Proposition: Knowledge is fueled by experience, influenced by perception and expressed in a strictly subjective manner
When creating a theory of what knowledge is I came to understand that it is fueled through experience. Whether that experience is physical (one is creating an understanding that fire is hot by touching it) or mental (one is creating an understanding that fire is hot by reading about it). There are so many different ways in which people can begin to understand and gain knowledge of different topics, just as there are many ways in which they encode that knowledge.
Klob’s theory of the experiential learning cycle outlines that there are four steps in the cycle of learning through experience: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.
Concrete Experience involves encountering a new situation or the reinterpretation of an existing experience.
Reflective Observation involves reflecting on the experience being sure there are no inconsistencies on the experience and the understanding of it.
Abstract Conceptualization involves the discovery of new ideas or the abstract understanding that come to mind through reflections.
Active Experimentation involves the learner applying new knowledge to real life in order to see what may result.
In Klob’s theory, all parts of the cycle are necessary for a person to fully gain knowledge. No one category can be effective on its own.
Knowledge can be perceived differently person to person. Many people have different learning styles which affect how they learn and what they gain from their experiences. Klob’s theory also involves the different styles of learning that people may have. Different variables affect a person’s learning style, and how they perceive their experiences. For example, social environment, educational experiences, or the basic cognitive structure of the individual all play a role in how that person learns.
Klob’s theory involves four different learning styles: Diverging, Assimilating, Converging, and Accommodating.
Diverging (feeling and watching – CE/RO): People who use the learning style of diverging knowledge are often able to look at things from different perspectives. These people are sensitive to their surroundings, themselves and others. These learners prefer to watch rather than do, tending to gather information and using their imagination to solve problems. Diverging learners are best at viewing concrete situations at several different viewpoints and perform better in situations that require idea generation e.g. brainstorming. Diverging learners are generally more social as they prefer to work in groups, to listen with an open mind and to receive personal feedback.
Assimilating (watching and thinking – AC/RO):People who use the learning style of Assimilating knowledge use a logical approach when solving problems or interpreting information. These people value ideas and concepts over information from other people. They require a good clear explanation of a concept rather than a practical opportunity to physically use their knowledge.Assimilating learners excel at understanding a wide range information and organizing that information in clear logical formats. These people are more attracted to logically sound theories than approaches based on practical value. They prefer readings, lectures, exploring analytical models, and having time to think things through when attempting to gain new knowledge and understanding.
Converging (doing and thinking – AC/AE): People who use the learning style of converging knowledge can solve problems and will use their knowledge to find solutions to practical issues.They prefer technical tasks, and are less concerned with people and interpersonal aspects of thinking.These learners are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems which enables them to specialize in technological tasks.
Accommodating (doing and feeling – CE/AE): People who use the learning style of accommodating knowledge tend to be ‘hands-on’ learners, and rely on their intuition rather than logic. They use other people’s analysis, and prefer to take a practical, experiential approach when solving problems. These learners are often attracted to new challenges and experiences, and to carrying out plans. They act on ‘gut’ instinct rather than logical analysis and are the most prevalent learners in the general population.
A typical representation of Klob’s learning styles looks something like this:
The east-west axis of the cycle is called the Processing Continuum. This is how we choose to approach a task. The north-south axis is called the Perception Continuum which is our emotional response to our experience.
Many people agree that knowledge is obtained when a person is able to express that knowledge. While I believe that one does not have to express their knowledge to have it I do agree that the best way to prove that one has obtained an understanding of something is to express that understanding. When attempting to express knowledge, it becomes clear that knowledge obtained through experience is often subjective. In an article titled Subjective Knowledge by Rich Stutton he writes of the subjective view point. Explaining that:
“In it, all knowledge and understanding arises out of an individual’s experience, and in that sense is inherently in terms that are private, personal, and subjective. An individual might know, for example, that a certain action tends to be followed by a certain sensation, or that one sensation invariably follows another. But these are its sensations and its actions There is no necessary relationship between them and the sensations and actions of another individual. To hypothesize such a link might be useful, but always secondary to the subjective experience itself.”
He touches on what would conventionally be argued as objective knowledge. Information such as science and math involving definite particles and equations with definite solutions and concrete explainings. He talks about the objective, realist view explaining the belief that knowledge is objective in that
“In this view there is a reality independent of our experience. This would be easy to deny if there were only one agent in the world. In that case it is clear that that agent is merely inventing things to explain its experience. The objective view gains much of its force because it can be shared by different people. In science, this is almost the definition of the subjective/objective distinction: that which is private to one person is subjective whereas that which can be observed by many, and replicated by others, is objective.”
He points out both the flaws and the appeal of these views pointing out that:
“The appeal of the objective view is that it is common across people. Something is objectively true if it predicts the outcome of experiments that you and I both can do and get the same answer. But how is this sensible? How can we get the same answer when you see with your eyes and I with mine? For that matter, how can we do the “same” experiment?”
Stutton concludes that knowledge is subjective; a point that I whole heartily agree with. Knowledge is biased as no one person will experience, perceive and express their knowledge exactly the same way as another. Thus my theory of knowledge is that knowledge is fueled by experience, influenced by perception and expressed in a subjective manner.