The phrase "accommodating the knowledge" is correct and usable in written English.
It can be used when discussing the process of integrating or making space for knowledge within a particular context or system.
Example: "The new curriculum is designed for accommodating the knowledge that students bring from their previous education."
Alternatives: "integrating the knowledge" or "incorporating the knowledge".
Furthermore, the vehicle will have to be much more autonomous, especially during non-normal operations, in order to accommodate the knowledge deficit or the information overload of the operator in charge of several vehicles.
I wonder how people will react and how they'll accommodate the knowledge that they will get from watching our four-hour film, if they make that journey and how they will reconcile that with their love for his music.
This raises the question as to whether the students revert to more strategic and possibly more surface approaches to accommodate the knowledge that is necessary in the program through this process.
For example, "carrier subjects" within the existing formal curriculum can be useful entry points by accommodating the necessary balance of knowledge, attitudes and skills together.
As noted, each Sanskrit discipline has a history of change specific to it, and while large overall trends may be noticed, no one periodization will easily accommodate all the knowledge systems under analysis.
In addition, the concepts were less inclusive and difficult to accommodate in the knowledge structure.
While no one officially objected to having babies around, the vote revealed some holes in parenting knowledge and prompted some strange suggestions for accommodating the new blood.
We strive for scientific accuracy in our exhibits but also need to recognize and accommodate the needs and knowledge of museum visitors a carefully created and scientifically accurate diagram for a research journal is likely to be inaccessible to many visitors and even other scientists.
While it accommodates the absorption of knowledge put forward by broad ranges of audiences, it does not explicitly engage with how those audiences can be engaged and how these audiences can be made to see themselves as carrying any responsibility for issues on the table.
In Unsimple Truths, Sandra Mitchell argues that the long-standing scientific and philosophical deference to reductive explanations founded on simple universal laws, linear causal models, and predict-and-act strategies fails to accommodate the kinds of knowledge that many contemporary sciences are providing about the world.
