Forgotten Aspects of knowledge in the Information Age

پژوهش نامه مبانی تعلیم و تربیت

Article 2, Volume 07, Issue 2, October 2006   

Document Type: پژوهشی

DOI: 10.22067/fe.v7i2.1865

Authors

khosro bagheri^* ; fereshte alehosseini

Abstract

Looking for deep meanings of knowledge has made many unobserved intrinsic characteristics of knowledge visible. What is obtained by efforts of many thinkers is that we should emancipate ourselves from this closed dominant point of view toward knowledge in the information age and ask for those aspects of it that are abandoned and banished, by means of looking for a widespread account of it. In this way, we will probably achieve a humbler judgment about the roles of theoretical know-that and technological know-how components of our knowledge and this will explore many forgotten, suppressed and probably mysterious features of it. Adopting this approach, we will focus on those theories that have helped us to achieve this clarified view on knowledge in order to pursuit our purposes in the realm of education. Given the increasing importance of ICT in education, it is useful to have scrutiny and reflection on forgotten aspects of our knowledge. Accordingly, in order to have a conscious confrontation with the ongoing challenges, education needs, besides emancipation from the reductionistic point of view toward knowledge, to put acquiring wisdom into the agenda without limiting itself to informational theoretical know-that and technological know-how.
KEY WORDS: Tacit knowledge, Practical knowledge, Embodiment, Information, Reductionism, Education