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Enlarging the conception of knowledge. Be Knowledgiastic
Transcript of Enlarging the conception of knowledge. Be Knowledgiastic
Integral human knowledge
knowledge for intervention
Holistic and complex knowledge
Social co-creation of knowledge
Dynamic and creative knowledge
KNOWLEDGE TELLS US HOW THE WORLD IS AND HOW TO INTERACT WITH IT,
WHAT TO DO IN LIFE AND HOW TO DO IT IN ORDER TO SUCCEED AND BE HAPPY.
here you can see a "K" and an *, simple, easy.
The "K" is because of knowledge.
The purpose of the * is to clarify the meaning of the concept of knowledge.
We always use asterisks when we want to emphasizes something
We always use asterisks
when we want to emphasize something
we must move from a mono-culture of scientific knowledge to an ecology of knowledge. We must move on from considering that the only criteria of truth and validity of knowledge are found in science, in the sense that other knowledge is considered non-existent or irrelevant and assume that any knowledge is incomplete. Therefore, the ecology of knowledge establishes the necessary epistemological dialogue between the different constellations or sources of knowledge which must be complimentary.
From rational knowledge to integral human knowledge. Knowledge must be considered as an equilibrium and mixture of different human ways of knowing (from intuitive, to experiential and emotional knowledge, to feelings and reason)
The creation of knowledge needs not only to describe but to prioritize its capacity of transformation, taking into account the context of phenomena and acquiring a problem-solving perspective and the creation of alternative futures. Thus, knowledge has to integrate a scalar variable in all forms and with all its interrelationships, and also must incorporate the time variable in its different forms and considerations.
from partial knowledge to a holistic and complex knowledge. Knowledge must integrate both its humanistic and technological orientations, and must be multi-perspective and built upon cross-disciplinary bases and complexity. Complexity implies the limits of knowledge and assuming ignorance, uncertainty and insecurity.
from an isolated creation of knowledge to a social co-creation of knowledge. The current policentric production of knowledge must consider the universities, the new centers of expertise, as well as all the agents that can and want to be involved in hybrid, horizontal and cooperative spaces of reflection and action, with the purpose of co-creating the needed knowledge in each situation. This reflective modernization is also a promotion of equity in the spread, use and creation of knowledge. This view of knowledge moves from privately produced and for private consumption, to a commitment to socialization of knowledge for common public good. The current emphasis in knowledge production and consumption is based on the assumption that knowledge is a commodity; in contrast, the knowledge commons view informs the significance of social control over knowledge production and utilization. In such a shift, commitment to knowledge as contributions to common public good may transform the meanings and practices in public spheres.
from a static use of knowledge to a dynamic and creative knowledge. Today, information and communication technologies, and the so-called social web, enable us to access and share information and knowledge, and to interact and collaborate with others easily and instantly through communities with the same interests, what at the same time contributes to enhance sociability. This scenario presents a total revolution for knowledge: the chaotic interaction permits bring into contact different ideas and "knowledges", what results in multiple combinations or mutations that favor creativity and innovation. The processes of knowledge creation, knowledge management and validity are short in time, and their evolution is unpredictable. Universities are already beginning to make some of this shifts. A practice of knowledge democracy linked to an intelligent society would be supported by an increase in the varieties of community-university engagement that are arising now in thousands of creative and imaginative ways in universities in literally every part of the world. It would build on a vision for a new architecture of knowledge and an activist sense of social responsibility in higher education.
SIX CHALLENGES FOR KNOWLEDGE