How Much Knowledge Is Necessary for Action?

Abstract

How much knowledge is necessary for action? This question is fundamental because it suggests that the link between knowledge and action is debatable, that there is no given, fixed causal relationship between knowledge and action. In addition, there seems to be no fixed causal direction. Knowledge can be a prerequisite for action but also a consequence of an action. My opening question relates two key words in psychology. One of them is knowledge, about which a large body of knowledge exists (e.g., Halford, Wilson, & Phillips, 2010)-about its different types (e.g., procedural, declarative), styles of acquisition (implicit, explicit), and degrees of accessibility (conscious, subconscious, unconscious). The other word is action, about which there are various theories describing human behavior with respect to intention (e.g., Fishbein & Ajzen, 2010). In this introductory section I try to give an overview of these conceptions and of the relation between knowledge and action.The issues around the keywords knowledge and action-which constitute the title of a book by Frey, Mandl, and von Rosenstiel (2006)-are captured by the following four main aspects, which generate corresponding questions.1. The relation between knowledge and action. From the perspective of the psychology of knowledge (e.g., Strube & Wender, 1993), knowledge is a competence for action, a precondition. What is known about the relation between knowledge and action and what is not known? How much of human action is governed by routines, experience, intuition, and knowledge? What is the tradeoff between taking action and improving knowledge? 2. Types of knowledge and different phases. To what extent do various types of knowledge (e.g., implicit or explicit) influence the steps from cognition to action (e.g., aspirations, attention, decision-making, problem-solving, the evaluation of situations, the search for alternatives, and the implementation of intentions)?

Procedural Information and Behavioral Control: Longitudinal Analysis of the Intention-Behavior Gap in the Context of Recycling

“…The current findings are consistent with Funke's [12] argument that knowledge is a necessary antecedent of goal-oriented behaviors. He drew on the theory of planned behavior to support his argument, asserting that intention implies having knowledge about a behavior.…”

“…Individuals often use information to formulate plans; thus, information is useful when individuals engage in planned behaviors [12]. Planned behaviors involve forethought, and often arise after individuals have formed behavioral intentions.…”

Effectiveness of Solution-Focused Counseling Therapy on Pregnancy Anxiety and Fear of Childbirth: A Randomized Clinical Trial

“…According to the theory of planned behavior, the increased awareness and knowledge about the advantages of a given behavior does not in itself guarantee that individuals will perform the desired behavior. In fact, individuals must come forward, be willing for change, and feel empowered and ready to change (32).…”

Evaluation of the Iron Aid Program Process in Iranian girls' high school: A national study

“…The results of a study showed that the iron supplementation training sessions were weakly held for female students in schools, and 64 students reported having at least one training session in this regard [23]. Obtaining the knowledge and information necessary to perform a behavior is one of the prerequisites for conducting behavior and it is necessary to obtain accurate information about the importance of the subject, the need to perform the intended behavior and learning how to behave correctly to continue conducting a behavior [29]. Increased knowledge and awareness increase in iron supplement intake [30].…”