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Knowing in Firms: Understanding, Managing and Measuring Knowledge (PDF)

Written by some of the leading international scholars in the field, this book presents the current state-of-the-art in knowledge management. The book offers a strong response to the need for a body of scientific knowledge on the understanding, managing and measuring of knowledge in organizations and brings an international perspective to bear on the issues bridging theory and practice through case study illustrations from Europe, Japan and American companies.

Knowing, Knowledge and Beliefs: Epistemological Studies across Diverse Cultures

Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.

Knowing Mothers: Researching Maternal Identity Change (Studies in the Psychosocial)

How do women experience the identity changes involved in becoming mothers for the first time? Throughout in depth case examples, Wendy Hollway demonstrates how a different research methodology, underpinned by a psychoanalytically informed epistemology, can transform our understanding of the early foundations of maternal identity.

Knowing New Biotechnologies: Social Aspects of Technological Convergence (Genetics and Society)

The areas of personal genomics and citizen science draw on – and bring together – different cultures of producing and managing knowledge and meaning. They also cross local and global boundaries, are subjects and objects of transformation and mobility of research practices, evaluation and multi-stakeholder groups. Thirdly, they draw on logics of ‘convergence’: new links between, and new kinds of, stakeholders, spaces, knowledge, practices, challenges and opportunities. This themed collection of essays from nationally and internationally leading scholars and commentators advances and widens current debates in Science and Technology Studies and in Science Policy concerning ‘converging technologies’ by complementing the customary focus on technical aspirations for convergence with the analysis of the practices and logics of scientific, social and cultural knowledge production that constitute contemporary technoscience. In case studies from across the globe, contributors discuss the ways in which science and social order are linked in areas such as direct-to consumer genetic testing and do-it-yourself biotechnologies. Organised into thematic sections, ‘Knowing New Biotechnologies’ explores: • ways of understanding the dynamics and logics of convergences in emergent biotechnologies • governance and regulatory issues around technoscientific convergences • democratic aspects of converging technologies – lay involvement in scientific research and the co-production of biotechnology and social and cultural knowledge.

Knowing New Biotechnologies: Social Aspects of Technological Convergence (Genetics and Society)

The areas of personal genomics and citizen science draw on – and bring together – different cultures of producing and managing knowledge and meaning. They also cross local and global boundaries, are subjects and objects of transformation and mobility of research practices, evaluation and multi-stakeholder groups. Thirdly, they draw on logics of ‘convergence’: new links between, and new kinds of, stakeholders, spaces, knowledge, practices, challenges and opportunities. This themed collection of essays from nationally and internationally leading scholars and commentators advances and widens current debates in Science and Technology Studies and in Science Policy concerning ‘converging technologies’ by complementing the customary focus on technical aspirations for convergence with the analysis of the practices and logics of scientific, social and cultural knowledge production that constitute contemporary technoscience. In case studies from across the globe, contributors discuss the ways in which science and social order are linked in areas such as direct-to consumer genetic testing and do-it-yourself biotechnologies. Organised into thematic sections, ‘Knowing New Biotechnologies’ explores: • ways of understanding the dynamics and logics of convergences in emergent biotechnologies • governance and regulatory issues around technoscientific convergences • democratic aspects of converging technologies – lay involvement in scientific research and the co-production of biotechnology and social and cultural knowledge.

Knowing the Salween River: Resource Politics of a Contested Transboundary River (The Anthropocene: Politik—Economics—Society—Science #27)

This open access book focuses on the Salween River, shared by China, Myanmar, and Thailand, that is increasingly at the heart of pressing regional development debates. The basin supports the livelihoods of over 10 million people, and within it there is great socio-economic, cultural and political diversity. The basin is witnessing intensifying dynamics of resource extraction, alongside large dam construction, conservation and development intervention, that is unfolding within a complex terrain of local, national and transnational governance. With a focus on the contested politics of water and associated resources in the Salween basin, this book offers a collection of empirical case studies that highlights local knowledge and perspectives. Given the paucity of grounded social science studies in this contested basin, this book provides conceptual insights at the intersection of resource governance, development, and politics of knowledge relevant to researchers, policy-makers and practitioners at a time when rapid change is underway.- Fills a significant knowledge gap on a major river in Southeast Asia, with empirical and conceptual contributions- Inter-disciplinary perspective and by a range of writers, including academics, policy-makers and civil society researchers, the majority from within Southeast Asia- New policy insights on a river at the cross-roads of a major political and development transition

Knowing the Score: What Sports Can Teach Us About Philosophy (And What Philosophy Can Teach Us About Sports)

In Knowing the Score, philosopher David Papineau uses sports to illuminate some of modern philosophy's most perplexing questions. As Papineau demonstrates, the study of sports clarifies, challenges, and sometimes confuses crucial issues in philosophy. The tactics of road bicycle racing shed new light on questions of altruism, while sporting family dynasties reorient the nature v. nurture debate. Why do sports competitors choke? Why do fans think God will favor their team over their rivals? How can it be moral to deceive the umpire by framing a pitch? From all of these questions, and many more, philosophy has a great deal to learn.An entertaining and erudite book that ranges far and wide through the sporting world, Knowing the Score is perfect reading for armchair philosophers and Monday morning quarterbacks alike.

Knowing the Score: How Sport teaches us about Philosophy (and Philosophy about Sport)

'A tour de force that provides fresh insight not only into the nature of sport, but cooperation, the mind, altruism, teamwork, leadership, tribalism and ritualism. It's a book that every sports fan should read, and every sports writer should absorb' Matthew Syed'David Papineau's book is an important contribution to our thinking about sports, society, psychology, and moral philosophy. But it is also much more than that. Gripping from start to finish, it is a terrific read full of humour and good sense. You don't even have to like sports to enjoy it' Ian BurumaWhy do sports competitors choke? How can Roger Federer select which shot to play in 400 milliseconds? Should foreign-born footballers be eligible to play for England? Why do opposing professional cyclists help each other? Why do American and European golfers hate each other? Why does test cricket run in families? Why is punching tolerated in rugby but not in soccer?These may not look like philosophical questions, but David Papineau shows that under the surface they all raise long-standing philosophical issues. To get to the bottom of these and other sporting puzzles, we need help from metaphysics or ethics, or from the philosophy of mind or political philosophy, as well as numerous other philosophical disciplines. Knowing the Score will be an entertaining, fact-filled and erudite book that ranges far and wide through the sporting world. As a prominent philosopher who is also an enthusiastic amateur sportsman and omnivorous sports fan, David Papineau is uniquely well-placed to show how philosophy can illuminate sporting issues. By bringing his philosophical expertise to bear, he will add a new dimension to the way we think about sport.

Knowing Victims: Feminism, agency and victim politics in neoliberal times (Women and Psychology)

Knowing Victims explores the theme of victimhood in contemporary feminism and politics. It focuses on popular and scholarly constructions of feminism as ‘victim feminism’ – an ideology of passive victimhood that denies women’s agency – and provides the first comprehensive analysis of the debate about this ideology which has unfolded among feminists since the 1980s. The book critically examines a movement away from the language of victimhood across a wide array of discourses, and the neoliberal replacement of the concept of structural oppression with the concept of personal responsibility. In derogating the notion of ‘victim,’ neoliberalism promotes a conception of victimization as subjective rather than social, a state of mind, rather than a worldly situation. Drawing upon Nietzsche, Lyotard, rape crisis feminism and feminist philosophy, Stringer situates feminist politicizations of rape, interpersonal violence, economic inequality and welfare reform as key sites of resistance to the victim-blaming logic of neoliberalism. She suggests that although recent feminist critiques of ‘victim feminism’ have critically diagnosed the anti-victim movement, they have not positively defended victim politics. Stringer argues that a conception of the victim as an agentic bearer of knowledge, and an understanding of resentment as a generative force for social change, provides a potent counter to the negative construction of victimhood characteristic of the neoliberal era. This accessible and insightful analysis of feminism, neoliberalism and the social construction of victimhood will be of great interest to researchers and students in the disciplines of gender and women’s studies, psychology, sociology, politics and philosophy.

Knowing Victims: Feminism, agency and victim politics in neoliberal times (Women and Psychology)

Knowing Victims explores the theme of victimhood in contemporary feminism and politics. It focuses on popular and scholarly constructions of feminism as ‘victim feminism’ – an ideology of passive victimhood that denies women’s agency – and provides the first comprehensive analysis of the debate about this ideology which has unfolded among feminists since the 1980s. The book critically examines a movement away from the language of victimhood across a wide array of discourses, and the neoliberal replacement of the concept of structural oppression with the concept of personal responsibility. In derogating the notion of ‘victim,’ neoliberalism promotes a conception of victimization as subjective rather than social, a state of mind, rather than a worldly situation. Drawing upon Nietzsche, Lyotard, rape crisis feminism and feminist philosophy, Stringer situates feminist politicizations of rape, interpersonal violence, economic inequality and welfare reform as key sites of resistance to the victim-blaming logic of neoliberalism. She suggests that although recent feminist critiques of ‘victim feminism’ have critically diagnosed the anti-victim movement, they have not positively defended victim politics. Stringer argues that a conception of the victim as an agentic bearer of knowledge, and an understanding of resentment as a generative force for social change, provides a potent counter to the negative construction of victimhood characteristic of the neoliberal era. This accessible and insightful analysis of feminism, neoliberalism and the social construction of victimhood will be of great interest to researchers and students in the disciplines of gender and women’s studies, psychology, sociology, politics and philosophy.

Knowing with New Media: A Multimodal Approach for Learning

This cutting edge book considers how advances in technologies and new media have transformed our perception of education, and focuses on the impact of the privatisation of digital tools as a mean of knowledge production. Arguing that education needs to adapt to the modern learner, the book’s unique approach is based on a disassociation with the deeply ingrained attitude with which people have traditionally viewed education – learning the existing symbolic systems of certain disciplines and then expressing themselves strictly within the operational modes of these systems. The ways of knowledge production – exploring, recording, representing, making meaning of and sharing human experiences – have been fundamentally transformed through the infusion of digital technologies into all aspects of human activity, allowing learners to engage with their immediate natural, social and cultural environments by capitalising on their individual abilities and interests. This book proposes a new approach to teaching and learning termed ‘cinematic bricolage’, which involves generating knowledge from heterogeneous resources in a ‘do-it-yourself’ manner while making meaning through multimodal representations. It shows how cinematic bricolage reconnects ways of knowing with ways of being, empowering the individual with a sense of personal identity and responsibility, helping to shape more aware social citizens.

Knowledge: Is Knowledge Power? (Key Ideas)

As we move through our modern world, the phenomenon we call knowledge is always involved. Whether we talk of know-how, technology, innovation, politics or education, it is the concept of knowledge that ties them all together. But despite its ubiquity as a modern trope we seldom encounter knowledge in itself. How is it produced, where does it reside, and who owns it? Is knowledge always beneficial, will we know all there is to know at some point in the future, and does knowledge really equal power? This book pursues an original approach to this concept that seems to define so many aspects of modern societies. It explores the topic from a distinctly sociological perspective, and traces the many ways that knowledge is woven into the very fabric of modern society.

Knowledge: Is Knowledge Power? (Key Ideas)

As we move through our modern world, the phenomenon we call knowledge is always involved. Whether we talk of know-how, technology, innovation, politics or education, it is the concept of knowledge that ties them all together. But despite its ubiquity as a modern trope we seldom encounter knowledge in itself. How is it produced, where does it reside, and who owns it? Is knowledge always beneficial, will we know all there is to know at some point in the future, and does knowledge really equal power? This book pursues an original approach to this concept that seems to define so many aspects of modern societies. It explores the topic from a distinctly sociological perspective, and traces the many ways that knowledge is woven into the very fabric of modern society.

Knowledge Actors and Transnational Governance: The Private-Public Policy Nexus in the Global Agora (Non-Governmental Public Action)

Diane Stone addresses the network alliances or partnerships of international organisations with knowledge organisations and networks. Moving beyond more common studies of industrial public-private partnerships, she addresses how, and why, international organisations and global policy actors need to incorporate ideas, expertise and scientific opinion into their 'global programmes'. Rather than assuming that the encouragement for 'evidence-informed policy' in global and regional institutions of governance is an indisputable public good, she queries the influence of expert actors in the growing number of part-private or semi-public policy networks.

Knowledge and Action (Knowledge and Space #9)

This volume explores interdependencies between knowledge, action, and space from different interdisciplinary perspectives. Some of the contributors discuss knowledge as a social construct based on collective action, while others look at knowledge as an individual capacity for action. The chapters contain theoretical frameworks as well as experimental outcomes. Readers will gain insight into key questions such as: How does knowledge function as a prerequisite for action? Why are knowledge gaps growing and not diminishing in a knowledge society? How much knowledge is necessary for action? How do various types of knowledge influence the steps from cognition to action? How do different representations of knowledge shape action? What impact have spatial conditions for the formation of knowledge? What is the relationship between social and geographical space? The contributors consider rationality in social and economic theories as well as in everyday life. Attention is also given to action theoretic approaches and rationality from the viewpoints of psychology, post-structuralism, and human geography, making this an attractive book for students, researchers and academics of various backgrounds. This book is open access under a CC BY 4.0 license.

Knowledge and Critical Pedagogy: An Introduction (Explorations of Educational Purpose #1)

In a globalized neo-colonial world an insidious and often debilitating crisis of knowledge not only continues to undermine the quality of research produced by scholars but to also perpetuate a neo-colonial and oppressive socio-cultural, political economic, and educational system. The lack of attention such issues receive in pedagogical institutions around the world undermines the value of education and its role as a force of social justice. In this context these knowledge issues become a central concern of critical pedagogy. As a mode of education that is dedicated to a rigorous form of knowledge work, teachers and students as knowledge producers, anti-oppressive educational and social practices, and diverse perspectives from multiple social locations, critical pedagogy views dominant knowledge policies as a direct assault on its goals. Knowledge and Critical Pedagogy: An Introduction takes scholars through a critical review of the issues facing researchers and educators in the last years of the first decade of the twenty-first century. Refusing to assume the reader’s familiarity with such issues but concurrently rebuffing the tendency to dumb down such complex issues, the book serves as an excellent introduction to one of the most important and complicated issues of our time.

Knowledge and Democracy: A 21st Century Perspective

The relationship of knowledge and liberties in modern societies presents a multitude of fascinating issues that deserve to be explored more systematically. The production of knowledge is dynamic, and the conditions and practice of freedom is undergoing transformation. These changes ensure that the linkages between liberty and knowledge are always subject to changes. In the past, the connection between scientific knowledge, democracy, and emancipation seemed self-evident. More recently, the close linkage between democracy and knowledge has been viewed with skepticism. This volume explores the relationship between knowledge and democracy, Do they support each other, do they mutually depend on each other, or are they perhaps even in conflict with each other? Does knowledge increase the freedom to act? If additional knowledge contributes to individual and social well being, does it also enhance freedoms? Knowledge and Democracy focuses on the interpenetration of knowledge, freedom and democracy, and does so from various perspectives, theoretical as well as practical. Modern societies are transforming themselves into knowledge societies. This has a fundamental impact on political systems and the relationship of citizens to large social institutions. The contributors to this book systemically explore whether, and in what ways, these modern-day changes and developments are connected to expansion of the capacities of individual citizens to act. They focus on the interrelation of democracy and knowledge, and the role of democratic institutions, as well as on the knowledge and social conduct of actors within democratic institutions. In the process of investigation, they arrive at a new platform for future research and theory, one that is sensitive to present-day societal conflicts, cleavages, and transformations generated by new knowledge. In this way, this volume will attract the interest of political scientists, sociologists, economists and students within various disciplines.

Knowledge and Democracy: A 21st Century Perspective

The relationship of knowledge and liberties in modern societies presents a multitude of fascinating issues that deserve to be explored more systematically. The production of knowledge is dynamic, and the conditions and practice of freedom is undergoing transformation. These changes ensure that the linkages between liberty and knowledge are always subject to changes. In the past, the connection between scientific knowledge, democracy, and emancipation seemed self-evident. More recently, the close linkage between democracy and knowledge has been viewed with skepticism. This volume explores the relationship between knowledge and democracy, Do they support each other, do they mutually depend on each other, or are they perhaps even in conflict with each other? Does knowledge increase the freedom to act? If additional knowledge contributes to individual and social well being, does it also enhance freedoms? Knowledge and Democracy focuses on the interpenetration of knowledge, freedom and democracy, and does so from various perspectives, theoretical as well as practical. Modern societies are transforming themselves into knowledge societies. This has a fundamental impact on political systems and the relationship of citizens to large social institutions. The contributors to this book systemically explore whether, and in what ways, these modern-day changes and developments are connected to expansion of the capacities of individual citizens to act. They focus on the interrelation of democracy and knowledge, and the role of democratic institutions, as well as on the knowledge and social conduct of actors within democratic institutions. In the process of investigation, they arrive at a new platform for future research and theory, one that is sensitive to present-day societal conflicts, cleavages, and transformations generated by new knowledge. In this way, this volume will attract the interest of political scientists, sociologists, economists and students within various disciplines.

Knowledge and Development: Volume 2 Piaget and Education

IRVING E. SIGEL This volume of essays is a broad-gauged effort directed at reflections on the applicability of Piagetian theory to education. Identification and de­ termination of the relevance of Piagetian theory to education is of course not new. The bibliographies in this volume do attest to that assertion. Then why the persistent interest and why still another volume? Rather than deal with the relevance of each article to these issues, let us deal with the basic question of why such continued interest in application of Piagetian theory to education, and further raise the problem of the feasi­ bility of such a task. Three questions come immediately to mind: Why the interest in applicability? What are some of the problems that arise in application? Is Piagetian theory applicable to education? Why the continued interest in application of Piagetian theory in education? The answer to this question resides in the sociological and educational issues that arose twenty years ago and still persist in American education-namely, the need to upgrade the quality of education by providing a coherent conceptual system with a developmental em­ phasis. People gravitated to Pia get because it was the only major system sufficiently comprehensive, as well as substantive. While learning theories abound, they do not tie together general cognitive development with specific relevant content areas, e. g. , development of such knowl­ edge domains as number, time, space, geometry, etc. Thus, Piaget offers a development framework within which content areas are embedded.

Knowledge and Development: Volume 1 Advances in Research and Theory

From an informal group of a dozen faculty and graduate students at Temple University, the Jean Piaget Society grew in seven years to 500 members who have interests in the application of genetic epistemology to their own disciplines and professions. At the outset Piaget endorsed the concept of a society which bore his name and presented a major address on equilibration at the society's first symposium in May, 1971. Had he not done so the society would no doubt have remained a small parochial group, like so many others throughout the country, interested in Piaget and his theory. With the encouragement of Genevans and the leadership of its first four presidents, Lois Macomber, Barbara Press­ eisen, Marilyn Appel, and John Mickelson, the society undertook a number of programs to collect and disseminate the results of scholarly work in genetic epistemology. Particular emphasis was placed upon applications of Piaget's theory to developmental psychology, philos­ ophy, and education. One of these programs was the publication of an annual series on the development of knowing, of which this volume is the first. In 1973, the society asked Hans Furth with the assistance of Willis Overton and Jeanette Gallagher to initiate and plan a series of yearbooks with the result that in addition to this volume, a second volume on education was commissioned, and a third one on the decalage issue was planned.

Knowledge and Ethics in Anthropology: Obligations and Requirements

Inspired by the work of world-renowned anthropologist Marilyn Strathern, this collection of essays features contributions from a range of internationally recognized scholars – including Strathern herself – which examine a range of methodologies and approaches to the anthropology of knowledge.The book investigates the production of knowledge through a variety of themes, centered on the question of the researcher’s obligations and the requirements of knowledge. These range from the obligation to connect with local culture and existing anthropological knowledge, to the need to draw conclusions and circulate what has been learned. Taking up themes that are relevant for anthropology as a whole – particularly the topic of knowledge and the ethics of knowing others, as well as the notion of the local in a global world – Knowledge and Ethics in Anthropology is key reading for students and scholars alike. A thorough introduction to the key concepts and terms used in Strathern’s work is provided, making this a fantastic resource for anyone encountering her work for the first time.

Knowledge and Ethics in Anthropology: Obligations and Requirements (Criminal Practice Ser.)

Inspired by the work of world-renowned anthropologist Marilyn Strathern, this collection of essays features contributions from a range of internationally recognized scholars – including Strathern herself – which examine a range of methodologies and approaches to the anthropology of knowledge.The book investigates the production of knowledge through a variety of themes, centered on the question of the researcher’s obligations and the requirements of knowledge. These range from the obligation to connect with local culture and existing anthropological knowledge, to the need to draw conclusions and circulate what has been learned. Taking up themes that are relevant for anthropology as a whole – particularly the topic of knowledge and the ethics of knowing others, as well as the notion of the local in a global world – Knowledge and Ethics in Anthropology is key reading for students and scholars alike. A thorough introduction to the key concepts and terms used in Strathern’s work is provided, making this a fantastic resource for anyone encountering her work for the first time.

Knowledge and Ideology in the Sociology of Education (Studies in Sociology)

Knowledge and Institutions (Knowledge and Space #13)

This open access book bridges the disciplinary boundaries within the social sciences to explore the role of social institutions in shaping geographical contexts, and in creating new knowledge. It includes theorizations as well as original empirical case studies on the emergence, maintenance and change of institutions as well as on their constraining and enabling effects on innovation, entrepreneurship, art and cultural heritage, often at regional scales across Europe and North America. Rooted in the disciplines of management and organization studies, sociology, geography, political science, and economics the contributors all take comprehensive approaches to carve out the specific contextuality of institutions as well as their impact on societal outcomes. Not only does this book offer detailed insights into current debates in institutional theory, it also provides background for scholars, students, and professionals at the intersection between regional development, policy-making, and regulation.

Knowledge and Interaction: A Synthetic Agenda for the Learning Sciences

Decades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowledge and Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and cognitive modeling and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume’s four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination.