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Humans have attempted to understand the world by coming up with theories, examinations, and investigations to pursue knowledge and discover new things, so that they could have a deeper understanding of what was going on around them. People are still searching for new knowledge by experimenting with new theories and going back to revise some of the old ones, in order to reshape, evaluate, and accept the knowledge that they possess. However, some theories are found to be wrong or partially true, and they have been discarded as knowledge. A theory cannot fully be considered wrong, but there is a possibility that another theory arises and explores the topic outside the boundaries set by the scientists. The knowledge issues raised are: is knowledge discarded or is it in some way restructured into new paradigms? Do all areas of knowledge treat knowledge the same way? I will discuss the following knowledge issues in two areas of knowledge: natural science and art.

Some of humans’ knowledge comes from the complex theories established in the field of natural sciences. As scientists, we set the bases for an experiment and we let other people set up theories to explore beyond the known. Then, we look at the theories and we choose the one that best describes the concept and tells us the most facts. When I was taking my first year of IB physics, one of the topics was Atomic and Nuclear physics. The topic was mainly about nuclear structure, radioactive decay, nuclear reactions and so on, but there was something in that topic that drew my attention, the model of the Atom. Ever since the fifth century, the understanding of the atom has evolved. The Greeks invented the idea of the atom, and they believed that it wasn’t physically divisible. Then, …

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…ich is hard to disprove without contrasting evidence that can prove the math wrong.In conclusion, knowledge is treated in different ways in each area, and depending on the way in which it’s treated we decide whether it should be discarded or not. Knowledge is discarded when we reach a point that causes it to discard itself, which occurs when theories overlap and one of the results is more structured and therefore exceeds the boundaries we have set up to earn knowledge.

Works Cited

“Everything Science.” Everythingscience. Siyavula, n.d. Web. 18 Dec. 2013.

Lagemaat, Richard Van De. Theory of Knowledge for the IB Diploma. Cambridge: Cambridge UP, 2005. Print.

Pajares, Frank. “The Structure of Scientific Revolutions.” Wikipedia. Wikimedia

Foundation, 19 Feb. 2014. Web. 24 Feb. 2014.

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