Abstract

Human life and its evolutionary and spiritual path depend on the individual's ability to connect with the realities around them. In this context, knowledge plays a fundamental role as the main link between humans and reality. Although the necessity of examining knowledge and the fundamental questions surrounding it is widely agreed upon by many thinkers, there remain significant disagreements about its precise definition and nature. This article focuses on the concept of knowledge and explores the reasons for the ambiguity and multiplicity of its meaning in various texts. One of the main challenges is the wide variety of meanings associated with the term knowledge across different fields, such as logic, philosophy, philosophy of science, and religious texts. This conceptual diversity has complicated the precise understanding of the nature and meaning of knowledge. Furthermore, factors such as the polysemy of the term knowledge, the continuum nature of knowledge, and inaccuracies in the translation of related English terms, such as knowledge, discipline, and science, have added to this complexity. These factors have made a correct understanding of knowledge, especially in scientific and religious texts, require careful attention to the context and perspective from which the knowledge is being discussed. In order to reduce these ambiguities and provide a framework for a more accurate understanding of the meaning of knowledge, this essay presents a proposed model that can play a strategic role in analyzing and studying texts related to knowledge and somewhat decrease the conceptual complexities of this field.