Most of the abilities that we associate with knowledge in the educational field turn out to be mostly a capacity to recite. … As humans we are constantly engaged in mental activities. We constantly access and categorize everything around us. We experience the world around us and we have beliefs about the world, some of which are true and some of which are false. We justify our ideas through our rational capacities, by which we set up a system of understanding that arbitrates what can be constituted as knowledge, what is and is not an accurate depiction of reality.
To claim we know something implies we have sufficiently good reasons to say the things we believe are as we say they are. Knowledge is justified true belief. Each of these categories — justification, truth and belief — plays a necessary but not sufficient role in determining knowledge, and each should be explained in order to see how belief, justification and truth form an integrated concept of knowledge. — Education for Human Flourishing: A Christian Perspective.* InterVarsity Press, 2009. p.103-4) .
- Are Paul D. Spears and Steven R. Loomis on track with their definition of knowledge? Note: earlier they distinguish three types of knowledge
- technical knowledge or what is more commonly called know-how
- propositional knowledge, which is knowledge of facts
- knowledge of acquaintance, which is knowledge about something in direct awareness (78-80, 103).
- How do you define knowledge and describe it’s acquisition in general, in your discipline?
- What scholars/resources/books have you found most helpful in shaping your understanding of knowledge?