포스트휴먼시대, ‘지식’과 ‘지식화’ 담론 연구

Abstract

This paper considers the question of what changes the emergence of non-human subjects will bring to knowledge and knowledgeization in the post-human era in terms of “change of knowledge algorithm” and “restructure of the academic ecosystem,” and examines what role human subjects should play if collaboration with non-human subjects is an unavoidable new way of knowledgeization. As a master of knowledge that is clearly distinguished from technology, it was written with the aim of finding out the relevance of human subjects. For thousands of years, memories and records have made dialectical progress in the conflict between subject/object, human/tool, consciousness/unconsciousness, and fluid/fixedness. The emergence of non-human entities (AI), which use non-human tools called computers as a means, is an opportunity for knowledge restructuring and at the same time a crisis. Digital memory reminds us of knowledge, not of it. Whether one indulges only in the appearance of wisdom, as Socrates fears, or can reach the essence of wisdom depends entirely on the way the human subject deals with digital memory. “Save” and “Search” should be left to non-human subjects and the methods of “imagination” and “creative” that humans can do best should be used in four stages of intellectualization. Efforts to set a clear purpose and direction in the entire process of collection, editing, diffusion and utilization are what makes it clear that human beings are not means but purposes. The modern knowledge space is being dismantled and the professorstudent-college academic community is collapsing amid the crisis facing the university, including the commercialization of universities, privatization of knowledge, weakening of humanities traditions and the emergence of alternative spaces. Modern times created a dinosaur called University, and in the post-human era we are now witnessing the end of the dinosaur era. There has been a singularity in both knowledge and knowledge, and there is growing empathy among intellectuals that the existing paradigm cannot understand, interpret and solve newly discovered phenomena. The start of the new academic ecosystem would have been from the restructuring of the existing academic community, which has already begun in the SNE. Education was necessary for any age, and intellectuals survived the development of technology. What should be kept in mind, however, is the premise that changes in intellectualization technology and knowledge algorithms should be “understood,” “interpreted” and “advanced.” This is where the fate of the academic ecosystem consists of the collaboration of intellectuals and academic communities, as well as human and nonhuman entities.