MY BELIEF FACILITATES ON THE WAYS I LEARN
We are very particular of the saying “to see is to believe”, we need evidence to validate the truth, that sometimes complicate with our natural beliefs.
Generally, beliefs are assumed to be an intellectual view that represents a ways of an environment, certain ways on how the world works and regulating our behavior in response to the content that deemed correct or true. Having particular content of truth that proportionate with our beliefs, this will probably imitates our actions.
Back in college days, I took Bachelor of Science Major in Physics and I was a member of Knight of the Altar (Sakristan) at the same time “katikista”. Learning principles of science does not agree the principles of theology, if I will put my learning together, I may get confuse on it. Therefore, my spiritual beliefs does not conform my natural beliefs because science provides answers and evidence of the questions while theology provide an answers to the questions but did not provide any evidence to justify the truth and it can be measured through our “faith” and science can be measured through physical evidence. The immediate question is how, as in certain epistemological theories, one can appeal to sensory experiences to give an account of the justification of perceptual beliefs. Another pertinent question concerns the nature of the relation which justified that beliefs stand in with their justification-conferring grounds. Assuming that perceptual experiences are able to justify the beliefs they cause, on a prominent theory of the structure of justification, the subsequent justified beliefs, or our fundamental beliefs, are then standardly taken to constitute the foundation of an agent’s belief system. Given certain reasonable assumptions, these fundamental beliefs give rise to the idea that has come to be known as the fundamental knowledge. It has been argued that such a position falls victim to the so-called problem of easy knowledge, the idea that, on such theories, certain inferences, involving closure and bootstrapping, allow us far too easily to acquire knowledge (justification) that seems unlikely under the envisaged circumstances. It has further been claimed that certain closure inferences involving basic knowledge are actually instances of the failure of transmission of warrant across entailment.
As parent and educator, the main reason why I sent my children to school is to acquire knowledge and comforted with different activities to facilitate their learning and to resolve such cognitive and effective process of learning. Through this learning process, our children come to know and internalize knowledge. In the view of educational psychologists, beliefs about knowing and knowledge play the vital rule of learning process and what students think knowledge is and how they think they know have become critical components of understanding students learning (Hofer, 2001). Our epistemological perspective is important in academic experience, not only when we encounter new information, beliefs about the nature of knowledge may influence strategy use cognitive processing and conceptual change of learning.
Being a student of UPOU, my personal epistemology is particularly applicable to the continuing education and intellectual development as I shift to a field of interest from engineering science to teaching and or expanding my learning perspective in life as an independent learning as beliefs about knowing and knowledge are potentially important factors of intellectual performance. (Kuhn, 2000) What people believe about the acquisition of knowledge, how it occurs and what it accomplishes – influences its operation in their own lives.