How can we use knowledge ?
Answers
We use knowledge for different purposes.
We use it by sharing and and gaining knowledge from others to other.
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Answer:
"Knowledge is Good." So read the motto of the mythical Faber College in the 1978 movie, Animal House. Those of use who work in education would agree, even if we were unable to express ourselves so eloquently. But why, exactly, is knowledge good? When I've discussed this question with teachers, many have used the metaphor "It's grist for the mill." That is, the goal of education is seen not so much as the accumulation of knowledge, but as the honing of cognitive skills such as thinking critically. Knowledge comes into play mainly because if we want our students to learn how to think critically, they must have something to think about.
How knowledge brings more knowledge
The more you know, the easier it will be for you to learn new things. Learning new things is actually a seamless process, but in order to study it and understand it better, cognitive scientists have approached it as a three-stage process. And they've found that knowledge helps at every stage: as you first take in new information (either via listening or reading), as you think about this information, and as the material is stored in memory. We'll consider each of these stages in turn.
How knowledge helps you take in new information
The first stage in which factual knowledge gives you a cognitive edge is when you are taking in new information, whether by listening or reading. There is much more to comprehending oral or written language than knowing vocabulary and syntax
To provide some concrete examples and simplify the discussion, let's focus on reading — but keep in mind that the same points apply to listening. Suppose you read this brief text: "John's face fell as he looked down at his protruding belly. The invitation specified 'black tie' and he hadn't worn his tux since his own wedding, 20 years earlier." You will likely infer that John is concerned that his tuxedo won't fit, although the text says nothing directly about this potential problem. The writer could add the specifics ("John had gained weight since he last wore his tuxedo, and worried that it would not fit"), but they are not necessary and the added words would make the text dull. Your mind is well able to fill in the gaps because you know that people are often heavier 20 years after their wedding, and that gaining weight usually means that old clothing won't fit. This background knowledge about the world is readily available and so the writer need not specify it.
Most of the time you are unaware of making inferences when you read. For example, when you read the text above it's unlikely you thought to yourself, "Hmmm … let me see now … why am I being told about the last time he wore his tuxedo? Why would thinking about that make his face fall?" Those conscious inferences are unnecessary because the cognitive processes that interpret what you read automatically access not just the literal words that you read, but also ideas associated with those words. Thus, when you read "tux," the cognitive processes that are making sense of the text can access not just "a formal suit of clothing," but all of the related concepts in your memory: Tuxedos are expensive, they are worn infrequently, they are not comfortable, they can be rented, they are often worn at weddings, and so on. As the text illustrates, the cognitive processes that extract meaning also have access to concepts represented by the intersection of ideas; "tux" makes available "clothing," and "20 years after wedding" makes available "gaining weight." The intersection of "clothing" and "gaining weight" yields the idea "clothing won't fit" and we understand why John is not happy. All of these associations and inferences happen outside of awareness. Only the outcome of this cognitive process — that John is concerned his tux won't fit anymore — enters consciousness.
Sometimes this subconscious inference-making process fails and the ideas in the text cannot be connected. When this happens, processing stops and a greater effort is made to find some connection among the words and ideas in the text. This greater effort requires conscious processing. For example, suppose that later in the same text you read, "John walked down the steps with care. Jeanine looked him up and down while she waited. Finally she said, 'Well, I'm glad I've got some fish in my purse.'" Jeanine's comment might well stop the normal flow of reading. Why would she have fish? You would search for some relationship between carrying fish to a formal event and the other elements of the situation (formal wear, stairs, purses, what you've been told of Jeanine and John). In this search you might retrieve the popular notion that wearing a tuxedo can make one look a little like a penguin, which immediately leads to the association that penguins eat fish. Jeanine is likening John to a penguin and thus she is teasing him