Knowledge: Typology and Construction

Abstract

This article of reflection on knowledge arises from the academic experience acquired in the subjects of Research I and II, taught in the Sociology programme at the Universidad Popular del Cesar. This work synthesises and analyses the learning obtained in these subjects, with the aim of deepening the understanding of the various typologies and approaches to knowledge, as well as its role within the social and academic context.

Objectives: To analyse the historical evolution of knowledge, its various typologies and its social construction, with special emphasis on the theory of the social construction of reality proposed by Berger and Luckmann.

Method: The methodology used in this text falls within the parameters of the interpretative paradigm and resorts to the hermeneutic method to understand and interpret the arguments presented by various authors in relation to the category of knowledge.

Results: The analysis of the typologies of knowledge shows an evolution deeply influenced by the interaction between social needs and historical contexts. From empirical knowledge in ancient societies to the consolidation of scientific knowledge in modernity, each type has responded to the specific demands and priorities of its time. In the current context, we observe an even greater diversification of knowledge, driven by factors such as technology and globalisation, which have given rise to new forms of knowledge and different criteria for validation. According to Berger and Luckmann's (1986) theory of the social construction of reality, knowledge in all its dimensions is a construction that can only occur in a social context.

Conclusions: The historical evolution of knowledge reveals that its different typologies have emerged in response to the specific demands and contexts of each era, reflecting the adaptability of knowledge to social priorities. According to Berger and Luckmann's (1986) theory of the social construction of reality, knowledge acquires meaning as a function of collective interactions and agreements, making it an intrinsically social phenomenon. Thus, types of knowledge such as empirical, scientific or philosophical knowledge not only fulfil particular functions within society, but are also legitimised and transmitted on the basis of shared practices and consensus, consolidating themselves as essential tools for interpreting reality and guiding human behaviour in different communities and generations.