Introduction
Knowledge is everything and anything that human beings understand or perceive through human senses such emotions, reasons, and justified reasons. Moreover, doubt entails all things that incite the mind of human beings towards questioning perceptions thus stimulating the process of thought of attaining knowledge. Uncertainty originates from doubt while knowledge gives a feeling of certainty. Search for understanding has always been linked to doubt and arose with the immediate empirical perceptions of the things about us. They are not what they seem. In the modern times, "doubt" is the ground from which people begin the search for knowledge because of the need for "certainty" about things and what they represent. Considering the statement "We know with confidence only when we know little; with knowledge doubt increases" the essay focuses on two areas of knowledge (natural sciences and history). Each area of knowledge is introduced, followed by two discussions with examples. The first part supports while the second opposes the statement above.
Natural Science Example 1
Global warming is a concept that have gained popularity in the late 20th and early 21st Century. Initially, people never understood the consequences of environmental degradation and the long-term effects. However, as technology advances and more disasters strike the world climate people were confident that the ecosystem was capable of sustaining life for uncertain period of lifetime. Species have become extinct or near extinction due to climatic changes caused by human activities (Hmielowski, Feldman, Myers, Leiserowitz and Maibach 2014, p. 880). For example, the Aral Sea dried over kilometers and caused deaths of several aquatic species. The reason behind its drying was the diversion of the two main inlet rivers for the purpose of irrigating cotton plantations during the soviet reign in the region. From the example above the authorities at that time knew little concerning environmental consequences of diverting inlets and were confident the lake will sustain live for a lifetime. However, as scientist unveil grievous effects of the irrigation activities the people and the authority had increased doubt on the sustainability of the entire project and ecosystem. Another example is the delayed winter in the arctic and Antarctic regions due to global warming (Trenberth et al. 2014, p.17). The polar bears are facing a danger of extinction if the world temperature keep on rising because it interferes with their hunting ground. Therefore, with knowledge more doubt is cast on the extinction of these ice dwelling animals.
History Example 1
On the history side, the first example is the terrorist attack on September 11, 2001 in the twin towers in the USA. The government official suspected a terrorist attack on US soil after the high jacking of the planes but due to limited information on the issue they were confident the terrorist would not succeed with such an outrageous attempt. However, as more information was unveiled, the level of doubt among the officials and the public increased (Ames 2017, p.200). They had doubt on how the jihads would penetrate into US and bomb the tallest buildings in USA. In this case, the intel the security officers received did indeed increase the level of doubt they had on an eminent attack. This a classical example of the phrase “We know with confidence only when we know little; with knowledge, doubt increases.” The security department had little knowledge on the plans of the terrorist and thus believed they were well prepared to counter any threat posed by the jihads. However, as the plans become clearer to the security apparatus, the level of doubt on their preparedness to deal with such attack increased.
Natural Science Example 2
In natural Science, doubt prompts more research, which results in discoveries of new concepts and expansion of the existing knowledge. The feeling of uncertainty towards some current hypotheses drives the researcher to explore the issues further. Scientists start by making logical assumptions on the theories they doubt on. Following the premises, the researchers design appropriate experiments based on the formulated hypothesis to prove or disapprove the hypothesis. Out of the results of the tests, they come up with theories and conclusions (Mulkay 2014, p.60). Other researchers who may not be satisfied with the findings and conclusions follow a similar approach in verification of the hypothesis or they create new ones. The process results in the creation of more and more doubt. Meaning that as more knowledge gained in natural science, the level of uncertainty increases prompting more research. For example, when Albert Einstein was studying the mathematical tables he first understood all that was on the table and thus started doubting the accuracy of the results. This lead to the development of more accurate tables.
History Example 2
Establishing the reliability and validity of the source of historical evidence and judgments made in their use have been subject to debate. The role of the individual historian in the process remains vital. However, in the twentieth century, a discussion emerged as to whether there is an association of the historian to his work or the possibility of the independent existence of a historical piece of work. One side of the argument was that there existed elements of subjectivity in ancient writings social environments affected the historians writing environment. These factors were regarded to alter the evidence choice and interpretation of the historians magnanimously. Most historians are of the view that doubt has an effect of widening knowledge implying that more knowledge comes with uncertainty. In history, researchers doubt some historical facts, resulting into the researcher seeking supporting information to establish the truth. Disbelieve, originates from the fact that the historian did not live during the evidence cited. However, living in the era being referred to is not possible because history involves story concerning the past, and it is impossible to reverse time (Wang and Raymond 2010, p.115). Therefore, the researcher has one option of examining available information through the journals and historical books with the aim of getting an improved understanding of the past facts and prove their occurrence.
Natural science Example 3
The statement, however, may not hold in the area of natural science, because in this AOK absolute facts exist, hence knowing little means lacking in knowledge in the field. For example, if one does not know how motor vehicle engine operates, they know little about mechanics, and as they see more in this area, they get contented rather than being in more doubt. Also, several facts in this area are quantitative and thus are very difficult to doubt. Meaning that in natural sciences, as your knowledge level increases your level of doubt decreases (Mulkay 2014, p. 61). However, those who know little in the physical science field are not in doubt because they see any answers they may be looking for had been provided by other people and is available in public domain. Therefore, the statement "We know with confidence only when we know little; with knowledge, doubt increases" does not entirely hold in natural sciences as discussed in the motor vehicle example above.
History Example 3
In as much as the definition of history describes it as the study of past events, contemporary history deals with current issues or issues that happened in the recent past. Moreover, the review of previous events gives the guidelines of what the future will resemble. In this regard, undisputable facts exist in contemporary history. Now, for example, if an individual has little knowledge of effects of Donald Trump's election to African and Middle East countries then, the individual knowledge in contemporary history. However, the lack of knowledge does not satisfy the person since the individual becomes more interested in the mention Donald Trump's issues. The example thus shows a contradiction to the statement "We know with confidence only when we know little; with knowledge, doubt increases." Moreover, in contemporary history what is false cannot be known (Ichikawa and Steup 3). For example, Hillary Clinton did not win the 2016 US Presidential election. Consequently, nobody knows that Hillary Clinton won the election. Therefore, the statement does not entirely hold in the history field.
Conclusion
From the body of the essay, doubt remains the primary path to knowledge in natural sciences and history. Doubt is significant to reconciling knowledge and truth. However, researchers should not overemphasize on doubt in both physical sciences and history because excessive suspicion can only result in more confusion. However, researchers might ignore too much uncertainty which may lead to lack of new knowledge in the fields of natural sciences and history. In this manner, it is observed to the point that these clashing feelings yield a beneficial arrangement and satisfaction.
The statement "We know with confidence only when we know little; with knowledge, doubt increases" partly hold for the natural science as seen in the above examples. However, all the progress in physical sciences resulted from doubt presented by the specialist in the various field. Therefore, a balance between doubts and confidence must be established before tolerating and trusting reality. Hence, uncertainty remains as the 'main' key to obtaining more knowledge.
References
Ames, M., 2017. Exploding Rhetorics of 9/11: An Approach for Studying the Role That Affect and Emotion Play in Constructing Historical Events. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 17(2), pp.177-202.
Hmielowski, J.D., Feldman, L., Myers, T.A., Leiserowitz, A. and Maibach, E., 2014. An attack on science? Media use, trust in scientists, and perceptions of global warming. Public Understanding of Science, 23(7), pp.866-883.
Ichikawa, J. J. " Steup, M. T., 2017. The Analysis of Knowledge. The Stanford Encyclopedia of Philosophy, pp. 2-5.
Mulkay, M., 2014. Science and the Sociology of Knowledge (RLE Social Theory). s.l.:Routledge.
Trenberth, K.E., Dai, A., Van Der Schrier, G., Jones, P.D., Barichivich, J., Briffa, K.R. and Sheffield, J., 2014. Global warming and changes in drought. Nature Climate Change, 4(1), p.17.
Wang, S. " Raymond, A. N., 2010. Knowledge Sharing: A review and direction for future research. Human Resource Management Review, pp. 115-131.
