The acquisition of knowledge is a vital tool for the development of communities and ideas encompassed by multifaceted aspects and areas. People in society are promoted to the discovery of knowledge being enrolled in school and everyday lessons learned from people and experiences. Though not necessarily needing to be academic, more knowledge leads to more inquiry. However, in certain situations, it is better to not know more and so as not to deter one’s emotions. When taking into consideration whether we know with confidence only when we know little and whether doubt increases with knowledge, the situation can be altered when applied to certain areas of knowledge.The existence of doubt reveals that knowledge holds imperfections. Once we begin to doubt our knowledge, then we are not fully comfortable with our understanding. Though how are we to know that the information we are taught and the sources we acquire that knowledge from is valid? Within personal and shared knowledge their bias can often be found. In IB history the class studies the events of the past, we have to take into consideration that the textbooks we find our information from hold certain biases based on world perspective though made to sound objective. A textbook used by American students about the dictatorships of Hitler and Mussolini though containing information of the same course of events, may not necessarily capture the events in the same manner as textbooks used by Italian and German students. There have also been instances throughout history where the use of propaganda to change school curriculums in certain countries have been tailored to confirm the overpowering situations in a nation at that time. Our level of understanding lies in the sources of our information and how reliable we deem them to be. There lie problems of uncertainty when we begin abstract thinking. When looking at things through an abstract lens, we tend to think objectively and attempt in either sum up or disconnect from direct experience and knowledge. This objective observance often introduces a misleading thought that brings about invalid conclusions. We must, therefore, ask ourselves the extent to which direct experience influences and strengthens one’s learning, or if it is better to remain to look at information through an objective lens. In IB English class, when analyzing a body of text, we are told to first observe the text from the point of view of a “reasonable reader,” looking objectively and pointing out obvious details from the text. After we have done that we are then able to begin further analysis based on our own personal thoughts and considerations. When we are made to first look at each passage through an objective lens, we go into our own personal interpretations with predetermined ideas and that hinders some creative thought processes. Because we would have just previously thought about aspects that are said to 100% lie within the text we would subconsciously attempt to tailor our thoughts to them. There is a risk of misapplication, and a chance that one would focus on the abstract aspects and lose track of the thing it aims to describe.When we come to know more, we become more inviting of the doubt. With the acquisition of knowledge, there arise more questions that we are able to pose from conflicting aspects, confusion, and the validity/invalidity of the information we are given. Throughout discussions in theory of knowledge, as we come to know the insight of others and learn more about things, I am raised with more questions than I began with prior to the conversations. When talking about certain things like what one would do if faced with the choice to kill many people or switch their course and only have to kill one, or the choice of if you were rock climbing, ethical considerations are taken into account. When more people raise points that put your own thinking to the test about the information you wouldn’t have thought about or taken into consideration before, you are posed with more questions to ask yourself. Through these types of conversations, we leave them more uncertain than we were prior to the discussions when we had our own ideas planned out.Knowing little makes one more assured in areas of knowledge that hold no absolute truths. The less we know, the fewer questions we are able to both ask and answer about what we know and don’t know. The only thing we need to know is surface material and nothing else is needed because once one breaks through the surface and comes to know more, than the confusion is brought on. In mathematics, there are only absolute truths when we allow there to be. We invent rules and then see their level of proof or consistency in relation to theories. However, implying that there no absolute truths is an absolute statement in itself so how are we able to know what is absolute when dealing with knowledge? When engaging in philosophical thought, the more knowledge one is provided with, more skepticism is introduced.The more one knows, the smarter they will be. When one knows little they lack knowledge. It is better to know more about the information we are given because it is better to be knowledgeable and hold experience than acquire ignorance from the unknown. For example, before someone gets a job or has to provide for themselves financially, they may not really understand the value of money and choose to think about monetary things more wisely because they have it given to them by someone who has to earn money. That brings one to question whether the experience is vital to the acquisition of knowledge. For example, in the area of mathematics, when one knows little, they are unable to grasp certain aspects of topics to be learned. Knowing little would lead to a general lack of knowledge and understanding. However, with the human sciences, absolute facts tend to not be so present and therefore this is a time when knowledge would make one more open to exploration since knowing more would lead to inquiry and confusion. If one does not doubt the knowledge they already hold, then we can come to question what motivation they have to learn any more? If we never question we never learn. It is important to ask ourselves certain questions and challenge ourselves when considering our assurance with knowledge. The acquisition of knowledge is a vital component to one’s own development and the improvement of communities. There lies an inverse relationship between knowledge and ones assurance. The way in which doubt utilized is an important factor in the ways which we come to determining the extent to which we really know. In the areas and ways of knowledge these aspects of certainty are culminated to form and maintain one’s understanding. In science acknowledging the possibility of confirmation bias with research that is subjective to the researcher is vital. With history being able to consider a variety of sources serves as a catalyst for conflicting perspectives. The acknowledgement of ethics brings about the questioning of societal norms and the ways which personal and universal morality is determined. With religion, the employment of faith allowing people to connect their thoughts with one’s own beliefs.