Faced with a vast amount of information, how do we select what is significant for the acquisition of knowledge? Discuss with reference to the natural sciences and one other area of knowledge.

In an age defined by an unprecedented deluge of information, the challenge of discerning what holds significance amidst the abundance of informational resources has become an important focus. The selection of information is important to aid one’s understanding of a topic. In this modern age, sources of information in natural sciences and art include the World Wide Web, publications of books or articles, and public exhibitions. To filter out insignificant information, the topic in question should first be defined to give direction to the research; then a universally or expert-recognised framework is required to ensure credible information. In the natural sciences, the scientific method1 is used by experts to maintain objectivity in credible scientific research. Critical analysis of the content of the information is also needed to determine the validity of the scientific information to the research in question (Open.edu). In the arts, the significance of artistic information can be categorised in terms of its genre and artistic criteria. Artistic criteria can be assessed based on historical and contextual understanding, authorial intention, cultural and global significance, theme and artistic technique (StudentArtGuide.com). However, artistic knowledge may be subjective to the viewer and should be taken into consideration as to what is significant information. Therefore, I believe that in both natural sciences and art a research question is required to define the direction of study and a framework by experts to filter insignificant information; but in the arts, a subjective approach to aesthetic enjoyment may be significant towards an individual’s understanding of artistic knowledge whereas in the natural sciences, the area of ethical implications should be taken into consideration of significant scientific knowledge.

 

In both natural sciences and the arts, a research question is determined then a framework is applied to determine its significance. As mentioned above, the scientific method is used to determining the reliability of scientific information to prevent cognitive biases of the scientists. The internet is one of the major tools users utilise to enquire about questions. Especially in this modern age, anyone can upload information online regarding a topic in terms of their finding or understanding. Therefore a set of criteria is needed to prevent the selection of misleading information. According to Stevenson University, the sources used should come from scholarly peer-reviewed articles, well-recognised scientific journals or magazines, articles or books published by experts in the field or organisations that are unbiased and reputable (Stevenson.edu). In 2023 Florida, America approved the use of Prager U YouTube videos for educational content directed towards kindergarten and elementary school (USAToday.com). In one video about climate change, Prager U repeatedly made false claims with no reference to experts in the field that renewable energy is harmful to the environment, even comparing environmental activists to Nazis. These claims are false as they go against the scientific method and objectivity that are crucial, in the scientific method. The lack of reliable scholarly sources and peer review processes supports predetermined conclusions with the creator’s own confirmation biases. Therefore when experts are not involved in the scrutiny process it can result in inaccuracies, oversimplifications and the spread of misinformation. Prager U exposes its audiences to insignificant and unreliable information on scientific knowledge, irrelevant to the research questions evaluated by experts. Therefore, criteria are required to determine what scientific information is significant in the acquisition of knowledge, preventing the permanent spread of misinformation leading to a distorted understanding of scientific concepts.

 

Experts in the art field select significant art pieces for the public to be exposed to in order to convey artistic knowledge. Similar to natural sciences, the selection of artistic information is categorised into the different genres it presents itself as differentiating between different types of artistic significance. These factors for each genre are agreed upon by multiple artistic experts to ensure the same opinions regarding the art’s message are reached. The art installation “Comedian” by Maurizio Cattelan is an artwork of a banana duct taped to the wall valued at over 120,000 USD and exhibited at Solomon R Guggenheim Museum.

The museum is known for its displays of contemporary art (Guggenheim.org), which “Comedian” is in theme with. The artwork has received reviews that it can’t even be considered as art (TheConversation.com). However, the significance of this piece of contemporary art lies in the authorial intention and the conversation it encourages. Cattelan’s body of work contains recurring themes such as irony, absurdity and blurring boundaries. It offers a contemporary perspective of what distinguishes ordinary objects from works of art and emphasizes how crucial artistic criteria are in interpreting art. Even though it deviates from the conventional viewpoint of art as a medium of aesthetic enjoyment, within its genre of contemporary art it successfully fulfils the genre’s intention, challenging preconceived notions (Danslegris.com). Through critical analysis of the artist’s style and the audience it is directed towards, “Comedian” is a significant representation of an example of modernism (Britannica.com), valid to the point it makes about what defines art. Art can be seen as a tool to challenge different confirmation biases when interpreting artistic knowledge, whilst adhering to different confined criteria of a genre, though it may not be conventionally pleasing. Therefore, the acquisition of knowledge requires the selection of significant artistic information. The evaluation of the significance of the knowledge has to utlise different methods of criteria considering the genre of art.

 

Even with the scientific method and criteria for sources selected, subjectivity may arise in the within significant information selection in the field of natural sciences. Users should approach the sources with an objective point of view to prevent cognitive biases. The determination of significant scientific information may also depend on the user’s critical interpretation of the resource presented. This is especially prevalent in the argument of utilising unethically sourced data to enhance one’s knowledge. Personal biases such as cultural or societal norms may affect one’s ability to judge the ethical implications of research, thereby begging the question if unethical resources may still be considered significant information. The hepatitis study conducted at Willowbrook State School for children with intellectual disabilities was unethical. The study was conducted from 1955 to 1970, where parents gave consent to inject active hepatitis into children to develop a vaccine because the ones that agreed would gain acceptance into the specialised facility. However, the experiment was successful in determining the strains of hepatitis (hepatitis A and B) and discovered that hepatitis antibodies resulted in milder infections of the virus (Study.com). The knowledge derived from unethical studies may reveal relevant scientific discoveries which can push the understanding in that field further.

 

However, the use of unethical discoveries may push the narrative that unethical practices are recognised. Since the knowledge has been discovered, if users choose to disregard it, the victims of the experiment may have been exploited for no cause. Therefore, unethically sourced but relevant scientific information for a field can be selected as significant knowledge that contributes to the understanding of that matter. However, users should clearly distinguish the ethical implications of the study and the user should not praise the resource in any way. If there are other available scientific resources that come to the same conclusion without unethical experimentation, users should use that information for reference. The significance of unethical information should be acknowledged for its findings but not condoned for the process.

 

The selection of significant artistic information may not always depend on a framework, but also on one’s cognitive understanding of the artwork itself. According to Immanuel Kant’s Critique of Aesthetic Judgment, art is significant when it is relatable to an individual’s subjective feelings. Opposing the method of determining the significance of the value of artistic knowledge in a professional setting, the significant artistic information can also be subjective to the viewers. In regards to literary art, the literature “Lolita” by Vladimir Nabokov touches on taboo themes of pedophilia and child abuse (Psycnet.apa.org). It follows the narrative of a middle-aged man and his obsession with his pre-teen stepdaughter. Positive and negative critiques have been made regarding the book; positives referring to it as a creative piece with narrative complexity, and negative reviews indicate it as lewd and filthy, even morally decayed. The book itself gained a huge audience as the general experience has been unnerving and provokes conversation regarding taboo societal issues. Of course, the significance of an art piece can be determined within a framework, but in the case of literature, people often select artistic knowledge that speaks most to themselves. Generally, art is a form of self-expression and one’s enjoyment of an artwork should not be criticised. Readers are still able to appreciate the unreliable narration by Humbert Humbert of his romantic obsession with Lolita without the constant criticism of the child abuse themes. Faced with a vast amount of information criticising the nature of the novel, one may still be able to subjectively appreciate the aesthetics of the language used. Therefore, artistic information is determined to be significant if it enhances one’s subjective acquisition of artistic knowledge, even if it may be heavily criticised.

 

In conclusion, frameworks are crucial in assessing the significance of information selected for the acquisition of knowledge in both natural science and the arts. However, when it comes to the role of objectivity in the arts, in terms of one’s critical interpretation, it is not crucial in terms of how it aids one's personal understanding and acquisition of knowledge. Whereas, in natural sciences, one’s critical interpretation of information must maintain objectivity to select unbiased and credible resources to ensure the most relevant knowledge is pursued. Ultimately, the selection of significant information is contingent on the area of knowledge and the objective of the acquisition of knowledge.

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