With the rather rich discussion recently on technology integration and
training, I have been pondering the role of more traditional academic
disciplines and life in the modern world. Is there anything to be gained by
bringing traditional disciplines to bear in preparing students for an
economic world that values information and knowledge? Can we extend theory
to practice beyond the traditional paradigms?
Let me offer a real-life example. I have recently returned to teaching
after a 12 + year career in information technology. In my first class (a
freshmen-level college course covering the Renaissance to the Industrial
Revolution), I asked a very simple question: "Why do we study history?". I
should note that this is at a school that prides itself on a liberal arts
college education where many of the students come from parochial or
independent schools. With only two exceptions, the general consensus was
that these students were in a history class because they have to be...it is
a required course and nothing more. So much for the pursuit of knowledge
for knowledge's sake.
If there is anything I have learned from my work in information and
knowledge management over the years, it is that most current information
workers have a hard enough time organizing the wealth of information
available much less conduct critical analysis. Let me put that another way.
Even the young professionals who have been immersed in technology from an
early age have a difficult time organizing various pieces of information
leaving little time for critical analysis. From an information/knowledge
management perspective, companies and organizations are left searching for
more and more information rather than organizing and analyzing what they
already have to determine what more may be needed.
From my left brain perspective as a trained historian, information and
knowledge management is inherent to the act of "doing history". Culling
through source material, organizing and managing information, and conducting
critical analysis is at the root of the discipline of history (as well as
many other "traditional" disciplines). Yet so many students never see that
perspective and still tend to see history as "names, places, and dates". I
am left wondering if there is yet another untapped opportunity to prepare
students for the world they are entering?
I can see a wealth of opportunities to integrate technology into the act of
"doing history" but am left wondering if the methodology of "doing history"
is adequately extended to serve as practical tools for future so-called
knowledge workers. With all the talk of the need for more mathematicians
and scientists to manage the growth of technology, I wonder why there is not
adequate focus on the need for knowledge workers to manage the excessive
growth of information.
This is much more than the tools of technology. I believe this is a
fundamental issue facing our economic world. If we are indeed in the
"information age" (a topic for another time, perhaps), then the theory and
skills necessary for managing and analyzing information should arguably be
at the forefront even before the technology.
I would love to hear what others may think on the topic. I only hope I have
not inadvertently opened a pedagogical Pandora's box!
TJ
--
TJ Rainsford
E: tjrainsford@gmail.com
Adjunct Professor, History - Mount Saint Mary's University
Information Technology Professional
Renown Troublemaker
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