More than ever, our time is characterized by rapid changes in the organization and the production of knowledge. This movement is deeply rooted not only in the evolution of the scientific endeavour, but also and especially in the transformation of the political, economic and cultural organization of society. In other words, the production of scientific knowledge is changing both with regards to the internal development of science and technology, and with regards to the function and role science and technology fulfill in society.
Knowledge production has, for some time, stopped being the exclusivity of universities, founded as bastions and guardians of truth and knowledge. This production can now be owned by a variety of institutions and organizations with interests other than the production and maintenance of knowledge for its own sake. This general social context in which universities and knowledge production are placed has been given numerous names: the knowledge society, the informational society, the learning society, the post-industrial society, the risk society, or even the post-modern society (e.g., Castells, 1996, 1997, 1998; Beck, 1992, 1999; Lyotard, 1984).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Beck, U. (1992). Risk Society: Towards a New Modernity. London: Sage
Beck, U. (1999). World Risk Society. Cambridge: Polity
Castells, M. (1996). The Information Age: Economy, Society and Culture. Volume I: The Rise of the Network Society. Oxford: Blackwell
Castells, M. (1997). The Information Age: Economy, Society and Culture. Volume II, The Power of Identity. Oxford: Blackwell
Castells, M. (1998). The Information Age: Economy, Society and Culture. Volume III, End of Millennium. Oxford: Blackwell
Commission of the European Communities (2003). Communication from the Commission: The role of the Universities in the Europe of Knowledge. Brussels: Commission of the European Communities. Retrieved May 2008.ftp://ftp.cordis.europa.eu/pub/documents_r5/natdir0000038/s _1940005_20030317_144432_GERC031941en.pdf
European Ministers of Education (1999). The Bologna Declaration on the European space for higher education. Brussels: European Ministers of Education. Retrieved May 2008. http://ec. europa.eu/education/policies/educ/bologna/bologna.pdf
Knight, P.T. (2002). Being a Teacher in Higher Education. Buckingham: SHRE —Open University Press
Krogh, L. (in press). Nye udfordringer i undervisningen ved universiteterne-en professionel strategi for undervisningen, set i lyset af aktuelle samfundsmæssige krav [New challenges for Teaching at Universities—A Professional Strategy for Teaching in the Light od Current Social Demands]. In P. Rasmussen & A.A. Jensen (Eds.), Læring og forandring. Aalborg: Aalborg University Press
Lyotard, J.-F. (1984). The Postmodern Condition: A Report on Knowledge. Manchester: Manchester University Press
Poulos, A. & Mahony, J. (2008). Effectiveness of Feedback: The Students' Perspective. Assessment & Evaluation in Higher Education, 33(2), 143–154
Snow, C.P. (1969). The Two Cultures: And a Second Look. Cambridge: Cambridge University Press
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Valero, P., Christensen, O.R., Skovsmose, O. (2009). Introduction The Multi-Layered Transitions of Knowledge Production and University Education in Science and Mathematics. In: Skovsmose, O., Valero, P., Christensen, O.R. (eds) University Science and Mathematics Education in Transition. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09829-6_1
Download citation
DOI: https://doi.org/10.1007/978-0-387-09829-6_1
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-09828-9
Online ISBN: 978-0-387-09829-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)