3 Debating the Nature of Objective Knowledge,
the Resource of All Resources
If we embrace the view that the goals of knowledge inquiry are better served only if
we regard knowledge as a context-dependent resource rather than contextindependent unchangeable truth, then one can strongly argue for its wise production and use for purposes of helping humanity to cope with many of the challenges
that it faces now and will face in the future (Pandit and Dosch 2013).
If we decide to define knowledge as a resource that can be produced, transferred
and utilized to generate more resources of various kinds, it may be asked what
makes knowledge resources different from other kinds of resource including
information, and the human and natural resources. It is reasonable to answer this
question by saying that knowledge is the resource of all resources. This can be
articulated by showing how it takes care of the following important constraints
(i–ix):
(i) as a resource, knowledge is not only context-dependent but subject to
change according to its own dynamics (Popper 1972, 1975; Pandit and
Dosch 2013; Pandit 1982, 1991, 2010a, b, c, 2012a, b);
(ii) not every kind of resource is knowledge: not all kinds of resources that are
accessible to mankind can be called as knowledge;
(iii) information, a resource, can become part of knowledge only if it is incorporated as an element in a theory-problem driven knowledge system;
(iv) knowledge gives us humans orientation when we are dealing with one
another and with nature and natural resources in our environment (Pandit
1991; Meusburger 2015);
(v) knowledge change is a function of knowledge resources dynamics, scientific revolutions, interface-building among multiple sciences at the emergent
frontiers and enhanced knowledge environments;
(vi) as a rule, it will be possible for society and humanity to design and adopt
healthy and wise policies with regard to the natural and human resources
only if the various epistemic communities—namely, researchers, scientists,
policy makers—find it possible to produce and employ knowledge
resources wisely in appropriate practical contexts and at the emergent
frontiers;
(vii) knowledge environments, i.e. universities, institutes of research, organizations and firms are necessary for accelerating the knowledge resources
dynamics;
(viii) as a matter of policy, a KBCE is expected to use knowledge as the resource
of all resources; and
(ix) what sustainability research is to policy in the context of our dependence on
natural and human resources, wisdom inquiry is to policy in the contexts of
production, transfer and utilization of knowledge taken as the resource of
all resources.
Knowledge-Based Climate Economy …
141
the Resource of All Resources
If we embrace the view that the goals of knowledge inquiry are better served only if
we regard knowledge as a context-dependent resource rather than contextindependent unchangeable truth, then one can strongly argue for its wise production and use for purposes of helping humanity to cope with many of the challenges
that it faces now and will face in the future (Pandit and Dosch 2013).
If we decide to define knowledge as a resource that can be produced, transferred
and utilized to generate more resources of various kinds, it may be asked what
makes knowledge resources different from other kinds of resource including
information, and the human and natural resources. It is reasonable to answer this
question by saying that knowledge is the resource of all resources. This can be
articulated by showing how it takes care of the following important constraints
(i–ix):
(i) as a resource, knowledge is not only context-dependent but subject to
change according to its own dynamics (Popper 1972, 1975; Pandit and
Dosch 2013; Pandit 1982, 1991, 2010a, b, c, 2012a, b);
(ii) not every kind of resource is knowledge: not all kinds of resources that are
accessible to mankind can be called as knowledge;
(iii) information, a resource, can become part of knowledge only if it is incorporated as an element in a theory-problem driven knowledge system;
(iv) knowledge gives us humans orientation when we are dealing with one
another and with nature and natural resources in our environment (Pandit
1991; Meusburger 2015);
(v) knowledge change is a function of knowledge resources dynamics, scientific revolutions, interface-building among multiple sciences at the emergent
frontiers and enhanced knowledge environments;
(vi) as a rule, it will be possible for society and humanity to design and adopt
healthy and wise policies with regard to the natural and human resources
only if the various epistemic communities—namely, researchers, scientists,
policy makers—find it possible to produce and employ knowledge
resources wisely in appropriate practical contexts and at the emergent
frontiers;
(vii) knowledge environments, i.e. universities, institutes of research, organizations and firms are necessary for accelerating the knowledge resources
dynamics;
(viii) as a matter of policy, a KBCE is expected to use knowledge as the resource
of all resources; and
(ix) what sustainability research is to policy in the context of our dependence on
natural and human resources, wisdom inquiry is to policy in the contexts of
production, transfer and utilization of knowledge taken as the resource of
all resources.
Knowledge-Based Climate Economy …
141