Knowledge Based Theory Of The Firm

Knowledge Based Theory of the Firm
Knowledge Based Theory of the Firm by R.M. Grant
Assumptions * Firms apply knowledge to the production of good and services * Knowledge is the most strategically important of a firm 's resources
* Knowledge is created and held by individuals, not organizations * Firms exist because markets are incapable of coordinating the knowledge of
individual specialists. This is the role of the management within a firm.
Coordination of Specialized Knowledge
While organizational theory has spent much time focused on the difficulties of achievingcooperation due to the differing goals of organizational
members or the divergence of employee and owner goals, Grant proposes that even with cooperation, coordination ofspecialized ... Show more content
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Thus, procedures are established that assign responsibilities for various functions. It is these decisions that determine the organizational structure.
In an organization of any size or complexity, employees ' responsibilities typically are defined by what they do, who they report to, and for managers,
who reports to them. Over time these definitions are assigned to positions in the organization rather than to specific individuals. The relationships
among these positions are illustrated graphically in an organizational chart (see Figures 1a and 1b). The best organizational structure for any
organization depends on many factors including the work it does; its size in terms of employees, revenue, and the geographic dispersion of its
facilities; and the range of its businesses (the degree to which it is diversified across markets).
There are multiple structural variations that organizations can take on, but there are a few basic principles that apply and a small number of common
patterns. The following sections explain these patterns and provide the historical context from which some of them arose. The first section addresses
organizational structure in the twentieth century. The second section provides additional details of traditional, vertically–arranged organizational
structures. This is followed by descriptions of several alternate organizational structures including those arranged by product, function, and geographical
or
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The Theory Of Knowledge Essay
Theory of knowledge essay
To what extent do the concepts we use shape the conclusions that we reach?
Since my childhood I have always been told 'Education is the key to success!' and there is absolutely no other way to achieving beyond more than just
survival in this fast–paced but deeply cruel and competitive world. That was a concept endlessly hammered into my head by society, it however never
appealed to me simply because of the fact that I found it a concept, something which according to the Longman dictionary of Contemporary English is
defined as an idea of how something is, or how something should be done.
These, I found, are generated from a seed of contrasting emotions composed of either fear or negligence within society. In addition, conclusions are
known as something one may decide after considering all the information one has. The purpose of this essay is to explore how concepts impact
conclusions reached by us, through finding ways to dissect and address the knowledge question 'To what extent are concepts trustworthy if they
change over time?' Investigations into how credible and where these seemingly vital rules and conventions readied to alter our views may originate
from will further be made. Natural sciences plus ethics and history will be Areas of knowledge delved into, ideas from these will be stimulated by the
Woks trio of imagination, emotion and senseperception.
While looking at Natural science, history and ethics, we will see that concepts created

Nursing Theory and Nursing Knowledge
Describe how nursing theory has helped facilitate the development of nursing knowledge. The nursing profession has progressed greatly since it roots
with Florence Nightingale, moving from reliance upon total medical direction for providing basic care and "the first duty of the nurse it that of
obedience–absolute fidelity to his orders, even if the necessity of the prescribed measures is not apparent, you have no responsibility beyond that of
faithfully carrying out the directions received" (Jennifer C. Telford), into an autonomous practice with its own nursing theory practices, models, and
interventions. Theories are a set of interrelated concepts that give a systematic view of a phenomenon (an observable fact or event) that is... Show more
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For example in one study it shows "despite the knowledge that caring does positively influence patients and nurses, there are reports globally about
the negative impact of uncaring and the call to improve caring within our profession (Mary E. Desmond, et al., 2014). If every single patient was
like the other we wouldn't need to have a theory of caring, patients would be treated the same, a patient is a patient, no difference from one to the
other. This is not the case. So using nursing theory to improve and move forward nursing knowledge as it has done so far can only improve an ever
changing care continuum that is known as nursing. This is how theory has changed and molded nursing knowledge and how we practice. Works Cited
Ida T. Bjork, K. L.–M. (2013, October). From theoretical model to practial use: an example of knowledge translation. Journal Of Advanced Nursing,
69(10), 2336–2347. Jennifer C. Telford, P. A.
–B. (n.d.). A Brief History of Professional Nursing in the United States. In J. C. Elizabeth Friberg,
Conceptual Foundations: The Bridge to Professional Nursing Practice 6th Edition. Mary E. Desmond, R. M.–B., Suzen Horn, R. M., Kathryn Keith, R.
M., Susan Kelby, R. M., Linda Ryan, P. R.–B., & Janice Smith, P. R. (2014). Incorpoating Caring Theory into Personal and Professional Nursing
Practice to Improve Perception of Care. International Journal for Human Caring, 18(1), 35–44. Nursing Theories: a companion to nursing theories

The Theory Of Knowledge Management
1.Abstract:
Knowledge rather than capital or labour, was the only meaningful resource in a society (Drucker 1993).
World was moving from industrial to knowledge–based economy. Organizations have changed their focus from process re–engineering to achieve
results into encouraging employees to implement their knowledge and expertise in achieving efficiency of business. In a rapidly changing technology
landscape, knowledge sharing presents a unique challenge for businesses and enterprises. Few factors defining today's knowledge industry:
–Knowledge is proliferated across multiple media formats
–Knowledge has become multi–platform
–Knowledge has become mobile
The increase in content and knowledge posed a challenge for organizations to ... Show more content on Helpwriting.net ...
It was launched in 2012, with an aim to increase information sharing and virtual knowledge in workplace.
Bloomfire organizes knowledge & expertise to connect people who have knowledge to people who need it. It deals with knowledge capture, learning
management, Content management, social networks, social business and cloud file sharing.
Bloomfire integrates social learning tool to connect employees with the knowledge they need to complete the job. Employees can engage with content
in social environment. It also simplifies knowledge management for customer support and sales enablement.
Customer Support: It gives clients, managers and reps immediate access to documentation and answers they need. It reduces time to resolution,
increase customer satisfaction and increase employee efficiency.
Sales Enablement: Sales teams can easily access answers, best practices and marketing material in fingertips. This results in reduce in search time and
increase in time to work on bottom line. This makes sales teams and partners close more deals faster.
2.1.Features:
It is all about sharing information and knowledge with employees and co–workers. The five main features of Bloomfire are – Simplicity, content
curation, content creation, people and analytics.
Content Creation:
There are four different types of user roles in Bloomfire – Owners, Admins, Authors and Learners.
Owners & admins – Have access to everything including analytics, user management and other

Theory of Knowledge
TOK
Nature of sense perception
Q1A) In what ways does the biological constitution of a living organism determine, influence or limit its sense perception? B) If humans are sensitive
only to certain ranges of stimuli, what consequences or limitations might this have for the acquisition of knowledge?
Ans–A– The biological constitution of a living organism has a mammoth influence on the sense perception of an organism. The biological institution of
an organism can even enhance or degrade the level, degree and method of sense perception by an organism. Take the Homo sapiens or rather humans
for example the relatively strong eyesight causes the overdependence on eyesight and eyes and the other senses are therefore held in less importance and
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This abstruseness is of human nature, can that really be based on familiarity when does one really become seriously familiar with ones surroundings??
Q3) Is the nature of sense perception such that, as Huxley suggests, sensations are essentially private and incommunicable?
Ans– Firstly I can give no definite answer towards this query for I have no idea by which Huxley based something as definable as to be a symbol.
Though by symbol I define that as something as perhaps as an object or book perhaps. Though he says that it is "incommunicable" at second hand
so that means one may express ones own sensations perceptions etc through symbols but for it to be able to be directly expressed seems like a
colossal/herculean or rather impossible task. The symbols meant by Huxley may be something by which represents an specific inclination towards
something individual may express oneself perhaps an article of specific clothing support towards for example a band. Sensations an individual owns
are I believe essentially private but I believe can be communicable. An example of this can be taken in the very context of TOK which essentially
teaches us to broaden our horizons and in many cases we have to describe our own perceptions. The world is rather made up

Theory of Knowledge and Reason
History is most often associated with past events, other associations being hypothetical : interpreting "what if" theories and revisionist history. The
human sciences deals with multiple fields, but those fields all generally include the factor of the human population or the human individual, hence the
name "human" sciences. It is said that a historian's task is to understand the past, while the human scientist's task is to change the future. Yet there are
counterclaims to these descriptions of a historian's and a human scientist's task. These descriptions may not be completely true in the areas of
knowledge. In the areas of knowledge of history and the human sciences, individuals come to know the task of a historian and human scientist through
language and reason. Historians come to know the past through surviving records and texts. This is the language aspect of history. It is through the
language of those texts, that individuals come to know what the past was like. A famous example is the deciphering of Egyptian hieroglyphs.
Historians came to know what the hieroglyphs were saying mainly through the Rosetta Stone, an object that contained Egyptian hieroglyphs, Demotic
script, and Ancient Greek in the form of three texts with the same content. Had the Rosetta Stone not been found, historians may still be struggling to
understand hieroglyphs today. This way of knowing though has flaws. Due to history being learned through records, texts, or essentially sources of

Epistemology Vs. Theory Of Knowledge
Epistemology, technically speaking, covers one third of all philosophical enquiry, and it is the branch most concerned with faith.
Epistemology, or the theory of knowledge, is always asking questions like, how do you know that, how do you know anything, what is knowledge,
what signifies knowledge as fact as opposed to an opinion? How to you get to fact from opinion?
I use epistemological questions to level the playing field across all my work. Here are some examples:
In Broad Apologetic Theory
When entering a new classroom I often get the students to describe their worldview. I do this by giving everyone a blank sheet of paper and asking a
series of questions that determine what they know, what they think they know, what their priorities are, and what they truly care about deep down.
These questions range from 'who is the most important person in the world' to 'why are you here' and each question is followed by an epistemological
question such as 'how do you know that,' 'why do you think that,' or 'how can you be certain that 's true?'
The result of this exercise is a wide variety of worldviews (or dare I say religions) that hinge on a varying degree of faith. Even those who thought
that they had an incredibly naturalistic, empirical or scientific approach to life need to admit a large reliance of faith.
In Specific Apologetic Questions
When responding to specific questions about God 's existence such as, 'how can you believe in a God when evil exists', or 'hasn 't

Theory Of Knowledge Essay 2014
вЂћThat which is accepted as knowledge today is sometimes discarded tomorrow."
Consider knowledge issues raised by this statement in two areas of knowledge.
To what Extent is new knowledge better than old knowledge and therefore can knowledge be permanent?
To answer this question, one first has to consider that knowledge as such varies on the point of perspective, since there are many ways of knowing. As
for example Reasoning and Sense Perception. Reasoning is something we use whenever we tend to make a decision, therefore the interpretation of the
word "Reason" can vary in the slightest form. Our sense of reason is usually decided by our instinct as we decide almost unconsciously depending on
the sort of experience we have had before. ... Show more content on Helpwriting.net ...
For example in 2009, the swine Flu was devised worldwide. Later given facts proved that the amount of deaths caused by the Swine Flu measured
annually were similar to any other of a normal Flu. 1This proves my point that scandals are devised to the wider public to hide real problems. The
modern media makes this very easy, as they seem to push the importance of scandals. This can be linked to the area of knowledge History, as it might
have been the case with past incidences, and therefore how do we know if they are correct?
Today is a time measurement representing the present. This makes me wonder what knowledge exists today? Will it be permanent? To what
extent is knowledge temporary? As we have seen in the past, knowledge we have gained previously proves to be wrong over a certain amount of
time. If we look back for example people used to believe that the earth was flat. This was predominantly because the technology was not there to
research further. So basically a lack of technology hinders us from knowing everything. Can this be applied to us? It is often said that the more you
learn the less you know, which conveys much the same problem as the essay. For example myself, when I was younger, I used to believe that colours
were just given by nature. But now after some time in Physics lessons, I realised that colours are nothing more than the visual perception from the light
reflection depending on its wavelengths. How do we know we can trust the

Power/Knowledge Theory
A theory used to explain this health inequity is power/knowledge. Foucault's theory describes the relationship between power and knowledge
(Fa'alau, 2018). Although power can have advantages for society, there are possibilities of coercion and oppression (Fa'alau, 2018). This can occur
when a group of people have the power to control knowledge, so, oppressing those who lack knowledge and power (Fa'alau, 2018). This theory can
explain this health inequity, because the power/knowledge relationship is apparent between healthcare staff and disabled people. This population is
two times more likely to report finding healthcare provider skills insufficient to meet their needs and three times more likely to report being denied
care (WHO, 2018). This ... Show more content on Helpwriting.net ...
They tend to be at a higher risk for certain health issues. This includes higher risks of forced sterilisation and abortion, sexual violence and vulnerability
to HIV/AIDS (Un Women, n.d.). This health inequity is observable in statistics, but rarely addressed or looked through the lens of the intersectionality
theory. It is evident that people with a disability face discrimination and stigma. However, women with disabilities face abuse that further oppresses
them. This theory presents the intensity of oppression caused by the two intersections of gender and disability. A study conducted in Australia
identified that over 90% of intellectually disabled women report being sexually abused (Vic Health, 2012). The theory of intersectionality highlights
how uncontrollable aspects of one's life can be associated with less advantages and marginality. Although women in general experience more violence,
women with disabilities are at higher risks due to increased vulnerability (Heijden, n.d.). This theory demonstrates that these women experience
violence because of marginalisation from society and inaccessible environments (Heijden, n.d.). Not only do women with disabilities face
discrimination due to the stigma around disabilities, but also face discrimination due to the presence of patriarchy in society (Heijden, n.d.). Heijden
(n.d.) labels these points of

The Theory of Knowledge
"That which is accepted as knowledge today is sometimes discarded tomorrow."
We live in a strange and puzzling world. Despite the exponential growth of knowledge in the past century, we are faced by a baffling multitude of
conflicting ideas. The mass of conflicting ideas causes the replacement of knowledge, as one that was previously believed to be true gets replace by
new idea. This is accelerated by the rapid development of technology to allow new investigations into knowledge within the areas of human and
natural sciences. Knowledge in the human sciences has been replaced for decades as new discoveries by the increased study of humans, and travel
has caused the discarding of a vast array of theories. The development of ... Show more content on Helpwriting.net ...
By looking up at the sky at night Olber wondered why the sky is dark if the number of stars was infinite. Using his sense perception and reason, Olber
was able to deduce that Newton's model must have been wrong if the sky got dark at night.
On the contrary, as the natural sciences being largely based on the perceptions of our environment as well as reasoning, our perception can
sometimes deceive us, but is also selective and can be distorted by our beliefs and prejudices. Olber's observation of the night sky gave him the
evidence that there were a finite number of stars, with only observation there is an uncertainty to the accuracy of the paradox and whether this was
only true with the way Olber perceived it. Due to the possibility of assumptions in reasoning, for example, using inductive reasoning to explain the
darkness of the sky everywhere, by assuming that because the sky is dark at night on Earth it must be so everywhere. However inductive reasoning is
flawed as it assumes the observed to be the all the unobserved, and we are therefore making hasty generalisations on the basis of insufficient evidence.
How can we know whether Olber's paradox was not simply due to other unexplained phenomena in physics?
On the other hand, we cannot know whether Olber's paradox was due to other unexplained phenomena of physics and must therefore require the
development of knew knowledge to disprove it. The knowledge shown to be wrong by Olber however was

Foundational Knowledge : A Theories And Concepts
Foundational knowledge: A Theories and Concepts: There are three models from this section that I focused on because I strongly believed in
them or I did not understand them very well and wanted to research the concepts. The first being the medical model. According to the medical
dictionary, the medical model is defined "as a set of assumptions that views behavioral abnormalities in the same framework as physical disease or
abnormalities." (Medical Model 2015). I do not like this model as a future model of my practice because I like to follow the holistic approach and that
all abnormalities are treated separately and that not everything persons are afflicted by is a disease. However, I can see how this would work for a TR
professional in the medical field of work. Second, the person–centered model is a behavioral approach that encourages clients to focus on their current
subjective understanding rather than on some unconscious motive or someone else 's interpretation of the situation. I believe this could improve the
therapist/client relationship by the therapist coming off as warm, genuine and understanding, this model allows the client to be self–motivated and be
guided by self–directed behavior and attitude. The third model I did research on is the inclusion model. The Wisconsin Education Association Council
(WEAC) defines inclusion as "a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and
classroom he or she would

Innate Knowledge And Plato's Theory Of Knowledge
Theory of knowledge is a yield of doubt. When we seriously we really know anything at all, we innate lead into test of knowing, in the hope of being
capable to discriminate the trustworthy beliefs from such as are untrustworthy.
Knowledge is the principal intellectual attainment studies of epistemology. Virtually all theorists agree that true belief is a necessary condition for
knowledge, and it was once thought that justification, when added to true belief, yield a necessary and sufficient condition for knowledge. All of us
have an innate knowledge, concepts, forms, or universals that are an essential and inborn part that compose our mind. Without this rational knowledge
would be impossible. Innate knowledge is a field of epistemology, which ... Show more content on Helpwriting.net ...
Since substances must be capable of independent existence, it appears that they cannot be universals but must be particulars. However, this generated a
dilemma since Aristotle also believed that only knowledge were defined and the object of scientific knowledge ( Introducing Grace Wester Thinker ).
Thus if the substance is knowable, they cannot be particulars. But now it looks as if substance cannot exist at all since they cannot be either knowledge
or particulars. According to Plato, knowledge can be gained by researching within, but Plato also addressed the common man's potential for achieving
knowledge despite his deficient condition in comparison to the Platonic idea. In the famous allegory of the cave in the Republic, Plato offers a quite
realistic view of the common man as being imprisoned in a world of becoming. This prisoner takes pictures on the wall for reality. In order to feed
from this illustration, he has to turn around toward truth. The prisoners, however, are not able to turn around themselves without help from the
outside. But when the prisoner have a chance to go outside the cave he realize that the true image he see in the cave has a true image in reality. Plato
believes that one can achieve real knowledge only if one focuses on the moral

Plato's Theory of Human Knowledge Essay
Plato's Theory of Human Knowledge
Plato contended that all true knowledge is recollection. He stated that we all have innate knowledge that tells us about the things we experience in our
world. This knowledge, Plato believed, was gained when the soul resided in the invisible realm, the realm of The Forms and The Good.
Plato's theory of The Forms argued that everything in the natural world is representative of the ideal of that form. For example, a table is
representative of the ideal form Table. The form is the perfect ideal on which the physical table is modeled. These forms do not exist in the natural
world, as they are perfect, and there is nothing perfect in the natural world. Rather the forms exist in the invisible realm, ... Show more content on
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is recollected.
However, in proving that what we call learning is actually recollection, Plato also proved that the soul is immortal. As was stated, there is no
example of true perfection in our world. Yet, we can imagine the idea of perfection. Where could this idea come from if we have not experienced it in
our world? We must have experienced it at some point if the idea is within us.
Thus, Plato argued that the soul must have existed outside of the natural world. In order for this to be so, it must be immortal, living before it came
into this world. It only stands to reason, Plato contended, that it must continue to exist after it leaves this world. How else would it have been in
existence before it came into this world? Plato believed that it was a rational assumption that our soul must continue to exist even after our death.
Whether Plato believed that the soul migrates from one lifetime to another, one body to another, some would say is unclear. However, I believe that
the idea of recollection leans heavily on the assumption that the soul is residing within the invisible realm before it comes into existence in the physical
realm.
If the soul migrates from one body to another at one person's death and another's birth, then we would still have no explanation for the soul's
knowledge of the forms. For wouldn't the previous life have been spent in the natural world, just as this life is? As has already been argued,

The Theory Of Knowledge Management Models
In order for public and private organizations to exploit and manage knowledge in their daily processes and integrate knowledge management in their
strategic planning, the managers of the organizations must know the actual meaning of knowledge. Right now, the three–knowledge management
models being used in organizations are Nonaka and Takeuci's (knowledge spiral), Firestone and McElroy's (knowledge life cycle) snowden's (Cynefin
Model) (Heaidari, Khanifar & Moghimi, 2011).
The first two models are based on justified true premise and Popperian framework respectively, which are assumptions (Jamaluddin & Khalifa, 2012).
None of the three models is capable of providing a real world scenario for knowledge process illustration with a good explanation of how it works
(MilovanoviД‡, 2011). If organizations continue using the current knowledge management models they will only describe how knowledge process
works but it will not be easy to evaluate the models or even determine their usefulness in both private and public organizations. I propose to fill this
gap by developing a better end–to–end model for better knowledge management process (Jamaluddin & Khalifa, 2012).
Background of the Problem
After observing most organizations I have realized how their planning is similar to a ritual rain dance; the dance has no impact on succeeding weather,
but the dancers belief it does. It appears to me that the instructions followed in strategic planning in most organizations are aimed at

The Theory Of Knowledge Management
Knowledge management is a term and a concept which began in the early 1990s. Despite the popular notion that knowledge management only began as
a practice with the rise of technology, it has been around as a concept for around 15,000 years. At that time in history, merchants, artisans, doctors, and
others first began writing down their knowledge for future generations. In Mesopotamia, roughly 5,000 years ago, people began to have difficulty
keeping track of all the clay tablets on which information was written and created the first organized knowledge management solutions, the library
(Bergeron 2003). Over the years, even as human advanced technologically, the idea of knowledge management remained. Since the idea of knowledge
management arose as a management idea in the 1990s, it has undergone several changes in definition as ideas have changed. First, in 1994, it was
defined as "the process of capturing, distributing, and effectively using knowledge." While this was a very straight forward definition, it had the
disadvantage of not including any mention of the human element. Thus, in 1998, the definition was changed to be "a discipline that promotes an
integrated approach to identifying, capturing, evaluating, retrieving, and sharing all of an enterprise's information assets, which may include databases,
documents, policies, procedures, and previously un–captured expertise and experience in individual workers." Finally, as technology has created more
of an element of

Plato 's Theory Of Knowledge
Philosophers have conventionally defined knowledge as a belief that is both true and justified. Plato first introduces this concept of knowledge in
Thaeaetetus where he presents knowledge, to be justified true belief. This definition sufficed until, Edmund Gettier, an American philosopher, pointed
out that the conditions could be fulfilled inadvertently, in ways that did not amount to what Plato intuitively regarded to as knowledge. The goal of the
Gettier problem is to showcase that one can have a belief which is true and justified, yet still not amounting to knowledge. By analyzing the concepts
of Plato's theory, I will bring to light its inadequacies, proving the complication Gettier poses to be a genuine philosophical problem.
The first of the three requirements knowledge must meet is that is has to be accurate or parallel with a reality outside itself–it has to be true!
Knowledge is not attainable if what you think you know is actually false. Secondly, knowledge must be 'justified'. Justified suggests that there are
sufficient reasons to support the fact, at hand. Finally, for something to be 'known' as true it needs to be believed. Knowledge necessitates a feeling of
conviction about being right. If someone hesitates to offer an answer to a question because they lack confidence, even though they may have the right
answer, it is reasonable to assume that they don't really know the answer at all.
Putting the three requirements together forms a tripartite theory of

Plato's theory of knowledge claims that knowledge is only achieved in what is eternal and unchanging. True knowledge is distinguished from all else by
its unique nature of being perceived by intellection and without hypothesis. Throughout the Republic, Plato attempts to explain through several images
of speech and conceptual examples the essence of what is and what is not true knowledge. Plato's model of education is reflective of his belief that the
purpose of education is to point towards knowledge of the form of the good and the formation of a good soul. How is knowledge achieved? Music
and gymnastics in the process of working towards positive formation of the soul
Why it is important: –Plato's theory of forms–things that are in ... Show more content on Helpwriting.net ...
Knowledge is not perception or appearance, as both are subjective matters of opinion. Formal knowledge does not include things that are physical,
because these physical objects can change or be altered whereas purely formal knowledge is unchanging. Opinions are not as certain and concrete as
knowledge, and have not been proven to be definitely true; therefore they are not considered to be a form of true knowledge. Also on the opinion side
of the divided line is imaging, or imitation, including representations and likenesses that resemble something else. One problem that Plato raises with
imaging is that there is [[QUOTE]]], and that images should instead be used to convey larger ideals that point towards the desirable and good.
Between the regions of opinion and knowledge there exists a thick line of separation. On the side of the line opposite opinion is true knowledge, a
knowledge that is not complete with awareness of individual objects but extends beyond the visible realm to explore the relationships between
objects, the intelligible realm. Though not all people need to cross over this dividing line, it is important that some people do, especially some
members of the guardian class that will be among the candidates for future positions of leadership. The pursuit of knowledge is of greatest importance
for

The Theory Of Knowledge, Evans And Smith
In presenting their theory of knowledge, Evans and Smith refer to the account of 'proper functioning ' as put forth by Alvin Plantinga. This account is
foundational in the development of their own theory, specifically in regards to their conceptual dissection of what constitutes warrant. However,
Plantinga 's account of proper functioning supposes a theistic element that generates a discomfort in Evans and Smith, such that their own theory of
knowledge tries for a secular, or naturalistic, procedure of understanding proper functions; their desiderata are thus sustainable not by virtue of the
existence of a supernatural creator, but via the basic principles of natural selection. In taking this stance, Evans and Smith discover themselves ... Show
more content on Helpwriting.net ...
Previous accounts of warrant have mishandled proper function, but also: thought–experiments in which it is generally agreed that warrant has not been
achieved can be explained, in some manner, by cognitive malfunction. Proper function can be simply understood, in the general sense, as how
something ought to work, should it be working correctly. The bird 's wing should function in a manner that gives it the ability to fly, as should the
heart function by pumping blood. A broken wing that cannot be used to fly and a heart that does not pump blood are thus both functioning
improperly. Similarly, if we are to have warranted beliefs, we require our cognitive equipment to be functioning in the proper manner. If we believe
we see a red table in front of us, in order to be warranted in that belief our eyes must be functioning properly, and all of the parts of our brain
concerned with the cognitive processing and realization of this fact must themselves also be functioning properly. Now, it may be considered that
someone is very much justified in believing that there is a red table, but unbeknownst to themselves, the red table is the mere product of a very strong
and irresistible hallucination. In this case they would not have a warranted belief, as their cognitive apparatus is behaving inappropriately; the processes

Meno's Theory Of Virtue Knowledge
ArГЄte, translates to the Greek word virtue. Within Meno, Plato puts forth a question, "MENO: Can you tell me, Socrates, is virtue something
acquired by teaching? Or is it something acquired not by teaching, but by practice? Or is it something acquired neither by practice nor by learning, but
something human beings possess by nature or in some other way?" (Plato; Meno, Page 159). In other words, "can virtue/arГЄte be taught?" In a way
that Geometers conduct their investigations, Plato, too, has conducted one, through a hypothesis. A hypothesis in which concludes that if virtue can be
taught one thing will happen, and if it cannot, a different thing will happen. Wait, what is meant by this? Meno, in particular, thought that individuals
/men cannot be taught anything, except for knowledge. ... Show more content on Helpwriting.net ...
Okay, if virtue is knowledge, than it can be taught. However, if it is not knowledge, than virtue is impossible to teach. Doesn't this correspond with the
hypothesis? But wait, is virtue knowledge? Within Meno, if knowledge/wisdom includes all aspects of reality, than, virtue would be knowledge. Let's
for a minute consider that virtue, is good. If there is anything good, not included, if you will, in knowledge, virtue, then couldn't be knowledge. So, is
virtue knowledge? Individuals are not good, by nature. "SOCRATES: So, since good men are not good by nature" (Plato; Meno, Page 173). Therefore,
each individual must have been taught to be good, since virtue is something good, there is a chance that is can be taught. However, can individuals be
virtuous by nature, eliminating the need to be

Plato's Theory of Knowledge
Plato's Theory of Knowledge
What appears to be so to me is true for me, and what appears to be so to you is true for you. It follows that everyone's perceptions are equally true.
This of course is the extreme form of relativism that Protagoras claims when he asserts that man is the measure of all things in regards to truth. It seems
that if all perceptions (e.g. judgments and beliefs) are equally true, there can be no room for expertise. But what is Protagoras to say of our natural
inclination that such things as wisdom and the wise really do exist among individuals? If Protagoras' relativism is to be accepted, he must explain how
expertise is possible. Protagoras does not deny that some men are wiser than others, but he disagrees that ... Show more content on Helpwriting.net ...
In this picture we do not say that the new state of mind (healthy Socrates) once the drugs have been administered is truer or wiser than the original
state of mind (sick Socrates), rather we say it is better. It is our common misconception of equating good states with true things, rather than
equating good states as better (not truer); as Socrates puts it in behalf of Protagoras, "...The [good] things which appear to [one] are what some
people, who are still at a primitive stage, call 'true'; my position however, is that the one kind are better than the others, but in no way truer" (167b).
It seems that we are able to allow expertise in light of the Measure Doctrine simply by arguing that the doctor's wisdom does not have any command
of objective truth, rather what he is doing is simply affecting change for the better or good with respect to the perceiver. This is controversial, and we
will see why later when Socrates brings up the kind of role expertise plays in emergency situations and judgments about the future. But for now, we will
look at another example that is meant to bolster Protagoras' defense.
The wise politician is said to be the one who affects change by making wholesome things seem just and instead of pernicious. "Whatever in any city is
regarded as just and admirable is just and admirable,

Social Constructivism : A Theory Of Knowledge
"Social constructivism is a theory of knowledge in sociology and communication theory that examines the development of jointly constructed
understandings of the world that form the basis for shared assumptions about reality" (). This deeply connects with education because the theory
focuses on the idea that human development is socially situated and knowledge is constructed through interaction with others. In a constructivist style
classroom, the focus shifts from the teacher to the students. It is not the expert sitting there lecturing to a bunch of kids and expecting them to learn the
information they are spitting out at them. In the constructivist style classroom, the students are urged to be actively involved in their own process of
learning and participate in a more student run process.
The teacher's role is to consider the knowledge and experiences that each student brings to the class and construct that knowledge through a process of
active enquiry. It is also the teachers job to create situations where the students feel safe questioning and reflecting on their own processes present
authentic tasks to contextualize learning through real–world, case–based learning environments (). The main goal in this type of learning environment
is problem solving. Students use inquiry methods to grasp a topic on their own and discover it for themselves and then the teacher is there to help and
encourage the students when needed. As the students learn more about their topic they

The 's Knowledge Conversion Theory
Majority of today's economies are characterized by increasing unpredictability. These uncertainties often lead to chaos in organizations that fail to plan
for various eventualities. The uncertainties manifest themselves in market shifts leading to technology proliferation, increased competition. In some
cases, key products may become obsolete thereby translating into enormous loses. It is essential to note that only those organizations that emphasize an
investment in knowledge creation thrive under such circumstances. Consistent innovation is, therefore, the key to guaranteed profitable ventures in any
organization's future. Business leaders from all around the world adopt different approaches towards knowledge. The Japanese approach for instance
emphasizes the significance of making use of tacit knowledge of individual employees for the benefit of the company as a whole. Nonaka's
knowledge conversion theory is largely inspired by the experience of Japanese firms (McLean n.d). This paper explores the theory and evaluates its
significance as far as universal applicability is concerned.
Nonaka's Knowledge Conversion Theory Nonaka's knowledge conversion theory appreciates the fact that today's society is enormously dependent on
knowledge. In other words, knowledge has become considerably significant in many contemporary societies. As a result of this, there is an urgent need
for a shift in thinking as far as innovation in large corporations is concerned (Nonaka 1994). The

The Theory Of Knowledge Is Power
Adonis Perez Professor Anderson Sociology 1 April 30, 2015 Sociology Paper "Knowledge will forever govern ignorance and a people who mean to be
their own governors must arm themselves with the power which knowledge gives"– James Madison In layman's terms, the quote above means to say
that knowledge is power. That whoever knows the most will be in control. This concept of power is seen in all aspects of society worldwide. In
every nation, the man that knows how to work the law to his benefit will basically get away with anything, which is seen in the courts on a daily
basis. Someone with a higher degree of knowledge, and strong enough tenure, manages the way individuals get educated. It is part of our reality, and
in order for things to change; there must be a change in the already instilled system. The solutions to the ongoing problem are through
Ethnomethodology, which relates to Mehans Five Features of Reality: reflexive activity, a coherent body of knowledge, interactional activity, fragility
of reality, and the permeability of reality, or through Conflict Theory. However, even with these two methods of possible change, the possibility of
change actually occurring is slim to none. Society has complete and utter control on the individual. This can be seen in any group of individuals
ranging from the youngest to the oldest. When society has been shaped through the mass mainstream media it forces the individual to follow in the
same steps as everyone else. If society

Black Feminism : The Theory Of Knowledge
Black feminist thought has gained popularity in recent years and remains a noteworthy matter in view of the fact that in the United States black women
form an oppressed group. Inequality entails a complex situation, in which oppression cannot be identified as one type, for example, race, gender, class
or sexual preference. In this particular situation, we will acknowledge the challenges from the standpoint of black feminists. Patricia Hill Collins
educates us through the four tenets of black epistemology, in addition to the contradictions against the scientific methods of social science; positivistic
knowledge. Beyond the characteristics of epistemology, there are several key implications for black feminist thought.
As we know it, ... Show more content on Helpwriting.net ...
Black women cannot allow themselves to become clowns of the educated, hence, the use of the wisdom of knowing as a protective measure (Collins,
2002, p. 257). Black feminist epistemology then originates through the connectedness of their experiences.
The second alternative epistemology is using dialogue to evaluate knowledge claims; the process of resisting the dominating theories of social science.
The use of dialogues involves the participation of two subjects, it is not a positivistic one–way approach achieved through separating one's self from
the research being conducted. In this particular situation dialogue is created through interaction with other individuals of the community, unity rather
than separation is essential to the knowledge validating process for black women. Dialogue has long been rooted in the African–American community
through culture and oral traditions. In black feminist epistemology, stories and knowledge are preserved through the use of dialogue rather than
adversarial debate.
The third alternative epistemology is the ethics of caring, furthermore Collins tells us that there are three basic components addressed here. First, the
uniqueness that each individual brings to the table. Each individual's expression is different; however, each plays a part in the completeness of the
community. Second, the appropriateness of emotions used in dialogue. The emotion used as the

Descartes 's Theory Of Knowledge
Descartes theorized that in order to acquire knowledge, there essentially is some rational technique for attaining it, and that the expenditure of the
senses, or any other individual capability was not a dependable basis. In his third meditation he says, "I know that even bodies are not perceived by the
senses, or by the faculty of imagination, but by the intellect alone (69). As a rationalist Descartes supposed that this withstood identically for everyone,
that all people have rational learned concepts. He assumed that knowledge of external things was a result of only the cognizance, and not the senses.
Descartes also anticipated that the entire universe was scientifically logical, and that everything could be comprehended by deduction.... Show more
content on Helpwriting.net ...
The terms "self" and "substance" in Hume 's view could refer to something only if they are meaningful. Such terms can be meaningful only if the ideas
associated with them were derived from sensation. Hume 's theory of meaning therefore emphasizes the fact that the person exists not in terms of
substance, but rather in terms of ideas that are derived from the senses. Man experienced the world through sensations generated by his physical
existence. Hume 's position is quite simply that persons consist of mind and body, the distinction between experience and the world to which it refers.
While Descartes is truthful in his statement that the senses deceive us in some circumstances, his wide–ranging skepticism about the senses is not
justified. In order to make his case, Descartes presented the example of the stick appearing to be deformed by the water in which he has found
that his senses had in fact deceived him. To be vindicated in claiming that the senses deceive, a person would be required to be capable of
recognizing when an error of the senses has taken place. In other words, the person would need to be able to differentiate amongst being erroneous
and being accurate. For example, a person would need to know that the sticks appearance was an optical illusion and therefore what is seen is not
what is actually there. However, in knowing this, a person is able to perceive the deception and thus avoid the error in senses. Descartes, in arguing

Philosophers conventionally defined knowledge as a belief that is both true and justified. Plato first introduces this concept of knowledge in
Thaeaetetus where he presents knowledge, to be justified true belief. This definition sufficed until, Edmund Gettier, an American philosopher, pointed
out that the conditions could be fulfilled inadvertently, in ways that did not amount to what Plato intuitively regarded to as knowledge. The goal of the
Gettier problem is to showcase that one can have a belief which is true and justified, yet still not amounting to knowledge. By analyzing the concepts
of Plato's theory, I will bring to light its inadequacies, proving the complication Gettier poses to be a genuine philosophical problem.
The first of the three requirements knowledge must meet is that is has to be accurate or parallel with a reality outside itself–it has to be true!
Knowledge is not attainable if what you think you know is actually false. Secondly, knowledge must be 'justified'. Justified suggests that there are
sufficient reasons to support the fact, at hand. Finally, for something to be 'known' as true, it needs to be believed. Knowledge necessitates a feeling of
conviction about being right. If someone hesitates to offer an answer to a question because they lack confidence, even though they may have the right
answer, it is reasonable to assume that they don't really know the answer at all.
Putting the three requirements together forms a tripartite theory of

Descartes 's Theory Of Knowledge
Descartes's theory of knowledge is essentially based in skepticism. He argued that in order to understand the world, first a person has to completely
suspend their judgements of the world around them. This is the impression that the world makes on their mind. In this way, the physical world is not
what leads to knowledge. Instead, the mind finds rationally seeks knowledge. The question is, essentially, "should we believe beyond the evidence?"
(Kessler, 2013, p. 332). In this way, the ideas are rooted in the nature of doubt. This is an inherent nature of the mind, which is the result of the nature
of man as made by God. In this way, the mind is guided by god towards knowledge in its infallible ability to reason about reality. In this way, the
mind's reasoning ability, even in the absence of physical reality, can ultimately lead to knowledge. I don't fully agree with Descartes' proposition that
only the mind can produce certain knowledge and that our senses are constantly under the attack and being deceive by some evil deceiver. In order to
go against Descartes propositions concerning about doubt I will use Locke to oppose it.
This argument is based in the uncertainty of knowledge. Descartes argues that we cannot be certain of the physical impressions upon our minds
because the world can potentially deceive the mind, leaving it with false impressions. Due to the fact that our minds can conceive of a reality in
which we are dreaming or some nefarious force is

Essay on Theory Of Knowledge
Theory Of Knowledge In today's society, science is regarded as being the most trusted form of knowledge, leading to many claiming it to be the
supreme form of knowledge. To investigate whether or not this is justified we must compare science to other forms/areas of knowledge and consider
what they each contribute. The strongest argument science has to claim this title, is the objectivity and empirical nature of its method and in particular
its verifying processes; mainly based on inductive and deductive reasoning. Modern science is closely related to inductive reasoning and is presented
as a distinctive feature of scientific activity today. Induction works by verification: correspondence... Show more content on Helpwriting.net ...
The most prolific of these adapted verification processes are the Hypothetico deductive model, a modern formulation associated with famous scientists
such as Popper and Hemple. It works by using a combination of both verification techniques, claiming that what distinguishes scientific hypothesis from
a non–scientific hypothesis is not its origin, but the formers capacity to stand up to testing. The name comes from the claim that the starting point is the
hypothesis, from which we can predict that particular events will occur under particular circumstances. This prediction is a deduction from the initial
hypothesis, and if events occur as predicted then the hypothesis is confirmed. Confirmation of the hypothesis is inductive, simply because if the
hypothesis holds true x number of times, we claim that it always will hold true. This confirmation of the hypothesis process is the part of the model
that encompasses inductive reasoning, as when using this method one only has access to a limited number of events. Although the Hypothetico model
was developed to incorporate advantages of both types of verifications, by using inductive reasoning as confirmation processes, it is still affected by the
fundamental flaws of inductivism and basic criticism of the original scientific model. Questions such as, Why is it legitimate to assume that things will
continue to behave as they always

Theories Of The Pursuit Of Knowledge
This quote claims that the viewpoint of a learner is not only present but necessary in the methodology of the pursuit of knowledge in all scenarios.
While I disagree with the absolute, I do agree with the statement in select contexts. However, in objective human sciences, the subjectivity of a knower's
perspective and bias are not only nonessential, but may be dangerous to the initiation, methodology, and resulting outcomes of inquiry. Meanwhile, in
the study of ethics, perspective is theorized to be totally essential to the pursuit of knowledge by some and totally nonessential by others. Even in the
pursuit of knowledge in a specific subjective area, it is possible to limit the subjectivity of one's perspective by attempting to disregard the values of
one's context. Whether or not a knower 's perspective is essential to the inquiry of knowledge depends upon the objectives and aspirations of the thinker
and the individual circumstances of the topic within the human sciences or ethics.
While one's own perspective may help the knower to understand the principle of human sciences, the human sciences are generally objective as they
are a science. The knower's perspective is not as important in the complexities and advanced end of the department, and in many cases can misconstrue
or invalidate the findings by wrongly altering the process. To understand why perspective is considered damaging in the field of human sciences, one
can research the history of the perception of

Essay on Plato's Theory of Knowledge
"If the truth of all things always existed in the soul, then the soul is immortal" (The Philosophical Journey 89). This states that since the soul has all
knowledge integrated, one recollects this knowledge through situations in an individual's life and use one's reasoning. With the dialogues of the Meno
and Phaedo, Plato discusses the ideas of recollection and immortality of the soul in general. As well, the Republic, through the three different situations
shown, Plato shows the ideas of the forms and what is real and what is not.
In the dialogue of Meno, Socrates explains the idea of recollection with the question and answer period between himself and the boy. Meno asks
Socrates, "What do you mean by saying that we do not learn, and ... Show more content on Helpwriting.net ...
Socrates ponders this thought and explains that, "His soul must have always possessed this knowledge, for he either was or was not a man" (The
Philosophical Journey 89). This explains that it is an innate notion, where the soul always has the knowledge and can be obtained through
remembering said knowledge. Therefore, Socrates believes that since the truth is always inside the soul, then it must be immortal. The soul has all
knowledge, and through the process of recollection, one can recover this information. Phaedo, the second dialogue of Plato's theory, states that only
through the forms and absolutes, an individual can have knowledge. It has been questioned how society can have the knowledge of an absolute if we
haven't discovered said absolute. Socrates reflects, "The thing which I see aims at being like some other thing, but falls short of and cannot be like
that other thing, and is inferior" (The Philosophical Journey 90). That is to say that in order to have the understanding of an absolute of something, we
can derive its meaning from the things that do not meet the requirements. In addition, to derive the conceptualization of an absolute, an individual can
only use the senses one is given. As well, Socrates declares, "From the senses then is derived the conception that all sensible equals aim at an absolute
equality of which they fall short" (The Philosophical Journey 90). As a result, the senses can only see

Theories Of Defending The Knowledge Argument
Robert David Boone Jr.
Professor Tyron Goldschmidt
Philosophy 111
23 September 2014
Defending the Knowledge Argument There are two main theories that make up the knowledge argument. The first is Physicalism, (or better known as
materialism) which is the thesis that "All facts are dependent upon physical processes."(Smart) The other main stance taken is property dualism. The
thesis of property dualism states that there are "Non–physical properties of physical substances" (Calef) or that there are physical and mental
properties. In this article, I will defend the stance of property dualism by acknowledging objections and replying to these objections to show why the
argument for property dualism works. The knowledge argument revolves around the scenario of Mary. Mary is very wise and she knows everything
there is to know about "neurophysiology" which has to do with vision and understanding everything physical when people see things. She has been
enclosed in a purely black and white room her whole life and the main questions are: "What will happen to Mary...[when she sees color] and "Will she
learn anything or not?" (Nida–RГјmelin) When Mary first sees a red rose for example, she learns something new because she has a new experience
for the first time. She has a new feeling and has acquired a new knowledge. This sets up the following for the stance on substance dualism (Gulick 369):
1."Mary before her release knows everything physical there is to know about seeing red.
2.

Theory of Knowledge Essay
Knowledge can be gained and interpreted in many different ways. It all depends on how people prioritize different ways of knowing and how they
perceive what knowledge is. This has led to the question, Does knowledge consist solely of proven facts and information that can be organized in a
coherent manner, or is knowledge deeper, depending not only on facts, but also on interpretation stemming from individual experiences? The question
is, are facts alone enough to constitute knowledge or do those facts need to be interpreted under guidance of personal experiences in order to gain
knowledge. In two areas of knowledge that have a large role in my life, natural science and religion, I can see both sides to the argument.
There are many times that I agree with the statement that "knowledge is nothing more than the systematic organization of facts." Facts are, as Eugenie
Carol Scott states in her book Evolution vs. Creationism, "confirmed observations" that can be disproven upon further study (Scott 12). When facts are
systematically organized, meaning they are put in a certain order for a specific reason, in a way that allows each piece of information to support the
previous information, a coherent synthesis of knowledge is able to be gained. In the natural sciences, this organization of facts is almost entirely logic
based. Scientists have to examine what they know and draw conclusions by piecing together facts that make sense. Scientists cannot change the
knowledge they have due

The 's Theory Of Knowledge
As human beings, we have the natural propensity to acquire knowledge from our evolving environment, through different ways of knowing such as
perception, reason, emotion and language. Knowledge can be defined as information acquired from experience or education or the awareness of a
situation. Thus, denoting experience, education and awareness as the roots of knowledge. Consequently, if a knower is not able to experience an event
or be educated, the concept of knowledge may cease to exist. Therefore, in order for a knower to experience an event, they must acknowledge their
individual perspective of the event, to ascertain the extent in which the knowledge presented to them is beneficial or irrelevant. To address the titular
statement, one must acknowledge what is meant by the 'Knower's perspective'. The knower's perspective can be defined as a series of events enforced
on an individual that causes them to "perceive" animate, inanimate objects and knowledge claims with a certain unique viewpoint. Thus, this essay
aims to explore the knowledge question: 'To what extent is the knower's (individuals) perspective important in acquiring knowledge'? The knower's
perspective can be manipulated by numerous factors such as indigenous knowledge, shaping their perspective to a more shared viewpoint. This is
significant as it highlights how the knower's perspective could be considered convoluted, due to the factors that make it a universal perspective,
therefore, making the knower's

The Theory Of Knowledge And Power
INTRODUCTION Post–Foucauldian theory of knowledge and power, knowledge has been used as a synonym for power. In 21st century they are
considered as two sides of the same coin. Power gives an individual the ability to make others obey in a social relationship irrespective of the basis.
As per Foucault power is not only brutal physical force rather an invisible form of network that operates. At times, the operator has no knowledge
of this invisible power which controls others. Similarly, knowledge is defined as a belief of an individual or society which is right and justified
with a logical explanation. Thus, the assumption that is not true can't be quantified as a knowledge. Belief that is true doesn't qualify as knowledge.
It must be explained in order to be called as knowledge. How the belief is justified has been debated over 2000 years by different scholars, radical
writers and philosophers and yet to receive a consensus. The relationship between knowledge and power was established by Michael Foucault in a
more explorative way as compared to his previous counterparts. According to him knowledge and power both shares a healthy relationship in a
continuous manner. As per Foucault's theory power develops through feed of knowledge and in turn power generates knowledge. This method based
upon assumption knowledge changes with time. For example– new discourse leads to new knowledge (Ball, 2013). Thus, a society that has gained
power through knowledge has the power to direct

The Theory Of Knowledge And Perceptions
In his first mediation Descartes comes to the conclusion that there is not one of his former beliefs about which a doubt may not properly be raised. I
will assess his reasons for thinking this to be so. I will look at the variety of reasons he gives in relation to: his senses, the dreaming argument, what is
real and what isn't, God, his opinions and his evil demon argument. Through assessing these epistemological (theory of knowledge) arguments I will
conclude that in order to obtain new perceptions or ideas about knowledge, one must question everything one knows, as all knowledge and perceptions
are created ultimately through the senses and mind.
"Some years ago I was struck by the large number of falsehoods that I had accepted as true in my childhood, and by the highly doubtful nature of the
whole edifice that I had subsequently based on them." (Descartes;2013:201)
Descartes claims that substantial quantities of his assumptions are based on childhood beliefs that have shaped his views in adulthood. He is
challenging his own knowledge. This is known as scepticism, where the idea of knowledge is questioned when a definite claim is made.
(White:1989:92). In order to challenge these views he must deconstruct all of his former beliefs, by taking them apart from the most basic premise on
which they were formed. As Descartes states "Once the foundations of a building are undermined, anything built on them collapses of its own accord,
so I will go straight for the basic

Constructivism : Theory Of Learning And Knowledge
Constructivism is one of the three learning theories developed to help explain the way children learn in the classroom. The scientist Jean Piaget and
psychologist Lev Vygotsky were the theorists who developed constructivism. (Pass, 2004) Teachers today use these ideas, some use them at different
times in their classrooms and others have used them combined into the same lesson. Constructivism can help students understand and retain the
information they learn in the classroom. Piaget made detailed studies of cognition in children, these tests revealed that children have different cognitive
abilities. According to Piaget, children are born with a very basic mental structure on where all learning and knowledge is based. Vygotsky believes that
young children are actively involved in their own learning and the development of new understandings/schema. Vygotsky interpretation of interaction
with peers is a good way to increase strategies and developing skills. Vygotsky came up with the idea of the zone of proximal development. He suggests
that teachers who use cooperative learning exercises with students who struggle in school, the students tend to do better with the zone of proximal
development. Teachers assist students by constructing the way of learning in the classroom, a learning that will support them throughout school and in
the student's futures. Constructivism: Theory to better learning Theorists have made several studies on how children learn in the classroom

The Theory of Knowledge
Theory of Knowledge
5. "The historian's task is to understand the past; the human scientist by contrast, is looking to change the future." To what extent is this true in these
areas of knowledge?
Life is too short for any individual to make every mistake. We use history to learn where we come from and what caused events of the past to occur. It
is important for us to have a strong and in depth understanding of what caused events such as the Renaissance all the way up to World War Two.
Creating this strong in depth understanding of the past helps form a guide to make our future better. Human Science seeks the functionality of the
human mind in order to reason why people act the way they do. These scientists find ways the mind works in order to avoid or coup with undesirable
traits of our psyche. Both History and Human Science, even though completely different fields, use reason and emotion to gain knowledge of their
areas of study. This leads us to the question "To what extent is the knowledge acquired by an Historian more or less reliable than the knowledge gained
through reason and emotion in the sciences?".
Historians attempt to identify what incidents and what kind of people changed the course of human history. Inquiring what caused those incidents to
occur? What made people act like the way they did and why? Their studies observe both pleasant and cruel things of the past. Once able to recognize
what produced a good or a bad event or maybe even a person in

The Theory Of Knowledge Year
Sabrina Dixon
Farrell
Theory of Knowledge Year 1
22 January 2016
"That which can be asserted without evidence can be dismissed without evidence". Do you agree? Evidence is typically described something that
tends to prove or disprove something, or are used as the grounds for a belief or ideal. It can be assumed that all ideals have some sort of basis, even
if that basis includes no evidence to back its claim. It is a claim with the basis of verbal word. And yet, Hitchens claims that through having no
evidence is just as good as having a claim to back it. He sees it as a way of approaching the unknown, as we do on a normal basis. But, evidence
cannot be gathered by logic on its own. There are many factors that contribute to finding proof, ... Show more content on Helpwriting.net ...
These are considered the highest form, and yet, when it comes to the natural sciences, an eyewitness account is seen as one of the lowest forms of
evidence. Why would the same idea be considered good for one but not for another? It comes down to the fact that some evidence can just be
disregarded. An example of the power of eyewitness testimony and how reliable it can be being that in cases like Michael Brown, many saw what the
police officer did, thus leading to the conclusion it was an act of police brutality, leading to an uproar and many taking it for the truth (Witnesses to the
Michael Brown Shooting). And yet, when it comes to science, if a scientist were to go up to a group of scientists and claim that he had just defied the
law of gravity, many would disregard his claims, calling it a lie and pushing him away. These demonstrate how the use of evidence differs between
areas of knowledge. But does language not play a vital rule in the natural sciences? Absolutely not. For evidence to have merit in the natural sciences,
scientist must use the scientific method. Through this method, claims can be asserted through extensive ranges of evidence and proof, or what is
considered evidence and proof in

Organizational Knowledge Theory And Practice
Portfolio Project – Organizational Knowledge
Mike Meeker
ORG502– Effective Organizations: Theory and Practice
Colorado State University– Global Campus
Dr. Mike Lavelle
November 23, 2014
Organizational Knowledge Theory
In 2007, the worldwide volume announced that mergers and acquisitions (M&As) had reached more than $4.74 trillion according to The Wall Street
Journal. Despite their persistent acceptance, M&As remain highly debatable (Muehlfeld, Rao & Van Witteloostuijn, 2012). The constant debate about
post acquisition performance repercussions of M&As (Rooney, Mandeville, Kastelle, 2013) points to important questions as to whether and under what
conditions organizations learn from past acquisition experience. However, outside of operational backdrops, the effects of experience on learning as well
as their outcomes have proved more intangible. Multifaceted environments as observed in typical corporate level executive and strategic activities
prevent reinforced learning and diminish the identification between current actions and observed outcomes (Finkelstein S, Haleblian, 2002). Thus, it
can take years to witness effective wisdom obtained regarding mergers between large organizations (Muehlfeld, Rao & Van Witteloostuijn, 2012).
Abstract: Overview of Problem & Thesis
Davita transformed itself from an outpatient based and acute hospital dialysis provider to an international healthcare organization. This has been
accomplished through organic growth as well as

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