sources of knowledge essay grade 10

Knowledge Is Power Essay

Knowledge is Power Essay

500+ words essay on knowledge is power.

An individual gets knowledge from every experience in life. The knowledge that a child receives in school decides his/her future life and place in society. Knowledge is related to knowing something. It is a sum of human understanding of the world, whether it is physical, biological, social, mental or spiritual. In simple terms, knowledge is the sum of human understanding of the material and mental reality, and power is defined as the capacity to make someone do something that he/she wants. So, knowledge makes us powerful. With the help of this essay, students will know the importance of knowledge and how it helps people to gain power. With the help of knowledge, we can easily solve any kind of problem in our lives. They can also refer to the list of CBSE essays to practise essays on different topics and improve their writing section.

What Does “Knowledge is Power” Mean?

Knowledge is Power is a proverb. It means that knowledge is more powerful than any type of physical strength. Knowledge empowers people to achieve great results. A knowledgeable person is respected in society. From the annals of history, we can see that great scholars and preachers like Aristotle and Swami Vivekananda are remembered even today. Good teachers and professors are still admired in society as they have ample knowledge that they share with students. With good knowledge and hard work, it is never too late to amass wealth to become so powerful.

To understand ‘knowledge is power’ more clearly, let’s take an example. Suppose a group of people get lost in a dark jungle, and only one of them knows the path out of the woods. So, he will show the path to others, and the rest of them will follow him. So, knowledge here made him win and gained him the power to lead the group members. In a similar way, society can also be taken as a jungle. In society, people get power with knowledge. Everyone silences to the knowledgeable person in society, and no one follows an ignorant person.

Relationship between Knowledge and Power

The sloka from Sanskrit exemplifies the greatness of education or knowledge. It clearly states the relationship between knowledge and power:

विद्यां ददाति विनयं,

विनयाद् याति पात्रताम्।

पात्रत्वात् धनमाप्नोति,

धनात् धर्मं ततः सुखम्॥

Vidya Dadati Vinayam,

Vinaya yaati Patrataam |

Patratvad Dhanamaapnoti,

Dhanaad Dharamam Tatah Sukham ||

The meaning of shloka is that through learning/knowledge, we get humility. Through humility, we get worthiness. From worthiness, we get wealth. From wealth, we do good deeds, and good deeds give us happiness. In simple words, it means that knowledge helps an individual to grow in society. It makes a person humble and disciplined. With humility and proper discipline, a person gets the height of achievement in life. With the achievement of success, a person is termed as powerful in society.

Knowledge is a very powerful tool which can be used in our daily life to improve ourselves, thereby, society and nation. It comes after many experiences. Sometimes a bad experience also teaches a very important lesson in life.

Students must have found this essay on ‘knowledge is power’ useful for improving their essay writing skills. They can get the study material and the latest update on CBSE/ICSE/State Board/Competitive Exams at BYJU’S.

Frequently Asked Questions on Knowledge is Power Essay

Why is knowledge an important resource.

The education and knowledge that a student receives at school (at a young age) help the child build his future and career in an appropriate, successful manner.

What is the meaning of the phrase ‘Knowledge is power’?

It means that knowledge and wisdom are stronger assets than physical or financial strength. It is important for a person to acquire knowledge before aiming for other things.

Does knowledge indicate only textual reading?

Knowledge automatically means impartition of moral values, ethics, behavioural etiquette, etc. Textual reading is only a basic and primary form of knowledge.

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Essay on Knowledge is Power

500 Words Essay On Knowledge is Power

Knowledge is the most substantial element in the world. It can make or break your life alone. Moreover, knowledge is what differentiates humans from animals . With knowledge, one can utilize their skills and make their lives better. When you have knowledge at your disposal, you can accomplish a lot in your life. The essay on knowledge is power will help you learn more about it.

Knowledge is Treasure

There are some people only who understand how important knowledge is. While every educated person may not be intelligent, it is true that every qualified person has an education .

It may seem like a strange statement but it is true. When you have the treasure of knowledge, you can drive a car or even fly an aeroplane. Similarly, you can crack puzzles and solve riddles with knowledge.

Therefore, it allows you to do the little as well as big things. When you have the knowledge, you can stop yourself from falling into the same trap. Also, you cannot buy knowledge. It is very essential to note this in this essay on knowledge is power.

It is a treasure that cannot be bought. You gain it and you earn it with your hard work. Therefore, the real gem is that of knowledge that will make you a successful person in life and help you gain power and respect.

Get the huge list of more than 500 Essay Topics and Ideas

Knowledge is a Bottomless Ocean

Knowledge is like a bottomless ocean . The more you dive deep into it, the deeper it will appear to you. Thus, there are no limits in the world of knowledge. When you desire knowledge, you thirst for riches unknown.

Once you taste the nectar of knowledge, you cannot restrain your desire for it. You only get the desire to gain more wisdom and acquire more knowledge. There is a proverb that tells us that people will worship the king in his kingdom alone but they will worship a man of knowledge all over the world.

In other words, a person with knowledge can find a home in any part of the world. The ocean of knowledge gives us broad thinking and makes us fearless. Moreover, our vision becomes clear through it.

Also, when you get the knowledge of various things like science, medicine, politics, and more, you can work for the betterment of the world. Knowledge gives birth to inventions and discoveries.

Conclusion of Essay on Knowledge is Power

All in all, knowledge allows people to flourish in life. Similarly, it also helps to hold off wars and abuse. It is responsible for bringing peace to the world and helping nations prosper. It can open doors to success and unite people like never before.

FAQ on Essay on Knowledge is Power

Question 1: What does Knowledge is Power mean?

Answer 1: When we say knowledge is power, we mean that a person with education has the power to control his life by making use of his knowledge. Moreover, it helps us overcome hurdles easily.

Question 2: Why is knowledge so important?

Answer 2: Knowledge improves our thinking and helps us solve problems. It is important because it enhances our reasoning and critical thinking to make better decisions in life and choose the correct path.

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Common Core State Standards Initiative

English Language Arts Standards » Writing » Grade 9-10

Standards in this strand:.

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Text Types and Purposes:

Production and distribution of writing:, research to build and present knowledge:, range of writing:.

Key Design Consideration
Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language
How to Read the Standards
College and Career Readiness Anchor Standards for Reading
College and Career Readiness Anchor Standards for Writing
College and Career Readiness Anchor Standards for Speaking and Listening
College and Career Readiness Anchor Standards for Language
Introduction for K-5
Kindergarten
Introduction for 6-12
Grade 11-12
Introduction
Language Progressive Skills
Measuring Text Complexity: Three Factors
Range of Text Types for K-5
Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
Staying on Topic Within a Grade & Across Grades
Range of Text Types for 6-12
Texts Illustrating the Complexity, Quality, & Range of Student Reading 6-12
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3 Sources of Knowledge: Rationalism, Empiricism, and the Kantian Synthesis

K. S. Sangeetha

Chapter Learning Outcomes

Upon completion of this chapter, readers will be able to:

Identify the main theories of the sources of knowledge, including rationalism, empiricism, and the Kantian synthesis.
Employ each theory to reconstruct the origins of a given instance of knowledge.
Differentiate the categories of knowledge that arise from the a priori / a posteriori , necessary/contingent, and analytic/synthetic distinctions.
Evaluate the merits of each theory.

Introduction

We all have many things going on in our minds, such as beliefs, desires, hopes, dreams, imaginary figures, knowledge, love, and hatred—to name a handful. Have you ever considered their source? How do they come to be part of the thinking process? How do they become ideas in our minds? Some philosophers attribute the source of our ideas to the senses, including the inward senses (such as emotions) and the five outward senses (sight, smell, hearing, taste, and touch). We might sense the world directly or indirectly through the thoughts of others. Some philosophers even claim that all our ideas must come from our senses. This claim holds that each of us is born with a mind that is like a tabula rasa (Latin for a “blank slate” or “blank tablet”) on which nothing is written and to which we add contents through experience as we become exposed to the world. Knowledge that is dependent on experience, or which arises after experience, is called a posteriori (Latin for “from the latter”). Since a posteriori knowledge is empirical (based on observation or experience), this view is called empiricism .

Opposed to empiricism is rationalism , the view that reason is the primary source of knowledge. Rationalists promote mathematical or logical knowledge as paradigm examples. Such knowledge can be grasped, they claim, through reason alone, without involving the senses directly. They argue that knowledge accessed through reasoning is eternal (i.e., it exists unchanged throughout the past, present, and future). For instance, two plus three remains five. Rationalists are impressed by the certainty and clarity of knowledge that reasoning provides, and they argue that this method should be applied to gaining knowledge of the world also. The evidence of the senses should be in conformity with the truths of reason, but it is not a prerequisite for the acquisition of these truths.

Knowledge that is independent of (or prior to) observation and experience is called a priori (Latin for “from the former”). Rationalists maintain that reason is the basis of a priori knowledge . But where do we ultimately get the ideas on which reason is based, if not from observation or experience? Rationalists tend to favor innatism , the belief that we are born with certain ideas already in our minds. That is, they are “innate” in us. Potential examples include mathematical or logical principles, moral sense, and the concept of God. While innatists claim that such ideas are present in us from birth, this does not guarantee our immediate awareness of their presence. Reason is the faculty that enables us to realize or access them. In what follows, innate ideas thus serve as the foundation of a model for rationalism. [1]

Rationalism’s Emphasis on A Priori Knowledge

French philosopher René Descartes (1596–1650) and German philosopher Gottfried Wilhelm Leibniz (1646–1716), two important rationalist thinkers, support the existence of innate ideas and their realization through reason. They argue that the truths revealed by such ideas are eternal, necessary, and universal.

For Descartes, there are different modes through which we acquire knowledge: some ideas are innate, some are externally sourced, and others are constructed by us. Descartes gives the example of the idea of God as innate in us, as well as the idea of one’s own existence ([1641] 1985, Third Meditation). According to Descartes, innate ideas like truths of geometry and laws of logic are known through reason independently of experience, because experience gives us only particular instances from which the mind discovers the universal ideas contained in them. Therefore, they are a priori . Descartes’s innate ideas have been compared to the stored information in a book. The ideas are in us, though not always present to the mind. Once we start reading the book, the contents reveal themselves to us, just as reasoning reveals our innate ideas to us. In other words, it is only through careful “reading” (thinking) that we come to understand which ideas are innate and which come to us from elsewhere.

Leibniz calls innate ideas “principles.” Like Descartes, Leibniz maintains that principles are accessed by reason. The universal nature of mathematical truths, for example, is not revealed by the senses. It is the faculty of reason that acquires universal truths from individual instances. Leibniz argues that a collection of instances based on the senses cannot lead us to necessary truths. At the same time, it is also clear that we can grasp many necessary truths, such as mathematics. Therefore, the mind is the source, which means these truths are there innately. However, innate ideas are not full-fledged thoughts for Leibniz: he holds that our minds are structured so that certain ideas or principles will occur to us once prompted by the senses, although they are not derived from the senses. Ideas and truths are innate in us initially as dispositions or tendencies rather than as actual conscious thoughts ([1705] 2017, Preface).

Opposing A Priori Knowledge by Rejecting Innate Ideas

The empiricist claim that all our knowledge comes from experience is in stark contrast to the concept of innate ideas. For empiricists, all knowledge is a posteriori , meaning acquired through or after experience. John Locke (1632–1704), a British empiricist philosopher, adopts two approaches to question innate ideas as the basis of a priori knowledge. Firstly, he shows that innate ideas are based on dubious claims; secondly, along with Scottish empiricist David Hume (1711–1776), Locke shows how empiricism is able to offer a better theory of knowledge through the a posteriori .

Locke starts by questioning the “universal nature” of innate ideas. He opposes the claim that innate ideas are present in all of us by noting that sufficiently young children, and adults without the requisite education, lack a concept of God or knowledge of logical or mathematical principles. Therefore, it is baseless to say that innate ideas are universal. It is through experience and observation that we acquire such ideas. That is, they are a posteriori ([1690] 2017, Book I).

Here Leibniz defends the innatist view from Locke’s objection by showing how children and those without the requisite education are capable of employing logical and mathematical principles in their everyday lives without understanding what they are or being able to articulate them in words ([1705] 2017, Book I). A child, to use an example of my own, knows without any confusion that she cannot be sitting in both parents’ laps at the same time. Similarly, those without formal mathematical training could still know that two adjacent triangular cornfields separated by a fence on their longest side can make a square cornfield by removing the fence that divides them. Evidently, as Leibniz argues, general principles of logic and mathematics are innate. But this does not mean that all innate ideas are universally held. It is possible that we all have innate ideas yet some of us are unaware of them.

Locke further argues, however, that there can be nothing in the mind of which it is unaware ([1690] 2017, Book II). Having innate ideas without being aware of them is not a viable position for Locke. An idea first has to be experienced or thought. How else could it be “in” the mind? On this point Leibniz disagrees with Locke: it is possible to have a plethora of ideas in our minds without being aware of them ([1705] 2017, Preface). For instance, suppose you absorb a “tune” playing in the marketplace without being consciously aware of it. The tune is not readily accessible or transparent to your mind, in that you cannot recall it; however, it may be recognizable upon hearing it again. So, it must have been “in” you somewhere in some sense. Similarly, an innate idea could be in your mind, without you yet being aware of it. We are born with the facility to realize innate ideas when favorable conditions obtain later in life, such as the ideas of beauty, justice, and mathematical truths.

Locke’s reply is that the realization of ideas or capacities in the right circumstances is applicable to all ideas—not just those which are purportedly innate ([1690] 2017, Book I). He challenges innatists to produce a criterion to distinguish innate from non-innate ideas. Leibniz responds with such a criterion: innate ideas are necessary (they must be true, cannot be false), whereas non-innate ideas are merely contingent (possibly true, possibly false). We can distinguish truths that are necessary (and therefore eternal on Leibniz’s view) from contingent truths dependent on varying matters of fact ([1705] 2017, Preface).

Empiricism’s Emphasis on A Posteriori Knowledge

Locke claims to show how the mind, which is like a tabula rasa at birth, acquires knowledge. For empiricists, experience alone furnishes our mind with simple ideas , which are the basic elements of knowledge. Once shown that all ideas can come from experience, it would be redundant to additionally posit innate ideas. So, does a posteriori knowledge lead us to reject a priori knowledge? Let us find out.

For Locke, knowledge based on experience is easy to understand. He asks us to suppose that we have innate ideas of colors and that we can also see colors with our eyes. In this case, since we don’t need to rely upon both, we go with our senses, because it is easier and simpler to understand knowledge derived from sense experience than from knowledge derived from some source of which we are unaware ([1690] 2017, Book I, Chapter ii, Para. 1). Here Locke applies the principle of Ockham’s razor , which suggests that as far as possible we should adopt simple explanations rather than complicated ones. [2] Simple explanations have the advantage of being less prone to error and more friendly to testing than complicated ones that do not add explanatory value.

The next question is whether a posteriori knowledge alone gives us adequate knowledge of the world. Let us take an instance of experiencing and thereby knowing a flower, such as a rose. As we experience the rose, its particular color, texture, and fragrance are the ideas through which we become aware of the object. But when we are not experiencing or sensing the rose, we can still think about it. We can also recognize it the next time we see the flower and retain the belief that it is sweet smelling, beautiful to look at, and soft to the touch. This shows that, in addition to sensing, the ability to form concepts about the objects we encounter is crucial for knowing the world. Experience also makes it possible for us to imagine what we have not directly experienced, such as a mermaid ([1690] 2017, Book III, Chapter iii, Para. 19). Such imaginings are made possible because we have directly experienced different parts of this imagined object separately. Conjoining these experiences in the mind in an ordered manner yields the imagined object ([1690] 2017, Book II, Chapter iii, Para. 5). Had we not experienced and thereby formed the concepts of a fish and a woman separately before, we would not be able to imagine a mermaid at present.

These considerations lead Locke to categorize all our sense experiences into simple and complex ideas. Simple ideas are basic and indivisible, such as the idea of red. Complex ideas are formed by the mind, either from more than one simple idea or from complex impressions ([1690] 2017, Book II, Chapters ii & xii). Complex ideas are divisible because they have parts. Examples include golden streets, an army, and the universe. My idea or concept of an object, whether simple or complex, can be ultimately traced back to its corresponding sense impressions.

Hume, another important empiricist philosopher, writes of ideas as the “copies” of “impressions.” Impressions are “vivid” and “lively” as received directly from sense experience. Hume also allows inward impressions, including jealousy, indignation, and so on. Ideas are mental copies of inward or outward impressions, rendering them “faint” or “feeble” (try comparing a perceptual experience with recalling it from memory) ([1748] 2017, Sections 1 & 2). Hume argues that where there are no impressions, there can be no ideas. A blind man can have no notion of color, according to Hume. One cannot be born with ideas that are not derived from any impressions. So, there are no innate ideas for Hume. However, he agrees that our tendencies to avoid pain, or to seek many of our passions and desires, are innate. Here I would argue that even these tendencies are based on our sense impressions and the corresponding ideas we form from those impressions. The mental inclination to repeatedly seek pleasure or avoid pain comes to us only after the first incident of exposure to either sensation.

In contrast to Descartes, even the idea of God falls under the a posteriori for Hume. Since none of us has experienced God directly, Hume argues, there is no impression of God available to us from which to form the corresponding idea. In Hume’s view, our imagination forms this idea by lavishly extending our experience of the good qualities possessed by people around us ([1748] 2017, Sections 1 & 11). Given that even the idea of God can be derived from sense impressions, this lends further support to the empiricist claim that all our ideas are a posteriori . Therefore, according to Hume, the rationalist claims for the existence of innate ideas and a priori knowledge are mistaken.

The Inadequacy of the Tabula Rasa Theory

A weakness of the empiricist’s tabula rasa theory can be exposed if we can show that not all our ideas are derived from corresponding impressions. However, this would not mean we must return to the rationalist’s theory of innate ideas, as we shall see. The plan is to explore a third alternative.

The presence of general concepts in our minds shows there is not always a one-to-one relation between ideas and corresponding sense impressions. For example, we see different instances of the color blue around us, and from these instances we form a general concept of blue. This general concept is not copied from one particular impression of blue, nor even from a particular shade of blue. We also have abstract concepts (such as justice, kindness, and courage), which are not traceable to corresponding sense impressions. In such cases, we experience different acts or instances of justice, kindness, and courage. But if these abstract concepts are copied from their particular impressions, then only these instances—and not the concepts themselves—would be in our minds. It follows that concepts are formed or understood rather than copied . Similarly, relational concepts (such as “on”-ness, betweenness, sameness, and the like) are realized not by copying the impressions involved. In fact, there are no impressions at all corresponding to these relational concepts. We instead receive impressions of particulars standing in such relations—the cat sitting on the mat, the English Channel flowing between the United Kingdom and Europe, one minus one equaling zero, and so forth.

In sum, the formation of general, abstract, and relational concepts in our minds shows that an uninterrupted flow of impressions would not constitute all the ideas we have. Instead, it requires that from birth the mind is at least partially equipped with a structure or architecture that enables it to make sense of the raw impressions it receives and to form concepts where there is no one-to-one correspondence between impressions and ideas. It challenges the authenticity of a tabula rasa . This takes us to a stage where we need to figure out the indispensable third alternative, which can facilitate a more complete knowledge of the world. This necessitates a crossover between the a priori and the a posteriori , or a reconciliation of the two.

Percepts-Concepts Combination

The immediacy and direct nature of sensations, impressions, and perceptions make them certain. [3] Let us briefly unpack this idea. Consider whether we can ever be wrong about our sensations. It is commonly thought that while we can be wrong about what the world is like, we cannot be wrong about the fact that we are having particular sensations. Even if you are dreaming this very second, and there is no actual book before your eyes, you cannot deny that you are having certain sensations resembling a white page and black font in the shape of words. Therefore, our sensations are certain and we cannot doubt that they exist. However, it is possible that sometimes we are unsure how to characterize a particular sensation. For instance, you may see a flashy car and be unsure whether the color is metallic green or gray. So, you might get into confusion in describing your sensation, but that does not affect the certainty and indubitability of the sensation itself, of what is here and now for you.

German philosopher Immanuel Kant (1724–1804) argues that for our perceptions to make sense to us, they should be received into concepts that exist within our minds.These structures of understanding allow our minds to process the impressions that we experience. Unless the manifold raw sensations we receive from experience are classified into different categories of understanding, we cannot make sense of them.

For instance, the mind should have the ability to recognize whether two sensations are similar or different, to say the least. Without this ability, we cannot make sense of experience. Or consider that we also perceive that objects are in space and time, stand in cause-effect relations, and belong to the categories of unity-plurality, assertion-negation, particular-universal, and the like. Here again, we are incapable of understanding any experience that is not processed through these categories. Kant argues, therefore, that space, time, causation, quantity, quality, and the like are represented to us in innate structures or concepts that our minds are fitted with prior to experience.

According to Kant, these categories are transcendental in the sense that they bridge the gap between mind and world. They are hidden structures, bridges, or concepts that occupy the otherwise blank slate and mold our way of thinking and experiencing the world. Of course, these concepts also require inputs, or percepts (the immediate objects of awareness delivered directly to us in perceptual experience through the senses). As Kant’s view is famously expressed, “Percepts without concepts are blind and concepts without percepts are empty” ([1781] 1998, 209).

So far, we have seen through various stages that rationalism and empiricism are incomplete. Kant’s transcendental idealism (as his view is called) strikes a balance, reconciling the two accounts. He combines sensory input and inborn concepts into a unified account of how we understand the world. Before we conclude the chapter with the final step in Kant’s approach, let us return to Descartes and Hume once again, the two philosophers who most influenced Kant.

Synthetic A Priori Knowledge

Descartes thinks that reason alone can provide certainty to all human knowledge. Intuition and deduction are tools through which the faculty of reason operates. Intuition is the capacity to look inward and comprehend intellectual objects and basic truths. Being a geometrician, Descartes thinks that deduction (the type of reasoning whereby the truth of the conclusion is guaranteed by the truth of the premises) should be used for gaining knowledge of the world, starting with the input of “clear and distinct” ideas. [4] Since intuition is dissociated from the evidence of the senses, the truths it unfurls can be known a priori . The result is that substantial knowledge of the world can be acquired a priori ([1701] 1985).

According to Hume, there are two ways in which reasoning aims to gain knowledge of the world: through “relations of ideas” and through “matters of fact” ([1748] 2017, Section 4). Hume thinks that the method of deduction establishes relations between the ideas we have already acquired through experience (e.g., that a mother is a woman parent). These relations of ideas are the kind of truths that we find in logic and mathematics (for instance, the proposition that a circle is round). They are true by definition. Such truths are necessary or certain (their denials lead to contradiction). They are also known a priori , since they do not rely on how the world is. For this reason, relations of ideas and deduction do not yield substantive new knowledge of the world; the knowledge they impart is already understood by us (as the above examples show), even if our understanding is merely implicit within the premises of a deductive argument whose conclusion makes it explicit.

Matters of fact , for Hume, are based on observation and experience. Some of them are generalizations arrived at by induction from particular instances. Inductive truths are uncertain. They are at best probable , since they are dependent on how the world is. For instance, we have the experience of heat from fire so far; but we cannot be certain that this will be the case tomorrow also (maybe we will unexpectedly feel some other sensation like cold from fire). We expect that the future will resemble the past, but we cannot be certain about it. [5] Matters of fact provide us with a posteriori truths, which are contingently true (their denials can be conceived without contradiction). Since matters of fact are not true by definition, they add substantive new information to our existing knowledge, unlike relations of ideas ([1748] 2017, Section 4).

A rationalist initially, Kant was influenced by the division in knowledge made by Hume. Only a combination of reason and experience can give us adequate knowledge, according to Kant. He begins by providing an account of relations of ideas, which he terms analytic truths . In sentences that express analytic truths, the predicate term is already “contained” in, or is the meaning of, the subject term. For example, in the sentence, “a circle is round,” the predicate “round” is contained in the subject, “circle.” To take another standard example, in “a bachelor is an unmarried man,” the predicate “unmarried man” is the meaning of the subject term, “bachelor.” We cannot deny such truths without contradiction. They are necessarily true, which means that they’re true regardless of how the world is. Since we do no need to examine the world to tell whether they’re true, analytic truths are knowable a priori ([1781] 1998, 146, 157). [6]

Kant terms matters of fact synthetic truths : the predicate term is neither contained within nor is the meaning of the subject term. Synthetic truths are not true by definition. As such, it stands to reason that they are based on observation, and therefore must be a posteriori (although, as we will soon see, Kant argues that this is not the case for all synthetic truths). For instance, consider the proposition, “George the bachelor is a writer.” We have new information here about a particular person named “George” being a bachelor and writer, and experience is required to find this out. Since the opposites of synthetic truths are not contradictory, they are contingent ([1781] 1998, 147, 157). [7]

Kant maintains that only synthetic truths are capable of providing substantive new information about the world. That said, our sense experiences do not passively enter our minds, but do conform to our innate mental structures to facilitate knowledge. Since these structures work independently of experience, they are a priori . These innate a priori structures of our minds—our concepts—are actively engaged in making sense of our experiences ([1781] 1998). They do so by discriminating and organizing the information received in experience. But again, the ability to perform this activity presupposes that the world which furnishes both the information and our concepts is itself structured in a way that enables intelligibility. The particular ways in which the world must be structured—its space-time and cause-effect relations, for example—yield substantive truths about reality. These truths hold not merely because of the meanings of words or the logical forms of sentences. They are synthetic. And since we arrived at this result by way of a priori reflection, Kant argues that we possess “synthetic a priori ” knowledge of the world—a previously unrecognized category of knowledge, now to be added to the standard categories of synthetic a posteriori and analytic a priori knowledge. (See Table 1 below for a summary of these categories.)

There remains the question of how our concepts discriminate and organize the information received from the senses. These goals are achieved through acts of synthesis. By “synthesis,” Kant means “the act of putting different representations [elements of cognition] together, and grasping what is manifold in them in one cognition” ([1781] 1998, 77).

Kant explains three types of synthesis: the process starts with “synthesis of apprehension in perception,” passes through “synthesis of reproduction in imagination,” and ends with “synthesis of recognition in a concept” ([1781] 1998, 228–34). For Kant, apprehension in perception involves locating an object in space and time. The synthesis of reproduction in imagination consists in connecting different elements in our minds to form an image. And synthesis of recognition in a concept requires memory of a past experience as well as recognizing its relation to present experience. By recognizing that the past and present experience both refer to the same object, we form a concept of it. To recognize something as a unified object under a concept is to attach meaning to percepts. This attachment of meaning is what Kant calls apperception (Guyer 1987).

Apperception is the point where the self and the world come together. For Kant, the possibility of apperception requires two kinds of unity. First, the various data received in experience must themselves represent a common subject, allowing the data to be combined and held together. Second, the data must be combined and held together by a unified self or what Kant calls a “unity of consciousness” or “unity of apperception.” Kant concludes that because of such unity, all of us are equally capable of making sense of the same public object in a uniform manner based on our individual, private experiences. That is, we are in an unspoken agreement regarding the mind-independent world in which we live, facilitated by our subjective experiences but regulated by the innate mental structures given to us by the world. In sum, Kant’s theory makes possible shared synthetic knowledge of objective reality. [8] In conclusion, by considering the debate between rationalists and empiricists culminating in Kant’s synthesis, this chapter has shed light on the issue of how we achieve substantive knowledge.

Box 1 – Kant’s Copernican Revolution in Epistemology

In his Critique of Pure Reason , Kant sums up his epistemology by drawing an analogy to the Copernican Revolution (the shift in astronomy from a geocentric to a heliocentric model of the universe, named after Nicolaus Copernicus (1473–1543), the sixteenth-century Polish mathematician and astronomer):

Up to now it has been assumed that all our cognition must conform to the objects; but all attempts to find out something about them a priori through concepts that would extend our cognition have, on this presupposition, come to nothing. Hence let us once try whether we do not get farther with the problems of metaphysics by assuming that the objects must conform to our cognition, which would agree better with the requested possibility of an a priori cognition of them, which is to establish something about objects before they are given to us. This would be just like the first thoughts of Copernicus, who, when he did not make good progress in the explanation of the celestial motions if he assumed that the entire celestial host revolves around the observer, tried to see if he might not have greater success if he made the observer revolve and left the stars at rest. Now in metaphysics we can try in a similar way regarding the intuition of objects. If intuition has to conform to the constitution of the objects, then I do not see how we can know anything of them a priori; but if the object (as an object of the senses) conforms to the constitution of our faculty of intuition, then I can very well represent this possibility to myself. Yet because I cannot stop with these intuitions, if they are to become cognitions, but must refer them as representations to something as their object and determine this object through them, I can assume either that the concepts through which I bring about this determination also conform to the objects, and then I am once again in the same difficulty about how I could know anything about them a priori, or else I assume that the objects, or what is the same thing, the experience in which alone they can be cognized (as given objects) conforms to those concepts, in which case I immediately see an easier way out of the difficulty, since experience itself is a kind of cognition requiring the understanding, whose rule I have to presuppose in myself before any object is given to me, hence a priori, which rule is expressed in concepts a priori, to which all objects of experience must therefore necessarily conform, and with which they must agree. ([1781] 1998, B xvi–B xviii)

Questions for Reflection

Given the assumption that the propositions below are known to be true, label each one as (i) analytic or synthetic, (ii) necessary or contingent, and (iii) a priori or a posteriori . If any are debatable, state your opinion and explain your reasons.
All triangles have three sides.
The figure drawn on the board is a triangle.
If the figure drawn on the board is a triangle, the figure has three sides.
It is not the case that [latex]1+2 = 5[/latex].
Some birds can fly.
All flying birds can fly.
The sun will rise tomorrow.
It is morally wrong to harm innocent people for personal gain.
The average apple is larger than the average grape.
“Mark Twain” and “Samuel Clemens” are different names for the same person.
Mark Twain is Samuel Clemens.
Water is H 2 0.
Water is more abundant on Earth than on other planets in our solar system.
God either exists or does not exist.
Choose your own example of a posteriori knowledge. Then write a mini-essay that carefully traces its origins in a plausible manner. Use as many of the terms in the word bank below as possible (but feel free to also use other terms that appear in the chapter, especially those in bold). For definitions, you may wish to consult the glossary.
Explain, in your own words, the main arguments for and against innatism.
Explain, in your own words, the main arguments for and against the tabula rasa theory.
How is it possible to avoid both innatism and the tabula rasa ? What is the third alternative?
Many philosophers view synthetic a priori knowledge in a skeptical light. Why might this be a difficult category to make sense of? How did Kant explain and defend it? Summarize his view in your own words.
Consider the claim that “There is no synthetic a priori knowledge.” If this claim were true, could it be analytic? If it were true, could it be known a posteriori ? If the claim is true but cannot be analytic or a posteriori , would it have to be synthetic a priori ? If so, is it possible to consistently hold this claim?
Which do you find most plausible—rationalism, empiricism, or the Kantian synthesis? Summarize your main reasons for thinking so.

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Knowledge is Power Essay

Essay on Knowledge is Power

Knowledge means understanding of something such as facts, information, description and skills. It is the source of power to man and this distinguishes him from other creatures of the universe. Though man is physically weaker than many animals, for he cannot see as far as an eagle, nor carry heavy loads as some animals. Nevertheless he is the most powerful creature on earth. This power basically comes to him from knowledge not from physical strength. ‘Knowledge is power’ means that a man has education and a complete control on his life by using the strength of knowledge.

The ability to acquire knowledge, preserve and pass it on to the future generation makes man powerful. It enables him to control the forces of nature and use them for his benefit. This power of knowledge, if used wisely can bring happiness to mankind. Knowledge leads to wisdom, respect and consequently power.

Why is Knowledge Powerful?

Knowledge does not always come with power. Knowledge is the state of awareness or understanding and learning of specific information about something and it is gained from experience or study. This means a person has the resources to express his views dynamically and make intelligent decisions based on his every day situations, awareness and understanding.

This doesn’t make a man powerful. A man is said to be powerful when he uses his knowledge to mobilize in the right direction. When a man has the ability or capacity to act or perform effectively with his knowledge then he gains Power.

Benefits of Knowledge

Knowledge is important to shape our personality and perfect our behavior and dealings with people.

Knowledge hones thinking skills. Knowledge is necessary in order to be able to formulate an opinion or develop a line of thought.

A person gets the power to analyze and assert situations by his knowledge.

With knowledge, a man can master the techniques of adjusting and accommodating with changes in the surroundings and life situations.

Knowledge helps a man to face adversities and stay balanced.

It is a key to removing the darkness of ignorance.

Knowledge helps in enhancing more options in the professional career of the individuals.

Knowledge helps in boosting confidence in individuals.

Education and knowledge together can provide better governance to the country.

A nation can have true democracy when the citizens of the country are knowledgeable about both social and economic conditions.

Prospective of Knowledge

Education is a key to success and this statement holds true as being knowledgeable can lead to a successful life. Knowledge will never diminish like any physical entities. In fact, the evolution of civilization in our society has happened due to the increase in the knowledge base of humans. Progress in the medical field has been made possible by developing rational thinking through the use of knowledge. Knowledge is the foremost tool of empowerment. It is the key to success in life. Knowledge, along with the power to think and analyze, differentiate men from animals. Knowledge teaches us to be humble and compassionate. People with very humble backgrounds have risen to power and wealth, on the strength of knowledge and skill. Only this can maintain harmony in the society.

Writing the Knowledge is Power Essay

Writing the Knowledge is Power Essay can be quite easy. Before you start the essay, collect all the details about the proverb to understand its meaning. This way, you can curate a meaningful essay with all the right facts and relevant points. Moreover, you should know the correct format for writing an essay. You can refer to the Knowledge is Power Essay available on Vedantu’s website to understand the format and learn more about the topic. Here are some tips to follow while writing your own essay on Knowledge is Power:

Gather all the information you can from textbooks to the Internet about knowledge before you begin the essay.

Once you have collected all the details, start your essay with an insightful introduction to the topic to give the readers an idea of what they will be learning from the essay.

While writing the main body, do not go off-topic and write irrelevant points. Everything you write should be entirely focused on the topic i.e. Knowledge is Power.

Add a good conclusion at the end to summarize the entire essay and give your final statement about the topic i.e. Knowledge is Power.

Once you have completed the essay, proofread it to find mistakes and rectify them immediately.

If you have time, revise the essay and check whether you can add more powerful points to make your writing more effective.

Points to be included in the Knowledge is Power Essay

Before you start writing your Knowledge is Power Essay, you should have a clear understanding of what points to include. This will save a lot of your time and help you finish the essay in much less time. You can gather all the information regarding the topic i.e. Knowledge is Power, and then start writing. Here are the points that you can add in the essay:

In the introduction, write mainly about that specific proverb, i.e. Knowledge is Power, to give your reader an idea of what you are reading.

When you come to the main body, add relevant points and explain your opinions on the topic. For example, you can write about why knowledge is considered powerful or the benefits of knowledge.

Try adding quotes related to the topic in your essay to make it more impactful. You can use these quotes before your opening statement or support the information in the main body.

While writing your conclusion, add a broad statement that summarizes the essay. Do not add any new ideas or information in the conclusion. You only have to sum up the entire Knowledge is Power Essay at this stage.

FAQs on Knowledge is Power Essay

1. How Do You Define Knowledge?

Knowledge means understanding of facts, information, description and skills. It refers to awareness of something gained by education or experience. Here are the three different types of knowledge:

Explicit Knowledge: It refers to the type of knowledge that can be easily documented, stored, curated, and accessed. For example, information available in textbooks, the internet, etc.

Implicit Knowledge: The practical application of explicit knowledge is known as implicit knowledge. For example, how to drive a car or how to swim.

Tacit Knowledge: Any knowledge gained from personal experiences and context is known as tacit knowledge. For example, body language, leadership, humour, etc.

2. Why is Knowledge Considered Powerful?

Knowledge is powerful because a man can mobilize his life into the right direction. Knowledge can be both creator and destructive of our society. Through knowledge only, one can differentiate between right and wrong and make an informed decision. It also helps you plan your future and takes you on the path to success. With more knowledge, you will be able to overcome your weaknesses and gain more self-confidence. It encourages a positive attitude towards life and keeps you motivated to survive and thrive in the real world.

3. Mention Two Benefits Of Knowledge.

Knowledge is something that you gain throughout your life. It comes with an infinite number of benefits and keeps you on the right track. Knowledge encourages you to act morally and help others in any way possible. Moreover, it boosts your confidence to face any difficulty without being dependent on others. The two benefits of knowledge are:

Knowledge shapes our personality and behavior with others.

Knowledge with proper education can provide better governance to a nation.

4. Why is Less Knowledge Dangerous?

Less knowledge or half knowledge is very dangerous as it leads a man to a benighted condition for the rest of his life. He will never be able to excel in any field to the fullest. Less knowledge can mislead a person into making wrong decisions that have a negative impact on his/her life. Usually, people with less knowledge are only aware of the major aspects of a subject. They do not focus on the minor aspects, which gives them an unbalanced view of that particular subject.

5. From where can I get the Knowledge is Power Essay?

You can get the Knowledge is Power Essay from Vedantu’s official website and mobile app. Vedantu provides you with the Knowledge is Power Essay without charging you anything. You can just visit our website and search for the essay to get access to it. Moreover, we offer a huge variety of study material for the English language to help students get better at the subject. You will find various topics of grammar, letter writing, speech writing, and much more only on Vedantu.com. Use all this study material to improve your writing skills and gain more knowledge about the English language.

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Guide to the TOK Essay

What’s covered:.

What is Theory of Knowledge (TOK)?
What is the Theory of Knowledge Essay?

How is the Theory of Knowledge Essay Scored?

How to structure your theory of knowledge essay.

The International Baccalaureate Diploma Programme (IB/IBDP) is a rigorous and rewarding internationally based educational program that offers courses in numerous studies, from humanities to chemistry. Students take part in a two-year curriculum that includes external examinations, internal assessments, research papers and community service hours. Essentially, students will have to do a bit of everything, especially with IB’s core, which is CAS, TOK, and the extended essay (EE). Understanding how TOK, IB’s flagship class, is assessed with its essay is important to success in the course overall.

What is Theory Of Knowledge (TOK)?

Theory of Knowledge is IB’s way of introducing a more intuitive way of thinking into classrooms. TOK is at its surface as simple as it sounds: you essentially learn the “what” and “why” of how we learn and understand knowledge. In order to assess students of their skills in TOK, IB uses an essay and a presentation. The essay makes up 67% of your total TOK score, making it the most important task to focus on for getting a high score.

What is the Theory Of Knowledge Essay?

The TOK essay is a 1600 word essay written about topics usually given to students from their teachers from a list of numerous options. It is an essay that promotes arguments and counterarguments for the topic at hand. Understanding your ways of knowing (WOKs) and areas of knowledge (AOKs) is extremely crucial before you even start choosing a topic to write on, as your essay will revolve around and structure itself based on these two concepts. Being able to demonstrate higher-level thinking and using examples to solidify the points you make in your essay is also important. Additionally, you’ll need to reference every source of information that you use, since that is something examiners look for as well.

As said earlier, 67% of your grade is from the essay, and your overall TOK score receives a letter grade using a calculated score out of thirty. Your essay score and presentation score are each out of ten. The grades for your TOK presentation and essay are determined by sending material to the board of IB, from which they designate a grader/examiner to read your essay and grade based on a rubric that determines the level of knowledge you exhibit in your writing.

The following formula should better explain how to find your TOK grade.

(presentation score) + (essay score * 2) = overall score out of 30

The grade boundaries out of 30 that determine your letter grade can vary each year so checking in with your school for the most recent ones is the best course of action, but an example set would be like this:

Once you have a letter grade for IB, your extended essay, which is another part of the core, is also included into a larger grading schema to calculate your core score, which is three additional points required to complete and earn the diploma. The following table details this grade further:

Doing well in the core is important to passing IB and getting three points out of the total 45 attainable points.

There’s a trick that most IB students use in writing the TOK essay, and it boils down to understanding four key components of learning:

Content : Understanding knowledge issues
Clarity : Structuring your essay in a legible and clear/easy to read manner
Creativity : Using your personal ways of thinking and applications of knowledge specific to your understanding of the knowledge issue
Critical Thinking : Using a counter argument for every argument you have to analyze your own claims constantly

Dividing your actual essay into three main chunks helps, starting with an introduction. Your introduction should be where you state your knowledge question, the central point of your essay, and you should make use of jargon specific to the concept. As the basis of your essay, the introduction should be where you form claims and counterclaims that either support or challenge the knowledge question through heavy analysis and evaluation.

The body of the essay follows the introduction, and it is where most of the conceptual analysis of your knowledge question takes place. Every argument and its counterargument should have a dedicated paragraph of its own, and make sure to not jump back and forth too much throughout the essay. to avoid creating messy transitions for the reader and potentially harming your score. Understanding the essay from the reader’s point of view is important, as it will help you better understand how to structure the body of your essay.

A conclusion in the TOK essay is mainly for finding closure among the numerous arguments that have been taking place thus far in the essay. Make sure to summarize but not repeat previous information entirely to refresh the reader. A conclusion should essentially loop back to the beginning of the essay, the knowledge question. The knowledge question’s answer should be the conclusion and the stopping point of the essay, and by now the answer you provide should be backed by paragraphs of supporting claims and counterclaims. If done right, concluding the essay can be how you earn most of your points.

Start Early

Starting early is an obvious and effective advantage to students. Aside from TOK, let alone the presentation, IB has substantial work that requires focus and allocated time dedicated to it, such as external examinations and the extended essay. These tasks are equally as important as the TOK essay, so starting your outlining, drafting or even just planning early will set you up for success.

Send Your Drafts to Your Teacher

Your TOK teacher is a great resource for drafting essays and making edits to perfect your final product. Making use of time outside of the classroom to catch your teacher for a quick review of your essay could be a bigger advantage than you realize. Making use of an outside perspective is essential to forming a great essay.

While your final IB grade isn’t as important as you’d think regarding college admissions, understanding how to pass TOK and using the lifelong practices you’ll learn in the class is even more important. TOK creates students who think outside conventional methods, making them excellent candidates in the eyes of college admissions offices. Taking TOK and showing proof of understanding it as well as capability of academic rigor is what colleges are looking for. For more information on how your chances of college admissions might look, use CollegeVine’s admissions calculator !

Grade 10 Social Studies: Primary Sources

Big History Project
Cite Your Sources This link opens in a new window
Evaluate Your Sources This link opens in a new window
Primary Sources
Annotated Bibliography

Primary and Secondary Sources

What is a Primary Source?

A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include:

ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records
CREATIVE WORKS: Poetry, drama, novels, music, art
RELICS OR ARTIFACTS: Pottery, furniture, clothing, buildings

Examples of primary sources include:

Diary of Anne Frank - Experiences of a Jewish family during WWII
The Constitution of Canada - Canadian History
A journal article reporting NEW research or findings
Weavings and pottery - Native American history
Plato's Republic - Women in Ancient Greece

What is a secondary source? A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of seconday sources include:

PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias

Examples of secondary sources include:

A journal/magazine article which interprets or reviews previous findings
A history textbook
A book about the effects of WWI

Search by keyword for Primary Sources Perform a keyword search for your topic and add one of the words below: (these are several examples of words that would identify a source as primary)

correspondence
early works
manuscripts
personal narratives

From “What is a Primary Source?.” Princeton University . <http://www.princeton.edu/~refdesk/primary2.html>

Docs Teach The online tool for teaching with documents, from the National Archives
Fordham University Primary source documents for the study of history.
History Digital Library Online Historical Documents
Internet Archive The Internet Archive and Open Library offers over 6,000,000 fully accessible public domain eBooks.
Internet History Sourcebooks Project The Internet History Sourcebooks Project is a collection of public domain and copy-permitted historical texts presented cleanly (without advertising or excessive layout) for educational use.
Library of Congress - American Memory American Memory provides free and open access through the Internet to written and spoken words, sound recordings, still and moving images, prints, maps, and sheet music that document the American experience.
Smithsonian Source Resources for teaching history.
Spartacus Educational Educational materials and primary source documents.
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Next: Annotated Bibliography >>
Last Updated: Apr 19, 2023 3:23 PM
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EssayBanyan.com – Collections of Essay for Students of all Class in English

Essay on Knowledge

“Learning gives creativity, Creativity leads to thinking, Thinking provides knowledge, and Knowledge makes you great”. These lines had been said by our former president and great scientist Dr. A.P.J. Abdul Kalam focusing on the importance of knowledge. It is the power of knowledge that made human beings become civilized and work for their betterment from an uncivilized early man.

Short and Long Essays on Knowledge in English

Knowledge is considered to be the greatest wealth of human beings that help in attaining success which in turn makes the society and nation progress. Hope these essays will be useful for you.

Knowledge Essay 10 Lines (100 – 150 Words)

1) Knowledge is man’s greatest asset.

2) Knowledge is important to decide good and bad for ourselves.

3) Knowledge helps people to attain success.

4) Time and experience are the major sources of knowledge.

5) We need knowledge for performing every task in our life.

6) Books, education, and people help us to acquire knowledge.

7) Knowledge helps in developing a good personality.

8) Knowledgeable people are respected everywhere.

9) Knowledge is the base of invention and development.

10) Knowledge grows by sharing, so we should always make positive use of our knowledge.

Essay 1 (250 Words) – Knowledge

Introduction

Knowledge can be defined as the facts and information that a person comes to learn in his whole life. Different people have different levels of knowledge. Knowledge is mainly concerned with what we see and recognize.

What is Knowledge?

We try to know about different things and that tendency to know and learn about different things, events, or phenomenon is called knowledge. Knowledge about anything helps us in understanding things from our own perspective. The main aspect is that we should know about that thing.

Knowledge helps us in understanding the difference between right and wrong. We learn and acquire knowledge throughout our life. The knowledge acquired is based on experience. People who have lived for more years have more access to everything. They have attained the information as a result of their experience. We can judge a person’s knowledge by the way it is applied in any situation. We can be called knowledgeable if we have information about most things.

People who are having knowledge can understand the problems in a better way and further by the power of their understanding can find out the solution. Merely having knowledge about anything does not mean that we can get success in that field. It depends upon this thing that how we are applying the same. A person without knowledge is unable to understand many things. Knowledge helps us in calculations, solving puzzles, riding a bike, driving a car, etc.

Knowledge makes a person act sensibly and wisely. It helps a person in the development of his personality.

Essay 2 (400 Words) – Knowledge is a Lifelong Process and Leads to Inventions

Knowledge is like an ornament. As ornament adds beauty, the same way knowledge makes us wise and adds beauty to our personality. Knowledge is attained by experience. It depends on us whether we have the capability of learning or not. When we have information about anything then only we can further make the judgment. Debates, group interactions, people around us, and several books are different ways by which we can acquire learning and enhance our knowledge.

Knowledge is a Lifelong Process

Knowledge is not acquired at an instant. The whole life we learn and gain knowledge. Knowledge increases day by day. We work on the process of learning to gain more knowledge. We should have a good reading habit to get new ideas and information. The application of our knowledge in the right direction leads us to become successful. We must keep our senses open to perceive and learn different things from our surroundings.

Knowledge is the greatest wealth that one can have. It cannot be stolen neither it fades; instead, it increases day by day. It makes us understand different things, and therefore we can differentiate between right and wrong. Children do not know everything by birth but slowly and slowly learn different activities. Many of us have studied from different subjects but in reality, we do not have good knowledge about the subject. The people with good knowledge are successful in life as they are humble and helping in the same way as a tree overloaded with fruits bends down showing modesty and respect.

Knowledge can Lead to Inventions

The knowledge we possess is turned to the invention is applied in a better way. The different technologies, machinery, and the development we see around us are the results of the application of knowledge or ideas of human beings. We are blessed to have a brain that differentiates us from animals. We have the ability to think, speak, and remember many things in our life. Education is one of the ways to gain knowledge. The development of interest in any particular aspect makes us find more information about that thing. Further, if the information is used up by human beings wisely in a creative manner will lead to the betterment of the society and nation.

Knowledge is a valuable asset to mankind. Knowledge helps people in achieving the goal of their life along with the inculcation of moral values. The people who are learned help in the betterment of society and nation and are respected by all.

Essay 3 (500 – 600 Words) – Knowledge: Source, Advantages and Disadvantages

Knowledge is basically what one learns and understands in their daily life. Every one of us performs several activities in our daily life. We learn about those activities and understand them well, this is also the knowledge. The level of knowledge depends upon our age experience and profession. The perspective of a scientist will be different from a student and a normal person. Knowledge helps in the building of our personality and helps us in getting a good profession.

Source of Knowledge

Knowledge is not attained in one day but it is a lifelong process. People keep on learning about different things from birth until death. There are many sources from where we can get a lot of information and hence it will help us in the process of constant learning and gaining knowledge.

The group interaction, discussion, and communication with our family members and friends will help us to get more information on different topics. Each of us thinks differently and therefore has a different perspective of learning. Therefore when different people are expressing their views and ideas on one platform we can learn many new things from them .
The most preferred option for learning nowadays is the internet. Many students and people are dependent on the internet to get information about anything. The Internet provides updated information on any topic. People find the internet as an easy source of learning.
Books, articles, newspapers, and magazines are also an aid to provide knowledge about different subjects. This also helps us in knowing the current affairs in chronological order.
Teachers and parents are the ones who teach us moral values along with different subjects. Parents are the first teacher of the students and a child learns all the basic activities from their parents. In schools, the teacher is responsible for the all-round development of an individual.

Advantages and Disadvantages of Knowledge

Everything has both positive and negative effects. In the same way, knowledge has many of the better impacts but negative too. The whole thing depends upon the way it is utilized and applied. The advantages and disadvantages of knowledge are enlisted below:

Knowledge helps us in the building of our personality. The knowledge about different things will help in becoming a better person in society.
Knowledge helps us in identifying right and wrong. If we have knowledge then only we can figure out about anything.
Knowledge helps us in achieving our goal. It helps us to become doctors, scientists, engineers, artists, etc, in this way we are helping in the progress of our society and nation.
Knowledge helps in the removal of the darkness of illiteracy.
If we have proper knowledge or information about anything, then we can talk efficiently on that topic. We can also help others in understanding the topic. This reveals that knowledge helps in building up our confidence.
Knowledge helps in learning different skills which in turn will help us to get better employment opportunities.
The knowledge that has been gained by continued efforts when applied positively leads to the development of the nation.

Disadvantages

The positive application of knowledge is beneficial but if the same knowledge is used in a negative way will lead to destruction and loss. There are many people who have good knowledge about many things but they are making their ideas to work negatively which is dangerous for humanity. The manufacturing of weapons and their use for mass killing is the negative use of knowledge. This is leading to the loss of lives of innocent people.

Practice Reading to Gain Knowledge

The regular habit of reading benefits us with different ideas, facts, and information. Reading also helps in the building of our vocabulary which is also the enhancement in our knowledge. It is necessary to inculcate the habit of reading in students from a very young age. It will be beneficial to them as they will develop the capability of problem-solving and recognizing the facts from the very beginning.

Knowledge helps us in correlating things that bring in us a better understanding. Knowledge remains with us throughout our life and makes us better human beings.

FAQs: Frequently Asked Questions

Ans . Knowledge is to know or understand something by studying or experience.

Ans . The word knowledge has been derived from the Greek word Gnosis which means knowing through observation.

Ans . Epistemology is the name given to the philosophical study of knowledge.

Ans . Knowledge makes us intelligent and increases our problem-solving capability.

Ans . Knowledge applied in a negative way becomes dangerous for society and the nation.

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Praxis Core Writing

Course: praxis core writing > unit 1.

Argumentative essay | Quick guide

Source-based essay | Quick guide

Revision in context | Quick guide
Within-sentence punctuation | Quick guide
Subordination and coordination | Quick guide
Independent and dependent Clauses | Video lesson
Parallel structure | Quick guide
Modifier placement | Quick guide
Shifts in verb tense | Quick guide
Pronoun clarity | Quick guide
Pronoun agreement | Quick guide
Subject-verb agreement | Quick guide
Noun agreement | Quick guide
Frequently confused words | Quick guide
Conventional expressions | Quick guide
Logical comparison | Quick guide
Concision | Quick guide
Adjective/adverb confusion | Quick guide
Negation | Quick guide
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Research skills | Quick guide

Source-based essay (30 minutes)

insightfully explains why the concerns are important, supporting the explanation with effective links between the two sources and well-chosen reasons, examples, or details
incorporates information from both sources to identify and explain important concerns regarding the issue discussed in the sources
organizes and develops ideas logically
displays effective sentence variety
clearly displays facility in the use of language
is generally free from errors in grammar, usage, and mechanics
cites both sources when paraphrasing or quoting
clearly explains why the concerns are important, supporting the explanation with clear links between the two sources and relevant reasons, examples, or details
organizes and develops ideas clearly
displays some sentence variety
displays facility in the use of language
adequately explains why the concerns are important, supporting the explanation with some links between the two sources and adequate reasons, examples, or details
shows control in the organization and development of ideas
displays adequate use of language
shows control of grammar, usage, and mechanics, but may display errors
limited in explaining why the concerns are important
incorporates only one source to identify and explain concerns regarding the issue discussed in the sources, or incorporates two sources inadequately
limited in supporting the explanation (establishes only a weak link between the sources and/or offers inadequate reasons, examples, or details)
limited control in the organization and development of ideas
an accumulation of errors in the use of language
an accumulation of errors in grammar, usage, and mechanics
cites sources when paraphrasing or quoting
fails to explain why the concerns are important
incorporates only one source weakly or fails to identify concerns regarding the issue discussed in the sources
offers weak support for the explanation (no link between the sources and/or few or no relevant reasons, examples, or details)
weak organization or very little development
frequent serious errors in the use of language
frequent serious errors in grammar, usage, and mechanics
fails to cite any sources when paraphrasing or quoting
contains serious and persistent writing errors or
is incoherent or
is undeveloped or
is off-topic

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Essay On ‘Knowledge Is Power’ – 10 Lines, Short & Long Essay For Kids

Key Points to Remember When Writing An Essay on ‘Knowledge Is Power’ For Lower Primary Classes

10 lines on ‘knowledge is power’ for kids, a paragraph on ‘knowledge is power’ for children, short essay on ‘knowledge is power’ for kids in 150 words, long essay on ‘knowledge is power’ in english for children, what your child will learn from the essay.

Knowledge is the most powerful thing in the world we live in today. Knowledge enriches the journey called life, and wisdom ensures survival. Being knowledgeable translates into being aware, smart, and valued. Kids need to learn this fact very early; they need to know that success and respect seldom knock on the door without knowledge. Kids can learn and remember this by writing an essay on the topic. In this article, we present to you some sample ‘Knowledge Is Power’ essays in English your child can read and understand before they write their own essay. These essays on ‘Knowledge Is Power’ are suitable for classes 1, 2 and 3.

Writing an essay on a topic as extensive as ‘knowledge’ needs clarity of thoughts that kids in the lower grades lack. These key points can help your child draft a good composition on the topic.

The essay needs to have a well-rounded introduction regarding what knowledge is and how it is the source of power in today’s world. The idea of power needs clarity.
The body of the essay should cover points like how having knowledge helps, how it provides an edge, enhances personality, opens up opportunities, etc.
The conclusion should have a summary of all the points mentioned above.

Kids need to understand the importance of acquiring knowledge from an early age. Therefore, they are often asked to create write-ups on topics that teach them life skills. Here are a few lines on ‘Knowledge Is Power’ for kids looking for sample 10-line essays for classes 1 and 2.

Our ability to acquire knowledge in any field makes us unique as human beings.
Knowledge is boon when applied for the betterment of society.
Awareness of the present and the past makes us smart and bright and gives us an edge in society.
Knowledge leads to wisdom and a better understanding of things around.
With knowledge, we can have better control of our lives and contribute well to the liberation of humankind.
Nobody can progress without appropriate knowledge.
Knowledge eradicates ignorance.
Knowledgeable people can take futuristic decisions in life.
Knowledge can outshine all kinds of disabilities.
Knowledge increases on sharing.

Writing on topics like ‘Knowledge Is Power’ is an enriching experience for kids. Below is a sample for your child to better understand how they can write a paragraph on the topic.

Having knowledge can be defined as the continuous process of being aware of specific facts, processes, skills, information, description, etc., crucial for growth and better life quality. ‘Knowledge is power’ is a phrase we have heard for ages. It establishes the importance of knowledge in one’s life. It signifies that knowledge is the kind of treasure nobody can steal, and the more you share it, the more it will grow. Our ability to learn new things makes us superior and unique from other creatures. It helps us overcome all problems in our lives and therefore, is an authentic power against all ignorance.

Here is a short 150-word essay on the topic for classes 1, 2 and 3:

Everyone has heard that knowledge is power. But what kind of power can a knowledgeable person have? Power, in this case, stands for the ability to make the right life decisions to perform efficiently and effectively in this dynamic world. And this ability comes with proper knowledge. Knowledge enhances cognitive abilities and allows us to seek meaningful solutions to all kinds of problems. It is essential to understand that knowledge cannot be bought; it is an unending process of learning and exploration. If someone wants to drive a car, they need to have the right driving techniques. Once they know how to drive a car, they have acquired the ability to drive the vehicle out on the road. It is all related; all kinds of skills need knowledge and constant practice. Knowledge influences growth in life.

Acquiring knowledge should be the ultimate goal of a person, and kids should understand this sooner. Given below is an essay for class 3 on the topic.

A country grows and becomes powerful by having the right amount of knowledgeable people as its citizens. They can help boost economic and social development, which is the actual testimony of power. Knowledge brings positivity, exclusivity and, most importantly, wisdom in understanding right and wrong. Let’s explore more about the phrase ‘Knowledge Is Power’.

Meaning And Origin Of The Phrase ‘Knowledge Is Power’

‘Knowledge is power’ is a very commonly used phrase as it establishes the importance of knowledge in an individual’s life and elaborates on the power a knowledgable person can hold. The credit for enlightening us with this phrase goes to Sir Francis Bacon, an English philosopher. The term ‘ipsa scientia potestas est’ first appeared in one of Francis’s Latin works called ‘Meditationes Sacrae’ (1597), which in English means ‘knowledge itself is power’. But, it is also said to have come from a phrase Sir Francis Bacon’s secretary, Thomas Hobbes, wrote for the first time in his version of Leviathan in 1668, ‘scientia potentia est’, which means ‘wisdom is power’.

Why Knowledge Is Important And How It Gives Us Power

Acquiring knowledge is an unending process of learning and simultaneous growth. Nobody can negate its importance in an individual’s life and the power it holds. It can get us better job opportunities, help us make sensible decisions, and provide us with appropriate guidance to solve any problem. It also helps us gain respect, wealth, and standing in society. Knowledge equips us with clarity of thoughts and helps us express our views confidently.

Benefits Of Knowledge

It provides clarity of thoughts and enables us to form appropriate opinions.
It helps in acquiring specific life-changing skills.
Helps us differentiate between right and wrong.
Boost confidence and helps in enhancing personality.
It helps us contribute toward the emancipation of society.
It prepares us to face problems.
Eradicates ignorance and encourages positivity.
It helps us hone skills in a progressing environment.
It opens up better job options and stimulates personal growth.
A nation develops multiple folds with the help of knowledgeable citizens.

Why Knowledge Is More Valuable Than Money

Money may end without proper knowledge, but knowledge can help us earn and save money and also gain returns on it. So yes, knowledge is more valuable than money, which is why it is often referred to as being the only treasure a person can have that increases with sharing.

Why Insufficient Knowledge Is Dangerous

One should have proper and complete knowledge of everything because insufficient knowledge will not add value and direction to their life. They are bound to become biased, which will hamper their sense of judgment in the long run. Thus, insufficient knowledge will lead to mistakes and impact growth opportunities.

The Best Ways To Improve Knowledge

We can seek professional guidance for acquiring knowledge in a particular field. However, there are some more ways we can improve our knowledge. Being observant and a good listener, socialising with intelligent people, reading books and newspapers, and staying updated are a few ways to do so. Being inquisitive about things around us will boost our thirst for knowledge.

Your child will learn the importance of continuous learning to make better decisions in life. They will also understand that they can lead a happy and satisfactory life with knowledge.

A kid should understand the importance of acquiring knowledge early on, and writing an essay on the topic is a good way of doing that.

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NPR defends its journalism after senior editor says it has lost the public's trust

David Folkenflik

NPR is defending its journalism and integrity after a senior editor wrote an essay accusing it of losing the public's trust. Saul Loeb/AFP via Getty Images hide caption

NPR is defending its journalism and integrity after a senior editor wrote an essay accusing it of losing the public's trust.

NPR's top news executive defended its journalism and its commitment to reflecting a diverse array of views on Tuesday after a senior NPR editor wrote a broad critique of how the network has covered some of the most important stories of the age.

"An open-minded spirit no longer exists within NPR, and now, predictably, we don't have an audience that reflects America," writes Uri Berliner.

A strategic emphasis on diversity and inclusion on the basis of race, ethnicity and sexual orientation, promoted by NPR's former CEO, John Lansing, has fed "the absence of viewpoint diversity," Berliner writes.

NPR's chief news executive, Edith Chapin, wrote in a memo to staff Tuesday afternoon that she and the news leadership team strongly reject Berliner's assessment.

"We're proud to stand behind the exceptional work that our desks and shows do to cover a wide range of challenging stories," she wrote. "We believe that inclusion — among our staff, with our sourcing, and in our overall coverage — is critical to telling the nuanced stories of this country and our world."

NPR names tech executive Katherine Maher to lead in turbulent era

She added, "None of our work is above scrutiny or critique. We must have vigorous discussions in the newsroom about how we serve the public as a whole."

A spokesperson for NPR said Chapin, who also serves as the network's chief content officer, would have no further comment.

Praised by NPR's critics

Berliner is a senior editor on NPR's Business Desk. (Disclosure: I, too, am part of the Business Desk, and Berliner has edited many of my past stories. He did not see any version of this article or participate in its preparation before it was posted publicly.)

Berliner's essay , titled "I've Been at NPR for 25 years. Here's How We Lost America's Trust," was published by The Free Press, a website that has welcomed journalists who have concluded that mainstream news outlets have become reflexively liberal.

Berliner writes that as a Subaru-driving, Sarah Lawrence College graduate who "was raised by a lesbian peace activist mother ," he fits the mold of a loyal NPR fan.

Yet Berliner says NPR's news coverage has fallen short on some of the most controversial stories of recent years, from the question of whether former President Donald Trump colluded with Russia in the 2016 election, to the origins of the virus that causes COVID-19, to the significance and provenance of emails leaked from a laptop owned by Hunter Biden weeks before the 2020 election. In addition, he blasted NPR's coverage of the Israel-Hamas conflict.

On each of these stories, Berliner asserts, NPR has suffered from groupthink due to too little diversity of viewpoints in the newsroom.

The essay ricocheted Tuesday around conservative media , with some labeling Berliner a whistleblower . Others picked it up on social media, including Elon Musk, who has lambasted NPR for leaving his social media site, X. (Musk emailed another NPR reporter a link to Berliner's article with a gibe that the reporter was a "quisling" — a World War II reference to someone who collaborates with the enemy.)

When asked for further comment late Tuesday, Berliner declined, saying the essay spoke for itself.

The arguments he raises — and counters — have percolated across U.S. newsrooms in recent years. The #MeToo sexual harassment scandals of 2016 and 2017 forced newsrooms to listen to and heed more junior colleagues. The social justice movement prompted by the killing of George Floyd in 2020 inspired a reckoning in many places. Newsroom leaders often appeared to stand on shaky ground.

Leaders at many newsrooms, including top editors at The New York Times and the Los Angeles Times , lost their jobs. Legendary Washington Post Executive Editor Martin Baron wrote in his memoir that he feared his bonds with the staff were "frayed beyond repair," especially over the degree of self-expression his journalists expected to exert on social media, before he decided to step down in early 2021.

Since then, Baron and others — including leaders of some of these newsrooms — have suggested that the pendulum has swung too far.

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Legendary editor marty baron describes his 'collision of power' with trump and bezos.

New York Times publisher A.G. Sulzberger warned last year against journalists embracing a stance of what he calls "one-side-ism": "where journalists are demonstrating that they're on the side of the righteous."

"I really think that that can create blind spots and echo chambers," he said.

Internal arguments at The Times over the strength of its reporting on accusations that Hamas engaged in sexual assaults as part of a strategy for its Oct. 7 attack on Israel erupted publicly . The paper conducted an investigation to determine the source of a leak over a planned episode of the paper's podcast The Daily on the subject, which months later has not been released. The newsroom guild accused the paper of "targeted interrogation" of journalists of Middle Eastern descent.

Heated pushback in NPR's newsroom

Given Berliner's account of private conversations, several NPR journalists question whether they can now trust him with unguarded assessments about stories in real time. Others express frustration that he had not sought out comment in advance of publication. Berliner acknowledged to me that for this story, he did not seek NPR's approval to publish the piece, nor did he give the network advance notice.

Some of Berliner's NPR colleagues are responding heatedly. Fernando Alfonso, a senior supervising editor for digital news, wrote that he wholeheartedly rejected Berliner's critique of the coverage of the Israel-Hamas conflict, for which NPR's journalists, like their peers, periodically put themselves at risk.

Alfonso also took issue with Berliner's concern over the focus on diversity at NPR.

"As a person of color who has often worked in newsrooms with little to no people who look like me, the efforts NPR has made to diversify its workforce and its sources are unique and appropriate given the news industry's long-standing lack of diversity," Alfonso says. "These efforts should be celebrated and not denigrated as Uri has done."

After this story was first published, Berliner contested Alfonso's characterization, saying his criticism of NPR is about the lack of diversity of viewpoints, not its diversity itself.

"I never criticized NPR's priority of achieving a more diverse workforce in terms of race, ethnicity and sexual orientation. I have not 'denigrated' NPR's newsroom diversity goals," Berliner said. "That's wrong."

Questions of diversity

Under former CEO John Lansing, NPR made increasing diversity, both of its staff and its audience, its "North Star" mission. Berliner says in the essay that NPR failed to consider broader diversity of viewpoint, noting, "In D.C., where NPR is headquartered and many of us live, I found 87 registered Democrats working in editorial positions and zero Republicans."

Berliner cited audience estimates that suggested a concurrent falloff in listening by Republicans. (The number of people listening to NPR broadcasts and terrestrial radio broadly has declined since the start of the pandemic.)

Former NPR vice president for news and ombudsman Jeffrey Dvorkin tweeted , "I know Uri. He's not wrong."

Others questioned Berliner's logic. "This probably gets causality somewhat backward," tweeted Semafor Washington editor Jordan Weissmann . "I'd guess that a lot of NPR listeners who voted for [Mitt] Romney have changed how they identify politically."

Similarly, Nieman Lab founder Joshua Benton suggested the rise of Trump alienated many NPR-appreciating Republicans from the GOP.

In recent years, NPR has greatly enhanced the percentage of people of color in its workforce and its executive ranks. Four out of 10 staffers are people of color; nearly half of NPR's leadership team identifies as Black, Asian or Latino.

"The philosophy is: Do you want to serve all of America and make sure it sounds like all of America, or not?" Lansing, who stepped down last month, says in response to Berliner's piece. "I'd welcome the argument against that."

"On radio, we were really lagging in our representation of an audience that makes us look like what America looks like today," Lansing says. The U.S. looks and sounds a lot different than it did in 1971, when NPR's first show was broadcast, Lansing says.

A network spokesperson says new NPR CEO Katherine Maher supports Chapin and her response to Berliner's critique.

The spokesperson says that Maher "believes that it's a healthy thing for a public service newsroom to engage in rigorous consideration of the needs of our audiences, including where we serve our mission well and where we can serve it better."

Disclosure: This story was reported and written by NPR Media Correspondent David Folkenflik and edited by Deputy Business Editor Emily Kopp and Managing Editor Gerry Holmes. Under NPR's protocol for reporting on itself, no NPR corporate official or news executive reviewed this story before it was posted publicly.

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Knowledge is Power Essay

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English Language Arts Standards » Writing » Grade 9-10

Text Types and Purposes:

3 Sources of Knowledge: Rationalism, Empiricism, and the Kantian Synthesis

Introduction

Rationalism’s Emphasis on A Priori Knowledge

Opposing A Priori Knowledge by Rejecting Innate Ideas

Empiricism’s Emphasis on A Posteriori Knowledge

The Inadequacy of the Tabula Rasa Theory

Percepts-Concepts Combination

Synthetic A Priori Knowledge

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Essay on Knowledge is Power

Why is Knowledge Powerful?

Benefits of Knowledge

Prospective of Knowledge

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