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- W4362564134 abstract "In Chapter 2, I have explicated the relationship between knowledge transformation in general sense and education reform: on the one hand, social knowledge transformation forces schools to rethink about the questions as follows: What knowledge is of the most educational values? How to obtain knowledge in educational sense? What new changes are there as to the roles of teachers and students during the process of knowledge acquisition? What are the properties of the teaching mode suitable for the new knowledge form? On the other hand, schools play an irreplaceable role in society’s knowledge transformation, say, promoting the questionings pertinent to the old knowledge form, accepting the new one and cultivating the new type of intellectual, or the like. In Chapter 3, I explicated the four main knowledge forms in human history—primitive or mysterious, ancient or metaphysical, modern or scientific, and postmodern or cultural knowledge forms, the emerging properties of the latter, and the processes, powers, and results of the three knowledge transformations occurring therein." @default.
- W4362564134 created "2023-04-06" @default.
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- W4362564134 date "2023-01-01" @default.
- W4362564134 modified "2023-10-17" @default.
- W4362564134 title "The Historical Perspectives of Knowledge Transformation and Education Reform" @default.
- W4362564134 doi "https://doi.org/10.1007/978-981-19-9271-1_4" @default.
- W4362564134 hasPublicationYear "2023" @default.
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