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Essential knowledge of subject matter for practicing educators consists of overlapping knowledge domains: subject matter knowledge and pedagogical content matter. [8] Pedagogical content matter consists of an understanding of how to represent certain concepts in ways appropriate to the learner contexts, including abilities and interests.
And, of course, multipotentiality is highly valued in certain spaces, contexts and cultures today. When multipotentialites are supported and encouraged to embrace their diverse skills and experiences, they're able to tap into their super powers: idea synthesis, rapid learning, adaptability, big picture thinking, relating to and translating ...
General knowledge is an essential component of crystallized intelligence. It is strongly associated with general intelligence and with openness to experience. [2] Studies have found that people who are highly knowledgeable in a particular domain tend to be knowledgeable in many.
A distinguishing feature of adaptive expertise is the ability to apply knowledge effectively to novel problems or atypical cases in a domain. Holyoak characterized adaptive experts as being capable of drawing on their knowledge to invent new procedures for solving unique or fresh problems, rather than simply applying already mastered procedures ...
All the three types of micro-level of creative knowledge work offer a highly contextualized understanding of how these workers operate in the knowledge economy. This approach is different from that taken by Zuboff (1988), Drucker (1993), Nonaka and Takeuchi (1995) and Reich (2001) who sought to provide a more generic understanding (Loo, 2017).
A priori and a posteriori knowledge – these terms are used with respect to reasoning (epistemology) to distinguish necessary conclusions from first premises.. A priori knowledge or justification – knowledge that is independent of experience, as with mathematics, tautologies ("All bachelors are unmarried"), and deduction from pure reason (e.g., ontological proofs).
The shift in meaning for mathema is likely a result of the rapid categorization during the time of Plato and Aristotle of their mathemata in terms of education: arithmetic, geometry, astronomy, and music (the quadrivium), which the Greeks found to create a "natural grouping" of mathematical (in the modern usage; "doctrina mathematica" in the ancient usage) precepts.
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 ...