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The following outline contains some areas you might want to explore further. They can be found in Post-Capitalist Society by Peter Drucker.
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Knowledge
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Knowledge: Its Economics and Its Productivity
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Introduction
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The economics of knowledge
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The productivity of knowledge
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The productivity of money
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The management requirements
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Only connect
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The Accountable School
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Introduction
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How the Japanese did it
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The new performance demands
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Learning to learn
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The school in society
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The schools as partners
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The accountable school
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The Educated Person (details)
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In the knowledge society into which we are moving, individuals are central
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Knowledge is not impersonal, like money.
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Knowledge does not reside in a book, a databank, a software program; they contain only information.
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Knowledge is always
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embodied in a person
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carried by a person
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created, augmented, or improved by a person
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applied by a person
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taught and passed on by a person
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used or misused by a person
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The shift to the knowledge society therefore puts the person in the center.
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it raises new challenges, new issues, new and quite unprecedented questions about the knowledge societys representative, the educated person
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The knowledge society must have at its core the concept of the educated person
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It will have to be a universal concept, precisely because the knowledge society is a society of knowledges and because it is global—in its money, its economics, its careers, its technology, its central issues, and above all, in its information.
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Post-capitalist society requires a unifying force.
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It requires a leadership group, which can focus local, particular, separate traditions onto a common and shared commitment to values, a common concept of excellence, and on mutual respect.
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Post-capitalist society needs the educated person even more than any earlier society did, and access to the great heritage of the past will have to be an essential element
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The educated person
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The educated person we need will have to be able to appreciate other cultures and traditions
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The educated person also will have to be far less exclusively bookish than the product of the liberal education of the Humanists
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He or she will need trained perception fully as much as analysis
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Tomorrow's educated person will have to be prepared for life in a global world.
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It will be a Westernized world, but also increasingly a tribalized world
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He or she must become a citizen of the world-in vision, horizon, information.
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But he or she will also have to draw nourishment from their local roots and, in turn, enrich and nourish their own local culture.
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Post-capitalist society is both a knowledge society and a society of organizations, each dependent on the other and yet each very different in its concepts, views, and values.
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The educated person will therefore have to be prepared to live and work simultaneously in two cultures
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that of the intellectual, who focuses on words and ideas, and
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that of the manager, who focuses on people and work.
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All educated persons in the post-capitalist society will have to be prepared to understand both cultures.
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We neither need nor will get polymaths who are at home in many knowledges; in fact, we will probably become even more specialized. But what we do need-and what will define the educated person in the knowledge society-is the ability to understand the various knowledges.
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What is each one about?
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What is it trying to do?
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What are its central concerns and theories?
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What major new insights has it produced?
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What are its important areas of ignorance, its problems, its challenges?
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Without such understanding, the knowledges themselves will become sterile, will indeed cease to be knowledges. They will become intellectually arrogant and unproductive. For the major new insights in every one of the specialized knowledges arise out of another, separate specialty, out of another one of the knowledges.
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The specialists have to take responsibility for making both themselves and their specialty understood
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There is no Queen of the Knowledges in the knowledge society.
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All knowledges are equally valuable; all knowledges, in the words of the great medieval saint and philosopher St. Bonaventura, lead equally to the truth.
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But to make them paths to truth, paths to knowledge, has to be the responsibility of the men and women who own these knowledges. Collectively, they hold knowledge in trust.
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One thing we can predict: the greatest change will be the change in knowledge--in its form and content; in its meaning; in its responsibility; and in what it means to be an educated person.
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