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Table of contents
- 2.7.3 The nature of academic knowledge
- 2.7.1 Knowledge and technology
- Replication crisis
- Update (30.10.19)
- Climate change action: We can't all be Greta, but your choices have a ripple effect - BBC News
Because every academic discipline has a specific set of conventions and assumptions about the nature of knowledge within its discipline, students in higher education need to change the perspectives of their everyday experience to match those of the subject domain.
If academic knowledge requires mediation, then this has major significance for the use of technology. Language i. Media such as video, audio, and computing can also provide teachers with alternative channels of mediation. For academic knowledge, the role of the teacher is to help students understand not just the facts or concepts in a subject discipline, but the rules and conventions for acquiring and validating knowledge within that subject discipline.
Academic knowledge shares common values or criteria, making academic knowledge itself a particular epistemological approach. In a knowledge-based society, knowledge that leads to innovation and commercial activity is now recognised as critical to economic development. I was one of several students hired during our summer vacation.
2.7.3 The nature of academic knowledge
One of my fellow student workers was a brilliant mathematician. Every lunch hour the regular brewery workers played cards three card brag for what seemed to us large sums of money, but they would never let us play with them. My student friend was desperate to get a game, and eventually, on our last week, they let him in.
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- Scott, Greenwood Catalogue of Special Technical Works, January 1905!
- Real love stories!
- Life.
- Is the nature of knowledge changing? – Teaching in a Digital Age.
They promptly won all his wages. Gilbert argues that in a knowledge society, there has been a shift in valuing applied knowledge over academic knowledge in the broader society, but this has not been recognised or accepted in education and particularly the school system. She sees academic knowledge as associated with narrow disciplines such as mathematics and philosophy, whereas applied knowledge is knowing how to do things, and hence by definition tends to be multi-disciplinary.
2.7.1 Knowledge and technology
Gilbert argues p. It is abstract, rigorous, timeless — and difficult. It is knowledge that goes beyond the here and now knowledge of everyday experience to a higher plane of understanding….. In contrast, applied knowledge is practical knowledge that is produced by putting academic knowledge into practice. It is gained through experience, by trying things out until they work in real-world situations.
It may not originate or end in the heads of individuals, but it certainly flows though them, where it is interpreted and transformed. Knowledge may be dynamic and changing, but at some point each person does settle, if only for a brief time, on what they think knowledge to be, even if over time that knowledge changes, develops or becomes more deeply understood. All this is needed because of the explosion in the quantity of knowledge in any professional field that makes it impossible to memorise or even be aware of all the developments that are happening in the field, and the need to keep up-to-date within the field after graduating.
To do this learners must have access to appropriate and relevant content, know how to find it, and must have opportunities to apply and practice what they have learned. Thus learning has to be a combination of content, skills and attitudes, and increasingly this needs to apply to all areas of study.
Replication crisis
This does not mean that there is no room to search for universal truths, or fundamental laws or principles, but this needs to be embedded within a broader learning environment. Also, the importance of non-academic knowledge in the growth of knowledge-based industries should not be ignored. These other forms of knowledge have proved just as valuable. However, it has been the explosion in academic knowledge that has formed the basis of the knowledge society.
It was academic development in sciences, medicine and engineering that led to the development of the Internet, biotechnology, digital financial services, computer software and telecommunication, etc. Indeed, it is no co-incidence that those countries most advanced in knowledge-based industries were those that have the highest participation rates in university education. Academic knowledge is not perfect, but does have value because of the standards it requires. Indeed, more than ever, we need to sustain the elements of academic knowledge, such as rigour, abstraction, evidence-based generalisation, empirical evidence, rationalism and academic independence.
It is these elements of education that have enabled the rapid economic growth both in the industrial and the knowledge societies. The difference now is that these elements alone are not enough; they need to be combined with new approaches to teaching and learning. As mentioned earlier, there are many other forms of knowledge that are useful or valued besides academic knowledge. There is increasing emphasis from government and business on the development of vocational or trades skills.
Teachers or instructors are responsible for developing these areas of knowledge as well. However, one feature of a digital society is that increasingly these vocational skills are now requiring a much higher proportion of academic knowledge or intellectual and conceptual knowledge as well as performance skills. The nature of the job is also changing. Nurse practitioners now are undertaking areas of work previously done by doctors or medical specialists. Many workers now also need strong inter-personal skills, especially if they are in front-line contact with the public.
In summary, a majority of jobs now require both academic and skills-based knowledge. Academic and skills-based knowledge also need to be integrated and contextualised. As a result, the demands on those responsible for teaching and instruction have increased, but above all, these new demands of teachers in a digital age mean that their own skills level needs to be increased to cope with these demands.
Can you state the epistemological position that drives your teaching? Does it fit with any of the epistemological positions described in this chapter?
Update (30.10.19)
How does that work out in practice in terms of what you do? How do you think that the role of the teacher might, could or should change as a result of the development of a digital society? Briefly define the subject area or speciality in which you are teaching. Do you agree that academic knowledge is different from everyday knowledge? If so, to what extent is academic knowledge important for your learners? Is its importance growing or diminishing? If it is diminishing, what is it being replaced with — or what should replace it?
- Do Not Read: do not be mad at me if you do?
- My Imaginary Ex.
- Pagination.
- Accessibility links!
- Replication crisis - Wikipedia;
- #SocSciMatters?
But now, finally, they were finding new ways to tame them. The machines on our desks and in our pockets solve problems by flipping bits from 0 to 1, or vice versa. Qubits use the same binary format, but they can also ascend into a third state, called a superposition—neither 0 nor 1 but both simultaneously well, sort of.
Thanks to this trick, a quantum computer can zip through calculations that would trouble a conventional machine. Others are exploring software applications. The pharmaceutical giant Merck, for instance, is investigating ways to streamline drug production. NASA is looking to speed up the search for new planets in telescope data. As Rigetti sees it, his team benefits from being untethered to older ways of thinking.
Recently, Cloudflare acted under pressure to kick bad actors off its service—the Daily Stormer, then 8chan.
Climate change action: We can't all be Greta, but your choices have a ripple effect - BBC News
What concerns you most about tech right now? The internet is at a crossroads. Most of the globe has followed the model set by the US, where anybody can post online and content is generally available to all. But a lot of the world has lost faith in that model. China treats the internet the way the US treats radio stations, where you need a license to put content on it.
The bad news is that I think we will move toward that more permissioned model, which constrains innovation. Whatever internet policy India sets is likely to be adopted by the rest of the world. India has the critical mass to do that. Taking smaller steps. But before Apple hit that goal in April , Jackson rolled out an even more audacious plan: designing an iPhone made entirely from recycled materials. Since then, Jackson and her team have come up with new methods of recycling aluminum and recovering tin, engineering faster circuits that use less silicon, and building robots that can strip down iPhones an hour.
But the environmental group also ranks Apple as greenest among large tech companies for its recycling efforts and its shift to renewable energy. Cobalt : A disassembly robot called Daisy extracts cobalt from recycled iPhones. The company is now producing batteries with the reclaimed material. Tin : At least 15 Apple products use percent recycled tin in the solder for their main logic boards and some power adapters.