knowledge :: essays research papers

2.4 There can be differences between the acquaintance battalion access through school and that they feel to be really reclaimable. wonder two members of your family about their views of school intimacy and what they have found to be really useful for them. Drawing on the reading for this Unit, analyse these interviews and wrangle how what factors might have impacted on their view of what constitutes really useful familiarity.The concept of knowledge in any society is a fluid, dynamic notion which has different connotations depending on time and place. Typically what is thought of as knowledge in any given society is greatly influenced by the demands of the work that society most commonly carries out. Today, for example, in Western ordinal century society it is claimed that we are now living in a post-industrial society or have entered into an knowledge age and as much(prenominal) what we define as knowledge has altered in as teeny time as three decades.Knowledge can be g ained severally at ones receive free-will or from life experiences notwithstanding it is via school that nearly all of British people gain the foundations of their own personal knowledge. What makes education such an interesting subject for scholars is that it is governments who define what knowledge should be taught in schools and what knowledge is useful despite what pupils themselves may think.For the target of this essay I have interviewed two former students who both study in state schools in Edinburgh albeit a generation apart. I respect to analyse what both these individuals thought constituted useful and useless knowledge taught during their schools lives and if the fact that one was at school in the 1960s and the former(a) attended school in the late 1990s/early twenty-first century resulted in any differentiation in their opinions.Knowledge at school can be taught in three ways academician knowledge, practical knowledge and radical knowledge. Each of these systems ha s their own unique rule of delivering knowledge to the pupil and have varying degrees of usefulness.Academic knowledge could also be known as the traditional form of delivering information to school pupils. Proponents of such methods would claim that it is not the actual information which academic knowledge presents to the pupil, rather the methods in which this information is delivered that is beneficial. In this sense whence it could be claimed that academic knowledge is merely knowledge for knowledges sake or useless.