Kant has combined both schools of thought into one approach. Kant constructed the definition for a type of knowledge which he called “a priori,” which means prior to experience; this type of knowledge is common in rationalistic thinking. The main construct of this kind of definition of knowledge is that it is independent of experience. “A priori” knowledge is also universal. Space, time and substance are also considered to be “a priori” knowledge.
“A posteriori” is the type of knowledge which is the main construct of Distance Education. This is knowledge that comes after or is dependent upon experience. Knowledge may be based on “synthetic” type of beginnings. Synthetic knowledge allows the possibility of having “genuine knowledge” of the world without the need to rely on experience. Distance learners gain these types of knowledge as a function of the distance education platform. The vision of the educators is to construct the basis for application from the context of “synthetic” knowledge, much in the same manner as traditional education, and yet, the fact that the interaction is based on the internet-assisted format, we find that the auxiliary support mechanisms must be of extensive creativity in utilizing what technology is available within the platform. I feel that the discursive ability on the part of the Instructor in the Distance Education model needs to be of an exemplary level.
A necessary structure for the semiotic platform of the Distance Education course is to develop the sense of Intuition and Deduction to be constructed within the breadth of the class context. Because of perhaps inherent limitations which may exist within the course regime, at this time of the history of Distance Education, one may find that the institutions of learning which depend on the internet-assisted methodology for teaching may find it advantageous to develop their courses with the scope of instilling the ability to format “thesis” as a requirement to be taught as a matter of process and procedure.
One example is to place the arguments of the Intuition/Deduction thesis into the subject matter contexts as a matter of requirement into the construction of the course platform and arguments.
The Intuition/Deduction Thesis: Some propositions in a particular subject area, S, are knowable by us by intuition alones; still others are knowable by being deduced from intuited propositions.
By using these arguments from the context of the Philosophy of Mind, we can extend and train the student-learner to reach beyond the typical subject matter treatments in learning, and teach the student to discourse in a manner of traditional settings.
The next thesis is the Innate Knowledge Thesis: We have knowledge of some truths in a particular subject area, S, as a part of our rational nature. The Innate Knowledge thesis asserts the existence of knowledge gained “a priori,” independent of experience.
Placing these concepts which require contextual-manipulations into the construct of the lesson material, which require the comprehension and thorough understanding of the subject matter on the part of the course designer as well as the educator, we may find that the student will definitely be on a different level as a discourser than prior to entering the course.
As a part of the Humanistic Education which may be constructed from the above methods, we can as educators develop the semiotically-available methodologies as a common construct in Distance Education. We must, as Humanists, utilize the learning processes which are available, whether it be the case that we must construct and develop further improvements based on the semiotic and philosophical educational formulations. Rationalistic theses are more amenable to the learning constructs than the Empiricism theses.
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