Knowledge and experience in the "knowledge society" - About the relationship of these categories with a view to the engineering further education
Institute of Sociology Karlsruhe University Karlsruhe, Germany
Kunz, Alexa Maria
Institut für Soziologie Universität Karlsruhe (TH) Karlsruhe, Germany
The debate about the Knowledge Society includes a dispute about the relationship of scientific knowledge and as a less accurate denominated practical, implicit or experience knowledge. Even if representatives of the knowledge society assume a revaluation of scientific knowledge, the assumption misses that this also implicates a devaluation of experience knowledge: The concept of knowledge management aims to the implicit body of knowledge. And in the thesis of a transition from mode 1 to mode 2 the assumption is inherent, that the increasing implementation orientation of the scientific and technical knowledge leads to an essentially reevaluation of experience, implicit knowledge. The thesis of the knowledge society is not only criticized in terms of its knowledge concepts but also regarding its empiric expiration. But on the one hand it attracts the attention that there are sociologists of professions describe changes which are similar to those described for the knowledge society. More important the assumptions of the knowledge society are present in the world of work and occupation. Engineers e.g. describe their business as increasingly shaped by the necessity of personal- and context-bound experience knowledge, which seems to be essential for successful engineering practice and also for an adequate handling of nescience in an era of increasing complexity in cause of globalization, the innovation dynamic and a need for generalists. Concerning the material topic of the further education practice of engineers this contribution dangles with first answers to the following questions:
1. What kind of knowledge under the label of ?experience knowledge? is asked in engineering?
2. To what extend does this knowledge help to cope with the increasing complexity?
3. What consequences arises from this trend to ?experience knowledge? for the engineering professional project?