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Knowledge and experience can be understood as pivotal didactic variables not only in age-based learning environments but also in intergenerational learning cultures. This article focuses these two concepts and analyses them with regard to their function and relevance in intergenerational learning cultures. The theoretical and empirical findings of a triangulative study will support the argument. By presenting a theoretical and practical dichotomy concerning the use of knowledge and experience i…
Since Francis Bacon, the concept of knowledge has been related to the question of power. In the beginning, this interrelation was applied to scientific knowledge, nature and its controllability. Since the era of enlightenment this problem has been applied to questions of social power. Marxist theoreticians then exposed the emergence and distributions of and the access to knowledge as related to the class struggle. Finally, it was Foucault who opens up for a new and experimental perspective.
