Areas of knowledge: Difference between revisions

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The processing of knowledge consists of 4 stages<ref>Markus, L. M. (2001)</ref>:
The processing of knowledge consists of 4 stages<ref>Markus, L. M. (2001)</ref>:


Data -> Information -> Knowledge -> Wisdom.
Data - > Information - > Knowledge - > Wisdom.


Areas of knowledge can also be called '''body of knowledge''' and consist of the most important [[information]] and data about [[management]] processes<ref>Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)</ref>.
Areas of knowledge can also be called '''body of knowledge''' and consist of the most important [[information]] and data about [[management]] processes<ref>Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)</ref>.
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They are study local knowledge unique to a given culture or society.
They are study local knowledge unique to a given culture or society.
As a result of internal and external influences they are very dynamic.
As a result of internal and external influences they are very dynamic.
When researching local knowledge systems, it is important to study [[communication]] methods, decision processes, thinking processes.(2011, p. 1–10)<ref>Fox H. E., Mascia M. B. and others (2011)</ref>.
When researching local knowledge systems, it is important to study [[communication]] methods, decision processes, thinking processes.(2011, p. 1-10)<ref>Fox H. E., Mascia M. B. and others (2011)</ref>.


==Examples of Areas of knowledge==
==Examples of Areas of knowledge==
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==References==
==References==
* Fox H. E., Mascia M. B. and others (2011). ''[https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1755-263X.2011.00207.x Reexamining the science of marine protected areas: linking knowledge to action]''. Policy Perspective, USA, Conservation Letters 5, p. 1–10.
* Fox H. E., Mascia M. B. and others (2011). ''[https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1755-263X.2011.00207.x Reexamining the science of marine protected areas: linking knowledge to action]''. Policy Perspective, USA, Conservation Letters 5, p. 1-10.
* Lima, R. M., Mesquita, D., Flores, M. A., Marinho-Araujo C., Rabelo M. (2015). ''[https://core.ac.uk/download/pdf/55638606.pdf Industrial Engineering and Management Curriculum Profile: Developing a Framework of Competences]''. International Journal of Industrial Engineering and [[Management]] (IJIEM), Vol. 6 No 3, p. 121-131.  
* Lima, R. M., Mesquita, D., Flores, M. A., Marinho-Araujo C., Rabelo M. (2015). ''[https://core.ac.uk/download/pdf/55638606.pdf Industrial Engineering and Management Curriculum Profile: Developing a Framework of Competences]''. International Journal of Industrial Engineering and [[Management]] (IJIEM), Vol. 6 No 3, p. 121-131.  
* Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012). ''[https://repositorium.sdum.uminho.pt/bitstream/1822/20080/1/2012%20_jnl%20IJIEM_IEMcurriculum_vol3_no2_4.pdf An analysis of knowledge areas in industrial engineering and management curriculum]''. International Journal of Industrial Engineering and Management, 3(2), 75-82.
* Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012). ''[https://repositorium.sdum.uminho.pt/bitstream/1822/20080/1/2012%20_jnl%20IJIEM_IEMcurriculum_vol3_no2_4.pdf An analysis of knowledge areas in industrial engineering and management curriculum]''. International Journal of Industrial Engineering and Management, 3(2), 75-82.
* Markus, L. M. (2001). ''[http://www.sietmanagement.fr/wp-content/uploads/2016/04/markus_knowledge_reuse.pdf Toward a theory of knowledge reuse: Types of knowledge reuse situations and factors in reuse success]''. Journal of management information systems, 18(1), 57-93.
* Markus, L. M. (2001). ''[http://www.sietmanagement.fr/wp-content/uploads/2016/04/markus_knowledge_reuse.pdf Toward a theory of knowledge reuse: Types of knowledge reuse situations and factors in reuse success]''. Journal of management information systems, 18(1), 57-93.


==Footnotes==
==Footnotes==
<references/>
<references/>
{{a|Daria Ziętara}}
{{a|Daria Ziętara}}
[[Category:Project management]]
[[Category:Project management]]

Latest revision as of 16:47, 17 November 2023

What is knowledge?

"Knowledge is a structured and interpreted set of information. The ability to use, modify and create knowledge is wisdom." Such a definition can be given on the basis of the article (Markus L. M., 2001)[1].

The processing of knowledge consists of 4 stages[2]:

Data - > Information - > Knowledge - > Wisdom.

Areas of knowledge can also be called body of knowledge and consist of the most important information and data about management processes[3].

Types of areas of knowledge

There are many types of areas of knowledge which can be used is knowledge management and develop in company to improve creativity and innovativeness of employees. Ancient scholars distinguished following areas[4]:

  • mathematics
  • natural sciences (natural philosophy)
  • history
  • the arts
  • ethics

Mathematics

This field of science is based on the basic assumptions and set of widely accepted definitions. The degree of certainty that mathematics has is incomparable to other areas of knowledge[5].

Natural sciences

Natural sciences seek to discover the laws of nature, the regularities that occur in the natural world. The methods of natural sciences are based on the observation of the world as a means of testing hypotheses[6].

History

The field of knowledge that examine the past is history. History tries to find answers to questions about how certain and with what accuracy historical facts are confirmed[7].

The Arts

The arts is defined as a collective concept that includes the literary arts, the performing arts and the visual arts. Art also deals with the creative processes of people. The art is an important element of culture. It creates a kind of bridge between personal and shared knowledge[8].

Ethics

The key issue in ethical discussions is whether we can really know if something is moral. Subject to examination is the issue of moral principles, is it a matter of observing the rules, or whether moral principles really exist, whether moral principles should ever be infracted, and if so, under what circumstances[9].

Knowledge framework

An effective way to study large areas of knowledge is to use the knowledge framework[10].

The following elements can be researched for each area of knowledge[11]:

  • scope, motivation and applications
  • specific terminology and concepts
  • methods used to produce knowledge
  • key historical developments
  • interaction with personal knowledge

Scope/applications

This element tries to examine the ratio of the scope of a given area of knowledge to all human knowledge. It is also responsible for studying the scope related to the definition of areas of knowledge referring to the concept of the subject and the shape that areas of knowledge adopt in terms of the degree of problems they are trying to solve.

Concepts/language

These element explores how to use language to produce knowledge in each area.

The important thing is that in addition to transmitting non-verbal knowledge, the language used is knowledge itself.

The language enables the transfer of knowledge to others and gathering it in time for future generations. We can talk about the so-called sharing of knowledge. It is important that it can be passed between people in space and time. Considerable part of the current knowledge is not new, but it was passed from the past or from other parts of the regions of the world.

Methods used to produce knowledge

The methods are important differences between the areas of knowledge. An important part in the methodology are values and assumptions. For example, natural sciences create knowledge by applying experiments or testing hypotheses.

Historical development

Areas of knowledge are defined as dynamic because they change with the progress in methodology and the development of the concept. Thanks to them, systems become more flexible and able to respond to changes. Knowledge can therefore be described as temporary.

Personal knowledge

There are connections and interactions between shared and personal knowledge. One of the goals of shared knowledge is to enable individuals to understand the world[12].

Employee's competencies and professional profile

Relations between universities and the labor market should be interrelated. They should create a combination of theory and practice to meet the requirements of employers and society[13].

An important issue related to areas of knowledge are the Indigenous knowledge systems. They are study local knowledge unique to a given culture or society. As a result of internal and external influences they are very dynamic. When researching local knowledge systems, it is important to study communication methods, decision processes, thinking processes.(2011, p. 1-10)[14].

Examples of Areas of knowledge

Knowledge is the awareness, understanding, and possession of facts, truths, or information acquired through experience or education. It is the ability to apply information and skills to solve problems or create new ideas.

Examples of Areas of Knowledge:

  • Natural Sciences: The natural sciences are based on the scientific method and include the study of the physical world and its laws. Examples include physics, chemistry, biology, and astronomy.
  • Social Sciences: Social sciences are the study of human behavior in societies. Examples include psychology, sociology, anthropology, political science, economics, and geography.
  • Humanities: Humanities are the study of the human experience. Examples include philosophy, literature, language, art, music, history, and religion.
  • Applied Sciences: Applied sciences are the application of knowledge from the natural and social sciences to solve practical problems. Examples include engineering, medicine, agriculture, and business.

Advantages of Areas of knowledge

Knowledge is a powerful tool that can be used to help people make better decisions in life and understand the world around them. Having knowledge about different areas can bring several advantages, such as:

  • Insight: Knowledge can help us gain insight into various topics and build a deeper understanding of them. Through knowledge, we can make better decisions and understand the implications of our decisions in the long-term.
  • Empowerment: Knowledge gives us the power to take charge of our lives and make informed decisions. It gives us the tools to make informed decisions and the confidence to stand behind them.
  • Problem-solving: When we understand an area of knowledge, we can use it to help solve problems that arise in our lives. This can be especially helpful in complex situations, such as in businesses and research.
  • Creativity: Having knowledge of many areas can help us think more creatively. We can draw connections between different concepts, leading to innovative solutions and ideas.
  • Communication: Having knowledge in different areas can make it easier to communicate with others, as we have a shared understanding of certain topics. This can help foster better relationships and foster collaboration.

Limitations of Areas of knowledge

Knowledge is the application of facts, ideas, and skills that are acquired through experience, study, and research. In terms of Areas of Knowledge, knowledge is limited by the context in which it is acquired and the individual’s capacity to understand it. Some of the limitations of Areas of Knowledge include:

  • Lack of knowledge in areas outside of one’s expertise: Even if a person has an extensive knowledge in a particular subject, it is impossible to be an expert in all areas, meaning that knowledge in some fields may be limited.
  • Limited access to resources: Access to resources, such as books and online materials, can be limited due to cost or lack of availability.
  • Personal bias: Knowledge is often influenced by personal bias, which can lead to skewed results and inaccurate conclusions.
  • Time constraints: Depending on the complexity of the subject, there may be time constraints which can limit the amount of knowledge that can be acquired.
  • Cultural differences: Cultural differences can lead to different interpretations and understandings of the same information.

Other approaches related to Areas of knowledge

Knowledge is the sum of all facts, information, and skills acquired through experience or education. It can be divided into different approaches, such as:

  • Scientific knowledge, which is based on the scientific method and involves making observations, forming hypotheses, testing the hypotheses, and forming conclusions.
  • Philosophical knowledge, which involves asking questions about the nature of reality and how to think about it.
  • Religious knowledge, which is based on the beliefs and teachings of a particular religion.
  • Ethical knowledge, which involves understanding right and wrong and making moral decisions.
  • Aesthetic knowledge, which involves understanding the beauty and art in the world.

In conclusion, knowledge is a broad concept that can be divided into many different approaches, each of which involves understanding different aspects of the world.


Areas of knowledge — recommended articles
Explicit and implicit knowledge — Personal knowledge — Knowledge — Conceptual skills — Knowledge structure — Information and knowledge — Types of knowledge — Situated learning — Creative thinking skills

References

Footnotes

  1. ↑ Markus, L. M. (2001)
  2. ↑ Markus, L. M. (2001)
  3. ↑ Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)
  4. ↑ Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)
  5. ↑ Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)
  6. ↑ Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)
  7. ↑ Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)
  8. ↑ Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)
  9. ↑ Lima, R. M., Mesquita, D., Amorim, M., Jonker, G., & Flores, M. A. (2012)
  10. ↑ Lima, R. M., Mesquita, D., Flores, M. A., Marinho-Araujo C., Rabelo M. (2015)
  11. ↑ Lima, R. M., Mesquita, D., Flores, M. A., Marinho-Araujo C., Rabelo M. (2015)
  12. ↑ Lima, R. M., Mesquita, D., Flores, M. A., Marinho-Araujo C., Rabelo M. (2015)
  13. ↑ Fox H. E., Mascia M. B. and others (2011)
  14. ↑ Fox H. E., Mascia M. B. and others (2011)

Author: Daria Ziętara

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