Knowledge Societies offers both a critical examination of existing social theory, and a new synthesis of social theory with the actual study of knowledge relations in advanced economies. Some of the elements explored are scientization: the penetration not only of production but of most social action by scientific knowledge; the transformation of access to knowledge through higher education; the growth of experts (managers, accountants, advisors, and counselors) and of corresponding institutions based on the deployment of specialized (...) knowledge; and a shift in the nature of societal conflict from struggles about income and property to claims and conflicts about generalized human needs. Nico Stehr's argument amply demonstrates not only that all social theories now need to take into account the changing nature of social relations around knowledge, but also the parameters within which this analysis should take place. This book is essential reading for all those interested in social theory, sociology of knowledge and science, and the general issue of knowledge in the late 20th century. (shrink)

Worldwide and certainly in the EU, we are silently rather advanced in a new economic logic, a new economic paradigm. This is a huge transformation of the very tool of production, comparable to the shift from agriculture towards industry, last century. And at least in the positive scenario, this post capitalist logic represents a huge shift towards human and nature centred economic logic. Our society is exposed to radical changes in basic paradigms, dealing with challenges that were unknown few (...) decades ago. E.g.: The negative scenario of manipulation of human body and mind is also prospering and very active today. The widely discussed topic is sustainability of current quantitative growth and the shift into qualitative character of economic growth. The valuation of capital is influencing both micro and macro levels. The value of human capital is becoming primary and machines are becoming secondary. Advancements toward the knowledge society lead to fundamental changes in the nature of power, trade, economy, money, and management. The paper introduces positive role of competent human beings, who produces knowledge from knowledge, their opportunities and their achievements. The paper deals with the new definition of economy, new way of understanding of a value – adding a special value to objects composed of raw materials. Accepting a complexity of a creation process, most observers now agree that humans use their bodies, their minds and their souls, to create. The importance of abstract values rises in importance. We are shifting from the machine and factory towards the human person. Under the trial and error approach, we are supposed to allow errors and cover them. The innovative management must respect the body mind and souls of his personnel. (shrink)

Here is a traditional way of thinking about human knowledge. Knowledge is a species of true belief. The crucial difference between knowledge and other kinds of true belief is that propositions that are known have a special property. Justified propositions either have intrinsic justification or else they are obtainable by means of a justification-conferring argument from other justified propositions that the knower believes. The only propositions with intrinsic justification are those that fall into one of two classes: (...) the set of a priori truths and the set of propositions recording the sensory experiences of the knower. (shrink)

This paper has two aims. The first is to criticize epistemological externalism in a way different from most other criticisms. Most criticisms claim externalism fails because it does not adequately explicate ordinary notions of knowledge and justification. Such criticisms are often unhelpful to the externalist because he may not even intend his theory to be such an explication. The criticism presented here avoids this difficulty. The other aim, achieved en route to this criticism, is to explode a dogma of (...) contemporary epistemology — that the primary end of epistemic endeavors is truth — and to bring to light the many other important goals there are for such endeavors in addition to truth. Several of these goals pertain to the power of knowledge in social contexts. The criticism ultimately made of externalism is that externalist knowledge is defective because it fails to achieve these extra-verific goals of epistemic endeavors. (shrink)

Modern trends in social development are defined not only as an information society, but increasingly as a knowledge society. To understand its content and strategy of implementation, an important aspect is to understand the contradictions that are increasingly manifested and are of a general socioanthropological nature. In particular, this is the problem of the correlation between a knowledge society and objective scientific knowledge; this is the question of the correlation between the available knowledge (...) and experience reflected in the cultural tradition and the rapidly changing information flow; this is the question of the social role of education and the social status of an educated person, as well as the problem of human self-determination in the context of situational relations and a configurative society, etc.The widespread mythologeme of a knowledge society as a society of intellectuals supports a rather one-sided view of it. Therefore, understanding the paradoxical combination of elements of a knowledge society system, their contradictions, and complementarities, makes it possible to understand the risks and develop tools to avoid them. The research methodology. The study is based on an interdisciplinary and comprehensive analysis of contemporary socio-cultural processes in the context of the formation of a knowledge society and information pedagogy. Research results: The interpretation of modern society as a knowledge society raises a number of theoretical questions and discussions concerning the definition of knowledge (scientific/non-scientific, useful/unsuitable, etc.), and the definition of its social and anthropological characteristics and human status (educated person, informed person, professional person, successful person). The challenges of the processes of informatization of society lead to the formation of «e-didactics» and «information pedagogy» of a new educational paradigm, the effectiveness of which should resolve a number of contradictions. These include, in particular, the discrepancy between learning tools (openness and mobility) and reproductive learning models; between distance asynchronous learning and the classical stability of the structure and forms of organization of the educational process, etc. Discussions. The analysis of knowledge as the fundamental basis of the new social reality and changes in its historical status allows us to identify problematic issues of the worldview picture of the world that is formed in the conditions of intensive production of information and a certain devaluation of knowledge, actualization of innovations, and devaluation of cultural tradition. The knowledge society is often characterized as an education society. Although such a generalization is debatable, educational technologies of knowledge production and transmission are an important component of the development of a knowledge society and include the destruction of stereotypes and attitudes of the industrial society’s education paradigm. This explains why interdisciplinary discussions about the content and forms of organization of modern education are becoming increasingly acute. The problem of rethinking the established models of teacherstudent relations and the requirements for the subjects of the educational process is important among the many aspects of changes. A student is transformed from an object of pedagogical influence into a subject of the educational process, where a teacher plays the role of a mentor, a tutor, since knowledge must be «extracted» by a student because of his or her own intellectual efforts and cognitive search.The change in social role also includes a change in worldview, way of thinking, and value priorities. Conclusion. The analysis of the socio-cultural mechanisms and practices of the knowledge society reveals its ambivalence and risks, which are its inherent characteristics. Knowledge as the fundamental basis of the new social reality is defined not only as a tool for understanding the world but also as a factor of civilizational development that produces new forms of activity and relationships, new worldview orientations, and value priorities. The transformation of the phenomenon of knowledge and the rapidity of the information flow raises the question of the relevance of existing knowledge and experience to the needs of a given situation, thus actualizing the demand not for the depth of knowledge and understanding, but for the ability to combine and choose a practical (useful) option, to put together puzzles and mosaics, forming a clip thinking. Challenges of the processes of society informatization lead to the formation of “e-didactics”, information pedagogy as a tool for adaptation and a new educational paradigm, the effectiveness of which should resolve the identified contradictions.However, the transformation of modern educational practices involves not only rethinking their content, technologies, and teaching methods, changing the status relations of the subjects of the educational process, but also a general change in models of thinking and personal behavior, and a change in the human world. The correlation of the modes of human definition: educated, intellectual, erudite, and specialist becomes an important issue of the anthropological dimension of the knowledge society, where the problem of human self-determination is becoming more acute. (shrink)

INTRODUCTION Human knowledge has two central aspects that demand attention: On one hand, it is a social construct and on the other it aspires to be ...

Scholars of social science have increasingly been describing advanced capitalist societies as knowledge societies, based on a series of key assumptions about ‘post-industrialism’. My contribution challenges this new ‘conventional wisdom’ (John K. Galbraith) on several points. I first argue that it veils the ‘dark sides’ of capitalism, i.e. worker alienation, class relationships and class struggle. I then show how knowledge society experts all too often contribute to the individualization of social problems. Further on, I challenge the assumption (...) according to which contemporary human resources management creates a new kind of work relationship based on mutual respect, objectivity and justice. Finally, I try to understand the very success of the new ‘conventional wisdom’. The relative autonomy of science and education might be the most important reason why so many social science scholars as well as ordinary people today believe they are living in a knowledge society. (shrink)

The article discusses philosophical foundations of Nicholas Maxwell’s theory of scientific knowledge—Aim Oriented Empiricism. It is demonstrated that AOE evokes many illuminating, overshadowed by positivistic tradition, insights on the nature of cognition, language, and the relationship between philosophy and strict sciences. It corresponds with Jürgen Habermas’s theory of speech acts and R. G. Collingwood’s account of philosophical method. What calls serious doubts, though, is the very way in which Maxwell relates his conception to the project of wisdom society. (...) It is argued that while AOE considerably contributes to our understanding of science, wisdom and rationality, it nonetheless falls short of giving a convincing account of how the idea of wisdom society should be implemented. (shrink)

A ‘renaissance of the university’ in the European knowledge society is regarded today as a necessity. However, there is an ongoing debate about what that renaissance should look like. The aim of this article is to take a closer look at these debates, and in particular, the disputes related to the public role of the university in the European knowledge society. The aim however is not to assess the validity of the arguments of each of the (...) protagonists but to place the discussion within a broader socio-historical context. From a genealogical point of view, and drawing upon the work of Foucault and Hunter, it is possible to distinguish two kinds of milieu, each embodying their own “intellectual technology” and each leading to a specific conception of the public role of the university: firstly the principled milieu, and secondly the governmental milieu. From this genealogical point of view, I will argue that the modern university was from the very beginning a hybrid institution due to the claims and scopes of both milieus. Furthermore, I will argue that the current discussions reveal the ongoing influence of both milieus and their respective gazes and approaches. (shrink)

The new field of the history of knowledge is often presented as a mere expansion of the history of science. We argue that it has a greater ambition. The re‐definition of the historiographical domain of the history of knowledge urges us to ask new questions about the boundaries, hierarchies, and mutual constitution of different types of knowledge as well as the role and assessment of failure and ignorance in making knowledge. These issues have pertinence in the (...) current climate where expertise is increasingly questioned and authority seems to lose its ground. Illustrated with examples from recent historiography of the sixteenth to twentieth centuries, we indicate some fruitful new avenues for research in the history of knowledge. Taken together, we hope that they will show that the history of knowledge could build the expertise required by the challenges of twenty‐first century knowledge societies, just like the history of science, throughout its development as a discipline in the twentieth century, responded to the demands posed by science and society. (shrink)

Such is the scale of information production today that the verb ‘to know’ may be heretofore declined in the impersonal. A new ‘subject of knowledge’ - the machine - is seen as removing from homo sapiens the so far uncontested role of ‘learned subject’. This calls for a rethinking of our notions of knowledge and democracy. To think of a knowledge society where every single person would be capable of knowingly taking any type of decision on (...) community life, points to an incapacity to rethink the concept of knowledge. The fragmentation of knowledge transforms democracy into a simple possibility for each and every person to choose ‘the expert’ by whom he wishes to be guided. Kant had distinguished between ‘knowledge’ and ‘thought’, associating the latter with leisure. It appears today that pleasure and games may be the ultimate bulwarks of humanity. Perhaps we ought to be speaking of a leisure society rather than a knowledge society. (shrink)

For centuries, the processes of social differentiation associated with Modernity have often been thought to intensify the need for site-specific forms of role training and knowledge production, threatening the university’s survival either through fragmentation or through failure to adapt. Other lines of argument emphasize the extent to which the Modern system creates and relies on an integrated knowledge system, but most of the literature stresses functional differentiation and putative threats to the university. And yet over this period the (...) university has flourished. In our view, this seeming paradox is explained by the fact that modern society rests as much on universalistic cosmological bases as it does on differentiation. The university expands over recent centuries because – as it has from its religious origins – it casts cultural and human materials in universalistic terms. Our view helps explain empirical phenomena that confound standard accounts: the university’s extraordinary expansion and global diffusion, its curricular and structural isomorphism, and its relatively unified structure. All of this holds increasingly true after World War II, as national state societies made up of citizens are increasingly embedded in a world society constituted of empowered individuals. The redefinition of society in global and individual terms reduces nationally bounded models of nature and culture, extends the pool of university beneficiaries and investigators, and empowers the human persons who are understood to root it all. The changes intensify universalization and the university’s rate of worldwide growth. For the university’s knowledge and “knowers,” and for the pedagogy that joins them together, the implications are many. The emerging societal context intensifies longstanding processes of cultural rationalization and ontological elaboration, yielding great expansions in what can and should be known, and in who can and should know. These changes in turn alter the menu of approved techniques for joining knowledge and knower as one. The “knowledge society” that results is distinguished by the extraordinary degree to which the university is linked to society. But it is also distinguished by the degree to which society is organized around the university’s abstracted and universalized understandings of the world and its degree-certified graduates. (shrink)

In this major study, Peter Zarrow examines how textbooks published for the Chinese school system played a major role in shaping new social, cultural, and political trends, the ways in which schools conveyed traditional and 'new style' knowledge and how they sought to socialize students in a rapidly changing society in the first decades of the twentieth century. Focusing on language, morality and civics, history, and geography, Zarrow shows that textbooks were quick to reflect the changing views of (...) Chinese elites during this period. Officials and educators wanted children to understand the physical and human worlds, including the evolution of society, the institutions of the economy, and the foundations of the nation-state. Through textbooks, Chinese elites sought ways to link these abstractions to the concrete lives of children, conveying a variety of interpretations of enlightenment, citizenship, and nationalism that would shape a generation as modern citizens of a new China. (shrink)

This paper examines Gandhian philosophy and practice to reinterpret UNESCO's educational vision towards establishing stable and sustainable knowledge societies. The uniqueness of the Gandhian perspective is its ability to withstand the dominant political, philosophical and religious challenges with its contextually rooted, spiritually oriented, socially responsible and human person centred reinterpretations. UNESCO’s educational vision-Learning: The Treasure Within published in 1996 is a catalyst in establishing stable and sustainable knowledge societies. Consistent changes and challenges in knowledge societies necessitates the (...) reinterpretation of this educational vision. The four pillars of learning in this educational vision are analysed together with four aspects of Gandhian philosophy and practice: ‘learning to know’ and Nai Talim, ‘learning to do’ and ashrams, ‘learning to live together’ and constructive programme and ‘learning to be’ and swaraj. The paper discusses this confluence of the UNESCO’s theoretical approach of four pillars of education with Gandhian pragmatic philosophy and practice to offer a contextually rooted and future-oriented outlook for reinterpreting the educational vision for establishing stable and sustainable knowledge societies. (shrink)

More than three decades after Gernot Böhme and Nico Stehr began to explore modern "knowledge societies", the concept has transformed sociological inquiry into the dynamics of contemporary society. But a quick Google search shows that the term is not only limited to academic circles. Moreover, international bodies such as the OECD underline the importance of transformative processes towards knowledge societies for global tertiary education and point to the importance of "inclusive knowledge societies for sustainable development". This (...) book brings together Nico Stehr's key writings on the knowledge society and serves as an authoritative resource for students, scholars, and professionals. Previously published articles and chapters have been carefully selected to take the reader from the formulation and refinement of the concept to scholarly contributions that test the applicability and explanatory power of the concept in empirical case studies. In addition, the volume includes new and original material by Nico Stehr that will help the next generation of scholars find ways to explore novel and pressing issues such as the role of digital technologies and AI in modern knowledge societies and future inequalities in knowledge capitalism. (shrink)

The radical transformations caused by the rapid development of information and communication technologies in the mid-1990s prompted the transition to the knowledge society which identified the key role of knowledge as the most important and valuable capital of organizations and had a decisive impact on the development of corporate training. In our study, we aimed to analyze the training methods used in American companies in the knowledge society, particularly, their feasibility, features, benefits and possible limitations. (...) The results of our study show that, at present, e-learning is considerably more widely used in American companies than instructor-led classroom training. Most organizations use blended learning which implies the combination of e-learning methods and instructor-led learning methods. A powerful stimulus for the wide implementation of e-learning methods was produced by the COVID-19 pandemic when the use of educational technologies made it possible for the companies not only to continue training and development of their employees but also to implement tactical and strategic practices which will have long-term implications for the future of the training industry. The most widely used e-learning methods in American companies are virtual classroom/webcast, online or computer-based methods, social learning, augmented reality, virtual reality, and artificial intelligence. In spite of certain limitations of e-learning methods, they have a number of important benefits which allow companies to expand access to training, save costs, increase adaptability and flexibility of learning programs, etc., and thus satisfy their needs in qualified employees. (shrink)

When it comes to the development of communication networks and the global information society, UNESCO is torn between its will to defend the free flow of thoughts, the pluralism of cultures, and the need for regulation of exchanges, if it wants to defend development in the most deprived countries. Behind rhetorical conflicts which mask diplomatic stakes, it seems that the organization seeks today to trace an original, but problematic, path regarding communication policies.

Is ‘knowledge society’ yet another empty slogan? More than ever, ‘knowledge is power’. But we can hardly affirm that the society we live in is based on the vigour of knowledge. The market price placed on knowledge fails to provide it with the needed qualitative impetus. Inequities remain the blind spot of technological systems. To be sure, we are living in an information society at higher scales of exchange, with ‘a great deal of (...) information, but little knowledge’. We may indeed be restoring a sort of enlightened despotism of a technologically neo-positivistic type, a realm of experts whose ‘know-how’ is but another term for ‘doing without knowing’. In a truly democratic sense, the knowledge society is a basic human right. Knowledge is nourished in society. Conversely, societies find in knowledge a compass for their peaceful co-existence. (shrink)

This volume looks at the thinking of educational theorist Carl Bereiter and how he tackled the problem of the liberal education canon. He proposed the way we view the main task of formal education as enculturation into world 3. World 3 is an idea adapted from Karl Popper.

The two notions of “globalization” and “knowledge society” are often assumed to be relatively neutral descriptions of contemporary social and cultural developments, although they are embedded in discourses on power and domination. In this paper the argument is made that both these notions can be understood as expressions of an ideology of neo-colonialism and that they assume an ethnocentric or Eurocentric bias rather than being neutral descriptions of the “natural” unfolding of social and political changes. The thesis of (...) the “knowledge society”, in particular, needs to be demythologized as a vehicle for the rebirth of nations and regions in the context of increasing global challenges. A critical perspective such as this is a desired complement to the otherwise glossy versions of the future of “knowledge work” and “creative work” based on a doctrine of “fundamentalism of education”. The critical understanding of contemporary regimes for knowledge, learning and education on the international scene provide a necessary counterpoint to the dominating political and educational discourses advocating the advent of “knowledge society”. (shrink)

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.

Knowledge is a social institution, a social activity, as well as the product of that social activity. All known societies incorporate several modes of hierarchical knowledge. Three styles of knowledge co-exist in the transitional societies of the third world in general and of contemporary Africa in particular (even though in each of the latter, only one style tends to predominate). The first are initiation societies - where power is conferred on the initiated; the second are learned societies (...) (or academies) - which handle science and technologies; and the third are industrial societies - whose enterprises apply the technologies in order to improve humankind’s material and cultural condition. The initiation, learned and industrial societies were developed in a pre-modern, pre-industrial context which was monarchic, sacred, anti-democratic or endowed with a tribal democracy. A gradual opening can be seen in the passage of initiation societies (where power is the perquisite of the initiated) towards learned societies and then, later, to industrial ones. Here, the problem is knowing whether and how to bring into play a fourth style of society - cognitive society - which requires relatively advanced conditions of democracy. (shrink)

This paper puts forward a theoretical framework for the analysis of expertise and experts in contemporary societies. It argues that while prevailing approaches have come to see expertise in various forms and functions, they tend to neglect the broader historical and societal context, and importantly the relational aspect of expertise. This will be discussed with regard to influential theoretical frameworks, such as laboratory studies, regulatory science, lay expertise, post-normal science, and honest brokers. An alternative framework of expertise is introduced, showing (...) the limitations of existing frameworks and emphasizing one crucial element of all expertise, which is their role in guiding action. (shrink)

In this age of globalization, societies and people across the world are asking themselves the same questions about modernity: where are we going ?

This article elaborates on the relationship between structuralism (and to some extent post-structuralism), hermeneutics and pragmatism, starting from what I comprehend as the inherent dilemma articulated in the policy documents concerning the emerging knowledge economy: the tension between innovation and adaptation. In the first section, I delineate a horizon of understanding for my presentation by defining the particular societal transformations in the historical context where the question of creativity and innovation has become of strategic importance. Then, in the second (...) section, I suggest a diagnosis of the new and predominant flexible organization of knowledge within the context of the new creative economy. The third section is a short interlude, where the philosophical implications of these societal transformations are being disclosed, together with the challenges that influence the agenda for a discussion about a constructive philosophical contribution. In the last two sections, I introduce a particular kind of hermeneutical perspective into the discussion by a close reading of one of Paul Ricoeur’s major works from the mid 1970s, here distinctively interpreted as a profound investigation into the micro-mechanisms of the epistemology of creativity. Thus, by the configuration of a hermeneutics of creativity and innovation from these philosophical resources, my intention is to disclose the ontological implications of innovation as well as the anthropological prerequisites for a conception of creativity “with a human face.”. (shrink)

In economics there are several complex learning themes and tasks connected with them difficult for deeper understanding of the learning subject. These are the reasons originating serious learning problems for students in the form of Virtual Environment because deeper understanding requires high level mathematical skills. Actually the most important feature for discerning this part of economics is the set of qualitative shapes emerging in discrete dynamic systems when they are undergoing iterations and/or experimentation with parameters and initial coordinates of variables. (...) Among such shapes there are: - trajectories in evolving time; - trajectories in R2 of two variables; - cobweb portraits; - one control parameter bifurcation with first and/or with second variables; - two control parameters bifurcation in R2 ; - cycles; - basin of attraction of two variables; - one Lyapunov’s exponent against some of control parameters; - Lyapunov’s exponents with two control parameters in R2; - absorbing area with possibility to create critical curves and/or attractors. The hope is that products of computational intelligence may help them solve such problems. Naturally, the meant complex economic problems and tasks have discrete, qualitative and nonlinear nature resulting in increased level of difficulties. So with the term used in the head of this paper one has to understand narrowly: “qualitative nonlinear computational economics”. For better understanding the very nature of the problem we are using as appropriate example actual simulation of the model of new ICT products monopolies in virtual laboratory built in the routines setting dominantly in the software iDMC. (shrink)

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National research policies are today driven by the concept of the ‘knowledge society’, in which development is deemed to follow the application of new ideas. Australia, like other countries, has encouraged partnerships between the universities and industry. This essay examines how Australian scholars in the humanities have responded to the Australian Research Council’s Linkage Projects. Their experience underlines the importance of viewing collaboration as social practice, and the need to find a satisfactory synthesis between academic and industry perspectives.

In the sociology of knowledge, the relationship between society and knowledge —or rather what separates them — remains an unsolved problem. A critical analysis of various solutions that we must look for to this problem suggests the plausibility of a passage between social groups, styles of argumentation and objects of knowledge. An empirical model of “decision displacements” is proposed on the basis of a corpus of texts and of observations derived from concrete analysis of a laboratory (...) situation. (shrink)