Information and the understanding of objective knowledge: a phenomenological study

Abstract

PurposeThis study aims to investigate how understanding of objective knowledge (as defined by Karl Popper) is experienced by the knowledge recipient and the role that information plays in such understanding.Design/methodology/approachHusserl's phenomenological approach is applied to a sample of undergraduate students' lived experiences of understanding, collected through diaries and interviews.FindingsThis study finds that understanding of certain objective knowledge develops as the knowledge appears and eventually gives itself to consciousness through the information conveying it; different degrees of givenness of the knowledge in consciousness is experienced by the mind as different levels of understanding; a relatively solid understanding is achieved when the knowledge emerges as an erected knowledge-object in consciousness. Understanding of complex objective knowledge requires not only adequate amount (dose) of information but also corroboration of manifold information sources and formats.Research limitations/implicationsThe findings of this study apply to the understanding of objective knowledge as defined by Popper. Further research is needed to examine other types of understanding.Practical implicationsThis study informs educators and LIS professionals the typical phases in the lived experience of understanding objective knowledge, and the role of information in facilitating the understanding; it urges the two professions to take such experience into consideration when designing courses and information products/services, respectively.Originality/valueDrawing on Husserl's phenomenological approach, this study provides an intuitive account of understanding of objective knowledge, and clarifies a number of conceptual confusions within LIS concerning understanding. It may also have some cross-disciplinary relevance for reflecting education objectives and explaining the Aha! experience in psychology.