The nature of knowledge

Knowledge is of various and complementary nature. Scientific knowledge and models should be connected: practical and transferable knowledge on the one hand and knowledge on practice and models on the other. Cumulative knowledge of information within a field as well as scientific and analytical spirit will train archaeologists, researchers and scientists in the field of prehistoric archaeology. Open to research and to inquiry, the students are expected to develop critical thinking as defined by Gaston Bachelard, who writes that scientific spirit prevents us from developing an opinion on questions we do not understand, questions we cannot clearly formulate. First and foremost, we have to know how to define issues. And, irrespective of what one might assume, in science, problems do not arise by themselves. It is precisely this that marks out the problem as being of the true scientific spirit. For a scientist, all knowledge is in response to a question. If there were no questions, there would be no scientific knowledge (Bachelard 1970, p.14).