by Dr E. Ramanathan Phd
The three statements—knowledge is created, knowledge is transferred, and knowledge is derived—are all valid, depending on the context and purpose. Here’s an analysis and justification for each:
1. Knowledge is Created
- Argument: Knowledge creation involves the generation of new ideas, discoveries, and innovations, which often occurs through research, experimentation, and synthesis.
- Justification: In science and education, knowledge is created when original experiments yield new results or when theories are developed to explain natural phenomena. For example, advancements in chemistry like the discovery of the structure of DNA or the periodic table demonstrate knowledge creation.
2. Knowledge is Transferred
- Argument: Knowledge transfer is the process by which existing knowledge is shared between individuals, institutions, or generations.
- Justification: This happens in educational systems, mentorship, and publications. For instance, the teaching of chemistry through textbooks and lectures exemplifies the transfer of established knowledge from experts to students.
3. Knowledge is Derived
- Argument: Derived knowledge refers to conclusions or insights gained by applying or analyzing existing knowledge.
- Justification: This is evident in practical applications like designing a new chemical process using known principles of thermodynamics and kinetics. Derived knowledge also plays a role in problem-solving, where logical deductions are made from established facts.
Conclusion
Each statement captures an aspect of how knowledge evolves and is utilized. Creation reflects the birth of new understanding, transfer ensures continuity, and derivation applies existing knowledge to new scenarios. Together, they form a comprehensive cycle essential for human progress. The relevance of each depends on the specific situation or goal at hand.
Now let us discuss the various dimensions of Knowledge.
The “Knowledge Wheel” you reference is a conceptual framework often used to explore the dynamics of knowledge awareness and ignorance. This model can be dissected into four quadrants based on awareness and understanding:
1. I Know What I Know
- Explanation: This represents conscious knowledge—what we are fully aware of and can articulate or apply.
- Examples:
- A student knows how to solve quadratic equations and is confident in their ability to do so.
- A chemist knows the periodic table and uses it effectively in research.
- Significance: This is the most familiar zone and reflects expertise and confident knowledge.
2. I Don’t Know What I Know
- Explanation: This is subconscious knowledge—skills, habits, or information we use without realizing we know it.
- Examples:
- Driving a car, where motor skills and reflexes operate automatically without conscious thought.
- A scientist who instinctively applies a principle learned long ago without explicitly recalling the source.
- Significance: This zone reflects implicit knowledge and habits. It highlights the importance of uncovering hidden competencies.
3. I Don’t Know What I Don’t Know
- Explanation: This is the realm of absolute ignorance, encompassing things we are not even aware of as gaps in our understanding.
- Examples:
- Someone unaware of a groundbreaking scientific theory or field of study, like quantum computing, if they’ve never encountered it.
- A student who has never heard of a specific advanced topic in organic chemistry.
- Significance: This is the largest and most intriguing zone because it represents infinite potential for discovery and learning. It underlines the necessity of curiosity, exploration, and education.
4. I Know What I Don’t Know
- Explanation: This is conscious ignorance, where one is aware of their lack of knowledge or skill.
- Examples:
- A biologist who knows they need to learn coding for data analysis.
- A student who recognizes their need to improve in a specific topic, like chemical kinetics.
- Significance: This is a motivating zone, prompting action to acquire new knowledge and bridge gaps.
The Claim: “The Portion of ‘I Don’t Know’ is Maximum”
This observation is true and aligns with the reality of human understanding:
- Reasoning: The universe of possible knowledge is vast, and each individual knows only a tiny fraction of it. The largest area is the unknown (both unconscious and conscious ignorance), far exceeding what is known.
- Implication: It is a humbling reminder to remain curious, open-minded, and ready to explore new domains.
Visualizing the Knowledge Wheel
A pie chart or Venn diagram can depict these quadrants, with the “I Don’t Know What I Don’t Know” portion dominating the chart. It reflects how knowledge acquisition is a journey with no endpoint.
Conclusion
The Knowledge Wheel is a powerful tool for self-reflection and growth. By acknowledging the vastness of the unknown, individuals and societies can strive for learning, innovation, and greater understanding. The humility of recognizing “I don’t know what I don’t know” is essential for progress and intellectual exploration.
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What is the difference between knowledge and wisdom?
“Knowledge is derived from pusthaka (book) to masthaka (head)”, says Bhagawan Sri Sathya Sai Baba. He adds that “Wisdom is derived from Experience.”
Knowledge and Experience should grow together like parallel tracks of rails of train.
Recently R. Sainath, forwarded a beautiful message on how the reading is interpreted at various levels. Let me display here his forwarded message. Indeed, this infographics triggered me to write this article on Knowledge. I have also included the idea of wheel of knowledge once discussed by Dr E. G. Rajan, my elder brother.
