ABSTRACT
This chapter begins by noting the emptying of the concept of knowledge in the increasingly globalized debates about education and the knowledge economy and explored some of the implications of this trend in contemporary educational policy. In endeavouring to recapture knowledge as lying at the heart of the goals of all education, the idea of the voice of knowledge does not divorce knowledge from knowers and hence from thinking and judgement. It focuses primarily on the differentiation of school and non-school knowledge and discussed some of the dimensions of this differentiation and their educational significance. The growth of knowledge, whether in a subject like physics or history, or in an occupational field like engineering or financial management, and hence the opportunities for acquisition open to new learners whatever their age, will depend on the continued process of rectification and critique, to return to Bachelard's apt phrase, by the various specialists involved.
