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The paper challenges this educational direction and turns from self-cultivation toward exposure to the 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interpretations of the knowledge society does the paper discuss?","Question",{"text":62,"@type":63},"It describes utilitarian views of the knowledge society as a knowledge economy, humanistic views as a knowledge sharing society, and political views as a knowledge democracy focused on the democratisation of knowledge production.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the paper argue that education in practice converges toward a knowledge-economy model?",{"text":67,"@type":63},"Despite theoretical variety, the policy and research literature converges toward education being tasked with producing flexible lifelong learners able to adapt to global capitalism.",{"name":69,"@type":60,"acceptedAnswer":70},"What educational alternative does the paper propose to the focus on cultivating humanity?",{"text":71,"@type":63},"Against the idea that educators should cultivate the human being’s humanity, it suggests moving the educational task away from cultivation of the self and toward exposure to the world.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},237706,1789115238,{"code":4,"msg":81,"data":82},"success",[83,88,93,98,103,108,113,118,123],{"id":84,"doc_module":22,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},11,"Presentations",90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social 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being among beings.\"\n(Levinas 1985, p., 100)\nabstract\nEver since the idea of the 'knowledge society' came into circulation, there have been discussions about what the term empirically might mean and normatively should mean. In the literature we can find a rather wide spectrum, ranging from an utilitarian interpretation of the knowledge society as a knowledge economy, via a more humanistic conception of the knowledge society as a knowledge sharing society, up to an explicitly political interpretation of the knowledge society as a knowledge democracy. Although in theory there is a wide range of interpretations and manifestations, in practice there has been a strong convergence towards the idea of the knowledge society as a knowledge economy. On this interpretation the particular task for education is seen as that of the production of flexible lifelong learners who are able to adjust and adapt to the ever-changing conditions of global capitalism. In this paper I raise the question how we might conceive of the educational task in light of the particular expectations that come from such an interpretation of the knowledge society. Against the idea that an adequate response requires that educators focus on the cultivation of the human being’s humanity, I challenge the humanistic underpinnings of the idea of education as cultivation. Instead, I suggest a different direction that moves the educational task away from the cultivation of the self towards the exposure towards the world.\nkeywords\nknowledge society; knowledge economy; cultivation; humanism; humanism of the other; Nussbaum; Levinas\nbiographical information\nGert Biesta (\u0013 HYPERLINK \"http://www.gertbiesta.com\" \u0014www.gertbiesta.com\u0015) is Professor of Educational Theory and Policy at the Institute of Education and Society, University of Luxembourg, and editor-in-chief of Studies in Philosophy and Education. He has published widely on the theory and philosophy of education, and the theory and philosophy of educational and social research. He has a particular interest in questions of democracy and democratisation. His latest book, The Beautiful Risk of Education, was published by Paradigm Publishers in 2013.\nContact details\nProf Dr. Gert Biesta, Institute of Education and Society, Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, Campus Walferdange, Route de Diekirch, BP2, L-7220 Walferdange, Luxembourg.\ne-mail: \u0013 HYPERLINK \"mailto:gert.biesta@uni.lu\" \u0014gert.biesta@uni.lu\u0015\nIntroduction: The knowledge society as a learning society\nEver since the idea of the 'knowledge society' came into circulation – Peter Drucker used the term for the first time in his 1969 book The Age of Discontinuity (Drucker 1969); more detailed studies followed in the 1990s (see, for example Stehr 1994; Mansell & When 1998) – there have been discussions about what the term empirically might mean and what the term normatively should mean. In the policy and research literature we can find a rather wide spectrum, ranging from an utilitarian interpretation of the knowledge society as a knowledge economy or knowledge-based economy in which knowledge is either a product of or a tool for economic production (see, for example, OECD 1996), via a more humanistic conception of the knowledge society as a knowledge sharing society based on the twin principles of access to information for all and freedom of expression for all (see UNESCO 2005), up to an explicitly political interpretation of the knowledge society as a knowledge democracy aimed at the democratisation of knowledge production itself (see Biesta 2007; 2012a).\nThe authors of the UNESCO World Report Towards Knowledge Societies (UNESCO 2005) point to the fact that the idea of the knowledge society emerged at the same time when authors such as Robert ","cbCaijqHfnBHtXmD","https://ap.wps.com/l/cbCaijqHfnBHtXmD","docx",38253,"English","# Introduction: The knowledge society as a learning society\n## Knowledge society interpretations\n## Convergence toward knowledge economy\n## Education as lifelong learning\n## Limits of education as a function of society","[{\"question\":\"What interpretations of the knowledge society does the paper discuss?\",\"answer\":\"It describes utilitarian views of the knowledge society as a knowledge economy, humanistic views as a knowledge sharing society, and political views as a knowledge democracy focused on the democratisation of knowledge production.\"},{\"question\":\"Why does the paper argue that education in practice converges toward a knowledge-economy model?\",\"answer\":\"Despite theoretical variety, the policy and research literature converges toward education being tasked with producing flexible lifelong learners able to adapt to global capitalism.\"},{\"question\":\"What educational alternative does the paper propose to the focus on cultivating humanity?\",\"answer\":\"Against the idea that educators should cultivate the human being’s humanity, it suggests moving the educational task away from cultivation of the self and toward exposure to the world.\"}]","Cultivating Humanity or Educating the Human? - Gert Biesta | DOCX"]