“There can be no knowledge without emotion…until we have felt the force of the knowledge, it is not ours.”
Key Questions 1. In what ways, and under what circumstances, does emotion help knowledge become “ours”? 2. In what ways, and under what circumstances, does emotion hinder knowledge become becoming “ours”? 3. What extent does emotion play in our acquisition of knowledge in different subject areas? 4. To what extent can knowledge become “ours”, without the impact and influence of our own emotions?
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…” Social understanding is, that in the relationship between emotion and understanding, the addition of emotion is a hindrance, which acts as a barrier towards 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.
Key Questions
1. In what ways, and under what circumstances, does emotion help knowledge become “ours”?
2. In what ways, and under what circumstances, does emotion hinder knowledge become becoming “ours”?
3. What extent does emotion play in our acquisition of knowledge in different subject areas?
4. To what extent can knowledge become “ours”, without the impact and influence of our own emotions?
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…”
Social understanding is, that in the relationship between emotion and understanding, the addition of emotion is a hindrance, which acts as a barrier towards 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.