Thus, it is not finite, it is not final, for while we may view it in some particular point in time as a static entity, over time it will not appear so. This essence of knowledge, what we may call Organicism, has ontological, epistemological, and teleological implications for education, as well as embodies an ethos for knowing. Organicism implies concomitant states of being and becoming, of statis and evolution. Organicism implies movement. Thus, we learn by doing, or undertaking the journey so that we can seek and come to know various iterations of knowledge.
Organicism implies the pursuit of wisdom.
Thus, the end goal of the pursuit to know knowledge is to know wisdom. Organicism requires participation and collaboration. Thus, the pursuit of knowledge and wisdom cannot simply be viewed as the undertaking of a sole individual but the participation and collaboration of many, many learners who undertake the journey whose duty it is is to share what they know with others. As we study and learn the tradition and conventions of a field or body of knowledge, we keep at the forefront of our minds that new information is shaping, new ideas are enlarging, and new views are changing both the tradition and the conventions of that field or that body of knowledge. Thus, when we study and learn a field or a body of knowledge, we are really talking about numerous traditions and changing conventions.