Although the question above seems to be philosophical or rhetorical, I will try to explain and argue my opposite viewpoint from different perspectives. The process of learning particular information from reading or analyzing appropriate materials is a scientific method. According to this data, it would be proper to claim that the difference between scientific knowledge and knowledge that was acquired “unconsciously” is minimal (Barnes, 2013). From the biological viewpoint, information is obtained by a person due to the processes among multiple neurons’ connection points. Therefore, the more people’s neurons cooperate, the more knowledge it is possible to gain due to their active pace of life. Nevertheless, a person is obliged to make a significant effort to make these connections active. Moreover, it is necessary to challenge and burden one’s neurons constantly to give them more energy in the future.
specifically for you
for only $16.05 $11/page
In my opinion, the main difference between scientific knowledge and knowledge that is gained subsequently lies in the toughness of its perception. For instance, there are a plethora of credible books, articles, and other scholarly sources that are essential to study in order to gain particular knowledge. These actions require much effort from a student or any other person. In turn, the knowledge that is acquired unconsciously is much easier to percept, as it does not imply a tremendous effort from a learner (Barnes, 2013). For example, when an educator gives certain information to his or her lecture attendants, these people can grasp more interesting data unconsciously that they will be able to recall in a moment due to its uniqueness and special value. Moreover, our brain is obliged to make paths and connections among its cells in order to receive some knowledge on purpose because this information might be harder to understand. In the second case, knowledge is usually not tough and associates with particular human emotions (laughter, happiness, joy, and other feelings that stay in our memory permanently.)
What are the Advantages of the Interdisciplinary Approach to the Study of Many Social Problems?
An interdisciplinary approach to the study of social problems lets students be more interested in their subjects, as professors gather their lecture material on the basis of their vital experience and particular challenges that they were destined to face during their professional activities. Therefore, any information introduced in this way becomes more purposeful, meaningful, and has more impact on students’ professional skills in resolving various social problems (Sherif, 2017). Moreover, the interdisciplinary approach implies the coverage of different perspectives on social issues that might also influence students’ opinion as to various problems related to the topic.
Another essential argument of the interdisciplinary approach’s benefit is that students will be obliged to implement their skills in critical thinking to cover their knowledge of social problems as best and fast as possible. In turn, the aforementioned method is intended to develop students’ personal viewpoint on various issues in the surrounding society. Moreover, every learner is expected to be interested in the study, as the audience might be involved in singular aspects of various social subjects (Sherif, 2017). However, many professors made an observation that their students that undergo the interdisciplinary course in social issues become more creative than their colleagues who take other intensive courses (Sherif, 2017). This factor might be influenced by the learners’ great interest in their future occupation. Otherwise, the interdisciplinary approach will not be as beneficial as it is expected to be for those who have a passion for the study of social problems.
Barnes, B. (2013). Scientific knowledge and sociological theory. London, UK: Routledge.
Sherif, M. (2017). Interdisciplinary relationships in the social sciences. New Brunswick, NJ: Aldine Transaction.
100% original paper
on any topic
done in as little as