Why knowledge alone cannot advance multiculturalism

Abstract

Knowledge is the spring board of all civilizations. Without it, there will be minimal educational, medical, scientific, socio-economic, political, and other forms of advancements in any society. Though knowledge continues to be an important construct, it is sometimes debatable. It is no surprise that knowledge is misused by well-meaning people who are lazy to read and study more or by ignorant, close-minded, racist, and xenophobic elements of the society to look down on those who are viewed and categorized as “different” and those who are traditionally disenfranchised, disadvantaged, disillusioned, and demeaned. Interestingly, many supposed highly educated and knowledgeable people engage in such soulless, inhumane, and hateful utterances and behaviors. The questions then are, Why is knowledge an important construct? Why is it a misrepresented and bastardized term? Why is knowledge not an end in itself? What makes someone deeply or profoundly knowledgeable? And, why is it critical to produce profoundly knowledgeable multiculturalists. As scholars, educators, and professionals, our experiences tell us that (a) no brain is a tabula rasa (i.e., blank slate), (b) everyone has some form of knowledge, (c) knowledge alone may not be enough, and (d) deep or profound knowledge is critical for advancing multiculturalism. At functional levels, Bloom, Benjamin S. (1956). Taxonomy of educational of educational objective book 1: Cognitive domain. New York: David McKay agreed with this premise, especially when one considers his Taxonomy of Educational Objectives that connects knowledge with comprehension, application, analysis, synthesis, and evaluation. This means that our treatment of knowledge alone as the ultimate weapon of wisdom or intelligence is a farce that is divorced from multicultural realism. This article advances this thinking.