Digital knowledge society

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The term digital knowledge society stands for a phase in the development of modern societies. The concept of the knowledge society is often equated with the more recent concept of the information society . Whether the information society is a manifestation or a phase of the knowledge society or vice versa is not seen uniformly in science and journalism. There is only agreement that the knowledge society is based on analogue and digital knowledge , while the information society is based on media-based communication processes ( ICT ). These views stem from the social science vocabulary of the 1960s . The American sociologist Robert E. Lane spoke of the so-called knowledgeable society as early as 1966 . The process of the digital revolution is integrated in the areas of education , politics , culture , science and in our everyday life . The areas mentioned will have to deal with complex problem solutions in the future. Significant terms associated with this type of society are Big Data , Artificial Intelligence , Industry 4.0 , Digital Native, etc.

Education and digitization

With the introduction and use of digital media in the school context, different objectives as well as hopes and expectations of them followed. On the one hand, the opportunities to expand and change teaching / learning processes opened up ; on the other hand, the potential for acquiring subject-specific and interdisciplinary skills was discovered . In particular, the acquisition of these subject-specific skills is increasingly becoming an important requirement aspect for future employees. The increase in digitization in the business activities of companies could lead to a change in the world of work . The pressure on future employees to have knowledge of modern communication and information technologies or to continually renew and apply them requires that the school education be adapted.

Example Germany

Efforts to integrate information technologies have existed in Germany since the 1960s with the introduction of the subject of computer science . However, this could not prevail over a large area. At the end of the 1980s, a compulsory introduction of basic information technology training followed in secondary schools. In the mid-1990s schools gained access to the Internet, and the popularity of portable devices such as laptops contributed to a further development, mobile learning. This was expanded again with the introduction of smartphones and tablets; there are now learning platforms, digital school books, OER ( Open Educational Resources ) and cloud offers. This diversity has the potential to bring about a change in the learning opportunities, especially through the " bring-your-own-device solution ". Here, students use their own devices both inside and outside the school context.

Four central areas of digitization in the school area can be identified that could be relevant for the further development of school systems; in addition, the priorities / priorities have contributed to the discussion about digitization in schools.

a) Teaching skills in dealing with digital media

b) The use of digital media to improve professional learning

c) The development and implementation of new forms of teaching with digital media

d) The promotion of the acquisition of "digital skills"

German politics dealt with this topic in the Digital Agenda 2014/2017 and decided on “the education offensive for the digital knowledge society”. A strategic framework for digital education in Germany was thus drawn up, which includes five specific fields of action:

a) Provide digital education

b) Develop efficient digital infrastructures

c) Create a contemporary legal framework

d) Support strategic organizational development

e) Use the potential of internationalization

Another measure started on May 17th. 2019 under the name Digitalpakt . This means that the federal and state governments will provide five billion euros over the next five years to ensure better technical equipment in schools.

Continuing education / lifelong learning

Society is currently and in the future facing new challenges, mainly due to technical progress - digitization . The new challenge is closely linked to employee skills and emerging issues. In the past, as it is now in the 21st century, digitization means constant change in companies. The continuing trend in entrepreneurial practice primarily helps in coping with life.

In order to keep pace with the digital transformation of work, qualifications must develop. For those affected, primarily the employees on the labor market, this phase is the beginning of the need for further training in the digital knowledge society. In the specific case, the goal is to remain able to learn and adapt , as well as being able to contribute personally to the job market. It's about the people who are constantly adapting their own capabilities to digital change through further training in order to adopt a new attitude - lifelong learning . It is particularly important to emphasize that we are capable of learning all our life so that we can acquire completely new skills in old age. The whole point is to develop the digital competence that we already have. So to see yourself as fixed capital. Following this idea, people are enabled to pursue lifelong professional development based on the skills they have acquired earlier. This has an effect on the level of each individual, society or company. In this specific case, the goal is for people to try to get into the ever-changing world of work with their qualifications . This raises the demand for a constant achievement of a certain level of education with the aim of going further and further. In addition, a certain level of security is achieved through lifelong learning.

Change in the world of work

The digitization currently leads to social developments, as well as major challenges for the world of work . Today's work environment is influenced by a large number of digitization processes. In addition to digital technologies such as mobile phones, tablets and smartphones, there are also innovative technologies such as artificial intelligence, intelligent robots, autonomous systems or " augmented reality ". Electronic communication technologies and computer-controlled machines or robots are currently used in particular . With the advancing digitization in corporate processes, the required qualifications and skills of employees are changing.

The term “ Industry 4.0 ” describes the so-called fourth industrial revolution, which is now also known as the “digital revolution”. This stands for the transition of digitally controlled systems in production, which are controlled independently of humans. The development increases the quality and productivity of the work and also speeds up the processes.

The digital revolution is intensifying and accelerating work processes. The research results so far show that the digital transformation offers more opportunities for flexibility. Working hours seem to be more adaptable, as the control and monitoring of production is no longer tied to production locations or times. Working hours, which used to be strictly regulated, are now being mixed with leisure time thanks to modern technologies. They also seem to improve communication and cooperation within companies. In some companies, the team meetings no longer take place in the office environment, but in the form of a video conference , which creates a " home office ". The use of intelligent assistance systems can enable age-appropriate as well as longer work. Digitization can enable people with disabilities to have a professional life through intelligent aids and thus also contribute to inclusion. The digital change would certainly also eliminate jobs. For example, the physically demanding work will be handled by modern robots. However, work intensification is also anticipated due to the increase in deadlines and the pressure to perform.

Inequality of opportunity due to digital change

Inequalities can arise from disparities in access to the use of digital technologies. As a result of digital change, these inequalities are increasing and society is divided. Societal and social change is initiated by these digital gaps, which are increasingly emerging. People exhibit different sociocultural factors and thus harbor inequalities, but the increased digital change is causing these differences to intensify. The digital divide is also increasing economic, social and cultural inequalities. People who do not have access or who have lower capital are particularly badly affected. It follows that information-rich and poor people are more distant from each other. Owning capital has an impact on education and economic status, and significantly affects the access and use of technology. If you only have a small capital, you can get less knowledge on the Internet. This also affects social positions in society and increases social inequalities. Society has consequences and is evolving into a knowledge society due to ever new information and communication technologies . Instead of reducing inequalities, technology and digital change are widening the gaps . There are many differences for society, such as access to and use of technology. Over time, these uses become more and more familiar to the people who use the access. As a result, nothing stands in the way of these people when dealing with digital knowledge. Those affected can even consolidate and improve their positions. The social, economic and cultural backgrounds therefore also play an influencing role and can provide access to digital knowledge. People who are in a good starting position can stabilize themselves in the digital world with an Internet connection. New learning cultures can also arise through digital change. These lead to inequalities because not everyone has the same access. The new forms of learning culture do not give everyone access, so the differences in this area are getting bigger and bigger. As soon as a certain group of the population benefits from access and use more than another group, an imbalance arises and equity becomes questionable. Unequal access to digital technologies can create huge differences for society and promote inequality. One consequence of this is the unequal distribution of resources. Information can open pathways and improve life chances, but when there is a difference in access, there is some form of inequality.

Individual evidence

  1. ^ Christiane Reinecke: Knowledge society and information society . Feb. 11, 2010, doi : 10.14765 / zzf.dok.2.568.v1 ( zeitgeschichte-digital.de [accessed on 29 January 2020]).
  2. ^ Kupfer, Antonia: Sociology of Education: Theories - Institutions - Debates . VS Verlag für Sozialwissenschaften / Springer Fachmedien Wiesbaden GmbH, Wiesbaden, Wiesbaden 2011, ISBN 978-3-531-93263-7 , p. 192 .
  3. ^ Robert E. Lane: The Decline of Politics and Ideology in a Knowledgeable Society . In: American Sociological Review . tape 31 , no. 5 , October 1966, p. 649 , doi : 10.2307 / 2091856 .
  4. ^ The Digital Turn - Transformation from the information to the knowledge society. Retrieved January 29, 2020 .
  5. ↑ McElvany, Nele; Schwabe, Franziska; Bos, Wilfried; Holtappels, Heinz Günter: Digitization in School Education Chances and Challenges . 1st edition. Waxmann, Münster 2018, ISBN 3-8309-3757-1 .
  6. ↑ Andrea Hammermann, Oliver Stettes: Qualification Requirements and Qualification: Requirements in the Sign of Digitization . No. 3/2016 . IW Policy Paper, 2016 ( econstor.eu [accessed January 29, 2020]).
  7. ↑ McElvany, Nele; Schwabe, Franziska; Bos, Wilfried; Holtappels, Heinz Günter: Digitization in School Education Chances and Challenges . 1st edition. Waxmann, Münster 2018, ISBN 3-8309-3757-1 .
  8. ↑ a b Friedrich-Ebert-Stiftung Department of Student Support: Competencies in the digital world: Concepts and development prospects . Berlin, ISBN 978-3-95861-891-6 , pp. 73-77 .
  9. ↑ a b Editor: BMBF LS5 Internet editor: The five fields of action of the education offensive for the digital knowledge society - BMBF digital future. Retrieved January 29, 2020 .
  10. ↑ BMBF Internet editors : Things worth knowing about the DigitalPakt Schule - BMBF. Retrieved January 29, 2020 .
  11. ^ A b Thomas Barton, Christian Müller, Christian Seel: Digitization - an introduction . In: Digitization in companies . Springer Fachmedien Wiesbaden, Wiesbaden 2018, ISBN 978-3-658-22772-2 , p. 3-7 , doi : 10.1007 / 978-3-658-22773-9_1 .
  12. ^ A b Pia Sue Helferich, Thomas Pleil: Lifelong learning in digitization - change as part of the DNA of a company . In: Work 4.0 in SMEs . Springer Berlin Heidelberg, Berlin, Heidelberg 2019, ISBN 978-3-662-59473-5 , pp. 91-104 , doi : 10.1007 / 978-3-662-59474-2_6 .
  13. ^ A b Pia Sue Helferich, Thomas Pleil: Lifelong learning in digitization - change as part of the DNA of a company . In: Work 4.0 in SMEs . Springer Berlin Heidelberg, Berlin, Heidelberg 2019, ISBN 978-3-662-59473-5 , pp. 91-104 , doi : 10.1007 / 978-3-662-59474-2_6 .
  14. ↑ a b Erich Ribolits: "Learning in order to win" - Why it is getting more and more senseless and still has to be continued . In: Education for work under new control . Springer Fachmedien Wiesbaden, Wiesbaden 2016, ISBN 978-3-658-15411-0 , p. 405-421 , doi : 10.1007 / 978-3-658-15412-7_20 .
  15. ↑ a b c Stefanie Mache, Volker Harth: Digital transformation in the world of work and mental health . In: Zentralblatt für Arbeitsmedizin, Arbeitsschutz und Ergonomie . August 16, 2019, ISSN  0944-2502 , p. 1-5 , doi : 10.1007 / s40664-019-00369-3 .
  16. ↑ a b c Working worlds of the future . In: FOM edition . 2019, ISSN  2625-7114 , p. 4-5 , doi : 10.1007 / 978-3-658-23397-6 .
  17. ↑ a b Mirko Marr, Nicole Zillien: Digital splitting . In: Online Communication Manual . VS Verlag für Sozialwissenschaften, Wiesbaden 2010, ISBN 978-3-531-17013-8 , p. 257-282 , doi : 10.1007 / 978-3-531-92437-3_11 .
  18. ↑ a b Nicole Zillien, Eszter Hargittai: Digital Distinction: Status-Specific Types of Internet Usage . In: Social Science Quarterly . tape 90 , no. 2 , June 2009, ISSN  0038-4941 , p. 274-291 , doi : 10.1111 / j.1540-6237.2009.00617.x .
  19. ^ Rainer Brödel, Dieter Nittel: The Illusion of Equal Opportunities and Power? In: Education Makes Society . Verlag Barbara Budrich, 2007, ISBN 978-3-86649-872-3 , p. 161–170 , doi : 10.2307 / j.ctvdf0j1z.15 .