*Part of series of writings
The gap I'm talking about in the previous part of these writings was the distinction between 'know about' and 'know how'. Many people today misinterpret something about knowledge and information. They thought it was the very same thing, yet to be honest: it was totally different. Knowledge is something like 'tacit information', it became some sort of 'intangible' in our minds, while information it is merely a remembered facts or concepts acquired by our five senses. A physical products may guarantee you informational value, but not knowledge and deeper meanings. In simple, having a book, doesn't guarantee you understand what's in it, right? Okay, we began this part by asking what's something that knowledge catches but that information does not?
The distinction may not seems so obvious between knowledge and information, but one thing that act as a constituent for knowledge is this: process. Remember, not physical products, not the instrument that mediating them, it was the activities, the process that shaped it in. There are three distinctions that strike us as particularly interesting between knowledge and information.
1. Knowledge entails a knower, that is where people treat information as independent and more-or-less self sufficient, they seem more inclined to associate knowledge with someone, for example you may find information scattered around waiting to be picked up ("where can I find reliable sources on temperament theory?", "can I googled something about the new-released Seth Godin's book?"), but in knowledge, you may asked this particular question, "Who knows about that?"
2. Knowledge appears harder to detach than information, because people treat information as a self-contained substance. Information is something that people usually pick up, possess, pass around, put in database, lose, find, write down, accumulate, count, compare and so forth. Knowledge, in opposite, doesn't take as kindly to any ideas of shipping, receiving and quantification. Knowledge is hard to pick up and hard to transfer. You might expect, for example, someone to send you or point you to the information they have, but not to knowledge they have.
Take example: a painter might told something to their pupils or disciples how to correctly draw a geometrical shape like square or rectangle, but that was just information. Even when the painter held one of his pupil hand and guide him along the paper to make a circle shape, it is also an informational transfer, not knowledge. The knowledge, belongs only to the teacher, and was unlikely to be transferred to the pupil, for it was a very hard one.
3. Knowledge may be so hard to give and receive is that knowledge seems to require more and more by way of assimilation. Knowledge is something we digest than merely hold. Knowledge is something we eat and drink, not merely remember. Thus for a person to bear knowledge, it requires understanding and some degree of commitment. Says a researcher gather an experiment to measure out the relation between music and personality, he may publish the final result of his research as information for public uses, but the knowledge remains to him only, as the researcher, the one who conduct the experiment and commit himself to it. The public, who received information, and then commit to gather more sources about it, to some extent may digest this as knowledge too, but not in the same degree as the researcher does.
Jerome Bruner, a professor of Psychology in New York University, points out some clearer distinction between 'learning about' and 'learning to be'. Certainly, most of anyone's knowledge might best be described as knowledge "about." -- we may brag our rich collection of English Premiere League statistics, quantum physics, Darwinian evolution, indie rock music scene, and all, yet we are not soccer player like Rio Ferdinand, we're not physicist like Richard Feynman, we're not evolutionary palenteologist like Stephen Jay Gould, we're not musician like Ben Gibbard of Death Cab for Cutie. Something distinguish between us and them, and knowing something about Gibbard's personal life doesn't guarantee we can write music like him. Learning to be requires more than just information. It requires the ability to engage in practice in question.
--TO BE CONTINUED--