Posted: June 27th, 2015

Theory of Knowledge

Theory of Knowledge

Introduction

The history of knowledge is hard to trace. It is said to be as old as humanity. The search for knowledge has continued through out different phases of mankind. The most features in the mankind’s search for knowledge has been to classify it into numerous categories. The interaction and creative thought has been the fountain of knowledge. The advancing of knowledge has been a thirst that mankind devotes time and other resources so as to quench. The search cannot be complete at a time when the categorization of knowledge is based on various assumptions. This paper is aimed at exploring what exactly counts as knowledge in the arts while offering an in-depth comparison of arts knowledge and natural sciences.[1]

Ways of getting knowledge

Numerous debates on what constitutes knowledge in arts have been held. The value attached to the knowledge in arts has been widely taken to build on to intrinsic and extrinsic mental states. The knowledge in arts is made up of various indicators of knowledge. The art knowledge is based on the assumptions in the field which have assisted in understanding what exactly constitutes knowledge in arts. In arts, the question of beliefs and culture are linked. Though, in arts there have been strong arguments that knowledge is better than culture, it is still arguable that communication of ideas in any setting is based on independent culture. Arts mainly focus on beliefs as the main source of knowledge.[2]

Knowledge in arts is said to have been through perception. In arts the fact that a person learns to become conscious of the external world and offers an interpretation to what is going around is vital. The world in the art-sense can be interpreted through various experiences. The said perception is limited by the culture and language of one individual to the next. Language opens up the world, in the sense that it influences thought and behavior of various individuals. There are other ways of getting knowledge, which are biologically passed from one individual; known as biological expressions. The free interaction of an individual builds a reliable knower. The critical thing to note is that, the one possessing the knowledge may not be able to trace the root.[3]

The interpretation of spoken words leads to the art knowledge. Language is a source of art knowledge and its valued contribution leads to growth of an independent analysis of the manner in which the knowledge is used. In addition, arts are said to get their backing from embracing reason. The facts of knowledge gathered to dispute a claim are often treated as a pillar to arts knowledge. Reason has been valued and its nature examined. The overriding question when reason is considered is to ascertain whether knowledge based on reason should be backed up buy rationality. On the same footing the relationship between rationality and emotions is considered.[4]

Comparison between arts and natural sciences

The dire need to offer a comparison between arts and natural sciences, such as mathematics has long been taken in the public domain without specific consideration as to the similarities and the differences based on tangible facts. To create a distinct analysis may call for consideration of the most elaborate way since there have been strong claims that arts depend on assumptions and theories while natural sciences are purely based on logic. On the same footing, there have been counter claims to refute such arguments. The comparison is worth serious examination[5].

The source of knowledge in arts is said to be culture, while it has been argued that in natural sciences, like mathematics culture is not applicable since it is based on logic. The main arguments suggest that mathematics is objective, and it does not rely on culture. To embrace such an argument means that one is ignorant of the fact that ethno mathematics depends on culture. In its definition, ethno mathematics means the study based on how culture and mathematics interrelate. The study identifies how different groups practice mathematics in day to day activities. The sole purpose of ethno mathematics is facilitating the understanding of culture and mathematics and how the two work together. It builds to multicultural education systems, whereby both are considered intertwined. The foregoing statement shows that culture and mathematics are related[6].

Since arts are developed through culture, whereas ethno mathematics functions through culture, a sharp similarity is build which makes arts and natural sciences connect at certain points. The use of ethno mathematics to appear to different cultural groups has made natural sciences more appealing to the people than it was thought before. Amidst the connection between mathematics and culture, it should not be forgotten that culture is a central arts source of knowledge. For instance, psychology takes culture to be based on the repetitive dealings within a given time[7].

For sometime, art and science have been considered incommensurable but such conclusion does not hold water anymore. The knowledge systems involving both the arts and natural sciences are interchangeable. The information systems have been said to be identical. The artistic and scientific thinking are said to be intertwined. The anthropological mathematics which has been of great help to many cultural communities has been used to lighten the practices of various groups. The passing of the mathematical knowledge from one individual to another becomes easy in the cultural group setting compared to individual. This can only be achieved by reconciling science and arts by use of culture[8].

In the foregoing understanding, the assumptions based on the knowledge of arts is said to interplay and to be used productively. In considering further points of departure between arts and natural science, methods used in creation and production of knowledge are also assessed. In the most undisputable facts, the interest of science seems to be on the life which is represented in various images and texts. The ideas to back up that statement emanate from biological processes. The reliance on experimental work and drawing conclusions from the experiments makes natural science distinct from arts which depend on analyzing the available information and finding suitable conclusions through reasoning. Valid reasoning is the main joining factor which assists in assessing the situations under question[9].

Personal voice

From my experience the understanding of what constitutes knowledge in arts and the comparisons available between arts and sciences are to be weighed notwithstanding the common biases. The most practical experience that I have is based on a Brazilian example. An objective test shows that an illiterate farmer in Brazil through the use of ethno mathematics gains skills in mathematics which would not be acquired without cultural merging of mathematics. The example presents a sharing field between arts and natural sciences. Many groups have in turn benefited in acquiring knowledge which would not have been acquired.

Conclusion

The untraceable origin of knowledge has been considered and the different way in which the search for has been continuous was discussed above. Different ways of acquiring knowledge and how they are influenced by different factors have also been covered. In essence the question as to what constitutes knowledge in arts has been subject to numerous tests and the question ably answered. My personal experience on the operation of natural sciences and arts has been offered. An in depth comparison between arts and natural sciences has also been provided. The comparison has clearly shown that there are overlapping commonness and incontrovertible differences.

Bibliography

International Baccalaureate Organization, Theory of knowledge prescribed titles

2012. retrieved 26 July 2012, <http://www.nevereal.net/ib/docs/Files/tokprescribedtexts.pdf >

Lehrer, K, Art, Self and Knowledge. Oxford University Press, Oxford, 2012.

Smith, R A, General Knowledge and Arts Education: An Interpretation of E.d. Hirsch’s Cultural Literacy. Univ. of Illinois Press, Urbana. u.a., 1994.

[1] R Smith, General Knowledge and Arts Education: An Interpretation of E.d. Hirsch’s Cultural Literacy. (Urbana u.a: Univ. of Illinois Press, 1994),p.17.

[2] International Baccalaureate Organization, Theory of knowledge prescribed titles

2012 From <http://www.nevereal.net/ib/docs/Files/tokprescribedtexts.pdf >Accessed on 26 July 2012

[3] R Smith, General Knowledge and Arts Education: An Interpretation of E.d. Hirsch’s Cultural Literacy. (Urbana u.a: Univ. of Illinois Press, 1994), 100.

[4] K Lehrer, Art, Self and Knowledge. (Oxford: Oxford University Press, 2012),48

[5] R Smith, General Knowledge and Arts Education: An Interpretation of E.d. Hirsch’s Cultural Literacy. (Urbana u.a: Univ. of Illinois Press, 1994), 175

[6] K Lehrer, Art, Self and Knowledge. (Oxford: Oxford University Press, 2012),73.

[7]International Baccalaureate Organization, Theory of knowledge prescribed titles

2012 From <http://www.nevereal.net/ib/docs/Files/tokprescribedtexts.pdf >Accessed on 26 July 2012

[8]K Lehrer, Art, Self and Knowledge. (Oxford: Oxford University Press, 2012), 47.

[9] R Smith, General Knowledge and Arts Education: An Interpretation of E.d. Hirsch’s Cultural Literacy. (Urbana u.a: Univ. of Illinois Press, 1994), 178.