Knowledge Acquisition, Theory or Reality?
Knowledge Dissemination in the 21st Century
In USA Today (March 5, 2009) Greg Toppo’s article, “What to learn: ‘core knowledge‘ or ‘21st-century skills‘?” describes a changing emphasis in how knowledge is ranked on a gradient of importance in contemporary American culture. “At least 10 states have committed to helping students develop these “21st-century skills” in schools, the workplace and beyond” Analysis points to an effect that technology has the value of knowledge in an emergent culture.
Toppo reports, “a Massachusetts task force concluded that straight academic content “is no longer enough” to help students compete:” that de-emphasizes theoretical content based knowledge while it emphasizes a shift toward technological skill proficiency “That drew a rebuke from The Boston Globe, … it’s ‘”not clear that the approach can be implemented without de-emphasizing academic content’” (Toppo, 2009). Change in emphasis in educational delivery systems is an indication of how what is happening in culture is being driven by economic, industrial, cultural, and technological differences that are not only changing the application of knowledge, but how value is assigned.
What is apparent is that the influence of constantly changing media platforms cannot be underestimated as having significant influence upon changing the way knowledge is communicated as well as the importance of what knowledge is communicated. My question is can a society be reformed how culture processes knowledge without having an impact upon beliefs, values, and practices in the matter of spirituality?
A point of view held from a Christian perspective is that postmodern information technology has replaced validity found in theological, philosophical and historical authority through media driven messages, advertising, punting idiolology in a construct where knowledge is a subjective matter.
Contemporary evidence of this can be observed by considering the plethora of sources of knowledge; spiritual teachers, television preachers, and Internet technology—offering knowledge challenging the theology of mainline churches. The result is felt in frustration experienced by conservative Christianity in understanding that what was once knowledge found in a system of thought is now subjugated to the popular beliefs of entertainers, politicians, or musicians. Therefore postmodern technology developments have shifted information processing constructs i.e, “Knowledge can be described in terms of an intellectual — and spiritual –marketplace” (Adams, 1997).
This is demonstrated by Thomas Guarino (1996) presents a point of view saying that, “Postmodern thinkers reject foundationalist ontologies [sources of knowledge] of all types because these philosophies seek to ‘close down’ effective history, to end historical consciousness” (Guarino, 1996). Therefore, the source of knowledge about spirituality in matters that are religious and non-religious has been deligitimated. The source of authority in knowledge is now located in the many voices of consumer driven media messages communicating a changing value system of knowledge.
A fundamental question hinges upon whether it is right or wrong? Obviously, that depends upon your view of knowledge in an accepted value system held. It might be better to recognize it being what it is than spending time in criticism of the change. A better question is related to effectiveness in the 21st century economy and culture. If what is held as a personal belief system is important enough to feel it needs to be preserved, then maybe we should spend time thinking about how to communicate the message, definition, and meaning of spirituality in a technological– media driven culture that has embraced collaboration as a mediator for knowledge.
References
Adams, D. L. (1997). Toward a theological understanding of postmodernism. Retrieved March 30, 2011, from Crosscurrents: http://crosscurrents.orh/adams.html
Guarino, T. (1996). Postmodernity and five fundamental theological issues [electronic version]. Theological Studies , 57 (4), Retrieved from EBSCOhost March 30,2011.
Toppo, G. (2009, March 5). What to learn: ‘core knowledge’ or ’21st-century skills’. Retrieved 6 2011, April, from USA Today: http://www.usatoday.com/news/education/2009-03-04-core-knowledge_N.htm
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