THE IMPACT OF KNOWLEDGE CREATION ON EDUCATION
Life is dynamic. However, the continuous symbolism of human existence is not merely based on personal experience but resides on creativity and knowledge building. The world around us defines “what”, “who” and “how” we are. It is based on this worldview that we create and build concepts. Nonetheless, the capacity to transform the very meaning of the knowledge depends on how much we grasp the ideas and create new ones. Because of this, no single entity could be said to have known everything that no one is to discover yet. It is in the light of this premise that I examine the concept of knowledge creation and its influence on educational development.
2. Concept of knowledge creation
The concept of knowledge creation has become a household terminology lately for both the scientific community and the policymakers. The rates at which it is referred to is enough to understand its paramount position among scholars and policy actors across the globe. For example, the ideas of innovation and knowledge creation could be found in the scientific fields such as education, technology, informatics, engineering and in the arts not forgetting the business administration areas too. Given the wide range of how the term is used, it will be good to define the terms in order to avoid any possible ambiguity regarding the meaning associated with its usage.
Knowledge creation can be defined at all aspects of learning that makes individuals autonomous to generate ideas based of how much one knows and builds new concepts around what is yet to be known. This is generally the understanding that comes with knowledge creation. However, Newman and Conrad (1999) defined knowledge creation as system of activities that lead to developing and discovering new understanding and ways of doing things. One convergent point analogy that links the definitions is the fact that knowledge creation is based on exploring the world so as to establish what remains unknown. For example, one might want to know what has made ELTE the preferred destination for higher learning. This is something that one is seeking to know. This underpinning interest can be to discover what is hidden or to open new doors for understanding a phenomenon. Likewise, another person could also seek to do this same activity in order to establish a concept for other institutions that may not have an in-depth vision to do what it takes to be like ELTE. The result will give rise to clarifying or giving a totally explicit insight into what previously was hidden. This is how knowledge creation remains vital for human existence.
3. The relevance of Knowledge creation in relation to education
The relevance and quality of knowledge creation is key for economic growth, employment creation and social cohesiveness as identified by 2000 Lisbon European Communities (OECD, 2007). Most governments around the globe are confronted with how to maximise economic growth with the view of absorbing the unstable unemployment rate. The necessity of creating a knowledge economy is at the heart of the European Communities. As such education stands tall in achieving this objective by placing the emphasis on innovative and knowledge creation. For example, the universities are encouraged to train learners in analytical and critical domains. This is to say that it is not enough to say one is schooling. The learning institutions should help train “brains” that will contribute meaningfully to scientific and technological discoveries by going into research. The research combines to reveal something in pursuit to changing the mindset.
In order to make the best use of the human resource, knowledge creation should be scientific and verifiable through research. Generally, any knowledge exploration starts with an inclined ability to dig into the weaknesses of issues so as to discover answers for those weaknesses. The knowledge economy is geared towards making research findings available you guide and guard the steps across policies formulation and implementations. The procedure for achieving the rsearch goals is based primarily on data analysis and conclusion. For instance, the government supports research because it knows the good it offers. Every research begins with looking into how to solve social problems or getting to understand better an issue. Ultimately, knowledge creation serves as an innovative conduit towards seeking the best solutions for nation building.
Another variable that controls knowledge creation is the complexity of the social environment as far as innovation is concerned. The various outlets towards approaching what expectations should be given to knowledge building eventually lead to new discovery that supply insights with far reaching implications for social development. The represents the extent to which quality and application should be given to knowledge creation. OECD (2003) affirmed the view that the knowledge requires a well-grounded understanding of realities that matches with the current needs of society. Subsequently, it is appropriate to seek to understand what is much relevant. For example, the quality of analysis that comes from the data collected in a research can inform whether the research is well done. If the data and analysis procedure are well followed, there is every indication that the result will serve a wider community. Aside this, the findings can be referred to based on its authoritative characteristics.
It is noteworthy to affirm that knowledge is not merely about transmitting ideas. Rather, the creation of knowledge should be aimed at generating workable concepts that would increase productivity and effectiveness (OECD, 2007). The interest of education is to make learners have an autonomous understanding and detailed views about how to go about problems without or with little support. It is real that the times are changing. For example, the way our parents were taught to keep bunch of papers is different for what are encouraged to do today. At their time it was paper-work, today it is digital storage system and data protection innovations. This means that the generational gap of doing things widens as time passes by since innovation and knowledge creation are galloping to greater heights.
In this vein, the human skill development is absolutely important for tapping effectively the existing knowledge, organising it to meet the desired standards and managing it to make meaningful impact (OECD, 2000). Based on this, Gibbons et al. (1994) postulated that knowledge remains a significant indicator for producing what is needful and useful. For example, the schools’ curriculum keeps on being modified and reviewed periodically because the education is an active agent of development. By extension, the policy makers and the educators collaborate in bringing the desired needed calibre of manpower to satisfy the national educational agenda. This national educational agenda is also influenced that global phenomena as well as national interest. The resultant of safeguarding national interest is to harness the realisation of national goals of education and identity. For instance, the Syrian curriculum before the current war situation was more devoted to teaching students how to be patriotic. The ideology of patriotism as taught was more to instill that sense of nationalistic identity in the youth. This reflection of this began from the curriculum through to the classroom.
The call for knowledge creation has also come as the result of the increased transformation of the labour market’s demand. This has correspondently impacted on the calibre of knowledge and skills creation (Hargreaves, 1999). Indeed, the global networking has taken a dimension that requires some peculiar capabilities. The Information Communication Technology (ICT) revolves around our day to day existence. This has got far reaching implications for the regional and local enterprises. Education and research have got their share of this innovation of our time. For instance, the e-learning has become an important means of learning turning the classroom somehow “virtual”. This means that the traditional concept of classroom-and-learner has evolved to another level. The implication is that ICT has created another learning opportunity for a class of students who could have been left out of receiving education.
Oakley (2003) identified that political, technical and conceptual factors affect knowledge creation and its practice. There are, of course, so many players involved in the production, facilitation and validation of knowledge. The autonomy of knowing rests intellectual authority. However, the process of marketing one’s knowledge requires novelty and acceptability in conformity with laid down procedures. This makes, for example, knowledge creation unique and complex in nature if subjected to subjective judgements. The uniqueness of it resides in the way it the knowledge comes to add value to the quality of learning. Consequently, the search for excellence in building capacity can not be under estimated in any way. However, since the relevance of what is new is subjective, the drive for innovative knowledge creation should be viewed from the perspective of breaking new grounds in the world of knowledge.
The attitude of judgement that research findings receive comes from various areas. It could be from the political playing agents or from society. The social consciousness of the benefit of research is often misrepresented by government. As the result of this the relevance of the research findings do make the needed impact. The Aristotelian search for excellence is contemplative and idealistic. However, the application of research in respect to human beings in a learning environment demands a systematic approach and contextual understanding of the social environment. The idea of subjecting research to subjective judgement will therefore be a stab in the dark of science and knowledge. A scientific research should influence policy design rather than personal judgement.
The rapid changes of the times in which we are leaving and the exigency of critical solutions towards solving the challenges that confront human society have brought about the need for innovative knowledge creation. The field of education is not different to this development. In fact, formal education has become one of the entities that promotes and absorbs a huge volume of knowledge creation. In order to achieve the desired objectives of education, it requires essentially new ways of teaching and learning. This goes a long way to influence the methodology of teaching and learning. Learning is a process that aims at developing learners holistically. Since learning is not a product but a process, knowledge creation revolves on innovation. Even though the role of education is traditionally associated with developing the cognitive, affective, and skills capacities of individual learners to make them better “human beings”, knowledge creation is necessary for the building of social cohesion.