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Learning Challenge of the Knowledge Economy [Mīkstie vāki]

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  • Formāts: Paperback / softback, 212 pages, height x width: 234x156 mm, weight: 322 g
  • Sērija : The Knowledge Economy and Education 3
  • Izdošanas datums: 01-Jan-2010
  • Izdevniecība: Sense Publishers
  • ISBN-10: 9460912575
  • ISBN-13: 9789460912573
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Learning Challenge of the Knowledge EconomyPalielināt
  • Formāts: Paperback / softback, 212 pages, height x width: 234x156 mm, weight: 322 g
  • Sērija : The Knowledge Economy and Education 3
  • Izdošanas datums: 01-Jan-2010
  • Izdevniecība: Sense Publishers
  • ISBN-10: 9460912575
  • ISBN-13: 9789460912573
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789460912573.html
While accepting the premises of the standard argument concerning the challenge that the emergence of "the knowledge economy" poses for education--which treats people as forms of human capital that can be more or less productive depending on the extent of their knowledge as represented by the level and domain of their qualifications--Guile (Institute of Education, U. of London, UK) also argues that the conception of the new role of knowledge in advanced economies has been unconsciously framed in terms of "the two worlds view of knowledge" (e.g. objective knowledge of natural, physical, and social structures versus subjective knowledge of feelings, emotions, and conditions), and that this framing is based on unexplained epistemological and ontological assumptions that raise pedagogic questions and issues not sufficiently addressed by researchers and policy-makers. He draws on insights from other disciplines concerning the connection between culture and the economy in order to argue that the challenge for education in the knowledge economy entails considering and conceptualizing the relation between different forms of knowledge; developing cultures and practices to use extant and/or new knowledge to create new forms of economic, political, and social activity; and identifying the different outcomes associated with such economic, political, and social activity. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)

This book introduces a new perspective on the knowledge economy and the learning challenge it presents for individuals, communities and societies.
Acknowledgements xi
1 The Knowledge Economy and the Challenge for Education
1(8)
Introduction
1(4)
The conventional wisdom about the knowledge economy and education
2(1)
Problems with the conventional wisdom
3(1)
Arguments for a new learning challenge in the knowledge economy
4(1)
Structure of the argument
5(4)
2 Scientific Knowledge and the Economy
9(14)
Introduction
9(1)
Scientific knowledge and industrial change
9(4)
Introduction
9(1)
The shift from an industrial to a post-industrial society
10(1)
Scientific knowledge as the `axial principle' of society
11(2)
Technology and societal change society
13(4)
Introduction
13(1)
Castells' debt to Bell
13(2)
Information as the mode of development
15(2)
Knowledge societies and knowledge work
17(2)
Introduction
17(1)
Knowledge and knowledge work
17(2)
Conclusion
19(4)
3 Tacit Knowledge and the Economy
23(16)
Introduction
23(1)
Putting tacit knowledge to work in the economy
23(5)
Introduction
23(1)
The concept of a learning economy
24(3)
Learning, trust and the market
27(1)
Tacit knowledge and new modes of knowledge production
28(4)
Introduction
28(1)
The emergence of a new mode of knowledge
29(3)
Tacit knowledge and new product and service development
32(3)
Introduction
32(1)
Tacit knowledge and knowledge production
32(3)
Conclusion
35(4)
4 Problems around the Role of Knowledge in the Economy
39(22)
Introduction
39(1)
The `two worlds' view of knowledge
39(3)
Introduction
39(1)
The `scientific realist' conception of knowledge
40(1)
The `postmodern' conception of knowledge
41(1)
Scientific realism, postmodernism and the knowledge economy
42(8)
Introduction
42(1)
The legacy of scientific realism in the social theorists' concept of knowledge
42(2)
Implications of this scientific--realist legacy
44(2)
The legacy of postmodernism in the management theorists' account of knowledge
46(2)
Implications of this postmodern legacy
48(2)
Knowledge, culture and the economy
50(9)
Introduction
50(1)
`Epistemic' cultures and scientific knowledge
50(2)
`Epistemic' cultures and professional knowledge cultures
52(2)
`Epistemic' cultures, and theoretical and tacit knowledge
54(2)
Implications of epistemic cultures and intellective skill for the knowledge economy/society
56(3)
Conclusion
59(2)
5 Higher Education and the Two Worlds of Knowledge
61(16)
Introduction
61(1)
Knowledge, higher education and pedagogy
62(13)
Introduction
62(1)
Higher education and the knowledge economy
62(3)
Pressures to make higher education responsive to the knowledge economy
65(2)
Consequences of the pressures and the resulting pedagogic dilemma
67(3)
Overcoming the pedagogic dilemma: The `pedagogies of reflection'
70(3)
Problems with Schon's concept of reflection
73(2)
Conclusion
75(2)
6 Thinking Differently about the Two Worlds View of Knowledge
77(24)
Introduction
77(1)
Dewey's naturalistic theory of experience and learning
77(5)
Introduction
77(1)
Reflective thought and new knowledge
78(2)
The implications of Dewey's concept of reflection
80(2)
Vygotsky's cultural theory of learning
82(13)
Introduction
82(1)
The theory of cultural mediation
83(1)
The higher mental functions and the mediating role of signs
84(4)
Semiotic mediation: The relation between theoretical and everyday concepts
88(3)
The zone of proximal development: The context of explicit mediation
91(3)
Inner speech: The context of implicit mediation
94(1)
Conclusion
95(6)
7 Developing the Mediated Basis of Learning
101(28)
Introduction
101(1)
Mediation as `dialogue'
102(4)
Introduction
102(1)
The role of speech genres in mediating action
102(2)
The legacy of mediation by dialogue
104(2)
Mediation as `activity'
106(5)
Introduction
106(1)
The theory of activity and its implications for mediation
107(2)
The legacy of mediation by activity
109(2)
Mediation as `situated participation'
111(5)
Introduction
111(1)
The situated, embodied and relational nature of learning and knowing
112(2)
The legacy of mediation as situated participation
114(2)
Mediation as `expansive learning'
116(9)
Introduction
116(1)
The concept of an `activity system'
117(2)
The concept of the `cycle of expansive learning'
119(3)
The legacy of the concepts of activity system and cycle of expansive learning
122(3)
Conclusion
125(4)
8 Thinking Differently about Mediation by Activity and Semiotic Mediation
129(16)
Introduction
129(1)
A mediated world
129(2)
Introduction
129(1)
The concept of idealisation and its implications for mediation
130(1)
Reasons, concepts and activity
131(4)
Introduction
131(1)
Living in an interpreted environment: the concept of the `space of reasons'
131(4)
Reasons, concepts and social practice
135(6)
Introduction
135(1)
The `giving and asking for reasons'
135(4)
The legacy of the concept of reason
139(2)
Conclusion
141(4)
9 Learning as Remediation
145(22)
Introduction
145(1)
Mediation and learning
145(18)
Introduction
145(2)
Restructuring, reasoning and acting
147(4)
Repositioning, reasoning and acting
151(3)
Recontextualisation, reasoning and action
154(6)
Reconfiguration, reasoning and action
160(3)
Conclusion
163(4)
10 The New Learning Challenge of the Knowledge Economy
167(16)
Introduction
167(1)
Turning the conventional wisdom on its head
167(4)
Summary of the argument
167(4)
The new tenets of PVWL
171(6)
Introduction
171(1)
The shift in the tenets for PVWL
172(5)
Enacting the new tenets for PVWL
177(4)
Introduction
177(1)
Converging and diverging issues for curriculum- and work-generated PVWL
177(4)
Conclusion
181(2)
Afterword 183(4)
Bibliography 187