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Knowledge has become the core category in contemporary neoliberal education reforms. The expanded concept of knowledge, with an emphasis on competence and skills, has been criticized as being empty or rhetorical. An implicit consequence of this development is that knowledge is no longer understood as something that is objective and true. For education, this development is problematic. When knowledge is no longer a distinct category, the purpose of education becomes elusive. The present neoliberal education has facilitated an extensive use of ICT in education. The book deals with issues related to the transformation of knowledge in education. The authors answer key questions in the current debate, namely what knowledge students should have access to during the educational process.
education scientists interested in computer technologies / theorists of education studies / researchers interested in philosophy or sociology of knowledge / teachers