Showing results for "The Theory of Knowledge" in Politics & Government

Over the past 10 years, urban planners, technology companies, and governments have promoted smart cities with a somewhat utopian vision of urban life made knowable and manageable through data collection and analysis. Emerging smart cities have become both crucibles and showrooms for the practical application of the Internet of Things, cloud computing, and the integration of big data into everyday life. Are smart cities optimized, sustainable, digitally networked solutions to urban problems? Or are they neoliberal, corporate-controlled, undemocratic non-places?

Fully updated chapters continue to address how technology and increasing levels of education have exposed people to more information than ever before. These societal gains, however, have also helped fuel a surge in narcissistic and misguided intellectual egalitarianism that has crippled informed debates on any number of issues. Over the past several years, the rise of populism and conspiracy theories have taken this to new levels. All voices, even the most ridiculous, demand to be taken with equal seriousness, and any claim to the contrary is dismissed as undemocratic elitism.

America’s struggling economy needs a better philosophy than the college student’s lament,“I can’t be out of money, I still have checks in my checkbook!” We've tried a government spending spree, and we've learned it doesn't work. Now is the time to rededicate our country to the pursuit of free-market capitalism, before we’re buried under a mound of debt and unfunded entitlements. But how do we navigate between government spending that’s too big to sustain and financial institutions that are "too big to fail?"

E. D. Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement.