@prefix dbpprop: .
@prefix dbpedia: .
dbpedia:Mass_noun dbpprop:examplessidebarProperty dbpedia:Knowledge .
dbpedia:Carneades dbpprop:notableIdeas dbpedia:Knowledge .
@prefix owl: .
dbpedia:Knowledge owl:sameAs .
@prefix foaf: .
@prefix ns4: .
dbpedia:Knowledge foaf:page ns4:Knowledge .
@prefix rdfs: .
dbpedia:Knowledge rdfs:label "Conoscenza"@it ,
"Conhecimento"@pt ,
"\u0417\u043D\u0430\u043D\u0438\u0435"@ru ,
"Coneixement"@ca ,
"Kunskap"@sv ,
"Bilgi"@tr ,
"Kennis"@nl ,
"Knowledge"@en ,
"Wiedza"@pl ,
"Kunnskap"@no ,
"Connaissance"@fr ,
"Conocimiento"@es ,
"\u77E5\u8BC6"@zh ,
"Cunoa\u015Ftere"@ro ,
"Wissen"@de ,
"Tieto"@fi ,
"Ismeret"@hu ,
"\u0417\u043D\u0430\u043D\u043D\u044F"@uk ,
"\u77E5\u8B58"@ja .
@prefix dbpedia-owl: .
dbpedia:Knowledge dbpedia-owl:thumbnail ;
dbpprop:abstract "Wiedza - termin u\u017Cywany powszechnie, dotychczas nie posiada jeszcze og\u00F3lnie uznanej definicji. Za klasyczn\u0105 uznaje si\u0119 definicj\u0119 Platona z dialogu Teajtet, gdzie Sokrates w rozmowie z Teajtetem dochodzi do sformu\u0142owania definicji, \u017Ce wiedza to prawdziwe, uzasadnione przekonanie. Nowa Encyklopedia Powszechna definiuje wiedz\u0119 jako \u201Eog\u00F3\u0142 wiarygodnych informacji o rzeczywisto\u015Bci wraz z umiej\u0119tno\u015Bci\u0105 ich wykorzystywania\u201D. Mo\u017Cna powiedzie\u0107, \u017Ce dzi\u0119ki wiedzy jeste\u015Bmy skuteczni w dzia\u0142aniu, wiedza jest przeciwie\u0144stwem wiary, wiedz\u0105 jest to, co wytwarza nauka wiedza usprawnia nasze my\u015Blenie, ale w r\u00F3\u017Cnych zastosowaniach termin ten odwo\u0142uje si\u0119 do r\u00F3\u017Cnych kontekst\u00F3w. M\u00F3wi si\u0119 o wiedzy praktycznej i teoretycznej (to rozr\u00F3\u017Cnienie ma swoje \u017Ar\u00F3d\u0142o u Arystotelesa). Je\u015Bli przeczytali\u015Bmy w ksi\u0105\u017Cce, \u017Ce najszybszym stylem p\u0142ywackim jest kraul i zgadzamy si\u0119 z przytoczon\u0105 argumentacj\u0105, to jest to przyk\u0142ad potocznie rozumianej nabytej wiedzy teoretycznej (lub zaakceptowanej informacji). Z posiadania tej wiedzy/informacji nie wynika jednak, \u017Ce potrafimy sami p\u0142ywa\u0107 tym stylem. Aby si\u0119 tego nauczy\u0107, czyli posi\u0105\u015B\u0107 praktyczn\u0105 wiedz\u0119 polegaj\u0105c\u0105 na umiej\u0119tno\u015Bci p\u0142ywania kraulem musimy si\u0119 najpierw dowiedzie\u0107, jakie nale\u017Cy wykonywa\u0107 ruchy w trakcie p\u0142ywania, a nast\u0119pnie przej\u015B\u0107 do\u015B\u0107 \u017Cmudn\u0105, praktyczn\u0105 lekcj\u0119 wykonywania tych ruch\u00F3w w wodzie w\u0142asnymi ko\u0144czynami."@pl ,
"Tieto on filosofian tietoteorian perinteisen m\u00E4\u00E4ritelm\u00E4n mukaan hyvin perusteltu tosi uskomus. T\u00E4m\u00E4 tiedon m\u00E4\u00E4ritelm\u00E4 on per\u00E4isin Platonin Theaitetos-dialogista. Niin kutsutun heikon m\u00E4\u00E4ritelm\u00E4n mukaan v\u00E4itt\u00E4m\u00E4 (propositio) on tietoa, jos se on tosi. Tietoteoria on filosofian osa-alue, joka tutkii tietoa ja sit\u00E4, mit\u00E4 voimme tiet\u00E4\u00E4. Tieteenfilosofia on laajempi filosofian osa-alue, joka tutkii tieteellisen tiedon perusteita ja pohjaa. Nykysuomen etymologisen sanakirjan mukaan suomen kielen verbi tiet\u00E4\u00E4 johtuu vanhemmasta tie-sanasta. Sana on alun perin merkinnyt 'tuntea tie' tai 'seurata j\u00E4lkien muodostamaa uraa'. T\u00E4m\u00E4n suppean merkityksen kautta sana on kehittynyt my\u00F6hemmin tarkoittamaan selontekoa asioista yleisemmin. Suomen kielen tietoa merkitsev\u00E4 sana on moniselitteinen. Tieto-sanalla saatetaan viitata tietoon, informaatioon, dataan tai tosiasiaan, jotka esimerkiksi englannissa ovat selke\u00E4sti eri sanoja."@fi ,
"Bilgi: (i) bir deneyim veya e\u011Fitim s\u0131ras\u0131nda bir ki\u015Finin ihtiya\u00E7 duydu\u011Fu uzmanl\u0131k ve yetenekler; bir \u00F6znenin teorik veya pratik a\u00E7\u0131lardan kavrad\u0131klar\u0131, (ii) belli bir alanda veya toplamda bilinen; ger\u00E7ekler ve malumat veya (iii) bir ger\u00E7e\u011Fin veya durumun tecr\u00FCbesiyle kazan\u0131lan fark\u0131ndal\u0131k veya a\u015Final\u0131k olarak \u00E7e\u015Fitli bi\u00E7imlerde tan\u0131mlanmaktad\u0131r. Felsefenin bilginin do\u011Fas\u0131, k\u00F6kenleri ve boyutlar\u0131 ile ilgilenen dal\u0131na epistemoloji ad\u0131 verilir."@tr ,
"O tema \"conhecimento\" inclui, mas n\u00E3o est\u00E1 limitado a, descri\u00E7\u00F5es, hip\u00F3teses, conceitos, teorias, princ\u00EDpios e procedimentos que s\u00E3o ou \u00FAteis ou verdadeiros. O estudo do conhecimento \u00E9 a gnoseologia. Hoje existem v\u00E1rios conceitos para esta palavra e \u00E9 de ampla compreens\u00E3o que conhecimento \u00E9 aquilo que se sabe de algo ou algu\u00E9m. Isso em um conceito menos espec\u00EDfico. Contudo, para falar deste tema \u00E9 indispens\u00E1vel abordar dado e informa\u00E7\u00E3o. Dado \u00E9 um emaranhado de c\u00F3digos decifr\u00E1veis ou n\u00E3o. O alfabeto russo, por exemplo, para leigos no idioma, \u00E9 simplesmente um emaranhado de c\u00F3digos sem nenhum significado especifico. Algumas letras s\u00E3o simplesmente alguns n\u00FAmeros invertidos e mais nada. Por\u00E9m, quando estes c\u00F3digos at\u00E9 ent\u00E3o indecifr\u00E1veis, passam a ter um significado pr\u00F3prio para aquele que os observa, estabelecendo um processo comunicativo, obt\u00E9m-se uma informa\u00E7\u00E3o a partir da decodifica\u00E7\u00E3o destes dados. Diante disso, podemos at\u00E9 dizer que dado n\u00E3o \u00E9 somente c\u00F3digos agrupados, mas tamb\u00E9m uma base ou uma fonte de absor\u00E7\u00E3o de informa\u00E7\u00F5es. Ent\u00E3o, informa\u00E7\u00E3o seria aquilo que se tem atrav\u00E9s da decodifica\u00E7\u00E3o de dados, n\u00E3o podendo existir sem um processo de comunica\u00E7\u00E3o. Essas informa\u00E7\u00F5es adquiridas servem de base para a constru\u00E7\u00E3o do conhecimento. Segundo esta afirma\u00E7\u00E3o, o conhecimento deriva das informa\u00E7\u00F5es absorvidas. Se constr\u00F3i conhecimentos nas intera\u00E7\u00F5es com outras pessoas, com o meio f\u00EDsico e natural. Podemos conceituar conhecimento da seguinte maneira: conhecimento \u00E9 aquilo que se admite a partir da capta\u00E7\u00E3o sensitiva sendo assim acumul\u00E1vel a mente humana. Ou seja, \u00E9 aquilo que o homem absorve de alguma maneira, atrav\u00E9s de informa\u00E7\u00F5es que de alguma forma lhe s\u00E3o apresentadas, para um determinado fim ou n\u00E3o. O conhecimento distingue-se da mera informa\u00E7\u00E3o porque est\u00E1 associado a uma intencionalidade. Tanto o conhecimento como a informa\u00E7\u00E3o consistem de declara\u00E7\u00F5es verdadeiras, mas o conhecimento pode ser considerado informa\u00E7\u00E3o com um prop\u00F3sito ou uma utilidade. O conhecimento n\u00E3o pode ser inserido num computador por meio de uma representa\u00E7\u00E3o, pois neste caso seria reduzido a uma informa\u00E7\u00E3o. Assim, neste sentido, \u00E9 absolutamente equivocado falar-se de uma \"base de conhecimento\" num computador. No m\u00E1ximo, podemos ter uma \"base de informa\u00E7\u00E3o\", mas se \u00E9 poss\u00EDvel process\u00E1-la no computador e transformar o seu conte\u00FAdo, e n\u00E3o apenas a forma, o que n\u00F3s temos de facto \u00E9 uma tradicional base de dados. Associamos informa\u00E7\u00E3o \u00E0 sem\u00E2ntica. Conhecimento est\u00E1 associado com pragm\u00E1tica, isto \u00E9, relaciona-se com alguma coisa existente no \"mundo real\" do qual temos uma experi\u00EAncia directa. O conhecimento pode ainda ser aprendido como um processo ou como um produto. Quando nos referimos a uma acumula\u00E7\u00E3o de teorias, id\u00E9ias e conceitos o conhecimento surge como um produto resultante dessas aprendizagens, mas como todo produto \u00E9 indissoci\u00E1vel de um processo, podemos ent\u00E3o olhar o conhecimento como uma atividade intelectual atrav\u00E9s da qual \u00E9 feita a apreens\u00E3o de algo exterior \u00E0 pessoa. A defini\u00E7\u00E3o cl\u00E1ssica de conhecimento, originada em Plat\u00E3o, diz que ele consiste de cren\u00E7a verdadeira e justificada. Arist\u00F3teles divide o conhecimento em tr\u00EAs \u00E1reas: CIENT\u00CDFICA, PR\u00C1TICA e T\u00C9CNICA. Al\u00E9m dos conceitos aristot\u00E9lico e plat\u00F4nico, o conhecimento pode ser classificado em uma s\u00E9rie de designa\u00E7\u00F5es/categorias: Conhecimento Sensorial: \u00C9 o conhecimento comum entre seres humanos e animais. Obtido a partir de nossas experi\u00EAncias sensitivas e fisiol\u00F3gicas (tato, vis\u00E3o, olfato, audi\u00E7\u00E3o e paladar). Conhecimento Intelectual: Esta categoria \u00E9 exclusiva ao ser humano; trata-se de um racioc\u00EDnio mais elaborado do que a mera comunica\u00E7\u00E3o entre corpo e ambiente. Aqui j\u00E1 pressup\u00F5e-se um pensamento, uma l\u00F3gica. Conhecimento Vulgar/Popular: \u00C9 a forma de conhecimento do tradicional (heredit\u00E1rio), da cultura, do senso comum, sem compromisso com uma apura\u00E7\u00E3o ou an\u00E1lise metodol\u00F3gica. N\u00E3o pressup\u00F5e reflex\u00E3o, \u00E9 uma forma de apreens\u00E3o passiva, acr\u00EDtica e que, al\u00E9m de subjetiva, \u00E9 superficial. Conhecimento Cient\u00EDfico: Preza pela apura\u00E7\u00E3o e constata\u00E7\u00E3o. Busca por leis e sistemas, no intuito de explicar de modo racional aquilo que se est\u00E1 observando. N\u00E3o se contenta com explica\u00E7\u00F5es sem provas concretas; seus alicerces est\u00E3o na metodologia e na racionalidade. An\u00E1lises s\u00E3o fundamentais no processo de constru\u00E7\u00E3o e s\u00EDntese que o permeia, isso, aliado \u00E0s suas demais caracter\u00EDsticas, faz do conhecimento cient\u00EDfico quase uma ant\u00EDtese do popular. Conhecimento Filos\u00F3fico: Mais ligado \u00E0 constru\u00E7\u00E3o de id\u00E9ias e conceitos. Busca as verdades do mundo por meio da indaga\u00E7\u00E3o e do debate; do filosofar. Portanto, de certo modo assemelha-se ao conhecimento cient\u00EDfico - por valer-se de uma metodologia experimental -, mas dele distancia-se por tratar de quest\u00F5es imensur\u00E1veis, metaf\u00EDsicas. A partir da raz\u00E3o do homem, o conhecimento filos\u00F3fico prioriza seu olhar sobre a condi\u00E7\u00E3o humana. Conhecimento Teol\u00F3gico: Conhecimento adquirido a partir da f\u00E9 teol\u00F3gica, \u00E9 fruto da revela\u00E7\u00E3o da divindade. A finalidade do Te\u00F3logo \u00E9 provar a exist\u00EAncia de Deus e que os textos B\u00EDblicos foram escritos mediante inspira\u00E7\u00E3o Divina, devendo por isso ser realmente aceitos como verdades absolutas e incontest\u00E1veis. A f\u00E9 pode basear-se em experi\u00EAncias espirituais, hist\u00F3ricas, arqueol\u00F3gicas e coletivas que lhe d\u00E3o sustenta\u00E7\u00E3o. Conhecimento Intuitivo: Inato ao ser humano, o conhecimento intuitivo diz respeito \u00E0 subjetividade. \u00C0s nossas percep\u00E7\u00F5es do mundo exterior e \u00E0 racionalidade humana. Manifesta-se de maneira concreta quando, por exemplo, tem-se uma epifania. 1. Intui\u00E7\u00E3o Sensorial/Emp\u00EDrica: \u201CA intui\u00E7\u00E3o emp\u00EDrica \u00E9 o conhecimento direto e imediato das qualidades sens\u00EDveis do objeto externo: cores, sabores, odores, paladares, texturas, dimens\u00F5es, dist\u00E2ncias. \u00C9 tamb\u00E9m o conhecimento direto e imediato de estados internos ou mentais: lembran\u00E7as, desejos, sentimentos, imagens. \u201D . 2. Intui\u00E7\u00E3o Intelectual: A intui\u00E7\u00E3o com uma base racional. A partir da intui\u00E7\u00E3o sensorial voc\u00EA percebe o odor da margarida e o da rosa. A partir da intui\u00E7\u00E3o intelectual voc\u00EA percebe imediatamente que s\u00E3o diferentes. N\u00E3o \u00E9 necess\u00E1rio demonstrar que a \u201Cparte n\u00E3o \u00E9 maior que o todo\u201D, \u00E9 a l\u00F3gica em seu estado mais puro; a raz\u00E3o que se compreende de maneira imediata. Academia Lista de disciplinas acad\u00EAmicas Lista de disciplinas da biologia Teoria semi\u00F3tica da complexidade Dado, Informa\u00E7\u00E3o, Conhecimento e Compet\u00EAncia(tavares vila vi\u00E7osa 8B n 15)"@pt ,
"El conocimiento es, por una parte, el estado de quien conoce o sabe algo, y por otro lado, los contenidos sabidos o conocidos que forman parte del patrimonio cultural de la Humanidad. Por ejemplo, un conocimiento ampliamente compartido en las sociedades actuales es el hecho de que la Tierra es un geoide. Por extensi\u00F3n, suele llamarse tambi\u00E9n \"conocimiento\" a todo lo que un individuo o una sociedad dados considera sabido o conocido. En este sentido, se dir\u00EDa por ejemplo que la existencia de brujas y duendes era consabida en la Edad Media, incluso si, desde el punto de vista actual, estas creencias son infundadas y no constituyen propiamente conocimientos. Sin duda, las ciencias constituyen una de los principales tipos de conocimiento. Las ciencias son el resultado de esfuerzos sistem\u00E1ticos y met\u00F3dicos de investigaci\u00F3n en busca de respuestas a problemas espec\u00EDficos y cuya elucidaci\u00F3n procura ofrecernos una representaci\u00F3n adecuada del mundo. Hay tambi\u00E9n, no obstante, muchos tipos de conocimiento que, sin ser cient\u00EDficos, no dejan de estar perfectamente adaptados a sus prop\u00F3sitos: el \u00ABsaber hacer\u00BB en la artesan\u00EDa, el saber nadar, etc; el conocimiento de la lengua, de las tradiciones, leyendas, costumbres o ideas de una cultura particular; el conocimiento que los individuos tienen de su propia historia (saben su propio nombre, conocen a sus padres, su pasado), o a\u00FAn los conocimientos comunes a una sociedad dada, incluso a la humanidad (saber para qu\u00E9 sirve una martillo, saber que el agua extingue el fuego). Aun cuando en cada momento se genera informaci\u00F3n, se considera, sin embargo, que la cantidad de conocimiento humano es necesariamente finita, am\u00E9n de la inaccesibilidad de resolver los problemas fundamentales o misterios, como el origen de la vida y del Universo, la Muerte, el origen de Dios, entre muchos otros que van m\u00E1s all\u00E1 del entendimiento propiamente humano. Los conocimientos se adquieren mediante una pluralidad de procesos cognitivos: percepci\u00F3n, memoria, experiencia (tentativas seguidas de \u00E9xito o fracaso), razonamiento, ense\u00F1anza-aprendizaje, testimonio de terceros... Estos procesos son objeto de estudio de la ciencia cognitiva. Por su parte, la observaci\u00F3n controlada, la experimentaci\u00F3n, la modelizaci\u00F3n, la cr\u00EDtica de fuentes, las encuestas, y otros procedimientos que son espec\u00EDficamente empleados por las ciencias, pueden considerarse como un refinamiento o una aplicaci\u00F3n sistem\u00E1tica de los anteriores. Estos son objeto de estudio de la epistemolog\u00EDa. La importancia que atribuye al conocimiento distingue a la humanidad de las otras especies animales. Todas las sociedades humanas adquieren, preservan y transmiten una cantidad sustancial de saberes, notablemente, a trav\u00E9s del lenguaje. Con el surgimiento de las civilizaciones, la acumulaci\u00F3n y la difusi\u00F3n de conocimientos se multiplica por medio de la escritura. A trav\u00E9s de la historia, la humanidad ha desarrollado una variedad de t\u00E9cnicas destinadas a preservar, transmitir y elaborar los conocimientos, tales como la escuela, las enciclopedias, la prensa escrita, las computadoras u ordenadores. Esta importancia va de la mano con una interrogaci\u00F3n sobre el valor del conocimiento. Numerosas sociedades y movimientos religiosos, pol\u00EDticos o filos\u00F3ficos han considerado que el acrecentamiento del saber, o su difusi\u00F3n, no resultaban convenientes y deb\u00EDan limitarse. A la inversa, otros grupos y sociedades han creado instituciones tendentes a asegurar su preservaci\u00F3n, su desarrollo y su difusi\u00F3n. As\u00ED mismo, se debate cu\u00E1les son los valores respectivos de diferentes dominios y clases de conocimientos. En las sociedades contempor\u00E1neas, la difusi\u00F3n o al contrario, la retenci\u00F3n de los conocimientos, tiene un importante papel pol\u00EDtico y econ\u00F3mico, incluso militar; lo mismo ocurre con la propagaci\u00F3n de pseudo-conocimientos (o desinformaci\u00F3n). Todo ello contribuye a hacer del conocimiento una fuente de poder. Este papel explica en buena parte la difusi\u00F3n de la propaganda y las pseudociencias, que son tentativas por presentar como conocimientos, cosas que no lo son. Esto le confiere una importancia particular a las fuentes de supuestos conocimientos, como los medios masivos y sus veh\u00EDculos, tales como Internet."@es ,
"Knowledge is defined by the Oxford English Dictionary as (i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness or familiarity gained by experience of a fact or situation. Philosophical debates in general start with Plato's formulation of knowledge as \"justified true belief\". There is however no single agreed definition of knowledge presently, nor any prospect of one, and there remain numerous competing theories. Knowledge acquisition involves complex cognitive processes: perception, learning, communication, association and reasoning. The term knowledge is also used to mean the confident understanding of a subject with the ability to use it for a specific purpose if appropriate. See Knowledge Management for additional details on that discipline."@en ,
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JPG \u0421\u0438\u043C\u0432\u043E\u043B \u0437\u043D\u0430\u043D\u0438\u0439\u00A0\u2014 \u0440\u0430\u0441\u043A\u0440\u044B\u0442\u0430\u044F \u043A\u043D\u0438\u0433\u0430 \u043D\u0430 \u0444\u0440\u043E\u043D\u0442\u043E\u043D\u0435 \u0448\u043A\u043E\u043B\u044B"@ru ,
"Kennis is dat wat geweten en toegepast wordt door de mens, een machine, of door de maatschappij als geheel. Veel van de menselijke activiteit vereist specifieke kennis, ervaring en vaardigheid. Er bestaan vele soorten van kennis van zelfkennis tot godskennis, van vakkennis tot wetenschappelijke kennis, van landenkennis tot talenkennis, en van aangeboren kennis tot onbetwijfelbare kennis. Met de opkomende informatiemaatschappij wordt de omgang en exploitatie van kennis in de samenleving steeds belangrijker. Traditioneel werd kennis vooral beschouwd in de wetenschapsfilosofie, maar tegenwoordig is deze studie veelzijdiger."@nl ,
"Cunoa\u015Fterea este unul din procesele definitorii, fundamentale ale spiritului uman. Poate fi considerat procesul prim prin care constienta de realitate si de sine apare in subiect raportandu-l la sine si la lumea sa. Esen\u0163a cunoasterii const\u0103 \u00EEn reproducerea \u00EEn interiorul subiectivita\u0163ii a unei alte subiectivitati, prin constientizare de sine si cuplarea subiectivitatii constientizate cu o realitate in care poate actiona, experimenta, evalua si conclude asupra consecintelor. Conceptul cunoa\u015Ftere poate avea multe \u00EEn\u0163elesuri. Putem caracteriza drept cunoa\u015Ftere starea procesant\u0103 a unui sistem informa\u0163ional cuplat cu un ambient realitate, care i\u015Fi poate construi reprezent\u0103ri modale si strategii predictive asupra dinamicii ambientului \u015Fi poate dezvolta ac\u0163iuni transformante, utilizante si evaluante \u00EEn ambientul modelat. \u00CEn aceast\u0103 perspectiv\u0103 interactiv\u0103, cunoa\u015Fterea poate fi o rela\u0163ie perceptual\u0103, gestual\u0103, lingvistic\u0103 sau mixt\u0103 a sistemului cu realitatea. Realitatea poate fi definita ca spa\u0163iu obiectual-interactiv, caracterizat prin alc\u0103tuire, corelare cauzala, proprietate si eveniment. Alc\u0103tuirea define\u015Fte mul\u0163imea componentelor cu frontiera stabil\u0103, evenimentul include mi\u015Fc\u0103ri \u015Fi conexiuni \u00EEntre mi\u015Fc\u0103ri ale frontierelor -forme, cauzalitatea define\u015Fte criteriile de invarian\u0163\u0103 structural\u0103 \u015Fi interactiv\u0103 fundamental\u0103 din care rezult\u0103 toate formele \u015Fi evenimentele, proprietatea individualizeaza modal, structural sau comportamental, componetele realitatii. Cunoa\u015Fterea vizeaz\u0103 identificarea, descrierea \u015Fi controlul formei, proprietatii \u015Fau evenimentului prin separarea si in\u0163elegerea conceptual operanta a cauzalit\u0103\u0163ii, a criteriilor care permit aparitia si desfasurarea diferitelor obiecte, propriet\u0103\u0163i, actiuni \u015Fi condi\u0163ion\u0103ri configurante in realitate. Cunoa\u015Fterea de tip uman presupune inten\u0163ionalitate, rationalitate si evaluare. -Intentionalitatea defineste predeterminarea actiunii in real prin constructia unui model de actiune in mintea subiectului, -Rationalitatea defineste cautarea, identificarea, explicitarea cauzala si utilizarea tuturor formelor, proprietatilor si relatiilor intre proprietati, care permit subiectului sa realizeze o anume transformare de stare in realitate, sau sa explice cauzal o anume stare observata ori construita experimental. -Valorizarea este consecinta evaluarii utilitatii rezultatelor dobandite printr-o anume cunoastere, printr-o actiune configuranta sau explicanta cauzal de modalitate. Functia cognitiva implica constienta subiectului, implica capacitatea acestuia de a modela realitatea in mintea sa, de a se modela pe sine ca agent purtator de constienta si creator de cunoastere, dar si de a se separa de modelele de sine si de realitate, tratandu-se pe sine ca sursa a modelarii si constientizarii modelarii realitatii. Con\u015Ftien\u0163a sumar caracterizat\u0103 este proprietatea sistemului de a se identifica, diferen\u0163ia structural \u015Fi dinamic, pozi\u0163iona si orienta inten\u0163ional operant, \u00EEn diferite cuplaje cu sine \u015Fi prin sine cu mul\u0163imea starilor ambientului. Cunoa\u015Fterea umana implic\u0103 socializare interactiv cognitiv\u0103, ea se desf\u0103\u015Foar\u0103 \u00EEntr-un spatiu natural amenajat, spatiul real-societal, alc\u0103tuit din parti prelucrate ale realitatii, indivizi cunoscatori si multimea efectelor actiunilor cognitive. Membrii societatii i\u015Fi descriu si comunica intre ei, at\u00E2t propriile individualiz\u0103ri, performan\u0163e \u015Fi op\u0163iuni cognitive c\u00E2t \u015Fi pe ale semenilor. Socializarea cognitiv\u0103 duce at\u00E2t la cooperare c\u00E2t \u015Fi la conflict \u00EEn spa\u0163iile cunoa\u015Fterii cu toate consecin\u0163ele cunoscute. Calitatea cunoa\u015Fterii depinde de instrumentele conceptuale si experientiale utilizate pentru dob\u00E2ndirea \u015Fi folosirera ei. Conven\u0163ional putem separa cunoa\u015Ftere concret\u0103 \u015Fi abstract\u0103. Cunoasterea concreta poate fi practica sau intuitiva. Cunoasterea abstracta este actiune corelanta intre serii de familii de forme sau familii de proprietati, care conduc la o anume stare sau o dependenta precisa intre o serie de stari. Cunoasterea abstracta caracterizanta de obiect si proces fenomenal sau social \u00EE\u015Fi defineste componentele obiect, relatie si proprietate, precum si procedurile specifice de manipulare distincta a obiectelor, regulile de conectare intre actiunile operante \u015Fi traseul conexiunilor argumentante care indica posibilitatea realizarii sau negarea posibilitatii realizarii unei anume configuratii intr-un spatiu obiectual determinat. Cunoasterea practica vizeaza realizarea directa a unei forme sau multimi de forme conectate functional, acesta este cazul proiectarii si realizarii de obiecte, functii si utilitati prin unelte materiale. Cunoasterea formala utilizeaza operatori si interpretari cantitative, matematice, si este folosita pentru a modela precis, predictiv, utilizand functii matematice, un segment de fenomenalitate, un aspect metabolic sau conceptual al omului, sau a stabili parametrii si dimensiona dinamic o actiune sociala, o institutie, o anume agregat unealta, cu o structura si utilitate specifica. Putem deasemeni discrimina cunoasterea culturala, care opereaza cu variabile ambigue precum valori, atitudini, legaturi sufletesti, emotii, contacte, cooperari si conflicte umane. In cultura identificam o cunoastere concreta, definibila, asamblabila si comunicabila gestual si lingvistic, precum acea cunoastere 'abstracta' care construieste principii si metode de creatie muzicala, picturala, regizorala sau literara, sau principii estetizante. Fiecare domeniu al cunoasterii are obiecte proprii, reguli generative proprii si strategii evaluante si utilizante proprii, unele accesibile majoritatii altele extrem de tehnice formal, sau subtil realizante estetic, inaccesibile omului mediu. Este cunoscut ca aparatul matematic utilizat in constructia modelelor teoretice actuale ale fizicii este atat de compex logic demonstrant si interpretant, incat nu foarte multi oamenii il pot invata, intelege corect si aplica creativ la nivel superior. Deasemeni pentru a realiza o pictura, compozitie muzicala, opera literara, sau regizorala, este nevoie de mult talent, multa experienta si o profunda competenta creativa si critic evaluanta, compact definita ca 'inventivitate artistica'. Dar si pentru a prelua cat mai mult din ingeniozitatea unei creatii si transpune in trairi personale emotive si conceptuale, din perspectiva spectatorului, cere o calitate subtila anume 'bun gust autentic'. Poate cel mai dotat cu potential critic superior este omul de stiinta constructor de teorii fenomenale, sau artistul, cretorul de opera de arta, indiferent din ce domeniu, pentruca fara un spontan, profund si atent simt critic-estetic, nu se poate realiza o opera de mare calitate, opera pretuita de numeroase generatii timp de decenii, secole sau milenii, opera fundamentala care formeaza personalitatea umana, ii daruie valori, imbolduri creative si criterii estetizante."@ro ,
"La connaissance est une notion aux sens multiples \u00E0 la fois utilis\u00E9e dans le langage courant et objet d'\u00E9tude pouss\u00E9e de la part des philosophes contemporains. Elle d\u00E9finit tout aussi bien \u00AB\u00A0l'\u00E9tat de celui qui sait\u00A0\u00BB que \u00AB\u00A0les choses sues\u00A0\u00BB, en particulier dans sa forme du f\u00E9minin pluriel. Il n'y a pas aujourd'hui de d\u00E9finition plus substantielle de la connaissance qui soit largement admise. Les connaissances, leur nature et leur vari\u00E9t\u00E9, la fa\u00E7on dont elles sont acquises, leur processus d'acquisition, leur valeur, et leur r\u00F4le dans les soci\u00E9t\u00E9s humaines, sont \u00E9tudi\u00E9s par une diversit\u00E9 de disciplines, notamment la philosophie, l'\u00E9pist\u00E9mologie, la psychologie, les sciences cognitives, l'anthropologie et la sociologie."@fr ,
"Kunskap \u00E4r ett begrepp som kan syfta p\u00E5 inl\u00E4rda teoretiska f\u00F6rm\u00E5gor, alla fakta inom ett \u00E4mnesomr\u00E5de eller vad n\u00E5gon k\u00E4nner till om ett sakf\u00F6rh\u00E5llande eller en situation. Kunskap kontrasteras ibland mot praktiska f\u00E4rdigheter, men oftare mot l\u00E5g grad av tillg\u00E5ng till fakta. Ibland \u00E5syftas ocks\u00E5 f\u00F6rst\u00E5else av ett \u00E4mne s\u00E5 att man kan anv\u00E4nda det f\u00F6r ett specifikt syfte n\u00E4r det passar. Vetskap och vetenskap \u00E4r n\u00E4raliggande koncept. Inom den filosofiska disciplinen kunskapsteori (\u00E4ven kallad epistemologi) utg\u00E5r man ofta fr\u00E5n Platons definition av kunskap som \"trosf\u00F6rest\u00E4llningar som \u00E4r b\u00E5de sanna och man har goda sk\u00E4l att tro p\u00E5\", men det finns \u00E4ven andra teorier. Att till\u00E4gna sig kunskap kr\u00E4ver komplexa kognitiva processer: perception, inl\u00E4rning, kommunikation, association och t\u00E4nkande."@sv ,
"Ismeretnek nevezz\u00FCk a val\u00F3s\u00E1gra vagy annak valamely r\u00E9sz\u00E9re, t\u00E9m\u00E1j\u00E1ra vonatkoz\u00F3 tapasztalatokat, \u00E1ltal\u00E1nos\u00EDt\u00E1sokat, fogalmakat. Aki ismer valamit, az t\u00E1j\u00E9kozott (inform\u00E1lt), tapasztalt a \"valamiben\", m\u00EDg aki nem, annak hi\u00E1nyosak az ismeretei vagy nincs fogalma a dologr\u00F3l. Az ismeret fogalom kapcs\u00E1n meg kell k\u00FCl\u00F6nb\u00F6ztetn\u00FCnk azt, ami a \"fekete dobozban\", a fej\u00FCnkben van, att\u00F3l, amit ebb\u0151l megosztunk a m\u00E1sik emberrel a valamilyen t\u00EDpus\u00FA kommunik\u00E1ci\u00F3s aktusban. A t\u00F6rt\u00E9nelemben az ut\u00F3bbiak k\u00F6z\u00FCl az \u00EDr\u00E1sbeli kommunik\u00E1ci\u00F3 term\u00E9kei maradtak fenn legnagyobb sz\u00E1mban, \u00EDgy az ismeretek megjelen\u00E9si form\u00E1j\u00E1r\u00F3l, m\u00E1sok sz\u00E1m\u00E1ra is em\u00E9szthet\u0151 \u00E1br\u00E1zol\u00E1s\u00E1r\u00F3l sz\u00F3lva a nyelv, az \u00EDr\u00E1s \u00E9s a k\u00F6nyv fogalmaink k\u00F6r\u00FCl kereskedhet\u00FCnk leggyorsabban, m\u00EDg az ismeret reprezent\u00E1ci\u00F3, amely az ismeretek tipiz\u00E1l\u00E1sa, csoportos\u00EDt\u00E1sa, t\u00E1rol\u00E1sa, visszaker\u00E9se, \u00E1talak\u00EDt\u00E1sa stb. m\u0171veletekre is gondolva \u2013 ma bonyolult, sz\u00E1m\u00EDt\u00E1stechnikai k\u00E9pzetts\u00E9get is ig\u00E9nyl\u0151 ter\u00FCletnek sz\u00E1m\u00EDt. Az ismeretek tartalmi megk\u00FCl\u00F6nb\u00F6ztet\u00E9s\u00E9nek egyik m\u00F3dja a kategoriz\u00E1l\u00E1s, m\u00E1sik m\u00F3dja lehet a hordoz\u00F3, m\u0171faj, vagy az ismeret egy\u00E9b min\u0151s\u00E9ge (frissess\u00E9g, \u00E9rthet\u0151s\u00E9g, hozz\u00E1f\u00E9rhet\u0151s\u00E9g, \u00E1r stb. ) szerint val\u00F3. Sz\u00E1munkra itt \u00E9s most tal\u00E1n a k\u00F6vetkez\u0151, ett\u0151l elt\u00E9r\u0151 alap\u00FA oszt\u00E1lyoz\u00E1snak lehet k\u00FCl\u00F6n\u00F6sebb haszna."@hu ,
"El coneixement \u00E9s el conjunt de dades, conceptes i pr\u00E0ctiques al voltant d'una mat\u00E8ria o assumpte, un sin\u00F2nim de saber. Tamb\u00E9 es pot entendre com les informacions i veritats obtingudes a partir de la realitat o de l'ensenyament d'un mestre. Per a la ci\u00E8ncia, \u00E9s el resultat de l'aplicaci\u00F3 de la ra\u00F3 i el m\u00E8tode experimental a l'estudi de la realitat. Per a la psicologia, \u00E9s el contingut de la ment, el que \u00E9s fruit d'un proc\u00E9s d'aprenentatge, i per tant inclou tamb\u00E9 l'experi\u00E8ncia vital i les creences, no sols les dades emp\u00EDriques i m\u00E9s o menys objectives. L'epistemologia \u00E9s la branca de la filosofia que s'ocupa de l'estudi del coneixement: qu\u00E8 \u00E9s i com s'obt\u00E9. Assumeix que el coneixement s'organitza d'una manera determinada al cervell i aquesta estructura en modifica la percepci\u00F3 i la interacci\u00F3 amb el m\u00F3n. El saber \u00E9s el conjunt de coneixements que produeixen un pensament continu de records dels coneixements adquirits al llarg del temps."@ca ,
"\u77E5\u8BC6\u662F\u5BF9\u67D0\u4E2A\u4E3B\u9898\u786E\u4FE1\u7684\u8BA4\u8BC6\uFF0C\u5E76\u4E14\u8FD9\u4E9B\u8BA4\u8BC6\u62E5\u6709\u6F5C\u5728\u7684\u80FD\u529B\u4E3A\u7279\u5B9A\u76EE\u7684\u800C\u4F7F\u7528\u3002\u8BA4\u77E5\u4E8B\u7269\u7684\u80FD\u529B\u662F\u54F2\u5B66\u4E2D\u5145\u6EE1\u4E89\u8BAE\u7684\u4E2D\u5FC3\u8BAE\u9898\u4E4B\u4E00\uFF0C\u5E76\u4E14\u62E5\u6709\u5B83\u81EA\u5DF1\u7684\u5206\u652F\u2014\u77E5\u8BC6\u8BBA\u3002\u4ECE\u66F4\u52A0\u5B9E\u7528\u7684\u5C42\u6B21\u6765\u770B\uFF0C\u77E5\u8BC6\u901A\u5E38\u88AB\u67D0\u4E9B\u4EBA\u7684\u7FA4\u4F53\u6240\u5171\u4EAB\uFF0C\u5728\u8FD9\u79CD\u60C5\u51B5\u4E0B\uFF0C\u77E5\u8BC6\u53EF\u4EE5\u901A\u8FC7\u4E0D\u540C\u7684\u65B9\u5F0F\u6765\u64CD\u4F5C\u548C\u7BA1\u7406\u3002"@zh ,
"Wissen (von althochdeutsch wizzan; zur indogermanischen Perfektform *woida, \u201Eich habe gesehen,\u201C somit auch \u201Eich wei\u00DF\u201C; von der idg. Wurzel *weid- leiten sich auch lateinisch videre, \u201Esehen\u201C und Sanskrit veda, \u201EWissen\u201C ab) wird h\u00E4ufig unscharf als wahre, gerechtfertigte Meinung bestimmt. Es gibt aber auch weitere Definitionen."@de ,
"Kunnskap er en bevisst forst\u00E5else av noe, og med muligheten til \u00E5 bruke denne for en bestemt hensikt. Muligheten til \u00E5 vite noe er en sentral (og kontroversiell) del av filosofien og har sin egen avdeling, epistemologi. P\u00E5 et mer praktisk niv\u00E5 er kunnskap noe som er felles og delt mellom en gruppe av mennesker og i denne sammenhengen kan den bli manipulert og behandlet p\u00E5 ulike m\u00E5ter. Kunnskap tilegnes i lys av det milj\u00F8 vi lever i - if\u00F8lge Thomas Kuhn tilh\u00F8rer vi et paradigme som farger v\u00E5re erfaringer."@no ,
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\u0443\u044F\u0432\u043B\u0435\u043D\u044C. \u0417\u043D\u0430\u043D\u043D\u044F\u0301 \u0443 \u0432\u0443\u0437\u044C\u043A\u043E\u043C\u0443 \u0441\u0435\u043D\u0441\u0456 \u2014 \u0434\u0430\u043D\u0456, \u0456\u043D\u0444\u043E\u0440\u043C\u0430\u0446\u0456\u044F. \u0417\u043D\u0430\u043D\u043D\u044F\u0301 (\u043F\u0440\u0435\u0434\u043C\u0435\u0442\u0443) \u2014 \u0443\u043F\u0435\u0432\u043D\u0435\u043D\u0435 \u0440\u043E\u0437\u0443\u043C\u0456\u043D\u043D\u044F \u043F\u0440\u0435\u0434\u043C\u0435\u0442\u0443, \u0443\u043C\u0456\u043D\u043D\u044F \u0441\u0430\u043C\u043E\u0441\u0442\u0456\u0439\u043D\u043E \u043F\u043E\u0432\u043E\u0434\u0438\u0442\u0438\u0441\u044F \u0437 \u043D\u0438\u043C, \u0440\u043E\u0437\u0431\u0438\u0440\u0430\u0442\u0438\u0441\u044F \u0432 \u043D\u044C\u043E\u043C\u0443, \u0430 \u0442\u0430\u043A\u043E\u0436 \u0432\u0438\u043A\u043E\u0440\u0438\u0441\u0442\u043E\u0432\u0443\u0432\u0430\u0442\u0438 \u0434\u043B\u044F 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\u0432\u043B\u0430\u0441\u0442\u0438\u0432\u043E\u0441\u0442\u0456 \u043E\u0431'\u0454\u043A\u0442\u0456\u0432, \u0437\u0430\u043A\u043E\u043D\u043E\u043C\u0456\u0440\u043D\u043E\u0441\u0442\u0456 \u043F\u0440\u043E\u0446\u0435\u0441\u0456\u0432 \u0456 \u044F\u0432\u0438\u0449, \u0430 \u0442\u0430\u043A\u043E\u0436 \u043F\u0440\u0430\u0432\u0438\u043B\u0430 \u0432\u0438\u043A\u043E\u0440\u0438\u0441\u0442\u0430\u043D\u043D\u044F \u0446\u0456\u0454\u0457 \u0456\u043D\u0444\u043E\u0440\u043C\u0430\u0446\u0456\u0457 \u0434\u043B\u044F \u0443\u0445\u0432\u0430\u043B\u0435\u043D\u043D\u044F \u0440\u0456\u0448\u0435\u043D\u044C. \u041F\u0440\u0430\u0432\u0438\u043B\u0430 \u0432\u0438\u043A\u043E\u0440\u0438\u0441\u0442\u0430\u043D\u043D\u044F \u0432\u043A\u043B\u044E\u0447\u0430\u044E\u0442\u044C \u0441\u0438\u0441\u0442\u0435\u043C\u0443 \u043F\u0440\u0438\u0447\u0438\u043D\u043D\u043E-\u043D\u0430\u0441\u043B\u0456\u0434\u043A\u043E\u0432\u0438\u0445 \u0437\u0432'\u044F\u0437\u043A\u0456\u0432. \u0413\u043E\u043B\u043E\u0432\u043D\u0430 \u0432\u0456\u0434\u043C\u0456\u043D\u043D\u0456\u0441\u0442\u044C \u0437\u043D\u0430\u043D\u044C \u0432\u0456\u0434 \u0434\u0430\u043D\u0438\u0445 \u043F\u043E\u043B\u044F\u0433\u0430\u0454 \u0432 \u0457\u0445 \u0430\u043A\u0442\u0438\u0432\u043D\u043E\u0441\u0442\u0456, \u0442\u043E\u0431\u0442\u043E \u043F\u043E\u044F\u0432\u0430 \u0432 \u0431\u0430\u0437\u0456 \u043D\u043E\u0432\u0438\u0445 \u0444\u0430\u043A\u0442\u0456\u0432 \u0430\u0431\u043E \u0432\u0441\u0442\u0430\u043D\u043E\u0432\u043B\u0435\u043D\u043D\u044F \u043D\u043E\u0432\u0438\u0445 \u0437\u0432'\u044F\u0437\u043A\u0456\u0432 \u043C\u043E\u0436\u0435 \u0441\u0442\u0430\u0442\u0438 \u0434\u0436\u0435\u0440\u0435\u043B\u043E\u043C \u0437\u043C\u0456\u043D \u0432 \u0443\u0445\u0432\u0430\u043B\u0435\u043D\u043D\u0456 \u0440\u0456\u0448\u0435\u043D\u044C. 3\u043D\u0430\u043D\u043D\u044F \u0444\u0456\u043A\u0441\u0443\u0454\u0442\u044C\u0441\u044F \u0432 \u0437\u043D\u0430\u043A\u0430\u0445 \u043F\u0440\u0438\u0440\u043E\u0434\u043D\u0438\u0445 \u0456 \u0448\u0442\u0443\u0447\u043D\u0438\u0445 \u043C\u043E\u0432. \u0417\u043D\u0430\u043D\u043D\u044F \u043F\u0440\u043E\u0442\u0438\u043B\u0435\u0436\u043D\u0435 \u043D\u0435\u0437\u043D\u0430\u043D\u043D\u044E, \u0442\u043E\u0431\u0442\u043E \u0432\u0456\u0434\u0441\u0443\u0442\u043D\u043E\u0441\u0442\u0456 \u043F\u0435\u0440\u0435\u0432\u0456\u0440\u0435\u043D\u043E\u0457 \u0456\u043D\u0444\u043E\u0440\u043C\u0430\u0446\u0456\u0457 \u043F\u0440\u043E \u0449\u043E-\u043D\u0435\u0431\u0443\u0434\u044C."@uk ,
"\u77E5\u8B58\uFF08\u3061\u3057\u304D\uFF09\u3068\u306F\u3001\u8A8D\u8B58\u3055\u308C\u8A18\u61B6\u3055\u308C\u305F\u60C5\u5831\u306E\u3053\u3068\u3002\u3042\u308B\u3044\u306F\u3001\u4EBA\u9593\u3084\u3082\u306E\u3054\u3068\u306B\u3064\u3044\u3066\u62B1\u3044\u3066\u3044\u308B\u8003\u3048\u3084\u3001\u6280\u80FD\u306E\u3053\u3068\u3067\u3042\u308B\u3002"@ja ,
"La conoscenza \u00E8 la consapevolezza e la comprensione di fatti, verit\u00E0 o informazioni ottenuti attraverso l'esperienza o l'apprendimento (a posteriori), ovvero tramite l'introspezione (a priori). La conoscenza \u00E8 l'autocoscienza del possesso di informazioni connesse tra di loro, le quali, prese singolarmente, hanno un valore e un'utilit\u00E0 inferiori."@it ;
rdfs:comment "El coneixement \u00E9s el conjunt de dades, conceptes i pr\u00E0ctiques al voltant d'una mat\u00E8ria o assumpte, un sin\u00F2nim de saber. Tamb\u00E9 es pot entendre com les informacions i veritats obtingudes a partir de la realitat o de l'ensenyament d'un mestre. Per a la ci\u00E8ncia, \u00E9s el resultat de l'aplicaci\u00F3 de la ra\u00F3 i el m\u00E8tode experimental a l'estudi de la realitat."@ca ,
"Bilgi: (i) bir deneyim veya e\u011Fitim s\u0131ras\u0131nda bir ki\u015Finin ihtiya\u00E7 duydu\u011Fu uzmanl\u0131k ve yetenekler; bir \u00F6znenin teorik veya pratik a\u00E7\u0131lardan kavrad\u0131klar\u0131, (ii) belli bir alanda veya toplamda bilinen; ger\u00E7ekler ve malumat veya (iii) bir ger\u00E7e\u011Fin veya durumun tecr\u00FCbesiyle kazan\u0131lan fark\u0131ndal\u0131k veya a\u015Final\u0131k olarak \u00E7e\u015Fitli bi\u00E7imlerde tan\u0131mlanmaktad\u0131r. Felsefenin bilginin do\u011Fas\u0131, k\u00F6kenleri ve boyutlar\u0131 ile ilgilenen dal\u0131na epistemoloji ad\u0131 verilir."@tr ,
"Knowledge is defined by the Oxford English Dictionary as (i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness or familiarity gained by experience of a fact or situation. Philosophical debates in general start with Plato's formulation of knowledge as \"justified true belief\"."@en ,
"Wissen (von althochdeutsch wizzan; zur indogermanischen Perfektform *woida, \u201Eich habe gesehen,\u201C somit auch \u201Eich wei\u00DF\u201C; von der idg. Wurzel *weid- leiten sich auch lateinisch videre, \u201Esehen\u201C und Sanskrit veda, \u201EWissen\u201C ab) wird h\u00E4ufig unscharf als wahre, gerechtfertigte Meinung bestimmt. Es gibt aber auch weitere Definitionen."@de ,
"\u77E5\u8B58\uFF08\u3061\u3057\u304D\uFF09\u3068\u306F\u3001\u8A8D\u8B58\u3055\u308C\u8A18\u61B6\u3055\u308C\u305F\u60C5\u5831\u306E\u3053\u3068\u3002\u3042\u308B\u3044\u306F\u3001\u4EBA\u9593\u3084\u3082\u306E\u3054\u3068\u306B\u3064\u3044\u3066\u62B1\u3044\u3066\u3044\u308B\u8003\u3048\u3084\u3001\u6280\u80FD\u306E\u3053\u3068\u3067\u3042\u308B\u3002"@ja ,
"La conoscenza \u00E8 la consapevolezza e la comprensione di fatti, verit\u00E0 o informazioni ottenuti attraverso l'esperienza o l'apprendimento (a posteriori), ovvero tramite l'introspezione (a priori). La conoscenza \u00E8 l'autocoscienza del possesso di informazioni connesse tra di loro, le quali, prese singolarmente, hanno un valore e un'utilit\u00E0 inferiori."@it ,
"La connaissance est une notion aux sens multiples \u00E0 la fois utilis\u00E9e dans le langage courant et objet d'\u00E9tude pouss\u00E9e de la part des philosophes contemporains. Elle d\u00E9finit tout aussi bien \u00AB\u00A0l'\u00E9tat de celui qui sait\u00A0\u00BB que \u00AB\u00A0les choses sues\u00A0\u00BB, en particulier dans sa forme du f\u00E9minin pluriel. Il n'y a pas aujourd'hui de d\u00E9finition plus substantielle de la connaissance qui soit largement admise."@fr ,
"\u77E5\u8BC6\u662F\u5BF9\u67D0\u4E2A\u4E3B\u9898\u786E\u4FE1\u7684\u8BA4\u8BC6\uFF0C\u5E76\u4E14\u8FD9\u4E9B\u8BA4\u8BC6\u62E5\u6709\u6F5C\u5728\u7684\u80FD\u529B\u4E3A\u7279\u5B9A\u76EE\u7684\u800C\u4F7F\u7528\u3002\u8BA4\u77E5\u4E8B\u7269\u7684\u80FD\u529B\u662F\u54F2\u5B66\u4E2D\u5145\u6EE1\u4E89\u8BAE\u7684\u4E2D\u5FC3\u8BAE\u9898\u4E4B\u4E00\uFF0C\u5E76\u4E14\u62E5\u6709\u5B83\u81EA\u5DF1\u7684\u5206\u652F\u2014\u77E5\u8BC6\u8BBA\u3002\u4ECE\u66F4\u52A0\u5B9E\u7528\u7684\u5C42\u6B21\u6765\u770B\uFF0C\u77E5\u8BC6\u901A\u5E38\u88AB\u67D0\u4E9B\u4EBA\u7684\u7FA4\u4F53\u6240\u5171\u4EAB\uFF0C\u5728\u8FD9\u79CD\u60C5\u51B5\u4E0B\uFF0C\u77E5\u8BC6\u53EF\u4EE5\u901A\u8FC7\u4E0D\u540C\u7684\u65B9\u5F0F\u6765\u64CD\u4F5C\u548C\u7BA1\u7406\u3002"@zh ,
"Cunoa\u015Fterea este unul din procesele definitorii, fundamentale ale spiritului uman. Poate fi considerat procesul prim prin care constienta de realitate si de sine apare in subiect raportandu-l la sine si la lumea sa. Esen\u0163a cunoasterii const\u0103 \u00EEn reproducerea \u00EEn interiorul subiectivita\u0163ii a unei alte subiectivitati, prin constientizare de sine si cuplarea subiectivitatii constientizate cu o realitate in care poate actiona, experimenta, evalua si conclude asupra consecintelor."@ro ,
"Kennis is dat wat geweten en toegepast wordt door de mens, een machine, of door de maatschappij als geheel. Veel van de menselijke activiteit vereist specifieke kennis, ervaring en vaardigheid. Er bestaan vele soorten van kennis van zelfkennis tot godskennis, van vakkennis tot wetenschappelijke kennis, van landenkennis tot talenkennis, en van aangeboren kennis tot onbetwijfelbare kennis."@nl ,
"\u0417\u043D\u0430\u0301\u043D\u0438\u0435\u00A0\u2014 \u0444\u043E\u0440\u043C\u0430 \u0441\u0443\u0449\u0435\u0441\u0442\u0432\u043E\u0432\u0430\u043D\u0438\u044F \u0438 \u0441\u0438\u0441\u0442\u0435\u043C\u0430\u0442\u0438\u0437\u0430\u0446\u0438\u0438 \u0440\u0435\u0437\u0443\u043B\u044C\u0442\u0430\u0442\u043E\u0432 \u043F\u043E\u0437\u043D\u0430\u0432\u0430\u0442\u0435\u043B\u044C\u043D\u043E\u0439 \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u0438 \u0447\u0435\u043B\u043E\u0432\u0435\u043A\u0430. \u0417\u043D\u0430\u043D\u0438\u0435 \u043F\u043E\u043C\u043E\u0433\u0430\u0435\u0442 \u043B\u044E\u0434\u044F\u043C \u0440\u0430\u0446\u0438\u043E\u043D\u0430\u043B\u044C\u043D\u043E \u043E\u0440\u0433\u0430\u043D\u0438\u0437\u043E\u0432\u044B\u0432\u0430\u0442\u044C \u0441\u0432\u043E\u044E \u0434\u0435\u044F\u0442\u0435\u043B\u044C\u043D\u043E\u0441\u0442\u044C \u0438 \u0440\u0435\u0448\u0430\u0442\u044C \u0440\u0430\u0437\u043B\u0438\u0447\u043D\u044B\u0435 \u043F\u0440\u043E\u0431\u043B\u0435\u043C\u044B \u0432\u043E\u0437\u043D\u0438\u043A\u0430\u044E\u0449\u0438\u0435 \u0432 \u0435\u0451 \u043F\u0440\u043E\u0446\u0435\u0441\u0441\u0435."@ru ,
"Tieto on filosofian tietoteorian perinteisen m\u00E4\u00E4ritelm\u00E4n mukaan hyvin perusteltu tosi uskomus. T\u00E4m\u00E4 tiedon m\u00E4\u00E4ritelm\u00E4 on per\u00E4isin Platonin Theaitetos-dialogista. Niin kutsutun heikon m\u00E4\u00E4ritelm\u00E4n mukaan v\u00E4itt\u00E4m\u00E4 (propositio) on tietoa, jos se on tosi. Tietoteoria on filosofian osa-alue, joka tutkii tietoa ja sit\u00E4, mit\u00E4 voimme tiet\u00E4\u00E4. Tieteenfilosofia on laajempi filosofian osa-alue, joka tutkii tieteellisen tiedon perusteita ja pohjaa."@fi ,
"Kunnskap er en bevisst forst\u00E5else av noe, og med muligheten til \u00E5 bruke denne for en bestemt hensikt. Muligheten til \u00E5 vite noe er en sentral (og kontroversiell) del av filosofien og har sin egen avdeling, epistemologi. P\u00E5 et mer praktisk niv\u00E5 er kunnskap noe som er felles og delt mellom en gruppe av mennesker og i denne sammenhengen kan den bli manipulert og behandlet p\u00E5 ulike m\u00E5ter."@no ,
"Kunskap \u00E4r ett begrepp som kan syfta p\u00E5 inl\u00E4rda teoretiska f\u00F6rm\u00E5gor, alla fakta inom ett \u00E4mnesomr\u00E5de eller vad n\u00E5gon k\u00E4nner till om ett sakf\u00F6rh\u00E5llande eller en situation. Kunskap kontrasteras ibland mot praktiska f\u00E4rdigheter, men oftare mot l\u00E5g grad av tillg\u00E5ng till fakta. Ibland \u00E5syftas ocks\u00E5 f\u00F6rst\u00E5else av ett \u00E4mne s\u00E5 att man kan anv\u00E4nda det f\u00F6r ett specifikt syfte n\u00E4r det passar. Vetskap och vetenskap \u00E4r n\u00E4raliggande koncept."@sv ,
"El conocimiento es, por una parte, el estado de quien conoce o sabe algo, y por otro lado, los contenidos sabidos o conocidos que forman parte del patrimonio cultural de la Humanidad. Por ejemplo, un conocimiento ampliamente compartido en las sociedades actuales es el hecho de que la Tierra es un geoide. Por extensi\u00F3n, suele llamarse tambi\u00E9n \"conocimiento\" a todo lo que un individuo o una sociedad dados considera sabido o conocido."@es ,
"O tema \"conhecimento\" inclui, mas n\u00E3o est\u00E1 limitado a, descri\u00E7\u00F5es, hip\u00F3teses, conceitos, teorias, princ\u00EDpios e procedimentos que s\u00E3o ou \u00FAteis ou verdadeiros. O estudo do conhecimento \u00E9 a gnoseologia. Hoje existem v\u00E1rios conceitos para esta palavra e \u00E9 de ampla compreens\u00E3o que conhecimento \u00E9 aquilo que se sabe de algo ou algu\u00E9m. Isso em um conceito menos espec\u00EDfico. Contudo, para falar deste tema \u00E9 indispens\u00E1vel abordar dado e informa\u00E7\u00E3o."@pt ,
"Wiedza - termin u\u017Cywany powszechnie, dotychczas nie posiada jeszcze og\u00F3lnie uznanej definicji. Za klasyczn\u0105 uznaje si\u0119 definicj\u0119 Platona z dialogu Teajtet, gdzie Sokrates w rozmowie z Teajtetem dochodzi do sformu\u0142owania definicji, \u017Ce wiedza to prawdziwe, uzasadnione przekonanie. Nowa Encyklopedia Powszechna definiuje wiedz\u0119 jako \u201Eog\u00F3\u0142 wiarygodnych informacji o rzeczywisto\u015Bci wraz z umiej\u0119tno\u015Bci\u0105 ich wykorzystywania\u201D."@pl ,
"\u0417\u043D\u0430\u043D\u043D\u044F\u0301 \u2014 \u0444\u043E\u0440\u043C\u0430 \u0456\u0441\u043D\u0443\u0432\u0430\u043D\u043D\u044F \u0456 \u0441\u0438\u0441\u0442\u0435\u043C\u0430\u0442\u0438\u0437\u0430\u0446\u0456\u0457 \u0440\u0435\u0437\u0443\u043B\u044C\u0442\u0430\u0442\u0456\u0432 \u043F\u0456\u0437\u043D\u0430\u0432\u0430\u043B\u044C\u043D\u043E\u0457 \u0434\u0456\u044F\u043B\u044C\u043D\u043E\u0441\u0442\u0456 \u043B\u044E\u0434\u0438\u043D\u0438. \u0412\u0438\u0434\u0456\u043B\u044F\u044E\u0442\u044C \u0440\u0456\u0437\u043D\u0456 \u0432\u0438\u0434\u0438 \u0437\u043D\u0430\u043D\u043D\u044F: \u043D\u0430\u0443\u043A\u043E\u0432\u0435, \u043F\u043E\u0432\u0441\u044F\u043A\u0434\u0435\u043D\u043D\u0435 (\u0437\u0434\u043E\u0440\u043E\u0432\u0438\u0439 \u0433\u043B\u0443\u0437\u0434), \u0456\u043D\u0442\u0443\u0457\u0442\u0438\u0432\u043D\u0435, \u0440\u0435\u043B\u0456\u0433\u0456\u0439\u043D\u0435 \u0442\u0430 \u0456\u043D\u0448\u0456."@uk ,
"Ismeretnek nevezz\u00FCk a val\u00F3s\u00E1gra vagy annak valamely r\u00E9sz\u00E9re, t\u00E9m\u00E1j\u00E1ra vonatkoz\u00F3 tapasztalatokat, \u00E1ltal\u00E1nos\u00EDt\u00E1sokat, fogalmakat. Aki ismer valamit, az t\u00E1j\u00E9kozott (inform\u00E1lt), tapasztalt a \"valamiben\", m\u00EDg aki nem, annak hi\u00E1nyosak az ismeretei vagy nincs fogalma a dologr\u00F3l. Az ismeret fogalom kapcs\u00E1n meg kell k\u00FCl\u00F6nb\u00F6ztetn\u00FCnk azt, ami a \"fekete dobozban\", a fej\u00FCnkben van, att\u00F3l, amit ebb\u0151l megosztunk a m\u00E1sik emberrel a valamilyen t\u00EDpus\u00FA kommunik\u00E1ci\u00F3s aktusban."@hu ;
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dbpprop:cquote2Property "We suppose ourselves to possess unqualified scientific knowledge of a thing, as opposed to knowing it in the accidental way in which the sophist knows, when we think that we know the cause on which the fact depends, as the cause of that fact and of no other, and, further, that the fact could not be other than it is. Now that scientific knowing is something of this sort is evident — witness both those who falsely claim it and those who actually possess it, since the former merely imagine themselves to be, while the latter are also actually, in the condition described. Consequently the proper object of unqualified scientific knowledge is something which cannot be other than it is."@en ,
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