“The improvement of understanding is for two ends: first, our own increase of knowledge; secondly, to enable us to deliver that knowledge to others”
–John Locke
–John Locke
In my search to discover the difference between knowing and understanding the most common ideas I found are that a person can know something without understanding it. We can measure knowledge, or recall, on exams. Knowledge can be just the facts, but not the understanding of how to apply the facts. At first glance it seems that true understanding is predicated on knowing. One must have the general knowledge to understand something.
Yet, the idea of intuitive understanding, like the understanding of body clues, facial features, and voice modulation seem to be things humans pick up without knowing that we know them, relying on our intuition to warn us of danger or other helpful social situations. This deep level of understanding allows us to make rapid decisions that can be life saving. But we don’t know that we know these things. We aren’t explicitly taught them (there are exceptions to this but ask any SLP how difficult it is to teach an Autistic child these clues!). So although we don’t know the clues we are looking for, nor do we actively search for them, our minds already understand what we are seeing and translate it into a message for immediate action, as in a fight or flight response. So it seems that we are capable, on an instinctual level at least, of understanding something without knowing about it. What about deeper understanding that does not involve instinct or intuition?
It seems that it is common in education for students to know facts or concepts without understanding them. In order to show that you know something, most often one is only asked to recall the information. Actually applying it shows understanding. According to Bloom’s Taxonomy (much quoted throughout educational philosophy articles), knowledge, or the ability to recall facts is the first step in the learning process, followed by comprehension, also described by Bloom as understanding or getting meaning (Page, 2010, p.56). According to Bloom these are only the first of six steps in the learning process, although it does seem from his work that in order for understanding to occur, knowing must occur first.
“Learning is personal. Learning is an individual experience that must be internalized and integrated by each student” (Page, 2010, p.54). In this statement I believe that learning is synonymous with understanding. In his article, Page asserts that when information is presented to students it is then stored somewhere in the brain. It takes further use of this information, some form of application, such as the personal experience described above, or other activities to move that information from just stored information, or what we are defining as knowing into learning, or understanding. Page goes on to say, “each learner builds and adds to their understanding according to his or her own knowledge, thoughts, ideas, perceptions, experiences, values, and beliefs. If new information does not connect or relate to existing knowledge, the brain will not accept it” (Page, 2010, p.55). It seems then that our understanding of knowledge presented to us not only takes the application of the knowledge, but also is wholly dependent upon our world view or our position as it were in society based upon all of the factors Page lists above. This leads to the idea that two people can be presented with the same information, completely understand the information, and proceed to develop separate and differing opinions based upon said information.
It seems that it is common in education for students to know facts or concepts without understanding them. In order to show that you know something, most often one is only asked to recall the information. Actually applying it shows understanding. According to Bloom’s Taxonomy (much quoted throughout educational philosophy articles), knowledge, or the ability to recall facts is the first step in the learning process, followed by comprehension, also described by Bloom as understanding or getting meaning (Page, 2010, p.56). According to Bloom these are only the first of six steps in the learning process, although it does seem from his work that in order for understanding to occur, knowing must occur first.
“Learning is personal. Learning is an individual experience that must be internalized and integrated by each student” (Page, 2010, p.54). In this statement I believe that learning is synonymous with understanding. In his article, Page asserts that when information is presented to students it is then stored somewhere in the brain. It takes further use of this information, some form of application, such as the personal experience described above, or other activities to move that information from just stored information, or what we are defining as knowing into learning, or understanding. Page goes on to say, “each learner builds and adds to their understanding according to his or her own knowledge, thoughts, ideas, perceptions, experiences, values, and beliefs. If new information does not connect or relate to existing knowledge, the brain will not accept it” (Page, 2010, p.55). It seems then that our understanding of knowledge presented to us not only takes the application of the knowledge, but also is wholly dependent upon our world view or our position as it were in society based upon all of the factors Page lists above. This leads to the idea that two people can be presented with the same information, completely understand the information, and proceed to develop separate and differing opinions based upon said information.
References:
Kirkland, J., Bimler, D., Rutgers, W., Cleary, M., Nelson, E., Hill, L., et al. (2009). Thinking About Thinking. New Zealand Principals' Federation Magazine, 24(4), 14-15. Retrieved from Education Research Complete database.
Locke, J (1847). An essay concerning human understanding and a treatise on the conduct of the understanding. Kay and Troutman: Philadelphia.
Page, B. (2010). 12 Things Teachers Must Know about Learning. Education Digest, 75(8), 54-56. Retrieved from Education Research Complete database.
This is an excellent post. One thought that came to mind is what is the role in formalized education in terms of intuition, the understandings we have that aren't built on obvious knowledge (although you could say they are but we received it so early it has become innate.
ReplyDelete"This leads to the idea that two people can be presented with the same information, completely understand the information, and proceed to develop separate and differing opinions based upon said information".
ReplyDeleteThank you for including this in your blog Amie, it is an excellent point. It reinforces to me the subjective nature of information. Although my exposure to instructional theory and design is limited, I have seen this demonstrated repeatedly in legal and historical settings. A major implication of your statement then becomes how to objectively gauge understanding when it is based on the subjective processing of information.
The farming metaphor is particularly powerful. Agriculture is an applied science, and consisting of and embracing a concrete connection to the land. In other words, farming cannot be understood outside of the context of the activity of farming, which is why, consequently, most farms offer apprenticeship programs to really teach aspirants the art and craft of farming aside from the knowledge to be found in books and classrooms. True understanding comes from “getting one’s hands dirty” in the field.
ReplyDeletePerhaps the same can be said for teaching as well? As you point out, as educators, we bear a responsibility to our students to ensure that knowledge does not become disembodied (the reference to our digestion of food in your quotation of Isha Schwaller de Lubicz is apt here) from their experience; that knowledge and understanding are fused into something meaningful, both on the part of teacher and student.
I find your comments on learning and understanding to be quite interesting. I hadn't thought of any examples of understanding preceding knowledge, and appreciated considering your ideas on instinctual understanding that occurs without any real knowledge.
ReplyDeleteI do, however, have to disagree with the quote from Page regarding the brain not accepting information that is contradictory to one's existing schema. Reality is full of experiences that do not meld into our existing worldview. Instead of disregarding this understanding, I feel that it should be considered a jumping off point-- a place where true learning actually exists. John Piaget, constructivist theorist, discusses the process of assimilation that occurs when acquired knowledge does not fit into one's existing schema (Kretcher, 2008, p.2). In that case one might try to change the way they had been thinking about their previous experiences, about the new information, or both. Therefore, an individual will have to work with their own thought process to try to better understand those pieces of information that don't fit as well. Ultimately, I feel like as opposed to the brain dismissing new, contradictory information in fact the assimilation of that information often creates the greatest personal growth.
Kretchmar, J. (2008). Constructivism. (p. 1). Great Neck Publishing. Retrieved from Research Starters - Education database.