The phrase "the organization of knowledge" is correct and usable in written English.
It can be used in any context where one is referring to the process or structure of knowledge - for example, "The organization of knowledge in this scientific study is complex."
Today, as in the medieval world, methods of teaching and the organization of knowledge continue to be reciprocally influential.
These include a knowledge of the nature of documents and their role in collection building, skills in the organization of knowledge through cataloging and classification, an ability to analyze and survey needs and to disseminate information in response to and in advance of inquiries, and, often, a high level of computer literacy.
Just as the organization of knowledge that prevailed during medieval times implied its own pedagogical methodology, so the Lancastrian system embodied a distinctive approach to the process of teaching; one of the attractions of such systems is that they provide a built-in solution to the problem of reconciling what the teacher needs to know and the pedagogical methods he should learn.
This system allows for the organization of knowledge and, through this organization, provides a sense of control over the overwhelming amount of information that humans currently possess.
With the advent and expansion of Christian monotheism, the organization of knowledge reflected the idea of a world governed by the laws dictated by God, its creator and legislator.
If we are to allow for a paradigm shift in the organization of knowledge, a new understanding at the leadership level is necessary; this is not surprising, as present leadership is a product of the self-same system, thus perpetuated.
This task has been designed to probe how an individual organizes his or her biological conceptual knowledge with the aim of describing and distinguishing the organization of biological knowledge in putative biological experts (biology faculty) and putative biological novices (non biology majors).
While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts.
The Structure of Science (1961) analyzes the nature of explanation, the logic of scientific inquiry, and the logical structure of the organization of scientific knowledge.
There are two general views regarding the organization of object knowledge.
The first requirement of any such assessment is to produce as accurate a picture as possible of the organization of the knowledge.
