This document discusses the relative roles of the knower and the known in the transmission and construction of knowledge. It argues that knowledge is created through the dynamic interaction between individuals and their environment. The process of knowing connects the knower to the known through senses, language, culture and intellectual processes like analysis and synthesis. The relationship between the knower and the known determines the nature and level of knowledge gained.

1. RELATIVE ROLES OF KNOWER
AND THE KNOWN IN
KNOWLEDGE
TRANSMISSION AND
CONSTRUCTION
BY. DR. KSHETRIMAYUM SAJINA DEVI

2. • THERE IS A CLOSE RELATION BETWEEN THE KNOWER AND THE KNOWN, AS BOTH
TOGETHER CONTRIBUTE TO THE TRANSMISSION AND CONSTRUCTION OF
KNOWLEDGE.
• KNOWLEDGE CREATION INVOLVES SYSTEMATISATION OF VARIOUS FACTS
THROUGH DYNAMIC INTERACTION BETWEEN INDIVIDUALS AND THE
ENVIRONMENT. THE CAPABILITY TO INCREASE AND UTILIZE THE KNOWLEDGE IS
CONSIDERED MOST ADVANTAGEOUS TO AN INDIVIDUAL. THE PROCESS OF
KNOWING IS A PERSONALISED INDIVIDUAL TASK THAT IS INFLUENCED BY
EXPERIENCE AND UNINTENTIONAL CONTEXTUAL CUES.

3. THERE ARE THREE ASPECTS OF KNOWLEDGE-
• THE KNOWER (SUBJECT/PARTICIPANT),
• THE KNOWN (THE FIELD OF STUDY), AND
• AND THE PROCESS OF KNOWING (WHICH CONNECTS THE KNOWER TO THE KNOWN). MODERN
EDUCATION FOCUSES ONLY ON THE KNOWN, THE FIELD OF STUDY AND EXCLUDES THE OTHER TWO,
THAT IS, THE KNOWER AND THE PROCESS OF KNOWING OF THE KNOWLEDGE.
• FOR EXAMPLE, A TEACHER TEACHES ABOUT ‘VELOCITY’ TO THE STUDENTS.
HERE, WHO IS THE KNOWER? – STUDENT
WHAT IS KNOWN/FIELD? – VELOCITY
HOW ARE THESE CONNECTED? – TEACHING (PROCESS)
• THE KNOWER AND THE KNOWN HAVE RELATIVE ROLES IN THE CONSTRUCTION AND TRANSMISSION
OF KNOWLEDGE.

4. • THE DISCUSSION ON THE ORIGIN OF KNOWLEDGE FOCUSES ON THE RELATIVE ROLES OF THE
KNOWER AND THE KNOWN IN THE TRANSMISSION AND CONSTRUCTION OF KNOWLEDGE. IN ORDER
TO KNOW THE ORIGIN OF KNOWLEDGE, IT IS REQUIRED TO FOCUS ON THE PROCESS OF HOW WE
COME TO KNOW.
• THE PROCESS OF COMING TO KNOW BEGINS WITH THE KNOWER’S ENGAGEMENT WITH TO–
BEKNOWN. THE CONTACT TAKES PLACE THROUGH SENSES IN A CONTEXT SUCH AS PHYSICAL,
BIOLOGICAL, SOCIO-CULTURAL, AND OTHERS. IN THIS CONTEXT, THE KNOWER’S OWN INITIATIVES
FOR SEEKING KNOWLEDGE ASSUMES SIGNIFICANCE.
• KNOWLEDGE IS THE RESULT OF THE KNOWER’S ACTIVE ENGAGEMENT WITH THE OBJECT OF
KNOWLEDGE. THE KNOWLEDGE AND ITS INTENSITY DEPEND ON THE RELATIONSHIP BETWEEN THE
KNOWER AND THE KNOWN. FURTHER KNOWLEDGE IS UNDERSTOOD IN TERMS OF ENLIGHTENMENT.
THE INDIAN TRADITION CONSIDERS IT AS BREAKING THE VEIL OF IGNORANCE. IN PRACTICE,
KNOWLEDGE IS A CLAIM ON THE SENSE THAT THE KNOWER PROCLAIMS THAT HE/SHE IS AWARE OF
THE PHENOMENON. THIS IS TO SAY THAT HAVING KNOWLEDGE OF THE PHENOMENON MEANS BOTH
BEING AWARE OF THAT PHENOMENON AND ALSO STATING THAT THE AWARENESS IS TRUE.

5. KNOWER-KNOWN RELATIONSHIP
• LANGUAGE PLAYS A GREATER ROLE HERE. LANGUAGE FACILITATES THE PROCESS
OF KNOWING. THE ROLE OF LANGUAGE IN THE CONSTRUCTION OF KNOWLEDGE
IS VITAL. LANGUAGE IS COMMONLY UNDERSTOOD AS A TOOL TO DESCRIBE AND
REPORT THE REALITY. LANGUAGE NOT ONLY CONTRIBUTES FOR CONTENT, BUT
ALSO PROVIDES CONTEXT AND A WAY TO RE-CONTEXTUALISE CONTENT.
LANGUAGE INFLUENCES THE WAY WE CONSTRUCT KNOWLEDGE WHILE
INTERACTING WITH EACH OTHER. WORDS EXPRESSED THROUGH LANGUAGE
AND THEIR MEANING INFLUENCE HOW WE PERCEIVE AND INTERPRET THE WORLD
AROUND US. LANGUAGE AFFECTS OUR THINKING, WHILE CONSTRUCTING
KNOWLEDGE.

6. • KNOWLEDGE IS SOCIALLY CONSTRUCTED. LANGUAGE AND MEANINGS PLAYS A CRUCIAL ROLE IN
KNOWLEDGE CONSTRUCTION. IN ANALYSING THE ROLE OF LANGUAGE AND MEANING IN
KNOWLEDGE CONSTRUCTION, THREE ISSUES MAY BE POINTED OUT-
• • WE KNOW MORE, THAN WE CAN TELL,
• • WE SAY MORE, THAN WE KNOW, AND
• • WHAT IS SAID WILL BE INTERPRETED DIFFERENTLY.
• CULTURE ALSO PLAYS ITS ROLE IN THE TRANSMISSION OF IDEAS AND THOUGHTS ALONG WITH
LANGUAGE. MEANING TO THE CONCEPTS IS PROVIDED BY THE LANGUAGE OF THE SOCIETY AND
CULTURAL CONTEXT. A CHILD BORN INTO A CULTURE ACTS IN FUNDAMENTAL WAYS AS THE MEANS
OF KNOWING WITH POSITIVE EMOTIONS IN THE KNOWER FACILITATES SMOOTHER TRANSMISSION OF
KNOWLEDGE. CULTURE ALSO HELPS THE KNOWER TO TRANSMIT HIS IDEAS AND THOUGHTS TO
OTHERS.T-

7. • KNOWLEDGE CREATION IS A TRANSCENDING PROCESS THROUGH WHICH
ENTITIES SUCH AS INDIVIDUALS, GROUPS, AND INSTITUTIONS GO BEYOND THE
BOUNDARY OF THE OLD INTO A NEW SELF BY ACQUIRING NEW KNOWLEDGE. IN
THE PROCESS, NEW CONCEPTUAL ARTEFACTS AND STRUCTURES FOR
INTERACTION ARE CREATED, WHICH PROVIDE POSSIBILITIES AS WELL AS
CONSTRAIN THE ENTITIES IN CONSEQUENT KNOWLEDGE CONSTRUCTION.

8. • GAINING KNOWLEDGE AND UNITING KNOWER AND KNOWN THROUGH THE PROCESS OF KNOWING
• KNOWER (STUDENT) PROCESS OF KNOWING KNOWN (SUBJECT MATTER)
• SENSES ————————>PERCEPTION———->SENSORY KNOWLEDGE OF CONCRETE OBJECTS
• MIND————————>THOUGHT————————>KNOWLEDGE OF RELATIONSHIPS
• INTELLECT—————->ANALYSIS AND SYNTHESIS————>RATIONAL AND ABSTRACT KNOWING
• THE LEVEL OF AWARENESS OF THE KNOWER DETERMINES THE CORRESPONDING PROCESS OF
KNOWING AS WELL AS THE NATURE OF THE KNOWLEDGE GAINED. THE KNOWER AND THE KNOWN
ARE UNITED ON THE GROUND OF TRANSCENDENTAL CONSCIOUSNESS.