Knowledge, Education, and Citizenship in a Pre- and Post-National Age
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
This article uses ancient views of knowledge and citizenship to defamiliarize contemporary discursive paradigms and to suggest that they can, in some respects, provide a template for rethinking our views of citizenship and of the social function of the humanities. The discourse of the knowledge-based economy is at the heart of contemporary higher education policy. It implies not only the central significance of knowledge production and circulation for the economy, but also the primacy of economic considerations in defining the function of knowledge. By contrast, in the ancient world, the end of education and knowledge was conceptualized in political rather than economic terms, and this primacy of the political over the economic is historically one of the central tenets of a liberal education. Hence, the discourse of the knowledge-based economy itself plays a decisive role in bringing about the current crisis of the humanities. While this crisis cannot be resolved without rethinking the relationship between the economic and the political aspects of society, both philanthropic funding and a discursive engagement with the premises of the knowledge-based economy can constitute pragmatic ways of dealing with the crisis while it lasts.
- Ando, C. (2000). Imperial ideology and provincial loyalty in the Roman Empire. London: University of California Press. CrossRef
- Arnold, M. (1869). Culture and anarchy. London: Smith, Elder and Co.
- Bell, D. (1973). The coming of post-industrial society: a venture in social forecasting. New York: Basic Books.
- Bologna work plan 2009–2012 (n.d.). http://www.ehea.info/article-details.aspx?ArticleId=11. Accessed 28 October 2012.
- Carlaw, K., Oxley, L., & Walker, P. (2006). Beyond the hype: intellectual property and the knowledge society/knowledge economy. Journal of Economic Surveys, 20(4), 633–690. CrossRef
- Conference of Ministers Responsible for Higher Education (2007). Towards the European Higher Education Area: Responding to challenges in a globalised world. http://www.ehea.info/Uploads/about/London_Communique18May2007.pdf. Accessed 28 October 2012.
- Conference of Ministers Responsible for Higher Education (2009). The Bologna Process 2020: The European Higher Education Area in the new decade. http://www.ehea.info/Uploads/about/Leuven_Louvain-la-Neuve_Communiqué_April_2009.pdf. Accessed 28 October 2012.
- Conference of Ministers Responsible for Higher Education (2012). Making the most of our potential: Consolidating the European Higher Education Area. http://www.ehea.info/Uploads/(1)/Bucharest%20Communique%202012(2).pdf. Accessed 28 October 2012.
- Council on Competitiveness (2011) Ignite 2.0: Voices of American university presidents and national lab directors on manufacturing competitiveness. http://www.compete.org/images/uploads/File/PDF%20Files/Ignite_2.0_.pdf. Accessed 24 August 2012.
- Delanty, G. (2001). Challenging knowledge: The University in the Knowledge Society. Buckingham: Society for Research into Higher Education and Open University Press.
- Eikeland, O. (2012). Symbiotic learning systems—reorganising and integrating learning efforts and responsibilities between Higher Educational Institutions (HEIs) and Work Places. Journal of the Knowledge Economy 4.1 (in press).
- Ellis, H. (2011). A manly and generous discipline?: classics and generational conflict in eighteenth and early nineteenth century Oxford. History of Universities, 25(2), 143–172.
- Ellis, H. (2012). Efficiency and counter-revolution: connecting university and civil service reform in the 1850s. History of Education. doi:10.1080/0046760X.2012.697922.
- Ericksen, R. P. (2012). Complicity in the holocaust: churches and universities in Nazi Germany. Cambridge: Cambridge University Press. CrossRef
- Faulks, K. (1998). Citizenship in modern Britain. Edinburgh: Edinburgh University Press.
- Godin, B. (2006). The knowledge-based economy: conceptual framework or buzzword? The Journal of Technology Transfer, 31, 17–30. CrossRef
- Hargreaves, A. (2003). Teaching in the knowledge society: education in the age of insecurity. New York: Teachers College Press.
- Hayek, F. A. (1945). The use of knowledge in society. The American Economic Review, 35(4), 519–530.
- Houghton, J., & Sheehan, P. (2000). A primer on the knowledge economy. Melbourne: Centre for Strategic Economic Studies, Victoria University.
- Jessop, B. (2008). A cultural political economy of competitiveness and its implications for higher education. In B. Jessop, N. Fairclough, & R. Wodak (Eds.), Education and the knowledge-based economy in Europe. Rotterdam: Sense publishers.
- Koopmans, R., & Statham, P. (1999). Challenging the liberal nation–state? Postnationalism, multiculturalism, and the collective claims making of migrants and ethnic minorities in Britain and Germany. The American Journal of Sociology, 105(3), 652–696. CrossRef
- Kreckel, R. (2012). Habilitation versus tenure: Karrieremodelle an Universitäten im internationalen Vergleich. Forschung und Lehre, 19(1), 12–14.
- Larner, W. (2000). Neo-liberalism: policy, ideology, governmentality. Studies in Political Economy, 63, 5–25.
- Lazear, E. P. (2006). Speeding, terrorism, and teaching to the test. Quarterly Journal of Economics, 121(3), 1029–1061. CrossRef
- Levitas, R. (1986). The ideology of the new right. London: Polity.
- Machlup, F. (1962). The production and distribution of knowledge in the United States. Princeton: Princeton University Press.
- MacLeod, R. M., & Collins, P. (Eds.). (1981). The parliament of science: the British Association for the Advancement of Science, 1831–1981. Northwood: Science Reviews.
- Menken, K. (2006). Teaching to the test: how no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal, 30(2), 521–546. CrossRef
- Modood, T., et al. (2003). New forms of Britishness: post-immigration ethnicity and hybridity. In R. Sackmann, B. Peters, & T. Faist (Eds.), Identity and integration: migrants in Western Europe (pp. 77–90). Aldershot: Ashgate.
- Morgan, T. (1998). Literate education in the Hellenistic and Roman worlds. Cambridge: Cambridge University Press.
- Morrell, J., & Thackray, A. (1981). Gentlemen of science: early years of the British association for the advancement of science. Oxford: Clarendon.
- Nevett, L. C. (1999). House and society in the ancient Greek world. Cambridge: Cambridge University Press.
- Nussbaum, M. (2010). Not for profit: why democracy needs the humanities. Princeton: Princeton University Press.
- Nussbaum, M., et al. (1996). For love of country? Boston: Beacon.
- OECD. (1995). The implications of the knowledge-based economy for future science and technology policies, OCDE/GD(95)136. Paris: OECD.
- Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345. CrossRef
- Perrie, M. (2001). The cult of Ivan the Terrible in Stalin’s Russia. Basingstoke: Palgrave. CrossRef
- Peters, M. A. (2010). Three forms of the knowledge economy: learning, creativity and openness. British Journal of Educational Studies, 58(1), 67–88. CrossRef
- Reydams-Schils, G. (2005). The roman stoics: self, responsibility and affection. London: University of Chicago Press.
- Singh, S. H. (2000). Ways and means of bridging the gap between developed and developing countries. High-Level Panel on Information Technology and Public Administration at United Nations, New York. http://unpan1.un.org/intradoc/groups/public/documents/APCITY/UNPAN014648.pdf. Accessed 2 May 2012.
- Smith, M. B., Nowacek, R. S., & Bernstein, J. L. (2010). Citizenship across the curriculum. Bloomington: Indiana University Press.
- Snow, C. P. (1963). The two cultures: and a second look. Cambridge: Cambridge University Press.
- Soffer, R. N. (1994). Discipline and power: the universities, history and the making of an English elite, 1870–1930. Stanford: Stanford University Press.
- Stiglitz, J. E. (1999). Knowledge as a global public good. In I. Kaul, I. Grunberg, & M. A. Stern (Eds.), Global public goods: international cooperation in the 21st century. New York: OUP.
- Stray, C. (1998). Classics transformed: schools, universities and society in England, 1830–1960. Oxford: Clarendon.
- Swyngedouw, E. (2011). Interrogating post-democratization: reclaiming egalitarian political spaces. Political Geography, 30, 370–380. CrossRef
- Thatcher, M. (2003). Reflections on liberty. In S. Pugliese (Ed.), The political legacy of Margaret Thatcher. London: Politico’s.
- Vasunia, P. (2005). Greek, Latin and the Indian civil service. Cambridge Classical Journal: Proceedings of the Cambridge Philological Society, 51, 35–71.
- Walton, W. (2009). Internationalism, national identities, and study abroad: France and the United States, 1890–1970. Stanford: Stanford University Press.
- Zins, C. (2007). Conceptual approaches for defining data, information, and knowledge. Journal of the American Society for Information Science and Technology, 58(4), 479–493. CrossRef
- Knowledge, Education, and Citizenship in a Pre- and Post-National Age
Journal of the Knowledge Economy
Volume 4, Issue 1 , pp 63-82
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Depoliticization of society
- Concepts of citizenship
- Liberal education