...11/11/13 “The Production of Knowledge through Lived Experiences” The history and legacy of US colonialism has had a subjective view of the migration of Filipinos, particularly Filipinos immigrating from the Philippines to the United States. It is through this lived experience of Filipino Americans that has given useful forms to their lived realities, transforming their subjective experiences into objects of knowledge. One will find that it is often through the perspective of an insider that will provide us the most authentic and most informative perspective of the transformation of a lived experience to an object of knowledge as it provides us a more personal social commentary of the ideologies present at the time. The production of knowledge of these lived experiences comes from the construction of an alternate world view that is particular to the Filipino American community. The transformation stems from the idea of empowerment through the colonial oppression of Filipinos in the Philippines as well as the racial oppression and backlash that Filipinos faced in America when they immigrated here. This is the case in Carlos Bulosan’s “America is in the Heart” as the author provides us his own personal story in order to personalize the history of Filipino immigrants in America who came to America to fulfill “promises of a better life”, the ideological belief of the ‘American Dream.’ From Bulosan’s accounting of his story, one can uncover the experience of Filipino immigrants in...
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...Experience.Learn.Laugh.Cry.Smile.Hope.Live.Life.Love.Experience.Learn.Laugh.Cry.Smile.Hope.Live.Love.Experience.Learn.Laugh.Cry “Not Everything That Is Learned Is Contained In Books” By: Reem HachacheENG202 Fall 2013-2014Term Paper | “Learning is defined as a human adaptation process. It is a process whereby knowledge is created through the transformation of experience. The learning cycle theory begins with...
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...work of older men in our families, other folk in the neighborhood, and those no longer with us. Their labor-intensive road map provided us the basic knowledge from which to begin developing our own methods and skill sets to answer new types of questions related to daily life in Arkansas. However different the scope of questions we began to ask ourselves are from the questions early philosophers asked, we share in learning from and building on the methods and teachings of men before us. Some of the earliest philosophers, such as Plato incorporated similar questions about reality and truth as the pre-Socratics collective, however, based their inquiries within the natural world and used reason as the methodological vehicle. Because this type of thinking was contextualized outside of supernatural forces and myth and magic, the pre-Socratics collective are often times considered the first scientists of Western culture who laid the earliest foundations shaping the study of metaphysics and epistemology (Chaffee 230). This way of thinking sought to answer similar questions as those based in religion and myth, but sought answers through observations and analytical reasoning within the natural world. Generally, this way of thinking embodied the nature and scope of knowledge, theories of knowledge, and the extent to which knowledge about any subject and physical entity can be known. The pre-Socratic collective formed a bridge between a cultural consciousness based in beliefs...
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...with sixth sense or subtle perception ability.2. How do we perceive and understand the unseen world?We perceive the gross or seen world through the five physical senses (i.e. smell, taste, sight, touch and sound), our mind (our feelings), and our intellect (decision making capacity). When it comes to the unseen world or the subtle world, we perceive it through the five subtle senses, the subtle mind and the subtle intellect - more popularly known as our sixth sense. When the sixth sense is developed or activated, it helps us to experience the subtle world or subtle dimension. This experience of the subtle world is also known as a ‘spiritual experience’. | | In the above picture, we see a lady who smells a bunch of roses. This would constitute an experience as there is a definite source to the fragrance of roses i.e. the bunch of roses. In the other picture, we see a lady sipping her morning coffee, pondering over the start of her working day. All of a sudden and with no apparent cause, she gets a strong fragrance of sandalwood. She initially dismisses it; as she cannot see where it is coming from and goes on to drink her coffee. However, the fragrance follows her to her work place and lingers with her throughout the morning. She asks other people if they can smell the fragrance, but no one does. This would constitute a spiritual experience. In this case, the lady actually perceived a fragrance emanating from the subtle dimension...
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...Epistemological Comparison and Contrast Dorothy M. Conner University of Phoenix Epistemological Comparison and Contrast Descartes ' Theory of Knowledge Rene Descartes is one of the most renowned rationalists of the modern age who asserts that knowledge can be obtained by means of reason. He claims that in the acquisition of knowledge one should be able to distinguish what is true and what is false. This leads to his opposition against the idea of experience as a source of knowledge As Descartes claims it, one should not rely on experience as a source of knowledge for the reason that experience is deceptive as how a person's sensory organs can bring deception with the way he or she perceives things (i.e. the bending of the pencil when submerged in water). Descartes furthers states that because of this fallibility of experience one cannot really arrive at true knowledge by merely being dependent on what he or she perceives through experience. As a result of Descartes treatment of experience, he suggests that to attain genuine and true knowledge, one should defer his or her judgment on things that are represented to him or her by experience unless such are presently proven to be unquestionable. Descartes is a perplexity in many ways. Although he has a refreshing distaste for the voodoo logic of his day steeped as it was in the questionable science of the scholastic movement, when provoked he was equally capable of skewing his own thinking when confronted with the entrenched...
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...April 2014 1. Introduction During the period of enlightenment in Europe, there were 2 schools of thought that talked about the way we acquire knowledge: Rationalism and Empiricism. Rationalists like Leibniz claimed that knowledge is innate, that is, we are born with all the knowledge and the experiences that we have in this world just help us in uncovering/ remembering this knowledge. Empiricist believed that all knowledge is got only through experience in other words we are born with our minds/souls like a clean slate and the experiences write on them. With this struggle between the two schools of thought enlightenment Europe was striving to find ways to arrive at a consensus about some of these aforementioned central issues of theory of knowledge. And the champion of a philosopher who accomplished with task was Immanuel Kant. Kant borrowed many concepts from both empiricism and rationalism. But he felt that the many of the rationalist ideas were too simplistic and dogmatic and some of the empiricist ideas we too skeptic about the ability of humans to acquire true knowledge. As a part of his critical philosophy, with an aim to resolve this problem of theory of knowledge he wrote 3 critiques: Critique of pure reason, Critique of practical reason and Critique of judgment. Critique of Pure Reason talks about the process of knowledge acquisition in natural sciences, the way in which the structures of our mind influences what we understand about the world and the limitations of...
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...contrast knowledge which can be expressed in words/symbols with knowledge that cannot be expressed in this way. Consider CAS and one or more areas of knowledge.” It is funny how the universal signs of intelligence are words and symbols or things that contain them. When someone walks past me with a load of books in their hand I immediately think “oh what a smart and knowledgeable person,” and I’m sure I’m not the only one that makes these snap judgments. But from my point of view it’s understandable that words and symbols are the universal sign of knowledge since we are taught from books and blackboards since our toddler years. Now what I consider knowledge is things that we hold to be true and are able to identify in real life. Teachers have been molding our brains to be able to communicate our knowledge using words since we were little, but as we grow older and we get into secondary school we come to realize that there is knowledge that cannot be expressed through words and symbols. The goal of the International Baccalaureate program is to make students well rounded and knowledgeable in many fields and along with that comes many requirements that other programs do not ask of their students. From my perspective knowledge that cannot be expressed in words and symbols is as important to have as knowledge that can, justifying the CAS requirements. CAS is the International Baccalaureate program’s way of teaching us what cannot be covered in books or lectures. This knowledge can be...
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...| | |VAN : |VOORLETTERS: | |SURNAME: STEPHANS |INITIALS : M | |TELEFOONNOMMER : | |TELEPHONE NUMBER: | |VAK : |Managing Knowledge for Strategic Effectiveness | |SUBJECT: | | |AANTAL BLADSYE | 11 pages including this one | |DOSENT : | | |LECTURER: | | |KURSUS: |...
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... Epistemology is all about knowledge. It is defined by Bonjour (2002) as “the philosophical study of knowledge; its nature, its requirements and its limitations”. Knowledge is about what you know. How you know what you know is dependent on your perceptions, your views, your reasoning and the reality of it. The first time I came across the question “what is knowledge?” it virtually looks like a simple question that I could easily provide an answer to but in the real sense of it, I realized I was dealing with a complex question which requires a difficult answer. Knowledge is vast but the reality of it is what actually determines its usefulness. According to (H.Yeganeh, Z. Su & E.V.M Chrysostome) “the value of knowledge equals to its practical use. That is, the more the knowledge is practical, the more it is valuable”. Can this be translated to a possibility that certain knowledge may be valueless? Probably not, any knowledge has a value but the measure of the value of knowledge is determined by the worth or value or quality of what comes out of it. For example, as pointed out by Leaonard (1995), the value of physical products is the manifestation of the value of the embedded knowledge to produce them. If this concept of knowledge is brought into a research work, it means that the value of knowledge of a researcher will be manifested in the quality and the originality of the research work which is the product. Talking about the value of knowledge from the perspective of its products...
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...learned is contained in books.” Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why? ESSAY There has been a hot debate as to which method of gaining knowledge is more important: through books or through experience. Although most people will say that acquiring knowledge from experience proves to be more effective, I myself believe learning from books plays a more important role. To begin with, there is no deny that the information in books has been scientifically proved, and thus correct and widely accepted by the public at a particular time. In order to be written in the books, the knowledge is usually the result of exhaustive research and experiment of previous generations; therefore, learning from books will reduce the time that students use to do the experiments by themselves. This knowledge is particularly important for those who want to be successful in schools, colleges and even jobs. As the matter of fact, from primary school to University, books are completely indispensable for students as they provide the fundamental knowledge required to develop people’s ability. As for jobs, books remain the best choice when it comes to giving information needed in order to perform well in a particular profession. Secondly, from academic reading, people will improve their knowledge in various aspects much faster than from experience. Nowadays, it is very easy to buy books at reasonable...
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...A Constructivist Pedagogy For Career And Technology Education In this article, I explored tenets of constructivism that could be directly applied to the Career and Technology Education Standards for Career and Technology Education Teachers. This article provides a proposed constructivist pedagogy for the Vocational Technology studies. Though I do not consider myself to be a strict- constructivist teacher, when I compared my educational philosophy to this proposed pedagogy, I realized how much the study of constructivist theory and practice had influenced my beliefs and methods of instruction. As a future Technology Education educator, I applied these constructivist principles to my own teaching style and methods. A Constructivist Pedagogy for Career and Technology Education The National Association of State Directors of Career Technical Education Consortium states: “career studies should be taught in manners that are consistent with a constructivist view of learning” (NASDCTEC, 1999, p. 7). While this may sound good in theory, one underlying problem exists: the lack of a clearly defined, agreed-upon constructivist pedagogy. This article will (1) explore the definition and variations of constructivist theory, (2) present a pedagogy for constructivist teachers of career and technology studies, and (3) compare and relate those pedagogies to the existing standards for powerful career and technology studies as defined by the NASDCTEC. “Constructivism is a topic...
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...of the essay is to discuss about knowledge management theory, practice, major concepts and practical applications. This essay synthesizes basic concepts and ideas as well as some of the leading thoughts pertaining to knowledge management. It also highlights the necessity of knowledge management, the techniques and practices of implementing knowledge management solution in an organization. Finally, the essay discussed two business organizations that are being well served by knowledge management. There is no universal definition of knowledge management (KM), just as there's no agreement as to what constitutes knowledge. For this reason, it's best to think of KM in the broadest context. KM is the process through which organizations generate value from their intellectual and knowledge-based assets. Most often, generating value from such assets involves sharing them among employees, departments and even with other companies in an effort to devise best practices. The goal of KM is to simultaneously manage data, information, and explicit knowledge while leveraging what people know (tacit knowledge) through a combination of technology and management practices. Although there is a great deal of overlap between knowledge and information, knowledge is considered as a finished product and information and data are considered as raw materials. Tacit and explicit are two categories of knowledge. Tacit knowledge comes from an individual's personal experiences and is affected by their beliefs...
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...Immanuel Kant Life 1. Immanuel Kant lived all his 80 years (1724- 1804) in the small provincial town of Königsberg in East Prussia. His parents belonged to the religious sect known as Pietists. His religious upbringing influenced his life and philosophy. 2. Kant entered the University of Königsberg were he studied the classics, physics, and philosophy. a. He was impressed by the advancements in learning made by science, particularly that of Newton. b. The dominant philosophy being taught at the University was Continental Rationalism, particularly that of Leibniz. 3. Kant’s life was remarkably unremarkable. He traveled little, and he had no notable political connections. He was known most for his meticulous, if not eccentric, behavior. Nevertheless, he was also known for being a brilliant thinker, writer, and lecturer. His most important writings include: Critique of Pure Reason, Prolegomena to Any Future Metaphysics, Principles of Metaphysics and Morals, Metaphysical First Principles of Natural Science, Critique of Practical Reason, Critique of Judgment, Religion within the Limits of Pure Reason, and Perpetual Peace. A. The Shaping of Kant’s Problem 1. The major philosophical systems of his time, Rationalism and Empiricism, seemed to Kant inadequate to explain the two major issues which he articulated in his famous statement: “Two things fill the mind with ever new and increasing admiration...
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...matter over mind. This train of thought also includes the theory of perception versus reality. Idealism came into existence through the study of metaphysics. Metaphysics is the study of existence within the mind. The eighteenth and nineteenth centuries were the most noted times of discussion about idealism (Moore & Bruder, 2011). Idealism argues against other philosophical theories including materialism, realism, rationalism, and skepticism. Idealism’s most common argument is versus the theory of materialism (Lennon, 2008). The argument between idealism and materialism focuses on the two thoughts of mind over matter or matter over mind. There were many philosophers during the eighteenth and nineteenth centuries who presented their views regarding Idealism. David Hume, George Berkeley. Immanuel Kant and Georg Hegel were very influential philosophers during that time frame. The differences between the ideas of perception and reality were discussed frequently by these philosophers (Walker, 2010). The work of previous philosophers influenced future philosophers. The ideas of each philosopher helped in the advancement of the knowledge to attain what we know today about various topics of interest in the different fields derived from the basis of philosophy. Math, science, medicine, physics are just some of the fields of interest that evolved through the history of philosophy. David Hume’s belief was that nothing is ever present to the mind but perception. He also believed...
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...theories out there on the topic of knowledge and what it is. These theories fall under two different categories; rationalism and empiricism. When asked which theory I feel answers the question of what knowledge is, I find that I cannot commit to just one. Rather I feel that a combination of Descartes and Locke’s theory of knowledge fits with my own beliefs. Since I cannot commit to strictly one theory I am on the fence about it, but for good reason. Parts of Descartes’s and Locke’s theories fit but not either of them completely. That being said my beliefs seem to fit in with dualism more completely than anything else. Dualism is the theory that the mind and body are separate entities (Palmer 442), which leans more towards the rationalism of Descartes. I believe in this idea that the mind and body are indeed two separate entities because there is so much that is unknown about consciousness in general. I feel that there is something much more to our minds and what it is truly capable of than we will ever know. I also think that the difference or the connection between mind and body is main problem with consciousness and because of this, the question of knowledge and what it means to know anything with certainty is so heavily debated. This is why I cannot fully commit to one theory of knowledge completely; bits of each theory, specifically Descartes and Locke’s theories, make sense when combined then either in particular. Descartes’s theory of knowledge goes something like this; doubt...
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