Suchergebnisse

Die Autorinnen fragen nach den Inhalten und Formen von Wissen über Raum und Raumentwicklung für die große Transformation sowie nach den Bedingungen für dessen Produktion und Verbreitung. Vor dem Hintergrund der frühen Debatten um nachhaltige Raumentwicklung werden die Hemmnisse und Blockaden dargestellt, die sich aus einem verkürzten Raumverständnis ergeben können. Die Rolle wissenschaftlicher Institutionen bei der Produktion und Verbreitung von Transformations- und transformativem Raumwissen - insbesondere der Hochschulen, in welche die Raum- und Planungswissenschaften eingebunden sind - wird diskutiert. Der Beitrag mündet ein in fünf zusammenfassende Thesen, mit denen zugleich weiterführende Forschungsbedarfe zum Thema formuliert werden.

Im vorliegenden Kapitel werden Besonderheiten, Herausforderungen und Spannungsfelder hinsichtlich der Gestaltung von Community-Health-Forschung beleuchtet und methodische Herangehensweisen reflektiert. Die zentrale Frage lautet hierbei, wie eine Kohärenz zwischen dem Anspruch und den Leitkonzepten von Community Health (vgl. den Beitrag zu Leitkonzepten) und der Umsetzung wissenschaftlicher Forschung gelingen kann - angefangen bei der Identifikation von Forschungsbedarfen und der Formulierung von Fragestellungen, über die Gestaltung von Forschungsbeziehungen, die Wahl der Methoden, die Analyse und Interpretation der Daten bis hin zur Nutzung und Veröffentlichung der Erkenntnisse. Es ist nicht der Anspruch dieses Beitrags, einen umfassenden Blick über Methoden zu geben; hierfür sei verwiesen auf die einschlägige Literatur zur Community-Health-Forschung. Vielmehr möchten wir zur Reflexion darüber anregen, welche Aspekte bei der Gestaltung des Forschungsprozesses zu bedenken sind, sowie zwei exemplarische methodische Ansätze vorstellen. Nicht zuletzt möchten wir dazu einladen, bewährte methodische Rezepte den Anforderungen des jeweiligen Forschungsgegenstands anzupassen und sie mutig weiterzuentwickeln.

The argument is presented that the increasing awareness of the tension between international trade/globalization & environmental protection will only improve with the co-evolution of ecological knowledge & reform of national & international institutions. The author supports the argument by analysis of three topics that include epistemological tensions between key trade & environment norms, the relationship between trade, ecology & intellectual property rights in relation to the TRIPS agreement & geographical indications, & the importance of shared national experience & ecological knowledge for institutional innovation & integrative responsibility at the international level. The author advocates continued experiments between institutions in spite of the current lack of intellectual & political leadership needed to guide dialogue between the national & international communities. References. J. Harwell

Consideration of the many worldviews represented in a critical globalization studies presents questions of the types of knowledge & what is the desired knowledge sought by critical globalization scholars. Critical intellectuals attempt to identify the Gramscian "common sense" propositions to unmask normal knowledge, but also construct new knowledge about what exists or ought to exist on the basis of transformed relations of power. In this reconstruction of knowledge the author identifies a polymorphous world in which the longue duree & the challenge of constructing grounded utopias are related to the problems of European critical thinkers. The mechanisms for policing of knowledge production presents the danger of impacting ourselves importance of our own making that can be overcome in a complex of five interacting components for critical globalization studies in the post 9/11 reconfiguration of global politics. The highly contested domain of globalization studies points to an interregnum that maintains elements of the old of the border, identifies continuities and discontinuities with the contemporary order, and permits glimmers of a transition to a new order. References. J. Harwell

Die wissensbasierte und -intensive Ökonomie hat eine neue Positionierung von Hochschulen im "knowledge triangle" bewirkt, wobei das regionale Umfeld als Aktionsraum an Bedeutung gewonnen hat. Ausgehend von einem allgemeinen Governance-Verständnis wird die regionale Governance von Wissensprozessen behandelt, in Bezug zu Ansätzen der "organisationalen Felder" gesetzt, auf Basis des Ansatzes regionaler Wissensbasen werden Regionstypen differenziert, Modelle regionsbezogener Hochschulgovernance diskutiert und die den Regionstypen zugeordneten Governance-Ansätze mit den Hochschulgovernance-Formen konfrontiert. Ergebnis: Da regionale Politik und Verwaltung gegenüber den Hochschulen kaum über Möglichkeiten direkter Einflussnahme verfügen, muss ein produktives Kooperationsverhältnis konsensual erfolgen. Eine Öffnung der Hochschulen setzt voraus, Transdisziplinarität als Denkweise und Forschungszugang zu etablieren. Netzwerke verschiedenster Art gelten hier als erfolgsträchtiger Weg.

"Thania Paffenholz outlines concepts and experiences for designing and assessing intervention strategies. The article discusses the problems which result from the question of which actor can intervene with which strategies and instruments, and at what time in any particular situation of conflict. Drawing upon her field experience, the author formulates ten issues that need to be addressed in intervention design: 1. the need for vision, goals and commitment; 2. methods of analysing conflicts and actors; 3. strategies and roles of intervening actors; 4. the ongoing search for adequate partners and entry points; 5. timing and exit options of interventions; 6. thinking in processes and building structures; 7. criteria for the recruitment of field staff; 8. co-ordination and co-operation; 9. the inclusion of the goals of sustainability and 10. building learning into the process of interventions. These aspects are examined from the perspective of NGOs' reality in conflict and finally the author raises the difficulties of creating knowledge management mechanisms within organisations and programmes." (author's abstract)

Explores the differential political effects created by the production of knowledge & culture of lesbian & gay life by community intellectuals vs university intellectuals. It is suggested that a tension has always existed between these groups because of their differential access to resources of authority. The examples of the spread of camp & the idea of safe sex show that community intellectuals can exercise profound influence in shaping a sense of collective identity; however, the forms of vernacular knowledge they use are inherently fluid & unstable. Academic intellectuals are in a much stronger position to exercise cultural authority, because they have access to the material & symbolic power bestowed by academia. It is argued that the continued progress of cultural politics in the gay & lesbian community requires both vernacular & disciplinary knowledges so that the community can strenghten its solidarity while maintaining its legitimacy. D. M. Smith

Grundlegendes Problem technischer Innovationen ist der Umgang mit ihren oft großen Unsicherheiten. Innovationsnetzwerke zielen nun darauf, die prinzipielle Unsicherheit von Prozessen, die in eine nur bedingt prognostizierbare Zukunft gerichtet sind, für alle Beteiligten und Betroffenen zu reduzieren und kalkulierbar zu machen. Der Beitrag analysiert diese grundsätzliche Problematik für die Besonderheiten von Innovationsprozessen in neu entstehenden Technologiefeldern. Dies sind Felder, deren zentrales Merkmal die Überschreitung existierender Branchen- und Disziplinengrenzen ist und die sich durch eine hohe FuE- und Wissensintensität auszeichnen. Die Autoren zeigen, dass sich hier ein neuer Innovationstyp herausbildet, der die Ausweitung der Netzwerkdebatte in Richtung auf neue Ansätze in der Wissenschafts- und Technikforschung erfordert. Bezug genommen wird dabei auf den Ansatz von Michael Gibbons und seine Theorie der "new forms of knowledge production". (ICA)

Discusses the nature of (inter)disciplinarity & the development of a pedagogical approach to teaching scientific literacy that is based on its reconceptualization as "agential literacy." The nature of disciplinary knowledge & the need for joint conceptual shifts in basic understandings of scientific literacy are discussed. Agential realism is defined as an "epistem-onto-logical framework" that expands on the work of physicist Niels Bohr (1963) to focus on such things as the nature of scientific & other social practices; the essence of reality/matter; the role of natural, social, & cultural factors in scientific knowledge production; & links between the material & discursive. An exploration of the implications of agential realism for thinking about scientific literacy stresses that the making of science is not separate from the making of society, & teaching scientific literacy can no longer be seen as the sole responsibility of scientists. A course titled "Situated Knowledges: Cultural Studies of Twentieth Century Physics" was specifically designed to advance the agential literacy of science & nonscience majors. The course's approach & content are described. 24 References. J. Lindroth

Describes the development & evolution of a reading seminar on "Women, Gender, & Diversity in Science & Engineering" that explores the role, contributions, & experience of women in science/engineering, & examines linkages between "feminist theory on science & the lived life of women in science." A primary focus is on the contribution of feminist critiques to understandings of science & the role of science in the production of knowledge. Student reactions, ranging from enthusiasm to hostility, are considered in light of the institutional context of Johns Hopkins U, where most undergraduates are premed, science, or engineering majors who have never had an opportunity to reflect on the construction of knowledge, & where the female faculty rejects gender-related obstacles, seeing themselves as scientists, not feminists. The impact of recent interest in the field of gender & science by science/engineering scholars is discussed, along with the course's emphasis on the relation of equality to the knowledge that science produces, rather than on the "numbers" of women in science. A guide to course readings is included. 26 References. J. Lindroth

Outlines a position in the sociology of science & technology that moves beyond postmodern concerns for relativism to link relativist & nonrelativist conceptions of knowledge to their respective roles. It is shown that there has been a traditional divide between realist & relativist conceptions of science that has recently been bridged by a common focus on the cultural significance of science & technology. Approaches to the sociology of science & technology that adopt this culturalist perspective are favored because they enlist scientific & technological change as vehicles for cultural criticism & as bases for agendas of cultural renewal. However, scientific advances are felt economically as much as culturally, & the Weberian realist tradition of viewing science as an extension of instrumental rationality has its place. This realist perspective is also applied to the sociology of knowledge itself, in the sense that social scientific knowledge has accumulated over time & thus, has economic & instrumental effects that are independent of any particular cultural component of its production. 46 References. D. M. Smith

"In the post-industrial or service societies of Europe, consumer cooperatives are still seen as a special organizational form, somehow different from ordinary private for-profit firms as well as from voluntary organizations without commercial pursuits. But where are the movements going from here? A number of decades of extensive deregulation and restructuring of many of the industries where cooperatives traditionally are found, and a simultaneous trend within the organizations themselves, have seen a drift towards a more single-minded market orientation. The author notes this development for the case of the consumer cooperative scene in Sweden, but nevertheless maintains that there are today both space and needs for cooperative solutions in our mature societies, in particular in the (co-)production and delivery of social services." (author's abstract)

Discusses the project of developing an ecological political economy within democratic development & the ideals of the good life & explores the challenges of constructing collective action for the democratization of political ecology. Suggestions are given of potential linkages among diverse subject positions & ecological alternatives. Steps toward an ecologically sustainable economy include the following: shifting from linear to cyclical production processes; technological innovations that would maximize the productivity of resources; taxation on resources rather than labor; sufficiency, rather than consumerism as a good life; & other steps toward the deceleration of economic processes. Ecological knowledge must be used to form a democratic political & social discourse, rather than simply being embedded in an antipolitical environmentalism. Democracy is vital to a non-reductionist, non-essentializing "poetic/political unity" that would allow ecological knowledge to be applied to the conditions for humanity's well-being. 1 Table, 1 Appendix. L. A. Hoffman

Ernest Gellner's model (1988) of the relation between production, coercion, & cognition is used to compare the social role of encyclopedias in early-modern Europe, China, & the Muslim world. A chronicle of the development of the European encyclopedia shows that the thematic style of the arrangement of knowledge developed prior to the dictionary, or alphabetical, style of arrangement. This diffusion of information was accomplished largely through entrepreneurial publishers responding to public demand. This commercialization of knowledge is an aspect of the commercialization of European society & culture generally. While the encyclopedic tradition in the Arab world encountered considerable religious opposition, Chinese encyclopedias were officially sanctioned, & organized to prepare candidates for the qualifying examinations for the imperial bureaucracy. The European encyclopedia & European cognitive growth were linked to productive development, while Chinese cognitive growth as embodied in the encyclopedia was linked to coercion. 54 References. H. von Rautenfeld