Knowledge
As expounded elsewhere (Collen, 2002), knowledge comes in particular forms. One can
articulate the construct in terms of its level of description and generalizability to explain phenomena. There is mono, inter-, cross-, multi-, trans-, and meta-disciplinary knowledge.Knowledge serves various aims, specifically, to explain, understand, and/or ameliorate.The paradigmatic assumptions, interests and aims held by the inquirer largely determinewhich one or more aims governs the form it takes. Finally, knowledge has an important relationship with the process that generates it. It can emerge by means of a process of discovery that reveals how life works in the physical universe, personal experience that builds up a rich cognitive map and ways of being in a particular environment, creative activity that brings insights into realms of human consciousness, and acquired know-how that enables construction and maintenance of the artificial.
Such knowledge typologies are merely representative to make the point that one has multiple means to study and define the construct, and that each type may not be limited or exclusive. For example, my statement about the artificial is illustrative only; it is well established that know-how applies to all realms of human activity.
Before moving to the central place open knowledge has in global human activity systems, I continue my scrutiny of key constructs that shall better position me to fulfill the theme of this paper.