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- Herausgeber: GRIN Publishing
- Sprache: Englisch
Seminar paper from the year 2016 in the subject Business economics - General, grade: 1,0, Linnaeus University (School of Economics), course: Skills and Technology, language: English, abstract: The course describes the topics of tacit knowledge, the introduction to the area of Skill and Technology, makes distinctions between rules and the following of rules, between the abstract and the concrete, and problems and dilemmas in society from the perspective of professional skill.
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Veröffentlichungsjahr: 2016
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Contents
Introduction
Based on the Preface and Chapter 1 in „The Practical Intellect“ by Bo Göranzon (2009)
Based on Chapter 2 in „The Practical Intellect“ by Bo Göranzon (2009)
Based on “Tacit knowledge and risks“ by Bo Göranzon (2007)
Based on “The dream of the exact language”“ by Bo Göranzon (1993)
Based on “Literature, Language and Learning: Turing’s Paradox and the Metaphor of Caliban” by Bo Göranzon (2009)
Based on “Is the Computer a Tool?” by Bo Göranzon (2009)
How the introduction of formal systems may eventually limit the field of view in a skill
What does professional knowledge consist of?
What is the purpose of a computer?
Certainty and dialogue
Conclusion
Bibliography
Introduction
This is a collection of reports that were handed in during the seminar “Skills and Technology”. The seminar is based on „The practical Intellect“ by Bo Göranzon (2009). For each seminar the chapters of the book are read chronologically and then reflected and commented in an academic paper.
Based on the Preface and Chapter 1 in „The Practical Intellect“ by Bo Göranzon (2009)
This paper reflects on the Preface and first Chapter “Understanding Work and Knowledge in The computer Age” and “Computers and Knowledge” in the Practical Intellect by Bo Göranzon (2009).
Allan Janik who wrote the preface starts talking about the revolutionary science as the Practical Intellect sheds a new light on the role of technology in society. What differentiates the Practical Intellect from previous research is that it observes in the field and does not judge “from above”.
On the one hand it is discussed how computerization would improve and ease work processes, allowing to spend the saved time on other subjects that need more intellectual capacity and cannot be solved by a computer. However it is not as simple as it sounds. To make the computer efficient the system needs to be provided with sufficient data that exactly specifies the outcomes so that they are useful to work with.
The cost and effort - be it time here, to understand the computer system and be able to set it up correctly and then work with it is quite big in the beginning. Uncertainty about whether this investment in the beginning will pay off later on can lead to people avoiding to use computers and continue in their old paths.
Nowadays computers are everywhere and it is unthinkable to work or live without them. However, I can relate to the avoidance of investing so much time in the beginning of learning something new, that I might not continue to use in 1 year. For example when learning a new computer program I don’t like to read the manual and have try-and-error-approach. This can take quite a lot of time to come to a sufficient result. Nevertheless I feel that I learn more from learning while doing than consuming theory first and then applying it in practice. Therefore is it really true that the computer eases our ways of working? Sometimes it feels it takes more time and is more complicated – at least in the beginning. And is it really true that we spend the time a computer saves on tasks that require me as a human? I believe computers have made working faster and more efficient as e.g. complex calculations can be done errorfree and faster by a computer. Still, I can see that the computer takes away a lot of social skills that are important to work together. Instead of talking with each other people today sit behind their screen sending messages through a chat. For me the computer is an enabler, but cannot replace humans and humans need to understand what the computer is doing for them to be able to use it. Maybe today we are taught so much with the computer and are surrounded by technology that what was lacking in school 15 years ago – lessons about computerization, has become too dominant. Now it might be more helpful to teach social skills to avoid the development of lack of social interaction that computers are causing.
