Knowledge, Action, and Space: An Introduction

Abstract

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

Knowledge Environments at Universities: Some Theoretical and Methodological Considerations

“…(Dörner & Funke, 2017, pp. 4-5) Fifth, since the 1980s human geography has developed new concepts of space and place that have facilitated interfaces with the social and behavioral sciences and have helped avoid spatial determinism and ecological fallacies (Harvey, 1969(Harvey, , 2005Klüter, 1986Klüter, , 1999Klüter, , 2003Lefebvre, 1974Lefebvre, /1991Lippuner, 2005;Lippuner & Lossau, 2004;Massey, 1985Massey, , 1999aMassey, , 1999bMassey, , 2005Meusburger, 2008;Meusburger & Werlen, 2017;Schmid, 2005;Soja, 1980Soja, , 1985Weichhart, 1996Weichhart, , 1999Weichhart, , 2003Werlen, 1983Werlen, , 1987Werlen, , 1993Werlen, , 1995Werlen, , 1996Werlen, , 1997aWerlen, , 1997bWerlen, , 2010aWerlen, , 2010b.…”

Edukasi Mitigasi Dan Adaptasi Perubahan Iklim Menggunakan Film Dokumenter

“…Seorang individu perlu memiliki kemampuan untuk dapat beradaptasi dan melakukan tindakan pencegahan mitigasi perubahan iklim. Agar dapat melakukan suatu tindakan, maka diperlukan pengetahuan dan motivasi pada diri seseorang untuk bertindak (Meusburger et al, 2017). Pengetahuan tentang perubahan lingkungan, bencana alam, termasuk upaya mitigasi dan adaptasinya perlu dipahami dan dilakukan oleh semua kalangan masyarakat, termasuk siswa usia sekolah (Widianingsih, 2017;Darmawan et al, 2020., Sulaksana, 2021.…”

“…Begitu juga dengan peristiwa perubahan iklim yang saat ini terjadi, diharapkan pengetahuan yang diperoleh setelah menyaksikan film dokumenter akan memengaruhi sikap individu untuk melakukan tindakan adaptasi dan mitigasi perubahan iklim di lingkungannya masing-masing. Hal ini sejalan dengan Meusburger et al (2017) yang menyatakan bahwa pengetahuan yang dimiliki oleh seseorang akan membentuk sikap dan perilakunya.…”

Paving the Road for Sustainability through Global Understanding of Heritage

“…A similar process occurred in the previous main acceleration process in the late 18th and early 19th centuries, and was expressed through the philosophical understanding of humans as part of nature. The current acceleration [8] rendered more evident the role of human agency [9] and thus tends to support the cultural dimension of the understanding of any given natural feature, but in a sense, it is the same merging process, initiated over 200 years ago but interrupted by the first wave of human sciences segregation [10].…”