Scientization of international educational development

Teklu Abate Bekele

doi:10.7577/njcie.4596

Abstract

Scientization of international educational development

Highlights

Academic and development literature (e.g., Carnoy, 1999; Castells, 2000; Gibbons et al, 1994; Knorr Cetina, 2007; Krishnan, 2006; Meyer, 2009, 2010; OECD, 1996; UNESCO, 2005; World Bank, 2002) claim that the contemporary world society is a knowledge society engaged in the significant production, dissemination, and translation of scientific knowledge
This discourse of the knowledge society is often discussed in relation to intellectual or knowledge globalization, which is considered the core of socio-cultural, economic, and political globalization (Krishnan, 2006)
ISSN: 2535-4156 disseminate scientific knowledge? Whose knowledge counts most in the end and why? These are some of the epistemological questions one could raise about the saliency and fidelity of scientific knowledge, its production, and global transfer

Summary

Introduction

Academic and development literature (e.g., Carnoy, 1999; Castells, 2000; Gibbons et al, 1994; Knorr Cetina, 2007; Krishnan, 2006; Meyer, 2009, 2010; OECD, 1996; UNESCO, 2005; World Bank, 2002) claim that the contemporary world society is a knowledge society engaged in the significant production, dissemination, and translation (application) of scientific knowledge. Discourses such as knowledge society could be considered as powerful mechanisms the global uses to transfer policy regimes to the local or the national (Robertson, 2012). Regardless of these and possibly other conceptual challenges, the term knowledge society is widely used in the literature, leaving the impression that organizational competitiveness and legitimacy heavily rely on the sustained production, dissemination, and translation of scientific knowledge.

Results

Conclusion