Abstract
ABSTRACT This paper proposes that research is a function of living knowledge. Research makes tacit assumptions about the meaning of life, despite its supposed metaphysical neutrality. Even though research may focus on a particular area, its elastic nature suggests that it is fundamentally a self-reflective and therefore an educational practice. The history of modern educational thought since Bacon reveals a tension between knowledge as personal (and thus educational) and knowledge as impersonal. The result is that today we do not know whether to think of knowledge as impersonal data or as a feature of human experience. This paper argues that it is time to reconsider the humanist tradition by viewing knowledge as a form of learning and research as a form of living knowledge. The research which is so highly appreciated in scientific laboratories as well as the research in libraries would then be seen to have a common living source.
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