Tag Archives: knowledge

Freud’s Effect on Christian View of Homosexuality and Its Implications

Sigmund Freud is a controversial figure. Beside his theories of the unconscious and Oedipus’s complex, many people don’t know that he played a large role in how Christian perceived homosexuality in the 1980s and 1990s.

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Knowledge as a Means of Manipulation and Oppression

During the Storey reading I was struck by the statement “discourses produce knowledge and knowledge is always a weapon of power” (7). I found this to be one of the most significant truths I have ever come across in philosophy.

As mentioned in Storey’s paper, with the example of the Victorians creating the concept of sexuality through discussion, the discourse that follows observation, studying, and experimentation of a certain subject allows for the generation of knowledge in that specific field. This then facilitates the creation of power, as a better understanding of something or a theory can be used to categorize and organize behavior, dividing it into “normal” and “abnormal.”

I had never really thought of knowledge as a weapon, but, when looking back at historical examples, it is seemingly a very relevant means by which to control people. Time and time again, history has proven that if you have knowledge, or appear to have knowledge, you have a better chance of manipulating and then taking command over people. We can see this with dictators, corrupt politicians, etcetera. Furthermore, people are naturally drawn to people who are or seem knowledgeable, because they want to be with those who seem to have the answers to unknowable and understandable questions, and are prone to adhering to societal norms generated through the public awareness of certain forms of knowledge for fear of appearing strange or “abnormal.”

Because the human mind is prone to categorization, people tend to divide the world into very black and white terms, deeming one thing as good and the opposite as bad. Through the process of the creation of knowledge through discourse, which is then followed by categorization and organization of behavior, the people who have a good understanding of the subject undergoing exploration hold power over others who lack that knowledge, and are able to decide, based off of their own personal opinion, what should be deemed right and wrong. Therefore, knowledge at the most basic of level can be turned into a weapon depending on the hands of the people it falls into, as it can be used to manipulate and control the innocent or naive.

When I read about the relationship between knowledge and power, it made me a bit nervous in terms of the negative effects it can have upon society, and how there is seemingly no way to combat it if it falls into the hands of or is developed by unscrupulous people. Do you think there is any way in which to prevent the obtainment of knowledge from being used to manipulate and oppress people?

Dissociative Identity Disorder & Actors/Actresses

Dissociative Identity Disorder is formerly known as “Multiple Identity Disorder”. It exists when one person exhibits different tendencies and reactions to the same situations. My question is, “what is the difference between actors/actresses and people with dissociative identity disorder?” Continue reading

Cave Paintings

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In many classes I have taken, one topic that is often covered is the cave paintings at Lascaux. I have encountered these in numerous French classes, an  anthropology course, and an art history course. They have always been interesting to me because in different classes they are interpreted differently. If you are unfamiliar with the caves and interested in a quick background I found a great page here and it is a pretty short read.

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Knowledge in Terms of Business

In my research for the blog, I came across an article titled “Knowledge is Our Comparative Advantage.” It really threw me a loop. The author of the article not only designates knowledge as an asset, an economic term referring to something either tangible or intangible that provides future benefit, but also emphasizes the shift from explicit knowledge to collective knowledge through the development of social media. In his short article, he completely changed the way in which I view knowledge in the context of the real world.

In the article, the author explains how knowledge is our comparative advantage as a species because unlike other animals, humans can accumulate knowledge and share it with each other. In the 1990’s, businessmen began to categorize knowledge as an asset, as it is a medium that can generate profit in both tangible and intangible forms. Suddenly, focus was set on capturing, saving, and sharing explicit knowledge. Many organizations worked to save information in large database repositories that stored masses amount of knowledge in the form of data. Next, researchers began to realize that the immense amount of knowledge embedded in people could best be shared through the opening of these databases to the public in the form of information sharing websites. Hence, the birth of Myspace, Twitter, and Facebook- social knowledge soundboards. These social networks allow for incredible amounts of information, or knowledge, to circulate globally and increase the amount of data open to the public. Only through the designation of knowledge as a communal asset was the era of social media made possible.

This is where I was completely shocked. I had never really thought about what Facebook really was. Of course I knew it was a site where people shared information about themselves with others, or their supposed “friends,” but I never really considered it as the repository of knowledge that it really is. Facebook and other social media sites are representative of the shift from explicit knowledge, information in databases, to explicit knowledge, or collective, dynamic knowledge. Social media is a way in which knowledge is accumulated and then shared with others, increasing the amount of information open to people. Facebook serves as much more than a website where people stay informed about their friends lives and keep updated on current trends; it symbolizes the shift from personal knowledge to communal knowledge.

Furthermore, even though I am pre-business and have taken Business Economics, I never considered knowledge as an intangible asset. It just never crossed my mind to place knowledge in an economic setting, and to think of it in terms of its implications in terms of financial statements. When I think of the author’s categorization of knowledge as an asset it makes complete and total sense, but by myself I don’t think I ever would have made that connection, or at least not until I had more experience in the business world and with financial statements more specifically.

In conclusion, I thought this article was fascinating for its explanation of knowledge’s role in a modern setting, such as in social media and business. Although the article was a bit long-winded and got a little to into the author’s connections in the business world, I found “Knowledge is Our Comparative Advantage” to be a great read in terms of the emphasis it places on the practical application of knowledge in the business world.

Confident Ignorance

Sometimes, I feel like identity leads to improper knowledge for people who like or dislike  a certain thing. What I mean by this is how people tend to go crazy in saying something like a movie or a person is the best or worst thing ever, just because its identity is classified as such in society or popular culture. For example, everyone hates “Twilight,” “Transformers,” and Justin Bieber. But why? What knowledge can you give that will explain your distaste for these subjects?

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The New School

The conventional school is a dictatorship. Students enter their classrooms, sit in their assigned seats, obey the teacher, memorize a bunch of facts, and take exams testing their knowledge of those facts. This model of schooling has been used for centuries now. This model produces children who are capable of following and obeying rules; however, the children do not develop sufficient creativity and problem-solving skills to make the world a better place. True democracy can only exist when the people are active, collaborative, confident, and creative citizens. The conventional model does not offer that; however, Escuela Nueva may provide a better schooling model.

The Escuela Nueva (New School) model, first adopted in rural Colombia, employs a different approach to education. Students actively shape their own curriculum, work on their own projects, gain hands-on experience, and participate in class-wide discussions. In Escuela Nueva, students are no longer passive learners. They become active learners applying the concepts they learn in the real world. In his NY Times article Make School a Democracy, David Kirp argues that the Escuela Nueva model of schooling can help foster democracy in a country. This is because kids are taught to become active and participating students. These attributes are necessary for the success of democracy. Studies have shown that students who go through the Escuela Nueva model are more likely to be active members of their communities.

In Nicomachean Ethics, Aristotle argues that experience is extremely important in the education process. Escuela Nueva takes that into account. Students do not just learn abstract concepts; they apply them in their everyday lives. Students learn to write short stories, grow and garden plants, run their own experiments to explore their early scientific enquiries. This way school appears to be more relevant rather than a tedious and forced process. The conventional model for schooling is ancient; it is time for a drastic reform that adopts the Escuela Nueva style.

 

Here is the link to the article.

 

Proletariat=Modern-day Bondsman?

Hegel’s work on sense-certainty and the self-consciousness of others is a subject he is noted for in the scholarly world. The way he elaborates on his theories is similar to that of Plato, in which an extended metaphor is applied in order to make it easier to understand. In Hegel, the metaphor is placed between the relationships of a Bondsman to his Lord.

After reading the ending paragraphs of the section, it was almost obvious that I formed a relation to the metaphor of the bondsmen in Hegel, to the role of the proletariat in Marxist Theory.  In Hegel, the bon Continue reading

Kant’s Universe

Immanuel Kant’s Critique of Pure Reason illustrates the inevitable limitations of our ability to discover “reality”. Kant asserts that what we perceive to be “real” is not absolutely “real”. The brain receives stimuli from the “real” world; it organizes, processes, and shapes the stimuli in a certain fashion before feeding it back to the person. As a result, the person only perceives the already processed and shaped information. To Kant, the brain is constantly changing “reality”. His assertion is further explained as he introduces two vital terms, “phenomena” and “noumena”. Our knowledge of phenomenal objects is merely the processed information that our brain comes up with. On the other hand, noumenal objects are the “real” objects that are not processed by the mind. Because noumennal objects are not processed by the mind, it is impossible to learn about them. Consequently, our knowledge and reason is only restricted to the phenomenal universe.

The implications of Kant’s assertion are revolutionary. According to Kant, the characteristics of the universe (such as space and time), which we thought are built into nature, could be mere illusions of the mind. Most people believe that space and time are external truths of the universe, and using reason one can decipher their nature. However, if they are noumenal objects it is impossible to gain knowledge on their nature. Kant argues that we are able to learn about space and time because they are phenomenal objects, productions of our own mind. Kant’s argument is similar to a concept recently developed by American scientist Robert Lanza. This concept is biocentrism, which essentially asserts that our universe did not create life but rather life created the universe. Lanza even utilizes Kant’s arguments about space and time to illustrate his idea. It is a counter-intuitive idea but still remains a potential solution to the mystery of the universe.

How are prudence and experience related?

In Book VI of Aristotle’s Nicomachean Ethics, Aristotle intensively discusses knowledge in the form of Prudence, a form of virtue. In this section, he provides his take on the debate between teaching vs. experience as means to achieve something, the similar issue we face in Plato’s Protagoras in which Socrates argues whether good is learned or experienced. Unlike Socrates, Aristotle clearly states his opinion on this issue, which is discussed below.   Continue reading