Abstract
<p>Cognitive and metacognitive skills are recognized and studied since antiquity. From the theory of Aristotle, according to which knowledge is product of the human mind and Platonic gnosiology and the theory of true knowledge, to the modern cognitive science, the question of how people acquire knowledge, has occupied a multitude of scientists. In this article we present a cognitive-based approach to the process of acquiring knowledge, we analyze the dominant theories of knowledge, theories of intelligence, as well as learning theories, and thus we propose an eight-layer pyramid of knowledge. We also analyze the cognitive processes and metacognitive skills required to get an individual to the highest layer of the knowledge pyramid.</p>
Highlights
Two people read the same book but they draw different meanings
We propose a cognitive-based approach of an 8-layer model of knowledge, which adapts to the different types of human intelligence, and we define the metacognitive components that will help us move from one layer to the other and reach the top of the knowledge pyramid
Based on Gardner’s theory of multiple intelligences, we propose that the 8-layer model of knowledge could be adapted to each one of the different types of intelligence, defining the levels of domain specific knowledge (Figure 4)
Summary
Two people read the same book but they draw different meanings. Two friends watch the same movie: one is inspired by the movie as it transmits to him senses that resemble his own experiencees, while the other finds no interest. Intelligence, as well as cognitive functions, play a decisive role in whether we are ready to perceive the existing information around us and gain knowledge. People should continiously train and improve their cognitive skills through knowledge, in order to perceive more and more information and knowlegde, from the innumerable stimuli that exist in the universe. The process of gaining knowledge (in a wider sense) and the evolution of intelligence could be considered as the same thing. In his effort to analyze the psycho-spiritual development of children and adolescents, Piaget (1936) presented the Developmental Stage Theory.
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