Personal Understanding of Theory of Knowledge Essay
Student’s Name
College

Personal Understanding of Theory of Knowledge Essay
The human nature has divergent understanding and views about certain issues of concern. This is attributed to the fact that people are unique and are from divergent backgrounds thus making them have different views about certain aspects of life. (Heydorn, 2013). Many people believe that solutions to their problems can only be found from what is within their reach. Alternatively, it might be argued that the saying is a desperate way of looking for solutions to problems. Therefore, the need to look into issues in a broad and holistic way cannot be underestimated when one is faced with difficult situations. However, sometimes people fail to accommodate other’s divergent emotions, reasons, cultural practices, and perceptions. These are sometimes influenced by an individual’s preformed opinions of being the best in the society (Spradlin, 2010). Similarly, the society may fail to approve a person’s immoral doing irrespective of the justifications or the circumstances which are offered for such actions. Ideally, handling certain situations may call for the parties involved or whoever in in-charge of the resolution to compromise their stand to certain extent. Overall, education is considered to be one of the most important assets that the governments or parents can offer their citizens and children respectively (Woempner, 2008). The economic and social wellbeing of individuals or countries have been directly equated to access to good and quality education. However, sometimes accessing quality education is costly to an extent that it becomes a preserve of the rich in the society. This is owed to the fact that sometimes bright students with potentially brighter future fail to secure chances in secondary or tertiary education because of lack of financial support. Therefore, those who are less privileged in the society of getting meaningful education should also be accommodated (Woempner, 2008). Such situation should be handled with a lot of care because life must continue with or without education. In contrast to this, only a few people will freely and happily admit that they are not privileged to pursue higher education.
Emotions or Intuitions
These are strong feelings of energy which are normally experienced because of critical or distressing issues in people’s lives. The emotions may interfere with a person’s overall well-being and decision making process (Heydorn, 2013). These feelings can be classified in terms of immediate and anticipated emotions. Immediate emotions are experienced within a short time and may result into making quick decisions. On the other hand, anticipated emotions are often generated due contemplations on the losses or gains which are likely to incur because of something. Emotions normally lead to frustrations, despair, and lose of memory in children because of lack of informed measures to manage the situations which are attributed to emotions (Spradlin, 2010). As a result, parents and counselors are therefore advised to encourage acceptance as the key management strategy of emotional situations. However, when dealing with emotions, one needs to relax and contemplate on the distressing issues with a sober mind. This will boost one’s tolerance and put more effort to move on despite the situation. Similarly, those who fail to achieve their goals in various aspects of life must learn to manage their emotional behaviors to avoid frustrations. For example, those who fail either in exams or to secure chances in institutions of higher learning should be encouraged to accept their fate in life and happily move on with life since such predicaments are not in themselves the end of life. In such cases, those who have failed to realize their ambition should be encouraged to embrace other things in life which would still make and/or offer them the best in life. However, accepting the situation especially failure to realize one’s objective in life is normally difficult because of the foreseen consequences of not getting knowledge and becoming what one had anticipated as far as education is concerned (Sharma, 2009). In addition, the community plays a vital role in facilitating the recovery from distressful emotional feelings emanating from student’s education situation.
Reason
Certain things are known because people can possibly apply the logistics and reasoning surrounding them. For example, it is logical to know that two multiplied by three is six and not ten because this can be applied by using mathematical tables (Heydorn, 2013). In the same way, a person cannot apply the knowledge read from the book in riding a bicycle. Therefore, making observations are important in the reasoning process. Therefore, reasoning involves making differences between what is factual and what is not by using logics. Sometimes people get into a dilemma in which they are required to make decisions through reasoning (Spradlin, 2010). In such cases, moral reasoning skills would help the person to make the appropriate decision bearing in mind the consequences of making a poor decision. Nonetheless, psychologists have applied reasoning in different fields by making analysis on various aspects of life. For example, students who have failed to secure chances to pursue higher learning already know the reasons barring them to pursue the higher learning. Therefore, the students will be able to face the reality in life by making rational and sound judgments. Moreover, critical thinking facilitates reasoning thus enabling one to make informed choices. However, people’s intelligence quotient has often been proved to affect the manner in which critical thinking is applied (Woempner, 2008). Consequently, some people are called slow learners while others are referred to as fast learners based on the variation in people’s intellectual ability.
Language
The theory of linguistic involves the expression of ideas in inform of conversations. It is alleged that linguistic theory has created controversies (Heydorn, 2013). Scholars often argue from different stand-points as far as people’s view of the world is concerned; that is, it is often cited that people’s view of the world is the same irrespective of the diversity of the language used in making such arguments. However, the linguistic theory impacts the diversity of mankind differently. The ease of decoding information depends on language used during the communication process. On the other hand, the usage of a particular language depends on one’s cultural background and perhaps ability to learn new languages (Woempner, 2008). However, there are situations where language barrier deter the recipient from making relevant interpretations about the language spoken. Likewise, the world has been shaped and turned into a simple global village because of the emergence of technology and innovation that has enabled easy translation of different languages into a language that one can easily be understood. According to the Global language Monitor Organizations, real life situations of the negative use of languages have been drastically minimized. It is also documented that language determines the way people think, write letters, and express their cultural practices. For instance, children use the first language in communication, but gradually learn other languages through the help of their early childhood education teachers (Spradlin, 2010). Ideally, the first perception about the components of life is created by the native language. This is because that is the language which can be freely and easily learned and facilitated by the environment. Later on, children are able to learn new languages because of their young developing brains which can be manipulated (Woempner, 2008). In addition, developing interest ease the process of learning a language. Ultimately, new languages aids in expanding people’s scope of reasoning and lingual abilities thus wider solutions to problems.
Perception
Perception facilitates the use of all the five senses of sound, sight, touch, taste, and touch in making dynamic, discriminating, and interactive conscious view of the external world. Sensory perception improves the scope of people’s creativity, acquisition, and justification of knowledge (Heydorn, 2013). This process can be done by asking questions on one’s response to stimuli or perceptions. The questions, possibilities, and limitations are then linked to perceptions. Overall, scholars argue that perceptions are manufactured in the neural system based on past experiences and expectations. However, in the real life situation, perceptions often help in determining actions, relations, and comprehension ability (Heydorn, 2013). Therefore, theories relating to perceptual school of thoughts have been developed. These are perceptual Realisms which are based on the common sense, skepticism which entails views of imagery life, Phenomenalism and Relativism theories. In education situations, students’ perceptions of certain subjects or topics influence the ease of the learning process. Sometimes the students pass their exams and evaluation tests not necessarily because they are bright, but due to the fact that the students were able to reflect on what they were previously taught (Woempner, 2008). The attitudes developed on respective instructors affect the students’ class performances.
In conclusion, the four ways of knowing can be applied hand-in-hand to handle difficult situations created by the limited scope of solutions. Such means of acquiring knowledge often help by encouraging mature and meaning perception of others emotions, reasons, cultural diversity, and perceptions. Consequently, diverse situations in life can be accommodated. Moreover, there is the need to accept others’ situations in terms of behaviors and cultural status thereby enhancing coexistence and meaningful interaction.
References
Heydorn, W., & Jesudason, S. (2013). Decoding theory of knowledge for the Ib diploma: Themes, Skills and Assessment. Cambridge University Press.
Sharma, S. L. (2009). Educational management: A unified approach of education. New Delhi: Global India Publications.
Spradlin, E. (2010). Don't let your emotions run your life: How dialectical behavior therapy can put you in control. Oakland Avenue, CA: ReadHowYouWant.com. Woempner, C. L. (2008). Analysis of stakeholder perceptions of education reform in Colorado. North Zeeb, Ann Arbor: ProQuest.

CURRICULUM VITAE
OKETCH SAMUEL ONUNGA 1. PERSONAL INFORMATION
GENDER: MALE
NATIONALITY: KENYAN
DATE OF BIRTH: 24TH DECEMBER 1988
MARITAL STATUS: SINGLE
LANGUAGES: ENGLISH, KISWAHILI
RELIGION: CHRISTIAN
ID NUNBER: 26210373
Email: onunga.samuel@gmail.com or samkech@yahoo.com
Telephone: +254 712 588 399 or +254731352912

2. OBJECTIVES: * To utilize my knowledge, skills and experience encountered so far in providing quality andprofessional servicesin a demanding, multicultural and challenging environmentwhile striving for excellence.

3. EDUCATION
Year Institution course/Award
2008- 2012 Moi University BSc. Fisheries and Aquatic sciences (2nd Class Honours Lower Division)
2003- 2006 Ambrose Adeya Adongo Kenya Certificate of Secondary Education Secondary School (B)
1995- 2002 Rambo Primary School Kenya Certificate of Primary Education (347/500) 4. WORK EXPERIENCE
Title Organization Year
Deputy Preceding Officer Independent Electoral and Boundaries March 4th
Commission (IEBC) 2013

Biometric Voter Independent Electoral and Boundaries November
Registration Clerk Commission (IEBC) 2012

Aquaculture Production Lake and Sea Resources Limited October
Supervisor (Volunteer) 2012

Attachment Dominion Farms Limited, May-Aug Siaya 2011

Volunteer Kenya Marine and Fisheries Research May-July Institute (KEMFRI) 2009
Intern Kenya Marine and Fisheries Research Institute (KEMFRI) Nov-Dec
Freelance Writer PamojaNasiResearchConsultants Ltd 2013-Todate 5. OTHER TRAININGS AND EXPERIENCES

S/NO | NAME OF AWARD OR RECOGNITION | AWARDING ORGANIZATION/BODY | YEAR | 1 | Certificate of completion, Monitoring and Evaluation Fundamentals. | Global Health e-Learning center. | 2013 | 2 | Certificate of completion, M&E Guidelines for Sex Workers, Men who Sex with Men and Transgender populations. | Global Health e-Learning center. | 2013 | 3 | Certificate of completion, Population, Health and Environment Basics. | Global Health e-Learning center. | 2013 | 4 | Certificate of completion, Integrated Early Childhood Development Programming for Young Vulnerable Children. | Global Health e-Learning center. | 2013 | 5 | Certificate of completion, Healthy Businesses. | Global Health e-Learning center. | 2013 | | | | |

6. AFFILIATION TO PROFESSIONAL BODIES/CLUBS/SOCIETIES S/NO | NAME OF PROFESSIONAL BODY | 1 | Fisheries and Aquatic Sciences Association of Moi University(FAAMU) | 2 | Kenya Red Cross Society, Chepkoilel Chapter | 3 | International Catholic Students Movement(ICSM), Chepkoilel Chapter | 4 | Young One World, Kenyan Chapter | 5 | Young Volunteers for the Environment (YVE), the Kenyan Chapter | 6 | Bondo Rarieda Moi University Students Association(BORAMUSA) |

7. AWARDS AND RECOGNITIONS S/NO | NAME OF AWARD OR RECOGNITION | AWARDING ORGANIZATION/BODY | YEAR | 1 | Certificate of participation, ‘make a child smile’ that led to the feeding of over 300 orphaned and street children in Eldoret Town | Kenya Red Cross Society Uasin Gishu Branch | 2008 | 2 | Certificate of participation, Sogomo Village Environmental Clean up | Moi University | 2008 | 3 | Certificate of participation, Ramogi sports football League | Moi University | 2011 |

8. COMMUNITY SERVICE AND VOLUNTEER WORK * Volunteer, a member of the organising committee, ‘make a child smile’ that led to the feeding of over 300 orphaned and street children in Eldoret Town on 24th December 2008 * Participated in a Drought response Initiative 2011 organized by the Kenya red Cross Society, Uasin Gishu Branch for advocacy, awareness and contribution to help drought affected persons * Participated in a number of Environmental clean ups and tree planting initiatives held in Chepkoilel and Eldoret town in commemoration of the late Nobel prize winner Prof. Wangari Maathai’s Green belt movement initiative. 9. SKILLS * Basic computer skills including but not limited to Microsoft Windows and Microsoft Office Applications * Data management with Statistical Package for Social Sciences( SPSS) * Sustainable Fisheries and fish propagation management skills, Water treatment and solid waste management among other professional managerial skills for instance Fish Hazard Analysis and Critical Control Point(HACCP) and Wetland restoration and management. 10. PERSONAL ATTRIBUTES & INTERESTS * Creative, innovative and proactive with ambition and ability to handle multiple priorities and deadlines * A dedicated team player with the ability to work with and develop others to achieve high goals in a fast paced and culturally diverse environment * A fast learner with excellent interpersonal, communication and writing skills with fluency in English and Swahili. * An outstanding role model for young people, of unquestionable integrity and high ethical standards.

11. REFEREES 1. Dr. Philip Raburu
University of Eldoret
School of Natural Resource Management
Head, Department of Fisheries and Aquatic sciences
P. O. BOX 1125 ELDORET
Mobile: +254 733616912
Email: praburu2002@yahoo.com 2. Mr David Lusega
University of Eldoret
School of Natural Resource Management
Department of Fisheries and Aquatic sciences
P. O. BOX 1125 ELDORET
Mobile: +254 7229 04693
Email: dmanguya@yahoo.com 3. Mrs Veronica Ombwa Obiero
Kenya Marine and Fisheries Research Institute,
Kisumu Centre
P. O. BOX 1881 Kisumu, Kenya
Mobile: +254 722 408 429
Email: verombwa@yahoo.com