scholarly journals The rise of new knowledge types and their trailblazers, and the management of value chains

2007 ◽  
pp. 40-51
Author(s):  
Marcel Hoogenboom ◽  
Willem Trommel ◽  
Duco Bannink
Keyword(s):  
Information Technologies ◽  
Knowledge Society ◽  
Division Of Labour ◽  
Cultural Knowledge ◽  
Industrial Society ◽  
Value Chains ◽  
Technical Knowledge ◽  
New Professionals ◽  
Types Of Knowledge ◽  
Group Identities

In this article, the authors argue that there is no such thing as the knowledge society. Like many others authors, they claim that the fundamental transformations of our time can be typified as the end of the national ‘industrial society’ and the move towards some kind of global society dominated by the production and use of knowledge. They argue, however, that these transformations not necessarily produce a convergence of national and regional socio-economic structures. In industrial society two types of knowledge were dominant: ‘technical knowledge’ and ‘social knowledge’. In our time, the growing diverseness of individual and group identities produced by reflexivisation, globalisation and the advancement of information technologies calls for the development and application of a new type of knowledge: ‘cultural knowledge’. They analyse the consequences of the increased significance of cultural knowledge in the economic sphere in terms of the division of labour, and subsequently conceptualise three different types of knowledge societies: ‘the techno-cultural’, ‘the socio-cultural’ and the ‘socio-technical knowledge society’. Finally, they will portray three ‘categories’ of trailblazers of the knowledge societies, new professionals that perform ‘meta business functions’. These trailblazers directly or indirectly create new value chains by linking or destroying existing ones, and breaking up others in to pieces in order to create new combinations. These professionals, in other words, actively manage value chains.

Dialogue between smart education and classical education

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Svetlana Sharonova ◽  
Elena Avdeeva
Keyword(s):  
Artificial Intelligence ◽  
Information Society ◽  
Information Technologies ◽  
Knowledge Society ◽  
Industrial Society ◽  
Classical Education ◽  
Smart Education ◽  
New Space ◽  
Post Industrial

Abstract Paradigmatic changes in education arise as a result of the emergence of a fundamentally new reality in society. Society has predicted this new reality through the concepts of post-industrial society, information society, knowledge society. The basis of this new reality is the development of information technologies (IT). These transformations of reality are taking place so rapidly that the institute of education has not had the time to realign itself in this new space and has been late in its development of new breakthroughs in the field of artificial intelligence. The purpose of the study is to show the fundamental paradigmatic differences between classical education and smart education, and to build a bridge of dialogue between these two paradigms.

scholarly journals MODERN EDUCATIONAL STRATEGY: SKILL TRAINING IN EFFECTIVE THINKING

2020 ◽  
Vol 25 (1) ◽  
pp. 59-63
Author(s):  
Natalya Petrovna Sukhanova
Keyword(s):  
Middle Ages ◽  
Information Technologies ◽  
Skill Training ◽  
Knowledge Society ◽  
Industrial Society ◽  
Educational Strategy ◽  
Educational Strategies ◽  
A Value ◽  
Traditional Paradigm ◽  
Post Industrial

The situation of crisis characteristic of education actualizes the consideration of a modern educational strategy in order to identify its methodological foundations. The educational strategies developed in the period of Antiquity, the Middle Ages, the New Age are ana-lyzed. As part of the traditional educational strategy shows the subject-objective nature of the interaction of the teacher and the student. The failure of the traditional paradigm in the knowledge society is demonstrated. The post-industrial society proclaiming informati-zation creates a cultural environment, with a value system corresponding to it, where ed-ucation occupies a special place, but its essential characteristics are such as “creative”, “reflexive”, “critical”. The concept of an educational space that is in development, contrib-uting to the isolation of the “image” of individuality in man is investigated. It is concluded that the emerging modern educational strategy is dependent, in particular, on the devel-opment of information technologies, which is reflected in the organization of the educa-tional process and the educational system as a whole.

scholarly journals Cultural evolution by capital accumulation

2019 ◽  
Author(s):  
Jean-Baptiste André ◽  
Nicolas Baumard
Keyword(s):  
Life History ◽  
Phenotypic Plasticity ◽  
Cultural Evolution ◽  
Capital Accumulation ◽  
Division Of Labour ◽  
Cultural Knowledge ◽  
Technical Knowledge ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Effective Cost

In this article, we model cultural knowledge as a capital in which individuals invest at a cost. To this end, following other models of cultural evolution, we explicitly consider the investments made by individuals in culture as life history decisions. Our aim is to understand what then determines the dynamics of cultural accumulation. We show that culture can accumulate provided it improves the efficiency of people’s lives in such a way as to increase their productivity or, said differently, provided the knowledge created by previous generations improves the ability of subsequent generations to invest in new knowledge. Our central message is that this positive feedback allowing cultural accumulation can occur for many different reasons. It can occur if cultural knowledge increases people’s productivity, including in domains that have no connection with knowledge, because it frees up time that people can then spend learning and/or innovating. We also show that it can occur if cultural knowledge, and thus the higher level of resources that results from increased productivity, leads individuals to modify their life history decisions through phenotypic plasticity. Finally, we show that it can occur if technical knowledge reduces the effective cost of its own acquisition via division of labour. These results suggest that culture should not be defined only as a set of knowledge and skills but, more generally, as all the capital that has been produced by previous generations and that continues to affect current generations.

scholarly journals Individuals, knowledge and governance in the 21st-century society

2007 ◽  
Vol 06 (04) ◽  
pp. C04 ◽  
Author(s):  
Andrea Cerroni
Keyword(s):  
21St Century ◽  
Information Technologies ◽  
Social Economic ◽  
Knowledge Society ◽  
Social Species ◽  
The Social ◽  
Economic Process ◽  
Knowledge Circulation ◽  
Structure Of Knowledge

The knowledge society is a new social species that, despite many uncertainties and some (old and new) ambiguities, is emerging on the horizon of the 21st century. Placed at the convergence of two long-term processes (society of individuals and knowledge society), it is characterised by the social-economic process of knowledge circulation, which can be divided into four fundamental phases (generation, institutionalisation, spreading and socialisation). The current situation also sees the traditional (modern) structure of knowledge being outdated by the convergence of nanotechnologies, biotechnologies, information technologies and neuro-cognitive technologies (NBIC). In the background, the need arises to cross the cultural frontier of modernity.

EFFECTIVE METHODS OF TEACHING ENGLISH

2020 ◽  
Vol 74 (4) ◽  
pp. 354-358
Author(s):  
D. Asylzhanova ◽  
Keyword(s):  
Foreign Language ◽  
Time Management ◽  
Information Technologies ◽  
Interactive Whiteboards ◽  
Cultural Knowledge ◽  
Testing Time ◽  
Teaching English ◽  
Electronic Textbooks ◽  
Free Communication ◽  
Level Of Knowledge

This article discusses effective methods of teaching English based on a review of the work of scientists who have proposed new methods of teaching the language, including communication training. The features, meaning and methods of teaching using modern methods in foreign language lessons are considered. The importance of systematic learning for free communication of students in a foreign language is noted, as well as the topic of overcoming difficulties during the lesson such as involvement and activity of students, knowledge testing, time management, improving the level of knowledge and creativity of students. The use of information technologies and electronic textbooks, interactive whiteboards, didactic games, the use of ethno-cultural and linguistic-cultural knowledge in teaching is shown as an effective approach to teaching a foreign language.

Between Tradition and Innovation in ICT and Teaching

2008 ◽  
pp. 456-463
Author(s):  
Antonio Cartelli
Keyword(s):  
Human Activities ◽  
Knowledge Society ◽  
Transformation Process ◽  
Industrial Society ◽  
The Internet ◽  
The Past

During the past few decades, the expanded use of PCs and the Internet introduced many changes in human activities and cooperated in the transformation process leading from the industrial society to the knowledge society.

Attention to Education in the Post-Industrial Society

2019 ◽  
pp. 135-152
Author(s):  
Christoffer Green-Pedersen
Keyword(s):  
Primary Schools ◽  
Party System ◽  
Knowledge Society ◽  
Industrial Society ◽  
Incentive Model ◽  
Key Factor ◽  
The Uk ◽  
Post Industrial ◽  
Policy Problems

This chapter provides an analysis of party system attention to education based on the issue incentive model. The analysis shows that large, mainstream parties’ incentives are the key factor in explaining the dynamics of party system attention to education. However, compared to the three issues analysed before, problem characteristics rather than coalition considerations and issue ownership shape the incentives of large, mainstream parties. The fact that education is an obtrusive valence issue relevant to more or less the whole population implies that it is an issue that large, mainstream parties cannot ignore if public debates about policy problems emerge. The increased focus on education and human capital in the knowledge society has thus led to an increased focus on education. This focus has clearly been most pronounced in countries where it has materialized in a debate about the quality of primary schools. In Denmark, and later on also in Sweden, this debate came as a reaction to what was seen as disappointing PISA scores. In the UK, the PISA scores played a limited role in the debate about primary schools.

Durkheim, Émile (1858–1917)

2018 ◽  
Author(s):  
A. J. Paravantes
Keyword(s):  
Conceptual Development ◽  
Division Of Labour ◽  
Industrial Society ◽  
Emile Durkheim ◽  
Organic Solidarity ◽  
Mechanical Solidarity ◽  
Traditional Communities

David Émile Durkheim was a founding figure of sociology in France. His conceptual development of the "division of labour" (1893) remains key to a sociological understanding of modernity; in social terms, the highly-divided "organic" solidarity of modern nations and industrial society stood against the simplified "mechanical" solidarity of traditional communities.

Between Tradition and Innovation in ICT and Teaching

2011 ◽  
pp. 159-165
Author(s):  
Antonio Cartelli
Keyword(s):  
Human Activities ◽  
Knowledge Society ◽  
Transformation Process ◽  
Industrial Society ◽  
The Internet ◽  
The Past

During the past few decades, the expanded use of PCs and the Internet introduced many changes in human activities and cooperated in the transformation process leading from the industrial society to the knowledge society.

Nontraditional Students and Information Technology

2011 ◽  
pp. 284-304
Author(s):  
Xenia Coulter ◽  
Alan Mandell
Keyword(s):  
Adult Students ◽  
Information Technologies ◽  
Approaches To Learning ◽  
Virtual Classroom ◽  
Industrial Society ◽  
New Information ◽  
Efficient Delivery ◽  
The University ◽  
Post Industrial ◽  
Constructivist Approaches

The adult college student, caught between the competing demands of work and home, has recently become a valuable commodity in today’s fast-changing American universities. The authors argue that the response of the university to the personal circumstances and credentialing needs of adult learners, accentuated by the forces of globalization and the availability of new information technologies, particularly the Internet, has been to focus upon the efficient delivery of information deemed important in our post-industrial society. This response, particularly well exemplified by the virtual classroom, is not conducive to the fluid and open-ended inquiry associated with progressive education. In the end, the authors speculate, adult students may taste the true progressive and constructivist approaches to learning better outside the confines of formal higher education.

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