Critical Thinking paper 1

Critical Thinking Paper 1
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Critical Thinking Paper 1
A hypothesis is an untestable assertion that cannot get falsified at the time of making the statement, but, it can later get disproved. Examples of assumptions that got falsified are caloric, phlogiston, and the aluminiferous ether hypotheses (Miller & Spoolman, 2011).
A theory is a well-tested idea whose applicability is accepted. A theoretical argument is that accepted explanation not because it is valid, but, because it is the only good-enough explanation in existence (Miller & Spoolman, 2011). There are theories in mathematics such as Number Theory and Model Theory. In physics, there are the quantum mechanics and general relativity theories.
Scientific laws are well-supported theories, and they are fundamental to understanding daily processes. The scientific laws get used as foundations of other opinions. For example, there is the scientific law referred to as universal gravitation. Scientific laws just like theories cannot get subjected to verification but instead can get falsified. Some known scientific laws are Newton’s Laws of Motion and the Laws of Thermodynamics (Miller & Spoolman, 2011).
To better understand the assertion of Einstein, it is necessary to define imagination and knowledge. Vision is a person’s ability to think and dream beyond the ordinary. Creativity builds on an existing concept or thrills the growth of a new conception. On the other hand, knowledge is the awareness of facts and the ability to advance thoughts by calculations and exploitations (Bronowski, 2008).

Imaginations help improve the realm of expertise. Knowledge is limited and cannot come up with sophisticated solutions as the vision can. Through creativity, Einstein challenged Newtonian mechanics which was then in his understanding, from which Einstein developed a theory (Bronowski, 2008).
Imagination is all that one needs to change the world. Knowledge can only get acquired after one develops the ability to imagine. All knowledge originates from imagination. Once a person develops concepts in his mind; in the process of getting imagination to reality, knowledge develops (Bronowski, 2008). If all knowledge gets lost, it would be upon a person’s ability to imagine for the field of expertise to get filled again.
The illusion of knowledge effect exists when a person prohibits their mind from acquiring new information since there is better data already in store. For example, society believes in the standard answers to life issues not because they are the only answers, but due to the illusion that they are the best answers (Hall, Ariss & Todorov, 2007). The “illusion of knowledge” leads to overconfidence effect; it is the state when a person asserts authority in a field due to the knowledge they possess. For example, people who are overconfident make statements instead of asking questions.
The nature of knowledge tells of its changing landscape. Imaginations alter knowledge each day the two come into contact. What is the experience of a 19-year-old, is not the same knowledge held by an 80-year old (Halpern, 2002). Education is what one comes to believe and trust as accurate due to their interaction with nature. It may get assumed that the more a person lives and interacts the broader the scope of knowledge one possesses. Knowledge is not some jigsaw puzzle where more knowledge amounts to comfortable living. The way of doing things always changes, the once known route to a particular place gets blocked, and people have to learn new techniques of navigation (Halpern, 2002). Traditional forms of litter disposal become obsolete with time, and there is need to learn new methods of disposal.

References
Bronowski, J. (2008). The origins of knowledge and imagination. Yale University Press.
Hall, C. C., Ariss, L., & Todorov, A. (2007). The illusion of knowledge: When more information reduces accuracy and increases confidence. Organizational Behavior and Human Decision Processes, 103(2), 277-290.
Halpern, D. F. (2002). Thought and knowledge: An introduction to critical thinking. Routledge.
Miller, G., & Spoolman, S. (2011). Living in the environment: principles, connections, and solutions. Nelson Education.