Forms of Understanding:
Knowledge can be categorised based on distinct kinds
of concepts and meanings involved and processes of
validation and justification. Each involves its own kind of
‘critical thinking’, its own way of verifying and
authenticating knowledge, and its own kind of ‘creativity’.
Mathematics has its own distinctive concepts, such
as prime number, square root, fraction, integer and
function. It also has its own validation procedure,
namely, a step-by-step demonstration of the necessity
of what is to be established. The validation procedures
of mathematics are never empirical, never based on
observation of the world or on experiment, but are
demonstrations internal to the system specified by an
appropriate set of axioms and definitions.
The Sciences, like the systems of mathematics, have
their own concepts, often interconnected through
theories, and are attempts to describe and explain the
natural world. Concepts include atom, magnetic field,
cell, and neuron. Scientific inquiry involves observation
and experimentation to validate predictions made by
theory (hypotheses), which may be aided by instruments
and controls. Formalisation into theory and model
building can sometimes involve mathematics, but it is
only with reference to obser vations and not to
mathematical accuracy that truth is tested. The attempt
is to furnish a narrative that in some way ‘corresponds’
to reality.
The Social Sciences and Humanities have their own
concepts, for example, community, modernisation,
culture, identity, and polity. The Social Sciences aim at
developing a generalised and critical understanding of
human beings and human groups in society. The Social
Sciences concern themselves with description,
explanation and prediction in the social world. The
Social Sciences deal with hypotheses that are about
human behaviour in collective living, and their validation
finally depends on the observations made in the society.
With regard to the process of knowledge formation,
Science and the Social Sciences are almost identical.
But there are two differences that are of great relevance
in curriculum planning. First, the Social Sciences study
human behaviour which is governed by ‘reasons’, while
nature is governed by ‘cause and effect’. Second, the
findings of the Social Sciences often raise issues of ethics and desirability while natural phenomena can be
understood, raising ethical questions only when they
enter into the domain of human action.
Art and aesthetics have many words in common,
such as rhythm, harmony, expression and balance,
though giving them new senses or new ranges of
application. Art productions cannot be judged against
reality or investigated for ‘truth’. Although there is ample
scope for subjective judgement in art, it is also possible
to educate the artistic imagination to critically assess
what is good and what is not.
Ethics is concerned with all human values, and
with the rules, principles, standards and ideals which
give them expression. In relation to action and choice,
therefore, ethics must be conceded primacy over each
of the forms of understanding. Ethical understanding
involves understanding reasons for judgements—for
what makes some things and some acts right and others
wrong—regardless of the authority of the persons
involved. Furthermore, such reasons will be reasons
for anyone; reason, equality and personal autonomy
are therefore very intimately connected concepts.
Philosophy involves a concern, on the one hand,
with analytical clarification, evaluation and synthetic
coordination of the aforementioned forms of
understanding in relation to life, and, on the other hand,
with the whole, the ultimate meaning and the
transcendent.
The basic capabilities, the knowledge of practice
and the forms of understanding are the core ways in
which human experience has been elaborated in the
course of history. All but the simplest kinds of human
activity draw upon them—the liberal professions,
technology, industry and commerce. They are central
to human culture. Imagination and critical thinking are
linked in obvious ways with the development of
understanding and reason, and so are the emotions.
Each of these knowledge areas involves a special
vocabulary, concepts, theories, descriptions and
methodologies. Each provides a ‘lens’ through which
to view the world, to understand, to engage, and to
act in it. These areas have developed, and continue to
grow, through the contributions of people in the past.
They have also changed in their structure and emphasis.
A variety of intelligence and forms of knowing come
into play while learning these areas: ‘formal modes’ of
explicit reasoning and articulation; looking for and
evaluating evidence; ‘experiential’ and tacit knowing
through doing and undergoing the experience;
coordinating and observing; and ‘practical’ engagement,
either by oneself or in coordination with others in
making or accomplishing something, in addressing
problems and issues while charting a course of action.
Creativity and excellence are integral to all these forms
of knowledge and knowing.
This accumulation of human culture and
knowledge, and ways of knowing and doing things, is a valuable part of the inheritance of human society. All
our children have a right to access this knowledge, to
educate and enrich their common sense, to develop
and discover themselves and the world of nature and
people, through these lenses and tools
