Abstract
We develop a model that supports the rapid production and accumulation of knowledge in different sectors. The model combines two dimensions: the first is the mode of knowledge production, either scientific or humanistic; and the second concerns the strength of knowledge spillovers, generated by competition and/or cooperation. The model is then applied to the knowledge base in different sectors. The contrasting historical trajectories of knowledge production and dissemination in medicine and education in England are examined in the light of the continuing debate about the nature of educational research and the role of teachers within it.
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