科学知识的生产是知识社会学的研究对象

马尔凯的《科学与知识社会学》一书,从分析传统社会学家忽视科学(知识)的认识论根源入手,摒弃了“科学是特例”的思想,并质疑“一致性原理”,从而指出根本不存在“真理性”的科学(知识)。

阿明·格伦瓦尔德的“负责任创新”解释学进路评析

阿明·格伦瓦尔德提出的“负责任创新”解释学进路认为,“负责任创新”研究的主要目标是为新兴科技发展提供合理定向,而定向的依据在于对新兴科技的社会—技术意义的充分理解。社会—技术意义是符合解释学循环的社会建构物,其对应的文本包括技术远景未来、技术定义和表征等。解释学循环的起点对于理解社会—技术意义的创造和归属具有重要意义。科技创新中的责任同样是社会建构物,社会—技术意义建构过程本身也是责任分配的过程。因此,将这一过程纳入负责任创新中,将有助于责任评估的开展。最终,基于解释学评估的新兴科技迭代定向将有助于解决“在未知中规约未知”的“负责任创新”难题。

The Experience of Setting up a New Learning Environment Model in Management Education： Challenges and Frustrations

The aim of this paper is to describe and to reflect on the experience of the authors in setting up a new model of learning environment in management education in a University in Brazil, which was initially called Management Practice Laboratory （MPL）. The MPL environment was conceived as a physical and conceptual space where students could learn and practice the principles and techniques of working in organizations in its three levels operational, tactical, and strategic. The foundations of the project come from social constructivist perspective on learning, from experiential learning literature and from researches that call for a new epistemological ground in management learning. In this paper, the authors will stress some challenges and frustrations with the project since these could be helpful to those interested in similar initiatives. Due to limited space, only two challenges will be stressed： （1） the construction of legitimacy for the project; and （2） the persistent dissonance between theory and practice. The authors conclude that there is room for innovation in the way management is taught and learned in universities since one shows courage to overcome the challenges and frustrations one will certainly deal with

知识生产和科学的自组织

系统理论要想有效地应用于对知识运行的分析，必须抛弃简单化的结构类比和功能描述，引入系统论研究的最新成果，特别是引入用以处理复杂系统的自组织概念。建构论是一种十分复杂的认识论立场和结构分析方法，科劳恩的科学建构模式使用了鲁曼的系统自组织概念，其分析进路...