A Quote by Thomas Hobbes
By this we may understand, there be two sorts of knowledge, whereof the one is nothing else but sense, or knowledge original (as I have said at the beginning of the second chapter), and remembrance of the same; the other is called science or knowledge of the truth of propositions, and how things are called, and is derived from understanding.
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Science [is] knowledge of the truth of Propositions and how things are called.
A lot of knowledge in any kind of an organization is what we call task knowledge. These are things that people who have been there a long time understand are important, but they may not know how to talk about them. It's often called the culture of the organization.
We have heard of a Society for the Diffusion of Useful Knowledge. It is said that knowledge is power, and the like. Methinks there is equal need of a Society for the Diffusion of Useful Ignorance, what we will call Beautiful Knowledge, a knowledge useful in a higher sense: for what is most of our boasted so-called knowledge but a conceit that we know something, which robs us of the advantage of our actual ignorance? What we call knowledge is often our positive ignorance; ignorance our negative knowledge.
All those formal systems, in mathematics and physics and the philosophy of science, which claim to give foundations for certain truth are surely mistaken. I am tempted to say that we do not look for truth, but for knowledge. But I dislike this form of words, for two reasons. First of all, we do look for truth, however we define it, it is what we find that is knowledge. And second, what we fail to find is not truth, but certainty; the nature of truth is exactly the knowledge that we do find.
For many ages it has been allowed by sensible men, Nihil est in intellectu quod non fuit prius in sensu: That is, There is nothing in the understanding which was not first perceived by some of the senses. All the knowledge which we naturally have is originally derived from our senses. And therefore those who want any sense cannot have the least knowledge or idea of the objects of that sense; as they that never had sight have not the least knowledge or conception of light or colours.
When speaking of a "body of knowledge" or of "the results of research," e.g., we tacitly assign the same cognitive status to inherited knowledge and to independently acquired knowledge. To counteract this tendency a special effort is required to transform inherited knowledge into genuine knowledge by revitalizing its original discovery, and to discriminate between the genuine and the spurious elements of what claims to be inherited knowledge.
The knowledge of the individual citizen is of less value than the knowledge of science. The former is the opinion of individuals. It is merely subjective and is excluded from policies. The latter is objective - defined by science and promulgated by expert spokesmen. This objective knowledge is viewed as a commodity which can be refined... and fed into a process, now called decision-making. This new mythology of governance by the manipulation of knowledge-stock inevitably erodes reliance on government by people.
I am mainly concerned with unqualified knowledge, by contrast with the varieties of expert knowledge: scientific knowledge of various sorts, legal knowledge, medically expert knowledge, and so on.
What transforms this world is - knowledge. Do you see what I mean? Nothing else can change anything in this world. Knowledge alone is capable of transforming the world, while at the same time leaving it exactly as it is. When you look at the world with knowledge, you realize that things are unchangeable and at the same time are constantly being transformed.
Wisdom, properly so called, is nothing else but this: the perfect knowledge of the truth in all matters whatsoever.
Intellect begins with the observation of nature, proceeds to memorize and classify the facts thus observed, and by logical deduction builds up that edifice of knowledge properly called science? But admittedly we also know by feeling, and we can combine the two faculties, and present knowledge in the guise of art.
If the term education may be understood in so large a sense as to include all that belongs to the improvement of the mind, either by the acquisition of the knowledge of others or by increase of it through its own exertions, we learn by them what is the kind of education science offers to man. It teaches us to be neglectful of nothing - not to despise the small beginnings, for they precede of necessity all great things in the knowledge of science, either pure or applied.
Knowledge by itself does not give understanding. Nor is understanding increased by an increase of knowledge alone. Understanding depends upon the relation of knowledge to being...It appears only when a man feels and senses what is connected with it.
If one does not make human knowledge wholly dependent upon the original self-knowledge and consequent revelation of God to man, then man will have to seek knowledge within himself as the final reference point. Then he will have to seek an exhaustive understanding of reality. He will have to hold that if he cannot attain to such an exhaustive understanding of reality he has no true knowledge of anything at all. Either man must then know everything or he knows nothing. This is the dilemma that confronts every form of non-Christian epistemology
Science can only be comprehended epistemologically, which means as one category of possible knowledge, as long as knowledge is not equated either effusively with the absolute knowledge of a great philosophy or blindly with scientistic self-understanding of the actual business of research.
Wisdom and knowledge can best be understood together. Knowledge is learning, the power of the mind to understand and describe the universe. Wisdom is knowing how to apply knowledge and how not to apply it. Knowledge is knowing what to say; wisdom is knowing whether or not to say it. Knowledge gives answers; wisdom asks questions. Knowledge can be taught, wisdom grows from experience.
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