Running Head: TOK ESSAY Merino, G | 1

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Assess the advantages and disadvantages

of using models to produce knowledge of
the world.

Gabriel Merino
September 7th, 2015
Theory of Knowledge

Word Count: 1583

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Assess the advantages and disadvantages of using models to produce knowledge of the world.

Throughout time, models have been a “simplified representation of a reality, which gives

sense to this reality and hence allows to understand it. It should be noted however that, in order

to build a relevant model, it is necessary to already understand the essentials of reality of the

study object.” (Chamussy, 2004). Therefore, it is of utmost importance to already have a basic

perspective of what our reality is and to consider that unlike theories, models can be irrelevant in

knowledge production. When using models to produce knowledge we often know more about the

models we are applying than the subject in question. Hence, there is not a complete

understanding of the subject. Even though models could simplify knowledge and bring a fast and

superficial understanding of the knowledge simplified, this could also bias our point of view

regarding knowledge. When learning models, we might believe that we know enough about a

subject and are likely to close our minds into learning new arising models that could increase our

knowledge production. In order to grasp a better understanding of models it should be considered

that knowledge is “any justified true belief” (Plato, n.d.) which is acquired through different

ways of knowing such as, memory, sense perception, and reasoning. Models are mostly

unavoidable nowadays as they correlate variables and represent real-life situations in subjects in

which it could be considered unethical or difficult to actually carry out a real-life experience.

Sometimes, models are useful when trying to produce new knowledge in quantifiable

areas such as the natural sciences. Models are built on previous knowledge and attempt to

recreate quantifiable methods that explain the scientific observations. If new observations that

challenge a specific model arise, it is most likely that new models are proposed and the old ones

discarded. The cycle repeats, old knowledge is corrected, and new knowledge is produced. It is
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the simplistic nature of models that allows opening the door to new knowledge. They provide an

advantage to our understanding of complex matters by providing a simple, but logical,

representation of reality. But, how could models produce accurate knowledge if they are just

representations of reality? It never ceases to amaze me how the word ‘atom’ means indivisible

when we now know that the atom is indeed divisible in smaller units. In my chemistry classes,

we were taught that Dalton proposed the atom as a solid indivisible sphere. Dalton’s model

resulted in erroneous knowledge, but it opened the door to the production of knowledge on the

atom. Almost a century later, Thomson realized by reasoning that Dalton’s model was erroneous

as it did not take into account the electric charges in the atom. Subsequent discoveries on the

atomic structure were based on existing models that were challenged. The simplicity of the

original model sparked research into the atomic structure, led to new knowledge, and even

introduced discrepancy between the atom’s structure and the word itself. However, models may

actually hinder us from obtaining knowledge. This is especially true when models are used to

explore subjects where direct experimentation may be ethically controversial or threatens

people’s religious beliefs. In these scenarios, models are the only way of further developing

knowledge and as such we often know more about the model than the subject in question. This

can be detrimental to knowledge production because as Erwin Chargaff (1978) put it “one of the

most insidious and nefarious properties of scientific models is their tendency to take over, and

sometimes supplant, reality” This is evident in the research that is done in the area of cloning.

Following the cloning of Dolly in 1996, some countries were compelled to ban further

experimentation on reproductive cloning due to the social unrest caused by the people’s

perception that scientists were usurping God’s place by creating life. But, to what extent is it

ethical to clone individuals, in order to learn more about nature itself? In this scenario, faith
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played a key role as a way of knowledge as it influenced people into believing that cloning was

more likely playing God. However, without cloning it might not be possible to produce

knowledge that could save many lives. The ethical and religious issues surrounding human

cloning prevent actual experiments to be carried out to completion and hence, knowledge

obtained from models, is more relevant to the model itself rather than cloning.

In addition to hindering knowledge production, models can actually blind us, which could

be disadvantageous in producing new knowledge. A strict reliance on a model may bias and limit

the production of knowledge. For instance, in mathematics different models regarding how to

solve different mathematical operations and equations could blind us and thus disable our ability

to discern and learn other possible alternative onto how to solve the same operation or equation.

How could we produce more knowledge, if we just focus on one model? As we know, there are

many ways in which we could solve a mathematical problem; however, the constant use of a

single model could close our minds to new different models, as we would feel uncomfortable to

try new ways to reach a solution. As an example, when I was learning how to solve quadratic

equations, my math teacher taught us different models that could be applied in order to find

solutions for the equations, such as solving them by factoring, graphing or by completing the

square. Nevertheless, memory had reminded me that I had learned a simpler model to solve

quadratic equations which was to use the quadratic formula. I had learned that model a year

before, which is why I did not apply or pay attention to the new models my teacher taught. From

my perception those new models were more difficult to understand. So, is it always useful to rely

on models to produce or acquire new knowledge? In this situation, I was biased by a previous

model I had learned, which closed my mind regarding learning new models that could have

helped me to increase my reasoning and consequently, my knowledge. Through sense

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perception, I perceived that these new models that my math teacher was teaching us were harder

and neither useful nor important for me at the time. However, as time passed by I acknowledge

that those models were, in fact, essential to understand further mathematical operations. This

implies that somehow old models could lead us to erroneously believe that we do not need other

models to expand our knowledge production. As a result, old models tend to bias our perception

of reality which restrains us from learning new models that would help us to expand our

production of knowledge. Nonetheless, models are not necessarily always biased or unable us

from increasing our knowledge. Many times models simply require historical data not to prevent

us to gain new knowledge, but to forecast future outputs. Such is the case of weather prediction

in natural sciences, where the algorithm used to predict the weather uses old data to portray

future possible events. By using old data and through reasoning it is possible to analyze patterns

and find a trend on how the weather will behave. As the weather is a natural phenomenon,

models could forecast possible events through the analysis and interpretation of old data.

However, not going that far with mathematical algorithms, we could create models through

reasoning and intuition regarding the weather. Is it possible that reasoning alongside with

intuition would benefit our knowledge production? As an example, whenever we see a gray sky,

by intuition and reasoning, we might think it will rain as we have previously experienced that

before raining the sky turns gray. Therefore, we relate gray skies with raining. In this scenario,

mathematics and natural sciences are used not only as areas of knowledge, but alongside ways of

knowing such as reasoning and intuition, they could lead to further knowledge production.

Overall, models can be advantageous and disadvantageous depending on the perspective

and point of view of the person applying them. As shown in the atom example, models are

advantageous as they allow us to understand complex knowledge by representing it all in a

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simple and logical manner. Even though the first atomic model was erroneous, it was the key for

new knowledge to be produced regarding atoms. However, models could restrain us from real-

life experiments as sometimes we focus mainly on the theory behind the model, rather than the

experimentation of it. But, these situations might also occur because of external factors such as

ethical controversies surrounding an important founding. Thus, in these cases models are

extremely advantageous as they might be the only way to produce more knowledge for research

whose experiments have been banned. Nevertheless, models could also be disadvantageous as

they could bias our viewpoints regarding a subject. As illustrated in the mathematics’ example,

by using models we could disguise ourselves into believing that a certain model is more than

enough for our knowledge production. Therefore, we would close our minds to new arising

models that could expand our knowledge. However, models do not necessarily blind us. Through

the analysis of previous information, we are able to produce new knowledge. As stated in the

weather forecast example, sometimes it might be useful to consider past information in order to

forecast future events. To sum up, models have many advantages and disadvantages regarding

knowledge production, as they are representations of real-life situations. However, as they are

just representations, knowledge cannot be completely accurate, which is why it is necessary to

challenge models.
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References

Brown, P. R., Grushka, E., & CRC Press. (2003). Advances in chromatography: Vol. 42. New

York: Marcel Dekker.

Bylikin, S., Horner, G., Murphy, B., & Tarcy, D. (2014). Chemistry: Course companion.

Great Philosophers: Protagoras and Plato. (n.d.). Retrieved from

http://oregonstate.edu/instruct/phl201/modules/Philosophers/Protagoras/protagoras_plat

o_knowledge.htm

Models - Hypergéo. (n.d.). Retrieved August 5, 2015, from

http://www.hypergeo.eu/spip.php?article184

Philosophy News | What is Knowledge? (n.d.). Retrieved August 5, 2015, from

http://www.philosophynews.com/post/2011/09/22/What-is-Knowledge.aspx