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It is explanatory knowledge that provides scientific understanding of the world. (Salmon, 2006, pg. 3) [ 1 ] According to the National Research Council (United States) : "Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work."
In law, knowledge is one of the degrees of mens rea that constitute part of a crime.For example, in English law, the offence of knowingly being a passenger in a vehicle taken without consent requires that the prosecution prove not only that the defendant was a passenger in a vehicle and that it was taken by the driver without consent, but also that the defendant knew that it was taken without ...
This glossary of biology terms is a list of definitions of fundamental terms and concepts used in biology, the study of life and of living organisms.It is intended as introductory material for novices; for more specific and technical definitions from sub-disciplines and related fields, see Glossary of cell biology, Glossary of genetics, Glossary of evolutionary biology, Glossary of ecology ...
Constructivist psychology schools share assumptions about the active constructive nature of human knowledge. In particular, the critique is aimed at the "associationist" postulate of empiricism, "by which the mind is conceived as a passive system that gathers its contents from its environment and, through the act of knowing, produces a copy of ...
Thus the court will treat a person as having constructive knowledge of the facts if he wilfully shuts his eyes to the relevant facts which would be obvious if he opened his eyes, such constructive knowledge being usually termed (though by a metaphor of historical inaccuracy) "Nelsonian knowledge". Similarly the court may treat a person as ...
Definitions of knowledge aim to identify the essential features of knowledge. Closely related terms are conception of knowledge, theory of knowledge, and analysis of knowledge. Some general features of knowledge are widely accepted among philosophers, for example, that it involves cognitive success and epistemic contact with reality.
No single source of influence has central control over an organism's development. [4] Whilst the genetic influence on development is fundamental, causation does not only occur from the bottom up, but also flows ‘downwards’ [12] from more complex levels of organismal organization (e.g., tissue-specific regulation of gene expression).
This definition excludes highly specialized learning that can only be obtained with extensive training and information confined to a single medium. General knowledge is an important component of crystallized intelligence and is strongly associated with general intelligence, and with openness to experience. [8]