Theory of Knowledge Essay
4) “The process of gaining knowledge is more valuable than reaching an end result”. Discuss
this claim with reference to two areas of knowledge.
Humans seek knowledge in order to take action to solve various problems, for the purpose of making
the world a better place. To discuss this knowledge claim, it is necessary to define the terms ‘value’,
‘process of gaining knowledge’ and ‘end result’. The value of knowledge is the importance or
emphasis we place on either the end result or the process of gaining knowledge, based on their ability
to provide insight into human nature. The process of gaining knowledge is known as knowledge
acquisition, and different areas of knowledge employ different processes for knowledge acquisition.
The process of gaining knowledge would be explored in the human sciences and history, areas of
knowledge that provide contrasting perspectives on the knowledge issue at hand. The end result
would refer to the product that is the culmination of the knowledge construction process, be it whether
in the form of a theory, model or piece of art.
In the human sciences, reaching an end result is more valuable than the process of gaining knowledge,
as the end result is usually a theory that contributes to a community’s shared knowledge, therefore
most researchers focus on the end result which validates their knowledge claim. For instance, the
Marshmallow Test’s ‘end result’ proved that delayed gratification leads to success,1 as children who
were willing to delay gratification ended up having higher SAT scores, better responses to stress,
better social skills, which are the measures of success by the researchers.2 As this was new knowledge
produced, it contributed to the world’s shared knowledge. Moreover, as it proved how a particular
characteristic in children could lead to future success, it was an insight to human nature and gave way
to new concepts of parenting, causing many parents to change their strategy of parenting.3 One
prominent change from a century ago would be the increasing number of resilience camps being
1
Staub, M. (2016). Controlling Ourselves: Emotional Intelligence, the Marshmallow Test, and the Inheritance
of Race. American Studies, 55(1), 59-80. Retrieved April 13, 2020, from www.jstor.org/stable/44982552
2
Ibid.
3
Ibid.
1
, integrated into many education systems, and the push for a holistic education globally.4 Therefore, this
end result became international shared knowledge and sparked actions to make this world a better
place through character education, and therefore is evidence that the end result is more valuable than
the process of gaining knowledge.5
However, it is also possible that the process of gaining knowledge is more valuable than reaching an
end result, since the end result is falsifiable. The original test was limited due to selection bias in its
methodology, as participants were based on fewer than ninety children, who all belonged in the higher
socio-economic bracket.6 The replication test changed the methodology of the original test by
including a larger sample size of nine hundred children who served as better representatives of the
general population, therefore yielding more accurate results.7 Results showed that children from
higher socio-economic statuses who failed to delay gratification did not turn out less successful than
those from lower socio-economic statuses who waited.8 Researchers were able to utilise inductive
reasoning to deduce new knowledge, that delayed gratification is not the determining factor of
success, instead, one’s socio-economic status is the decisive factor of his future success.9
Subsequently, academics were inspired to look into this problem of economic inequality, with
economist Sean Reardon revealing that the largest school achievement gaps are not between the white
Americans and minorities, but instead are between the wealthy and the poor.10 The breakthrough of
this theory proved the value of the process of examining the Marshmallow test, as it allowed insight
4
Rsa. (2018, June 08). The marshmallow test and the crisis in social policy - RSA. Retrieved June 29, 2020,
from
https://www.thersa.org/discover/publications-and-articles/rsa-blogs/2018/06/the-marshmallow-test-and-the-crisi
s-in-social-policy
5
Ibid.
6
Staub, M. (2016). Controlling Ourselves: Emotional Intelligence, the Marshmallow Test, and the Inheritance
of Race. American Studies, 55(1), 59-80. Retrieved April 13, 2020, from www.jstor.org/stable/44982552
7
Resnick, B. (2018, June 06). The "marshmallow test" said patience was a key to success. A new replication
tells us s'more. Retrieved June 28, 2020, from
https://www.vox.com/science-and-health/2018/6/6/17413000/marshmallow-test-replication-mischel-psychology
8
Ibid.
9
Ibid.
10
Duncan, G. J., & Murnane, R. J. (2011). New Evidence and Possible Explanations. In Whither
opportunity?: Rising inequality, schools, and children's life chances. New York: Russell Sage Foundation.
2
4) “The process of gaining knowledge is more valuable than reaching an end result”. Discuss
this claim with reference to two areas of knowledge.
Humans seek knowledge in order to take action to solve various problems, for the purpose of making
the world a better place. To discuss this knowledge claim, it is necessary to define the terms ‘value’,
‘process of gaining knowledge’ and ‘end result’. The value of knowledge is the importance or
emphasis we place on either the end result or the process of gaining knowledge, based on their ability
to provide insight into human nature. The process of gaining knowledge is known as knowledge
acquisition, and different areas of knowledge employ different processes for knowledge acquisition.
The process of gaining knowledge would be explored in the human sciences and history, areas of
knowledge that provide contrasting perspectives on the knowledge issue at hand. The end result
would refer to the product that is the culmination of the knowledge construction process, be it whether
in the form of a theory, model or piece of art.
In the human sciences, reaching an end result is more valuable than the process of gaining knowledge,
as the end result is usually a theory that contributes to a community’s shared knowledge, therefore
most researchers focus on the end result which validates their knowledge claim. For instance, the
Marshmallow Test’s ‘end result’ proved that delayed gratification leads to success,1 as children who
were willing to delay gratification ended up having higher SAT scores, better responses to stress,
better social skills, which are the measures of success by the researchers.2 As this was new knowledge
produced, it contributed to the world’s shared knowledge. Moreover, as it proved how a particular
characteristic in children could lead to future success, it was an insight to human nature and gave way
to new concepts of parenting, causing many parents to change their strategy of parenting.3 One
prominent change from a century ago would be the increasing number of resilience camps being
1
Staub, M. (2016). Controlling Ourselves: Emotional Intelligence, the Marshmallow Test, and the Inheritance
of Race. American Studies, 55(1), 59-80. Retrieved April 13, 2020, from www.jstor.org/stable/44982552
2
Ibid.
3
Ibid.
1
, integrated into many education systems, and the push for a holistic education globally.4 Therefore, this
end result became international shared knowledge and sparked actions to make this world a better
place through character education, and therefore is evidence that the end result is more valuable than
the process of gaining knowledge.5
However, it is also possible that the process of gaining knowledge is more valuable than reaching an
end result, since the end result is falsifiable. The original test was limited due to selection bias in its
methodology, as participants were based on fewer than ninety children, who all belonged in the higher
socio-economic bracket.6 The replication test changed the methodology of the original test by
including a larger sample size of nine hundred children who served as better representatives of the
general population, therefore yielding more accurate results.7 Results showed that children from
higher socio-economic statuses who failed to delay gratification did not turn out less successful than
those from lower socio-economic statuses who waited.8 Researchers were able to utilise inductive
reasoning to deduce new knowledge, that delayed gratification is not the determining factor of
success, instead, one’s socio-economic status is the decisive factor of his future success.9
Subsequently, academics were inspired to look into this problem of economic inequality, with
economist Sean Reardon revealing that the largest school achievement gaps are not between the white
Americans and minorities, but instead are between the wealthy and the poor.10 The breakthrough of
this theory proved the value of the process of examining the Marshmallow test, as it allowed insight
4
Rsa. (2018, June 08). The marshmallow test and the crisis in social policy - RSA. Retrieved June 29, 2020,
from
https://www.thersa.org/discover/publications-and-articles/rsa-blogs/2018/06/the-marshmallow-test-and-the-crisi
s-in-social-policy
5
Ibid.
6
Staub, M. (2016). Controlling Ourselves: Emotional Intelligence, the Marshmallow Test, and the Inheritance
of Race. American Studies, 55(1), 59-80. Retrieved April 13, 2020, from www.jstor.org/stable/44982552
7
Resnick, B. (2018, June 06). The "marshmallow test" said patience was a key to success. A new replication
tells us s'more. Retrieved June 28, 2020, from
https://www.vox.com/science-and-health/2018/6/6/17413000/marshmallow-test-replication-mischel-psychology
8
Ibid.
9
Ibid.
10
Duncan, G. J., & Murnane, R. J. (2011). New Evidence and Possible Explanations. In Whither
opportunity?: Rising inequality, schools, and children's life chances. New York: Russell Sage Foundation.
2
