Becoming a Knowledge Community: The Epistemic Practice of Networked Learning

Author(s):  
Vivien Hodgson ◽  
David McConnell
Author(s):  
Michael P. Lynch

This chapter argues that academic freedom is justified because it is an inherently epistemic practice that serves the ideals of democracy. With Dewey, it is argued that “The one thing that is inherent and essential [to the idea of a university] is the ideal of truth.” But far from being apolitical, the value of pursuing truth and knowledge—the value that justifies academic freedom, both within and without the public mind—is a fundamental democratic value, and for three reasons: the practices of academic inquiry exemplify rational inquiry of the kind needed for democratic deliberation; those practices serve to train students to pursue that kind of inquiry; and those practices are important engines of democratic dissent.


2015 ◽  
Vol 77 (27) ◽  
Author(s):  
N., Baluch ◽  
C. S., Abdullah ◽  
R., Abidin

The emergence of global scale competition is leading towards the development of new mechanisms to help countries to become more competitive and technology parks are the vehicle of choice to achieve that. Technology Parks offer modern infrastructure and integrated info-structure to promote research and technology development and commercialization for wealth creation and sustainable economic growth and Global Competitiveness. This paper discusses the position of technology parks in East Asia; elaborates on their role in today’s nation development, analytically examines three selected technology parks in Indonesia, Malaysia, and Singapore using GCI Index 2015 and concludes that Technology parks have contributed to gross domestic product (GDP) growth, infrastructure development, knowledge community expansion, capacity building, and export production and distribution. However, optimum benefits of Technology Parks accrue when they are established and managed professionally in line with the best practices and all transactions are equitable, just, and transparent; the whole process must culminate trust nationally and internationally.


2021 ◽  
Vol 19 (2) ◽  
pp. 148-167
Author(s):  
Ian James Kidd ◽  
Jennifer Chubb ◽  
Joshua Forstenzer

Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these theoretically motivated concerns using the example of the research impact agenda during the period 2012–2014. Interview data from UK and Australian academics confirm that the impact agenda system, at its inception, facilitated the development and exercise of epistemic vices. As well as vindicating theoretically motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda.


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