Globalization, information revolution, and education: Emphasizing J. F. Liuotar View
Globalization is regarded as a process or a project or a process/project which is most rapidly developing. Globalization, in case of occurrence, will put its impacts on all dimensions of human life including knowledge and practice. Particularly, its impact on epistemology and education would be rema...
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| Format: | Article |
| Language: | fas |
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Organization for educational research and planning
2004-06-01
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| Series: | فصلنامه نوآوریهای آموزشی |
| Subjects: | |
| Online Access: | https://noavaryedu.oerp.ir/article_78750_8cff23c4be8a7eba3751f790cc22e9e3.pdf |
| _version_ | 1797690026893508608 |
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| author | Khosrow Bāgheri |
| author_facet | Khosrow Bāgheri |
| author_sort | Khosrow Bāgheri |
| collection | DOAJ |
| description | Globalization is regarded as a process or a project or a process/project which is most rapidly developing. Globalization, in case of occurrence, will put its impacts on all dimensions of human life including knowledge and practice. Particularly, its impact on epistemology and education would be remarkable. Given that the appearance and development of informational revolution is the most important background for globalization, the first challenge of globalization relates to the nature of knowledge. According to the information revolution, the most important characteristic of knowledge is to be sought in this equation: knowledge = information. This involves reducing different facets of knowledge to quantitative information which leads to knowledge legitimacy crisis. In addition, having a communicational dimension, knowledge will be qualified by means of the shape and characteristics of community in the era of globalization. The viewpoint of virtual community calls us from another side to rethink on knowledge as well as on the problem of identity because in the consequence of virtual community, virtual identity of pupils is being claimed which involves identity fragmentation. To deal with these challenges, education needs: a) to resist the reduction of knowledge to information and equate knowledge with wisdom rather than information; b) to extend imaginative and creative procedures; c) to develop interdisciplinary studies as an important way of extending imagination; and finally, d) to provide relationship between virtual and real communities of the pupils. |
| first_indexed | 2024-03-12T01:54:37Z |
| format | Article |
| id | doaj.art-cdf15c50d38849e69e93c4183df78626 |
| institution | Directory Open Access Journal |
| issn | 1735-1235 |
| language | fas |
| last_indexed | 2024-03-12T01:54:37Z |
| publishDate | 2004-06-01 |
| publisher | Organization for educational research and planning |
| record_format | Article |
| series | فصلنامه نوآوریهای آموزشی |
| spelling | doaj.art-cdf15c50d38849e69e93c4183df786262023-09-08T07:49:55ZfasOrganization for educational research and planningفصلنامه نوآوریهای آموزشی1735-12352004-06-0132405878750Globalization, information revolution, and education: Emphasizing J. F. Liuotar ViewKhosrow Bāgheri0(Ph D)Globalization is regarded as a process or a project or a process/project which is most rapidly developing. Globalization, in case of occurrence, will put its impacts on all dimensions of human life including knowledge and practice. Particularly, its impact on epistemology and education would be remarkable. Given that the appearance and development of informational revolution is the most important background for globalization, the first challenge of globalization relates to the nature of knowledge. According to the information revolution, the most important characteristic of knowledge is to be sought in this equation: knowledge = information. This involves reducing different facets of knowledge to quantitative information which leads to knowledge legitimacy crisis. In addition, having a communicational dimension, knowledge will be qualified by means of the shape and characteristics of community in the era of globalization. The viewpoint of virtual community calls us from another side to rethink on knowledge as well as on the problem of identity because in the consequence of virtual community, virtual identity of pupils is being claimed which involves identity fragmentation. To deal with these challenges, education needs: a) to resist the reduction of knowledge to information and equate knowledge with wisdom rather than information; b) to extend imaginative and creative procedures; c) to develop interdisciplinary studies as an important way of extending imagination; and finally, d) to provide relationship between virtual and real communities of the pupils.https://noavaryedu.oerp.ir/article_78750_8cff23c4be8a7eba3751f790cc22e9e3.pdfglobalizationepistemologyeducational challengeinformationknowledgevirtual communityvirtual identity |
| spellingShingle | Khosrow Bāgheri Globalization, information revolution, and education: Emphasizing J. F. Liuotar View فصلنامه نوآوریهای آموزشی globalization epistemology educational challenge information knowledge virtual community virtual identity |
| title | Globalization, information revolution, and education: Emphasizing J. F. Liuotar View |
| title_full | Globalization, information revolution, and education: Emphasizing J. F. Liuotar View |
| title_fullStr | Globalization, information revolution, and education: Emphasizing J. F. Liuotar View |
| title_full_unstemmed | Globalization, information revolution, and education: Emphasizing J. F. Liuotar View |
| title_short | Globalization, information revolution, and education: Emphasizing J. F. Liuotar View |
| title_sort | globalization information revolution and education emphasizing j f liuotar view |
| topic | globalization epistemology educational challenge information knowledge virtual community virtual identity |
| url | https://noavaryedu.oerp.ir/article_78750_8cff23c4be8a7eba3751f790cc22e9e3.pdf |
| work_keys_str_mv | AT khosrowbagheri globalizationinformationrevolutionandeducationemphasizingjfliuotarview |