摘要：AbstractThis paper analyzes different aspects of the knowledge society with special emphasis on the new roles and the repositioning of school and family. The authors are critical of the concept of “knowledge societies,” emphasizing the very wide range of (re) interpretation and (re) defining both society and knowledge. Knowledge is a very elusive term, and therefore determining the knowledge society implies that we need to determine knowledge itself. Although there are different kinds and types of knowledge, there are arguments that lead us to believe that the “knowledge society” is based on knowledge accepted in the Western academic tradition. Despite the differences, it is a fact that knowledge has touched many aspects of our lives, especially school and family. In contrast to the “stable” times, technology development in knowledge society, increased mobility, access to information and other products that can be subsumed under the knowledge society have significantly detradicionalized certain educational settings by creating a number of other public and private systems, along with the increase in the number and shape of interpersonal communication. The modern “knowledge society” requires the active involvement of all actors especially families, and finding an answer to the question whether the modern era has superseded some of the basic functions of the family?
