ERIC Number: ED237502
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
The Use of Knowledge: Conceptual Problems and Empirical Confusions. Occasional Paper No. 57.
Four questions are posed: (1) Is knowledge utilization a rhetorical evocation? (2) Is the conjunction of knowledge with utility part of a cultural system of common sense? (3) Is utility a normative or a descriptive concept? and (4) How does the concept of knowledge utilization figure in the specialized discourse of social scientists? This paper analyzes the concept of knowledge utilization from the perspective of philosophy of language and philosophy of science. Knowledge utilization is a rhetorical evocation that implies concepts of action and knowledge. It is supported by two conceptual fusions. The fusion of value and utility draws on common sense, but does not exhaust colloquial understandings about knowledge and action. The conceptual fusion of knowledge and truth is consistent with common sense but disregards scientific criticism. Both conceptual fusions are thus problematic. But empirical conditions associated with the concept of knowledge utilization mask and reinforce the problematic aspects of this concept. (Author/JD)
Descriptors: Concept Formation, Divergent Thinking, Epistemology, Figurative Language, Fundamental Concepts, Language Usage, Philosophy, Schemata (Cognition), Scientific Concepts, Social Sciences
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.25).
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.