Theoretical and practical are two terms that are often used to describe different aspects of a concept or idea. The main difference between them is that theoretical refers to ideas or concepts that are based on theory or principles, whereas practical refers to things that are based on actual experience, application or implementation.
In other words, theoretical knowledge is based on abstract concepts and principles, whereas practical knowledge is based on real-world experience and application.
For example, if you were studying physics, you would learn about the theoretical principles of how gravity works. However, if you were actually designing and building a bridge, you would need practical knowledge of how to apply those principles to create a safe and structurally sound structure.
In the context of knowledge transmission and construction, the “knower” refers to the individual or group who is seeking to acquire knowledge, while the “known” refers to the object of that knowledge.
The known can refer to any object or phenomenon that the knower is seeking to understand or learn about. It can be a scientific principle, a historical event, a cultural tradition, or any other aspect of the world around us.
The relationship between the knower and the known is a fundamental aspect of the process of knowledge acquisition. The knower relies on their own cognitive abilities and external sources of information to build an understanding of the known. This can involve a wide range of cognitive processes, including observation, inference, deduction, induction, and critical thinking.
Different frameworks place varying degrees of emphasis on the role of the knower and the known in the process of knowledge acquisition. For example, subjectivism emphasizes the importance of the knower’s subjective experiences and perspectives in shaping their understanding of the known. Objectivism emphasizes the objective, external nature of knowledge that exists independently of the knower.
Here are some key features of the relative roles of the knower and the known in knowledge transmission and construction:
Objectivism: In this framework, knowledge is viewed as objective, external, and independent of the knower. The knower’s role is to observe and gather information about the known, and to represent that information accurately. The known is seen as fixed and unchanging, and the knower’s task is to discover and describe it.
Constructivism: In this framework, knowledge is viewed as subjective, internal, and constructed by the knower. The knower’s role is to actively construct knowledge based on their experiences, beliefs, and interactions with the world. The known is seen as fluid and constantly being constructed and reconstructed by the knower.
Pragmatism: In this framework, knowledge is viewed as a result of the interaction between the knower and the known. The knower’s role is to bring their experiences and perspectives to the construction of knowledge, but this knowledge is tested and validated by the known through practical application. The known is seen as both objective and subjective, and the knower’s task is to negotiate the interplay between the two.
Social constructivism: This framework emphasizes the role of social interaction and culture in the construction of knowledge. Knowledge is viewed as being constructed through social interaction, language, and cultural practices, not just individual cognition. The knower’s role is to participate in these social interactions. They also negotiate meaning with others in order to construct knowledge.
In summary, the relative roles of the knower and the known in knowledge transmission and construction depend on the framework one subscribes to. Each framework has its own unique features and characteristics.
Childhood in the context of poverty and globalization can be complex and challenging. Poverty can have a significant impact on a child’s development, health, education, and future opportunities. Globalization can also play a role in exacerbating poverty and inequality in many parts of the world.
Few points on childhood in the context of poverty and globalization:
Poverty can have significant negative effects on a child’s development, health, education, and future opportunities. Children living in poverty are often exposed to environmental hazards and lack access to basic needs such as food, clean water, and healthcare. They also experience abuse and neglect.
Globalization can create new economic opportunities and improve access to resources, but it can also cause poverty and inequality in the world. As wealth and resources become concentrated in the hands of a few, marginalized communities can be further pushed into poverty.
Children living in poverty may face barriers to accessing quality education, which can impact their ability to learn and succeed academically. Inadequate education can also limit their future opportunities for employment and economic mobility.
The stress of living in poverty can impact a child’s cognitive, social, and emotional development, potentially leading to long-term negative consequences. Poverty-related stress can affect the development of the brain, lead to behavioral issues, and impact a child’s overall mental health and well-being.
Children living in poverty may be at higher risk for exploitation, abuse, and neglect. They may be forced to work in hazardous conditions, trafficked for labor or sex, or exposed to other forms of exploitation.
Globalization can also lead to the displacement of communities and the loss of traditional livelihoods, further exacerbating poverty and inequality. This can have a significant impact on the well-being of children and families who are forced to relocate or lose access to essential resources.
To mitigate the negative impacts of poverty and globalization on childhood, policies, and interventions must be implemented. A few examples are improving access to education, healthcare, and social services, promoting sustainable economic development, and protecting children’s rights and well-being.
Knowledge and knowing are closely related concepts that are fundamental to our understanding of the world around us. There is a slight difference between the meaning of knowledge and Knowing :
Meaning of Knowledge :
Knowledge can be defined as the sum of all information and understanding that a person has accumulated through learning or experience.
This includes factual knowledge about the world, such as scientific laws, historical events, or mathematical concepts, as well as practical knowledge, such as how to cook a meal or fix a car.
Knowledge can be acquired through a variety of means, including formal education, self-study, and direct experience.
Meaning of Knowing :
Knowing, on the other hand, refers to the subjective experience of having knowledge or awareness about something.
It involves the ability to recognize or understand something and to make sense of it in a meaningful way.
Knowing can be based on direct experience, intuition, or reasoning, and can involve both cognitive and emotional components.
One way to understand the difference between knowledge and knowing is to think of knowledge as a static accumulation of information, while knowing is a dynamic process that involves active engagement with that information. Knowledge is often seen as something that can be acquired, stored, and retrieved, while knowing is an ongoing process of interpretation and sense-making that is influenced by personal experiences, biases, and beliefs.
For example, a person might have knowledge about the laws of physics, but that knowledge alone does not necessarily mean they truly understand how those laws work or how they apply in real-world situations. Knowing, in this case, would involve using that knowledge to make predictions, solve problems, or create new technologies.
In summary, while knowledge and knowing are related concepts, they represent different aspects of our understanding of the world. Knowledge is the accumulation of information and understanding. Knowing involves the active use of that knowledge to make sense of the world and to guide our actions and decisions.
Belief and truth are related concepts, but they refer to different things. There is a difference between belief and truth.
Belief is a mental attitude or conviction that something is true or real, without necessarily having proof or evidence to support it. Beliefs can be based on personal experience, intuition, authority, or cultural and religious teachings.
Truth, on the other hand, refers to the actual state of affairs or the way things are. It is independent of personal beliefs or opinions and can be verified through evidence or observation. Truth is objective and universal, meaning that it applies to everyone, regardless of their beliefs or perspectives.
In short, belief is a subjective conviction or acceptance of something as true, while the truth is an objective fact or reality that exists independently of personal beliefs or opinions.
