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Title: EDD%205229%20Liberal%20Studies%20in%20Knowledge%20Society


1
EDD 5229Liberal Studies in Knowledge Society
  • Lecture 2
  • Knowledge Society and
  • Its Impact on Knowledge and Education

2
Knowledge Society Information Age A Distinct
Epoch?
  • Typology of society by technological bases
  • Hunting and gathering society and technology of
    hunting
  • Pastoral society and technology of pastoralism
    and horsemanship
  • Agrarian society and technology of farming and
    irrigation
  • Industrial society and technology of manufacture
  • Knowledge society and informational or
    intellectual technology

3
Knowledge Society Information Age A Distinct
Epoch?
  • Daniel Bells thesis of post-industrial society
  • Pre-industrial society Society built on
    technology on raw materials and the axial
    principle of scarcity of land and resources
  • Industrial society Society built on technology
    on energy and the axial principle of capital and
    labor control
  • Post-industrial society Society built on
    technology on information and the axial principle
    of creation of theoretical knowledge

4
Knowledge Society Information Age A Distinct
Epoch?
  • Peter Druckers thesis of Post-Capitalist Society
  • Industrial revolution Knowledge applied tools,
    process, and products
  • Productivity revolution Knowledge applied to
    work
  • Management Revolution Knowledge applied to
    knowledge

5
Knowledge Society Information Age A Distinct
Epoch?
  • Manuel Castells thesis of network society
  • In connection with the development
    Information Technology (IT) in the last three
    decades of the 20th century, Castells (1997)
    further Bells thesis by characterize the
    emerging society as network society, which is
    built on the network logic made possible by the
    advancements of IT. The logic of IT network,
    according to Castells, can be characterized as
    follows.

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7
Knowledge Society Information Age A Distinct
Epoch?
  • Manuel Castells thesis of network society
  • Central position of information in production
  • It replaces land and natural resources in
    pre-industrial society and capital in industrial
    society to become the primary factor of
    production in the value production process.
  • In industrial society, it is information and
    knowledge acting on technology, which triggered
    the industrial revolution but in informational
    society, it is technology acting on information
    that revokes technological breakthrough.
  • As a result, technology to act on information has
    replaced the technology on natural materials and
    energy to become the major driving force for
    advancement and competitions.

8
Knowledge Society Information Age A Distinct
Epoch?
  • Manuel Castells thesis of network society
  • Pervasiveness of IT because information and
    knowledge are integral part of human activities
    and modern IT has provided such a penetrating
    capacities to almost every aspects of human
    activities, IT has pervaded into every corner of
    informational society.

9
Knowledge Society Information Age A Distinct
Epoch?
  • Manuel Castells thesis of network society
  • Constitution of network logic
  • The Atom is the past. The symbol of science
    for the next century is the dynamical Net
    Whereas the Atom represents clean simplicity, the
    Net channels the messy power of complexity. The
    only organization capable of nonprejudiced
    growth, or unguided learning is a network. All
    other typologies limited what can happen. A
    network swarm is all edges and therefore open
    ended any way you come at it. Indeed, the network
    is the least structured organization that can be
    said to have any structure at all. In fact a
    plurality of truly divergent components can only
    remain coherent in a network. No other
    arrangement chain, pyramid, tree, circle, hub
    can contain true diversity work as a whole.
    (Kelly, 1995, p.25-27 quoted in Castells, 19976,
    note71, p. 61-62)

10
Knowledge Society Information Age A Distinct
Epoch?
  • Manuel Castells thesis of network society
  • Flexibility The fluid structure of the network
    and its IT basis provide the network with high
    degree of modifiabity, reversibility, and
    reconfigurability. In one word, flexibility has
    become one of the definitive features of IT
    network.
  • Convergence Built on the above-mentioned
    features of IT network, the network also equips
    with high degree of compatibility and
    conversability, with other systems.

11
Information, Knowledge and IT Conceptual
Clarifications
  • Conceptions of information and knowledge
  • Norbert Weiners conception of information in
    Cybernetics Control and Communication in the
    Animal and the Machine (1948)
  • Information is a name for the content of what
    is exchanged with the outer world as we adjust to
    it, and make our adjustment felt upon it. The
    process of receiving and of using information is
    the process of our adjusting to the contingencies
    of the outer environment, and of our living
    effectively within that environment. To live
    effectively is to live with adequate information.
    Thus communication and control belong to the
    essence of mans inner life, even as they belong
    to his life in society. (Wiener, 1950/1967, Pp.
    26-27)

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13
Information, Knowledge and IT Conceptual
Clarifications
  • Conceptions of information and knowledge
  • Manuel Castells Conception in The Rise of
    Network Society (1996)
  • Information is data that have been organized
    and communicated. (Porat, 1977, p.2 quoted in
    Castells, 1996, p. 17, n.27)
  • Knowledge is a set of organized statements of
    facts or ideas, presenting a reasoned judgement
    or an experimental results, which is transmitted
    to others through some communication medium in
    some systematic form. (Bell, 1973, p. 175
    quoted in Castells, 1996, p. 17, n.27

14
Information, Knowledge and IT Conceptual
Clarifications
  • Conceptions of information and knowledge
  • Nonaka and Takenchis conception in The Knowledge
    Creating Company (1995)
  • Information is a flow of messages, while
    knowledge is created by the very flow of
    information, anchored in the beliefs and
    commitment of its holder (p. 58)
  • Information provides a new point of view for
    interpreting events or objects, which makes
    visible previously invisible meanings or shed
    light on unexpected connections. Thus,
    information is a necessary medium or material for
    eliciting and constructing knowledge. (p. 58)

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16
Information, Knowledge and IT Conceptual
Clarifications
  • Conceptions of information and knowledge
  • Nonaka and Takenchis conception in The Knowledge
    Creating Company (1995)
  • However, Nanaka and Takenchi underline the
    apparent distinction between information and
    knowledge. First, knowledge, unlike information,
    is about beliefs and commitment. Knowledge is a
    function of a particular stance, perspective, or
    intention. Second, knowledge, unlike information,
    is about action. It is always knowledge to some
    end'. And third, knowledge, like information, is
    about meaning. It is context-specific and
    relational. (p.58, original emphases)

17
Information, Knowledge and IT Conceptual
Clarifications
  • Conceptions of information and knowledge
  • Basic components of Information
  • Life system, e.g. human being
  • External reality, e.g. natural and social
    realities
  • Perceivable and conceivable signals/messages
    from the external reality to the life system

18
Information, Knowledge and IT Conceptual
Clarifications
  • Conceptions of information and knowledge
  • Conceptual hierarchy of information and knowledge
  • Data Representations of matters and energies
    existing in external reality
  • Signals Data attended by sense organs of life
    systems
  • Information Messages codified and abstracted by
    life systems
  • Ideas and Knowledge Information systemized by
    living cognitive systems, e.g. human brain
  • Master ideas and wisdom

19
Information, Knowledge and IT Conceptual
Clarifications
  • Conception of IT
  • Ron Westrums conception of technology
  • Technology as things and artifacts
  • Technology as techniques
  • Technology as knowledge
  • Thomas P. Hughes conception
  • Technology as machine
  • Technology as system
  • Technology as institution
  • Technology as culture

20
Conception of Technology
Knowledge
Technique
Artifact
System
Machine
Institution
Culture
21
Information, Knowledge and IT Conceptual
Clarifications
  • Information technology can simply defined as any
    man-made means in handling information. IT,
    therefore can be classified into
  • Technology of Information gathering From sense
    organs of life systems, e.g. eyes, ears, touch
    receptors, to data collection mechanisms such as
    radar, X-ray, census, opinion poll, R and D
    institutes and research university
  • Technology of information processing
  • Technology of information codification, e.g.
    signs, symbols, languages, codes, and bite
  • Technology of information abstraction, e.g.
    concepts, indexes, theories
  • Technology of information storage, e.g. human
    brain, relics, historical records, books, hard
    discs in computers
  • Technology of information communication and
    diffusion, e.g. human speech acts, writing and
    reading, telecommunication, internet

22
On Knowledge Impacts of Knowledge Society
  • The consequences of Information-Technologicalizati
    on on knowledge
  • Jean-François Lyotards thesis of linguistic and
    informational turn of knowledge generation

23
(1979)
24
On Knowledge Impacts of Knowledge Society
  • The consequences of Information-Technologicalizati
    on on knowledge
  • Jean-François Lyotards thesis of linguistic and
    informational turn of knowledge generation
  • For the last forty years the leading
    sciences and technologies have had to do with
    language phonology and theories of linguistics,
    problems of communication and cybernetics, modern
    theories of algebra and informatics, computers
    and their languages, problems of translation and
    the search for areas of compatibility among
    computer languages, problems of information
    storage and data banks, telematics and the
    perfection of intelligent terminals,
    paradoxology. The facts speak for themselves (and
    this list is not exhaustive). (1979, p. 4)

25
On Knowledge Impacts of Knowledge Society
  • The consequences of Information-Technologicalizati
    on on knowledge
  • Impacts of information technologies on production
    and transmission of knowledge (i.e. research and
    education)
  • Genetics provides an example that is accessible
    to the layman it owes its theoretical paradigm
    to cybernetics. (Lyotard, 1979, p.4)
  • Miniaturization and commercialization of
    intelligent machines
  • The nature of knowledge cannot survive in the
    information age until it is translatable into
    quantities of information, computer language, and
    informational commodity
  • These processes of mercantilization of
    knowledge is vital of nation-states in global
    competition in the information age.

26
On Knowledge Impacts of Knowledge Society
  • The consequences of Information-Technologicalizati
    on on knowledge
  • From the ivory tower of university to the market
    of global patent
  • In modern age, knowledge generation and creation
    are endowed dominantly to universities and their
    departments and laboratories
  • In knowledge economy, the competitiveness of
    firms and states depend on their capacities of
    applying technologies on knowledge. As a result,
    knowledge generation and transmission are on
    longer confined to the purviews of the
    higher-education institutes and have become the
    primary concerns and endeavors of firms and
    governments. (Lyotard, 1979 Guile, 2006) As a
    result, knowledge for truth has given way to
    knowledge for performativity. (Lyotard, 1979)

27
On Knowledge Impacts of Knowledge Society
  • The consequences of Information-Technologicalizati
    on on knowledge
  • From the knowledge system to knowledge network
    The epistemological change
  • Knowledge is perceived as systems, each of which
    possesses definite boundary and structure, such
    as mathematics, physics, chemistry, etc. and the
    inquiry of knowledge is conceived as solid paths
    with definite objectives and well-structured
    procedures.
  • Knowledge is perceived as networks, which of each
    appears to be a configuration of data,
    information, ideas and propositions with no
    definite boundary or hierarchy and the
    knowledge- construction process is conceived as
    exercises of pastiche and hybridization

28
(Hubert Dreyfus, 2001)
29
On Knowledge Impacts of Knowledge Society
  • The consequences of Information-Technologicalizati
    on on knowledge
  • From the world of atoms and bits The ontological
    change
  • Atoms and the world of atoms Atoms belong to
    the physical worldand to the world which can be
    captured in analogue forms. (Lankshear
    Knobel, 2003, p. 51)
  • Bits and the digital world Bits belong to the
    digital world. They are state of being like on
    or off, true or false, up or down, in or out,
    back or white which can be represented in binary
    code of 0s and 1s in a colourless, sizeless,
    weightless form that can be moved at the speed
    of light. (Lankshear Knobel, 2003, p. 51)

30
On Knowledge Impacts of Knowledge Society
  • From the Gutenberg Galaxy to the Internet Galaxy
  • Marshall McLuhan (1969) The Gutenberg Galaxy The
    Making of Typographic Man
  • Manuel Castells (2001) The Internet Galaxy
    Reflection on the Internet, Business, and Society

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32
1440 in Germany
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34
On Knowledge Impacts of Knowledge Society
  • The modernist epistemology
  • Modernist conception of epistemology

35
Epistemological Foundation
Known
Knower
Self conscious use of method
Knowing
Knowledge
36
On Knowledge Impacts of Knowledge Society
  • The modernist epistemology
  • Modernist conception of epistemology
  • The known A proposition of the world is
    existentially real in natural or cultural sense
  • The knowner An inquiring agent is endowed with
    sensual and mental capacities to inquire truth
    embedded in the proposition of the world
  • The process of coming to know A methodical
    process of verifying or justifying the truth
    embedded in a proposition
  • The knowledge A system of justified and true
    propositions of the world

37
On Knowledge Impacts of Knowledge Society
  • The modernist epistemology
  • The modernist institution of knowledge
  • Institution of knowledge production
    Universities, laboratories and research
    institutes
  • Institution of knowledge dissemination
    Institutions of authorship, publication and
    readership
  • Institution of knowledge transmission
    Institution of schooling (including curriculum,
    pedagogy and evaluation) and textbook publication

38
On Knowledge Impacts of Knowledge Society
  • The digital epistemology
  • Conception of digital epistemology
  • Changes in the known
  • From physical space to cyberspace from atoms to
    bits from the world of analogues to the world of
    binary or digital states of being
  • From physical reality to virtual reality
  • Changes in the knower
  • Collaborative knowers
  • Temporally and spatially compressed or even
    evaporated footings of knowners
  • Virtual knowers Knowers with freely chosen
    avatars (frame of reference)

39
On Knowledge Impacts of Knowledge Society
  • The digital epistemology
  • Conception of digital epistemology
  • Changes in the process of come to know
  • Research for truth has been replaced by research
    for fund and/or power
  • Delegitimation of modernist project of coming to
    know
  • Relegitimation of the process of coming to know
    by performativity
  • Education for humanity and emancipation has been
    replaced by education for employability and
    governability

40
On Knowledge Impacts of Knowledge Society
  • The digital epistemology
  • Conception of digital epistemology
  • Changes in knowledge
  • Knowledge of performativity age
  • The translatability into computer languages
  • Accountable to the performativity of economic and
    administrative system
  • Regression of knowledge to data and/or
    information
  • Degradation of theory of signification and theory
    of knowledge with intrinsic value to theory of
    knowledge with extrinsic value of performativity

41
On Knowledge Impacts of Knowledge Society
  • The digital epistemology
  • The digital institution of knowledge
  • Institution of knowledge production RD
    departments of multinational corporations, and
    government commissioned projects have become the
    major driving force of knowledge generating
    machines.
  • Institution of knowledge dissemination
    Hypertexts and hyperlinks have replaced
    institutions of authorship, publication and
    readership.
  • Institution of knowledge transmission
    Face-to-face and hierarchical schooling systems
    have been losing ground to learning network of
    hyperlinks and hypertexts in compressed space and
    time.

42
On Education Impacts of Knowledge Society
  • Education as coming to be literate
  • What is literacy?
  • Literacyis about the capacity of accessing,
    managing, integrating, evaluating and creating
    information to develop ones knowledge and
    potential, and to participate in, and contribute
    to, society. (Schleicher, 2003, p.3)
  • Reading and writing literacy
  • At the centre of literacy is reading literacy,
    defined...as the ability to use, interpret and
    reflect on written material. (Schleicher, 2003,
    p.3)
  • Reading literacy is an capacity of decoding
    literal information and retrieving it back to the
    world it intended to represent.
  • Writing literacy It is an capacity of encoding
    the world into literal information, i.e. words.

43
On Education Impacts of Knowledge Society
  • Education as coming to be literate
  • James Paul Greens three-dimensional model of
    literacy
  • Operational literacy It refers to the mastery of
    the technical dimensions of a language. This may
    include
  • Lexicology (???)
  • Phonology (???)
  • Semantics(??? )
  • Grammar(??)
  • Syntax study(??????)
  • Pragmatics (??????)

44
On Education Impacts of Knowledge Society
  • Education as coming to be literate
  • Cultural literacy It involves competence with
    meaning system of a social practice, knowing how
    to make and grasp meanings appropriately within
    the practice - in short, of understanding texts
    in relation to contexts. (Lankshear and Knobel,
    2003, P. 11)
  • D. Hirsch Jr. (1987) Cultural Literacy What
    Every American Needs to Know.

45
On Education Impacts of Knowledge Society
  • Education as coming to be literate
  • James Paul Greens three-dimensional model of
    literacy
  • Critical literacy It involves awareness that
    all social practices, and thus all literacies,
    are socially constructed and selective. If
    individuals are socialized into a social practice
    without realizing that it is socially constructed
    and selective, and that it can be acted on and
    transformed, they cannot play an active role in
    changing it. (Lankshear and Knobel, 2003, P. 11)
  • Paulo Freire (1972) Pedagogy of the Oppressed.

46
On Education Impacts of Knowledge Society
  • Conception of literacy in modernist epistemology
  • Literacy is defined as the capacity of encoding
    and decoding meanings from literal texts.
    Accordingly, literacy is a literal capacity.
  • Literacy is defined as the capacity of mediating
    the word-world relation embedded in literal
    texts. Accordingly, literacy is an
    epistemological capacity.
  • Cultural literacy is defined as the capacity of
    understanding the significant meaning embodied in
    literal texts and/or social and cultural
    practices.
  • Critical literacy is defined as capacity of
    revealing the legitimation process underlying the
    knowledge and cultural meanings embedded in
    literal texts and/or social and cultural
    practices.

47
On Education Impacts of Knowledge Society
  • Conception of literacy in digital epistemology
  • Text-based literacy has been replaced by literacy
    of hypertext as well as IT apparatus of
    hyperlink. Literacy is no longer conceived simply
    as capacity of decoding and recoding of
    typographic representations, but is required to
    expand to icongraphic, sound, motion, semiotic
    representations, i.e. hypertexts.
  • The epistemological literacy of word-world
    relationship has been replaced literacy of
    relationship between hypertext and virtual
    reality. In short, the word-world relation, which
    is supposed to be the empirical basis of
    epistemological literacy, has practically
    evaporated in the face of information-technologica
    lized world.

48
On Education Impacts of Knowledge Society
  • Conception of literacy in digital epistemology
  • The cultural literacy of understanding the
    significant meanings of a given national society
    has been replaced by the multi-cultural literacy
    or even hybrid-cultural literacy. As social and
    national meanings signified and embedded in
    literal texts has been eroded by hypertexts and
    hyperlinks, cultural meanings have lost their
    national and communal footholds.
  • Critical literacy in modernist epistemology
    usually builds it criticism against dominations
    of social class, patriarchy, colonialism, etc. As
    these dominations go global and lose their
    communal and national footholds, critical
    literacy in digital epistemology has yet to find
    its multitude, which could aggregate and
    mobilize massive participants in social movements
    in global scale and under multiple agenda.

49
On Education Impacts of Knowledge Society
  • Education as coming to master skills Stages of
    learning and the effectiveness of (CMI) Computer
    Assisted Instruction
  • Novice and advance beginner CMI can serve as
    drillmaster in practicing motor or intellectual
    skills. For advanced beginner these practices can
    be simulated in difference situations.
  • Competence Competent performers seek rules and
    reasoning procedures to decide which plan or
    perspective to adopt. (p. 36)
  • Proficiency The proficient performer immersed
    in the world of his skillful activities, see what
    needs to be done, but has to decide how to do
    it. (p. 41)
  • Expertise The expert not only see what needs to
    be achieved, thanks to his vast repertoire of
    situational discriminations, he also sees
    immediately how to achieve his goal. (p. 41)

50
On Education Impacts of Knowledge Society
  • Education as coming to master skills Stages of
    learning and the effectiveness of (CMI) Computer
    Assisted Instruction
  • Mastery Mastery refers to performers who have
    developed their own style in performances.
  • Practical wisdom Not only do people have to
    acquire skills by imitating the style of experts
    in specific domains they have to acquire the
    style of their culture in order to gain what
    Aristotle calls practice wisdom. Like embodied
    commonsense understanding, cultural style is too
    embodied to captured in a theory, and passed on
    by body.

51
On Education Impacts of Knowledge Society
  • Education as coming to know the world Through
    embodied-presence or tele-presence
  • Sense of reality In embodied-presence, such as
    face to face instruction or participant
    observation, one can have concrete grips of sense
    of distance, understanding of the context, and
    sense of risk and uncertainty. While in
    tele-presence, such as video-tape instruction or
    videoconferencing, all these grips and senses
    would be lost.
  • Sense of interaction In embodied-presence
    participants, such as teachers and students can
    have direct contact and touch, uncertain and
    risky maneuvering and/or exchanges, and most of
    all look each other right into the eyes
  • Sense of trust In embodied-presence participant
    can build up trustful relationship with the
    environments and each other. This in turn will
    constitute sense of belonging to the space of
    place and the presence of group.

52
On Education Impacts of Knowledge Society
  • Education as coming to invest in the present age
    Commitment to modern pilgrimage or nihilism and
    anonymity in the information highway.
  • Anonymity in situation of tele-presence vs.
    embodied presence of recognition, name and
    identity
  • Risk-free and non-consequence-bearing situations
    in the Net vs. situations of responsibility-bearin
    g and commitment
  • Existence of nihilism vs. existence of pilgrimage

53
Lecture 2Knowledge Society and Its Impact on
Knowledge and Education
  • END
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