How Does the Vocabulary Shape What Humans Can Know - Essay Example

Theory of knowledge: The vocabulary we have does more than communicate our knowledge; it shapes what we can know.” Evaluate this claim with referenceto different areas of knowledge. INTRODUCTION The title of the question highlights the knowledge area of vocalization. Under vocalization, there are several minor knowledge issues that can also be raised or discussed under the question. Some of these include the acquisition of vocabulary, the formation of vocal competence, the use of vocabulary, benefits of having enough vocabulary among others. Vocabulary is a knowledge that cuts across several subject areas and presents key concepts such reason, perception and language. Reason is the use of the mind to make meaning out of a situation (Adams, 2008); Perception is an assumption taken in the course of learning (Gardener, 2005) and language on the other hand is though to be a complex process involving “communication of thoughts and feelings through a system of arbitrary signals, such as voice sounds, gestures, or written symbols” (Farlex, 2012). All said and done, the title can be restructured as “exploring our world of knowledge through vocabulary”. This meaning can be interpreted as the ability to acquire knowledge by possessing more vocabulary and the ability to have a handicap in knowledge acquisition in the absence of enough vocabulary. To defend the title, this work shall look at ways of knowledge including reason, language and perception and areas of knowledge including history, natural science, mathematics and arts. Major Claims The claim that the vocabulary we have does more than communicate our knowledge and that it actually shapes what we can know is simply a major showcase of the power of vocabulary acquisition and the power of it thereof. Indeed, there is no denying the fact that vocabulary plays important roles across the learning hemisphere and in the acquisition of knowledge. It is even important to ask whether it is possible to acquire any form of knowledge in the absence of vocabulary. This question is posed because knowledge acquisition comes through learning and learning is impossible in the absence of effective communicate. Meanwhile, communication is one of the important processes in learning. To say that vocabulary does more than communicate our knowledge is indeed an admission that knowledge may be acquired from external sources but it takes vocabulary to make that knowledge manifest. This is what those who hold the school of thought that knowledge can be acquired without vocabulary say to counter the claim that vocabulary is the ultimate tool in knowledge acquisition. However, the following pieces of major claims that touches on three major ways of knowing and four major areas of knowledge will help in arriving at a conclusion that vocabulary indeed is responsible for knowledge acquisition and moreover responsible for organizing, formulating and structuring the knowledge we acquire so that knowledge is used in the right concept. This is because without the rightful use of knowledge acquired, knowledge acquisition may be as irrelevant as it was not acquired. Vocabulary is diverse Vocabulary does more than communicating our knowledge because vocabulary is diverse. To say vocabulary is diverse does not necessarily mean that there are many vocabularies. Rather, it means that vocabulary comes in different forms and is applied in many different ways. It is for this characteristic of vocabulary that makes it possible for vocabulary to make it able for a person to acquire knowledge across several areas of knowledge and subjects of study. To argue that vocabulary is made up of only a combination of letters and that vocabulary comes in the form of words alone limits the diversity of vocabulary as is being justified here. Indeed, vocabulary is made up of more than words because there are areas of knowledge where words are not the only mode of knowledge transmission. A typical day to day example is the situation whereby people learn through missing link. People who learn through missing link are able to acquire knowledge but through the use of signs and symbols. Even among ordinary people such as friends, there are ways that these people communicate their learned knowledge such as giving of compliment, expressing affection and admitting their disapproval without the use of words but gestures. These examples explain that vocabulary is indeed diverse and exists in many different forms. Another instance is the fact that a particular line of vocabulary that exists in say natural science may not exist or be necessary in arts. For instance saying H2O in science has a meaning that may not be valid in arts. For a person to possess the ability of knowing a wide range of things therefore, the person must possess fair knowledge of the diversity of knowledge as applicable in the area of knowledge to be learnt. Vocabulary opens doors to learning The second claim is that vocabulary opens doors to learning and this is directly related to the first claim and to the title as well. In relation to the above claim, it can be justified that it is only when a person has a fair knowledge of all or majority of the diverse forms of vocabulary across the different areas of knowledge that the person can be open to learning in that area of knowledge. When learning History for instance, a person must be able to be abreast with the line of vocabulary such as dates. Learning natural science also deals with the learning of chemical signs and symbols. Learning Mathematics also comes with a line of vocabulary such as lines and figures that are not necessary in other areas of learning. Again, having to learn Arts requires peculiar vocabulary such as shapes and drawing. Writing with reference to the title also, it is out rightly justified to say that an accolade of vocabulary as a means of shaping what we know is because it opens the door to learning. Learning has been defined as “Measurable and relatively permanent change in behavior through experience, instruction, or study” (Business Dictionary, 2011). From this definition, it is clear that learning is not something that is done intermittently but that before actual learning can be said to have taken place, there must be a permanent change in lifestyle. Indeed, if our intuition is not convinced to change what we know; at the time of learning, there is no way we shall admit to taking up the relatively permanent change in behavior that comes with learning. It is therefore right to argue that vocabulary opens doors to learning and that learning shapes what we can know. One may however ask the question, does it mean that in any learning situation, it is those with the most number of vocabularies who top the learning section? The answer is no. it is rather people who utilize the vocabulary they have. This is said because learning and getting tested for what was learnt is all about the application of concepts; and by extension, the application vocabulary. In a typical everyday situation, it is seen that it is not they who are always present in the classroom or those who attend the most number of lectures that always top the class in examinations. The meaning is that one may have a few but can make judicious use of that few. This point may however be use as a counter argument against the grounds that vocabulary acquisition is the ultimate thing in learning. But that is the case. The point is, in the absence of vocabularies, there will be nothing to develop or build on. Learning brings knowledge Once vocabulary leads to learning, the next stop of benefit for the learner is that he or she acquires knowledge. Learning has always come before knowledge acquisition for one thing. This is because learning is associated with a relatively permanent change in behavior (Business Dictionary, 2011). In fact, the acquisition of knowledge is something that happens as a result of constant application of an idea. So it is only out of the making of the new acquired behavior permanent and constant that it can lead to knowledge acquisition. A typical example is a person who goes to School of Fine Arts to offer graphic design. Upon arrival, the person is taken through the process of learning, which involves among other things, the acquisition of several ideas, concepts and approaches (vocabulary). As the process continues, the person will at a point in time become very familiar with a concept like the elements of design. Once the idea of the elements of design become a relatively permanent part of the person, it person can be said to have achieved learning. Next to this learning process, the person now puts the learning to practice by beginning to combine the elements of design with the principles of design to arrive at the formation of nice drawings and graphics. It is at this point that learning has been utilized or transformed that we say the person has acquired knowledge. Learning is therefore always instrumental in knowledge acquisition. Also in relation to the title that vocabulary shapes what we can know, it can be said that even after learning a particular concept leads to the creation or acquisition of knowledge, one may still new constant application and use of vocabulary that relates to the area of knowledge to gain perfection in the knowledge acquired. It is in fact for this reason that we have masters in all trades. So two because may be mathematicians but because one of them continues to apply new and existing vocabulary, that person may be a master mathematician while the other becomes an ordinary mathematician. If the need to refer to previously existing and new vocabulary even after knowledge has been acquired was not necessary, there would not be the concepts of revision and feedback as part of the learning process. Vocabulary should be accompanied by a way of knowing All said and done, it is important to make this interjection that vocabulary is woefully inadequate if it is not accompanied with a way of knowing. As a matter of fact, the benefits of vocabulary in relation to learning and knowledge can never be attained if there is no application of a way of knowing. The ways of knowing may be viewed from three angles and these are reason, perception and language. Each of these must perfectly accompany the acquisition of vocabulary to make vocabulary worthwhile. For instance reasoning is important for making interpretation of vocabulary learnt. In the absence of reasoning, a learner becomes handicapped in the sense that he or she is not able to do self learning by taking the individual vocabulary learnt and making meaning out of them. Perception is also an important way of knowing because it enables the forecasting of ideas and knowledge. Perception can therefore be said to be an advanced form of reasoning and there deeper reasoning in disguise (Adams, 2008). Perception has always accompanied the use of vocabulary because it is out of the practice of perceiving that vocabularies actually become meaningful to us. Perception also makes the act of relational learning very successful. An example is a student who learns in a History class that Osama Bin Laden was the brain behind the 9/11 attacks. When such a student meets another that asks; “Which of these people is most wanted by the United States government” and among the answers the student knows none of the people in the alternatives but Osama Bin Laden, the student will perceive that Osama Bin Laden could form a better trail than the others because he is familiar with Osama and not the others. Language sums it all in the sense that language represents the actual application of vocabulary. CONCLUSION Indeed, vocabulary shapes what we can know in a number of ways. This is because vocabulary opens us up for learning and through learning it expands our access to knowledge. Vocabulary is even responsible for enhancing, edifying and modifying the knowledge we acquire through revision and re-learning. It is for this reason that vocabulary can be said to shape what we can know. On a practical basis ways of knowing, which were the knowledge issues identified have been proved to affect the attainment of knowledge because vocabulary cannot in itself alone bring about learning and knowledge. Therefore, the ways of knowing, which are reason, perception and language acts as catalysts for the enhancement of vocabulary. Conclusively, students and all people who wish to pursue knowledge should make it a point to continue to constantly seek after vocabulary through learning. It is also appropriate to familiarize one’s self with the kind of knowledge that exists in the person’s peculiar area of knowledge. Based on this, it can be said that the question has satisfactorily been answered. REFERENCE LIST Adam G. R. 2008, ‘The Theory of Language Acquisition’, London: Frimprince Publications Limited Gardener T. A. 2005, ‘The Knowledge of Learning and Language Development’ New York: Dorrance Press Limited Farlex, 2012,’ Language’, The Free Dictionary, Accessed January 2, 2012 Business Dictionary, 2011, ‘Learning’, Accessed January 2, 2012 Read More