Spho?a Theory of Knowing and Its Implications for Higher Education

Autor/in	Prabakaran, Madhu
Titel	Spho?a Theory of Knowing and Its Implications for Higher Education
Quelle	In: Higher Education for the Future, 10 (2023) 2, S.153-167 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prabakaran, Madhu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2347-6311
DOI	10.1177/23476311231173487
Schlagwörter	Higher Education; Learning; Educational Philosophy; Knowledge Level; Epistemology; Theories + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernen; Bildungsphilosophie; Erziehungsphilosophie; Wissensbasis; Erkenntnistheorie; Theory; Theorie
Abstract	The article's central theme is that knowing cannot be equated with knowledge because knowing is an innate process and knowledge is a product. Knowing as an intuitive process is an inalienable experience, whereas knowledge is an alienable property. Knowledge is a discursive construct of human political economy, whereas knowing is the very character of existence. Knowing arises as we interact. It involves awareness, understanding and the experience of intelligence. Knowledge, on the other hand, is a commercial product of the class-ridden world. The argument has its implication for higher education, that is, higher education should primarily focus on nourishing the knowing quotient without being lost in knowledge production. The article traverses various realms of knowing, such as knowing subjects, learning beings, ontologies and epistemologies of knowledge and knowing, as they glimmered from the ancient to the modern both in the east and the west. Towards the end of the article, the arguments culminate with the philosophical narratives of an Indian philosopher Bhart?hari, especially his "spho?a" theory, known as "spho?a" sidhantham. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01