This presentation is about knowing the processes of acquiring knowledge. The major sources and types of knowledge are mentioned in it. How dialogue helps in constructing a knowledge is also highlighted in this presentation.

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.

14. ‘AS JUSTIFIED TRUE
BELIEF’

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.

32. Curriculum
Nature of
Subject
Pedagogy
Assessment
Context
Learner

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