Six Kinds of Knowledge:Introduction

Martin A. Kozloff

We. Human beings. 135,000 years at least. From the time of the Neanderthals.

Neanderthals. 130,000 years ago.

http://buzzintechnology.com/2010/05/neanderthal-genome-sequenced-we-are-all-a-bit-of-caveman/

Then the Cro-Magnons.

Cro-Magnon. 35,000 years ago.

http://www.journalofamericanhistory.org/teaching/2001_03/images/fs_cromagnon.jpg

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Then ancient civilizations 3000 years ago in China, India, and the Middle East (Sumeria, Egypt,

Babylon, Judea and Israel). Greece and Rome, 700 BCE to 600 AD. Then scholars of the middle

ages and later the Renaissance. Not stopping. Billions of human beings informally (in everyday

life) and formally (through science and philosophy), collecting and organizing knowledge

(representations of reality) into knowledge systems.

We use knowledge systems to DO social institutions, such as (1) medicine, (2) building

construction, (3) government or rule, (4) law, (5) theology (the nature of the divine), (6) literature

(stuff we write about ourselves), (7) logic (clear thinking), (8) philosophy (what we think reality is;

how we define right and wrong), (9) economics, (10) chemistry, (11) physics, (12) plumbing, (13)

farming, and dozens more.

Important ideas to start off. Memorize the headings below in boldface, and win a free pass to

Mel and Ned’s Body Sculpting and Marine Salvage.

http://funny.funnyoldplanet.com/funny/redneck-party/

1. Knowledge systems store different subject matter--like economics, literature, and physics.

2. But all this subject matter is (1) represented, (2) stored, and (3) communicated with the

same six kinds of knowledge:

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Fact knowledge

List knowledge

Sensory concept knowledge

Higher-order concept knowledge

Rule knowledge

Routine knowledge

[Defined later]

3. Human beings represent reality with sculpture, music, dance, painting, and words. Words

are the main form of representation. Look at a painting or sculpture, or listen to music. You

think about it with WORDS. “What’s this say? What’s it mean? What knowledge can I get

from it?”

Here’s a famous sculpture—The Pieta---by Michelangelo, worked on between 1498 and

1499. It shows Mary holding her Son, Jesus, after he was crucified. Notice how large She is

compared to her Son.

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What does this mean? How about “A son is always (a child, my child, my boy, my baby) to his

mother”?

4. Each kind of knowledge (fact, list, sensory concept, higher-order concept, rule, routine) can

be learned, stored, and communicated (taught) with simple declarative statements

consisting of a subject (what the statement is about) and a predicate (that tells more about

the subject).

“The U.S. Constitution (subject: a document that is particular—not all constitutions only

the U.S. Constitution) was written in 1787 (predicate tells a feature of the U.S.

Constitution).” Fact knowledge

“The four largest moons of Jupiter (subject) are Io, Europa, Ganymede, and Callisto

(predicate tells features of the subject).” List knowledge

“This (subject) is curved (predicate tells more about the subject).” Sensory

concept knowledge

“As the rate of unemployment increases (subject: independent variable), the rate of stress disorders increases (predicate tells more about the subject).” Causal/hypothetical rule knowledge

“ Whether it comes from a despotic sovereign or an elected president, from a murderous general or a beloved leader, I see power as an inhuman and hateful phenomenon." [Oriana Fallaci.] Restate: “The class of things that are power are in the class of things that are inhuman and hateful.” Categorical rule knowledge.

To multiply two binomials (3 + 7X) (6 + 2X), Routine knowledge

1. Multiply the first term in each set of parenthesis. 3 x 6 = 18

2. Multiply the outside term in each set of parentheses. 3 x 2X = 6X

3. Multiply the inside term in each set of parentheses. 7X x 6 = 42X

4. Multiply the last term in each set of parentheses. 7X x 2X = 14Xsquared

5. Add all the products. 18 = 6X = 42X = 14Xsquared = 18 + 48X + 14Xsquared

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http://www.algebrahelp.com/lessons/simplifying/foilmethod/pg2.htm

5. Learning and communicating (teaching) fact knowledge (with simple declarative

statements) in physics is the same as learning and communicating fact knowledge in any

other knowledge system. In other words, you learn and teach facts the same way, no

matter whether the fact is in physics or history. The same goes for lists, concepts, rules, and

routines. For example,

Physics. “Daniel Bernoulli (subject: what the statement is about) showed that as the speed

of a moving fluid increases, the pressure within the fluid decreases (predicate: tells more

about the subject—Daniel Bernoulli).” A fact about Daniel Bernoulli.

History. “Alexander Hamilton and his governmental military forces (subject: what the

statement is about)) disregarded the Bill of Rights in their treatment of accused rebels in the

Whiskey Rebellion of 1791-1794 (predicate: tells more about the subject---Alexander

Hamilton and his government military forces).” A fact about Alexander Hamilton and his

governmental military forces.

http://www.crf-usa.org/bill-of-rights-in-action/bria-23-3-a-the-whiskey-rebellion-and-the-

new-american-republic.html

6. Some knowledge can be stored (e.g., in books) and communicated with ONE simple

declarative statement. Here are examples.

“The earth’s circumference at the Equator (subject) is 24901.55 miles, or 40075.16 km

(predicate: tells more about the subject).” This is a Fact statement.

“There are three kinds of rocks (subject): igneous, sedimentary, and metamorphic

(predicate: tells more about the subject).” This is a List statement.

“Granite (subject) is a metamorphic rock (genus) that consists of quartz, feldspar, and

mica (the difference between granite and other kinds of metamorphic rocks, such as

basalt, gabbro, and obsidian, which do NOT consist of quartz, feldspar, and mica).” This is

a Concept definition statement.

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(A) religious society (a religion or a congregation: subject) cannot exist without a collective

credo (predicate: tells more about religious societies)." [Emile Durkheim, Suicide. 1897]

Or,

“All religious societies (subject) have a collective credo (predicate: tells more about religious

societies).” This is a Rule statement connecting classes of things (concepts).

Here’s a diagram that shows how classes in the above statement are connected.

Cohesive families The class of things that have collective credos.

Winning teams Religious societies

Military units with a long history of success

7. The examples above show that some kinds of knowledge---facts, short lists, definitions of

concepts, rules---can be communicated with ONE statement. However, some kinds of

knowledge take SEVERAL declarative statements arranged in longer sequences, such as

a. Long lists. See the entries by Frederick Bastiat and Patrick Henry, below. Their lists

require many statements. Kindly do it now. No, really.

b. A task routine IN a lesson---a sequence of declarative statements. For example, it

might take 5 or 6 statements to teach the sound that goes with a letter.

“Here (subject) is a new sound (predicate).”

“When I touch under the sound (subject) I’ll say the sound (predicate).”

“fff.”

“You (subject) say it with me (predicate).” fff

“What (subject) is the sound (predicate)?” fff

“Yes, the sound (subject) is fff (predicate).”

c. Task routines arranged into a WHOLE lesson--a longer sequence of declarative

statements. For example, all of the statements [75 or more?] used during Task 1:

Review of letter-sound correspondence; Task 2: Review of blending sounds into whole

words; Task 3: New examples of blending sounds into whole words; Task 4. Saying

words slowly and then fast; Task 5. Review sounding out words learned earlier and then

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saying them fast. Task 6. Reading word lists fast. Task 7. Reading connected text made

with words students can already read. Please see

http://people.uncw.edu/kozloffm/lessonsonforms.doc

d. Description Routines. A sequence of declarative statements that list features of a

subject.

“The M1 Garand rifle fires 30.06 ammunition.”

“The M1 Garand rifle is gas operated and semi-automatic.”

“The M1 Garand rifle is clip fed.”

“The M1 Garand rifle is disassembled into three main groups: trigger housing, stock,

receiver.

“The M1 Garand rifle can inflict casualty at 875 yards or more.”

“The M1 Garand rifle was invented by John Garand.”

“The M1 Garand rifle was used primarily in WW II and the Korean War.”

“The M1 Garand rifle can be purchased by civilians.”

e. Argument routines that make a case for a conclusion. For instance, a sequence of

declarative statements that (1) tell evidence that Mavis Tramp whacked Sir Reginald

“Twat” Twattington in the billiard room, and (2) end with a conclusion drawn from the

evidence.

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Prosecuting Attorney Melvin “Ned” Schnavely. Closing argument

Prosecutor “Ned” Schnavely

“Ladies and gentleman of the jury, Mavis Tramp hated Sir Reginald. He’d made fun of her

hairdo on three occasions, saying she looked like a parrot that had been dragged

backwards through a bush. Second, Mavis Tramp was holding a recently fired .38 caliber

revolver when police arrived at the scene of the crime. Third, Sir Reginald had been shot

BY THAT .38 caliber revolver. Fourth, forensic tests showed conclusively that both of

Mavis Tramp’s hands were covered with residue of burnt gun powder. Fifth, no one else

was in the Twattington mansion for two hours prior and three hour after Sir Reginald was

shot. And sixth, Sir Reginald had taken a photo of his assassination with a digital camera

purchased from Mel and Ned’s Electronics and Hairdo World. The photo showed Mavis

Tramp pointing a .38 caliber revolver---the same revolver found on her person—at Sir

Reginald! Ladies and gentleman of the jury, the facts point to one person and one person

only. That tramp, Mavis Tramp. Your only verdict can be GUILTY!”

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“Who? Little me?”

http://www.iscomments.com/en/betty-boop/

f. Explanation routines. For example, a sequence of declarative statements (1) tell a theory of

cultural, economic, and political decay; followed by (2) facts about Rome that MAP onto

the theory---the theory says that W kinds of events happen, leading to X kinds of events,

leading to Y kinds of events, and ending with Z kinds of events; and (3) that

describes Rome. Therefore, the decline of Rome is seen as an EXAMPLE of (and therefore

is explained by) the theory. Here’s an excerpt from Gibbon.

It was scarcely possible that the eyes of contemporaries

should discover in the public felicity the latent causes of decay

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and corruption. This long peace, and the uniform government of

the Romans, introduced a slow and secret poison into the vitals

of the empire. The minds of men were gradually reduced to the

same level, the fire of genius was extinguished, and even the

military spirit evaporated. The natives of Europe were brave and

robust. Spain, Gaul, Britain, and Illyricum supplied the legions

with excellent soldiers, and constituted the real strength of the

monarchy. Their personal valor remained, but they no longer

possessed that public courage which is nourished by the love of

independence, the sense of national honor, the presence of

danger, and the habit of command. They received laws and

governors from the will of their sovereign, and trusted for their

defence to a mercenary army. The posterity of their boldest

leaders was contented with the rank of citizens and subjects.

The most aspiring spirits resorted to the court or standard of

the emperors; and the deserted provinces, deprived of political

strength or union, insensibly sunk into the languid indifference

of private life. 61 [History Of The Decline And Fall Of The Roman Empire, Vol.1

Edward Gibbon,1782]

Hard to make sense of it written than way, isn’t it? Okay, here’s the same excerpt.

This time I’ve (1) added comments and synonyms; and (2) numbered the main statements

that explain the decline of Rome.

It was scarcely possible that the eyes of contemporaries should discover in the public felicity

[ease of life] the latent causes of decay and corruption [1]This long peace, and the [2]

uniform government of the Romans [same from year to year and across the empire],

introduced a slow and secret poison into the vitals of the empire. [3] The minds of men were

gradually reduced to the same level [less distinction in terms of intelligence and skill], [4]

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the fire of genius was extinguished, and even [5] the military spirit evaporated. The natives

of Europe were brave and robust. Spain, Gaul, Britain, and Illyricum supplied the legion with

excellent soldiers, and constituted the real strength of the monarchy. Their personal valor

remained, but [6] they no longer possessed that public courage which is nourished by the love

of independence, the sense of national honor, the presence of danger, and the habit of

command. [7] They received laws and governors from the will of their sovereign [acquiesced

to higher authority], and [8] trusted for their defence to a mercenary army. [9] The posterity

of their boldest leaders was contented with the rank of citizens and subjects [didn’t care if

they left a legacy of achievement or greatness]. [10] The most aspiring spirits resorted to

the court or standard of the emperors [worked for the government]; and [11] the deserted

provinces, deprived of political strength or union, insensibly sunk into the languid

indifference of private life [provinces were not a source of innovation]. 61 [History Of The

Decline And Fall Of The Roman Empire, Vol.1 Edward Gibbon,1782]

This time, I restate the above sentences as simple declarative statements, and I arrange

them one after the other in the CAUSAL sequence stated by Gibbon. Now, you can see

that Gibbon is explaining the decline of Rome with a theory that SUGGESTS rules about

how one set of events leads to another.

1. When public life becomes easy, it sets in motion the decline of the civilization. [Main rule]

2. Peace and stable government foster changes that are hard to notice.

3. Peace and stable government [require less critical thinking = implied rule].

4. Peace and stable government foster a taken-for-granted attitude.

4. The more critical thinking decreases, the more the level of intellect decreases.

5. The decrease in critical thinking and intellect affects all social classes.

6. Critical thinking and intellect decrease to the point that all social classes think at the same low

level.

7. As critical thinking and intellect decrease, the drive for ingenuity and excellence decrease.

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8. As citizens take peace and stable government for granted, the military spirit decreases.

9. As citizens take peace and stable government for granted, national honor, love of independence,

concern for the presence of danger, and the sense of obligation to obey authority decrease.

10. As critical thinking, intellect, the drive for ingenuity and excellence, love of independence,

and a sense of obligation to obey authority decrease, citizens become more likely to choose

stable and secure lives, such as working for the government and not serving in the legions.

11. These changes in Rome are duplicated in its provinces.

Time for a Summary!!

1. There are six features of reality that humans can learn about---given our “learning

mechanism” (Engelmann and Carnine, 1992). Facts, Lists, Sensory Concepts,

Higher-order concepts, Rules, and Routines

2. There are six kinds of knowledge we can store and communicate (teach) through

sculpture, painting, music, and language. Facts, Lists, Sensory Concepts, Higher-order

concepts, Rules, and Routines

3. There are six kinds of simple declarative STATEMENTS---of Facts, Lists, Sensory Concepts,

Higher-order concepts, Rules, and Routines---that represent reality and communicate our

representations.

4. Some knowledge can be stored and communicated with ONE declarative statement;

e.g., facts, short lists, concept definitions, and rules.

5. Other knowledge takes a sequence of declarative statements; e.g., long lists, and routines

such as descriptions, logical arguments, explanations, problem solutions, tasks within

lessons, and whole lessons.

Note well. You almost NEVER teach a fact, list, concept, rule, or routine by itself. You would

teach one of these in a TASK that is part of a LESSON. For example, you might teach a list of

facts about nuclear power before you present a list of advantages and risks. You might teach a

set of concepts (such as metaphor, symbolism, onomatopoeia) before you teach students to

analyze poems that use metaphor, symbolism, onomatopoeia. You might teach several rules

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about solving equations before you teach the routine for solving equations.

Time to go to the documents on procedures for teaching the six kinds of knowledge.

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