Forms of Knowledge: Problems, Projects, Perspectives

Abel, Günter

doi:10.1007/978-1-4020-5555-3_1

Cited by 14 publications

(7 citation statements)

References 2 publications

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“…Still, I think we must come back to these three basic notions in order to understand how the focus on creativity and creative production evolved from the remaining two notions. Abel (2008) provides a detailed discussion of the notion of 'knowledge'. According to him there are different forms of knowledge which can be differentiated from each other.…”

Section: Information Knowledge and Creativitymentioning

confidence: 99%

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Plug&Play Places: Lifeworlds of Multilocal Creative Knowledge Workers

Nadler¹

2014

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Section: Information Knowledge and Creativitymentioning

confidence: 99%

“…Abel (2008) explains that information is a common buzzword in the frame of societal and technological change. He remarks that there is currently much confusion between the two terms of information and knowledge.…”

Section: Information Knowledge and Creativitymentioning

confidence: 99%

Plug&Play Places: Lifeworlds of Multilocal Creative Knowledge Workers

Nadler¹

2014

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“…Tacit knowledge, on the other hand, is that which is embedded in practices and assumptions, cannot be easily articulated, and may not even be understood as knowledge by those who possess it. Neither Polanyi nor Nonaka propose that the relationship between the two is binary, but rather that it should be seen as existing on a continuum, overlapping, and always embedded in systems of socially constructed signs and languages (Abel 2008;Williams and Balaz 2008). Elsewhere, Blackler (1995) categorises knowledge according to its relationship with a bearer (embrained or embodied), collective social and cultural practices (encultured or embedded), or representations and media of transmission (encoded).…”

Section: Knowledge and Knowing In Socio-spatial Contextsmentioning

confidence: 99%

International researcher mobility and knowledge transfer in the social sciences and humanities

Coey

2017

Globalisation, Societies and Education

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This article explores knowledge outcomes of international researcher mobility in the social sciences and humanities. Looking in particular at international experiences of longer durations in the careers of European PhD graduates, it proposes a threefold analytical typology for understanding the links between the modes, durations, and outcomes of this mobility in terms of the exchange of codified knowledge; the sharing of more tacit knowledge practices; and the development of a cosmopolitan identity. The findings suggest that, under the right conditions, there can be an important and transformative value to longer stays, which can lead to enduring outcomes in terms of knowledge production and innovation and the spatially distributed networks that sustain it.

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“…In this conceptualization of space, the spatial dimension of action and society is related to the corporeality of the actors and to the necessity of overcoming distances between actors and the physical elements of situations and means of action. Because the actor's body is simultaneously 22 For an overview of different concepts and definitions of knowledge, see Abel (2008), Meusburger (2015c), Stehr (1994Stehr ( , 2005, Stehr and Meja (2005), and Reitz (Chap. 11 in this volume).…”

Section: Aims Claims and Content Of This Volumementioning

confidence: 99%

Knowledge, Action, and Space: An Introduction

Marynen

Werlen

2017

Knowledge and Space

119

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This book starts from the widely accepted premise that parts of knowledge can be defined as ability, aptitude, or "capacity for social action" (Stehr, 1994, p. 95) 1 and that the production and dissemination of knowledge are always embedded in specific environments (spatial context, spatial relations, and power structures). That point of departure makes it evident that the mutual relations between knowledge, action, and space are central research issues in disciplines dealing with human existence. For instance, acting under conditions of uncertainty, people must rely on experience gained in various situations and environments. To achieve their goals, they have to gather new information, acquire new knowledge, and develop new skills in order to cope with unexpected situations and unfamiliar challenges. Knowledge, experience, and information-processing are the foremost resources determining how aims of actions are set; how situations, opportunities, and risks are assessed; and how constellations, cues, and patterns are interpreted. They are the primary foundations for evaluating locations and spatial configurations, solving 1 The close relationship between knowledge and power is evident by the very fact that they have the same etymological roots. The word power derives from the Latin potere (to be able). The Latin noun potentia denotes an ability, capacity, or aptitude to affect outcomes, to make something possible. It can therefore be translated as both knowledge and power (see also

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Forms of Knowledge: Problems, Projects, Perspectives

Cited by 14 publications

References 2 publications

Plug&Play Places: Lifeworlds of Multilocal Creative Knowledge Workers

Plug&Play Places: Lifeworlds of Multilocal Creative Knowledge Workers

International researcher mobility and knowledge transfer in the social sciences and humanities

Knowledge, Action, and Space: An Introduction

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