Knowledge Cultivation and Cognitive Empowerment
In the knowledge economy, information has become the most important commodity in society; scientific knowledge has been transformed into a digital form; information and information services have become one of the most important elements of the knowledge economy, and under these new circumstances, the economy is no longer concerned only with goods, i.e. the trade of physical products, but has increased its reliance on the provision of services, and therefore the economy has gained a new feature of producing, marketing and selling services and information.
The researchers assert that possessing information is something and using it effectively is something else, especially from communities looking to have sound civil or urban management, and while referring to the effective use of information systems, it should be noted that significant differences have arisen in this area between developing and developed countries.
Today, economists classify industries into declining industries that: rely more on raw materials than on technology; are characterized by low value added on their products; have emerging industries that rely more on knowledge, on technology, on services and on relationships, more than on raw materials; they are characterized by an increase in value added on their products, and there are companies where raw materials are never introduced, where the added value is entirely the product of knowledge, such as e-commerce companies.
Hence, as I mentioned in previous articles, the need to create a knowledge society has become very urgent to adapt to this new form of knowledge-based economy. Investors in this area are now attracted only by the existence of the appropriate knowledge ground represented by the knowledge society to invest in, which brings prosperity and economic prosperity to society first and then to investors.
Perhaps the most important avenue of cognitive empowerment that can be talked about in this regard, except for the importance of knowledge management and before it, is the so-called “knowledge cultivation”.
In essence, this concept says that participation is higher than the ranks of knowledge, a modern topic as a concept, but old as an application, and was first highlighted in 1997 by the writer David Skyrme by focusing on the leadership role of institutions in creating and nurturing knowledge in a way that contributes to the process of creativity and innovation, and has pointed to the existence of a broader concept of knowledge management, focused on processes only called “knowledge cultivation” and nutrition, to make it grow sustainably, with long-term benefits.
The future of creativity and innovation is through the cultivation of knowledge in the institution, says one researcher. Through the development and investment of knowledge, it is the essential activity necessary for innovation, which is done through the interaction in the human mind between past and new knowledge obtained by participation and empowerment.
This is where knowledge cultivation is an essential element in the process of cognitive empowerment, and represents a new perception of the search for knowledge and information that comes through participation, which is agreed by a wide range of researchers that the most important elements of the success of knowledge systems and their achievement of enterprise objectives is the success of the knowledge sharing segment, which needs a supportive institutional environment, which can lead to the institution having a sustainable knowledge advantage, so that knowledge becomes the basis for sustainable advantage that must be made ready for participation and spread within the institution.
In general, knowledge culture specialists are defined as the leading role of knowledge creation, nurturing, and sharing in a way that contributes to supporting innovation and cognitive empowerment.
The cultivation of knowledge is embodied in the implicit knowledge based on the fundamental capabilities that are deposited with its owners for the purpose of using it and represents the interactive relationship between existing knowledge and new knowledge and its participant by adding and developing a new source of thinking through the surrounding environment, and in other words, adopting knowledge and continuing the process of sharing knowledge and content among members of the same team.
In this context, the cultivation of knowledge is defined as a process of acquiring and transforming implicit knowledge into virtual knowledge, declaring it to other individuals and sharing it with them, and working to explore and nurture new knowledge, ensuring its growth and achieving its objectives within the organization.
The process of cultivating knowledge is often carried out by knowledge-owning workers passing on their experiences to others, consolidating and nurturing them within the institution, so it is important that workers entering important positions in the institution have sufficient knowledge of the success of their tasks, and hence the foundation supports and encourages workers with extensive knowledge of the organization’s activities to transfer them to others and not monopolize them.
There are several examples in this regard, including the model of knowledge cooperation, and here knowledge sharing plays two key roles: feeding and converting knowledge cultivation and the second is the spread of knowledge after cultivation and growth to ensure rapid and efficient communication among all individuals before and after agriculture.
The other model is sustainable cluster groups through which knowledge is cultivated based on sustainable communication between individuals and those clusters groups, which greatly helps to capture and absorb new knowledge from external sources and circulate quickly among individuals, as well as mutual and shared knowledge and participation among individuals within the cluster or group, which greatly helps to find new knowledge and unlocks innovative capabilities.
Finally, we can conclude the article with the saying of the Chinese sage (Kuan Chung) in the 5th century BC: if you are planning a year, plant a seed, and if you are planning for 100 years, teach a human being, because when you plant one seed, you harvest one crop, and when you learn, people harvest 100 crops.” And to talk the rest
Author : Manahel Thabet
Published April 09, 2021
Al Bayan Newspaper