Talk:Knowledge commons

Sources needed for section on information depreciation / corruption of transmission

In my view, the first section should provide sources for the statement on information "depreciation / corruption of transmission" instead of using the model of "some argue / this is challenged". This would also put the section more in line with wikipedias Verifiability policy. Wikipedia:Verifiability

"Some argue that since the modern commons' resource is information, the tragedy of the commons has no effect within the knowledge commons—information does not depreciate when being shared with others. This is sometimes challenged by others who point out that individuals with certain biases and prejudices have the capacity to corrupt the transmission of information." balthas (talk) 13:41, 10 January 2012 (UTC)

Sources needed for pretty well everything. I'm not sure that there is any generally recognised meaning to the term 'knowledge commons' - if there is, a reference should be provided. I don't think this meets minimum standards for a Wikipedia article.Twr57 (talk) 19:57, 26 May 2012 (UTC)

Thanks for the comment. I agree that more sources are needed. But I disagree in that there is no "recognized meaning" - for reference see sections on external sources and notes - which need to be expanded of course. See also other language version (Germany). balthas (talk) 19:37, 25 June 2012 (UTC)

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Add information

I suggest to add this information to the article.

Education

The role of education is to build the capacity for sustained civic, social and political action by teaching people to reflect on and analyze their work together within a common framework. Relational and collective agency are strongly supported when curricula focus on building coalitions and making connections to larger histories and trajectories of activism and solidarity. Education supports strategic and transformational action when it is oriented around nurturing longer-term thinking, dialogue, and deliberation that takes place in a public space. Currently, knowledges are unequally distributed and homogenized, which supports the pervasive effects of patriarchy, the ideological system by which men are afforded the majority of social rights and power, as well as oppressive gender roles and gender discrimination which are harmful to everyone in society. Curricula must therefore aim at challenging the stereotypical and discriminatory representations and narratives, especially about groups from diverse cultural and linguistic backgrounds that co-exist in our societies, such as indigenous peoples, Afro-descendant communities and ethnic minorities.

Curricula and Knowledge Commons

The acquisition of knowledge can be understood as part of the common heritage of humanity and the collective creation of new knowledge. The latter can be categorized as academic or applied, scientific or humanist, generalist or specialized. The knowledge commons retain significant exclusions and appropriations. The reproductive knowledge of raising children, caring for the ill and elderly, maintaining a home, and responding to the physical and psychological needs of families so vital to society, also belongs to humanity’s knowledge commons.

Literacy

The capacity for, and relationship to, language has been central to human identity and knowledge enabling to communicate and build on what others have learned in order to reach new heights of understanding. Language is fundamental to the existence of the knowledge commons itself. Over the past decades, education has enabled each generation to be more capable of reading and writing than the one before. Certainly, writing and speech are not the only ways in which humans have recorded their experiences and passed them on to newer generations, images and bodily knowledge also play an important part. Though, oral and written knowledge have played an undeniable role in human history; in particular, writing as a technology of human knowledge enabled inscriptions to circulate and travel, expanding the possibilities of accumulation and codifying human experience in many different cultures. Therefore, literacy is directly connected to possibilities for future learning and social participation.

Currently, curricula are showing a shift from national monolingualism towards plurilingualism, via the teaching of foreign languages, indigenous languages and sign languages, among others.It is also important that child, youth, and adult learners have access to educational options of the highest quality in their home and ancestral languages. In many settings, bilingual and plurilingual educational policies are necessary to support learners’ cultural identities and to allow full participation in society. This entails support for minority indigenous languages as well as creating a foundation for students to acquire dominant or majority language proficiency. Language is more than a means of communication; languages carry perspectives on the world and unique ways of understanding. Linguistic diversity is a key feature of humanity’s shared knowledge commons.

Numeracy

Numeracy is no less vital to futures of education, as people are increasingly called upon to apply their mathematical knowledge and skills to a wide range of situations. Numeracy esables to observe patterns, to classify and organize sets, to count and to measure, to compare quantities, and to identify relationships between them. Numerical systems such as the decimal system and the binary system are foundational to modern communications, transactions, computing, and calculations. In addition to mastery of the basic operations of addition, subtraction, multiplication, and division, numeracy requires their application to a diverse range of contexts and problems. Numeracy belongs to all peoples and culturally responsive numeracy curricula can build meaningful social and emotional bridges to formal education. For example, the traditional braiding procedure of the original inhabitants of Arctic Norway has been used with students to transition from understanding discrete integer patterns to more complex operations, such as multiplication and algebraic variables. Similarly, school boards in Canada have drawn on indigenous artists and educators to teach link artforms such as beading, basket-making and moccasin-making with mathematical concepts including algebraic, proportional and spatial reasoning. Connecting mathematical knowledge with students’ cultural knowledge helps to engage the socio-emotional dimensions needed to overcome disconnects between home milieu and school environment.

Humanities

The humanistic tradition, in its various guises, has contributed much of value to the world’s collective knowledge commons on vital aspects of our collective world building. History, for example, when taught effectively, can develop an invaluable perspective on social change and social systems, including discrimination and privilege. Understanding historical contingency, that things could be other than they are, is valuable for projecting future possibility.

Sciences

In human history, science has been a significant knowledge practice that has implied a fundamental gain: the notion that truth is the result of procedures and agreements produced through a collective endeavor. The nature of scientific inquiry – to observe, to question, to predict, to test, to theorize, challenge and refine understanding – is an emanation of the human spirit. The roots of modern science trace back to the earliest stages of recorded history in every culture and society.

The expansion of extreme relativism and the wide circulation of mistruths in different media call for a strong and highly reflexive scientific literacy. The importance of scientific literacy has come sharply into focus with the spread of misinformation and fake news, accentuated at times of major crises such as the coronavirus pandemic and global warming. The denial of scientific knowledge and the misrepresentation of ‘facts’ has led to real-world consequences, stoking suspicion, distrust, fear and hate. The global knowledge commons demands that all have a right to accurate knowledge that contributes to human well-being. This principle is especially important in curricula, where messages and concepts have great influence on developing minds. For example, in some regions or countries with large mining and oil industries, there is significant pressure on governments to downplay the environmental effects of resource extraction in official science curricula.

Digital Skills

Connected technologies underpin participation in ever-expanding areas of life, learning and work. Beyond supporting universal access to technology, education systems are justifiably striving to develop the digital skills and competencies that learners need to make meaningful use of technology. There is nothing ‘native’ or ‘natural’ about these abilities. They are constructed and refined over time through intentional educational interventions alongside various forms of informal and self-directed learning. While digital education is commonly concerned with functional skills and technical know-how, it must also encompass “critical digital literacy” – a set of understandings and dispositions towards the politics of the digital society and digital economy. This education foregrounds the ability of students to analyze the political features of digital technology and manipulate them to achieve particular outcomes. Learners need to recognize the motivations of actors in digital spaces and see the ways in which they, as individuals and as members of groups, are part of larger digital ecosystems. Today, connected technologies may exert profound influence even on people who never use or see them.

Education about technology also hinges on technology itself. The skillsets and critical outlooks required to understand technology and harness it for good is in constant flux, changing at the pace of new technological development.

Higher Education

Inter-university cooperation and internationalization efforts are examples of openness that have great promise for furthering our shared global well-being. All projections point to a continuous growth in higher education enrolments in the coming decades. Many universities have a noble tradition of supporting the publicness of education in the way that they create public spaces for learning, are responsive and publicly accountable in their governance, and promote public interests. But universities are also places where many enclosures are produced, especially in recent decades, through cost barriers and intellectual property claims. Despite many efforts to the contrary, higher education systems remain places that exclude and marginalize.

The relationship between higher education and intercultural and epistemic diversity has often been ambiguous. On one hand, higher education has prided itself on introducing students to new world views and ideas. But at the same time higher education has developed distinctive ways of organizing, validating and legitimizing certain forms of knowledge production. The methods of the natural sciences and social research concepts such as “rigor”, “reliability” and “validity” are not culturally neutral. The social processes, quality assurance and economics of scholarly publishing do not typically reward intercultural and epistemic diversity. Indigenous knowledges and modes of knowledge generation and sharing have generally been considered an object, rather than a form, of research. Lisa Rechelle (talk) 10:00, 2 May 2023 (UTC)

References