Session Information
ERG SES C 14, Scientific knowledge
Parallel Paper Session
Contribution
The processes of acknowledging knowledge in the scientific boarder-land between social science and natural science, where environmental communication are firmed, causes reason to reason about how scientificity are implied.
The background for this theoretical reasoning is an empirical study regarding different processes of shaping biosphere reserves in the UNESCO Man and Biosphere program (Börebäck, submitted 2012). The aim of the Man and Biosphere program is to learn and gain new knowledge from various model areas, the so called biosphere reserves, regarding sustainability worldwide (Unesco, 2011). In this paper formulating acknowledgement considers as various communication processes that shapes the frames of what will become knowledge of sustainability.
How acknowledging of knowledge that will implicate sustainability (Berkes, Colding, & Folke, 2006 (2003)), formulated and shaped within system thinking theory are often regarded in natural science (Harding, 2006) (Stengers, 2011), but the shaping of the acknowledgement as such can also be elaborated through various network theories that sometimes are concerned in social science (Latour, 1999) (Leigh Star, 1995) (Deleuze & Guattari, 1988) (Bennett, 2010). Within the acknowledging of knowledge there are reason to reason about how scientificity are concerted. The variety in the way that system theories and network theories are grounded differently in its scientificity is of interest when it concerns the meeting between natural and social science.
To formulate frames of processes within the activities of acknowledging knowledge (Braidotti, 2010 (2006)) has connections between knowledge and learning (Davies, 2000) (Lenz Taguchi, 2010) (Todd, 2003) (Todd, 2009) been discussed as the attachment for different interactive frameworks from communicative principles (Elster, 1998 reprinted 1999) (Mouffe, 2005) that shapes different communication processes.
This paper concerns reflections due to these various ways to acknowledge knowledge and reasoning about consequences shaped from various philosophical frameworks. “What it is able to do”, (Colebroke, 2002, s. 11). Philosophy can be omitted in various ways and in this paper is it what philosophy enables concerning processes of scientificity.
Method
Expected Outcomes
References
Bennett, J. (2010). Vibrant Matter - a political ecology of things. Durham and London, United States of America: Duke University Press. Berkes, F., Colding, J., & Folke, J. (2006 (2003)). Navigating Social-Ecological Systems Buildning Resilience for Complexity and Change. Cambride UK: Cambridge University Press. Braidotti, R. (2010 (2006)). Transpostions. Cambridge, United Kingdom: Polity Press. Börebäck, M. K. (January submitted 2012). Struggling interactions in emerging model areas of sustainability. The International Journal of Environmental, Cultural, Economic and Social Sustainability. Colebroke, C. (2002). Gilles Deleuze. New York: Routledge. Davies, B. (2000). (in)scribing body/landscape relations. Walnut Creek, Lanham, New York, Oxford: Atla Mira Press, A Division of Rowman & Littlefield Publishers, Inc. Deleuze, G., & Guattari, F. (1988). A Thousand Plateaus - Capitalism and Schizophrenia (2008 uppl.). (B. Massumi, Övers.) London, New York: Continuum. Elster, J. (1998 reprinted 1999). Deliberation and Constitution Making. i J. Elster, Deliberative Democracy (ss. 97-122). Cambridge, New York: Cambridge University Press. Harding, S. (2006). Animate Earth, Scioence, Intuition and Gaia. Totnes: Green Books. Latour, B. (1999). On recalling ANT. i J. Law, & J. Hassard, Actor Network Theory and after (ss. 15-25). Oxford UK: Blackwell Publisher. Leigh Star, S. (1995). Ecologies of knowledge: work and politics in science and technology. New York: State University of New York Press, Albany. Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education. Oxon, GB: Routledge. Mouffe, C. (2005). On the Political. London: Verso. Stengers, I. (2011). Thinking with Whitehead: a free and wild creation of concepts. (M. Chase, Övers.) Cambridge, London: Harvard University Press. Todd, S. (2003). Learning from the Other. New York: State University of New York Press. Todd, S. (2009). Toward an Imperfect Education - Facing Humanity, Rethinking Unesco. (2011). Biosphere Reserves - Learning Sites for Sustainable Development. http://www.unesco.org/new/en/natural-sciences/environment/ecological-sciences/biosphere-reserves/ den 11 11 2011
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