It involves the personal feeling
3 It can be verified with facts It may be verified or beyond verification
4 It is shared by others It may be shared by others
5 It is the product of active
mental thinking process
It may be accepted without active mental process of thinking
6 It makes use of previous
knowledge and experience to
achieve its goal
It is not a goal-directed problem solving activity
7 It is a highly symbolic function It may not be symbolic
8 It is an implicit act for problem
solving
It may be implicit act but not for solving a problem
9 It is questionable and involves
cause and effect
It is unquestionable
10 It is an intellectual response to
a situation
It is a pre-intellectual response to a a situation

Epistemological Bases of Education

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Epistemological Bases of Education