Recognition in the Domain of Thoughts

Recognition in the Domain of Thoughts

The Process of Recognition

The steps the human mind must go through in order to achieve discovery and recognition are:

1-Establishing contact between the mind and the fact: No knowledge can be gained without making contact between the human mind and the truth, whether we believe that all knowledge potentially exists in the human mind, or believe that it is like a completely blank paper which can be affected by external facts. Physical phenomena, such as light, transfer facts from the outside into the mind. Facts pass through our senses and enter our mind.

2-Initial observation: The senses are exposed to many phenomena, but only some of them pass through the senses into the mind. In other words, the phenomena that we pay attention to can pass through the senses. Thus, purely natural reflection due to the openness of our senses cannot be a cause of gaining knowledge, for no conscious attention is included in it. 

3-Attention: If man is appealed by what he notices, attention occurs. In other words, this step of the process is caused by either the attraction of the object or the person's own inclination. Furthermore, the deeper the attention is, the readier the mind will be to activate its forces about a subject.

4-Indirect understanding: In this step, we try to somehow gain an understanding of the subject; otherwise, its knowledge will never be possible. However, our understanding will be indirect, for all phenomena are interrelated. When we see colors, for example, we need proper light. Our distance from the subject is also significant. 

5-Direct understanding: In empirical sciences, where the subjects are analyzed, researchers can gain direct understanding. In other words, the researcher can gain knowledge of the subject regardless of any relationship it may have with other phenomena. However, we must keep in mind that phenomena are interrelated, and each can be studied in different ways. The mutual interactions between phenomena reveal various identities for each, and a direct understanding of a phenomenon may not necessarily include its whole identity. 

6- Direct grasp: Here, by "surrounding" we mean all-around understanding of subjects – it engulfs every aspect of the subject. However, in most cases of knowledge we are concerned with complete knowledge of one specific subject, not surrounding all aspects around it, too, for each field of science tend to study a particular aspect of a phenomenon.

7-Indirect grasp: Surrounding the effect by means of knowing about the cause. Usually, the human mind is influenced by the previous pieces of knowledge it has gained, and finds it quite hard to achieve a pure, absolute, direct grasp of the subject without being affected by the previous ones. Say, for instance, that we look at a bright light and then try to know what color something is; the difference in quality between the bright light and the color will affect our knowledge of the color." 

 

Different Forms of Knowledge and Recognition

There are various ways for knowledge and recognition to take place, for the human mind can make contact with the facts in different ways:

1-Purely Educational Knowledge: When knowledge happens in the mind in a purely educational situation, not only is it an absolutely reflective process, but is also accompanied by two other kinds of knowledge: 1) the teacher teaches what he knows; 2) the truth is what I am learning. The risk this kind of knowledge includes is that the learner learns anything he is taught, without any consideration or thought. Learning different things from different scholars may throw the learner into confusion. The other risk is the weakening of the learner's own mental productivity. These are issues teachers must avoid while teaching.

2- Purely Developmental Knowledge: In this kind of development-included knowledge, the trainer inducts a series of concepts and realities to the trainee. If logical principles are observed during the training, the knowledge gained will also be deeper and longer-lasting, for it will be the result of change and contact with facts. For instance, when one correctly learns that telling the truth is necessary at all times, he will also be more profoundly interested in telling the truth, too. He feels the practical essence to tell the truth, which he believes will develop his character. The principles that say the practical element is more important than knowledge in human development does not mean that practical usage without knowledge is necessary; it means, in fact, that the important thing in human development is practical, knowledge-based development and change, not mere abstract knowledge piled up in the researcher's mind. 

3-Imitational Knowledge: Imitation means accepting another person's words, actions, behavior and thoughts without any reason. Imitation consists of five elements:

a) The imitator 

b) The imitated

c) The phenomenon or reality being imitated 

d) The aim of the imitation

e) The credibility of the imitation

Some imitations are completely distinctive of original knowledge, whereas some others are not. Detectable imitations are harmless to human knowledge, but the ones not detectable can be quite dangerous. Some detectable imitations are, nevertheless, necessary, like consulting an expert.

4- Supposed Knowledge: In supposed knowledge, there is no observable evidence, and the researcher must take the relevant mental conditions and concepts into consideration.

5-Theoretical knowledge: Here, some of the knowledge is compatible with researchable items, but the whole issue cannot be interpreted by means of experimental evidence. These two forms of knowledge sometimes make scientific knowledge fade a little. Mixing suppositions and theories with scientific laws may cause little harm in issues concerning the observable world, but applying them to the humanities may bring about irreparable harm to human culture, as the theory of the originality of the sexual instinct did in interpreting human life, inhibiting man's evolution and changing all human values.

6-Purely Descriptive Knowledge: This kind of knowledge tends to set light on the facts in order to provide a bridge between the initial contact with the facts and the stage of true recognition. In the initial step, man merely photographs the facts, but in descriptive knowledge, facts are described from all viewpoints. The descriptions are sometimes so interesting that the initial state of mind feels that the original knowledge is not necessary, and this can make human thoughts stagnant.

 

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