In today’s society, influences from the western world depict education as a prerequisite for adulthood, required to be undertaken as a child. We as students in a western world must learn the ways of the western world and how we can alter and instil it into the societies of the honourable eastern world. In ‘Animal Farm’, the pigs first tried to teach the other animals to read; some animals learnt the alphabet, but most did not. Seeing this, the pigs realized that they could tell the animals anything and they would have to be believed. Gradually, the pigs began to control education and began to indoctrinate the animals. For example, the sheep were taught to say ‘Four legs good, two legs bad’ at certain times so that the animals had to listen to the pigs’ propaganda, which was accepted and remained unquestioned. So it was in the Russian Revolution; Stalin controlled the level of education provided to the proletariats and therefore gained power over them. Through this lack of education, the Russian peasants were unable to detect the gradual power Stalin was establishing over them. This is too true in reality – some people are so naïve that they will believe in what they are told, regardless of what events occur, for they are unable to think for themselves, they are unable to know anything else. This is largely the job of the American media: they just allow the world

In order to better understand the conception of knowledge, it is also vital to distinguish knowledge from other similar conceptions. As mentioned above, there are too many aspects can be covered by knowledge and it is not surprising to find conceptions like data, information and wisdom have been frequently used interchangeably across academic journals and business practice. But they are different conceptions. Davenport and Prusak (1998) defined data as simple description of reality, information as data with purpose behind and knowledge as the idea that formed in minds after gaining information. To better illustrate the relationship among these conceptions, Skyrme and Amidon (1997) proposed a diagram known as “the Pyramid of Knowledge” (see figure 1). This distinction made here has significant implication in practice. Modern technology makes it possible for business to have access to tons of information instantly, but it does not necessarily mean they can gain knowledge that way. As Davenport and Prusak (1998) defined, knowledge is different from information as it does not only include the contents of information but also embody perception and judgement of people. At the end of day, it depends on the person who has received the information to come up with