KNOWLEDGE

SUBMITTED BY

MR. /MS. AAFREEN MOHAMMED WASIM KHAN

COURSE: BACHELOR OF EDUCATION

SEMESTER/YEAR: 2nd Semester/2021

ENROLLMENT NUMBER: 200155133924

SUBMITTED TO
SINGHANIA UNIVERSITY

ACKNOWLEDGEMENT

1
 I would like to express my special thanks of gratitude to my
University, SINGHANIA UNIVERSITY, who gave me the golden opportunity
to do this wonderful project on the topic “Types, structure and forms of
Knowledge and its significance”, which also helped me in doing a lot of
research and I came to know about so many new things.

Secondly, I would also like to thank my family and friends who helped me a lot
in finalizing this project within the limited time frame.

INDEX
Sr.No. Topic Page
1. TITLE PAGE 4

2. INTRODUCTION TO KNOWLEGDE 5

2
3. IMPORTANCE OF KNOWLEDGE 6-7

4. CHARACTERISTICS OF KNOWLEDGE 8

5. TYPES OF KNOWLEDGE 9-14

6. SIGNIFICANCE OF KNOWLEDGE 15-18

7. STRUCTURE OF KOWLEDGE 19-20

8. CONCLUSION 21-22

9. BIBLIOGRAPHY 23

3
4
 INTRODUCTION TO KNOWLEDGE
Knowledge is a familiarity, awareness, or
understanding of someone or something, such
as facts skills or objects. By most accounts,
knowledge can be acquired in many different
ways and from many sources, including but not
limited to perception, reason, memory,
testimony, scientific inquiry, education, and
practice.

The philosophical study of knowledge is called epistemology. The term "knowledge" can
refer to a theoretical or practical understanding of a subject. It can be implicit or explicit,
formal or informal, systematic or particular. The philosopher Plato famously pointed out the
need for a distinction between knowledge and true belief in the Theaetetus, leading many to
attribute to him a definition of knowledge as "justified true belief". The difficulties with this
definition raised by the Gettier problem have been the subject of extensive debate in
epistemology for more than half a century.
Organizations need to understand how knowledge operates, and who possesses strategic
knowledge. Organizational knowledge needs to be identified and carefully managed to
ensure its contribution is maximized. Knowledge work is an increasing component of
workplaces. Knowledge is the ability to take affective action. It is the know-how, born of
experience, that allows correct decisions to be made, and effective processes to be developed
and applied.

Knowledge management is the deliberate and the

systematic coordination of an organization’s people,
technology, processes, and organizational structure in
order to add value through reuse and innovation.

IMPORTANCE OF KNOWLEDGE
It is said, “Knowledge is Power”. This quote
has versatile shades of application and holds
good in several contexts. Knowledge has
enabled us make all the advancements in the
science and technology spheres that we have 5
been able to achieve. It has made us far more
capable, superior and sophisticated beings on
Knowledge is the primary factor that clearly distinguishes the human race from the animals.
 Man has the power to judge situations, decide between what is good and what is bad and
make decisions voluntarily. It is important that we make the best use of the gift of knowledge
so that we achieve great feats and heights in every domain of our life.
 Since knowledge is the fuel that drives human life, gaining knowledge is deemed the most
primary activity that prepares man for a long and successful life. Schooling is the very first
phase of a child’s life. During this stage, the society gives a variety of inputs to make the
child knowledgeable learning many things under every known topic.
While the education during the initial years of schooling are general, special streams of
courses are pursued by children as they grow up so that they attain proficiency and skill in
the field in which they want to excel and build their career.
Without knowledge, one cannot be successful in life. To grow in one’s career, gaining as
much knowledge as possible is important. Knowledge does not pertain to science and
technology and the fields we study in books. Knowledge is also very important to shape our
personality and perfect our behaviour and dealings with people.
We need to understand ourselves, our strengths and weaknesses.
We need to learn the art of life.
We must master the techniques of adjusting and accommodating with the changes in our
surroundings and life situations. We must move well with the people and persuade them
effectively to get things done in our favour. We must make best judgments and decide on the
right course that will let us move successfully.
We must save ourselves from dangers and stay balanced and strong during difficulties and
adversities. We must know how to assert our views and also give room to accept the good
views of others. We must learn how to successfully manage relationships and people both at
homes and professional spheres. For all this, knowledge is important.

6
 Knowledge accounts for the success of
people. The more knowledgeable you
are, the more advantage you have over
the other people. The better you are
equipped to manage yourself and others,
the easier your journey of life. More than
anything, knowledge must be put to good
use.

There is no use of such knowledge that paves way for one’s own destruction, Knowledge
should let you take the right course in life in a way useful to yourself and the society at large.
Great men and women have put their knowledge to good use and have reached exalted
heights being remembered for long on this earth. Knowing the importance of knowledge,
people must look to the potential avenues to gain knowledge and make use of it positively. 
You can do better than that. By changing the way, you approach knowledge you can learn to
avoid the pitfalls responsible for 80% of business failures, while at the same time identifying
opportunities for innovation and competitive advantage. The key to success in changing
times is pretty straightforward. Knowledge sharpens our skills like reasoning and problem-
solving. A strong base of knowledge helps brains function more smoothly and effectively. 

CHARACTERISTICS OF KNOWLEDGE
Knowledge has several characteristics which have been described below:
Knowledge is contextual and it can be re-used.
Benefits of knowledge obtained only if it is applied.

7
 The values of knowledge may change over time.
Knowledge has to be renewed or maintained.
It can be difficult to transfer, capture and distribute knowledge.
It is developed through learning processes.
Depends on memory, past experience, expertise, knowledge transfer
mechanisms, opportunities.
Facilities effectiveness and ‘sense-making’.
Knowledge enables higher learning.
Knowledge creation and utilization is enhanced with technology.
We gain knowledge through interaction and
experience. Most of us would agree that we
are never absolutely certain about our
knowledge because in fact we never stop
learning. We are constantly gaining new
perspectives and enhancing what we know.
And we gain confidence in what we know
by trying it, the same way we gain it
initially, through experience.

We do not systematically get a subject matter expert to review our knowledge and tell us
what is good and what isn't. Knowledge is gained through interaction and experience. It is
constantly changing (we never stop learning). Also, it should be validated through use,
experience and interaction (not by subject matter experts). Knowledge is information upon
which I can act. Knowledge has action associated with it; we can do something with it.

TYPES OF KNOWLEDGE
1) A Priori:
A priori and posteriori are two of the original terms in epistemology (the study of
knowledge). A priori literally means “from before” or “from earlier.” This is because a
priori knowledge depends upon what a person can derive from the world without needing to
experience it. This is better known as reasoning. Of course, a degree of experience is
necessary upon which a priori knowledge can take shape.

8
Let’s look at an example. If you were in a
closed room with no windows and
someone asked you what the weather was
like, you would not be able to answer them
with any degree of truth. If you did, then
you certainly would not be in possession
of a priori knowledge. It would simply be
impossible to use reasoning to produce a
knowledgeable answer.

On the other hand, if there were a chalkboard in the room and someone wrote the equation 4
+ 6 =? on the board, then you could find the answer without physically finding four objects
and adding six more objects to them and then counting them. You would know the answer is
10 without needing a real-world experience to understand it. In fact, mathematical equations
are one of the most popular examples of a priori knowledge. Therefore a priori knowledge is
the assumptions that come before all the arguments, analysis or assessment. A priori
knowledge is possible because all knowledge is only of appearances (which must conform to
our modes of experience) and not of independently real things in themselves (which are
independent of our modes of experience). Contrary to contemporary usages of the term, Kant
believes that a priori knowledge is not entirely independent of the content of experience.

2. A Posteriori:

9
 Naturally, posteriori literally means “from what comes later” or “from what comes
after.” This is a reference to experience and using a different kind of reasoning (inductive) to
gain knowledge. This kind of knowledge is gained by first having an experience (and the
important idea in philosophy is that it is acquired through the five senses) and then using
logic and reflection to derive understanding from it. In philosophy, this term is sometimes
used interchangeably with empirical knowledge, which is knowledge based on observation.

For example, the proposition that all

bachelors are unmarried is a priori, and
the proposition that it is raining outside
now is posteriori.
The term “Posteriori” is applied to
information which is developed with
direct observations unlike mathematics or
logical processes which don’t require
empirical evidence.

It is believed that a priori knowledge is more reliable than a posteriori knowledge. This

might seem counter-intuitive, since in the former case someone can just sit inside of a room
and base their knowledge on factual evidence while in the latter case someone is having real
experiences in the world. But the problem lies in this very fact: everyone’s experiences are
subjective and open to interpretation. This is a very complex subject and you might find it
illuminating to read this post on knowledge issues and how to identify and use them. A

10
mathematical equation, on the other hand, is law. A posteriori knowledge is that which
depends on empirical evidence. Posteriori are used in the context of reasoning and
philosophy, especially epistemology, which is the philosophical study of knowledge.
Therefore, a posteriori knowledge is obtained through the experiences or the senses.

3. Explicit Knowledge:
Explicit knowledge also referred to as expressive knowledge. Now we are entering the
realm of explicit and tacit knowledge. As you have noticed by now, types of knowledge tend
to come in pairs and are often antitheses of each other. Explicit knowledge is similar to a
priori knowledge in that it is more formal or perhaps more reliable. Explicit knowledge is
knowledge that is recorded and communicated through mediums. It is our libraries and
databases.

The three most common ways that explicit

knowledge is likely to be transferred and
retained are: documentation, interviews and
debriefings, and training. Each section
includes detailed implications for action
when applying these solutions
for knowledge.
...transfer and knowledge retention.

The specifics of what is contained are less

important than how it is contained. Anything from the sciences to the arts can have elements
that can be expressed in explicit knowledge.

The defining feature of explicit knowledge is that it can be easily and quickly transmitted
from one individual to another, or to another ten-thousand or ten-billion. It also tends to be
organized systematically. For example, a history textbook on the founding of America would
take a chronological approach as this would allow knowledge to build upon itself through a
progressive system; in this case, time. The term ‘explicit’ and ‘implicit’ are also used to
mark a number of distinctions that are specifically related to the storage and processing of
information. Explicitly stored information is encoded in a language like format, information
is represented implicitly if it is logically implied by something that is stored explicitly.

Explicit knowledge is knowledge that can be verbalized, stored, accessed, and shared with
others.

4. Tacit Knowledge:

11
 I should note that tacit knowledge is a relatively new theory introduced only as
recently as the 1950s. Whereas explicit knowledge is very easy to communicate and transfer
from one individual to another, tacit knowledge is precisely the opposite. It is extremely
difficult, if not impossible, to communicate tacit knowledge through any medium.

Tacit knowledge is important because

expertise rests on it and it is a source of
competitive advantage as well as being
critical to daily management. The aim
of tacit knowledge sharing is to exchange
existing personal knowledge in order to
create new knowledge. Tacit
knowledge can only be acquired through
practical experience in the relevant
context.

For example, the textbook on the founding of

America can teach facts (or things we believe to be facts), but someone who is an expert
musician cannot truly communicate their knowledge; in other words, they cannot tell
someone how to play the instrument and the person will immediately possess that
knowledge. That knowledge must be acquired to a degree that goes far, far beyond theory. In
this sense, tacit knowledge would most closely resemble a posteriori knowledge, as it can
only be achieved through experience.

The biggest difficult of tacit knowledge is knowing when it is useful and figuring out how to
make it usable. Tacit knowledge can only be communicated through consistent and extensive
relationships or contact (such as taking lessons from a professional musician). But even in
this case there will not be a true transfer of knowledge. Usually, two forms of knowledge are
born, as each person must fill in certain blanks (such as skill, short-cuts, rhythms, etc.). Tacit
knowledge is knowledge that is hard to quantify or pass from one person to another through
verbal or written communication.

5. Propositional Knowledge (also Descriptive or Declarative

Knowledge):
Our last pair of knowledge theories are propositional and non-propositional knowledge,
both of which share similarities with some of the other theories already discussed.
Propositional knowledge has the oddest definition yet, as it is commonly held that it is
knowledge that can literally be expressed in propositions; that is, in declarative sentences (to
use its other name) or indicative propositions.

12
Propositional knowledge is not so
different from a priori and explicit
knowledge. The key attribute is
knowing that something is true. Again,
mathematical equations could be an
example of propositional knowledge,
because it is knowledge of something,
as opposed to knowledge of how to do
something.

The best example is one that contrasts propositional knowledge with our next form of
knowledge, non-propositional or procedural knowledge. Let’s use a
textbook/manual/instructional pamphlet that has information on how to program a computer
as our example. Propositional knowledge is simply knowing something or having
knowledge of something. So if you read and/or memorized the textbook or manual, then you
would know the steps on how to program a computer. You could even repeat these steps to
someone else in the form of declarative sentences or indicative propositions. However, you
may have memorized every word yet have no idea how to actually program a computer. That
is where non-propositional or procedural knowledge comes in. The advantage is that
knowledge representations can become the focus of reflection. The other advantage is that
functional framework can be applied to multiple domains as domain knowledge can be
exchanged.

6. Non-Propositional Knowledge (also Procedural Knowledge):

13
 Non-propositional knowledge (which is better known as procedural knowledge, but
I decided to use “non-propositional” because it is a more obvious antithesis to
“propositional”) is knowledge that can be used; it can be applied to something, such as a
problem. Procedural knowledge differs from propositional knowledge in that it is acquired
“by doing”; propositional knowledge is acquired by more conservative forms of learning.
One of the defining characteristics of procedural knowledge is that it can be claimed in a
court of law. In other words, companies that develop their own procedures or methods can
protect them as intellectual property. They can then, of course, be sold, protected, leased, etc.

Procedural knowledge has many advantages.

Obviously, hands-on experience is extremely
valuable; literally so, as it can be used to
obtain employment. We are seeing this today
as experience (procedural) is eclipsing
education (propositional). Sure, education is
great, but experience is what defines what a
person is capable of accomplishing.

So, someone who “knows” how to write

code is not nearly as valuable as someone
who “writes” or “has written” code.
However, some people believe that this is
a double-edged sword, as the degree of
experience required to become proficient
limits us to a relatively narrow field of variety. But nobody can deny the intrinsic and real
value of experience. This is often more accurate than propositional knowledge because it is
more akin to the scientific method; hypotheses are tested, observation is used, and progress
results. Classes that exhibit a focus on Procedural Knowledge include opportunities for
students to participate in thought-provoking activities.

SIGNIFICANCE OF KNOWLEDGE

Knowledge is like glue that sticks information as well as learning together. When we have
prior knowledge about a topic, we understand it better. It plays an important role in
students’ life especially in the school. If they don’t have related knowledge, they face
difficulties in understanding the text.
Well, there are four types of background knowledge that needs to be instilled in students
from a very early age.
14
  GENERAL KNOWLEDGE:
It helps children in developing their knowledge about what is happening in the
world. Its main advantage is that they can relate background knowledge with the
contextual one. It is essential for understanding a normal language.

The meaning of a word in the mind depends on

the knowledge and the background of the
reader. Reading is a good source of knowledge.
It not only increases the meaning of words but
also makes the comprehension easier to read.
People high in general knowledge tend to be
highly open to new experiences and in typical
intellectual engagement.

Basic General knowledge has been defined in differential psychology as "culturally

valued knowledge communicated by a range of non-specialist media" and encompassing a
wide subject range. General knowledge is thought to be supported by long-term semantic
memory ability. Studies have found that people who are highly knowledgeable in a particular
domain tend to be knowledgeable in many. General knowledge is thought to be supported by
long-term semantic memory ability. General knowledge also supports schemata for textual
understanding. High scorers on tests of general knowledge tend to also score highly on
intelligence tests.

 VOCABULARY KNOWLEDGE:
As already said, reading is the best source for knowledge. It is also a key to
develop vocabulary skills of students. The more they read, the more they learn different

words and how & where to use them.

Importance of prior knowledge in education
can be understood. Background knowledge
enables the readers to have more options
between multiple meanings of words.
Vocabulary refers to the knowledge of words
as well as the

15
meaning of words. Vocabulary knowledge is more than just citing the definition of a word. 
It requires that the reader use the word appropriately based upon a given context. Vocabulary
knowledge is important because readers must be flexible in applying appropriate meaning to
the word(s) based upon the context in which it is used.  A reader with limited understanding
of a word in a passage may not be able to grasp the intended meaning. Vocabulary
knowledge aids in activating and building background knowledge to make connections to
text, and having vocabulary knowledge can increase reading comprehension and fluency
while reading.
· Vocabulary knowledge can improve writing skills and build knowledge of other word
meanings through known root words, prefixes, suffixes, and word families.
· Content areas such as mathematics, science, history, music, reading and language arts, and
others often require content specific vocabularies. For example, in mathematics, students
must have a deep understanding of words such as estimate, denominator, factoring, and the
like to be able to complete assignments; while in science, words such as hypothesis,
scientific notation, and magnesium may be necessary to grasp the content of the text.
Measures of vocabulary knowledge are potent predictors of a variety of indices of linguistic
competence. The strong relationship between vocabulary and general verbal ability is one of
the most robust findings in the history of intelligence testing.

 CONCEPT- BASED KNOWLEDGE:

Prior background knowledge about a subject can also be taken by the means of
conceptual understanding. Giving hands-on experiences is a great source for understanding
concepts while reading.

In other words, it takes students away from the

classroom and brings them closer to the outside
world. Discussions and envisagement are also
helpful in developing conceptual knowledge of
students. This helps in collecting different views
and information

16
about the world. They understand why a mathematical idea is important and the kinds of
contexts in which is it useful. They have organized their knowledge into a coherent whole,
which enables them to learn new ideas by connecting those ideas to what they already
know. Conceptual understanding also supports retention. Concept- based learning must be
transferrable across the lifespan and through a variety of clinical settings. If too much factual
information was presented too quickly, students would find it difficult to make connections
between the new information and the information stored in their minds. Factual knowledge
does have a place in learning but may not, in itself, create the ability in learners to apply
knowledge to particular situations. It seems that the human mind deals not just in facts but
also in bigger ideas – concepts. These two kinds of knowledge need to be linked if they are
to be applicable in a range of situations.

 KNOWLEDGE FROM BOOKS:

Many good books are filled with a lot of information which consist of deep
meanings of the words and are filled with good amount of knowledge. Background
knowledge about the geographical settings of a place, history, political movements,
religious and cultural environment of the world might not be learnt in the textbooks being
taught in schools. Even the languages used in these books make a huge difference in
understanding the text.

17
 Thus, parents play a vital role in
providing prior knowledge to their
children. It is due to the fact that a
child’s education starts at home
and their parents are

their first teachers. After parents, teachers play an important role in the learning process
of a child. It is essential for them to understand, evaluate and analyse what the students
already know about a topic. It can be said that, “What students already know about the
content is one of the strongest pointers of how well they will learn new information
related to the content”.
Teachers can engage students in different activities which will help to understand their
prior knowledge. This will also
generate curiosity in them to learn
and connect with the subject. With
background knowledge, it becomes
easier to create learning sessions for
students’ which textbooks can’t do.
Some advantages are given below:
 Cognitive Mental Stimulation
and Brain Exercising.
 Vocabulary and Knowledge
Expansion.
 Stress and Tension Relief.
  Helps with Depression and
Dysthymia.
 Memory Improvement and Better Focus.
 Strengthens Your Writing Abilities.
 Enhances Your Imagination and Empathy.
 Boosts Your Sleep.
 Enjoy Your Entertainment and Peace.
STRUCTURE OF KNOWLEDGE
Our foregoing observations bear on the role of knowledge as a general phenomenon in
creative thought. However, it should also be recognized that multiple different types of
knowledge structures exist which might be applied in creative thought. For example, creative
thinking might be based on associational knowledge, conceptual or schematic knowledge,
case-based or experiential knowledge, spatial knowledge, or mental models. These different
types of knowledge structures contain different content and are organized on different bases.
Thus case-based knowledge structures are highly complex with cases including information
18
bearing on causes, goals, outcomes, actions, actors, and restrictions where cases are
organized on the basis of typical cases plus commonly encountered exceptions. In contrast,
conceptual or schematic knowledge structures are organized hierarchically with respect to
basic principles where exemplars of these principles are graded in terms of typicality.
Associational knowledge structures are organized in terms of network structures where
relationships are established based on the frequency and salience of event pairings.
These differences in the content and organization of knowledge structures are noteworthy for
two reasons. First, they suggest that different types of knowledge may be applied in
addressing creative problems arising in different domains. Thus, it has been argued that case-
based knowledge is critical in solving social innovation problems. In contrast, it has been
argued that mental models are critical in solving creative problems arising in science and
engineering. Second, differences in the content and organizing structures applied to different
types of knowledge structures imply that differences will be observed in how people work
with knowledge in generating creative problem solutions.
In this regard a related study is noteworthy. In the study, 190 undergraduates were asked to
assume the role of principal of a new
experimental school and formulate a plan for
directing this school. These plans were
evaluated for quality, originality, and elegance
by judges. Notably, a curriculum planning task
was used because such problems can be solved
using either schematic or case-based
knowledge. Prior to developing these plans,
participants were presented with either case
summaries or key concepts, schema, drawn
from the literature on cooperative learning techniques. Some participants were presented
with schema, or principles, and were asked to apply conceptual combination operations –
feature search, feature mapping, and elaboration. In contrast, other participants were
presented with cases and were asked to apply a different set of operations in conceptual
combination – analysis of critical case attributes, identification of case strengths and
weaknesses, and forecasting. The number of cases, or associated concepts, presented was
also manipulated. It was found that application of both schematic and case-based operations
in conceptual combination gave rise to production of higher quality, more original, and more
elegant problem solutions. Notably, however, when more material was presented application
of schematic knowledge resulted in production of more creative solutions. When, however,
cases were presented, use of fewer cases, due to the complexity of case-based knowledge,
resulted in the production of more creative solutions. Thus, different types of knowledge
structures imply different operations. And, the available knowledge is employed in different
ways.

19
 CONCLUSION
Sustainable landscape development means
researchers have to engage in collaborative
research to find an informed, ethical and
locally-valued balance between ecological
resilience and societal pursuits, and build
the capacity for co-ordinated adaptive
management of the involved stakeholders
and governance institutions. In this last
chapter we analyse the collaborative
research processes, or so-called boundary-
spanning-processes, of the case chapters. The timing and the type of boundary objects and
methods used more or less define the level of participation of social stakeholders and the
role and function of the researcher in the on-going societal learning, negotiation and
innovation process. The cases show the variety of functions and knowledge broker
strategies pursued. From the chapters it is not
clear whether all research efforts led to
concrete impacts; several authors highlighted
dilemma’s and bottlenecks that they found
hard to deal with. We note that each type of
problem and context setting requires a
specific type of inquiry (theoretical system
perspective), researcher role and boundary
process, and to be effective the latter should
evolve in line with the iterative societal
learning, negotiation and innovation process.
To be effective, collaborative researchers
cannot limit themselves to ‘knowledge
production for action’, but need to engage in
‘knowledge production in action’. They have to analyse the situation and embed their
research in the on-going change process; to opt for a multiple-dimensional, flexible
research approach, and to wisely combine various types of system thinking and the
respective paradigmatic assumptions. With enough background knowledge on various
system approaches, continuous monitoring and reflection, collaborative researchers may
become competent performers, but at the end of the day collaborative research is an art.
Experts have a holistic perspective, ‘a feel’ for nuances and apply creative thinking in
action.
Meeting the learning needs of all students is a complex and demanding task for schools.
How well students achieve at a school depends on factors such as how well teachers engage
with their students, and the relationships schools have with their students’ families and
whānau. The assessment of student achievement, or understanding what students know and
can do, is fundamental to effective teaching and to students’ learning. Unless teachers know
students well and are knowledgeable about their achievements, they cannot be confident that
they are meeting the learning needs of their students.

20
In summary, students, teachers and school managers can use assessment information to
improve learning only when they have:
 collected good quality information that fairly represents what students know and can
do;
 analysed the information to accurately determine the achievements of students;
 correctly interpreted the information to report the achievements and progress of
individuals and groups of students and to identify their next learning steps;
 reviewed the information to evaluate and modify teaching programmes; and
 Used the information to report to inform governance and management decision
making.
This report builds on the findings of The Collection and Use of Assessment Information in
Schools, published by ERO in March 2007. This and other ERO evaluations have shown
that, overall, assessment practice in schools can be improved considerably. While the
Government has invested considerable resources in professional development programmes
and developing assessment tools, with a strong focus on literacy and numeracy, many
schools still need help in developing school-wide assessment policies, procedures and
practice across all aspects of students’ learning.

BIBLIOGRAPHY
 https://en.wikipedia.org/wiki/Knowledge

 https://link.springer.com/chapter/10.3920/978-90-8686-724-0_12

 https://www.theasianschool.net/blog/importance-of-knowledge-in-
learning/#:~:text=Knowledge%20is%20like%20glue
%20that,difficulties%20in%20understanding%20the%20text

 https://www.tlu.ee/~sirvir/Information%20and%20Knowledge
%20Management/Key_Concepts_of_IKM/characteristics_of_know
ledge.html

 https://library.serviceinnovation.org/KCS/KCS_v6/KCS_v6_Practi
ces_Guide/020/025

 https://helpfulprofessor.com/types-of-knowledge/

21
22