Abstract
【Part 1】Has the creation of a field for "Convergence Knowledge"
Based on the "perspective of follow-up evaluation," the formation of"integrated knowledge" within the transdisciplinary approach domain has achieved a certain degree of success. However, in specific cases where concrete examples such as beforehand proposals, patents for outcomes, or theses are visible, instances where the "characteristics of integrated knowledge" are visualized remain scarce. Furthermore, challenges remain in information gathering and "knowledge sharing."
Based on the "Perspective on Intellectual Property Creation and Management," the "facilitator function within the field" drives the "thing-making/process-making" process, advances the "sharing of knowledge," and creates "co-innovative knowledge" that becomes new "vitality by knowledge." The role of the facilitator is extremely important.
From the perspective of "ecosystem collaboration" in entrepreneurship education, establishing and maintaining organizational liaison functions is key. Dynamic collaboration between "research fields" and "educational settings " advances knowledge integration, regenerating traditional industry-academia collaboration opportunities.
【Part 2】Issues Based on Expert Comments Regarding " Convergence Knowledge"
From a lawyer's perspective, for the concept of "Convergence Knowledge" to function as a substantive entity, it requires the creation of new knowledge, not merely the extension of existing specialized knowledge. For example, generative AI is merely a technical tool, and those claiming it creates new knowledge bear the burden of proving this assertion.
From a physician's perspective, "Convergence Knowledge" in regional medical science is created through collaborative consensus-building among stakeholders addressing the maintenance of patient well-being, and it is accumulated as shared knowledge among them. Therefore, while maintaining professional talent development, it is essential to facilitate not only collaboration between medical care and medicine but also "interprofessional collaboration" encompassing nursing care, etc., while utilizing generative AI and promoting information integration.
From the "teacher's perspective," in an era of rapid change and unpredictability, the following capabilities are essential: "the power to connect knowledge and create value," and "the power to integrate knowledge across disciplines and connect it to societal implementation." To "create something from nothing," we need 'classrooms' and "opportunities for independent activities" that encourage the exercise of free thinking.
【Part 3】Creating Concepts and Things with "Integrated Knowledge": The Next Steps
Three conclusions emerged. First, "integrated knowledge" is deepening within modern social systems as a form of "shared knowledge" akin to new group-ware or specific team-ware. It is desirable to scrutinize the distinct characteristics of the "field" that differ from conventional shared knowledge.
Second, the era of division of labor with generative AI and physical AI is arriving sooner than expected. Especially for human resource development, a comprehensive approach encompassing not only graduate and undergraduate education but also primary and secondary education is necessary. Supporting the advancement of "Knowledge Sharing" within society's ecosystem is desirable.
Third, it is desirable to create a "platform for mutual collaboration among creators, users, and disposers. " By integrating information infrastructures like generative AI and physical AI, we can achieve the "Visualization of Trans-Intelligence throughout Co-innovation."
