Edited By Agnieszka Kampka and Katarzyna Molek-Kozakowska
Maureen Daly Goggin - Preparing students for the emergent knowledge society: Rethinking learning and pedagogy in rhetoric
| 189 →
Maureen Daly Goggin
Arizona State University
Preparing students for the emergent knowledge society: Rethinking learning and pedagogy in rhetoric
The twenty-first century convergence of the emergent knowledge society, accelerating change, and globalization calls for a new paradigm of pedagogy – what and how we teach and what students learn and how they learn – in higher education. This new paradigm will need to take into account shifting epistemes as earlier systems of knowledge production and dissemination are becoming quickly obsolete as knowledge is growing at an exponential rate. As Neubauer points out, “the amount of information produced in the world in the coming year will exceed all of that produced in the past 5,000 years,… [and] one half of what an undergraduate in a science or technology field learns will be obsolete within 18 months.” (Neubauer, Deane E: “Introduction”. In: Neubauer, Deane E. (ed.): The Emergent Knowledge Society and the Future of Higher Education. Asian Perspective. Routledge: New York et al. 2011, p. 2) The latter calls into question what should constitute content in teaching and learning. The former is reconstructing knowledge – how we make it, how we store it, how we circulate it. That is, the acceleration in knowledge and globalized technologies has changed the face of knowledge production, distribution, and preservation. In the words of Neubauer, the “three key functions of universities – knowledge creation through research, knowledge dissemination through teaching, [publications], and service, and knowledge conservation...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.