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Transfer, Transitions and Transformations of Learning pp 23–37Cite as

Transferring Knowledge Versus Knowledge Through Technology Education

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Part of the book series: International Technology Education Studies ((ITES))

Abstract

These lines come from a Victorian comic opera that lampooned university study generally and women’s higher education in particular. A hundred and thirty years later it still points up current distinctions between different types of knowledge and hints at what type of knowledge is more valued. The “Classical” education of the time had little if any technical or scientific tuition, but the author was only mildly satirical realising that “Useful knowledge” was something that the Victorians valued highly.

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Author information

Authors and Affiliations

  1. Centre for Research in Education and Educational Technology, The Open University, United Kingdom

    Frank Banks

  2. Formally Nottingham Trent University, United Kingdom

    Malcolm Plant

Authors
  1. Frank Banks
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  2. Malcolm Plant
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Editor information

Editors and Affiliations

  1. Griffith Institute for Educational Research, Griffith University, Australia

    H. E. Middleton

  2. Eindhoven School of Education, Eindhoven University of Technology, Netherlands

    L. K. J. Baartman

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© 2013 Sense Publishers

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Banks, F., Plant, M. (2013). Transferring Knowledge Versus Knowledge Through Technology Education. In: Middleton, H.E., Baartman, L.K.J. (eds) Transfer, Transitions and Transformations of Learning. International Technology Education Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-437-6_3

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