Knowledge? Which knowledge?

I’ve just come across a paper written by Marcus Foth, Nancy Odendaal and Greg Hearn, titled “The View from Everywhere: Towards an Epistemology for Urbanites.” I found it a fascinating read because it echoes so many of my own thoughts concerning popular definitions of “knowledge”. My own thoughts on the topic are, in a very general sense, that the traditional notion of knowledge as objective truths has become increasingly dubious as global interaction increases. In fact, what that increasing interaction does show us is that being exposed to foreign “knowledge cultures” is a powerful means of revealing underlying assumptions, often unfounded, on which we tend to base our “knowledge” (that’s why global ICTs and internationalisation of education are such a great idea). Many of my past posts (usually the lengthier ones) include some aspects of my thoughts on this.
In their abstract, Foth, Oldendaal and Hearn say, “We argue for the development of an epistemological model which takes into account and values transitory, informal, soft, implicit, contextual and tacit forms of knowledge, and its sources and utility outside the hard sciences.” On the one hand I would say that, at least in philosophical epistemology, this view of knowledge is increasingly accepted. I think that this is quite clear from the abundant literature that the authors were able to draw on for this paper. What’s more, I don’t think that there are many philosophers today that would have a problem with this (except maybe some of the fine details, but that’s just how philosophers are, right?). The big question for me, that this paper does not answer (and perhaps was not meant to answer), is how this notion of knowledge gets transferred into educational practice (education here is meant to refer to any activity that facilitates learning whether that is an anticipated result or not) or any other useful activities?
There is one thing that bothers me about the paper. In their conclusions the authors ask, “How can this ‘other’ knowledge be trusted? How is tacit or informal knowledge justified, or what kind of justification will distinguish it from opinion, convention, religion, tradition or politics? ” It seems to me that they sort of missed the point here. I think the relevant question, that follows from the authors’ proposed definition of knowledge, does not concern the justification of “this ‘other’ knowledge”, rather, what knowledge is embedded in the ‘other’ knowledge and how was it formed and what function does it serve? I’m sure some will say that this is merely a loquacious description of “justification”. But my reason for putting it this way is that I believe that the authors’ proposed definition of knowledge suggests that knowledge is not necessarily justified (in the traditional epistemological sense), rather it is reinforced. Hence the role of context. It would be more difficult to make a case for “contextual justification” than for “contextual reinforcement”.

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Googling the MDGs – some interesting trends

I recently conducted a very simple experiment. It is by no means a model of academic rigor, but interesting nonetheless. I conducted a search on Google Scholar of “Millennium Development Goals” for a few specific years. The results hint at a growing tendency to overemphasize specific goals.
First I searched for “Millennium Development Goals” in 2003. The results show a slight emphasis on poverty reduction and capacity building. However, overall a number of themes are evident, including health, education, gender equality in addition to discourse on the MDGs in general.
Next I searched for “Millennium Development Goals” in 2007. This time the results were very biased toward health related issues. In fact, of the first 40 hits, only about 4-5 concern non-health related issues.
As I’ve mentioned, this can hardly be considered a scientific experiment, but the results do raise questions about the attention given to the different MDGs. It is especially interesting to compare these results with recent reporting on MDG progress. In the UN’s 2007 Millennium Development Goals Report, many of the positive examples of the impact of the MDGs would fall under the poverty reduction, education and gender equality goals, while most of the current “key challenges” would fall under the health related goals. However, the report does acknowledge that while progress has been made in poverty reduction, education and gender equality, it has been spotty, at best. So, I wonder whether the form of reporting on the MDGs may have the inadvertent effect of prematurely diverting attention from some issues leaving them unresolved in the most problematic areas. I might even suggest that the tendency to focus on progress concerning specific goals, rather than adopting a more holistic view of the MDGs, exacerbates the problem. But, I would only seriously do that if this was a rigorous scientific experiment. But, still there’s that nagging feeling…

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The OLPC laptop – educational tool, technical revolution or both?

As distribution of the OLPC project’s XO laptop nears, has the shift of attention from the educational aspects of the project to the technical aspects injured the project?
When Negroponte and the MIT Media Lab started talking about their plans for a “$100 laptop” they never ceased to remind everyone that this was first and foremost an educational project and not a technology project. The project was well grounded in Seymour Papert’s “constructionist” theory of learning, an expansion on constructivist theories’ notion of “learning as creating meaning” to emphasise the conscious activity of creating, i.e. “constructing” as opposed to “having been constructed”. However, the primary target audience for this revolutionary educational project, children in developing and under-developed countries, presented the project members with considerable technological hurdles, ex. how to overcome limited access to electricity and the Internet, how to ensure that the computers can endure harsh environmental conditions, etc. Although it was clear that, if successful, the project would deliver many technological innovations, the claim was that the primary focus was always on the educational aspects of the project.
Critics quickly came crawling out of the woodwork. Many criticized what they felt would be a waste of development funds that would be better used to provide the poor with food, water, medicine, etc. As the project moved forward, we finally started getting glimpses of what the computer would look like, and even got hints of how it would actually work. That’s when the criticisms started to get confused. Many criticized the “non-standard” interface (and here) and the decision to use a Linux-based system, presumably based on the assumption that anything that isn’t Windows (or at least Windows-like) isn’t preparing users for a realistic future. Some even attacked the computer itself, claiming that it was too “cute”, too “gadget-like”. Even some big-wigs, like Bill Gates and Intel’s Craig Barrett (who, by the way, heads the UN’s Global Alliance for ICT and Development (GAID)) were delivering low blows, claiming that the $100 laptop would never amount to much more than a toy, all the while scrambling to introduce their own products to compete with the OLPC project (Barrett and Negroponte seem to have made up since).
Somewhere along the way, I think the critics managed to put OLPC on the defensive and directed attention away from the initial educational goals to technical and other aspects of the project. Negroponte lost his cool – lashed out at Intel for competing with his non-profit, started making unfounded claims. He played right into the hands of the critics and the critics seized the opportunity.
Although the OLPC project continues to receive considerable attention, very little is said about the initial educational goals of the project (ex. this BBC piece). Almost everything is about the technology, which, while certainly noteworthy, is really more a means to an end than a goal in itself. There is little if any mention about the nifty “activities” (why should a “desktop” metaphor make sense?) and software being developed.
I think that the real value of the OLPC project is in the educational goals of the project and the foundation that they are built on. These certainly are not above criticism (Robert Kozma has done a good job of shaking things up), but they are what will make or break the project in the end. With delivery of the machines apparently right around the corner, the OLPC project should put more resources into these educational aspects. In fact, they should never have stopped doing so. Kozma’s criticisms of the theoretical assumptions of the OLPC crew are perfectly valid. The OLPC project could have spent a lot of valuable time testing and refining these theoretical aspects.

Posted in Development, Education, ICTs, Leapfrogging development | 2 Comments

What does Bono know about “aid” – and what is “aid” anyway?

Several weeks ago I had planned to post about a two year old interview that I came across with Kenyan economist James Shikwati that apeared in Der Spiegel. I don’t remember how I came across that interview, but apparently others did as well because this circulated around a few blogs around the same time that I first saw it. The significance of the interview is that here is a noted expert in economics, from an African country, asking developed countries to stop sending “aid” to the continent. Now, this issue has come up again after the TED (Technology, Entertainment, Design) conference that was recently held in Tanzania. There, this issue was again brought up, this time by Ugandan journalist, Andrew Mwenda. According to reports that I have read, celebrity do-gooder Bono jumped up to defend “aid” and “debt relief”, mentioning relief following the Irish potato famine and the Marshall Plan as two successful examples of such interventions. These are not only poor examples of what was being talked about, but Bono’s mention of them also illustrates the superficial knowledge on which some celebrity do-gooders seem to base their well-meaning intentions.
Before I get into debunking Bono, I want to just mention what I had intended to post in response to the Shikwati interview in Der Spiegel. The problem with Shikwati’s criticism (and Mwenda’s) concerns the definition of “aid”. They both obviously refer to as “aid” direct and indirect financial contributions to developing countries’ governments. However, I prefer a broader definition that also covers foreign investment, collaborative initiatives (e.g. in education, research, etc.), and so forth. The reason for this is that the narrow definition makes it possible to categorize activities in developing countries as not being development oriented if they do not involve direct financial contributions, thereby allowing active parties to justify measures that may be not in accordance with ethical concerns and values that are more commonly related to delivery of development assistance. For example, an Icelandic power company, Reykjavík Energy (RE), has just launched a project in Djibouti with the goal of eventually establishing geothermal power plants in the region (in Icelandic). When asked whether this was a “development project”, Þorleifur Finnsson, director of foreign projects and innovation, responded that it was not, rather that it is a commercial venture (Intel has made similar statements regarding their “Classmate PC”, but I can’t find a link). If successful, the project will provide cheap and reliable energy to a large region in a severely under-developed region. Obviously, this will have a significant impact on development in the region. So, how is this not a “development project”? And, what does Þorleifur mean by claiming that this is not a “development project”? Does this mean that RE is free to profit from the venture and export those profits out of the region? I really don’t know, but would like to.
Back to Bono’s statements at the TED conference in Africa (which, following from the preceding paragraph, I would suggest is a meaningful and potentially effective contribution to development in the region – the conference that is):
Now, I know that Bono is Irish and I am not, but to suggest that relief after the Irish famine was entirely, or in large part, due to financial contributions to the Irish is very simplistic. Financial contributions were only one of a wide range of measures that were implemented in Ireland after the famine, and not necessarily the most important. Some of the significant measures included, better transportation systems to deliver food to the hardest hit areas, numerous legislative changes to reduce tariffs and trade barriers, legislative changes that made it possible for Irish farmers to diversify their crops, increased jobs, etc. The common denominator in all of these actions – the Irish had more opportunities to help themselves.
To liken the Marshall Plan to the types of financial contributions that Shikwati and Mwenda criticize borders on the absurd. I suspect that Bono knows very little, if anything, about the Marshall Plan. The differences are numerous. Some obvious ones:

  • U.S. economic interests in, and related to, Europe had to be reestablished and protected (the U.S. knew that it needed European countries to buy their goods and much of the Marshall Plan funding went to purchasing goods from the U.S.),
  • for the most part, the European countries involved devised the plan themselves (although the U.S. Congress had to agree to it and the plans were presented to the U.S. and the final structure negotiated),
  • most of the funding ended up going to small and medium-sized enterprises,
  • the plan included, and was supported by, a number of initiatives, e.g. counter-part funds (converting to local currency), what became the OECD, the Technical Assistance Program (sort of industrial/technical exchange program – my grandfather spent a year in the U.S. through this program),
  • reconstruction funded by the Marshall Plan was closely monitored.

Again, the common denominator – creating opportunities to help themselves.
There is an overwhelming amount of literature on both the Irish famine and the Marshall Plan. What I’ve posted here is from memory and therefore I haven’t put in any citations. Considering the scholarly attention that both of these have received, finding literature is very easy and ignorance therefore inexcusable.
Nevertheless, Bono and others have done a lot to raise awareness of development issues and to open the dialogue to the general public. But, these are complex issues and it is doubtful that there are any simple solutions. That is a message that celebrities, with the influence that they can have, should be delivering.

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The document reality of an ICT4D program: missed opportunities

I have a lot of stuff on this blog on my analysis of the Millennium Development Goals, the United Nations Millennium Declaration and ICTs for development, but I never got around to posting anything about the research that came from it. Time to rectify the situation.
This post is about a document analysis of an ICT4D program that focuses on what Atkinson and Coffey (1997) have referred to as a “document reality”, i.e. how an organization, institution or other entity presents itself through the documents it produces. My results surprised me somewhat because they reveal what I feel may result in many missed opportunities for the ICT4D community.
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Neat stuff for XO (formerly known as “$100 laptop”)

The folks at the MIT Media Lab stay true to their constructionist/constructivist roots with SCRATCH, a nifty application to introduce the rudimentary concepts of programming and have fun while doing it! An interesting approach. It’ll be exciting to see what happens.

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