"In any academic area or professional field, it is just as important to recognize the limits of our
knowledge and understanding as it is to acquire new facts and information."
Does recognizing the limits of our knowledge and understanding serve us equally well as
acquiring new facts and information, as the speaker asserts? While our everyday experience
might lend credence to this assertion, further reflection reveals its fundamental inconsistency
with our Western view of how we acquire knowledge. Nevertheless, a careful and thoughtful
definition of knowledge can serve to reconcile the two.
On the one hand, the speaker's assertion accords with the everyday experience of working
professionals. For example, the sort of"book'I knowledge that medical, law, and business
students acquire, no matter how extensive, is of little use unless these students also learn to
accept the uncertainties and risks inherent in professional practice and in the business world.
Any successful doctor, lawyer, or entrepreneur would undoubtedly agree that new precedents
and challenges in their fields compel them to acknowledge the limitations of their knowledge,
and that learning to accommodate these limitations is just as important in their professional
success as knowledge itself.
Moreover, the additional knowledge we gain by collecting more information often
diminishes-sometimes to the point where marginal gains turn to marginal losses. Consider, for
instance, the collection of financial-investment information. No amount of knowledge can
eliminate the uncertainty and risk inherent in financial investing. Also, information overload can
result in confusion, which in turn can diminish one's ability to assimilate information and apply
it usefully. Thus, by recognizing the limits of their knowledge, and by accounting for those limits
when making decisions, investment advisors can more effectively serve their clients.
On the other hand, the speaker's assertion seems self-contradictory, for how can we know
the limits of our knowledge until we've thoroughly tested those limits through exhaustive
empirical observation--that is, by acquiring facts and information. For example, it would be
tempting to concede that we can never understand the basic forces that govern all matter in
the universe. Yet due to increasingly precise and extensive fact-finding efforts of scientists, we
might now be within striking distance of understanding the key laws by which all physical
matter behaves. Put another way, the speaker's assertion flies in the face of the scientific
method, whose fundamental tenet is that we humans can truly know only that which we
observe. Thus Francis Bacon, who fn:st formulated the method, might assert that the speaker
is fundamentally incorrect.
How can we reconcile our experience in everyday endeavors with the basic assumption
underlying the scientific method? Perhaps the answer lies in a distinction between two types of
knowledge--one which amounts to a mere collection of observations (i.e., facts and
information), the other which is deeper and includes a realization of principles and truths
underlying those observations. At this deeper level "knowledge" equals "under-standing": how
we interpret, make sense of, and find meaning in the information we collect by way of
observation.
In the final analysis, evaluating the speaker's assertion requires that we define "knowledge,''
which in turn requires that we address complex epistemological issues best left to
philosophers and theologians. Yet perhaps this is the speaker's point: that we can never truly
know either ourselves or the world, and that by recognizing this limitation we set ourselves free
to accomplish what no amount of mere information could ever permit.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-11-22 | rajkumarov | 66 | view |
- The following appeared as a letter to the editor of National Issues magazine in the countryof Ganadia.Last month, National Issues ran an article about the decline—as measured by shrinking populations and the flight of young people—of small towns in Ga 63
- People's behavior is largely determined by forces not of their own making.Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and suppo 50
- Claim: In any field — business, politics, education, government — those in power should step down after five years.Reason: The surest path to success for any enterprise is revitalization through newleadership.Write a response in which you discuss the 62
- "In any academic area or professional field, it is just as important to recognize the limits of ourknowledge and understanding as it is to acquire new facts and information." 66
- The following appeared in a letter to the editor of the Balmer Island Gazette."On Balmer Island, where mopeds serve as a popular form of transportation, the population increases to 100,000 during the summer months. To reduce the number of accidents i 46
Grammar and spelling errors:
Line 3, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Acquiring
...nderstanding serve us equally well as acquiring new facts and information, as the speak...
^^^^^^^^^
Line 3, column 62, Rule ID: SENTENCE_FRAGMENT[1]
Message: “While” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...nd information, as the speaker asserts? While our everyday experience might lend cr...
^^^^^
Line 7, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: With
...reveals its fundamental inconsistency with our Western view of how we acquire know...
^^^^
Line 9, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Definition
...evertheless, a careful and thoughtful definition of knowledge can serve to reconcile the...
^^^^^^^^^^
Line 11, column 22, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
...concile the two. On the one hand, the speakers assertion accords with the everyday exp...
^^^^^^^^
Line 13, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Professionals
...th the everyday experience of working professionals. For example, the sort of'bookI kn...
^^^^^^^^^^^^^
Line 17, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Accept
...e unless these students also learn to accept the uncertainties and risks inherent in...
^^^^^^
Line 25, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Success
...st as important in their professional success as knowledge itself. Moreover, the ad...
^^^^^^^
Line 29, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Diminishes-sometimes
... by collecting more information often diminishes-sometimes to the point where marginal gains turn ...
^^^^^^^^^^^^^^^^^^^^
Line 31, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Instance
...urn to marginal losses. Consider, for instance, the collection of financial-investment...
^^^^^^^^
Line 33, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Eliminate
...formation. No amount of knowledge can eliminate the uncertainty and risk inherent in fi...
^^^^^^^^^
Line 35, column 49, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...n confusion, which in turn can diminish ones ability to assimilate information and a...
^^^^
Line 37, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: It
...y to assimilate information and apply it usefully. Thus, by recognizing the limi...
^^
Line 39, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: When
...e, and by accounting for those limits when making decisions, investment advisors c...
^^^^
Line 41, column 24, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
...their clients. On the other hand, the speakers assertion seems self-contradictory, for...
^^^^^^^^
Line 43, column 35, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: we've
...now the limits of our knowledge until weve thoroughly tested those limits through ...
^^^^
Line 45, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Empirical
...ested those limits through exhaustive empirical observation--that is, by acquiring fact...
^^^^^^^^^
Line 49, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: The
...asic forces that govern all matter in the universe. Yet due to increasingly preci...
^^^
Line 53, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Matter
...ng the key laws by which all physical matter behaves. Put another way, the speakers ...
^^^^^^
Line 53, column 38, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
... matter behaves. Put another way, the speakers assertion flies in the face of the scie...
^^^^^^^^
Line 57, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Observe
...ans can truly know only that which we observe. Thus Francis Bacon, who fn:st formulat...
^^^^^^^
Line 57, column 10, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...ruly know only that which we observe. Thus Francis Bacon, who fn:st formulated the...
^^^^
Line 57, column 30, Rule ID: WHO_NOUN[1]
Message: A noun should not follow "who". Try changing to a verb or maybe to 'who is a fn'.
Suggestion: who is a fn
...which we observe. Thus Francis Bacon, who fn:st formulated the method, might assert ...
^^^^^^
Line 59, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Is
...method, might assert that the speaker is fundamentally incorrect. How can we r...
^^
Line 63, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Underlying
...y endeavors with the basic assumption underlying the scientific method? Perhaps the answ...
^^^^^^^^^^
Line 69, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Underlying
... realization of principles and truths underlying those observations. At this deeper leve...
^^^^^^^^^^
Line 73, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Observation
... the information we collect by way of observation. In the final analysis, evaluating th...
^^^^^^^^^^^
Line 75, column 39, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'speakers'' or 'speaker's'?
Suggestion: speakers'; speaker's
... In the final analysis, evaluating the speakers assertion requires that we define &apos...
^^^^^^^^
Line 77, column 1, Rule ID: SENTENCE_FRAGMENT[1]
Message: “which” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...uires that we define 'knowledge, which in turn requires that we address comple...
^^^^^
Line 79, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Philosophers
...x epistemological issues best left to philosophers and theologians. Yet perhaps this is th...
^^^^^^^^^^^^
Line 83, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: To
...this limitation we set ourselves free to accomplish what no amount of mere infor...
^^
Transition Words or Phrases used:
also, if, moreover, nevertheless, so, thus, well, while, for example, sort of, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 19.5258426966 46% => More to be verbs wanted.
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 23.0 11.3162921348 203% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 55.0 33.0505617978 166% => Less pronouns wanted
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 32.0 12.9106741573 248% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3188.0 2235.4752809 143% => OK
No of words: 534.0 442.535393258 121% => OK
Chars per words: 5.97003745318 5.05705443957 118% => OK
Fourth root words length: 4.80712388197 4.55969084622 105% => OK
Word Length SD: 3.55555648706 2.79657885939 127% => OK
Unique words: 281.0 215.323595506 131% => OK
Unique words percentage: 0.526217228464 0.4932671777 107% => OK
syllable_count: 936.0 704.065955056 133% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 9.0 1.77640449438 507% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 64.0752109092 60.3974514979 106% => OK
Chars per sentence: 151.80952381 118.986275619 128% => OK
Words per sentence: 25.4285714286 23.4991977007 108% => OK
Discourse Markers: 4.57142857143 5.21951772744 88% => OK
Paragraphs: 41.0 4.97078651685 825% => Less paragraphs wanted.
Language errors: 31.0 7.80617977528 397% => Less language errors wanted.
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.127210187303 0.243740707755 52% => OK
Sentence topic coherence: 0.0406055395965 0.0831039109588 49% => OK
Sentence topic coherence SD: 0.0626496350075 0.0758088955206 83% => OK
Paragraph topic coherence: 0.0319219679628 0.150359130593 21% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0490418377089 0.0667264976115 73% => OK
Essay readability:
automated_readability_index: 19.4 14.1392134831 137% => OK
flesch_reading_ease: 29.18 48.8420337079 60% => Flesch_reading_ease is low.
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.4 12.1743820225 126% => OK
coleman_liau_index: 17.64 12.1639044944 145% => OK
dale_chall_readability_score: 9.43 8.38706741573 112% => OK
difficult_words: 154.0 100.480337079 153% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
Maximum six paragraphs wanted.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.