The existing model of knowledge society is frequently characterized by the proliferation of uncertainty in the ways that a highly advanced knowledge and technology can be used.
In particular, uncertainties associated with human activities can compromise social welfare, as shown by the socio-economic costs incurred by inadequate responses to problems such as :
- financial crises,
- depletion of natural and human resources,
- social conflicts,
- armed conflicts / wars,
- violence & crime, and
- political instability.
Technology by itself is no answer to these challenges, since it strongly interacts with socio-political and environmental contexts.
The world must aim to suggest solutions and actions that involve academic and research institutions mainly, certain critical aspects of the above scenario should be examined.
It is argued that these are best framed in the lifetime learning and self-learning paradigms, understood broadly as meaning the way that people learn continuously throughout all their lives, inside and outside formal educational organizations.
In today's knowledge society, where knowledge and technology are major powers determining the present and future conditions of our existence, it is clear that the educational and academic activities of higher education institutions must be oriented toward enhancing the well-being of the world at large.
Since human beings are the most important constituents of society, this entails that the thrust of these activities must also be the fostering of harmonious development of the human capabilities in individuals.
The term "human capabilities" includes, of course, not only economic and technological development but also the non-material values of :
- self-expression,
- creativity,
- spirituality,
- wisdom, and
- the quality of communication and cooperation at all levels.
- A N U J C H U G H
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