Professional Documents
Culture Documents
Society Evidence Base
Society Evidence Base
1. Introduction.
2. Society Evolution.
3. From the information society to knowledge. The source of the
information society.
4. Characters of The Knowledge Society: The Knowledge System.
5. Knowledge societies as a source of development.
6. Digital Solidarity.
7. Network Societies.
8. Towards the obsolescence of human values or new horizons for
creativity.
9. Towards the obsolescence of human values or new horizons for
creativity.
10. Learning societies.
11. Towards lifelong education for all.
12. Risks and human security in knowledge societies.
13. Summary.
14. Conclusion.
15. Suggestions.
16. Questions.
17. Glossary.
18. References.
Only two centuries ago, we could explain everything about everything, only with the pure reason; and now,
almost all this complicated and harmonity structure has fallen through our eyes. We are fool . . . . We have
discovered how to raise important questions, and now we need urgently some answers . . . . We need science,
more science and better, no for its technology, no for pleasure, no even for health and longevity, but wisdom
expectancy because our kind of culture should acquire to survive .
Lewis Thomas, 1979.
INTRODUCTION
The XX century has left an important scientific technological inheritance to the
society of the present millennium. It was a century that will pass to the humanity
history for many positive and negative reasons, but of a great importance for the
science, for the technique and for the society. In that epoch has happened events
that have given lights and shadows, but without any doubts they have cooperated
on the great advance that the century has starred in three places before mentioned
(science, technique and society). The XXI century is the witness of this evolution.
Accepting the challenge of the previous century, baptized as “of the science”
(Sánchez Ron, 2000)
SOCIETY EVOLUTION
During the preceding ten decades of science, technology and society have walked
at times in harmony, but most of the times they have done so disjointed, with
different sequences and lack of harmony in their evolutionary processes that led to
some conflict issues , generating concerns and social uncertainties and making
crisis emerge in societies that have shaped our universe, especially those that set
the region that makes up Hispanic America. either way has been a time when
scientific knowledge has been the star has become the keystone of the arch that
has built the Dome of the scientific and technical advances of the century.
A time that, among the many contributions gotten shines with intense light physics,
without being able to forget what has been achieved also by the chemistry and
biology. but I have been that the main character and that its evolution has created
a foundation that has built the time known as "information age" or characterize the
"information society."
In this sense Castells (2000) indicates that the impact on companies of information
technology and communications have defined the "digital age" or "network
society", issues from a financial point up the "digital economy" or "network
economy." (Tapscott, 1997; Terceira and matias, 2001, Ontiveros, 2001).
Also in the last century has been particularly relevant social issues. These have
had a positive development, tinged with revolutionary facts in many of its
milestones. Achievements for humanity, for the person and society that
distinguishes it clearly from the past.
Human rights of workers, women, children, etc.. . . have been great social
progress. In short, has been building a democratic and just society with a clear
recognition of freedoms and the title role of the individual as a citizen and as a
major player in your living space. progress that has yet to worsen significantly, the
remaining tasks still exist many different peoples and ethnic groups in today's
world. but the path is traced and the twenty-first century know where you have to
keep walking in spite of the current conflict starring Islamic terrorism determined to
help think about the new world order.
These synchronic and diachronic processes underlying the relationships between
society, science and technology, observe social skills necessary to address the
technological demands of today and tomorrow. Castells (2000): "In effect, the
ability or inability of societies to master technology, and in particular those that are
strategically critical in each historical period, largely defines its destination, so
much so that we can say that even by itself does not determine the historical and
social change, technology (or lack therefore) reflects the ability of societies to
transform these societies, always in a conflictive process, decide to dedicate its
technological potential. "
This capability and commitment seem to be important aspects characterizing the
knowledge society, as a way of understanding the inheritance from the current
century. a century in the life sciences seems to be those that take the place of
physics that Albert Einstein was their champion, as a character of the century
according to the poll conducted by Time magazine, a new era in which science ,
technology and society must find a space that links the different dimensions of
technological progress and research where to find its natural level of development.
issues that are defining characteristics of the scientific areas of excellence, real
and virtual forms to be used to integrate within it the scientific, technical and social
skills that facilitate the creation, transmission, distribution, measurement and
knowledge management, according to the strategy society choose in the challenge
of the new venture to be followed by the twenty-first century, either through
knowledge of both agents and communities or platforms within the "network" can
facilitate these goals.
SCIENCE , SOCIETY AND TECHNIQUE
DIGITAL SOLIDARITY
The provision of internet services constitutes a very considerable investment in
urban areas, and is in short supply in the countryside. In addition, familiarizing
oneself with the computer represents a considerable time investment .
Factors that contribute to the digital divide: economic resources, geography, age,
gender, language, education, employment and disability.
NETWORK SOCIETIES
Knowledge and skills, work and leisure are being radically transformed by the new
language of software and informatics.
Two models are often invoked to describe the third Industrial Revolution and the
associated change of knowledge regime: one is that of the intangible, the other is
that of networks. Economic history since the early stages of the first Industrial
Revolution has been characterized by an increasing dematerialization of individual
human work, made possible by the substitution of machines for manual labour,
then by the development of services and, finally, the advent of the virtual during the
digital revolution.
LEARNING SOCIETIES
The term learning society, given currency by Robert Hutchins (1968) and Torsten
Husén (1974), indicates a new kind of society in which the old limits on where and
when organized knowledge could be acquired (inside educational institutions or
immediately after initial training) no longer apply.
Education is no longer the privilege of an elite, nor a matter for one age-group
only: it tends to cover the whole community and the whole lifetime of the individual.
Lifelong learning becomes indispensable.
CONCLUSION
It is important to recall that the new technologies are network technologies. Within
them knowledge is a fact because the members of a single network are
interdependent. In such a con- text, interdependence requires sharing knowledge
in order to be effective. Consequently, are there still any grounds to set ethics
against performance, and solidarity against efficiency? One of the major advan-
tages of knowledge sharing is that it cuts costs by achieving economies of scale
and avoiding useless duplication.
SUGGESTIONS
1. Invest more in quality education for all to ensure equal opportunity Commitment
to the expansion of knowledge societies is a matter of global concern. It is
indispensable for the reduction of poverty, the implementation of collective security
and the effective exercise of human rights.
2. Share environmental knowledge for sustainable development.
3. Education must teach learners how to cope with the challenges of the twenty
first century by encouraging, in particular, the development of creativity, the values
of good citizenship and democracy.
QUESTIONS
WAS EDUCATION PROCLAIMED AS A HUMAN RIGHT?
yes, it was.
WHY ARE YOUNG PEOPLE BOUND TO PLAY A MAJOR ROLE IN
KNOWLEDGE SOCIETIES?
because they are often among the first to use new technologies and to
help establish them as familiar features of everyday life.
IS FREEDOM OF EXPRESSION IN THE ARTICLE 19 OF THE UNIVERSAL
DECLARATION OF HUMAN RIGHTS?
Yes, it is
ARE THE LANGUAGES VANISHING IN THE GROWTH OF KNOWLEDGE
SOCIETIES?
Yes, they are.
WHY IS IMPORTANT TO DEVELOP CRITICAL THINKING SKILLS?
Because we need to distinguish between “useful” and “useless” information.
IS IT VERY IMPORTANT THE ROLR OF GOVERMENT IN TH QUALITY OF
EDUCATIO?
Yes, it is. The success of education for all also depends on international
concertation and requires sustainable financial support.
IS INTERNET A BASIC TOOL IN EDUCATION?
Yes, it is.
WHAT ARE THE FOUR FUNDAMENTAL RIGHTS?
Universal access to information.
Freedom of expression.
Cultural and linguistic diversity.
Education for all.
WHAT ARE THE FACTORS OF THE DIGITAL DIVIDE?
Economic resources, geography, age, gender, language, education, employment
and disability.
GLOSSARY
Paradox
1. a seemingly absurd or self-contradictory statement that is or may be true
religious truths are often expressed in paradox
2. (Philosophy / Logic) a self-contradictory proposition, such as I always tell lies
3. a person or thing exhibiting apparently contradictory characteristics
4. an opinion that conflicts with common belief
Empower
1. (formal) to give sb the power or authority to do sth. SYN. AUTHORIZE:
The courts were empowered to impose the death sentence for certain crimes.
2. To give sb more control over their own life or the situation they are in:
[VN] The movement actively empowered women and gave them confidence in
themselves.
Digital
1. Using a system of receiving and sending information as a series of the numbers
one and zero, showing that an electronic signal is there or is not there
2. (Of clocks, watches, etc.) showing information by using figures, rather than with
HANDS that point to numbers
compare ANALOGUE.
Lifelong
lasting or existing all through your life: Her lifelong ambition had been to learn how
to fly. * He has been a lifelong supporter of the club.
Technical
1. Connected with the practical use of machinery, methods, etc. in science and
industry
2. Connected with the skills needed for a particular job, sport, art, etc
3. Connected with a particular subject and therefore difficult to understand if you do
not know about that subject
4. Connected with the details of a law or set of rules.
Network
1. A complicated system of roads, lines, tubes, nerves, etc. that cross each other
and are connected to each other
2. A closely connected group of people, companies, etc. that exchange
information, etc
3. A number of computers and other devices that are connected together so that
equipment and information can be shared
see also LAN, WAN
4. A group of radio or television stations in different places that are connected and
that broadcast the same programmes at the same time
IDIOMS see OLDBOY
Verb.
1. To connect a number of computers and other devices together so that
equipment and information can be shared
2. To broadcast a television or radio programme on stations in several different
areas at the same time
3. To try to meet and talk to people who may be useful to you in your work
REFERENCES
UNESCO-ICSU. 2000. Proceedings of the World Confer- ence on Science:
Science for the Twenty-first Century. A New Commitment. Paris, UNESCO-ICSU.
(http://unesdoc. unesco.org/images/0012/001207/120706e.pdf).
Towards Knowledge Societies UNESCO 2005.
www.google.com