This document discusses epistemological bases of knowledge. It defines epistemology as the study of knowledge and discusses the main areas of focus in epistemology, including the nature of knowledge, scope of knowledge, means of producing knowledge, and skepticism about knowledge claims. It also defines knowledge, discusses the sources of knowledge such as empiricism and rationalism, and lists the types of knowledge as personal, procedural, and propositional. Finally, it differentiates key concepts like knowledge and information, knowledge and skill, teaching and training, and reason and belief.
Epistemology is the branch of philosophy that studies the nature, origin, and limits of human knowledge. It is derived from the Greek words "episteme" meaning knowledge and "logy" meaning study. Epistemology seeks to understand what distinguishes justified belief from opinion. Various philosophers have different views on the concept of knowledge, such as Swami Vivekananda believing knowledge is inherent in every soul, and William James viewing knowledge as practical success. The key difference between information and knowledge is that information is processed data while knowledge represents useful patterns within information. Wisdom is the ability to apply knowledge and make good judgments.
This document discusses different types of knowledge, including episodic knowledge which involves autobiographical memories, and semantic knowledge which is not tied to personal experiences. Semantic knowledge includes declarative knowledge about facts, procedural knowledge about how to do things, and conditional knowledge about when to apply facts and procedures. Declarative knowledge is organized into levels including descriptions, processes, and concepts. Semantic knowledge is organized through facts, data, information, ideas, concepts, categories, and generalizations. Overall, the document provides an overview of the different types and structures of knowledge, from personal memories to more broadly applicable semantic information.
This document defines and discusses different types of knowledge. It begins by defining knowledge as facts, information, and skills acquired through experience or education, as well as understanding of a subject gained through familiarity. It notes that knowledge is meaningful relationships between facts. It then discusses the importance of knowledge and some characteristics like its ability to grow and never decay. The document outlines two main types of knowledge: a priori knowledge gained independently of experience, and a posteriori knowledge gained through empirical observation and experience. It concludes by advocating for universities and libraries to take a leading role in knowledge management.
This document discusses the epistemological bases of education. It begins with an introduction to epistemology, defining it as the study of knowledge and outlining the major themes in epistemology such as the nature of knowledge, truth, belief, and justification. It then discusses the definitions and types of knowledge, distinguishing between a priori and a posteriori knowledge, explicit and tacit knowledge, propositional and procedural knowledge. It also discusses skills and the different sources and classifications of knowledge.
I. Radhakrishnan's concept of "integral experience" or whole-person knowing is a valid form of epistemology.
II. Radhakrishnan's four domains of epistemology - ordinary senses, emotive intuition, rational intuition, and spiritual intuition - closely correspond to Patanjali's four categories of human personality.
III. These domains of knowing can be strengthened over time through compatible yogic practices, such as karma yoga, bhakti yoga, jnana yoga, and raja yoga.
The document discusses different aspects of knowledge, intelligence, thinking and learning. It defines knowledge as facts, truths or principles gained from memorization, experience and thinking. It compares intelligence to the motor of a car, knowledge to fuel, and thinking to tuning up. There are different types of both intelligence and thinking. Bringing in new ideas and thinking outside the box is called lateral thinking. Emotional intelligence is also important for social skills.
Epistemology is the branch of philosophy that studies the nature, origin, and limits of human knowledge. It is derived from the Greek words "episteme" meaning knowledge and "logy" meaning study. Epistemology seeks to understand what distinguishes justified belief from opinion. Various philosophers have different views on the concept of knowledge, such as Swami Vivekananda believing knowledge is inherent in every soul, and William James viewing knowledge as practical success. The key difference between information and knowledge is that information is processed data while knowledge represents useful patterns within information. Wisdom is the ability to apply knowledge and make good judgments.
This document discusses different types of knowledge, including episodic knowledge which involves autobiographical memories, and semantic knowledge which is not tied to personal experiences. Semantic knowledge includes declarative knowledge about facts, procedural knowledge about how to do things, and conditional knowledge about when to apply facts and procedures. Declarative knowledge is organized into levels including descriptions, processes, and concepts. Semantic knowledge is organized through facts, data, information, ideas, concepts, categories, and generalizations. Overall, the document provides an overview of the different types and structures of knowledge, from personal memories to more broadly applicable semantic information.
This document defines and discusses different types of knowledge. It begins by defining knowledge as facts, information, and skills acquired through experience or education, as well as understanding of a subject gained through familiarity. It notes that knowledge is meaningful relationships between facts. It then discusses the importance of knowledge and some characteristics like its ability to grow and never decay. The document outlines two main types of knowledge: a priori knowledge gained independently of experience, and a posteriori knowledge gained through empirical observation and experience. It concludes by advocating for universities and libraries to take a leading role in knowledge management.
This document discusses the epistemological bases of education. It begins with an introduction to epistemology, defining it as the study of knowledge and outlining the major themes in epistemology such as the nature of knowledge, truth, belief, and justification. It then discusses the definitions and types of knowledge, distinguishing between a priori and a posteriori knowledge, explicit and tacit knowledge, propositional and procedural knowledge. It also discusses skills and the different sources and classifications of knowledge.
I. Radhakrishnan's concept of "integral experience" or whole-person knowing is a valid form of epistemology.
II. Radhakrishnan's four domains of epistemology - ordinary senses, emotive intuition, rational intuition, and spiritual intuition - closely correspond to Patanjali's four categories of human personality.
III. These domains of knowing can be strengthened over time through compatible yogic practices, such as karma yoga, bhakti yoga, jnana yoga, and raja yoga.
The document discusses different aspects of knowledge, intelligence, thinking and learning. It defines knowledge as facts, truths or principles gained from memorization, experience and thinking. It compares intelligence to the motor of a car, knowledge to fuel, and thinking to tuning up. There are different types of both intelligence and thinking. Bringing in new ideas and thinking outside the box is called lateral thinking. Emotional intelligence is also important for social skills.
This document discusses the epistemological basis of knowledge and education. It begins by explaining that schools play an important role in transmitting knowledge to students and influencing their lives. It then discusses various topics related to the concept of knowledge, including different definitions of knowledge, the structure and forms of knowledge, and ways of acquiring knowledge such as through sense perception and reasoning. It explains the process of moving from perception to conception to develop conceptual knowledge. Finally, it discusses the meanings of related terms like information, wisdom, instruction, teaching, training and skills.
Nature and Sources of Knowledge along with reflection spot and learning by doing activity has been explained through this presentation.. The focus was to make learner centered presentation.
Theory of Error in Classical Indian PhilosophyKangkan Boro
Paper prepared as part of my "Introduction to Classical Indian Philosophy" course at IIT Delhi. It is about the Theory of Error in Classical Indian Philosophy.
Axiology is the philosophical study of value. It examines ethics, which investigates concepts of right and wrong conduct, and aesthetics, which studies beauty and harmony. There are two main types of ethical theories: consequentialism, where right and wrong are determined by consequences, and deontology, where motivation determines morality regardless of consequences. Axiology also examines different types of values like material values relating to necessities and spiritual values involving truth, goodness, and beauty. It provides an objective framework for measuring intangible attitudes and values.
Vedas are the earliest available Indian literature on record.
There were nine schools of thought in Indian philosophy.
It is difficult to establish the chronological sequence of development of schools of Indian philosophy.
The document discusses the role of knowledge of the mind (manas) in managing mental illness (unmada roga) according to Ayurveda. It defines manas and describes its functions, qualities, and relationship to other faculties. Unmada roga is defined as a psychiatric derangement characterized by confusion and impaired cognition. The pathogenesis and management of unmada roga are explained, emphasizing the importance of satvaavajaya (mind pacification) treatment using knowledge, meditation, reassurance and exposure to opposing mental states. Overall, the document stresses that proper understanding of manas and its functions is key to effectively treating mental disorders according to Ayurvedic principles of trividhaushad
The Sankhya school of Hindu philosophy was founded by Kapila in the 7th-6th century BCE. It aims to distinguish between purusha (consciousness) and prakriti (matter) through reason and discrimination. It sees the world as emerging from the interaction of these two eternal principles. Purusha is passive and isolated while prakriti undergoes modification through the three gunas of sattva, rajas, and tamas to create the empirical world. The goal is for purusha to gain discriminative knowledge and become liberated from prakriti through understanding of their distinct natures.
The document discusses several key aspects of the Cognitive School of strategy formation:
1. Cognition refers to processes like thinking, learning, judging, problem solving, and memory. The Cognitive School views strategy formation as a cognitive process that occurs in the mind of the strategist.
2. Strategists perceive and interpret the objective environment through "distorting filters" like concepts, maps, and schemas formed by their own cognition. This leads to different perceived environments across strategists and organizations.
3. The Cognitive School premises that strategies emerge from a strategist's perspectives and are difficult to obtain, optimize, and change due to the subjective nature of human cognition. Strategies depend on individual cognitive capabilities.
Indian philosophy originated in ancient India and consists of several traditions of philosophical thought. It conceives of humans as spiritual beings related to a spiritual or metaphysical universe. Intuition, rather than intellect, is seen as the path to ultimate truth. The key schools of thought include orthodox Hindu schools like Nyaya, Vaisheshika, Samkhya, Yoga, Mimamsa and Vedanta as well as heterodox schools like Carvaka, Buddhism, and Jainism. Indian philosophy has developed over periods from the Vedic era to the modern day, addressing concepts like the nature of reality, the self, karma, rebirth, liberation and different paths to enlightenment.
This document discusses knowledge and curriculum. It defines knowledge as information, instruction, enlightenment, learning, practical skills, acquaintance, and the ability to do something. Epistemology is concerned with the theory of knowledge and solving the problems of the origin and validation of knowledge. Knowledge includes facts or conditions gained through experience or association. Definitions of knowledge include perception or sensation according to Plato, true belief, and true belief accompanied by rational grounds. Dewey defines knowledge as inference from truth, and another thinker defines it as a collection of variable facts.
Sankhya philosophy believes in two realities - Purusha (consciousness) and Prakriti (matter). Prakriti is considered the root cause of the universe. It is eternal, the source of all creation, composed of three gunas (qualities), and exists in an unmanifest state. Purusha represents pure consciousness and is multiple in number. It is inactive and free from attributes. The interaction between Purusha and Prakriti leads to the evolution of the universe, with the goal of providing liberation to Purusha.
This document discusses various sources of knowledge, including both scientific and unscientific sources. It outlines several ways that knowledge can be acquired, such as through authority, intuition, empiricism, rationalism, tradition, and trial and error. Scientific sources of knowledge are highlighted as being empirical, verifiable, objective, and reliable. Divine books like the Quran are also presented as a source of knowledge. The document provides definitions of key concepts like knowledge and different philosophers' perspectives on knowledge. It characterizes different means of acquiring knowledge and their advantages and disadvantages.
20110709 Loving Kindness Meditation and esoteric schoolTom
This document provides an introduction to Buddhism and meditation practices taught at the Cham Shan Temple Buddhist Association of Canada. It discusses taking refuge in the Buddha, Dharma and Sangha, and cultivating morality, calmness and wisdom while reducing greed, anger and delusion. It also describes the practice of loving kindness meditation and cultivation of unconditional love and happiness. The document then discusses esoteric Buddhism, including its secretive nature, Chinese esoteric traditions, and categories of tantric Buddhism involving different visualization and ritual practices.
Avidya in Buddhism refers to ignorance of the Four Noble Truths and three jewels that leads to suffering and continued rebirth. In Theravada it means ignorance of the nature of things. In Mahayana it means ignorance of emptiness. In Vajrayana, Avidya is removed through tantric practices to attain liberation.
Maya in Advaita Vedanta refers to the cosmic illusion that presents the infinite Brahman as the finite world. It is reflected individually as ignorance of one's true nature as Brahman. Maya obscures reality like clouds obscuring the sun. It is removed through knowledge of one's divine nature.
Both Avidya and Maya refer to ignorance that ve
Vedanta Philosophy
Chief Founder - Badarayana
Others Exponents - Sankara, Ballava, Nimbarka, Ramanuja etc.
Beginning Time - 1500 BCE
Focus - The essence of the Vedas
Type of School - Orthodox (Astika)
Source Book Badarayana’s- Vedanta Sutra
Sub schools of Vedanta- Advaita of Sankara, Visistadvaita of Ramanuja and Dvaita of Madhva and many more.
It is also known as Uttara Mimansa
Metaphysics of Vedanta
Vedata spoke of One Reality (ekam sat) which is spoken of in various ways by the sages.
It spoke of That One (tad ekam) that created the world. The Upanishads called it Brahman.
Brahman is the Reality of the reality. It is the cause of all created things
Brahman is the creator, preserver, and destroyer of the world.
All creatures spring out of Brahman. They live in Brahman and are reabsorbed in Brahman.
Brahman is the cosmic principle, atman is the psychic principle. It is the inner self in man
It implies that creation is self-expression and self communication of God to the creatures.
Creation is a moral act of willing and self-sacrifice of Brahman.
Epistemology of Vedanta
Vedanta Philosophy divided knowledge into two parts
-Apara (Temporal or practical): The knowledge of different phases of this material world and human life
-Para (spiritual): Ved, Brhmana, Aranayak And Metaphysics Of Geeta are Para knowledge.
To gain both of these knowledge Shankar has encouraged the method of
-Sharvana (Listening)
-Manan (Rumination)
-Nidhidyasana (Contemplation)
Axiology of Vedanta
Vedanta accepts the distinction made by the Kathopanishad between happiness (Preyas) and the highest good (Sreyas).
The highest Good is the realization of the eternal universal self in man. Vidya leads to self-realization.
Atman can be realized by one who does practice self-control, desirelessness, and concentration of mind.
Karma is not excluded from moral life.
Prescribed actions should be performed without any desire or motive.
Karma purifies the mind; however it is only a preliminary step to self-knowledge.
Buddhism for you lesson 07-noble eightfold pathUncle Bugs
The Noble Eightfold Path provides a framework for ethical conduct (Sila), mental discipline (Samadhi), and wisdom (Panna) to end suffering. It consists of Right Speech, Action, and Livelihood under Sila; Right Effort, Mindfulness, and Concentration under Samadhi; and Right Understanding and Thought under Panna. Following this path through moral behavior, meditation, and insight can lead one from attachment and ignorance to liberation.
The What of Vedanta, is the first of a series of basic lessons in the Philosophy of Narayana Guru. These basic lessons in Vedanta specifically reflect perspectives from the Philosophy of Narayana Guru, as expounded in various literary compositions authored by Narayana Guru during his lifetime (1856-1928).
The structure and content of this series of lessons are principally based on the prescribed text ‘The Philosophy of Narayana Guru’ authored by Guru Muni Narayana Prasad, the presiding guru and head of the Narayana Gurukula Foundation.
Indian philosophy -Vaisesika School of thoughtPavithra L N
The Vaisesika school of Indian philosophy posits seven categories of existence - substance, quality, action, generality, particularity, inherence, and non-existence. It recognizes nine eternal substances - earth, water, fire, air, ether, time, space, self and mind. Vaisesika metaphysics is pluralistic realism as it believes reality consists of diversity and plurality of material and non-material entities that exist independently of perception. Consciousness is seen as a quality of the self substance, not the body.
The document discusses key concepts and scriptures in Hinduism, including the Vedas, Upanishads, and concepts of Brahman, Atman, and the self. It provides details on:
- The Rig Veda is the oldest Hindu text composed between 1400-900 BCE containing hymns to Rigvedic deities.
- The Upanishads are philosophical texts that identify Atman (the self) with Brahman, the eternal supreme reality and divine ground of all existence.
- Core Hindu scriptures discuss the nature of self and its relationship to Brahman, ultimately concluding that Atman and Brahman are non-different and Atman is beyond an individual's personal identity.
This document discusses different sources of knowledge, including revealed, intuitive, authoritative, rational, and empirical knowledge. Revealed knowledge comes from divine revelation, intuitive knowledge from insights or beliefs, and authoritative knowledge from experts. Rational knowledge is derived from reason and logic, while empirical knowledge comes from sense experiences and observations of the world. The document provides examples and explanations of each type of knowledge source.
There are two main types of knowledge: a posteriori knowledge gained through experience via senses like perception, introspection, and memory; and a priori knowledge gained through reason independently of experience. A posteriori knowledge comes from internal sources like perception, introspection, and memory as well as external sources like testimony from others and knowledge from authorities. A priori knowledge comes from reasoning through logic and forming rational insights. Science combines both rationalism and empiricism by collecting empirical data through observation and testing hypotheses rationally. Other potential sources like intuition and tenacity are more questionable due to possible misinterpretations or clinging to beliefs despite evidence.
The document discusses different sources of knowledge according to Greek philosophers' perspectives on education. It describes revealed knowledge as coming from supernatural revelation and being the basis for beliefs in God and qualia. Intuitive knowledge is described as based on subjective feelings and insights without reason. Authoritative knowledge comes from experts documented in works. Rationalists believe knowledge comes from reason and logic, while empiricists view it as derived from sensory experience. Socrates used dialectical questioning to arrive at truth, while his students Plato and Aristotle contributed theories of education based on class divisions and virtue.
This document discusses the epistemological basis of knowledge and education. It begins by explaining that schools play an important role in transmitting knowledge to students and influencing their lives. It then discusses various topics related to the concept of knowledge, including different definitions of knowledge, the structure and forms of knowledge, and ways of acquiring knowledge such as through sense perception and reasoning. It explains the process of moving from perception to conception to develop conceptual knowledge. Finally, it discusses the meanings of related terms like information, wisdom, instruction, teaching, training and skills.
Nature and Sources of Knowledge along with reflection spot and learning by doing activity has been explained through this presentation.. The focus was to make learner centered presentation.
Theory of Error in Classical Indian PhilosophyKangkan Boro
Paper prepared as part of my "Introduction to Classical Indian Philosophy" course at IIT Delhi. It is about the Theory of Error in Classical Indian Philosophy.
Axiology is the philosophical study of value. It examines ethics, which investigates concepts of right and wrong conduct, and aesthetics, which studies beauty and harmony. There are two main types of ethical theories: consequentialism, where right and wrong are determined by consequences, and deontology, where motivation determines morality regardless of consequences. Axiology also examines different types of values like material values relating to necessities and spiritual values involving truth, goodness, and beauty. It provides an objective framework for measuring intangible attitudes and values.
Vedas are the earliest available Indian literature on record.
There were nine schools of thought in Indian philosophy.
It is difficult to establish the chronological sequence of development of schools of Indian philosophy.
The document discusses the role of knowledge of the mind (manas) in managing mental illness (unmada roga) according to Ayurveda. It defines manas and describes its functions, qualities, and relationship to other faculties. Unmada roga is defined as a psychiatric derangement characterized by confusion and impaired cognition. The pathogenesis and management of unmada roga are explained, emphasizing the importance of satvaavajaya (mind pacification) treatment using knowledge, meditation, reassurance and exposure to opposing mental states. Overall, the document stresses that proper understanding of manas and its functions is key to effectively treating mental disorders according to Ayurvedic principles of trividhaushad
The Sankhya school of Hindu philosophy was founded by Kapila in the 7th-6th century BCE. It aims to distinguish between purusha (consciousness) and prakriti (matter) through reason and discrimination. It sees the world as emerging from the interaction of these two eternal principles. Purusha is passive and isolated while prakriti undergoes modification through the three gunas of sattva, rajas, and tamas to create the empirical world. The goal is for purusha to gain discriminative knowledge and become liberated from prakriti through understanding of their distinct natures.
The document discusses several key aspects of the Cognitive School of strategy formation:
1. Cognition refers to processes like thinking, learning, judging, problem solving, and memory. The Cognitive School views strategy formation as a cognitive process that occurs in the mind of the strategist.
2. Strategists perceive and interpret the objective environment through "distorting filters" like concepts, maps, and schemas formed by their own cognition. This leads to different perceived environments across strategists and organizations.
3. The Cognitive School premises that strategies emerge from a strategist's perspectives and are difficult to obtain, optimize, and change due to the subjective nature of human cognition. Strategies depend on individual cognitive capabilities.
Indian philosophy originated in ancient India and consists of several traditions of philosophical thought. It conceives of humans as spiritual beings related to a spiritual or metaphysical universe. Intuition, rather than intellect, is seen as the path to ultimate truth. The key schools of thought include orthodox Hindu schools like Nyaya, Vaisheshika, Samkhya, Yoga, Mimamsa and Vedanta as well as heterodox schools like Carvaka, Buddhism, and Jainism. Indian philosophy has developed over periods from the Vedic era to the modern day, addressing concepts like the nature of reality, the self, karma, rebirth, liberation and different paths to enlightenment.
This document discusses knowledge and curriculum. It defines knowledge as information, instruction, enlightenment, learning, practical skills, acquaintance, and the ability to do something. Epistemology is concerned with the theory of knowledge and solving the problems of the origin and validation of knowledge. Knowledge includes facts or conditions gained through experience or association. Definitions of knowledge include perception or sensation according to Plato, true belief, and true belief accompanied by rational grounds. Dewey defines knowledge as inference from truth, and another thinker defines it as a collection of variable facts.
Sankhya philosophy believes in two realities - Purusha (consciousness) and Prakriti (matter). Prakriti is considered the root cause of the universe. It is eternal, the source of all creation, composed of three gunas (qualities), and exists in an unmanifest state. Purusha represents pure consciousness and is multiple in number. It is inactive and free from attributes. The interaction between Purusha and Prakriti leads to the evolution of the universe, with the goal of providing liberation to Purusha.
This document discusses various sources of knowledge, including both scientific and unscientific sources. It outlines several ways that knowledge can be acquired, such as through authority, intuition, empiricism, rationalism, tradition, and trial and error. Scientific sources of knowledge are highlighted as being empirical, verifiable, objective, and reliable. Divine books like the Quran are also presented as a source of knowledge. The document provides definitions of key concepts like knowledge and different philosophers' perspectives on knowledge. It characterizes different means of acquiring knowledge and their advantages and disadvantages.
20110709 Loving Kindness Meditation and esoteric schoolTom
This document provides an introduction to Buddhism and meditation practices taught at the Cham Shan Temple Buddhist Association of Canada. It discusses taking refuge in the Buddha, Dharma and Sangha, and cultivating morality, calmness and wisdom while reducing greed, anger and delusion. It also describes the practice of loving kindness meditation and cultivation of unconditional love and happiness. The document then discusses esoteric Buddhism, including its secretive nature, Chinese esoteric traditions, and categories of tantric Buddhism involving different visualization and ritual practices.
Avidya in Buddhism refers to ignorance of the Four Noble Truths and three jewels that leads to suffering and continued rebirth. In Theravada it means ignorance of the nature of things. In Mahayana it means ignorance of emptiness. In Vajrayana, Avidya is removed through tantric practices to attain liberation.
Maya in Advaita Vedanta refers to the cosmic illusion that presents the infinite Brahman as the finite world. It is reflected individually as ignorance of one's true nature as Brahman. Maya obscures reality like clouds obscuring the sun. It is removed through knowledge of one's divine nature.
Both Avidya and Maya refer to ignorance that ve
Vedanta Philosophy
Chief Founder - Badarayana
Others Exponents - Sankara, Ballava, Nimbarka, Ramanuja etc.
Beginning Time - 1500 BCE
Focus - The essence of the Vedas
Type of School - Orthodox (Astika)
Source Book Badarayana’s- Vedanta Sutra
Sub schools of Vedanta- Advaita of Sankara, Visistadvaita of Ramanuja and Dvaita of Madhva and many more.
It is also known as Uttara Mimansa
Metaphysics of Vedanta
Vedata spoke of One Reality (ekam sat) which is spoken of in various ways by the sages.
It spoke of That One (tad ekam) that created the world. The Upanishads called it Brahman.
Brahman is the Reality of the reality. It is the cause of all created things
Brahman is the creator, preserver, and destroyer of the world.
All creatures spring out of Brahman. They live in Brahman and are reabsorbed in Brahman.
Brahman is the cosmic principle, atman is the psychic principle. It is the inner self in man
It implies that creation is self-expression and self communication of God to the creatures.
Creation is a moral act of willing and self-sacrifice of Brahman.
Epistemology of Vedanta
Vedanta Philosophy divided knowledge into two parts
-Apara (Temporal or practical): The knowledge of different phases of this material world and human life
-Para (spiritual): Ved, Brhmana, Aranayak And Metaphysics Of Geeta are Para knowledge.
To gain both of these knowledge Shankar has encouraged the method of
-Sharvana (Listening)
-Manan (Rumination)
-Nidhidyasana (Contemplation)
Axiology of Vedanta
Vedanta accepts the distinction made by the Kathopanishad between happiness (Preyas) and the highest good (Sreyas).
The highest Good is the realization of the eternal universal self in man. Vidya leads to self-realization.
Atman can be realized by one who does practice self-control, desirelessness, and concentration of mind.
Karma is not excluded from moral life.
Prescribed actions should be performed without any desire or motive.
Karma purifies the mind; however it is only a preliminary step to self-knowledge.
Buddhism for you lesson 07-noble eightfold pathUncle Bugs
The Noble Eightfold Path provides a framework for ethical conduct (Sila), mental discipline (Samadhi), and wisdom (Panna) to end suffering. It consists of Right Speech, Action, and Livelihood under Sila; Right Effort, Mindfulness, and Concentration under Samadhi; and Right Understanding and Thought under Panna. Following this path through moral behavior, meditation, and insight can lead one from attachment and ignorance to liberation.
The What of Vedanta, is the first of a series of basic lessons in the Philosophy of Narayana Guru. These basic lessons in Vedanta specifically reflect perspectives from the Philosophy of Narayana Guru, as expounded in various literary compositions authored by Narayana Guru during his lifetime (1856-1928).
The structure and content of this series of lessons are principally based on the prescribed text ‘The Philosophy of Narayana Guru’ authored by Guru Muni Narayana Prasad, the presiding guru and head of the Narayana Gurukula Foundation.
Indian philosophy -Vaisesika School of thoughtPavithra L N
The Vaisesika school of Indian philosophy posits seven categories of existence - substance, quality, action, generality, particularity, inherence, and non-existence. It recognizes nine eternal substances - earth, water, fire, air, ether, time, space, self and mind. Vaisesika metaphysics is pluralistic realism as it believes reality consists of diversity and plurality of material and non-material entities that exist independently of perception. Consciousness is seen as a quality of the self substance, not the body.
The document discusses key concepts and scriptures in Hinduism, including the Vedas, Upanishads, and concepts of Brahman, Atman, and the self. It provides details on:
- The Rig Veda is the oldest Hindu text composed between 1400-900 BCE containing hymns to Rigvedic deities.
- The Upanishads are philosophical texts that identify Atman (the self) with Brahman, the eternal supreme reality and divine ground of all existence.
- Core Hindu scriptures discuss the nature of self and its relationship to Brahman, ultimately concluding that Atman and Brahman are non-different and Atman is beyond an individual's personal identity.
This document discusses different sources of knowledge, including revealed, intuitive, authoritative, rational, and empirical knowledge. Revealed knowledge comes from divine revelation, intuitive knowledge from insights or beliefs, and authoritative knowledge from experts. Rational knowledge is derived from reason and logic, while empirical knowledge comes from sense experiences and observations of the world. The document provides examples and explanations of each type of knowledge source.
There are two main types of knowledge: a posteriori knowledge gained through experience via senses like perception, introspection, and memory; and a priori knowledge gained through reason independently of experience. A posteriori knowledge comes from internal sources like perception, introspection, and memory as well as external sources like testimony from others and knowledge from authorities. A priori knowledge comes from reasoning through logic and forming rational insights. Science combines both rationalism and empiricism by collecting empirical data through observation and testing hypotheses rationally. Other potential sources like intuition and tenacity are more questionable due to possible misinterpretations or clinging to beliefs despite evidence.
The document discusses different sources of knowledge according to Greek philosophers' perspectives on education. It describes revealed knowledge as coming from supernatural revelation and being the basis for beliefs in God and qualia. Intuitive knowledge is described as based on subjective feelings and insights without reason. Authoritative knowledge comes from experts documented in works. Rationalists believe knowledge comes from reason and logic, while empiricists view it as derived from sensory experience. Socrates used dialectical questioning to arrive at truth, while his students Plato and Aristotle contributed theories of education based on class divisions and virtue.
This document provides an introduction to the Theory of Knowledge course. It discusses key concepts in epistemology such as definitions of knowledge, theories of knowledge like the tripartite theory, sources of knowledge like empiricism and rationalism, and skepticism about knowledge. It also distinguishes between personal, procedural, and propositional knowledge and outlines the goals of the TOK course in developing critical thinking skills and understanding diverse perspectives on knowledge.
The document defines knowledge and outlines various theories and types of knowledge. It defines knowledge as familiarity or understanding gained through experience or education. Knowledge is categorized as:
1) Apriori vs Aposteriori knowledge - knowledge derived from reasoning vs experience
2) Explicit vs Tacit knowledge - formal communicated knowledge vs implicit knowledge
3) Propositional vs Non-Propositional knowledge - descriptive knowledge vs applied knowledge
Theories of knowledge discussed include Empiricism, Idealism, and Rationalism. Facets of knowledge include knowledge as participation, content, and relation. The document also differentiates between data, information, knowledge, and wisdom.
Matteo E. Mwita provides definitions and discussions of key concepts in the philosophy of education, including philosophy, education, and the philosophy of education. He outlines four main branches of philosophy - metaphysics, epistemology, axiology, and logic - and discusses their importance for teacher education. Metaphysics addresses fundamental questions about reality, existence, and human nature. Epistemology examines the nature of knowledge and how we obtain it. Axiology studies values and ethics. Logic analyzes reasoning and argumentation. Effective teaching requires understanding in these philosophical areas.
Chamber of dictionary answer the question for what is knowledge is (i) as the fact of knowing, (ii) information or what is known; (iii) the whole of what can be learned or found out. Further, it also knowledge as assured belief, that which is known, information, instruction, enlightenment, learning, practical skill and acquaintance. Considering all the above that are worthy of knowing. A term widely used by teachers, educators and policy makers is concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. Concept of knowledge generally refers to the facts, concepts, theories and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses.
Knowledge is not truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA etc,. Much of what we knew is not observed knowledge. They are known through their effects, properties, and characteristics. It is at the stage of inference that employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. Like this knowledge helps philosophy to interpret, guide, monitor and validating the educational process at every stages.
This document provides an introduction to learning theories by defining learning and outlining some first principles. It discusses what learning is as both a process and a product. As a process, learning involves individuals, others, and environments over time. As a product, learning results in ideas, behaviors, skills, attitudes and values. The document then discusses how our understanding of learning has evolved historically from thinkers like Plato, Aristotle and Locke. It notes that understanding learning theory is important for educators as it influences their approach to education, specifically their beliefs about knowledge, learning, and instructional practices.
Epistemology is the branch of philosophy concerned with the nature, scope, and validity of knowledge. It investigates how knowledge is acquired and what qualifies as acceptable knowledge. There are various perspectives on what constitutes knowledge and how it can be obtained. Epistemology aims to define knowledge and establish the means of achieving it.
Rationalism holds that reason rather than experience is the chief source of knowledge. It asserts that some knowledge can be known a priori through reason alone. Major rationalists include Descartes, Spinoza, and Leibniz. While rationalists believe in substantive a priori knowledge, empiricists deny this and assert that all knowledge comes from experience. Rationalism emphasizes innate ideas, logical necessity, and that knowledge through reason is more certain than knowledge gained through the senses. However, empiricists critique rationalism by arguing we have no way to verify innate ideas and that most ideas still rely on experience in some way.
The document discusses different perspectives on the concept of knowledge. It describes knowledge according to Indian philosophies like Vedanta, Bhagavad Gita, and Mimamsa which see knowledge as either worldly/empirical or spiritual/self-realized. Knowledge is also explored according to Buddhism and values-based education. The characteristics of knowledge are provided like it being non-depleting and transferable. Sources of knowledge mentioned include empirical, rational, pragmatic, authoritative, intuitive, and revealed.
This document provides an overview of learning theories and the history of ideas about learning. It discusses how different philosophers and psychologists have viewed learning, from Plato's view of innate knowledge to Aristotle's empiricism to Locke's tabula rasa theory. The document emphasizes that learning theories provide lenses for understanding learning and influence educational practice. Educators should consider how their beliefs about knowledge and learning align with the theories that inform their approach to teaching.
This document provides an overview of learning theories and the history of ideas about learning. It discusses how different philosophers and psychologists have viewed learning, from Plato's view of innate knowledge to Aristotle's empiricism to Locke's tabula rasa theory. The document emphasizes that learning theories provide lenses for understanding learning and influence educational practice. Educators should consider how their beliefs about knowledge and learning align with the theories that inform their approach to teaching.
The document discusses various sources of knowledge and which source is most important. It outlines several ways knowledge can be acquired, including sensory perception, logical reasoning, deductive and inductive reasoning, authority, traditions, experience, naturalistic inquiry, trial and error, intuition, learning, and the scientific approach. Sensory perception and logical reasoning are described as two important sources. The document also defines research, explaining that it is a systematic inquiry using scientific methods. It outlines several key characteristics of research and different types of research including basic, applied, problem-oriented, problem-solving, qualitative, and quantitative research.
The document discusses various sources of knowledge and which source is most important. It outlines several ways knowledge can be acquired, including sensory perception, logical reasoning, deductive and inductive reasoning, authority, traditions, experience, naturalistic inquiry, trial and error, intuition, learning, and the scientific approach. Sensory perception and logical reasoning are described as two important sources. The document also defines research, explaining that it is a systematic inquiry using scientific methods. It outlines several key characteristics of research and different types of research including basic, applied, problem-oriented, problem-solving, qualitative, and quantitative research.
Epistemology is the branch of philosophy concerned with the nature and scope of knowledge. It questions what knowledge is and how it can be acquired. There are four main sources of knowledge: memory, sense perception, introspection, and reason. Epistemology is important because it provides a framework for understanding how we develop knowledge and thinking. Views of epistemology have evolved from theories of absolute knowledge to ones emphasizing relativity and evolution of knowledge.
This document does not contain any substantive information to summarize in 3 sentences or less. The document only contains the word "Angles" with no other context.
Algebraic expressions can be formed using variables, constants, and mathematical operations. Variables represent letters that can take on any value, while constants represent fixed numbers. There are different types of algebraic expressions including monomials, binomials, and trinomials. The value of an algebraic expression can be found by substituting values for the variables and simplifying. Identities are equations that are always true regardless of the values of variables. Common identities include (a+b)2, (a-b)2, and a2 - b2.
This document discusses different methods of heat transfer - conduction, convection, and radiation. It provides examples of each in daily life and defines key related terms like temperature, units of heat, calorimetry, calorimeter, thermostat, and thermoflask. Conduction occurs through direct contact between objects and involves the transfer of kinetic energy between adjacent particles. Convection involves the movement of molecules or atoms within fluids like liquids and gases. Radiation can transfer heat through empty space via electromagnetic waves.
The document discusses different types of changes that occur around us. It defines slow changes as those that take hours, days, months or years, such as hair and nail growth or seasonal changes. Fast changes are those that occur within seconds or minutes, like a bursting balloon or burning paper. Reversible changes can return to the original state, like stretching a rubber band or melting ice, while irreversible changes cannot be reversed, such as curdling milk or digestion. The document provides examples of each type of change and distinguishes between reversible and irreversible, as well as slow and fast changes.
This document discusses carbon and its compounds. It begins by introducing carbon as an important non-metallic element that exists in both free and combined states in nature. It then distinguishes between organic carbon compounds found in living organisms and inorganic compounds found in non-living matter. The document goes on to describe several unique features of carbon, including its ability to form chains, exist in different allotropes like diamond and graphite, and form multiple bonds. It concludes by emphasizing carbon's abundance and importance to life.
This document is about fluids and their properties. It provides an index of topics to be covered, including pressure, equations of pressure, Pascal's principle, buoyancy, Archimedes' principle, fluid flow, and Bernoulli's equation. Key concepts that will be explained are how pressure is transmitted in fluids, hydraulic devices that use Pascal's principle, calculating buoyant force, and equations governing fluid continuity and flow.
This document discusses measurement in physics. It introduces the need for measurement and defines physical quantities. There are two types of physical quantities - fundamental and derived. Seven units make up the fundamental units used to measure the seven dimensions of the world: length, mass, time, temperature, amount of substance, electric current, and luminous intensity. Two supplementary units are also introduced. The document outlines different units for measuring length and defines the dimensions of physical quantities. It concludes by mentioning the least count of instruments used for measurement.
This document discusses different types of motion including linear, circular, rotational, and vibratory motion. It defines concepts like rest and motion using a frame of reference. The document also covers 1D, 2D and 3D motion with examples. It distinguishes between scalar and vector quantities and discusses types of vectors and how they can be added.
This document provides an overview of electricity, atomic structure, electric charge, and electric circuits. It defines electricity as the flow of electric charge through a conductor. Atoms consist of protons, neutrons, and electrons, with protons and neutrons in the nucleus and electrons orbiting the nucleus. Protons have a positive charge while electrons have a negative charge. Electric circuits allow the flow of electrons from higher to lower potential through components connected in series or parallel. Key differences between series and parallel circuits are that current is the same but voltage varies in series circuits, while current varies but voltage is the same in parallel circuits.
This document discusses various methods for purifying organic compounds, including sublimation, crystallization, differential extraction, distillation, and chromatography. Purification is necessary to study the structure, physical, chemical and biological properties of organic compounds and must isolate the compound from any impurities. The appropriate purification method depends on the nature of the impurity and the organic compound. Common techniques include sublimation for volatile solids, crystallization using solvent selection and isolation, differential extraction using immiscible organic solvent layers, distillation, and chromatography using adsorbents and mobile/fixed phases.
This document provides an overview of electrochemistry and electrochemical cells. It defines electrochemistry as the branch of chemistry dealing with the relationship between electrical energy and chemical change. An electrochemical cell is a device that uses a chemical change to produce electricity or uses electricity to produce a chemical change. The document describes the components of electrochemical cells, including electrodes and electrolytes. It distinguishes between galvanic cells, which produce electricity from chemical reactions, and electrolytic cells, which use electricity to drive chemical reactions. Examples of the significance of electrochemistry include metal refining and batteries.
The document discusses various aspects of sound. It defines sound as a form of energy produced by vibrations that travel through a medium and are detected by the human ear. It describes how sound is produced by vibrating objects and propagated through materials like air, water and steel. It discusses key characteristics of sound including amplitude, frequency, wavelength, velocity and their definitions. It also covers topics like reflection of sound, echo, reverberation, ultrasound, sonar and their uses and applications. The document provides information on the structure of the human ear and production of sound using a tuning fork experiment.
The document discusses key concepts relating to heat and temperature. It defines heat as the spontaneous flow of energy from objects at a higher temperature to those at a lower temperature. Temperature is defined as the degree of hotness or coldness of a body. Different temperature scales such as Fahrenheit, Celsius, and Kelvin are also discussed. The document also covers heat capacity, specific heat capacity, and the various effects of heat such as expansion, changes in temperature and state, and chemical changes.
This document defines and provides examples of different types of energy, work, and their relationships. It states that work is done when a force causes an object to be displaced, and is calculated as the product of the force and displacement. Kinetic energy is the energy of motion, while potential energy depends on an object's position or state, such as gravitational potential energy which depends on height or elastic potential energy from deformation. Power is defined as the rate at which work is done or energy is delivered over time.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
3. OBJECTIVES
The student,
• introduces the epistemological
bases of education
• gives the meaning of epistemology
and knowledge
• defines knowledge
• states the sources of knowledge
• lists and explains the types of
knowledge
• differentiates knowledge with
information & skill, teaching and
training, reason and belief
4. EPISTEMOLOGY
Epistemology is the philosophical theory of
knowledge.
The word 'Epistemology' is derived from two
Greek words, 'episteme' and 'logos'.
Episteme means 'knowledge' and logos
means 'study'.
Hence epistemology is the study of
knowledge.
The theory of knowledge, especially with
regard to its methods, validity, and scope and
the distinction between justified belief and
5. EPISTEMOLOGY .....
Epistemology is mainly concerned with the
following four areas.
1. Analysis of the nature of knowledge and
how it relates to similar notions such as truth,
belief and justification.
2. The scope of knowledge and justified belief.
3. The means of production of knowledge and
justification.
4. Skepticism about
different knowledge claims.
6.
7. THEORY OF KNOWLEDGE
What is knowledge?
What are the types of
knowledge?
How do we acquire
knowledge?
What do we know?
How do we know what
we know?
8. THE INTRODUCTION
8
WAYS OF KNOWING
In Theory of Knowledge we recognize four
ways of acquiring knowledge about the
world:
1. Perception
2. Language
3. Reason and
4. Emotion
9. WAYS OF KNOWING…
If someone asks you how you know, you
might reply:
1. ‘Someone told me’ – language
2. ‘I saw it’ – perception
3. ‘I worked it out’ – reason
4. ‘It’s intuitively obvious’ – emotion
10. THE INTRODUCTION…..
10
AREAS OF KNOWLEDGE
We will consider various Areas of
Knowledge such as:
mathematics, natural sciences,
social sciences, history, arts, ethics
and religion
11. MEANING OF KNOWLEDGE
• Knowledge is a familiarity , awareness or
understanding of some one or something ,
such as facts, information, descriptions of
skills, which is acquired through experience or
education, by perceiving, discovering and
learning.
12. MEANING OF KNOWLEDGE.....
Knowledge is to know something.
It is the information acquired by someone.
Involves facts, information, and skills
acquired through experience or education;
The theoretical or practical understanding of
a subject.
Awareness or familiarity gained by
experience of a fact or situation.
13. DEFINITION OF KNOWLEDGE
The philosopher Plato
famously defined
knowledge as
"justified true belief"
Knowledge is the
understanding of
physical, social,
biological, mental and
spiritual aspects of the
world.
14. WHAT IS KNOWLEDGE?
Knowledge is a “Justified True Belief” (JTB)
Plato
S knows that P if and only if:
(1) S believes that P
(2) P is true
(3) S is justified in believing that P
S = Subject
P = Proposition
15. BELIEF
Belief is the psychological state in
which an individual holds a
proposition or premise to be true.
16. TRUTH
"To say of something which is that it is not, or to say
of something which is not that it is, is false.
However, to say of something which is that it is, or
of something which is not that it is not, is true."
Aristotle
17. JUSTIFICATION
To know that a given
proposition is true
believe the relevant true
proposition
have a good reason for
doing so.
18. SOURCES OF KNOWLEDGE
Each of us possesses a great deal of
knowledge.
We know about ourselves; we know about the
world around us; we know about abstract
concepts and ideas.
We learn a lot of things from books, from the
media, and from other people.
However, to process information from these
sources, we must already know many things:
how to read, how to reason, who to trust.
19. SOURCES OF KNOWLEDGE.....
There are two ultimate sources of our knowledge:
Empiricism and Rationalism.
Empiricism
Empiricism insists all of our knowledge is ultimately
derived from our senses or our experiences.
It denies the existence of innate knowledge, i.e.
knowledge that we possess from birth. Empiricism
believes in experimentation and observation.
However, it struggles to account for certain types of
knowledge, e.g. knowledge of pure mathematics or
ethics.
20. SOURCES OF KNOWLEDGE.....
Rationalism
Rationalism emphasis some of our
knowledge is derived from reason alone and
that reason plays an important role in the
acquisition of all of our knowledge.
It claims that reason plays a role in
observation and so that the mind is more
fundamental than the senses in the process
of knowledge-acquisition.
21. OTHER SOURCES OF KNOWLEDGE ARE:
Experimentation
The experimentation can be defined as a process
of observation under controlled conditions.
” We know the bridge is safe because six of us just
crossed it” this instance suggests that knowledge is
the product of tested experiences in which sense
perception is an ingredient but in which the effect of
what happens is the basic measure.
We depend on experimental knowledge for
particular facts of everyday world.
22. Authority
Source of knowledge is authority of different
kinds - the God, the Sate, Tradition of the
expert.
Authoritative knowledge it accepted as true
because, it comes from experts.
Authoritative knowledge may be inadequate.
Most of our factual knowledge is based on
authority.
23. Intuition
Intuition is perhaps the most personal way of
knowing.
According to psychologists , knowledge is
connected intimately with feeling and emotion.
As persons we see “in a sudden flash of insight”
that something is the case.
We apprehend knowledge directly into the heart of
reality.
Yet, we do not know how we acquired this
knowledge.
Only an intense feeling seems to convince us we
have discovered what we were looking for.
24. Revealed Faith Knowledge
Faith of knowledge in God.
Hindu’s faith knowledge contained in the
Bhagavad-Gita and the Upanishads.
For Christian’s and Jew’s it is contained in
the Bible: for the Mohammedian’s, in the
Khoran.
Divinely authenticated, it promises that those
who accept it never can be mistaken.
It is considered as Devine truth.
Revealed knowledge is to accept to be the
world of God.
25. TYPES OF KNOWLEDGE
Philosophers typically divide knowledge into
three categories: personal, procedural, and
propositional.
Relations between the three types of
knowledge can be helpful in clearly
understanding the theories of knowledge.
26. PERSONAL KNOWLEDGE
Comes from the local experience of the
individual.
Is shaped by culture, interest, experience.
Consists of:
Skills & knowledge
Formal education
‘School of life’
i.e. skills, practical abilities, individual talents
Personal memory, perception, emotion etc.
27. PERSONAL KNOWLEDGE…..
It is the knowledge by acquaintance.
Knowledge to do something.
This is the kind of knowledge that we are
claiming to have something like “I know how
to play guitar music.”
For example, in order to know someone, we
must have met them; in order to know fear,
we must have experienced it.
28.
29. PROCEDURAL KNOWLEDGE
It is the knowledge of how to do something.
People who claim to know how to play a
game, or how to drive, are not simply
claiming that they understand the theory
involved in those activities.
Rather, they are claiming that actually
possess the skills involved, that they are able
to do these things
30. TYPES OF KNOWLEDGE
A Procedure
is a series of
actions
conducted in a
certain order
or manner
Procedural Knowledge - How
31. PROPOSITIONAL KNOWLEDGE
It is the knowledge of facts.
Although there are several different types of
knowledge, the primary concern of
epistemology is propositional knowledge.
When we say things like “I know that the internal
angles of a triangle add up to 180 degrees”, we
are claiming to have propositional knowledge.
It is important is that propositional knowledge is
not enough to give you either personal
knowledge or procedural knowledge.
32. A proposition is
a sentence
expressing
something true
or false
Propositional Knowledge - What
33. SKILL
The ability to do something well.
A kind of proficiency acquired through
training or experience.
A learned power of doing something
competently
A developed aptitude or ability
34. SKILL- DEFINITION
An ability and capacity acquired through
deliberate, systematic and sustained effort to
smoothly and adaptively carryout complex
activities or job functions involving
ideas(cognitive skills), things(technical skills)
and people(interpersonal skills).
35. TYPES OF SKILLS
Labour skills
Life skills
Social skills
Soft skills
Hard skills
36. TEACHING
Meanining
The action of a person who teaches; the
profession of a teacher
Ideas or principles taught by an authority.
Teaching is imparting knowledge or skill
37. There are two type of teaching
1.Formal-Which is systemic deliberate direct
and consciously impart by specially
2.Informal-Teaching outside of class room
38. Training
The action of teaching a person or animal a
particular skill or type of behaviour
Meaning, Definition and Types of Training
Training constitutes a basic concept in human
resource 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.
39. Need for Training:
Every organization should provide training to
all the employees irrespective of their
qualifications and skills.
The organization should train the employees
to enrich them with the latest technology and
knowledge.
Training as one of the basic conditions to
deal with human problems.
Only training can improve the quality and
reduce the wastages to the minimum.
40. Types of Training:
Various types of training can be given to the
employees such as induction training,
refresher training, on the job training,
vestibule training, and training for
promotions.
41. REASON
Meaning
The power of the mind to think and
understand in a logical way
Reason is factual and logical explanation of a
phenomenon.
It does not change even if there is a change
in perspective.
42. Reason- Definition
A statement or fact that explains why
something is the way it is, why someone
does, thinks, or says something, or why
someone behaves a certain way.
A fact, condition, or situation that makes it
proper or appropriate to do something, feel
something, etc.
For example, Earth rotates on its axis and
the sun shining causes day and night
alternately, is a reason.
43. Belief
Meaning
Belief is personal.
It varies from person to person.
There is no burden of proof and in a free
society everyone is entitled to their own
beliefs regarding a phenomenon.
An acceptance that something exists or is
true, especially one without proof.
Trust, faith, or confidence in someone or
something.
The feeling of being certain that
44. Belief - Definition
Assumptions and convictions that are held to
be true, by an individual or group, regarding
Another way of defining belief sees it as
a mental representation of an attitude
positively oriented towards the likelihood of
something being true.
For example, Who tilted the axis? Why it was
tilted? Why Earth rotates? Who gives the
power to rotation? - God, is belief
45. DIFFERENCE BETWEEN KNOWLEDGE
Sl.No Knowledge Information
1 Refers to the awareness or
understanding of a subject
acquired from education or
experience
Organized data of something obtained from
various such as news papers, internet,
discussions etc.,
2 Knowledge is understanding Information is knowing
3 Relevant and objective
information that helps to draw
conclusions
Refined form of data that helps to
understand the meaning
4 Acquired through the
combination of information with
experience and intuition
Obtained through the compilation of data
with meaningful context
5 Leads to understanding of a
subject
Leads to comprehension of facts and figures
6 Transaction is not easy Transaction is easy through verbal or non-
46. Sl.No Knowledge Information
7 Has the ability to predict or make
decisions
Doesn't have the ability to predict or make
decisions
8 Collection of information Collection of data
9 All knowledge is information Each information is not necessarily a
knowledge
10 Reproduction is not possible Reproduction is possible
11 Needs some cognitive and analytical
ability
Do not need cognitive and analytical
ability
12 Can’t exist without information Can exist without information
13 Knowledge is reliable Information may or may not be reliable
47. DISTINCTION BETWEEN KNOWLEDGE AND SKILL
Sl.No Knowledge Skill
1 Refers to the awareness or
understanding of a subject acquired
from education or experience
Refers to the abilities to do something
well
2 The sum of what is known A particular ability
3 Comes through education or
experience
Comes through practice
4 Includes theoretical aspects Includes practical aspects
5 Includes theoretical aspects of a
particular subject
Includes the practical abilities gained
with the help of knowledge
6 It is not inherent Some skills can be inherent
48. DISTINCTION BETWEEN REASON AND BELIEF
Sl.No Reason Belief
1 Reason is factual Belief is personal
2 Logical information gained through
education or experience
An acceptance or opinion about something
3 Comes from understanding,
research and logic
A thought process which is ingrained in our
mind
4 Involves collection of data Doesn't involve collection of data
5 Not concerned with faith Concerned with faith
6 Doesn't change even if there is a
change in perspective
Varies from person to person
49. Sl.No Reason Belief
7 Gained from self-experience and
natural state of things
Gained from the instruction by others
8 Involves logical thinking Doesn't involve logical thinking
9 Has proof and explanation. No proof
10 Based in intellectual ability Based on faith about something
11 Rational for
believing/doing/wanting
something
may not be rational/logical/reasonable
12 Can be justified May not be justified
13 Answers are available Answers are not available
50. DISTINCTION BETWEEN TEACHING AND TRAINING
Sl.No Teaching Training
1 Related to theoretical knowledge Related to practical application of
knowledge
2 Includes transmitting new
knowledge
Includes developing skills with the help of
already known concepts using tools and
techniques
3 Involve activities like educating or
instructing
Involves the acquisition of knowledge,
sharpening of skills, concepts and rules.
4 Transfer of knowledge between a
teacher and a student
A technique frequently used in
organizations to build a person’s skills,
knowledge and attitudes
5 One of the objectives is to enrich
the minds of listeners
Main objective is to develop the skill
performance of an individual
6 Within the scope of academic
institution
Associated not only with academic but
commercial world
7 Teachers give feedback to students Trainers receive feedback from trainees
8 Focus on the teacher Focus on the learner