Test Bank For Fundamentals of Educational Research 7th Edition All Chapters - 9780133579161.pdf

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Code
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Program. MA(T .edu)
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Smester Spring2021




Assignment.no.1

Unit(1-
4) QNo(1)Define briefly each source of knowledge and explain one which i
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nspire you the most?
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• Answer. Sources of knowledge:
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•
There are generally four sources of knowledge: Intuit
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ion,

Authority, Rationa b




l induction, Empiric
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isim.

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Definition of intuition: b b




Intuition is knowledge that is gained through a feeling or thought that m
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ight turn out to be true. When we gain knowledge via intuition, it means
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that we have knowledge of something without being consciously aware
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of where the knowledge came from.
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Examples:
We have probably heard people say things like “I don’t know, it’s just a gu
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t feeling” or “I don’t know, it just came to me, and I know it’s true.” These
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statements represent examples of intuition. Sometimes we intuit someth
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ing based not on a “gut feeling” but on events we have observed. The pro
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blem is that the events may be misinterpreted and not representative of
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all events in that category. For example, many people believe that more b
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abies are born during a full moon or that couples who have adopted a bab
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y are more likely to conceive after the adoption. These are examples of ill
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usory correlation- b



the perception of relationship that does not exist. More babies are not bo
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rn when the moon is full, nor are couples more likely to conceive after ad
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opting.
Instead, we are more likely to notice and pay attention to those couples
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who conceive after adopting, and not notice those who did not conceive
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after adopting. b




Authority:
Definition:


When we accept what a respected or famous person tells us, we are gaini
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ng knowledge via authority. We may have gained much of our own knowl
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edge through authority figures.As we were growing up, our parents provi
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ded us with information that, for the most part, we did
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not question, especially when we were very young. We believed that the
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y knew what they were talking about, and thus we accepted the answers
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bthey gave us. We have probably also gained knowledge from teachers w
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hom we viewed as authority figures, at times blindly accepting what the
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y said as truth. Most people tend to accept information imparted by thos
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e they view as authority figures.
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Historically, authority figures have been a primary means of information.
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Examples:
For example, in some time periods and cultures, the church and its leader
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s were responsible for providing much of the knowledge that individuals
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gained throughout the course of their lives. Even today, many individuals
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gain much of their knowledge from authority figures. This may not be a pr
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oblem if the perceived authority figure truly is an authority on the subject
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. However, problems may arise in situations where the perceived authorit
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y figure really is not knowledgeable about the material he or she is impart
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ing. A good example is the information given in “infomercials.” Celebritie
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s are often used to deliver the message or a testimonial concerning a pro
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duct. For example, Cindy Crawford may tell us about a makeup product, o
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r Christie Brinkley may provide a testimonial regarding a piece of gym equ
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ipment. Does Cindy Crawford have a degree in dermatology? What does
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Christie Brinkley know about exercise physiology? These individuals may
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be experts on acting or modeling, but they are not authorities on the pro
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ducts they are advertising. Yet many individuals readily accept what they
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say. In conclusion, accepting the word of an authority figure may be a reli
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able and valid means of gaining knowledge, but only if the individual is tru
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ly an authority on the subject. Thus, we need to question “authoritative”
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sources of knowledge and develop an attitude of skepticism so that we do
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not blindly accept whatever is presented to us.
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Rational induction: b




Rationalism gaining knowledge via rationalism involves logical reasoning
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. With this approach, ideas are precisely stated and logical rules are applie
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d to arrive at a logically sound conclusion. Rational ideas are often presen
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ted in the form of a syllogism.
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Examples:
All humans are mortal; I am a human; therefore, I am mortal. This concl
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usion is logically derived from the major and minor premises in the syllo
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gism. Consider, however, the following syllogism: Attractive people are
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good; Nellie is attractive; therefore, Nellie is good. This syllogism should
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identify for us the problem with gaining knowledge by logic. Although th
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e syllogism is logically sound, the content of both premises is not necess
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arily true. If the content of the premises were true, then the conclusion
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would be true in addition to being logically sound. However, if the conte
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nt of either of the premises is false (as is the premise “Attractive people
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are good”), then the conclusion is logically valid but empirically false and
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btherefore of no use to a scientist. Logic deals with only the form of the sy
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llogism and not its content. Obviously, researchers are interested in bot
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h form and content.
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Empiricism:
Knowledge via empiricism involves gaining knowledge through objectiv
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e observation and the experiences of our senses. An individual
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