Exercise
We were asked to describe what “knowledge” meant to us. We then came to a consensus that knowledge could be facts that were gathered by society or individuals; sets of beliefs or understandings; something that was able to be passed on; and endless and infinite. From other groups, we also learned that knowledge could encompass but are limited to the following: history, politics, religion, philosophy, science, and tradition.
We also were asked to define certain skills, whether they be analogue or digital. For analogue skills, we primarily focused on skills that a single person could have: in terms of the arts, we said writing, painting, drawing, conventional filmmaking/photography, and animation. For analogue skills that pertain to a day-to-day life, we also listed problem solving, reading, and communication skills. As far as digital skills went, we listed proficiency in the Adobe suite (including but not limited to Photoshop, Illustrator, and Premiere), social media, and digital animation.
Our assumptions about knowledge were that knowledge is gained through experience; that all knowledge is universal; that knowledge is primarily concerned with or given through academia; and depends on intelligence.
How do these three things positively inform or adversely affect research?
When coming to understand research, one could unpack what “knowledge” is through these three lenses. Knowledge in itself contains multitudes and contradictions: it contains multitudes. It is equally quantifiable while also being ever-expanding and infinite. It’s also important understanding the difference between knowledge and information. When performing research – especially in today’s day and age where the majority of research is done digitally – one must make sure that the knowledge and information they are receiving are quality and not simply something that is assumed.
