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Culture" is based on the characteristics and behavior among a particular group of individuals. [12] Corresponding to this, knowledge-based decision making tries to focus on functioning within an environment containing a variety of components, including respecting one another's decisions and listening to each other.
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
Gnosis is a feminine Greek noun which means "knowledge" or "awareness." [10] It is often used for personal knowledge compared with intellectual knowledge (εἴδειν eídein), as with the French connaître compared with savoir, the Portuguese conhecer compared with saber, the Spanish conocer compared with saber, the Italian conoscere compared with sapere, the German kennen rather than ...
The term comes from the root word meta, meaning "beyond", or "on top of". [55] Metacognition can take many forms, such as reflecting on one's ways of thinking, and knowing when and how oneself and others use particular strategies for problem-solving.
It is therefore a process which can be more or less rational or irrational and can be based on explicit or tacit knowledge and beliefs. Tacit knowledge is often used to fill the gaps in complex decision-making processes. [3] Usually, both of these types of knowledge, tacit and explicit, are used together in the decision-making process.
Commonsense knowledge is "real world knowledge that can provide a basis for additional knowledge to be gathered and interpreted automatically". [4] The commonsense world consists of "time, space, physical interactions, people, and so on". [1] Common sense is "all the knowledge about the world that we take for granted but rarely state out loud". [5]
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
The more common view is, therefore, to see knowledge-how and knowledge-that as two distinct types of knowledge. [7] [9] [4] Another often-discussed alternative type of knowledge is knowledge by acquaintance. It is defined as a direct familiarity with an individual, often with a person, and only arises if one has met this individual personally.