Wahrheit und Nützlichkeit

Kaldewey, David

doi:10.14361/transcript.9783839425657

Cited by 39 publications

(6 citation statements)

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“…In a nutshell, “transdisciplinary teams can generate new knowledge to address complex problems while integrating multiple disciplines and stakeholders” (Frances and Lyon, 2014). This points to two major characteristics of transdisciplinarity: its problem orientation (looking at problems from inside and outside the scientific community) and the participation of non-academic actors (Kaufmann and Kasztler, 2009). This differentiates trans- from interdisciplinary research, as a problem focus at interdisciplinary research is not mandatory but possible and the integration of non-scientific stakeholders is not intended.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Some authors, mostly proponents of transdisciplinarity, argue that rather than a substitution of one kind of science for another, one can think of a co-existence of fields of science with more or less involvement of the society beyond the scientific community. According to Kaufmann and Kasztler (2009) the science system consists of disciplinary and transdisciplinary research that are both necessary for modern science. The function of transdisciplinarity is understood in this sense as a supplement to take on specific problems (Grunwald, 1999).…”

Section: Findings and Discussionmentioning

confidence: 99%

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Exploring fields of ambiguity in the sustainability transition of universities

Bien

Klußmann

2021

IJSHE

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Purpose The purpose of this paper is to develop a framework that systematically captures the ambiguity of different understandings about science, the university and its relation to society, while conceptualising sustainability. Following Corley and Gioia (2004, p. 174) on identity ambiguity and change, it seems pivotal to better understanding the ambiguity of sustainability in relation to academic cultures and university models to manage the transition more effectively. Design/methodology/approach The nature of this paper’s objectives as well as the wide thematic scope leads to the need of exploring a broad knowledge base. This was best addressed by an exploratory literature review with data collection from primary and secondary sources. The data was interpreted through a hermeneutic analysis and resulted in the inductive development of first categories and goals (further referred to as category development). In addition, a multi-method approach further adjusted the categories and raised their empirical validity and social robustness. Findings Implementing sustainability involves dealing with a double bound ambiguity due to organisational and individual identity reasons. Five fields of ambiguity were developed to systemise the conceptualisation of a sustainable university along contradictory understandings of science, the university and sustainability. These fields offer a framework to qualitatively assess the degree of sustainability in higher education institutions. Arguments for and against sustainability in universities have been categorised around five criteria and associated to the fields of ambiguity. The finding indicates that meaning in organisational change management for sustainability can be considered both, a potential driver and barrier for a sustainability transition in universities. Research limitations/implications This paper exclusively focussed on the internal perspective and left aside any external factors that influence the sustainability transition, such as political measures to stimulate sustainability in higher education. In addition, the operational dimension of a sustainable university has been neglected, which is by all means a necessary and important aspect. The interrelation of the identified goals has not been discussed. Originality/value This paper focusses on the conceptualisation and understanding of sustainability within the institution, an often-forgotten but fundamental aspect of implementation. The fields of ambiguity are designed to be applied for assessing the “degree of maturity” of a sustainable university. The fields reveal the different understandings about the role, the mission and the governance of universities, stemming from competing preferences about goals and their assumed relations by various stakeholders of a higher education institutions. The five fields are not an attempt to resolve the hidden contradictions and tensions in a sustainability transition, but to state them clearly to anticipate resistances and conflicts that hinder the development of a shared understanding.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Exploring fields of ambiguity in the sustainability transition of universities

Bien

Klußmann

2021

IJSHE

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“…According to Luhmann, self-characterisations are the means by which systems describe differences between themselves and their environment (Luhmann 1990). The concept of self-characterisation has recently been applied to explore the degree specific social entities reflect on themselves (Kaldewey 2013). It can be argued that the analysis of self-characterisations also contributes to the analysis of the states of scientific fields because different patterns of selfcharacterisation provide information about degrees of maturity and types of organisation in scientific collectives.…”

Section: Review Articles Genre Analysis and The Study Of Scientific mentioning

confidence: 99%

What Synthetic Biology Aims At: Review Articles as Sites for Constructing and Narrating an Emerging Field

Blümel

2021

Sociology of the Sciences Yearbook

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The analysis of scientific communities and collectives are central to STS and sociological studies of science. However, the current emergence of techno-scientific communities, such as synthetic biology, raises the question as to whether novel identities, but also novel ways of community building have developed. In this respect, the emergence of a new publication regime, the ubiquity of citations as a means of governing attention and visibility, and the establishment of multidisciplinary audiences might have changed the ways of scholarly field formation. In this article I propose that formats of scholarly writing have acquired new functions in this process, changing modes of presenting and legitimating novel scientific communities. Hence, I put forward the idea that the evolution of a specific publication format which I term here as `techno-scientific review article’ and the ways of narrating communities are closely intertwined. To elaborate my argument, I draw on linguistic genre analysis of science. I found that review papers in synthetic biology are important for the field: Equipped with specific textual qualities they become central sites for articulating past and the futures of the field.

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“…Eine weitere Motivlage für Interdisziplinarität schließt an gesellschaftliche Themeninteressen an. Zusätzlich zur selbstzweckhaften Forschung, und in wechselnder und mitunter spannungsvoller Priorisierung, versuchen Wissenschaftlerinnen* heute näher an der Praxis zu operieren und konkrete Problemlösungen zu erarbeiten (Kaldewey 2014). Als Voraussetzung wird sowohl eine Zusammenarbeit der Disziplinen (Interdisziplinarität) gesehen als auch das Überschreiten der Grenze zwischen Wissenschaft und Gesellschaft (Transdisziplinarität) durch Einbezug von Nicht-Wissenschaftlerinnen*.…”

Section: Debatte Und Kritikunclassified

Handbuch Transdisziplinäre Didaktik

2021

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Das Spezifikum der Hochschulbildung besteht in ihrer Verschränkung mit der Wissenschaft: Universitäre Lerngegenstände und Vermittlungsformen orientieren sich an der Forschung und am aktuellen Stand fachlicher Diskussion. Doch Wissenschaft befindet sich unter Bedingungen der Digitalisierung, Medialisierung und disziplinären Umstrukturierung in einem grundlegenden Transformationsprozess. Mit der »New Production of Knowledge« nach Gibbons et al. (1994) gehen auch neue Formen der Hochschulbildung einher. Dafür stehen in der Hochschullehre Konzepte wie Community-based Learning, erfahrungsbasierte Didaktik und Reflection-in-Action, aber auch Hybridisierung oder Virtualisierung von Bildung. Lernen findet vermehrt auch außerhalb der institutionellen Grenzen der Hochschule statt -etwa in Reallaboren, FabLabs oder anderen informellen bzw. virtuellen und hybriden Lernräumen. Diese vielfältigen Ausprägungen des Hochschullernens im »Modus 2« sowie die Rahmung und Begleitung dieses Lernens auf Seite der Hochschullehre umschreibt das Konzept einer transdisziplinären Didaktik. Die Reihe lädt zum Austausch über aktuelle Einflussfaktoren, Diagnosen und Ausgestaltungen universitärer Bildung im 21. Jahrhundert ein. Sie wird herausgegeben von Tobias Schmohl.Tobias Schmohl ist Hochschulbildungswissenschaftler. Seine Forschung befasst sich mit der Analyse und Gestaltung inter-und transdisziplinärer Lehr-und Lernsettings. Seine Arbeit ist im Schnittfeld von Wissenschafts-, Hochschul-und Bildungsforschung einzuordnen.

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Wahrheit und Nützlichkeit

Cited by 39 publications

References 0 publications

Exploring fields of ambiguity in the sustainability transition of universities

Exploring fields of ambiguity in the sustainability transition of universities

What Synthetic Biology Aims At: Review Articles as Sites for Constructing and Narrating an Emerging Field

Handbuch Transdisziplinäre Didaktik

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