Essay Sample on Mathematics an History as an Area of Knowledge

Introduction

Mathematics as an Area of Knowledge may be used to link reasoning as a way of knowing. Undeniably, the universality associated with mathematics is attributed to that mathematical concepts function through deductive reasoning (Beswick & Chapman, 2015). This implies that people from diversified backgrounds are enabled to follow the mathematical arguments, because of the deductive thinking ability. Considering that mathematics is socially discovered, the reality of concepts involved in the arguments are universally agreed. Therefore, the quality of mathematics knowledge is certain due to the number of people believing in the concepts of maths. With this in mind, any person coming up with a mathematical idea has to practically convince a great population of scholars on the applicability of its knowledge to gain higher quality.

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The other area of knowledge according to the theory of knowledge is history. As an area of knowledge, history is used to acquire knowledge on the past recorded events (Noxolo, 2017). History creates awareness by using knowledge questions by considering whether it is meaningful to discuss historical facts or what the facts might be or the extent to which historical facts may be analyzed. Through history, human being deepens their understanding of people's behavior by reflecting on the previous occurrences which can be used to make a sensual comparison of the past with the present (Noxolo, 2017). Usually, knowledge raised through history is acquired from the documentary evidence distributed across the world. Therefore, documentary evidence facilitates raising knowledgeable questions that provide a basis for making judgments on the reliability of the facts. The debate arises among scholars on whether the historical facts raised are independent of the original historians. In so doing, the argument becomes important in determining the quality of the knowledge acquired based on the number of people supporting the claims. Most people argue that historical writings are subjective elements that are influenced by historians and are socially constructed. This, therefore, affects the manner in which the information is selected and interpreted to establish the quality of the information discussed.

Considering that history focuses on facts finding, human involvement in the definition process of facts plays a significant role. When evaluating the reliability of facts generated through historical evidence, participants in the argument need to appraise their facts that support the truth of the information being discussed. For instance, when discussing war as a historical event, it is prudent to consider the information you already possess before arguing on what other people raise. The theory of knowledge inspires people to learn from the great historical events by the number of people providing supportive claims on the pieces of information distributed. Questions may arise to establish the quality of knowledge by considering the assertions. Was the historian in existence when the event was occurring, if not, how did the person find out information about the circumstance? Accordingly, a question may be raised on the reliability of the knowledge's source before accepting it. Questioning on the source of knowledge based on textbooks aim to reflect on the reliability of writers. For instance, writers in a certain country may fail to provide a wide description of matters that concern their own country. As a result, the quality of information may be established by the number of people that are in acceptance with the source knowledge outlined.

In history, the quality of knowledge depends on the number of people claiming that the facts are true. Justification of historical events is based on the number of persons that consensually believe in the happenings of certain events. Historical facts and argument are significantly accepted in different aspects of life. For instance, political and economic analysts rely on the past philosophies that were developed in ancient times. Most people in the political systems adopt the historical philosophies that are generally accepted as true based on the number of individuals that have successfully applied them. Karl Marx, one of the past philosophers, developed different ideologies on political systems that were established to have been socially constructed. According to historians, Karl Marx ideologies were created by practically observing the existing political systems. Due to their practical realization in nature, historical facts leave no room for reinterpretations. This is because their applicability in social aspects is prudently visible in different cases of life. Furthermore, historical facts outline the specific dates on which critical events happened that might not be modified or proven wrong. This factual information includes the dates on which certain countries attained independence, the specific year ancient and prominent people were born or the age of important artifacts (Davis & Guthrie, 2015). In entirety, human beings accept this information to be true considering no modifications or arguments were raised against them. With this in mind, it is true that historical facts are accepted as quality knowledge based on the number of persons accepting hem as true.

Conclusion

In conclusion, the quality of knowledge is determined by the number of people that accept it. From the above exploration on knowledge, it is proved that information is unanimously accepted as true based on the practical experience of its applicability in the social setting. In the case of mathematics as an area of knowledge, the theorems discussed are proven and established to be true based on the robust experience of their use in solving problems. Such knowledge which is established to possess tangible as well as positive impacts in life can be concluded as quality knowledge through social construction. Accordingly, historical events that are generally recognized by people without receiving negative opinions are conclusively described as quality knowledge. This comprises of preeminent artefacts that can be tangibly explained to the people seeking for the information. Furthermore, the quality notion of knowledge is based on the emotions people possess on the arguments and concepts discussed. For instance, historical events and facts may fail to be regarded as quality knowledge as a result of negative judgment from people. Therefore, the level of knowledge quality is generalized by considering the number of persons supporting the facts.

References

Woozley, A. D. (2016). Theory of Knowledge: an introduction.

Beswick, K., & Chapman, O. (2015). Mathematics Teacher Educators' Knowledge for Teaching. In The Proceedings of the 12th International Congress on Mathematical Education (pp. 629-632). Springer, Cham.

Noxolo, P. (2017). Introduction: Decolonising geographical knowledge in a colonized and recolonizing the postcolonial world. Area, 49(3), 317-319.

Davis, M. H., & Guthrie, J. T. (2015). Measuring reading comprehension of content area texts using an assessment of knowledge organization. The Journal of Educational Research...