Fourth Industrial Revolution and Geopolitics of Knowledge Production: The Question of Africa’s Place in the Global Space

Author(s):  
Uchenna A. Ezeogu

Francis Fukuyama postulated that there are two powerful forces at work in human history. One, he calls, ‘the logic of modern science’ and the other, ‘the struggle for recognition’. I agree with Fukuyama that human developmental progression is propelled by these twin principles. It is my position that these principles have been the drivers of geopolitics. In this paper, I argue that, in addition, knowledge production is a major factor in geopolitics and that the Euro-American worldview has occupied the place of hegemony by reason of knowledge production. Africa has been denied having any form of epistemic tradition by the Euro-American world to sustain itself in the position of hegemony. In the era of Fourth Industrial Revolution, it will be antithetical for Africa to continue to adopt or consume technologies driven by Eurocentrism without projecting its contribution to the global space. Hence, using a critical hermeneutical approach, I contend that Africa needs to make a unique African contribution in the era of Fourth Industrial Revolution. It is Africa’s unique contribution that will guarantee Africa a place in geopolitics.

2017 ◽  
Vol 62 (4) ◽  
pp. 752-769
Author(s):  
Alexey Ivanov ◽  
Elena Voinikanis

The Soviet system of knowledge production based on cooperation, knowledge sharing, but also intense competition was already an inspiration for innovation policymakers in the U.S. and in Europe back in the 1950 and 1960s. Nowadays, as the global economy is moving towards a new mode of production, the Soviet case may still play an important role to help to frame a better institutional approach to innovation. With the dramatic challenges already brought by the fourth industrial revolution and the tectonic economic and social shifts it is expected to cause around the world, the Soviet case with all its pros and cons is becoming more and more relevant for this debate as it provides necessary empirical data to consider other institutional approaches to innovation distinct from the established property-focused model. In this context, intellectual property and competition law scholars hopefully would better understand the Soviet innovation system through further academic studies.


2020 ◽  
Vol 7 (5) ◽  
pp. 70-79
Author(s):  
Svetlana Ivanova ◽  
Oleg Ivanov

Modern civilisation has entered the era of the fourth industrial revolution, characterised by digital, Internet and cyber-expansion, virtualisation, mobile technologies, robotisation, global changes in energy, nano- and biotechnologies. It entails significant changes in all spheres of human activity. There is a mass need for entirely new professions. Scientific and technological progress gives the society not only broad prospects but also brings new challenges and threats. There is a tight (not always fair) competition between the leading countries of the world and transnational corporations for domination in entering the sixth technological order, to lead in digital technologies and artificial intelligence. At this stage, educational systems should provide revolutionary changes based on the latest scientific achievements. One more dangerous threat is that the achievements of modern science and high technologies are not always used for the benefit of humanity, that is, large-scale cyber-attacks, hybrid wars, public consciousness manipulation. Form this point, the formation of a single global educational space, taking into account the humanistic needs of the society, seems really important. The fourth industrial revolution leads to personality changes and not always in a positive direction. This is especially true of the generation “Y” or “network generation”, consuming “intellectual fast food” and easily falling under the influence of others and becoming a victim of manipulation. It also includes the problem of virtual reality, which influences the person so profoundly that he/she falls out of the real world. Obviously, education must also undergo a systemic transformation, based on the characteristics of the modern information society and the globalising world that has entered the postmodern and mass media era. The issues mentioned above are deeply and critically analysed and discussed in this study both from the global and BRICS (precisely Russia) countries perspective. The authors eventually suggest some ways to solve them.


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