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In the early 2000s, André Gorz chose an approach to the issue of knowledge-based society which significantly differed in comparison with the mainstream. The generally shared standpoint at the time was that all industrial societies had passed through a process of formation change that seemed to know only one direction: the change from the industrial society to a knowledge-based society. In fact, ever since the 1970s there was a noticeable decline of the manufacturing industry in the creation of value along with the simultaneous growth of importance of services. However, there was more at stake. It was also a matter of the assumption that knowledge, besides capital, was becoming an increasingly important production factor of the modern economy. In connection to this stood the demand that education needs to play a more important role compared to the one in the industrial society. To put it more precisely: that higher education should be assigned a greater significance. Namely, the requirements towards the subjectivity of labor forces are growing, as well as their qualifications that are supposed to keep pace with the rising level of complexity of technological processes and the extra-functional competences of the subjects: their communication skills, cooperation skills, their skill to keep in view longer-term processes and to overcome backlashes.
