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Others

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Various other types of knowledge are discussed in the academic literature. In philosophy, "self-knowledge" refers to a person's knowledge of their own sensations, thoughts, beliefs, and other mental states. A common view is that self-knowledge is more direct than knowledge of the external world, which relies on the interpretation of sense data. Because of this, it is traditionally claimed that self-knowledge is indubitable, like the claim that a person cannot be wrong about whether they are in pain. However, this position is not universally accepted in the contemporary discourse and an alternative view states that self-knowledge also depends on interpretations that could be false.[1][2][3] In a slightly different sense, self-knowledge can also refer to knowledge of the self as a persisting entity with certain personality traits, preferences, physical attributes, relationships, goals, and social identities.[4][5][6][5]

Metaknowledge is knowledge about knowledge. It can arise in the form of self-knowledge but includes other types as well, such as knowing what someone else knows or what information is contained in a scientific article. Other aspects of metaknowledge include knowing how knowledge can be acquired, stored, distributed, and used.[7][8][9][10]

Common knowledge is knowledge that is publicly known and shared by most individuals within a community. It establishes a common ground for communication, understanding, social cohesion, and cooperation. [11][12][13] General knowledge encompasses common knowledge but also includes knowledge that many people have been exposed to at some point but may not be able to immediately recall.[14] Common knowledge contrasts with specialized knowledge, which is only possessed by a few experts and belongs to a specific domain. It is also referred to as domain knowledge.[13][15]

Situated knowledge is knowledge specific to a particular situation.[16][17] It is closely related to practical or tacit knowledge, which is learned and applied in specific circumstances. This especially concerns certain forms of acquiring knowledge, such as trial and error or learning from experience.[18] In this regard, situated knowledge usually lacks a more explicit structure and is not articulated in terms of universal ideas.[17] The term is often used in feminism and postmodernism to argue that many forms of knowledge are not absolute but depend on the concrete historical, cultural, and linguistic context.[16][17]

Many forms of Eastern spirituality and religion distinguish between higher and lower knowledge. They are also referred to as para vidya and apara vidya in Hinduism or the two truths doctrine in Buddhism. Lower knowledge is based on the senses and the intellect. It encompasses both mundane or conventional truths as well as discoveries of the empirical sciences.[19][20][21][22] Higher knowledge is understood as knowledge of God, the absolute, the true self, or the ultimate reality. It belongs neither to the external world of physical objects nor to the internal world of the experience of emotions and concepts. Many spiritual teachings stress the importance of higher knowledge to progress on the spiritual path and to see reality as it truly is beyond the veil of appearances.[19][21][22]

References

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  • Evans, James A.; Foster, Jacob G. (11 February 2011). "Metaknowledge". Science. 331 (6018). doi:10.1126/science.1201765.
  • Rescher, Nicholas (2005). Epistemic Logic: A Survey of the Logic of Knowledge. University of Pittsburgh Press. ISBN 978-0-8229-7092-7.
  • Cox, Michael T.; Raja, Anita (2011). Metareasoning: Thinking about Thinking. MIT Press. ISBN 978-0-262-01480-9.
  • Leondes, Cornelius T. (26 September 2001). Expert Systems: The Technology of Knowledge Management and Decision Making for the 21st Century. Elsevier. ISBN 978-0-08-053145-8.
  • Desouza, K.; Awazu, Y. (7 June 2005). Engaged Knowledge Management: Engagement with New Realities. Springer. ISBN 978-0-230-00607-2.
  • Jorna, René (8 September 2017). Sustainable Innovation: The Organisational, Human and Knowledge Dimension. Routledge. ISBN 978-1-351-28034-1.
  • Faber, Niels R.; Maruster, Laura; Jorna, René J. (8 September 2017). "Assessing and Determining Social Sustainability". In Jorna, René (ed.). Sustainable Innovation: The Organisational, Human and Knowledge Dimension. Routledge. ISBN 978-1-351-28034-1.
  • Vempala, Naresh N. (18 July 2014). "Creativity, Theories of Musical". In Thompson, William Forde (ed.). Music in the Social and Behavioral Sciences: An Encyclopedia. SAGE Publications. ISBN 978-1-4522-8302-9.
  • Schneider, W. Joel; McGrew, Kevin S. (5 December 2022). Flanagan, Dawn P.; McDonough, Erin M. (eds.). Contemporary Intellectual Assessment: Theories, Tests, and Issues. Guilford Publications. ISBN 978-1-4625-5203-0.
  1. ^ Gertler 2021.
  2. ^ Gertler 2010, p. 1, 1. Introduction.
  3. ^ McGeer 2001, p. 13837–13841.
  4. ^ Gertler 2021a.
  5. ^ a b Morin & Racy 2021, p. 373–374, 15. Dynamic self-processes – Self-knowledge.
  6. ^ Kernis 2013, p. 209.
  7. ^ Evans & Foster 2011, pp. 721–725.
  8. ^ Rescher 2005, p. 20.
  9. ^ Cox & Raja 2011, p. 134.
  10. ^ Leondes 2001, p. 416.
  11. ^ Desouza & Awazu 2005, p. 53.
  12. ^ Jorna 2017, p. 340.
  13. ^ a b Faber, Maruster & Jorna 2017, p. 340, Assessing and Determining Social Sustainability.
  14. ^ Schneider & McGrew 2022, pp. 115–116.
  15. ^ Vempala 2014, Creativity, Theories of Musical.
  16. ^ a b APA staff 2022.
  17. ^ a b c Hunter 2009, p. 151–153, Situated Knowledge.
  18. ^ Haraway 1988, p. 575–599.
  19. ^ a b The Hindu staff 2018.
  20. ^ Thakchoe 2022.
  21. ^ a b Mishra 2021, p. 52.
  22. ^ a b Ghose 1998, Political Writings and Speeches. 1890–1908: The Glory of God in Man.
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