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Journal articles on the topic 'Knowledge society'

To see the other types of publications on this topic, follow the link: Knowledge society.

Author: Grafiati

Published: 4 June 2021

Last updated: 11 March 2023

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1

Tiwari, Veena, and Praveen Pandit. "Knowledge, Knowledge Society and National Knowledge Network." Indian Journal of Applied Research 3, no. 8 (October 1, 2011): 359–60. http://dx.doi.org/10.15373/2249555x/aug2013/114.

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2

Miljkovic, Miljan, and Ana Sitarica. "Society knowledge." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 10 (2016): 283–93. http://dx.doi.org/10.5937/zrufpl1610283m.

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3

Boschele, Marco. "The “information society” and the role of knowledge in society." AJIT-e: Online Academic Journal of Information Technology 5, no. 14 (February 15, 2014): 7–13. http://dx.doi.org/10.5824/1309-1581.2014.1.001.x.

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4

CIULEI, Tomita. "Educational Policies in Knowledge Based Society." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 2 (December 31, 2013): 5–8. http://dx.doi.org/10.18662/rrem/2013.0502.01.

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5

Singh, Kumar Bigyananand. "Transforming Educational Institution in Knowledge Society." Global Journal For Research Analysis 3, no. 2 (June 15, 2012): 19–20. http://dx.doi.org/10.15373/22778160/february2014/77.

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6

Vattimo, Gianni. "Knowledge Society or Leisure Society?" Diogenes 50, no. 1 (February 2003): 9–14. http://dx.doi.org/10.1177/039219210305000102.

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7

Vattimo, Giannii. "Knowledge Society or Leisure Society?" Diogenes 50, no. 1 (February 1, 2003): 9–14. http://dx.doi.org/10.1177/0392192103050001748.

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8

Memel-Fotê, Harris. "Initiation Society, Learned Society and Knowledge Society." Diogenes 50, no. 1 (February 2003): 51–56. http://dx.doi.org/10.1177/039219210305000106.

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9

Greco, Pietro. "The knowledge society." Journal of Science Communication 06, no. 04 (December 21, 2007): C01. http://dx.doi.org/10.22323/2.06040301.

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In 2007, global investments in R&D have increased by 7% on the previous year and have reached an absolute historical peak, exceeding for the first time the threshold of 1,100 billion dollars (calculated in the hypothesis of a purchasing power parity between the currencies). The world invests in scientific research and technological development 2.1% of the wealth it produces. At the same time, there has been an increase in the exchange of high added-knowledge value goods and high tech represents now the most dynamic sector of the world economy.

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10

DeGregori, Thomas R. "The knowledge society." Social Science Journal 25, no. 2 (June 1, 1988): 252–53. http://dx.doi.org/10.1016/0362-3319(88)90019-5.

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11

Sheremet, V. I., and I. A. Kuz'min. "Knowledge About Society." Russian Education & Society 40, no. 8 (August 1998): 44–49. http://dx.doi.org/10.2753/res1060-9393400844.

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12

Ulmer, Jesse. "The Knowledge Society." International Journal of the Book 7, no. 1 (2009): 109–14. http://dx.doi.org/10.18848/1447-9516/cgp/v06i01/36728.

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13

Saeed, Saqib, Markus Rohde, and Volker Wulf. "Civil Society Organizations in Knowledge Society." International Journal of Asian Business and Information Management 3, no. 2 (April 2012): 23–35. http://dx.doi.org/10.4018/jabim.2012040103.

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The notion of a knowledge society demands equal access of knowledge for every stakeholder in the society. Modern information and communication technologies play a significant role in accessing and storing knowledge, which is a vital enabler for fostering knowledge society paradigm. Voluntary organizations represent an important part of society which differs from traditional business and governmental organizations in terms of structure, working methodologies, and decision making. In this paper the authors investigate the Pakistani civil society sector to analyze the involvement of technology in their work settings. The findings suggest that lack of technological and financial resources hinder voluntary organizations in this region to adopt innovative technological solutions, so there is need for supporting the appropriation of technology in this sector. On the basis of the authors’ findings they propose a research plan to follow for the uplift of Pakistani NGOs and their use of ICTs. This research framework can be extended to NGO sectors of other parts of the world in an effort to generalize the findings worldwide to better support the technology needs of this community.

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14

Odehnalová, M. "Increasing the company’s performance in knowledge society." Agricultural Economics (Zemědělská ekonomika) 55, No. 3 (April 6, 2009): 134–38. http://dx.doi.org/10.17221/585-agricecon.

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The management of changes, innovations, knowledge and human resources of a company are among the crucial factors having an impact on the performance of the company. An organizational change is one of the first conditions for the successful increase in the company’s performance if the system approach to the management of changes is observed. A company or its management, if it wants to be successful and to increase the company performance, must strive to change the processes, values and thinking of people, bring new innovative ideas into business and to verify them in the everyday practice. All corporate potential must be used for high-quality innovations that bring profit in the end. If the knowledge management is implemented, the corporate knowledge can be used more efficiently. Management of human resources and work performance ranks among the most-demanding management spheres, having an impact on the overall corporate performance.

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15

Sünker, Heinz. "Knowledge Society/Knowledge Capitalism and Education." Policy Futures in Education 4, no. 3 (September 2006): 217–19. http://dx.doi.org/10.2304/pfie.2006.4.3.217.

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16

Minati, Gianfranco. "Knowledge to manage the knowledge society." Learning Organization 19, no. 4 (May 18, 2012): 350–68. http://dx.doi.org/10.1108/09696471211226707.

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17

Minati, Gianfranco. "Knowledge to manage the knowledge society." Learning Organization 19, no. 4 (May 18, 2012): 296–97. http://dx.doi.org/10.1108/09696471211226725.

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18

Atisabda, Wasant, and Sudarat Atisabda. "Pre-Service Teacher Education in Knowledge-Based Society." International Journal of Information and Education Technology 5, no. 6 (2015): 456–59. http://dx.doi.org/10.7763/ijiet.2015.v5.549.

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19

ERDEM-KEKLİK, Devrim. "Value Orientations of Candidate Teachers in Knowledge Society." Eurasian Journal of Educational Research 16, no. 66 (December 31, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.66.20.

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20

Ragozin, N. P. "UNIVERSITY IN «KNOWLEDGE SOCIETY»." Anthropological Measurements of Philosophical Research, no. 2 (December 25, 2012): 102–6. http://dx.doi.org/10.15802/ampr2012/7842.

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21

de Camargo, Kenneth Rochel. "Science, Knowledge, and Society." American Journal of Public Health 101, no. 8 (August 2011): 1352. http://dx.doi.org/10.2105/ajph.2011.300311.

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22

Lewis-Hunstiger, Martha. "The Emerging Knowledge Society." Creative Nursing 9, no. 2 (January 2003): 4–5. http://dx.doi.org/10.1891/1078-4535.9.2.4.

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23

Simpson, John H., Martin Albrow, and Elizabeth King. "Globalization, Knowledge and Society." Social Forces 73, no. 1 (September 1994): 331. http://dx.doi.org/10.2307/2579939.

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24

Fedoroff, N. V. "The Global Knowledge Society." Science 335, no. 6068 (February 2, 2012): 503. http://dx.doi.org/10.1126/science.1219498.

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25

Lennox, Gordon. "Disease knowledge and society." Family Practice 17, no. 4 (August 2000): 359. http://dx.doi.org/10.1093/fampra/17.4.359.

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26

Kitcher, Philip. "Knowledge, Society, and History1." Canadian Journal of Philosophy 23, no. 2 (June 1993): 155–77. http://dx.doi.org/10.1080/00455091.1993.10717315.

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Here is a traditional way of thinking about human knowledge. (1) 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 (they are justified, or warranted).(2a) Justified (warranted) propositions either have intrinsic justification (they are self-warranting for the knower) or else they are obtainable by means of a justification-conferring argument from other justified propositions that the knower believes.(3a) The only propositions with intrinsic justification are those that fall into one of two classes: the set of a priori truths (logic, mathematics, etc.) and the set of propositions recording the sensory experiences of the knower.

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27

Skilbeck, Malcolm. "Educating the Knowledge Society." Minerva 44, no. 1 (March 2006): 89–101. http://dx.doi.org/10.1007/s11024-005-5403-x.

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28

Bagirova, K. E. "From the Information Society to the Knowledge Society." Izvestia of Saratov University. New Series. Series: Sociology. Politology 15, no. 1 (2015): 29–35. http://dx.doi.org/10.18500/1818-9601-2015-15-1-29-35.

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29

Evers, Hans-Dieter. "Malaysian Knowledge Society and the Global Knowledge Gap." Asian Journal of Social Science 31, no. 3 (2003): 383–97. http://dx.doi.org/10.1163/156853103322895315.

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Knowledge has been widely recognised as the most important factor of production in a "new economy". The production, dissemination and utilisation of knowledge are therefore essential for development. Some countries, Malaysia among others, have embarked on an ambitious plan to use knowledge as a base for economic development, by-passing earlier stages of industrialisation. Some commentators have, in contrast, asserted "that it is doubtful that the knowledge revolution will let developing countries leapfrog to higher levels of development" as "the knowledge economy will actually expand the gap between rich and poor" (Persaud, 2001:108). The paper discusses this controversy by arguing that the knowledge-gap (k-gap) is in fact a precondition for development. It is, however, no natural phenomenon but it is constructed by experts and governments. Socio-economic indicators are used to show that the existing global knowledge gap is widening between Southeast Asia and the OECD countries and within ASEAN. Malaysia, whose government has pursued a vigorous strategy of knowledge development is moving ahead of other ASEAN nations, but falling behind industrialised countries. Factors explaining the situation are outlined in this article.

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30

Scott, Peter. "The Knowledge Society and the Production of Knowledge." Industry and Higher Education 18, no. 5 (October 2004): 293–98. http://dx.doi.org/10.5367/0000000042317418.

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Both ‘knowledge’ and ‘learning’ have become fuzzy domains. Knowledge is not only produced in new places, new formats and new modes but is suffused throughout society through the action of information and communication technology and the proliferation of global cultures, images and ‘brands’. Learning no longer takes place predominantly in formal education settings such as schools, colleges and universities but in the community and, crucially, in the workplace. But work has also become a fuzzy domain, as linear careers have been succeeded by portfolio careers. This article discusses prospects for the even closer integration of learning and work, in these contemporary – and much wider – senses.

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31

Naresh, Suparna. "Towards a Knowledge Society – State Contribution in Higher Education." Journal of Advanced Research in Journalism & Mass Communication 05, no. 03 (May 29, 2018): 22–25. http://dx.doi.org/10.24321/2395.3810.201810.

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32

Bin-Abbas, Hesham, and Saad Haj Bakry. "Knowledge Management." International Journal of Knowledge Society Research 3, no. 3 (July 2012): 58–67. http://dx.doi.org/10.4018/jksr.2012070105.

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Building a knowledge-based society is widely recognized as leading to human, social and economic benefits. This paper explores the issue of using knowledge management as an instrument for the development and sustainability of this knowledge society. The paper attempts to achieve its purpose through four main integrated steps: providing a brief review of knowledge management and the knowledge society; viewing knowledge management according to the STOPE “strategy, technology, organization, people and the environment” scope; incorporating knowledge management into the six-sigma DMAIC “define, measure, analyze, improve, and control” process; and deriving observations on the outcome, and producing guidelines for future work. The paper emphasizes the claim that developing and continuously sustaining the knowledge society can be achieved by applying knowledge management through building it into the STOPE scope and the six-sigma process, and by considering the multi-level nature of the society. The paper enjoys a high potential as a guide to knowledge management driven development and sustainability of the knowledge society at all levels. This would be beneficial to all those interested and concerned with supporting the role of knowledge in their own societies.

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33

Tichá, Ivana. "Learning for the Knowledge Society." Applied Studies in Agribusiness and Commerce 1, no. 1 (December 31, 2007): 29–34. http://dx.doi.org/10.19041/apstract/2007/1/3.

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With sustained use and creation of knowledge in the centre of the economic development process, an economy essentially becomes a Knowledge Economy. A Knowledge Economy (KE) is one that utilizes knowledge as the key engine of economic growth. It is an economy where knowledge is acquired, created, disseminated and used effectively to enhance economic development.

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34

KOBAYASHI, Kiyoshi. "TRAFFIC BEHAVIOUR IN KNOWLEDGE SOCIETY." INFRASTRUCTURE PLANNING REVIEW 12 (1995): 1–13. http://dx.doi.org/10.2208/journalip.12.1.

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35

Parada-Trujillo, Abad Ernesto, and William Rodrigo Avendaño-Castro. "The Curriculum in Knowledge Society." Educación y Educadores 16, no. 1 (April 1, 2013): 159–74. http://dx.doi.org/10.5294/edu.2013.16.1.10.

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36

Greco, Pietro. "Science and society of knowledge." Journal of Science Communication 06, no. 03 (September 20, 2007): R01. http://dx.doi.org/10.22323/2.06030701.

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Probably among the first to deal with it, nearly sixty years ago, Norbert Wiener, the founding father of cybernetics (The human use of human beings. Cybernetics and Society, Houghton Mifflin Company, London, 1950), prefigured its opportunities, as well as its limitations. Today, it is a quite common belief. We have entered (are entering) a new, great era in the history of human society: the age of information and knowledge.

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37

Greco, Pietro. "A total society of knowledge." Journal of Science Communication 07, no. 01 (March 21, 2008): E. http://dx.doi.org/10.22323/2.07010501.

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The major Lisbon goal is to give Europe back the primacy as a society of knowledge. `Giving back' is a more appropriate term than `giving', as Europe long held that primacy in the past, and virtually as a monopoliser from the 17th century throughout the 19th. Then, Europe shared it with North America for a long portion of the 20th century.

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38

Portilla León, Mtra Martha De Jesús. "Transition to the Knowledge Society." CPU-e, Revista de Investigación Educativa, no. 2 (November 14, 2012): 206–10. http://dx.doi.org/10.25009/cpue.v0i2.164.

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El libro reseñado aborda diversos aspectos de la transición a la sociedad del conocimiento. El tema central sobre el que giran las discusiones de los diferentes autores de cada uno de los capítulos del libro es el del impacto de las Tecnologías de la Información y la Comunicación en el desarrollo de las sociedades, hablando de una sociedad y una economía basadas en el conocimiento. Asimismo, se tocan aspectos como la política económica y social para la sociedad del conocimiento, el mercado global, las regiones y las comunidades; el trabajo en la economía del conocimiento; la participación e inclusión en la sociedad del conocimiento, y los sistemas de medición para la sociedad del conocimiento. En el ámbito educativo, el libro propicia cuestionamientos acerca de las políticas educativas en torno a las tecnologías de la información y la comunicación, respecto de la formación de técnicos y universitarios, así como cuestionarse si la política educativa en el país contempla la transición hacia una “sociedad basada en el conocimiento” y desde qué bases la plantea.AbstractThe reviewed book approaches diverse aspects of the transition to the knowledge society. The central subject on the discussions of the different authors from each one of the chapters of the book is the impact of the Technologies of the Information and the Communication in the development of the societies, speaking of a society and an economy based on the knowledge. Also, aspects like the economic and social policy for the society of the knowledge, the global market, the regions and the communities are touched; the work in the economy of the knowledge; the participation and inclusion in the knowledge society, and the systems of measurement for the knowledge society. In the educative scope, the book causes questions about the educative policies around the technologies of the information and the communication respect to the formation of technicians and university students, as well as to question itself if the educative policy in the country contemplates the transition towards a "society based on the knowledge" and from what bases raise it.

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39

Tilak, Jandhyala B. G. "Knowledge Society, Education and Aid." Compare: A Journal of Comparative and International Education 32, no. 3 (October 2002): 297–310. http://dx.doi.org/10.1080/0305792022000007463.

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40

Degele, Nina. "Knowledge in the information society." World Futures 50, no. 1-4 (September 1997): 743–55. http://dx.doi.org/10.1080/02604027.1997.9972668.

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41

Zabotkina, Vera. "KNOWLEDGE, INTERDISCIPLINARY DISCOURSE AND SOCIETY." Kognitivnye Issledovaniya Yazyka 24 (2016): 300–308. http://dx.doi.org/10.20916/2071-9639-2016-24-300-308.

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42

Pavlović, Nebojša. "SOCIETY OF KNOWLEDGE AND CRISIS." FBIM Transactions 2, no. 2 (July 15, 2014): 252–57. http://dx.doi.org/10.12709/fbim.02.02.02.25.

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43

Britz, J. J., P. J. Lor, I. E. M. Coetzee, and B. C. Bester. "Africa as a knowledge society." International Information & Library Review 38, no. 1 (March 2006): 25–40. http://dx.doi.org/10.1080/10572317.2006.10762700.

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44

Kovacevic, Milan, and Nebojsa Pavlovic. "Globalization and the knowledge society." Ekonomika 62, no. 4 (2016): 95–104. http://dx.doi.org/10.5937/ekonomika1604095k.

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45

Urbanová, Martina, Jana Dundelová, and Blahoslav Rozbořil. "Knowledge society in 21st century." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 60, no. 2 (2012): 533–38. http://dx.doi.org/10.11118/actaun201260020533.

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This paper is focused on the increasing need of education in 21st century and on some problems which emerged in this context – the economists prefer to emphasize the development and growth, profit and effectiveness, and they can overlook general, ethical, and essential problems and needs of the contemporary world. These problems are not resolved by simple algometrical approaches, but they require multi-disciplined paradigms, which can provide social sciences.Especially in the 21st century we need wide-ranging critical thinking as a basis of responsible ethical behaviour. However in the current educational environment in the tertiary educational system we can observe over-emphasizing of utilitarian requirements. We produce professionals who are expected to be able to find quick, effective but also far-seeing solutions of any given problem, which is in obvious contradiction. This article discussed three conceptions of a human with the emphasis on the concept of “homo socio-oeconomicus”. This concept enables to see the world in wide context and develops necessary critical thinking, which is also economically more advantageous from the long-term point of view. That is why education in sociological, psychological, philosophical, political and other social sciences should not be considered by economists as something useless without any economic value, but as something that can help them to understand themselves, their environment and the consequences of their decisions. This is the core of this contribution.

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46

Hansson, Sven Ove. "Uncertainties in the knowledge society." International Social Science Journal 54, no. 171 (March 2002): 39–46. http://dx.doi.org/10.1111/1468-2451.00357.

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47

Fuller, Steve. "Life in the Knowledge Society." Theory, Culture & Society 14, no. 1 (February 1997): 143–55. http://dx.doi.org/10.1177/026327697014001009.

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48

Yudin, B. G. "Science in the knowledge society." Herald of the Russian Academy of Sciences 76, no. 4 (July 2006): 311–17. http://dx.doi.org/10.1134/s1019331606040010.

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49

Karpov, A. O. "Knowledge society: Mechanisms of deconstruction." Herald of the Russian Academy of Sciences 77, no. 1 (February 2007): 47–51. http://dx.doi.org/10.1134/s101933160701008x.

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50

Karpov, Aleksandr Olegovich. "Knowledge society: A weak link." Herald of the Russian Academy of Sciences 80, no. 4 (August 2010): 372–77. http://dx.doi.org/10.1134/s101933161004009x.

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