To depict ‘education’ in the simplest signifier is the procedure of learning and or larning. This encompasses the theory and the procedure of accomplishing enlightenment or cognition and apprehension. All human existences on this planet require cognition to last and without it even biblically it has been mentioned that people perish. It is hence of import in my personal life to be knowing plenty in all countries of human enterprise. I would wish to depict my personal belief about cognition epistemologically harmonizing to George F. Kneller. 1964. “Knowledge is a cosmopolitan affair and aims to detect what is involved in the procedure of knowing.
It asks inquiries such as: Is there something common to all the different activities to which we apply the term “ knowing” ? Is cognizing a particular kind of mental act? If so. what is the difference between cognition and belief? Can we cognize anything beyond the objects with which our senses acquaint us? The theory of cognition has thoughts about how people think and feel despite non holding a claim to an account scientifically. I believe merely as Kneller. 1964 asserted that there are about 6 different types of cognition as explained below: 1. REVEALED KNOWLEDGE
This is the sort of cognition that God discloses to adult male. His all knowing God inspires certain persons. his disclosure in lasting signifier. to a certain point when it may go accessible to all worlds through assorted faiths. It is divinely accepted to promises that those who accept it can ne’er. harmonizing to their ain rights. be mistaken. Of class there are some humanly readings which may falsify parts of it. but in itself it is godly truth. This truth is confined to whatever faith or religious order which accepts as the word of God. This cognition is besides based on supernatural phenomena although it may use to natural phenomena as in Genesis. Therefore. there can be really small statement about the credibleness of its beginning. It can be neither be proved nor disproved through empirical observation. One is bound to accept it on religion. 2. AUTHORITATIVE KNOWLEDGE
This is the sort of cognition which is accepted as true merely because it is coming from experts. The sort of cognition which is found in encyclopaedia. text books. monographs and specialised publications by recognized people and establishments. A typical illustration are the formulars we accept for work outing jobs mathematically in schools. colleges. And universities and memorise tabular arraies for decimizing English measurings. Most of our factual cognition is based on authorization instead than personally turn outing them for ourselves. 3. INTUITIVE KNOWLEDGE
This is instead a personal manner of knowing and happens at a subliminal degree as asserted by psychologists. beneath the “ threshold of consciousness” . This is closely connected with feeling and contrasts with the logical procedures normally associated with thought at the witting degree. Using intuition. we are able to see “ in a sudden flash of insight” that something is the instance. We understand knowledge straight without recognizing how we acquired this cognition. Its merely an intense feeling which seems to convert us that we have discovered what we were looking for. 4. RATIONAL KNOWLEDGE
This is a beginning of cognition derived from universally valid opinion that are consistent with another. Rational cognition acknowledges the part of the senses to knowledge in the signifier of au naturel facts and stray feelings with the belief that intellect interprets and organizes the spots and pieces of information into what is termed as dependable and important cognition although it tends to be abstract. This is a universe of dealingss and significances and gives small apprehension of the physical universe and requires the aid of other types of cognition. 5. EMPIRICAL KNOWLEDGE
This is the position that cognition come from the senses such as hearing. seeing. smelling. feeling and tasting in order to organize a image of the universe around us. This implies that cognition is composed of thoughts formed in conformity with ascertained facts. Although we rely on our senses for our cognition of the mundane universe. certain times these senses deceive us as in the authoritative illustration of the stick that looks dead set in H2O but turns out to be straight when we touch it. We at certain times see what we are conditioned to see and non what is really at that place. Never the less. senses have their ain portion to play in the formation of cognition. 6. Experiment
This is the sort of cognition apprehended through scientific discipline experimentation which is the most acceptable today even though different methods compliment one another. MY PERSONAL MEANING OF EDUCATION.
My personal significance of instruction is dichotomous in the sense that I value both proficient and general instruction. In the general facet I value the formative consequence on the head and character of human existences which entails that we are invariably in a acquisition procedure and instruction ne’er ceases. We learn officially and informally throughout our lives. With the proficient facet of instruction. I would wish to hold with John Dewey. a pragmatist that “ instruction may be defined as a procedure of uninterrupted Reconstruction of experience with the intent of broadening and intensifying its societal content. while at the same clip. the single additions control of the methods involved” . For me to accomplish this sort of instruction I need to be unfastened minded and embrace the procedures of cognition bearing in head that each type of cognition requires a peculiar doctrine and methodological analysis.