To What Extent Does The Acquirement Of Knowledge Involve Certainty?

To what extent does the acquirement of knowledge involve certainty? Since the dawn of time, a fervour for acquiring certain truths about the nature of our existence has created a procession of assimilating theories and estimations over what was and what could be. However, a discrepancy within the knowledge passed on has generated a tendency to precede the matters of our research i.e the absolution of study that we crave is sometimes superseded by falsities passed on from our waning pasts. Whether it be in history, the arts, or even matters regarding faith; the fine line drawn between certainty and uncertainty, paradoxically, doesn't seem to shroud most perspectives despite the apparent lack of theoretical evidence backing up the form of knowledge
Certainty existed by the engineering construed by the minds of the masses. Collective beliefs, when exalted into daily functioning, managed to even alter the perceptions of an individual. For example, the Salem Witch Trials from the early 1690’s was a series of alleged hearings against women of multiple decrees regarding matters of heresy. Cotton Mather’s book, “Memorable Providences Relating to Witchcrafts and Possessions,” published in 1698, acted as a catalyst for this mass execution after his thorough documentation of his beliefs regarding apparent “witches” of the time. His beliefs, despite evolving as a result of his non-medically backed up resources, were regarded with great conviction due to the assertion with which he spoke of the matter. His dedication to the cause led to him not only authoring a book but also lending out pamphlets with his hysterics. Mather’s personal beliefs were so strong that he was able to light a significant spark to something that would later lead to a raging
In such scenarios we see that certainty generates an impressive amount of knowledge. Such knowledge, isn’t a culmination of the totality of what is achieved but instead is individualized. It is nearly impossible to discern which path etched by the dualistic nature of certainty as a completely correct path. But we see in certain cases wherein individualistic schools of thought precede authoritative academics. Educational contexts supplement us with the example of the structure of public education which has shifted focus from the more merit-based acquiring of knowledge to a more holistic approach that focuses on the individual. In this sense, structurally, we accumulate knowledge on how to approach solutions that are expected from what is concurred to be a limit or certainty that is set. In the said scenario, knowledge is built from the certainty that is expected. This also reaffirms our presence within the environments and scenarios we study thus solidifying that what is ‘certain’ is a direct result of the variables of context and perception. These variables mould the knowledge we acquire in the palm of its