Malaysian Technological Elite: Specifics of a Knowledge Society in a Developing Country

2008 ◽  
Vol 7 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Czarina Saloma-Akpedonu
Keyword(s):  
Knowledge Society ◽  
Epistemic Communities ◽  
Vision 2020 ◽  
Epistemic Practices ◽  
Technological Practice ◽  
Specialist Knowledge ◽  
Localized Knowledge ◽  
New Industry ◽  
Technology Industries ◽  
Forms Of Knowledge

AbstractThere is a lack of understanding of the forms of knowledge and expertise in so-called developing societies such as Malaysia. This paper addresses this issue by suggesting a framework—based on Schutz and Luckmann's (1973) concept of social distribution of knowledge and Knorr Cetina's (1999) notion of epistemic communities—for examining the Malaysian automotive and information technology industries. These industries are central to Malaysia's agenda of becoming a knowledge society in the context of Vision 2020. Vital to these industries is a group of Malaysian professionals who possess knowledge and expertise: the “technological elite.” is group, the technological elite, includes, but is not limited to, engineers working for Proton, as well as professionals working in the Multimedia Super Corridor. Using professional biographies and narratives, this paper illuminates the context and culture of knowledge in Malaysia. Similarities in the principles that inform epistemic practices and relations within an “old” industry (i.e., automotive) and a “new” industry (i.e., ICT) call for the recognition of epistemic work characterized by the mixing of specialist knowledge with other forms of knowledge, and of localized knowledge in nascent epistemic communities with knowledge developed from an established tradition of technological practice.

From Knowledge to Personal Knowledge Management

2009 ◽  
pp. 510-517 ◽  
Author(s):  
Fortunato Sorrentino
Keyword(s):  
Knowledge Management ◽  
Conceptual Framework ◽  
Knowledge Society ◽  
Professional Group ◽  
Individual Responsibility ◽  
Personal Knowledge ◽  
Personal Knowledge Management ◽  
Shared Beliefs ◽  
Software And Hardware ◽  
Forms Of Knowledge

Personal knowledge management (PKM) is a conceptual framework applicable to personal knowledge. It is about taking an individual responsibility towards one’s competencies in the community where one belongs, be it an enterprise, a professional group, an institution, a class, and so forth. PKM implies developing methods and skills in using software and hardware technologies specifically applied to knowledge. These ideas are capturing much attention and analysis, but there are no books about PKM. PKM is an emerging discipline that sometimes challenges the principles of KM (Knowledge Management), from which it descends. To understand PKM we need to consider first the concepts of knowledge and knowledge management. Some widely shared beliefs are the following: • Knowledge is so valued today that our society defines itself as a “ knowledge society”; • Knowledge management is not a technology or a software solution, it is a discipline; • We are able to make distinctions among different forms of knowledge, that is, explicit, tacit and implicit knowledge, and see their transformations.

From Knowledge to Personal Knowledge Management

2010 ◽  
pp. 157-165
Author(s):  
Fortunato Sorrentino
Keyword(s):  
Knowledge Management ◽  
Conceptual Framework ◽  
Knowledge Society ◽  
Professional Group ◽  
Individual Responsibility ◽  
Personal Knowledge ◽  
Personal Knowledge Management ◽  
Shared Beliefs ◽  
Software And Hardware ◽  
Forms Of Knowledge

Personal knowledge management (PKM) is a conceptual framework applicable to personal knowledge. It is about taking an individual responsibility towards one’s competencies in the community where one belongs, be it an enterprise, a professional group, an institution, a class, and so forth. PKM implies developing methods and skills in using software and hardware technologies specifically applied to knowledge. These ideas are capturing much attention and analysis, but there are no books about PKM. PKM is an emerging discipline that sometimes challenges the principles of KM (Knowledge Management), from which it descends. To understand PKM we need to consider first the concepts of knowledge and knowledge management. Some widely shared beliefs are the following: • Knowledge is so valued today that our society defines itself as a “ knowledge society”; • Knowledge management is not a technology or a software solution, it is a discipline; • We are able to make distinctions among different forms of knowledge, that is, explicit, tacit and implicit knowledge, and see their transformations.

scholarly journals A formação de docentes e práticas pedagógicas no contexto da educação tecnológica

2017 ◽  
Vol 1 (37) ◽  
pp. 53
Author(s):  
Ítalo Oriente ◽  
Joaquim Jose Jacinto Escola ◽  
Filomena Maria Gonçallves da Silva Cordeiro Moita
Keyword(s):  
Teaching And Learning ◽  
Knowledge Society ◽  
Pedagogical Practices ◽  
Technological Education ◽  
Continuous Formation ◽  
Technological Culture ◽  
Effective Combination ◽  
The World ◽  
Specialist Knowledge ◽  
Training Courses

In this article we discuss the training of teachers for professional and technological education, considering the need for a continuous formation articulated with the Education Sciences. We intend to shift the focus centered on technical training to a perspective centered on pedagogical practices, consonant with a humanist formation. Our objective is to critically reflect on current teacher training courses considering the need for an adequate articulation between the specific technical and pedagogical knowledge . In this sense, we emphasize that the teaching activity is not merely a technical nature, it involves specialist knowledge and general knowledge that is in harmony with the purposes of the 21st century Education and with the profile of the students to be trained. The knowledge society, due to its idiosyncrasies, demands both a new formative profile that contemplates new methodological perspectives, within the field of professional and technological education, and looks for an effective combination between teaching and learning within the scope of this new cultural scenario. Knowledge should not be initiated only in a scientific and technological culture, characterized by a simple transmission of content, instead, it should be integrated to a culture of the humanities, privileging reflective and systemic thinking. Training students in vocational and technological education courses is not only preparing them for the competent exercise of a given profession in this area, it also means providing them with critical thinking about the transformations of the world around them as a presupposition of meaningful learning, to put themselves in the world in a more informed way. Therefore, it is necessary to rethink the traditional model of training of teachers who work at universities . We present in this article, preliminary results of a theoretical study, based on bibliographical research and also on reflections derived from the activities of professor and coordinator of an undergraduation course in technology

scholarly journals Organising Policy-Relevant Knowledge for Climate Action

2019 ◽  
Vol 32 (4) ◽  
pp. 36-57 ◽  
Author(s):  
Béatrice Cointe ◽  
Christophe Cassen ◽  
Alain Nadaï
Keyword(s):  
Greenhouse Gas Emission ◽  
Epistemic Communities ◽  
The European Union ◽  
Gas Emission ◽  
Epistemic Practices ◽  
Collective Work ◽  
Domain Of Applicability ◽  
Policy Relevance ◽  
Climate Action

Greenhouse gas emission scenarios are key in analyses of human interference with the climate system. They are mainly produced by one category of computer models: Integrated Assessment Models (IAMs). We analyse how IAM research organised into a community around the production of socio-economic scenarios during the preparation of the IPCC AR5 (2005-2014). We seek to describe the co-emergence of a research community, its instruments, and its domain of applicability. We highlight the role of the IPCC process in the making of the IAM community, showing how IAMs worked their way to an influent position. We then survey three elements of the repertoire that served to organise collective work on scenarios in interaction with the IPCC and the European Union, and which now frames the community and its epistemic practices. This repertoire needs to articulate epistemic practices with the pursuit of policy relevance, which shows how epistemic communities and patterns of co-production materialise in practical arrangements.

From “Finalization” to “Mode 2”: old wine in new bottles?

1997 ◽  
Vol 36 (4) ◽  
pp. 591-613 ◽  
Author(s):  
Peter Weingart
Keyword(s):  
Knowledge Production ◽  
Knowledge Society ◽  
Mode 2 ◽  
Organization Of Science ◽  
Forms Of Knowledge

Discussions about “new forms of knowledge-production” refer to purportedly fundamental changes in the organization of science. A closer look reveals that these changes pertain to a particular sector of science, i.e. policy-related fields. It is suggested that a better understanding of the kind and scope of changes would be achieved by viewing them as resulting from a “scientification” of society and a correlate “politicization” of science, both of which processes signify the emergence of the knowledge society. Ironically, the “finalization thesis”, which foresaw much of this two decades ago, met with opposition, while the new claims were embraced. This is explained by the context of legitimation

scholarly journals Wuity as a Philosophical Lens for Qualitative Data Analysis

2020 ◽  
Vol 19 ◽  
pp. 160940692092688
Author(s):  
Charmaine Williamson ◽  
Annelien Van Rooyen ◽  
Christina Shuttleworth ◽  
Carol Binnekade ◽  
Deon Scott
Keyword(s):  
Data Analysis ◽  
Prior Knowledge ◽  
Qualitative Data ◽  
Research Process ◽  
Epistemic Communities ◽  
Place Value ◽  
Exploratory Learning ◽  
Middle Ground ◽  
Epistemic Practices ◽  
Team Working

Qualitative researchers place value on taking a closer, insider look at data as well as the subsequent data analysis and interpretation. On one end of the interpretive spectrum, researchers should be fully imbued with the coding-to-theorizing process by attending closely to the coding that leads to their analysis. On the opposite end, are those researchers positioned in the positivist paradigm, who vividly question the “researcher-as-data” analysis and its explicit subjectivity. As a middle ground, qualitative researchers have worked collectively in broader teams and/or used independent, practiced coders to add rigor to the coding process. These approaches clearly reflect the philosophical positions researchers adopt in following a research process. For the current study, the authors used the framework of Wuity thinking, which prompts exploratory learning and draws on Eastern-based wisdom. By using Wuity as both a method and a theory, an independent coder with prior knowledge of the coding process oriented a team into the epistemic practices of qualitative coding. The study found that the subtleties of a Wuity lens show delicate and enabling thresholds for expanding mindsets and practices within epistemic communities. The authors concluded that a coding team, working in a different manner, may well advance novel points of departure for qualitative analysis.

Foundations and Applications of Social Epistemology

2021 ◽  
Author(s):  
Sanford C. Goldberg
Keyword(s):  
Research Program ◽  
Social Epistemology ◽  
News Coverage ◽  
Social Practices ◽  
Epistemic Communities ◽  
Epistemic Dependence ◽  
Epistemic Practices ◽  
Epistemic Agency ◽  
Core Concepts ◽  
Normative Expectations

This book collects twelve recent papers by the author on social epistemology. Roughly half of them propose a research program for social epistemology—including an animating vision, foundational questions, and core concepts—and the other half are applications of this vision to particular topics. The author characterizes the research program itself as the exploration of the epistemic significance of other minds. Such a program will enumerate the various ways in which we depend epistemically on others, it will describe the proper way to evaluate beliefs according to the sort of dependence they exhibit, and it will provide the basis for identifying and characterizing various dysfunctions of our epistemic communities. The book suggests that several core concepts will be helpful as part of this exploration: epistemic dependence (direct and diffuse); entitlements (epistemic as well as those deriving from our social practices); the normative expectations we have of one another as epistemic subjects; and the socio-epistemic practices in which we participate. It goes on to put this program and these concepts into practice by exploring such topics as the epistemic agency exhibited in inquiry, the practices that constitute news coverage, the basis for allegations of what we or others should have known, how reliance on another’s testimony contrasts with reliance on an instrument, our reliance on others as consumers of testimony, and the epistemic upshot of non-epistemic social norms (whether these are moral, political, professional, or relationship-based).

Role and Importance of Schemas in Pedagogy and Learning: A Cognitive Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
Naveed Akram Ansari
Keyword(s):  
Educational Psychology ◽  
Learning Experience ◽  
Vital Role ◽  
Constructivist Approach ◽  
Educational Strategies ◽  
Cognitive Approach ◽  
Educational Plan ◽  
Class Room ◽  
Teaching Learning ◽  
Forms Of Knowledge

Educational strategies are designed to cope with and fulfill the multifarious pedagogical and educational needs of teachers and learners. Moreover, no educational plan can possibly yield the required results without incorporating suitable instructive strategies. This research paper advocates the role and importance of schemas in learning new forms of knowledge and data in the perspective of class room teaching-learning. Cognitive approach is adopted to understand how students learn new forms of knowledge and experiences through different mental processes, quite unlike that of behaviorism. The concept of schema helps us understand how learners can link new pieces of information to the already existing knowledge in their minds. The notion of ‘Constructivist Approach’ has been extracted from the field of educational psychology for triangulation. Extracts are taken from the textbooks of English used in matriculation and intermediate through purposive sampling. Their analysis shows that schemas can play a vital role in enhancing the learning experience and making new forms of knowledge a permanent part of the memory of students which is the ultimate goal of education.

Section of Religious Studies in the "Knowledge" Society of Ukraine

1996 ◽  
pp. 54-55
Author(s):  
Petro Yarotskiy
Keyword(s):  
Knowledge Society ◽  
Religious Studies

The Society "Knowledge" of Ukraine began the activity of the Department of Religious Studies. The Council of Lecturers is formed consisting of 24 people, among them are well-known philosophers, historians, sociologists - religious scholars: Doctors of Philosophy B.Lobovik, M.Zakovich, A. Kolodnyy, Yu.Kalinin, P.Kosuha, M.Rybachuk, P.Yarotsky, candidate of philosophical sciences M. Babiy, S. Golovashchenko, V. Yelensky, M.Kyryushko, O.Sagan, V.Suyarko, L.Filipovich and others.

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