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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The Problem of Separating the Notions of “Knowledge” and “Information” in the Knowledge Society and its Education
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The Problem of Separating the Notions of “Knowledge” and “Information” in the Knowledge Society and its Education

机译：知识社会及其教育中“知识”和“信息”概念分离的问题

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摘要

The concepts of “knowledge” and “information” are key categories by which the understanding of complex processes, transforming contemporary society, occurs. The article deals with the problem of separation of these concepts in the context of the knowledge society formation and the formation of an education system, which should ensure its technical-technological and cultural growth. On the basis of the analysis of works by F. Znanetsky, P. Drucker, F. Machlup, Umesao, M. Porat, Y. Masuda, and a number of other authors as well as based on the analysis of social reality in the second half of the 20th century, socio-historical reasons of “knowledge” and “information” concepts confusion have been defined. The relations betweenconfusing these concepts and the formation of knowledge society concepts and information society ones are shown. A methodological approach is formulatedto the separation of the concepts of “knowledge” and “information” as different psychosocial constructors. Examplesare providedand negative effects of mixing the concepts of “knowledge” and “information” in education discussed.
机译：“知识”和“信息”的概念是理解复杂过程，改变当代社会的关键类别。本文讨论了在知识社会形成和教育体系形成的背景下将这些概念分开的问题，这应确保其技术，技术和文化的发展。在对F.Znanetsky，P.Drucker，F.Machlup，Umesao，M.Porat，Y.Masuda和其他一些作者的作品进行分析的基础上，并基于对第二种社会现实的分析在20世纪上半叶，人们已经定义了“知识”和“信息”概念混乱的社会历史原因。显示了混淆这些概念与知识社会概念和信息社会概念的形成之间的关系。制定了一种方法论方法，将“知识”和“信息”的概念分离为不同的社会心理建构者。提供了实例，并讨论了在教育中混合“知识”和“信息”概念的负面影响。

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