This paper presents an overview of the social history of the development of scientific knowledge, with the aim of illuminating the way in which the systemic needs (material, integrative and self-aware) of social communities were the limiting factor, but also in some cases allowed the development of scientific knowledge. The way of satisfying these systemic needs is explained as a factor that influenced the society's relation to scientific knowledge. The paper is covering several historical periods: pre-capitalism and capitalism, in order to point to the deeper socio-economic conditions that determined the future of science and technology.
Knowledge Economy and science and technology today have a key role in economic and social development of modern society, but in the knowledge economy the nature of the economic and political system under the influence of the global economy is increasingly coming to the fore and the influence of national culture that its value system as a cultural frame or limit the effect of encouraging the success of organizational potential. Individualist cultures with bureaucratic organization of work in the west European countries have proved very successful in the socio-economic development, but no less successful were neither collectivist culture with "toyotistic" mode of labour organisation (Japan), which indicates that both the individualistic and collectivist system of values include the development potential, which indicates that the value system between national culture and economic development, there is a functional relationship is mediated by organizational culture.
Obrazovanje se kao društveni fenomen istorijski razvijalo kao humana kategorija, razvijajući ali i reprodukujući vrednosti i vrednosne sisteme u okviru društvenih i ekonomskih odnosa. Posmatrano kao značajna sila socijalne mobilnosti i demokratizacije društva, kroz obrazovanje se prelama i ekonomska dimenzija socijalnog sistema, što ukazuje na veliku ulogu obrazovanja u procesu klasne reprodukcije. Oslanjajući se na istraživački rad Džemsa Kolmana i Pjera Burdijea u oblasti obrazovanja pokušali smo da utvrdimo da li se parametri socijalne reprodukcije koji važe u zemljama Zapada, jednako manifestuju i u zemljama u razvoju kakva je na primer Srbija.
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