The social history of knowledge examines how knowledge is produced, shared and understood in various societal contexts over time. This field underscores the interplay between knowledge systems and the social, cultural and political frameworks that influence them.

Knowledge is not merely a collection of facts or theories; it is shaped by the institutions, practices and power dynamics of the society in which it exists. From the invention of the printing press to the rise of the internet, the modes of knowledge dissemination have transformed dramatically, influencing societal structures and individual thought.

Peter Burke’s two-volume study, A Social History of Knowledge, traces this evolution meticulously, from the advent of print culture in the 15th Century through the Enlightenment and into the digital age. The first volume covers the period from Gutenberg to Diderot, highlighting the significant shifts brought about by the printing revolution and the enlightenment.

The second volume extends this narrative into the modern era, exploring the impacts of mass media and digital technologies on knowledge creation and distribution. By connecting Burke’s analysis with Yuval Noah Harari’s Nexus, which examines the interconnections of knowledge systems in a globalised world, we can better understand how knowledge continues to shape human experience.

One notable aspect of Burke’s work is the omission of Eastern societies in his historical narrative. This exclusion prompts a discussion about the reasons behind it, including Eurocentrism, the specific historical contexts Burke addresses and the broader implications for understanding knowledge as a global phenomenon.

In the first volume of Burke’s work, the emergence of print is contextualised as a pivotal moment in the history of knowledge. Johannes Gutenberg’s invention of the printing press in the mid-15th Century revolutionised the production of texts. Prior to this, knowledge was largely transmitted through oral traditions and handwritten manuscripts, which were expensive and accessible only to a privileged few. The printing press democratised knowledge by enabling the mass production of books, thereby expanding access beyond the elite classes.

Burke discusses how the proliferation of printed materials fostered new ideas and facilitated the spread of Renaissance humanism. The printed word became a tool for dissent, as seen in the reformation, where Martin Luther’s 95 Theses reached a broad audience, challenging the established Church’s authority. This era marked a significant shift in how knowledge was viewed; it began to be seen as a public good, essential for informed citizenship.

The Enlightenment further transformed the landscape of knowledge. Figures like Diderot and the contributors to the Encyclopédie aimed to compile and disseminate knowledge systematically. This intellectual movement emphasised reason, empiricism and scepticism of traditional authority.

Burke illustrates how Enlightenment thinkers sought to not only catalogue knowledge but also to challenge existing paradigms, advocating for a society based on reason and scientific inquiry. The rise of salons and public lectures contributed to the democratisation of knowledge, facilitating discussions among diverse groups and laying the groundwork for modern public discourse.

In the second volume, Burke shifts focus to developments from the late 18th Century to the present. The Industrial Revolution introduced new media forms, such as newspapers and magazines, which expanded the channels through which knowledge could be disseminated. This period saw the emergence of mass communication, leading to the rise of public opinion as a powerful force in shaping social and political landscapes.

Burke emphasises the role of education in this evolution. The establishment of public education systems in the 19th Century aimed to equip citizens with the knowledge necessary for participation in democratic societies. Educational institutions became crucial in legitimising certain bodies of knowledge while marginalising others, illustrating the ongoing tension between power and knowledge.

The advent of radio, television and the internet revolutionised the distribution of knowledge. Burke explores how the internet has transformed the way knowledge is accessed, created and shared, fostering a participatory culture where individuals can contribute to the knowledge landscape. However, this shift also raises questions about the quality and reliability of information, as well as issues of digital divide and misinformation.

Burke’s omission of Eastern societies from his analysis raises important questions. One tentative reason for this exclusion may be the Eurocentric focus of his study, which centres on Western developments in knowledge and culture. This perspective, while valuable in understanding the evolution of Western thought, risks oversimplifying a more complex global narrative where Eastern societies have rich traditions of knowledge production and dissemination.

Additionally, Burke’s narrative is structured around specific historical events and movements that predominantly occurred in Europe. This focus may unintentionally marginalise non-Western contexts that have their own trajectories of knowledge development, such as the rich intellectual traditions of China, India and the Middle East. By not incorporating these perspectives, Burke’s analysis may overlook critical influences on the global history of knowledge. It will be interesting if Burke’s work is read as an antecedent to Yuval Hariri recent book, Nexus.

In Nexus, Yuval Noah Harari explores the interconnectedness of knowledge systems in a globalised context. He posits that the contemporary world is characterised by networks—of people, ideas and technologies—that shape our understanding and experiences. Harari’s insights resonate with Burke’s historical narrative, highlighting how the evolution of knowledge systems has always been tied to broader social changes.

Both Burke and Harari recognise that knowledge is not merely a passive repository of facts; it is active and dynamic, influenced by societal needs, technological advancements and power structures. Harari’s examination of the implications of digital networks complements Burke’s analysis by addressing contemporary challenges, such as the spread of misinformation and the monopolisation of knowledge by tech giants.

Furthermore, Harari’s concept of a “global knowledge nexus” echoes Burke’s observation of the democratisation of knowledge through print and media. In the digital age, knowledge is increasingly a collective endeavour, yet it also raises concerns about who controls this nexus and how it shapes societal narratives.

The narratives presented by Burke and Harari offer valuable lessons for the youth in Pakistani universities. As students engaged in a globalised world, they can draw insights that resonate with their own experiences and challenges.

Understanding the historical significance of the printing press and the internet as tools for democratising knowledge highlights the importance of accessible education and information. Pakistani students should advocate for open educational resources and engage in discussions that enhance the quality of knowledge sharing within their communities.

The Enlightenment’s emphasis on reason and scepticism of authority encourages students to cultivate critical thinking skills. In a rapidly changing digital landscape, the ability to analyse information critically is essential to navigate misinformation and diverse perspectives. Recognising the omission of Eastern narratives in historical analyses can motivate Pakistani youth to explore and celebrate their own intellectual traditions. This can inspire a broader understanding of knowledge as a global phenomenon, fostering respect for diverse contributions to human thought.

The role of public lectures and salons in the Enlightenment can serve as a model for fostering dialogue among students today. Organising seminars, debates and discussions can create platforms for sharing ideas and challenging societal norms, reinforcing the importance of informed citizenship.

The digital age presents both opportunities and challenges. Pakistani youth should engage with digital tools responsibly, promoting accurate information while being aware of the pitfalls of misinformation and the digital divide. They can use social media and other platforms to raise awareness on critical issues affecting their society.

The social history of knowledge, as articulated by Peter Burke, provides a profound understanding of how knowledge has evolved and transformed society from the printing press to the internet. However, the omission of Eastern societies from Burke’s analysis invites critical reflection on the inclusivity of knowledge narratives. By connecting this narrative with Yuval Noah Harari’s Nexus, we gain insight into the complexities of knowledge in a globalized world.

For the youth in Pakistani universities, these texts underscore the power of knowledge as a tool for empowerment, urging them to engage actively with their own narratives and contribute meaningfully to the global discourse on knowledge and society. As they navigate the challenges of the digital age, it is imperative to recognise the historical context of knowledge production and dissemination, ensuring that it remains a force for positive change.

The writer is a professor in the Faculty of Liberal Arts at the Beaconhouse National University, Lahore