The Quest For Knowledge: An Out Door Project In Direct Metal Sculpture
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
CHAPTER ONE: INTRODUCTION
1 Background of study 1
2 Statement of Research Problem 2
3 Objective of the Study 3
4 Research Questions 4
5 Significance of the study ………………………………………………….
CHAPTER TWO: LITERATURE REVIEW
2.1 literature Review ……………………………………………………………..
CHAPTER 3: METHODOLOGY
Tools and Materials equipments used……………………………………………..
CHAPTER 4: FORM ANALYSIS
4.1 Evaluation …………………………………………………………..
4.2 Description ………………………………………………………..
4.3 Interpretation ………………………………………………………
CHAPTER 5: CONCLUSION
5.1 Conclusion………………………………………………………………
5.2 Recommendation ……………………………………………………..
References …………………………………………………………….
ABSTRACT
The researcher explored the benefits of knowledge to man and his society and the importance of pursuing knowledge. The major instrument used by the artist in the execution of this work is with the use of metal and concrete. The artist used rods of different gauge and metal sheet with the process of welding fused different metals together and beating of metal plates to shape so as to create different expressive forms.
Finding reveals that knowledge is power and according to the Holy bible “My people are destroyed from lack of knowledge and this has not prompted their progress and civilization.
CHAPTER ONE INTRODUCTION
According to Darwin (2003), “knowledge is often defined as belief that is true and justified. This definition has lead to its measurement by methods. A correct or an incorrect answer is interpreted to mean simply that a person knows or does not know something. Such methods of measurement have certain deficiencies that can be alleviated by expanding the definition of knowledge to include the cost-taker’s certainty.
Knowledge is justified true believe and is achieved by learning either through perception, or through the adoption of such a tradition that contains previously gathered knowledge.
(Greco and Sosa 1999, p. 104; Nonaka 1994): Knowledge is “justified true belief”. (Definition 2) Beliefs refer to the attitude of individuals, “roughly, whenever [they] take something to be the case or regard it as true” (Schwitzgebel 2014). Acknowledging that the qualification as “justified true” has been subject to extensive philosophical debates (Greco and Sosa 1999, p. 162), we briefly discuss justification and truth. Concerning justification, there are several approaches (Moser 2002, p. 204), such as rationalism or empiricism. In a scientific context, knowledge is justified if it results from the rigorous application of methods and if it has not been refuted by repeated criticism and attempts of falsification (Moser 2002, p. 390; Popper 1962; Slife and Williams 1995, p. 169). With respect to truth, different epistemic theories show that there is no consensus on what is true (Becker and Niehaves 2007; Hassan 2011; Meredith et al. 1989; Mingers 2001; Moser 2002, p. 386; Yadav and Gupta 2008). Therefore, knowledge should not be subject to an absolute and static conception of truth (Nonaka 1994), but it should rather be assessed in the light of an
appropriate theory of truth. Hence, when defining knowledge as “justified true belief”, we acknowledge that there are different types of knowledge that are based on different methods of justification and different theories of truth.
Americans tend to do well in international comparisons of reading; it is the concentration of readers in poor, urban neighborhoods that continue to be at risk for failure in reading. On average, children at risk grow up with lower incomes, less nutritious diets, unhealthier environments, and poor medical care. They are likely to come from home environments that may value education, but have neither the physical or social conditions to support it entirely.
Focusing specifically on early skill accomplishments, Keith Stanovich developed the “Matthew Effect” which places phonological processing and print exposure at the center of reading acquisition. He argues that children who develop efficient decoding processes early on are likely to be able to concentrate on the meaning of the text. They will read more, practice, and get better at it, enjoying the riches of reading. But unfortunately, children who do not become proficient in these skills begin a negative spiral. These are the children with limited exposure to print, limited opportunity to hear language in print, have difficulty developing an understanding of the code, avoid reading, read little, and achieve less.
Another reason is poor instruction. Bruner for example found that most early childhood settings are not providing the language opportunities children need. And we know that children need much instruction in language. Hart and Risley’s study of meaningful differences for example, reported an astonishing figure. Middle-class parents spoke approximately 300 words per hour to their children, compared with only few for welfare moms and their children. The child from middle-class homes at age 3 had a similar vocabulary level to those of the welfare moms. Hart and Risley estimated that it would take 41 hours a week of extra intervention to make up for these disparities. Consequently, adequate instruction is not enough–we need intensive, high quality instruction. And if these learning needs are ignored, problems will only become compounded and the negative cycle will continue.
What is striking in the descriptions of these risk factors is their potential ‘alterability.’ We can change them far more easily than difficulties related to illness and inherent abilities. But we must have the will and will must take the effort to do so.
How much knowledge are we teaching in the early years in prekindergarten settings?
Not much. Several new studies provide a clarion call. For example, Taylor and Pearson in their study of primary grade achievement in 14 schools examined content learning in 1-3 grades. They emphasized these particular grades since it would be clear that comprehension and learning must be emphasized by this time.
They found that comprehension instruction was minimal, rarely seen. Here were the common strategies used in these grades to teach content:
- Picture Walks
- Text-Based Questions
- Aesthetic Response
- Completing a Workbook Page
- Retelling a
Experiences that enrich children’s ability to problem solve is also critical for content knowledge development. Too often our children have holiday-based learning—they hear about Halloween for years, Thanksgiving, Easter…but rarely does that build a knowledge base for content and learning. Often the thematic instruction involves a theme that is only in the ‘teacher’s perspective’ and not the child’s. We need curriculum that helps teachers focus on objectives, goals, and words to be learned and practiced, with deeper experiences to ensure that these ideas are memorable for children.
Teachers need to develop strategies for ongoing assessment to determine if children have learned what has been taught. Observation, alone cannot help us know whether the child understood concepts, and can use language to express his or her ideas.
Children also need to develop critical skills in these early years. Susan Landry will be talking about the importance of phonological development, letter name knowledge, and concepts of print that need to be established in these early years. However, if this isn’t done well, in a way that is meaningful to children, it will not ultimately be used to gain new knowledge and more thoughtful concepts. Cutting and pasting a letter of the week is not the way to convey such learning.
So how do we improve early literacy instruction for children at risk?
In the field of early childhood we have often dichotomized learning, privileging either process (or how children learn) or content (or what children learn). Some argue that developing a content knowledge base is insensitive to children’s interests and ways of learning.
BACKGROUND OF THE STUDY
Knowledge simply refers to the condition of knowing something. It is the information, facts, principles skills and understanding etc. that is acquired through education, experience, perceiving or discovering. When knowledge is given out to somebody it does not decrease. It is an irreversible progress. Knowledge add value to the person who is in possession of it as he or she is been honoured and reverend everywhere he or she goes. Man has been in quest for knowledge since his existence as man is built up with this curiosity inside of him as he wants to know everything about himself and his environment.
STATEMENT OF PROBLEM
The issue of quest for knowledge has to do with a pursuit and struggle without relenting, a progressive and not a regressive movement. But in our modern society especially among student there is no zeal or passion or pursuit for this powerful thing called knowledge. People no longer want to stress themselves to study, forgetting that knowledge is power and this has lead and is still
leading to the destruction of many youths in the society. As it written in the Holy Bible “My people are destroyed from lack of knowledge and this has not prompted their progress and civilization”
OBJECTIVES OF THE STUDY
The fundamental purpose of this research is to find out what knowledge really is. What really drives the quest for knowledge and how to get knowledge and how to continue acquiring knowledge, and reason why most youth don’t find it interesting to search for knowledge.
RESEARCH QUESTION
- Why is knowledge expensive to get?
- How can the quest for knowledge be regenerated among youths?
- What role do institutions have to play in making people have quality education?
SIGNIFICANCE OF THE STUDY
The quest for knowledge is a perplexing problem. Mankind continues to seek to understand himself and the world around him, and also how he also can be certain of the things he
knows. The researcher is expected to ignite the quest for knowledge among people in the society especially the youths since they form the power of any society.
Secondly the result of the research is expected to help in the expansion of knowledge by contributing already existing literature in this area. Information gathered from this study will serve as reference materials for further research in the area.
SCOPE OF STUDY
To make knowledge which is the foundation of learning, it is necessary to apply thoughts to information, to think about the facts that have been gathered and this is a work only an individual can do. Reading books is a way of someone gathering information, wisdom and experience of others on a subject. The real effort of acquiring knowledge belongs to the student.
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