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Theory of knowledge
Introduction
It is a well-documented fact; the theory of knowledge entails the process of discovering as well as, sharing students views about knowledge issues that can be achieved in gaining knowledge. In essence, theory of knowledge is concern with areas of knowledge, ways of transcending knowledge, justifications on knowledge claims and the nature of acquiring knowledge For the past years, there have been a contentious issue concerning whether it is possible to attain knowledge; despite the problem of bias and selection (Hobhouse 15). Despite the fact, many have opposed the fact; it is possible to gain knowledge despite the problem of bias and selection. With this regard, this paper seeks to support the fact that, it is possible to attain knowledge despite the problems of bias. This will be based at the history of area of knowledge with the titanic event where the owner of the ship doesn’t add extra safety boats to ruin the image of the ship.
Titanic event
According to Lehrer (20) the level understanding of the scientific method tends to describe the observation made in the concept of knowledge indicating how bias can be minimized. With this regard, Lehrer acclaim the fact that, it is possible to gather essential knowledge despite the problem of bias. Based on the concept of Titanic event, whether or not bias acted as problems with no doubt; the results have been generated in addition, useful knowledge being gathered.
Hobhouse (18) argue that, within the time of construction, titanic was the largest ship ever built. It was built by Wolff of Belfast and Harland in early nineteen hundred years. Subsequently, it was equipped with design technology including watertight compartments designed to seal off the event of punctured hull. With this in mind, because of the safety features designed in technology many assumed to be unsinkable.
Nevertheless, in 1912, the titanic sank estimated to be the most possible accident of the sea. Following the Titanic tragedy, scientists researched on what caused the titanic disaster and in their findings; they found design flaws and material flaws. When the Titanic crashed with the iceberg, the wrought iron and the hull steel failed due to the brittle fracture. In this regard, scientist argues that, the type of catastrophic failure within the structural materials occurs at awfully high speeds (Lehrer 28). Subsequently, the cause of the brittle fracture includes impact of loading, low temperature, high content of sulphur in addition, high speeds. Following this argument from scientists, the three factors were present during Titanic disaster. In facts; the Titanic traveled at high speed, the water temperature was much below freezing point, hull steel had high levels of sulphur in addition, and there was an impact on the iceberg.
With this in regard, it is noteworthy that, despite the problem in bias; knowledge can be achieved. This can be outline in the concept of scientists establishing the possible cause for Titanic disaster. In addition, the second concept that led to Titanic Disaster was the recuperation of the hull steel from Titanic wreck, which was noted by scientist. The steel edges were shattered in addition; the metal never bends. The result concerning the facts was showed after the test was done which later confirmed that, the plates never deformed; instead they fractured when the Titanic clouted the iceberg. Following Titanic disaster, the confirmation and the selective quotation of the cause has been part of the knowledge process. The scientific methods have been designed to ensure that knowledge work objectively without biases.
The history of Titanic disaster is filled with known explanations to the scientists expanding knowledge through more rigorous testing, new facts and scientific advances. In other words, researchers have expanded their knowledge in the discovery reflecting on Titanic Disaster. Having established the causes of the Titanic tragedy; it was established that, the tragedy was not the fault of the designers but; it was caused by the ship moving in to ice field and at full speed. In this context, Morton (39) raises a contentious issue that, the counterclaims of the Titanic tragedy has been considered assisting in testable explanation form about the similar tragedy in the future. Typically, science knowledge has been a broad sense of knowledge similarly, been used in modern terms reducing man ignorance through establishing better ways of eradicating future tragedies. For students specializing with engineering; they have obtained diverse instructional materials thus, increasing knowledge and increasing knowledge. Typically, it has been possible for many students to attain knowledge thus, improving their quality aspect in technology. Thus, when knowledge is expanded, the facts obtained are powerful explanation. Such an explanation indicates the concept that, it possible to attain knowledge, despite the problems of bias along with the selection.
Theories of Knowledge
In essence, scientists attempt to acquire knowledge through scientific methods. In reality, various interpretations when reading primary sources are always subject to revision of historians work for the reason that, historians constantly make judgments in order to interpret historical events. According to Barczewski (45), the theory of Plato’s conception on knowledge introduces knowledge to be the perception of true judgment. In this regard, the theory outline knowledge to be true beliefs mostly proved with facts. In facts, Plato theory indicates that, the learning process is essential in the process of acquiring knowledge. In conjunction with this, Plato theory of knowledge outlines that, a man keeps on hunting knowledge through the learning process. Interestingly, the theory outlines that, despite the problems of bias with selection made; it is possible to attain knowledge. The theory recalls that, the true judgment with an account or experience equates to knowledge. With this in mind, Plato theory proposes that true knowledge engages more senses in the sense that, one needs to grasp the existence in order to know the truth and in turn attain knowledge. In reality, the theory outlines that, an individual keeps acquiring knowledge, and an important aspect is that, problem of bias in essence, enlightened an individual to attain the complete infallible truth.
Lehrer (22) argue that, Edmund Gettier in his theory of knowledge acclaim that; the more an individual learn the world, the more he becomes more confident to the certain claim. Additionally, the Gettier theory states that, for an individual to attain knowledge; he or she needs justifications interpreted in an accurate way, Which failure to that, leads to problems of bias. In general, philosophers knowledge argument outline that, knowledge is the disagreement or agreement of two ideas (Hobhouse 25). In this case, knowledge changes an individual to become more ground for action in addition, making an individual more effective in action. In other words, knowledge can be articulated in individual experience in problem of bias. This means that, an individual can attain knowledge despite the problems made in bias. In conjunction with this, it is possible for an individual to attain knowledge in the sense that, knowledge involves facts, principles and study investigations which despite the problem of bias can be attained.
Conclusion
In facts, knowledge is concern with facts, skills and information acquired through education experiences, problem of bias or practical understanding of the subject. To attain knowledge, an individual requires reasoning, learning and perception. As discussed in the paper, the assumption of attaining knowledge despite the problems in bias is a contentious debate. In this regard, based on the Titanic tragedy, it is with no doubt; the cause of the tragedy has enabled the scientists to expand their knowledge aiming to eradicate such tragedies in the future. According to Barczewski (50), scientists have established causes of the tragedy and as a result, have expanded knowledge. In addition, Plato and Gettier theory indicates how an individual keeps acquiring knowledge. With no doubt; this enlightened an individual to attain the complete- infallible truth thus avoiding problems of bias. Subsequently, philosophers outline that, knowledge is the disagreement or agreement of two ideas. Thus, problem of bias does not hinder the aspect of attaining knowledge. With these facts, one can claim that, it is possible to attain knowledge despite the hazards of bias and selection. With this regard, this paper has analyzed how it is possible to attain knowledge despite problems in bias and selection.
Work cited
Barczewski, Stepahanie. Titanic: a night remembered. New York: Continuum International Publishing Group, 2006. Print
Hobhouse, L. The Theory of Knowledge: A Contribution to Some Problems of Logic and Metaphysics. New York: Kessinger Publishing, 2005. Print
Lehrer,Keith. Theory of knowledge. New York: Westview Press, 2000. Print
Morton, Adam. A guide through the theory of knowledge. Washington DC: Wiley-Blackwell, 2002. Print
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