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Theory of Knowledge is a course created by the IB organization and must not be conceived as pure epistemology. This course involves a process of exploring and sharing students' views on "knowledge questions" (an umbrella term for "everything that can be approached from a TOK point of view"), so "there is no end to the valid questions that may arise", "there are many different ways to approach ...
Henriques used the meta-perspective offered by the ToK to argue how one can retain the key insights from each school of thought, identify errors and points of confusion, and integrate the insights into a coherent whole. Cultural and personality psychologist, Michael Katzko, [10] however critiques Henriques' position on "the problem of psychology":
This distinction between “know-how” and “know-what” is considered to date back to a 1945 paper by Gilbert Ryle given to the Aristotelian Society in London. [12] In his paper, Ryle argues against the ( intellectualist ) position that all knowledge is knowledge of Propositions (“know-what”), and therefore the view that some knowledge ...
And knowing that 7 + 5 = 12 is a priori knowledge even though some form of consciousness is involved in learning what symbols like "7" and "+" mean and in becoming aware of the associated concepts. [71] [72] [69] One classification distinguishes between knowledge of facts, concepts, and principles.
In the philosophy of mind, innatism is the view that the mind is born with already-formed ideas, knowledge, and beliefs. The opposing doctrine, that the mind is a tabula rasa (blank slate) at birth and all knowledge is gained from experience and the senses, is called empiricism.
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Procedural knowledge (i.e., knowledge-how) is different from descriptive knowledge (i.e., knowledge-that) in that it can be directly applied to a task. [2] [4] For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about problem solving because this knowledge is formed by doing.
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