Author Topic: Centralization and Universalization of Knowledge: Problems, Solution and Challen  (Read 1728 times)

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Author : Pawan Bhattarai, Amrik Singh, Lalit.K.Awasthi, A.S Sudan
International Journal of Scientific & Engineering Research Volume 2, Issue 6, June-2011
ISSN 2229-5518
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Abstract—Knowledge in academies is expressed in a decentralized and non-standard form that we encounter everyday and is expanding at an alarming rate at many places and is ultimately consumed by us to teach and make others to understand.  There has been tremendous increase in knowledge in various areas and competition among many academies to understand and explain it in its most innate form. Due to this act, we have made so many different, duplicate and somewhere ineffective versions of explanation of knowledge entities that has always put us in a doubtful question like –“Am I teaching or learning the ultimate manuscript about the fact?” Inadvertently the knowledge is in devastating state in most of the academic institutions of the world. This paper proposes a solution that provides a platform to centralize and universalize the academic knowledge quality by using internet as pathway and sharing as an act.
Index Terms - Hierarchical Knowledge Sharing Model (HKSM), Knowledge Processing System (KPS),Text Processing Subsystem (TPS), Multimedia Processing Subsystem (MPS), Triple-A System (AAA-System). Authentication-Authorization-Accounting (AAA).

1   INTRODUCTION                                                                     
Knowledge universalization [1] in the context of this pa-per means to authenticate and standardize it into its unique form and centralization is to concentrate it at physically multiple but logically one location to control its duplicity and reach among aspirant mass. We all are connected to various sources of knowledge like books, Internet, Television, newspapers, people etc to get updated and use it in various aspects of life and ultimately enhance standards of living.  The advent of many goods of daily use and new ways to make them more useful and efficient has only been possible due to in-depth knowledge and understanding of the matter around us. With passage of time we have become knowledgeable from Stone Age to Iron Age, from indus-trial revolution to today’s Information Technology (IT) Age. Knowledge is continuous and never ending act of human creativity. Knowledge has always played a major role in the growth of human civilization and economy of the world. People with good academic knowledge are always in demand in industrial sector to provide best solutions and services to make our lives simpler, smarter and prosperous [1]. Academies play a vital role in imparting the major portion of the knowledge that we find around us. The Knowledge shared and learnt has been authentically classified into scalar and/or non scalar physical, chemical, biological sections and many more. The knowledge acquisition and delivery process follows a hierarchical approach to reach to its intended learner which is as follow:

(a) Production of Knowledge
The classified knowledge been  provided  by discover-ers,   inventors,   physicists,   chemists,   biologists,   re-searchers, scientists, doctors and scholars in their own field as authentic documents e.g. Laws of Mathematics, Physics, chemistry and facts of biology to name a few i.e., most important subjects of knowledge in their re-spective domains.

(b) Processing of Knowledge
In   order   to   generalize   and  make   more   elaborative   explanation   of knowledge produced in (a), people of academia and non-academia understand, follow, categorize, document and make it available to its intended users or followers in more explanatory and broader form as found in text books, Internet, magazines, articles, notes, etc.

(c) Delivery of Knowledge
The Academic institutions of the world deliver the processed   knowledge attained from (b) in different classes/grades of Primary, Secondary, and Post Secondary level etc in an organized manner.

(d) Addition of Knowledge
The knowledge seekers in academia and non-academia later on with their depth of understanding and experience from knowledge delivered in (c) be-come knowledge producers and add or fine tune the knowledge of (a) in (b).
From aforesaid it is understood that, Part (a) is where the knowledge originates and is well kept with what is known and what else to know. (b) and (c)  are  the  most dominating  and  fluctuating  part  of  the  know-ledge acquisition  and  delivery.  Here  the  knowledge  about  any  entity of (a) is found in different explanations (clear and unclear),  in different  places  (same  content  inside  many  Books,  at multiple places on the Internet etc with good ,better, best type quality ) and in  duplicate form. Most of the problems related to quality and quantity of knowledge arise from an endless knowledge loop that virtually seems to exist between (b) and (c) as in Figure 1. Due to this, every time the academic knowledge is poorly understood and explained by most of the individuals of academia which is making knowledge of (a) inefficient and ineffective for imparting in academies, where well known facts are written understood and repositioned again and again in different sources thus everyone finds it differently. The academies have their own methods and code of teaching/deliverance of knowledge that can be controlled by the people serving in the academic institutions but there are monitory, regional, economical, political hindrances which hamper the quality of knowledge being accumulated and delivered. The current knowledge system has data which is unfiltered and unorganized, conceptual view of the same is indicated in Figure 2, where knowledge from different sources is divided into various fields/subjects/domains as f1, f2, f3…fn for further explanation and understanding the facts. In this process it is again found as untreated and unaltered for authenticity and reliability of the same.
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