Information Networks Towards Knowledge Society (original) (raw)
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Towards a Knowledge Society in India [Academic Essay Submitted DPU, Aarhus University]
The post-industrial societies are going through the phenomenon of growing need and dependence on knowledge, distinctively, scientific knowledge. Knowledge is getting more and more associated with technology and being fed into the economy. The advanced nations are geared up to generate and disseminate the latest variety of knowledge. The workers in the economy are expected to develop high skills and update their knowledge base regularly. This has given these societies the name ‘Knowledge Society’ for their dependence on and extensive use of knowledge. The educational sphere of the KS is changing its configuration and coming more and more under the vortex of economic need. The education policy of its members is also being guided by the Organisation of Economic Cooperation and Development (OECD), chiefly an economic organisation. (OECD,2007) However, it is surprising when a developing and agrarian nation like India takes up the same challenge under the guidance of the National Knowledge Commission which wants to transform India into a KS. It wants changes in its educational policy which fits in with the KS concept though the circumstances which led to the development of KS in the West are not present in India. This essay focuses on the question whether India will be able to become a KS just by changing the education policy or is it looking towards a new model of KS altogether. In doing so it presents the UNESCO point of view which claims every society has the potential to become a KS. Finally, the essay looks at the ‘KS’ as a perception as well as a phenomenon and attempts to contextualize India in the KS argument.
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Today's world is the world of science, knowledge and information so that the development of societies is based on the increase of knowledge. Since the nature of higher education is defined by the production of information and exchange of knowledge, it's reasonable to say that the advancement of information technology transformed colleges and universities. Besides, systematic information networks, knowledge and sciences provided the production, spread and exchange of knowledge based on ICT. The study is of review type. Information was collected using printed and electronic documents in the related field. The results of the study have shown that given the revolutions which have occurred in scientific field and consequently in social field, the developments over the last centuries have considerably affected the societies and accelerated the convergence of societies in joint extraction of science and the production of knowledge. In knowledge networks, memerbs get closer together...
Contemporary India stands in the threshold of a vibrant knowledge society that is widely characterized by unprecedented flow of Information and Communication Technologies (ICTs), enhanced local global connectivity, economic globalization and a high representation of young in the country’s population. Though India has a knowledge-based past, its traditional social arrangement is founded on a knowledge gap based on a caste hierarchy. As such, India needs to seek opportunities to fill this gap by providing access to quality education to all segments of society.
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The world is constantly changing and knowledge is the main force that drives those changes. Today, our society has achieved tremendous results in all fields of science, but of course, there is a lot more than can be achieved; nothing is absolute, nothing is fixed. In trying to find ways to facilitate the road to success, mankind has developed a lot of methods and tools, which are also changing contantly. This is where IT technologies come in help. Nowdays it's impossible to imagine our education system wihtout IT tools, be it in the form of a software or a hardware.
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Academic Libraries: Collection to connectivity (A collection of essay in Honour of Dr. T. N. Dubey) , 2019
Present civilizations is claimed to be in information society. UNESCO is keen to inclusive growth of the societies and developments of knowledge societies. India is an old civilization, however it is ranked below average in reports by ITU in present years. The present study is aimed to discover status of Indian society as a knowledge society and endeavours of government to achieve the same with probable problems attached. The study is based on literature search in Indian contexts. It was found that Indian society can move into a knowledge society and some of government activities support the same irrespective to political and social issues. Development of knowledge society is essential for sustainable growth of the society.
The role of Knowledge Media in Network Education The role of Knowledge Media in Network Education
International Journal for Innovation Education and Research , 2020
An efficient model of education is always closely related to a vision of society. The conception of network society places as a priority a network education model. The general objective of this article is to establish the foundations of network education and its relationship with the knowledge media. The methodology used in this research will be qualitative, descriptive with theoretical approach. The first section will establish the foundations of network education, based on the vision of network society, and its difference from distance education models based on the use of information and communication technologies. In the second section the concepts of "knowledge media" will be analysed and discussed. The third section will address the relationship between network education and the knowledge media. The fourth section will establish the possibilities and limits of network education within the scope of knowledge communication. The result of the theoretical reflection points to a network education model in the digital age based on the network society, within the scope of knowledge communication, aiming to establish the knowledge dialogue through knowledge media. Abstract An efficient model of education is always closely related to a vision of society. The conception of network society places as a priority a network education model. The general objective of this article is to establish the foundations of network education and its relationship with the knowledge media. The methodology used in this research will be qualitative, descriptive with theoretical approach. The first section will establish the foundations of network education, based on the vision of network society, and its difference from distance education models based on the use of information and communication technologies. In the second section the concepts of "knowledge media" will be analysed and discussed. The third section will address the relationship between network education and the knowledge media. The fourth section will establish the possibilities and limits of network education within the scope of knowledge communication. The result of the theoretical reflection points to a network education model in the digital age based on the network society, within the scope of knowledge communication, aiming to establish the knowledge dialogue through knowledge media.
Internet and the Shifting Grounds of Knowledge
ABSTRACT: Internet and the Explosion of Knowledge The impact of information technology revolution has been so globally comprehensive that all the available tools of academic inquiry – media theory, cultural studies, political economy, philosophy etc. – have been employed to study them and we have a vast literature addressing this issue. What is conspicuous by its relative absence is any concerted attempt to understand the explosion in the field of knowledge and major changes in the rules of the knowledge game as a result of the Internet revolution. This is despite the fact that such an inquiry was inaugurated even before the advent of world wide web by the well-known French philosopher Lyotard in this book ‘The Postmodern Condition: A Report on Knowledge’ in the early eighties. “As the economy becomes postindustrial, the culture becomes postmodern” was the formulation Lyotard advances his enquiry from. He went on to analyze the transformations of knowledge in the wake of new information technologies. At the level of practice, however, the academic world is abuzz with the impact of the restructuring that is going on accompanying the information revolution and is plagued by enormous anxieties regarding a whole range of issues from diluting of standards to subjection of researchers to the management. Outside the academia, however, the theme of ‘knowledge’ and ‘explosion of knowledge’ has been circulating widely in the spheres of media, economy, politics and society. ‘Knowledge society’, knowledge economy, knowledge management, dot the pages of policy documents, conferences, blogs, mailing lists etc. With the emergence of open source software and the attempts to apply its underlying philosophy to other fields, the idea of ‘knowledge commons’ has become the repository of utopian longings as well as inspiration for practical efforts to open up access to knowledge and advance cooperative models of knowledge production. In this whole discourse of ‘knowledge’ it is understood implicitly that computers and Internet are going to play a central role in the organization of knowledge globally and that they are already doing so to a great extent. This state of affairs can be understood on the assumption that the meaning of knowledge itself has changed in the transition to the information age. That is why one can often find the argument that what has changed with the Internet is merely the communication of knowledge and the assertions to the effect that information is not knowledge. The conception of knowledge that the university is built upon is no longer the same in the realm of the Internet and in some sense information is indeed knowledge. In the proposed paper, we seek to explore the new conception of knowledge that is in the making in the era of pervasive information technology. For example, what kind of knowledge does software constitute? Software is merely a ‘tool’, or a technique, if seen from the old perspective. But construction of software constitutes one of the most important knowledge activities for the connected world. Or, what is the knowledge that knowledge management speaks of and seeks to manage? We will try to look at the range of knowledge activities that take place in and through the Internet to explore whether the contours of a newly emerging conception of knowledge can be discerned. In the process we will attempt to clarify in what sense can the ‘digital information’ be considered to be knowledge. It is our understanding that only when armed with such a clarity on the question of the relationship of knowledge and information, can we approach the question of the significance of the ‘explosion’ of knowledge seen to be occurring with the rise of the new information technologies. We examine whether we can characterize the transition that has taken place in the conceptions of knowledge as a transition from science to information, i.e., as a transition from knowledge as representation to representations and organization of knowledge. In this paper, we examine some of the consequences of this transition on the world of knowledge.
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For India to emerge as Knowledge Super Power of the world in the shortest possible time it is imperative to convert our demographic advantage into knowledge powerhouse by nurturing and transforming our working population into knowledge or knowledge enabled working population. The paper presents a conceptual framework in the context of Knowledge Management (KM) in Education in India. If the framework is adopted in schools, colleges and higher educational institutions, it yields more benefits to increase the quality of knowledge sharing. There has been indeed a paradigm shift in the field of education in India. The new breed of students need to be efficient to tackle problems from crossfunctional, cross-cultural and ethical perspectives and equipped with skills to benchmark for global leadership positions, as they all are living in a highly competitive world. There has been a crying need to usher in a quality movement and to benchmark the same with world standards. This paper presents...
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This article aims to approach the importance of a pedagogical strategy for collaborative learning through the use and construction of networks and learning communities directly connected to knowledge management. From my experience within the Networks, Learning Communities and Knowledge Management Seminar in the Masters of Education in the Information Technology and Communication Department at the University of La Guajira, the way members of a society communicate and interact by identifying a qualitative transition between the information society and the knowledge society, in which knowledge management in cyberspace has broken deeply rooted paradigms in the education system through the construction of effective teaching strategies that contribute to the development of processes in different parts of the world, contributes to the creation of virtual learning environments and the implementation of pedagogical strategies such as networking and learning communities that reinforce the col...