Editing Knowledge (section)

=== Others ===
[[Formal epistemology]] studies knowledge using formal tools found in mathematics and logic.<ref>{{harvnb|Weisberg|2021}}</ref> An important issue in this field concerns the epistemic principles of knowledge. These are rules governing how knowledge and related states behave and in what relations they stand to each other. The transparency principle, also referred to as the ''luminosity of knowledge'', states that it is impossible for someone to know something without knowing that they know it.{{efn|This principle implies that if Heike knows that today is Monday, then she also knows that she knows that today is Monday.}}<ref>{{multiref | {{harvnb|Steup|Neta|2020|loc=§ 3.3 Internal Vs. External}} | {{harvnb|Das|Salow|2018|pp=[https://philpapers.org/rec/DASTAT-2 3–4]}} | {{harvnb|Dokic|Égré|2009|pp=[https://philpapers.org/rec/DOKMFE-2 1–2]}} }}</ref> According to the conjunction principle, if a person has justified beliefs in two separate propositions, then they are also justified in believing the [[Logical conjunction|conjunction]] of these two propositions. In this regard, if Bob has a justified belief that dogs are animals and another justified belief that cats are animals, then he is justified to believe the conjunction that both dogs and cats are animals. Other commonly discussed principles are the closure principle and the evidence transfer principle.<ref>{{harvnb|Klein|1998|loc=§ 7. Epistemic Principles}}</ref>

[[Knowledge management]] is the process of creating, gathering, storing, and sharing knowledge. It involves the management of information assets that can take the form of [[document]]s, [[database]]s, policies, and procedures. It is of particular interest in the field of business and [[organizational development]], as it directly impacts [[decision-making]] and [[strategic planning]]. Knowledge management efforts are often employed to increase [[operational efficiency]] in attempts to gain a [[competitive advantage]].<ref>{{multiref | {{harvnb|Lengnick-Hall|Lengnick-Hall|2003|p=[https://books.google.com/books?id=t8RLT77_VHMC&pg=PA85 85]}} | {{harvnb|Awad|Ghaziri|2003|p=[https://books.google.com/books?id=qzREBAAAQBAJ&pg=PT28 28]}} }}</ref> Key processes in the field of knowledge management are knowledge creation, [[Data storage|knowledge storage]], [[knowledge sharing]], and knowledge application. Knowledge creation is the first step and involves the production of new information. Knowledge storage can happen through media like books, audio recordings, film, and digital databases. Secure storage facilitates knowledge sharing, which involves the transmission of information from one person to another. For the knowledge to be beneficial, it has to be put into practice, meaning that its insights should be used to either improve existing practices or implement new ones.<ref>{{multiref | {{harvnb|Choo|2002|pp=503–504}} | {{harvnb|Witzel|2004|p=[https://books.google.com/books?id=riM-iG8Ib64C&pg=PT252 252]}} | {{harvnb|McNabb|2015|p=[https://books.google.com/books?id=3W1sBgAAQBAJ&pg=PT41 41]}} }}</ref>

[[Knowledge representation]] is the process of storing organized information, which may happen using various forms of media and also includes information stored in the mind.<ref>{{multiref | {{harvnb|Sonneveld|Loening|1993|p=[https://books.google.com/books?id=BbBBAAAAQBAJ&pg=PA188 188]}} | {{harvnb|Markman|2006|p=1}} | {{harvnb|Shapiro|2006|p=1}} }}</ref> It plays a key role in the [[artificial intelligence]], where the term is used for the field of inquiry that studies how computer systems can efficiently represent information. This field investigates how different [[data structure]]s and interpretative procedures can be combined to achieve this goal and which formal languages can be used to express knowledge items. Some efforts in this field are directed at developing general languages and systems that can be employed in a great variety of domains while others focus on an optimized representation method within one specific domain. Knowledge representation is closely linked to [[automatic reasoning]] because the purpose of knowledge representation formalisms is usually to construct a [[knowledge base]] from which [[inference]]s are drawn.<ref>{{multiref | {{harvnb|Castilho|Lopes|2009|p=[https://books.google.com/books?id=aOeAoTz24jUC&pg=PA287 287]}} | {{harvnb|Kandel|1992|pp=[https://books.google.com/books?id=9r4dh4pdQNkC&pg=PA5 5–6]}} | {{harvnb|Cai|Liu|Chen|Wang|2021|p=[https://books.google.com/books?id=x30xEAAAQBAJ&pg=PA21 21]}} }}</ref> Influential knowledge base formalisms include logic-based systems, [[rule-based system]]s, [[semantic networks]], and [[Frame (artificial intelligence)|frames]]. Logic-based systems rely on [[formal language]]s employed in [[logic]] to represent knowledge. They use linguistic devices like individual terms, [[Predicate (mathematical logic)|predicates]], and [[Quantifier (logic)|quantifiers]]. For rule-based systems, each unit of information is expressed using a conditional production rule of the form "if A then B". Semantic nets model knowledge as a [[Graph (discrete mathematics)|graph]] consisting of [[Vertex (graph theory)|vertices]] to represent facts or concepts and edges to represent the relations between them. Frames provide complex taxonomies to group items into classes, subclasses, and instances.<ref>{{multiref | {{harvnb|Castilho|Lopes|2009|pp=[https://books.google.com/books?id=aOeAoTz24jUC&pg=PA287 287–288]}} | {{harvnb|Kandel|1992|pp=[https://books.google.com/books?id=9r4dh4pdQNkC&pg=PA5 5–6]}} | {{harvnb|Akerkar|Sajja|2010|pp=[https://books.google.com/books?id=Tj8r3A-0dZkC&pg=PA71 71–72]}} }}</ref>

[[Pedagogy]] is the study of [[teaching methods]] or the art of teaching.{{efn|The exact definition of the term is disputed.<ref>{{harvnb|Watkins|Mortimore|1999|pp=1–3}}</ref>}} It explores [[Learning theory (education)|how learning takes place]] and which techniques teachers may employ to transmit knowledge to students and improve their learning experience while keeping them motivated.<ref>{{multiref | {{harvnb|Watkins|Mortimore|1999|pp=1–3}} | {{harvnb|Payne|2003|p=[https://books.google.com/books?id=abocsyBzTMMC&pg=PA264 264]}} | {{harvnb|Gabriel|2022|p=[https://books.google.com/books?id=PreYEAAAQBAJ&pg=PT16 16]}} }}</ref> There is a great variety of teaching methods and the most effective approach often depends on factors like the subject matter and the age and proficiency level of the learner.<ref>{{multiref | {{harvnb|Bartlett|Burton|2007|pp=81–85}} | {{harvnb|Murphy|2003|pp=[https://books.google.com/books?id=BjqQAgAAQBAJ&pg=PA5 5, 19–20]}} }}</ref> In teacher-centered education, the teacher acts as the authority figure imparting information and directing the learning process. [[Student-centered learning|Student-centered approaches]] give a more active role to students with the teacher acting as a coach to facilitate the process.<ref>{{harvnb|Emaliana|2017|pp=59–61}}</ref> Further methodological considerations encompass the difference between group work and individual learning and the use of instructional media and other forms of [[educational technology]].<ref>{{multiref | {{harvnb|Alexander|2013|pp=[https://books.google.com/books?id=MNvQENpKy2AC&pg=PA109 109–110]}} | {{harvnb|Bukoye|2019|p=1395}} }}</ref>