Tag: knowledge

The Final Exam

Exams are an annual/semi-annual ritual most students have to experience at some point during school or university. I myself had to write one last week. While I came out mostly unscathed, this particular occasion was all the more memorable given that it was truly the final curtain for my academic career as far as written exams are concerned; this final exam, was in fact, the FINAL exam of my academic life.

While my 20-year-old counterpart would have relished and wildly celebrated such a reality, I came out of the exam hall feeling quite pensive about the whole affair. It felt like the end of a long and occasionally tortuous journey that had molded my personal perspectives and opinions about written exams, and the present-day state of education.

Back in high-school, I had considered written exams as a means to test my skills and challenge my wits. By the time I had finished undergraduate studies, my viewpoint changed drastically, with written exams no longer being my cup of tea. I attributed this to the rapid environment that is university studies where exams just became another thing on that long checklist of things to do. Accompanied by tight and narrow margins of assignments and course project deadlines, written exams and studying evolved into a race against time, a means to a letter, than an actual endeavor for knowledge. I would finish my undergraduate studies quite frustrated with how things had turned about.

Ironically enough, those very frustrations set the ground for positive aspirations in the future. A few years after my BSc. degree, I would obtain an MSc. degree, following which I would begin my doctoral studies. Written exams still remained a part of my academic life but something changed. It took me a while to figure it out, but in the end, it was quite simple. I came to the realization that written exams are full of shit.

It became quite evident that my exam writing skills didn’t correlate nor were they directly transferable to improving and supplementing my academic experience or my aptitude for research. In my case, I stumbled upon this solution in the most straightforward manner possible: working as a research assistant for one year and proving to myself that I was actually “worthy” of my academic aspirations. Yet, there should have been no reason for me to be pressured into proving this to myself.

While written exams are popularly utilized as a means to weed out the student population in a hierarchical system of academic merit, it is not by any means the most efficient. On the other hand, it has served its purpose as the great illusion that often daunts a student’s psyche with regards to being an indirect and ineffective statement on their potential, and future success.

Multiple cases in point were my encounters with various students and peers who would find average turnovers in exams, and yet remain gifted personalities with great intellects and potential. It wasn’t rare to see the same batch of students also diverge from their original academic aspirations thanks to the lack of representation that written exams (and consequently, their grades) provided for their resume.

The sheer stress and pressure of exams translated to my transcript which to this date remains a beautiful collage of letters traversing the ABCDF scheme of the grading alphabet. Those same factors also translated to an inferiority complex of sorts, culminating in the completion of my undergraduate degree, when I felt that I was not good enough for my field of choice, and that I didn’t have the potential to seek and find success at greater heights.

It took me several years to overcome this complex. It helped to recognize written exams were not the absolute judgment of one’s potential as the education system so often makes it seem. I had to admit to myself that neither my skills or potential were absolutely defined by a piece of paper that I had to complete in a closed-room environment under set rules.  This pushed me to work harder, not at writing exams or getting perfect grades, but at learning to enjoy my own pursuit of knowledge including its ups and downs.

Leaving the exam hall last week, I was glad that I had finished writing my final “final.” I could now look forward to fully and freely engaging my curiosity for knowledge, in whatever form that may be. I’m thankful to have come so far. My success in overcoming my failures in such a systematic hierarchy could largely be attributed to supportive supervisors, professors, friends, and most of all, my loving family. The trials and tribulations I faced in what had once seemed a downhill adventure in self-confidence and motivation did enact a toll upon my university studies, and yet, those very same experiences had served to strengthen me.

At the end of the day, my story may not be another’s. As such, I find it necessary in the current educational climate to find an alternative to written exams (at least in the context of university studies) in an effort to better represent and evaluate a student’s skills and knowledge. In my humble opinion, I would prefer to take the classical approach of the platonic academy where the emphasis towards knowledge and one’s academic mettle were proven through oral arguments and jousts that served to strengthen one’s ability to communicate and defend his opinions, as well as learn from that of others in what could be a collectively reinforcing experience.

I have had the opportunity to be involved in few such courses during my time at university, and have also found them to be the most rewarding. How to mold such an idea into a central gear in the current education system is a whole other problem in itself, and not one that I intend to discuss at this stage (though I do intend to come back to it soon enough).

Having said this, for now, I’m going to sit back, drink a cup of tea, enjoy the view (free of exams and assignments, but mostly a busy week catching up on research), and,

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RELAX!

The Procrastinating Scientist

There he sits in his chair,
Ready to go through his checklist for the day,
Little does he know,
His mind has other games to play.

Experiments aside,
Its simulations for the time being,
To run the clock down,
Until lunch break comes calling.

Productivity is the motto at heart,
But thanks to an ample lack of sleep,
Such initial motivations,
Just fall apart.

Trying all he can and must,
To stay awake,
He takes a walk,
Maybe a short break.

Alighting onto the path of knowledge,
And hoping to get lost,
He picks up a review paper to go through,
Not aware his efforts will come at a high cost.

Page after page, with heavyset eyes,
He pores through the work,
Glancing every so often, tiringly, at the computer screen,
For any promising result, as would a wayward clerk.

To steady his periodic consciousness,
Intermittently, he is driven to source,
Those libraries of social media entertainment,
Youtube videos and Facebook of course.

Soon enough, work-hour comes to a close,
As the afternoon tide arrives,
And in its welcoming arms,
Life swings a surprise.

Lo and behold, he is struck by an epiphany,
A grasp at an ingenious thought,
Rushing, he notes down his idea,
Commending his mind on a battle well-fought.

Seeking the counsel of his Professor,
He wishes to share the excitement of his finding,
To his Jedi Master of sorts,
Having put to good use, his share of the funding.

And therein he meets an exhausted figure,
Forcing his will upon public grants all day,
Wishing nothing more than directing research,
That can bend to his singular way.

With only a few minutes at hand,
The padawan shares his thoughts,
The master applauding him,
On an idea well caught.

The day may have come to an end,
But the night remains,
For more experiments to begin,
And curiosity to retain.

For in science,
Results don’t come easy, as they say,
But procrastination, well done,
Can go a long way.

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Graphic Novel Review – The Cartoon Introduction to Philosophy

I love reading books, and especially so, when I’m sick. Last week was one such example when I endured a severe throat infection, spending my days doing the bare minimum of work that was necessary, and whiling away my remaining time alternating between bed-rest and pouring through the pages of my latest purchase from Chapters, The Cartoon Introduction to Philosophy, by Michael F. Patton and Kevin Cannon.

Amusing as it may be, I often find my mind to be a lot more productive when I’m sick compared to when I’m active.

 

 

My discovery of this book was by chance and followed my efforts to purchase another philosophy text I have reviewed in the past in Luc Ferry’s A Brief History of Thought. Having read Ferry’s work, I had a pretty good idea of what to expect in The Cartoon Introduction to Philosophy, which as is obvious from the title, is a cartoon rendition of the great tradition of philosophy. Incidentally, it is also the subject of my first official review of a graphic novel, and what a wonderful read it was.

While the work may be considered moderate in volume, it more than makes up for this in the expansive content that it covers. In what serves as an engaging and entertaining read of the philosophical landscape, the humorous and instructive prose of Professor Patton dances alongside the pivotal illustrations of Kevin Cannon that ring true with the classic idiom, “A picture is worth a thousand words.”

We are off to a great start as we get acquainted with our guide who is one of my favorites among the group of philosophers now considered as the pre-Socratics: Heraclitus.

“Upon those who step into the same rivers, different and again different waters flow.”

Nicknamed “The Dark One” for his philosophical style, Heraclitus was a pre-Socratic Greek philosopher whose emphasis was on change and impermanence being the defining characteristics of our world as opposed to stability and balance.

Paddling alongside him on a metaphorical canoe, we set off on our journey through the long, and winding “river of philosophy.” Our adventures begin in the land of logic where we study the rules of reasoning  and thought. Our travails are not an individual effort as we are joined by a fellow philosopher in Aristotle whose strict deductive relationships help us bridge our premises and establish the conclusion of our argument.

We loosen up a fair bit upon the arrival of a good friend from the future (there is a fair amount of time travel in the plot) in John Stuart Mill whose inductive reasoning paves the way for his generalizations about past events to predict the future.

 

Sometimes we can be deductively inductive.

 

 

Having learned how to assert and defend our beliefs, we look ahead to understanding what we know and how we know it. Our perceptions are brought to light through our skepticism that warrants a fundamental truth independent of all our senses in Descartes’ proposition that “I think therefore I am.” Descartes’ presumptions are subsequently set to a blank slate or the tabula rasa  in John Locke’s empirical divisions of our world’s qualities, which are themselves ultimately laid to rest and grounded in the idealism of George Berkeley where the world is nothing more than a collection of ideas

Plato’s cave is a wonderful allegory on the differences between perception and reality. 

This of course leaves us with no with no doubt that our perception of the world cannot be taken for granted, and honestly with more doubts than when we began our journey. Nevertheless, the dialogue continues as we traverse the realm of our minds, being as indecisive as we can ever be in finding our mind-body connection, before beginning to question our free will or the possible lack of one in the existence of God, and finally come to terms with our responsibilities and actions as we are driven by our knowledge of the world in ethics. 

In what is a smart, witty, and up-to-date account, The Cartoon Introduction to Philosophy is a perfect starting point for any uninitiated reader in the pleasures of philosophy. Patton and Cannon have done a great job in providing a work that is sure to inspire the love and wisdom of learning or “philosophia” in both young and old. By the time we flip through the last page of the novel, it is obvious that our once metaphorical “river of philosophy” has now metamorphosed into an ocean comprised of various personalities, creativity, and a heck of a lot of thoughts in what is a gloriously concise compendium of a field of study that is its own protagonist.

On the Nature of Knowledge

Introduction

So, after a week of thoughtful contemplation amid myriad deadlines, I’m excited to finally post my discussion “On the Nature of Knowledge.” I contested two methods of approach in presenting this topic: one that is grounded in philosophy, and the other that is inspired from my personal experience as a student. Ultimately, I’ve decided to stick with the latter as it would be consistent with how I’ve addressed most of the topics posted on this blog. For anyone wishing to tackle the same topic from a philosophical perspective, check out epistemology (the Stanford Encyclopedia of Philosophy provides an awesome introduction on the subject).

Our discussion will be divided into three separate parts dealing with the following questions:

(1) What is knowledge?
(2) What is knowledge from a student’s perspective?
(3) What is the purpose of knowledge?

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Seems simple enough!

My objective today will be to share my personal experience and growth over the last seven years of my undergraduate and graduate studies, during which I actively and repeatedly engaged these questions. I’m well aware of the various generalizations that can be made in answering these questions, but my opinions will converge and revolve around the viewpoints I’ve accepted in my personal journey to discover those same answers as a student. Let’s begin!

What is knowledge?

I believe knowledge can be defined via three categories: personal, factual, and action-based knowledge.

Personal knowledge revolves about the knowledge gained by acquaintance with the objects, the events, and the people in one’s environment. Having just arrived in Canada for my undergraduate studies, the foundation of my life was built around the expectations and experiences I had with my family living in India, Egypt, and Sudan. Commencing my studies at the University of Alberta while living in student residence, working part-time and volunteering in various activities, my personal growth as an individual continued as I mingled and became familiar with an alien environment. My new-found freedom allowed me to fully experience and question my individuality, a process that would culminate in my identity crisis several years down the road (one that I have thankfully resolved). Knowledge, in this sense, is acquainted with my familiarity toward objects in my environment as well as the delegation of my recognition to said objects, and was highly influential in defining my identity and my decisions. Altogether, personal knowledge is very much a book in progress in our individual lives. Its measures and ends are dictated by our environments, personal motivations, and growth while actively influencing all three of those aspects.

Action-based knowledge is the knowledge of how to do something. This would involve one’s abilities to do something, like driving a car or starting a campfire.

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On the other hand, factual knowledge, as is obvious, is the knowledge of facts. Action-based knowledge is different from factual knowledge. One may know the theory behind driving a car, while not actually knowing how to drive a car. Factual knowledge is evident in both action-based, and personal knowledge. With personal knowledge, in order to speak with others, one must  know how to communicate. One doesn’t necessarily know a person just by meeting them, one must also know a few things about them. Similarly, with action-based knowledge, one must know certain facts about driving, like the motion of the car with respect to actions on the steering wheel, to assist and help them actually drive the car.

Despite this, factual knowledge is alone not enough. Personal knowledge involves the need for action-based knowledge that helps an individual acquire the necessary skills to interact with his/her environment, and action-based knowledge may require some factual knowledge, but that same factual knowledge cannot amount towards action-based knowledge. In fact, one could say that there is no definitive standard of connection between these three categories of knowledge, seeing how much they intermesh. For the philosophy lovers, epistemology deals largely with the views of factual knowledge.

What is knowledge from a student’s perspective? 

How does this all come together for a student? Well, one of the main reasons we go to school is to cultivate our knowledge and understanding of the world. At university, this may largely be oriented by our aspirations on a field that would preferably model our future careers. I say “may” as I believe the purpose of higher studies does not have to primarily revolve about one’s career or prospective choice of employment (this in itself, leads to the crucial discussion on the structures of education or educational systems).

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Have…To…Keep…Going….

As a student, much of our time at university involves absorbing the factual knowledge before actually implementing them in the real world. Our action-based knowledge is attested to our success with such implementations. It is pretty similar to the notion of the scientific method, where theory precedes experiment in a repetitive cycle. This is where we also learn the difference between the static process of remembering knowledge versus the dynamic process of applying said knowledge. This is at the core of our ability to learn and interact with our environment, and is a social behavior whose roots are sown in our evolution as a species.

Factoring on to this is the personal knowledge that every individual inhibits. Being a student, you’re part of a community, one that we may or may not socialize with (each with its own share of circumstances). Putting aside the knowledge we gain from our courses, the personal knowledge we exhibit provides for the competitive play of our social lives from networking, to the establishment of our status, while satiating our thirst and drive for recognition.

All of which now leads us to ask, what is the purpose of knowledge in general?

What is the purpose of knowledge? 

Personally, to this day, I believe an individual’s knowledge is characterized not only by their ideas, but also how they act upon them. The question on the purpose of knowledge derives greatly from the means of education an individual may seek, which by itself, is an even bigger discussion.

I’ve come to recognize how influential the methods utilized to propagate knowledge at an academic institution can be on its community (teachers and students alike). After my four years of undergraduate studies, I was spent, and in many ways had to rediscover my personal creativity and motivation. Following a gap year, I pursued graduate studies, which I just recently completed. Looking back at my experience, I must say that a large part of my journey also had its run of the mill circumstances surrounding my identity crisis, but I cannot deny that it came with its share of new and enlightening perspectives involving my personal opinions on the educational systems of modern-day academic institutions.

What is the purpose of knowledge? I believe it is what it is, for every one of us, however we wish to see it.

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 If there is one attribute to my personality that I have always been proud of, it would be my undying curiosity, and endless thirst for knowledge. In my life, this has changed from a wish to understand the world, to sharing said knowledge, and to contributing my own by enhancing the source of said knowledge. The Pensive Reverie is in fact a personification of my desire to share my knowledge, as an individual, to the world. Ultimately, as Francis Bacon put it, “Knowledge is power” but I also believe what we do with said power defines the object for each and every individual.

Next up: On the Nature of Knowledge

Hi everyone,

Just wanted to send out a brief update on the topic I have decided to discuss for my next post. It took a few days of deliberation and careful thought, and given my recent completion of graduate studies, I felt it would be ideal to discuss On the nature of knowledge. 

I’m well aware of the various intricacies and the large volume of literature dedicated to this subject (it is in fact a field called epistemology.) As usual, my treatment of the topic will revolve around my personal experiences albeit with some casual references to quotations and critical analyses provided by professional savants.

I wish to focus, in particular, on the role of knowledge, and how it is integrated and implemented in current educational trends at schools and universities. As an aspiring PhD student, and as an autodidact, my views on education vary from the classroom to my personal work-space at home. I have often questioned the purpose of the knowledge that I have accumulated throughout my life, both in social and academic contexts, and how to appropriately and selectively apply said knowledge in my daily adventures as a foundation towards a healthy lifestyle. Such a thought has also widely influenced my methods of finding means to an end when it comes to my dreams to be a multi-talented and well-rounded individual.

Having successfully completed another major phase of education in my Masters degree, I felt it would be entertaining to discuss a question that has been quite significant in my daily life, and is pretty much a common occurrence in almost everyone’s daily lives and careers.

I should have the post up by the end of this weekend. Until then, toodles!