The New Production of Knowledge: The Dynamics of Science and Research in Contemporary SocietiesSAGE, 9 de set. 1994 - 179 pàgines In this provocative and broad-ranging work, a distinguished team of authors argues that we are now seeing fundamental changes in the ways in which scientific, social and cultural knowledge is produced. They show how this trend marks a distinct shift towards a new mode of knowledge production which is replacing or reforming established institutions, disciplines, practices, and policies. Identifying a range of features associated with this new mode - reflexivity, transdisciplinarity, heterogeneity - the authors illustrate the connections between these features and the changing role of knowledge in social relations. While the main focus is on research and development in science and technology, the book outlines the changing dimensions of social scientific and humanities knowledge. The relations between the production of knowledge and its dissemination through education are also examined. The New Production of Knowledge places science policy and scientific knowledge in its broader context within contemporary societies. It will be essential reading for all those concerned with the changing nature of knowledge, the social study of science, educational systems, and with the relations between R & D and social, economic and technological development. -- from back cover. |
Continguts
Evolution of Knowledge Production Summary | 17 |
On the Phenomenology of the New Mode of Knowledge Production | 27 |
The Dynamics of Mode 2 Knowledge Production | 34 |
References | 45 |
The Marketability and Commercialisation of Knowledge | 46 |
Scale and Scope in Knowledge Production | 51 |
Dynamic Competition and Knowledge Production | 55 |
The Commercialisation of Research | 59 |
Competitiveness Collaboration and Globalisation Summary | 111 |
Networks Firms RD Alliances and Enterprise Webs | 118 |
The Information Technology Paradigm | 125 |
Some Paradoxical Consequences of Globalisation | 128 |
References | 136 |
Reconfiguring Institutions Summary | 137 |
The Strain of Multifu nationality | 141 |
Levels and Forms of Pluralisation | 145 |
The New Economics of Production | 61 |
Configurations of Knowledge | 63 |
New Dimensions of Quality Control | 65 |
Scale Scope and the New Mode of Knowledge Production | 68 |
Massification of Research and Education Summary | 70 |
Patterns of Massification in Higher Education | 76 |
Colleglality Managerialism and the Fragmentation of Knowledge | 81 |
Transition to the Knowledge Industries | 84 |
The Changing Nature of Technology Transfer | 86 |
The Case of the Humanities Summary | 90 |
Similarities and Differences | 93 |
Contextualisation and Meaning in the Humanities | 105 |
References | 110 |
The New Institutional Landscape of Knowledge Production | 147 |
Reference | 154 |
Towards Managing Socially Distributed Knowledge Summary | 155 |
Three Phases or Science and Technology Policy | 157 |
Rethinking Basic Assumptions | 160 |
The Management of Distributed Knowledge Production | 161 |
Future Issues | 165 |
| 166 | |
Glossary | 167 |
Further Reading | 169 |
| 171 | |
Altres edicions - Mostra-ho tot
The New Production of Knowledge: The Dynamics of Science and Research in ... Michael Gibbons Previsualització limitada - 1994 |
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academic activities alliances Annales school basic become behaviour boundaries centres characteristics cognitive collaboration comparative advantage competence complex context of application contextualisation continue countries created creativity criteria cultural production demand design configuration diffusion disciplinary disciplines distributed knowledge production diverse duction economic economies of scale edge production elite emergence environment Erich Jantsch established example function funding global globalisation growth heterogeneous higher education Human Genome Project humanities hypersonic increasing increasingly individuals information technology institutions intellectual interaction involved knowl knowledge industries laboratories less massification ments Mode 2 knowledge nature organisation paradigm particular patterns Postmodernism problems production of knowledge programmes quality control range reflexivity role science and technology scientific and technological scientists sector shift skills social accountability social sciences society solution specialised knowledge specific strategic structures Tacit knowledge tion traditional transdisciplinary transformation trends universities
Passatges populars
Pàgina 4 - Mode 2, by contrast, knowledge results from a broader range of considerations. Such knowledge is intended to be useful to someone whether in industry or government, or society more generally and this imperative is present from the beginning. Knowledge is always produced under an aspect of continuous negotiation and it will not be produced unless and until the interests of the various actors are included.
Pàgina 3 - The Age of Social Transformation', Atlantic Monthly, 1994, vol. 274, no. 5, November, pp. 53-80. 90 Michael Gibbons and colleagues distinguish knowledges as follows : 'in Mode 1 problems are set and solved in a context governed by the, largely academic, interests of a specific community.
Pàgina 2 - culturally concentrated knowledge' (the outcome of Mode 1) and 'socially distributed knowledge' (the outcome of Mode 2). Mode 1 is defined as: a form of knowledge production - a complex of ideas, methods, values, norms that has grown up to control the diffusion of the Newtonian model to more and more fields of enquiry and to ensure its compliance with what is considered sound scientific practice. (Gibbons et al. 1994:2) Mode 1 is what the academy would conventionally consider 'scientific...
Pàgina vii - The new mode operates within a context of application in that prohlems are not set within a disciplinary framework. It is transdisciplinary rather than mono- or multi-disciplinary. It is carried out in non-hierarchical, heterogeneously organised forms which are essentially transient. It is not heing instimtionalised primarily within university strucmres.
Pàgina 5 - First, it develops a distinct but evolving framework to guide problem solving efforts. This is generated and sustained in the context of application and not developed first and then applied to that context later by a different group of practitioners. The solution does not arise solely, or even mainly, from the application of knowledge that already exists. Although elements of existing knowledge must have entered into it, genuine creativity is involved and the theoretical consensus, once attained...
Pàgina 5 - Second, because the solution comprises both empirical and theoretical components it is undeniably a contribution to knowledge, though not necessarily disciplinary knowledge. Though it has emerged from a particular context of application, transdisciplinary knowledge develops its own distinct theoretical structures, research methods, and modes of practice, though they may not be located on the prevalent disciplinary map. The effort is cumulative, though the direction of accumulation may travel in a...
Pàgina vii - It is not being institutionalised primarily within university structures. Mode 2 involves the close interaction of many actors throughout the process of knowledge production and this means that knowledge production is becoming more socially accountable. One consequence of these changes is that Mode 2 makes use of a wider range of criteria in judging quality control. Overall, the process of knowledge production is becoming more reflexive and affects at the deepest levels what shall count as 'good...