An Analysis into the study of knowledge as a term

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An analytical study of knowledge appreciates the term to have several meanings. I will address myself to three of them. The first meaning concerns the ability possessed resulting from learning. One can know how to use a library, one can know how to stand, walk or how to give a speech that could arouse the audience. Another explanation of knowledge involves the acquaintance, familiarity, and personal experience. A person can know a place by having visited to the place or know a politician by have a face to face encounter with him. Lastly the explanation of knowledge can be the gathered facts from experiments, observations and studies, and making conclusions that justify personal or general belief. At a broader perspective knowledge can be grouped into two categories, one is the tacit knowledge, which cannot be expressed in words or numbers. This is the technical knowhow and skills that cannot be effective be represented using sign of language or symbols. The second category is that of explicit knowledge that can be expressed in terms, words or symbols. This deals with the theoretical approach of solving problems.

To my understanding the meaning of being educated to one person means something different to others. According to Socrates who is considered to be the father of modern thought, the world is divided into, the wise who know they are fools and the fools who think they are wise. Being educated can be taken to mean that one is trained in a specific field as well as he is able be practically apply the knowledge gained. An educated person has acquired general skills and knowledge about subjects and ideas. Over and above acquisition of knowledge he is able to analyze, understand form an opinion and communicate this information sensibly to others. To many people being educated creates a desire to learn more and constantly change at any given time. Learning is a lifelong experience with instances that help shape our minds and our perceptions.

When defining education in the context of schooling in needful to look beyond achievement of academic goals. The notion that the school's first priority is intellectual development is deadly. There a strong dispute between those who propose education as a means of creating or developing and sustaining a democratic society and those who believe that a school's primary role is economic, amounting to a future investment of workers and ultimately corporate profits. The phrase of well educated does not only refer to the quality of schooling received but also something about the personality of the learner. If the term could be taken to mean what one knows and can do, there are many people who are poorly educated despite having a top notch education on the converse if the term is taken to refer to the quality of schooling received, the society overflows with well educated people who sat through classes and barely registered relevant concepts. With these contrasting views about education and knowledge, there is a striking absence of consensus about what the term ought to mean. At this juncture I have to exclude some commonly possessed misconceptions about being well educated. Merely being in class for a given period of time cannot make a person educated although he may acquire some knowledge. Imagining graduates who are well prepared for the workplace who are not regarded as well educated since they don't have the ability to apply whatever they have learnt. It would be a mistake to reduce schooling and education to a vocational preparation. High score in school only signify an ability to take standardized tests. Most of the teachers that I have interacted with can instantly name students who are talented thinkers but who just don't perform well in exams as well as students whose performance overestimates their intellectual gifts. As a matter of fact there is no single test that is sufficiently reliable, valid, or adequate in its entirety that it can adequately be treated as a gauge of academic success. Also memorization and familiarity with a number of words, books and ideas have been rated as a poor way of rating as an insufficient way of to judge who is well educated.

Finally to be well educated there is on component that play one of the major roles and that is the school attended. I have analyzed the best kind of a school to be one that is organized around problems, questions and projects as opposed to facts, disciplines, and skills. Of course knowledge is acquired but in context and for a purpose emphasizing on depth rather than breath, compassed with discovery of ideas more than covering a prescribed curriculum. The teachers involved in the learning process are generalists and specialists; they collaborate to offer interdisciplinary course that their students play an active role in designing. All this is accomplished in small democratic schools that are experienced as caring communities. It's unjustifiable to have a large school, with short classes that have huge loads on teacher and still be student centered, other than a fact transmission kind of instruction setting. This is just a powerful obstacle to good learning.

Therefore to be well educated can be accessed through a complex system, in which students reveal their understanding by means of in depth projects, demonstrations and portfolios of assignments such assessment is based on meaningful standards of excellence and standards that may collectively offer answers to the question of ; what is to be educated? Assessment of knowledge acquisition and educational success I would focuses more on empirical reasoning, social reasoning, quantitative reasoning, communication, and personal qualities that constitute responsibility self awareness and capacity for leadership. Going by the definition of being educated the goal of education is more education and therefore being well educated is to have the desire and having both the opportunity and the means to make sure that learning never ends.

Therefore if learning be the thirst for knowledge the students and the society at large must abandon the notion that education is time consuming and obligatory filling our minds and replaced it with the idea that people always thrive best while learning what they love. Though time consuming, we always find time for what we love, hence no time is lost while we rattle from book to book, looking for connections. Finally am contented as long as I read what I read with love, and have little or no concerns if I have actually read enough on what am obligated to read. Note that the whole world is a classroom and to make it one, just believe that it is. I always consider that knowledge is born out of contact with the world, an education carpentered out of the best combination we can make of a school, reading, online exploration and friendship may be the best education of all rather than a poor substitute that must apologize for itself in the shadow of academe. Adult learners have an enviable mode of learning. I have observed that they are never interested in learning just for the sake of learning. They go to learn with a motive of improving their skills in specific areas, looking for materials that reflect real life challenges that either mirror their circumstances or illustrate a reality that they would like to know.