Definitively speaking, knowledge is the acquaintance of facts through familiarity of a branch of learning, whereas emotion can be defined as “an affective state of consciousness in which joy, sorrow, fear, hate, or the like is experienced…” Socially, it is understood that emotion is a hindrance in our acquisition of knowledge. Despite this, we must question “To what extent can knowledge become “ours”, without the impact and influence of our own emotions?” It is therefore through exploration of our areas of knowledge, that we can deem certain the significance of emotion in gaining knowledge in the liberal arts, the humanities, and the natural sciences.
We are able to question “To what extent does emotion play in our acquisition of knowledge in different subject areas” by discussing the element of emotion in a range of areas of knowledge. The influence of emotion, upon gaining knowledge in the natural sciences, for example in Biology, is limited. Technically speaking, the study of Biology is entirely based upon the ability to factually recall the processes and procedures of the grandeur of life, a realm of knowledge, which can be gained through a logical and methodical approach to learning – completely independent of emotional influence. Despite this, the need to analyze and use our intuition, leads us into an opposing direction as to whether our emotions are necessary in this area of study. From turning a set of data into a well-analyzed report, the knowledge becomes “ours” in that we understand it and link it to our own knowledge “web”. This development of understanding relies not only on our sense perception, but also upon our emotions and ability to use these emotions to lead to a logical conclusion. While the gaining of knowledge is not dependent on our emotion, our ability to process ambiguity in experiments and come to a logical conclusion is reliant upon our ability to process and understand our emotion and intuition, and what they’re telling us. Studying Biology, I have found this to be true, especially during practical experiments. I recently did an experiment in which I examined the effects of pH on the ability for an enzyme solution to work, and I found difficulty when evaluating my results. What I had expected to occur, had not happened and it was only as I analyzed my method and practical skills, linking back to previous experiments, that I was able to realize what I was doing wrong, and redo my experiment, producing the “correct” results that I was expecting. In this case, without my own emotion and experience, I wouldn’t have been able to recognise that what I was doing was causing fault in my results.
While we can recognise that emotion was not necessary in obtaining our factual knowledge in Biology, in subjects that are integrally based on interpretation, as opposed to facts, such as in English Literature, emotion is essential. After studying English for a number of years, I have learnt that the key to being successful is to learn to how to appreciate a piece of text, while linking it into our own experiences to derive interesting thoughts that we can back up. All of this is entirely dependent on our emotion. Emotion allows us to broaden our viewpoint; allowing us to make connections with limitless amounts of knowledge that link into the experiences in our life; a skill that is essential in the fluidity and creativity demanded in writing. It has been proven that when studying a language, or indeed the study of a language, being in a strong emotional state can expand the range of knowledge you acquire, as it allows you to link what you are studying into tangible thoughts you know more about. As a student, I found it difficult to succeed in English, partly due to the fact that as a thinker, I am highly logistical and numerical. However, as a person, I am somewhat emotional and compassionate; the struggle I faced was allowing my personality and emotion to become my thinking, enabling me to construct writing that contained my own knowledge, and not a reworded reconstruction of the author’s thoughts.
Unlike English Literature, that has a high demand for emotion, and Biology, which has a low demand for emotion, humanities, such as Geography, are somewhat on the borderline between factual recall and emotionally linked knowledge. The study of Geography is the study of the physical world, and the affect that our World has on the human population whom live in it. As one could assume, the physical portion of Geography is highly reliant on our ability to logistically and factually recall – completely independent of, and without the need of, our emotions. However, as we begin to link these facts into their affect on our population, our emotions are essential. Many often say that Human Geography is largely reliant on “common sense” – the study taps into our unconscious decision-making, the “mode of thinking” that we do “without thinking” and this is largely true. The study requires the ability to empathise with those affected by natural disasters, famine, and poverty to enable the student to come to logistical conclusions of ways to provide aid; this couldn’t be done without the underlying knowledge provided though our emotional experiences. A particular topic that I enjoy in Geography is disparities, and how we can improve them through the introduction of aid. As a student, I use my emotion to derive new knowledge from existing knowledge and case studies that allows me not to deject any information that doesn’t necessarily directly relate. For example, a programme developed in Uganda, entitled “Send a Cow” helps families to better their economic income and food growth by supplying them with farm animals. Despite there being obvious impacts associated with breeding cows, there also comes the positive of the independence that such a set up provides women with – they are no longer tied down to their husband’s farms and can get an education, which can then decrease their desire to have children at an early age, and can therefore decrease infant mortality rates. I found that my ability to link such a broad range of concepts came from making the knowledge my own, through my emotions, which enabled me to link my knowledge into schemas that I am able to directly recount from.
Due to this subject analysis, we are able to assess to “What extent does emotion play in our acquisition of knowledge in different subject areas?” and we can determine that the use of emotion assists us most in subject fields ranging from Liberal Arts to the Humanities, due to the reason that these subjects demand a student capability to adapt the knowledge to our own circumstances, in order to produce a powerful piece of analysis. In the Natural Sciences, there is a slightly smaller requirement for emotion to acquire our knowledge, yet it is still distinctively – a hypothesis in Science is formed through obervationalist-inductionalism - the idea that we can induce old observations into new ideas. This primarily links into the use of our emotions to produce applicable knowledge to conclude a hypothesis and allows us to question “To what extent can knowledge become “ours”, without the impact and influence of our own emotions?” The presumption that one has ‘knowledge’ can be somewhat of an ambiguous comment – while they may be able to recall facts, are they really holders of knowledge if they can’t obtain a wide range of knowledge? My response, as a student, is no. An ability to factually recall can only get you part of the way, especially in an examination scenario; it is the follow through of connecting these facts into a broader range that allows you to successfully be an owner of knowledge.
From this essay, I have been enabled to understand the significant impact that. It is clear that emotion has a significant impact on our ability to engage knowledge as being our “own”, or more simply, allow us to interpret new meanings behind facts, based on our own experiences and memory. Regarding the statement “There can be no knowledge without emotion…until we have felt the force of the knowledge, it is not ours”, tjis essay serves in validating this comment; the gaining of knowledge is more than factual recall, therefore there can be no knowledge without the addition of emotion to facilitate and further said knowledge. Furthermore, our emotions allow us to feel the “force” of the knowledge, in that they allow us to relate a piece of information to our own scenario to deem an interpretation of knowledge thus allowing it to become our own.
Socially, it is understood that emotion is a hindrance in our acquisition of knowledge. Despite this, we must question “To what extent can knowledge become “ours”, without the impact and influence of our own emotions?” It is therefore through exploration of our areas of knowledge, that we can deem certain the significance of emotion in gaining knowledge in the liberal arts, the humanities, and the natural sciences.
We are able to question “To what extent does emotion play in our acquisition of knowledge in different subject areas” by discussing the element of emotion in a range of areas of knowledge. The influence of emotion, upon gaining knowledge in the natural sciences, for example in Biology, is limited. Technically speaking, the study of Biology is entirely based upon the ability to factually recall the processes and procedures of the grandeur of life, a realm of knowledge, which can be gained through a logical and methodical approach to learning – completely independent of emotional influence. Despite this, the need to analyze and use our intuition, leads us into an opposing direction as to whether our emotions are necessary in this area of study. From turning a set of data into a well-analyzed report, the knowledge becomes “ours” in that we understand it and link it to our own knowledge “web”. This development of understanding relies not only on our sense perception, but also upon our emotions and ability to use these emotions to lead to a logical conclusion. While the gaining of knowledge is not dependent on our emotion, our ability to process ambiguity in experiments and come to a logical conclusion is reliant upon our ability to process and understand our emotion and intuition, and what they’re telling us. Studying Biology, I have found this to be true, especially during practical experiments. I recently did an experiment in which I examined the effects of pH on the ability for an enzyme solution to work, and I found difficulty when evaluating my results. What I had expected to occur, had not happened and it was only as I analyzed my method and practical skills, linking back to previous experiments, that I was able to realize what I was doing wrong, and redo my experiment, producing the “correct” results that I was expecting. In this case, without my own emotion and experience, I wouldn’t have been able to recognise that what I was doing was causing fault in my results.
While we can recognise that emotion was not necessary in obtaining our factual knowledge in Biology, in subjects that are integrally based on interpretation, as opposed to facts, such as in English Literature, emotion is essential. After studying English for a number of years, I have learnt that the key to being successful is to learn to how to appreciate a piece of text, while linking it into our own experiences to derive interesting thoughts that we can back up. All of this is entirely dependent on our emotion. Emotion allows us to broaden our viewpoint; allowing us to make connections with limitless amounts of knowledge that link into the experiences in our life; a skill that is essential in the fluidity and creativity demanded in writing. It has been proven that when studying a language, or indeed the study of a language, being in a strong emotional state can expand the range of knowledge you acquire, as it allows you to link what you are studying into tangible thoughts you know more about. As a student, I found it difficult to succeed in English, partly due to the fact that as a thinker, I am highly logistical and numerical. However, as a person, I am somewhat emotional and compassionate; the struggle I faced was allowing my personality and emotion to become my thinking, enabling me to construct writing that contained my own knowledge, and not a reworded reconstruction of the author’s thoughts.
Unlike English Literature, that has a high demand for emotion, and Biology, which has a low demand for emotion, humanities, such as Geography, are somewhat on the borderline between factual recall and emotionally linked knowledge. The study of Geography is the study of the physical world, and the affect that our World has on the human population whom live in it. As one could assume, the physical portion of Geography is highly reliant on our ability to logistically and factually recall – completely independent of, and without the need of, our emotions. However, as we begin to link these facts into their affect on our population, our emotions are essential. Many often say that Human Geography is largely reliant on “common sense” – the study taps into our unconscious decision-making, the “mode of thinking” that we do “without thinking” and this is largely true. The study requires the ability to empathise with those affected by natural disasters, famine, and poverty to enable the student to come to logistical conclusions of ways to provide aid; this couldn’t be done without the underlying knowledge provided though our emotional experiences. A particular topic that I enjoy in Geography is disparities, and how we can improve them through the introduction of aid. As a student, I use my emotion to derive new knowledge from existing knowledge and case studies that allows me not to deject any information that doesn’t necessarily directly relate. For example, a programme developed in Uganda, entitled “Send a Cow” helps families to better their economic income and food growth by supplying them with farm animals. Despite there being obvious impacts associated with breeding cows, there also comes the positive of the independence that such a set up provides women with – they are no longer tied down to their husband’s farms and can get an education, which can then decrease their desire to have children at an early age, and can therefore decrease infant mortality rates. I found that my ability to link such a broad range of concepts came from making the knowledge my own, through my emotions, which enabled me to link my knowledge into schemas that I am able to directly recount from.
Due to this subject analysis, we are able to assess to “What extent does emotion play in our acquisition of knowledge in different subject areas?” and we can determine that the use of emotion assists us most in subject fields ranging from Liberal Arts to the Humanities, due to the reason that these subjects demand a student capability to adapt the knowledge to our own circumstances, in order to produce a powerful piece of analysis. In the Natural Sciences, there is a slightly smaller requirement for emotion to acquire our knowledge, yet it is still distinctively – a hypothesis in Science is formed through obervationalist-inductionalism - the idea that we can induce old observations into new ideas. This primarily links into the use of our emotions to produce applicable knowledge to conclude a hypothesis and allows us to question “To what extent can knowledge become “ours”, without the impact and influence of our own emotions?” The presumption that one has ‘knowledge’ can be somewhat of an ambiguous comment – while they may be able to recall facts, are they really holders of knowledge if they can’t obtain a wide range of knowledge? My response, as a student, is no. An ability to factually recall can only get you part of the way, especially in an examination scenario; it is the follow through of connecting these facts into a broader range that allows you to successfully be an owner of knowledge.
From this essay, I have been enabled to understand the significant impact that. It is clear that emotion has a significant impact on our ability to engage knowledge as being our “own”, or more simply, allow us to interpret new meanings behind facts, based on our own experiences and memory. Regarding the statement “There can be no knowledge without emotion…until we have felt the force of the knowledge, it is not ours”, tjis essay serves in validating this comment; the gaining of knowledge is more than factual recall, therefore there can be no knowledge without the addition of emotion to facilitate and further said knowledge. Furthermore, our emotions allow us to feel the “force” of the knowledge, in that they allow us to relate a piece of information to our own scenario to deem an interpretation of knowledge thus allowing it to become our own.