Abstract 5

Knowledge Vs. Information

Author of Article:  Peter Gardenfors

From:  Art Bulletin of Nationalmuseum Stockholm v.5 (1998) pgs. 87-94

 

            The author informs us that before the advent of external media, humans relied on their own memories to transmit knowledge.  History, Law, folklores, etc. were passed along to people through mimes and dancing, originally, then pictures, then speech.  The aspect of external media being used to store information and human knowledge appeared in the form of writing some 5000 years ago.  Even writing did not develop completely in society until the appearance of the printed book, only 500 years ago.  Only during the last two centuries has there been any other form of media, and therefore different ways of storing information.

           

            The author continues by attempting to establish a difference between information and knowledge, stating that, with the advances in technology, the two terms are used simultaneously and even referred to as being the same thing.  Mr. Gardenfors, the author, argues that information is stored data and “knowledge is something that we can use; something with the aid of which we can do things”(p.88).  He goes on to argue that external media and technology consists of sources of information, but the human brain uses memory and knowledge to decipher the validity and possible use of the information.

In modern society, though, many people rely too heavily on the vast amount of information being thrown at them from various sources that have not necessarily been validated, like the Internet, for example.  This tendency, the author believes, will become increasingly dangerous in terms of education, especially when students might not have the necessary knowledge to evaluate the information.  When the validity of printed books were the primary foundation of education, it was easier to teach ways of evaluating information and transmitting knowledge.   The human ability to resonate in similar thinking patterns due to a common background allows for understanding of information.  The author states, “knowledge is based on information, but it is information that you can do different kinds of things with” (p. 89).

 

            After giving several examples to support his argument, Mr. Gardenfors continues by predicting the effects of modern beliefs on the education system, stressing the importance of distinguishing the differences between knowledge and information.  A negative aspect of external media is the decreased need to store facts in our brains.  I agree with this.  However, there are several positive aspects, which I also agree with.  First of all, if students are taught how to interpret information in order to turn it into knowledge, then technology might prove to be beneficial.  “Interpretational skill cannot be just taught; it must be developed by painstaking practice” (p. 92).  “By being exposed to many aspects of the world, the student will be able to develop a deeper understanding.  By exposing students to different languages, different cultures, different histories, etc., they obtain a better background for interpreting new information” (p. 92).  Then, the Internet can be an educational aid.

 

            Technology is important, I believe, in many different ways, which the author comments on.  One example is the fact that current computer technology is able to combine many forms of multi-media to create narratives in which the viewer can interact with the story by changing events, viewing it from multiple perspectives, choose branching stories, develop the story themselves, and even become a part of the narrative through experiencing increased presence.  Examples of these are many computer games and virtual reality systems, where the interactor actually acts within the story. 

 

            A second example of the benefits of technology in education, referred to in this article, is simulation programs.  Such programs are used to educate pilots and doctors.  Pilots are placed in a simulated aircraft, where they can be guided through unique situations without endangering their lives.  Some doctors are being trained by letting them operate on virtual patients instead of real patients.  There is also a computer game called SimCity, which takes the player through the simulation of constructing an entire city, beginning with the basics like electricity, roads, and sewer systems and then building upwards, constantly changing the variables to see the effects of the growth and development.  Like the author, I believe that simulation is a very effective way to learn the functions of various systems as well as a stimulator for critical thinking.