Wiedza milcząca w nauce. Koncepcja Michaela Polanyi'ego

tekst zamieszczony w czasopiśmie "Zagadnienia naukoznawstwa" nr 1 (183), 2010

Knowledge externalities and growth in peripheral regions: introductory notes

The aim of this paper is to discuss the idea that knowledge externalities, as discussed in the Endogenous Growth Theory, can be spread over any kind of space. Although this point has already been discussed by some scholars in the heterodox tradition (Nelson, 1998, Martin and Sunley, 1998, among others), we would like to bring into discussion a new perspective that analyses the validity of this assumption in peripheral regions/countries. It will be argued that there are some peripheral structural conditions that constrain the generation, transfer and absorption of knowledge externalities. Above of all, it will be argued that the construction of “space” in the periphery is determinant for the absence of widespread diffusion of this kind of externality. This conclusion implies that the generality of the New Growth Theory is very difficult to be assumed.

The effect of regional differences on the performance of software firms in the Netherlands

In this paper, we concentrate on how evolutionary economics contributes to a better understanding of the spatial evolution of newly emerging industries. Inspired by evolutionary thinking, four types of explanations are discussed and tested in an empirical analysis of the spatial pattern of the software sector in the Netherlands. Traditionally, agglomeration economies provide an explanation for the spatial concentration of an industry. Firms located in a cluster of similar or related sectors benefit from cost reductions, due to lower transportation costs, a thick labour market, specialised suppliers and information spillovers. An evolutionary approach on agglomeration economies provides an alternative view. It focuses explicit attention on knowledge spillovers as a vehicle of local diffusion of organizational routines or competences from one firm to the other. Such transfers of (tacit) knowledge are facilitated by spatial proximity of firms and a common knowledge base. In addition, an evolutionary approach takes a dynamic perspective on the role of agglomeration economies. During the initial stage of development of a new industry, the surrounding environment is still directed to routines and competences related to existing industries. When the new industry concentrates in a particular area to a considerable degree, a supportive environment (specialized knowledge, labour with specific skills) may gradually come into being, and localization economies may arise. Other evolutionary mechanisms may also provide an explanation for the spatial formation of new industries. We distinguish another three of them. First of all, transfer of knowledge and successful routines between firms in an emerging industry may occur through spin-off dynamics. Secondly, (social) networks may function as effective channels of knowledge diffusion and interactive learning, because they can provide a common knowledge base and mutual understanding and trust. Thirdly, firms in new industries with organizational capabilities that can deal effectively with the lack of required resources (such as knowledge, skills and capital) may become dominant, due to selection and imitation. Based on cross-sectional data gathered among 265 software firms in the Netherlands in 2003, we have tested which factors have influenced the innovative productivity of these firms. Using regression techniques, the outcomes suggest that spin-offs and firms with organizational capabilities perform better, while networks relations do not seem to affect the performance of software firms. Geography matters as well: software firms located in a region with a labour market with more ICT-skills show a higher innovative productivity. Keywords: evolutionary economics, industrial location, evolution of industries, software sector, agglomeration economies, organizational capabilities, spin-off, networks

The effect of regional differences on the performance of software firms in the Netherlands

In this paper, we concentrate on how evolutionary economics contributes to a better understanding of the spatial evolution of newly emerging industries. Inspired by evolutionary thinking, four types of explanations are discussed and tested in an empirical analysis of the spatial pattern of the software sector in the Netherlands. Traditionally, agglomeration economies provide an explanation for the spatial concentration of an industry. Firms located in a cluster of similar or related sectors benefit from cost reductions, due to lower transportation costs, a thick labour market, specialised suppliers and information spillovers. An evolutionary approach on agglomeration economies provides an alternative view. It focuses explicit attention on knowledge spillovers as a vehicle of local diffusion of organizational routines or competences from one firm to the other. Such transfers of (tacit) knowledge are facilitated by spatial proximity of firms and a common knowledge base. In addition, an evolutionary approach takes a dynamic perspective on the role of agglomeration economies. During the initial stage of development of a new industry, the surrounding environment is still directed to routines and competences related to existing industries. When the new industry concentrates in a particular area to a considerable degree, a supportive environment (specialized knowledge, labour with specific skills) may gradually come into being, and localization economies may arise. Other evolutionary mechanisms may also provide an explanation for the spatial formation of new industries. We distinguish another three of them. First of all, transfer of knowledge and successful routines between firms in an emerging industry may occur through spin-off dynamics. Secondly, (social) networks may function as effective channels of knowledge diffusion and interactive learning, because they can provide a common knowledge base and mutual understanding and trust. Thirdly, firms in new industries with organizational capabilities that can deal effectively with the lack of required resources (such as knowledge, skills and capital) may become dominant, due to selection and imitation. Based on cross-sectional data gathered among 265 software firms in the Netherlands in 2003, we have tested which factors have influenced the innovative productivity of these firms. Using regression techniques, the outcomes suggest that spin-offs and firms with organizational capabilities perform better, while networks relations do not seem to affect the performance of software firms. Geography matters as well: software firms located in a region with a labour market with more ICT-skills show a higher innovative productivity.Evolutionary economics, industrial location, evolution of industries, software sector, agglomeration economies, organizational capabilities, spin-off, networks

수학교사의 실천적 지식 구성 과정에 대한 연구

학위논문 (박사)-- 서울대학교 대학원 : 수학교육과, 2015. 2. 이경화.본 연구는 수학교사 교육에서 교사의 실천적 지식의 중요성이 점차 강조되고 있으나, 실천적 지식의 의미와 구성 방법에 대한 논의가 부족하다는 문제의식에서 출발하였다. 특히, 수학교사의 실천적 지식 구성을 위한 구체적인 방법에 대한 논의가 이루어지기 위해서는 교사의 실천에 반드시 수반되는 암묵적 지식에 대한 분석이 선행되어야 함에 주목하였다. 이에 본 연구에서는 문헌 분석을 통해 교사의 실천에 관여하는 다양한 지식과 더불어 암묵적 지식의 의미를 면밀히 파악하였다. 교수학적 내용지식, 수학을 가르치기 위한 지식 등 분절적으로 수학교사의 전문적 지식에 대해 이루어진 기존의 논의에, 수학교사의 실천을 둘러싼 암묵적 차원에 대한 연구를 보완함으로써 수학교사의 실천적 지식의 의미를 구체화하였으며, 실제 수학교사의 실천적 지식 구성 과정을 확인하기 위하여 과제 설계에서부터 수업 실행에 이르는 일련의 과정을 분석하였다. 폴라니의 인식론에 근거하여 암묵적 지식의 의미를 살펴본 결과는 다음과 같다. 먼저 암묵적 지식은 삼원적 구조로 이루어지며, 인식자, 보조식, 초점식이 그 세 요소이다. 인식자는 보조식의 세목들이 무엇인지 정확하게 식별할 수는 없지만 그것들을 제어할 수 있다. 또, 인식자는 특정한 목적과 의도를 가지고 의식하는 초점 대상에 보조식의 세목들을 관련시킬 수 있다. 이 과정에 의하여 초점식과 보조식이 교대되면서 기술과 지식이 발달한다. 이와 같은 관점에 비추어보면, 교사는 자신의 신념과 같은 암묵적 지식과 무의식적으로 행하는 교수 활동을 반성하고 의식화하고, 의식적으로 교수 행위를 하면서 다시 무의식적으로 행하게 되는 과정을 통해 실천적 지식을 구성하고 발달시켜나간다고 볼 수 있다. 요컨대, 교사의 실천적 지식은 명시적 차원과 암묵적 차원이 존재하며, 교사가 암묵적 차원의 작용을 인식하고 이를 성찰하는 것은 교사의 실천적 지식 구성 과정에서 매우 중요하다는 점을 확인하였다. 교사의 식(awareness)은 교사의 지식과 더불어 주관적인 경험과 관련이 있다. 실제 수업 상황에서의 교사의 식(awareness)은 교사의 의도와 목적에 따라 주관적인 경험을 통해 형성된 감각과 상황으로부터의 단서가 교사의 지식과 결합되어 세부적인 사항들을 지각함으로써 교사의 행동으로 드러나게 된다. 적절하고 합리적인 방식으로 수업을 실행하기 위해서, 교사는 수업에서 중요하게 다루어져야 할 측면들에 의도적이고 의식적으로 주의를 기울이고 지속적으로 관찰하면서 수업에서 발생하는 사건들의 미묘한 차이들을 알아차리고 이에 적절한 대응을 경험해나가면서 그 상황에 대한 식(awareness)을 키워나갈 필요가 있다. 교사의 식(awareness)에 대한 논의로부터 도출한 시사점은 교사가 자신의 교수 활동을 의식화함으로써 자신의 행동 이면에 존재하는 암묵적 차원이 수업과 학생의 학습에 중요한 영향을 미치고 있다는 것을 깨닫게 되면서 실천적 지식을 구성할 수 있다는 것이다. 실천적 지식에 대한 선행연구와 암묵적 지식에 대한 논의를 토대로, 수학교사의 실천적 지식 구성을 위해서는 교사의 실천 경험, 이론적 지식 그리고 교사의 식(awareness)의 세 요소가 필요함을 확인하였다. 또한 교사의 식(awareness)을 강화시키기 위한 전략으로 교사의 반성과 알아차림(noticing)을 제안하였다. 알아차림은 체계적인 반성을 기반으로 교사의 민감성을 키울 수 있기 때문에 교사의 식(awareness)을 강화시키고 경험과 명시적인 지식이 조화롭게 균형을 이루는데 효과적인 방법이 될 수 있다. 수학교사의 실천적 지식 구성을 위한 세 요소와 반성과 알아차림 전략을 토대로 교사교육의 절차를 다음과 같은 다섯 단계로 설계하였다. 이론학습, 과제설계, 사고실험, 수업실행, 수업에 대한 분석이 그것이다. 본 연구에서는 중학교 교사가 이 절차에 따라 실천적 지식을 구성하는 과정에 대하여 살펴보았다. 연구 결과, 실천적 지식의 구성 과정은 크게 초점식화와 보조식화로 이루어진다는 것을 알 수 있었다. 초점식화 과정에서 교사는 암묵적 차원의 보조식들을 의식화하고 반성함으로써 실천을 변화시키려는 의지를 가지고 의식적인 교수 활동을 해가면서 실천을 개선한다. 이어서 보조식화 과정에서 다시 무의식적인 교수 활동을 하게 된다. 본 연구에 참여한 교사는 의식화와 반성에 의한 초점식화 그리고 이를 다시 보조식화 과정을 교대로 거치면서 실천적 지식을 구성하였다. 그러나 변화된 교수 활동이 습관화되어 안정적으로 교사의 암묵적 차원으로 자리 잡기 위해서는 장시간이 필요하기 때문에 이에 대해서는 향후 추적 관찰이 필요할 것으로 보인다. 본 연구에서는 암묵적 지식에 대한 면밀한 분석을 통해 실천적 지식의 의미를 구체적으로 밝히고 이를 토대로 실천적 지식 구성을 지원하는 절차를 제안하였다. 또한, 중학교 수학교사가 이 절차에 따라 실천적 지식을 구성하는 과정에 대하여 살펴봄으로써 실천적 지식에 관한 이론적이고 실제적인 접근을 시도하였다. 실천적 지식은 그 특성이 다면적이고 모호하여 다루는 것이 쉽지 않다. 그러나 실천적 지식은 수학교사의 전문성을 이루는 핵심적인 요소이므로 다각도로 이해하고 분석하여 그 특성을 밝히고 구성 방안을 모색할 필요가 있다.CHAPTER Ⅰ. INTRODUCTION 1 1. Background on the study 1 2. Research questions 10 3. Outline of the study 11 CHAPTER Ⅱ. TACIT KNOWLEDGE 13 1. The meaning of tacit knowledge 14 2. The structure of tacit knowing and construction of knowledge 18 3. Tacit knowing and teaching 25 3.1. Tacit knowing and awareness 30 3.1.1. Awareness and noticing 32 3.1.2. Importance of mathematics teacher awareness 38 3.2. Tacit knowledge and socio-cultural environment 40 CHAPTER Ⅲ. CONSTRUCTION OF MATHEMATICS TEACHERS PRACTICAL KNOWLEDGE 48 1. The concept of mathematics teachers practical knowledge and its components 48 2. Strategies for the reinforcement of mathematics teacher awareness 54 2.1. Reflection 55 2.1.1. Process of reflection 56 2.1.2. Content of reflection 58 2.2. Noticing 60 3. Teacher training procedures for the construction of mathematics teachers practical knowledge 65 3.1. Learning theory 65 3.2. Task design 67 3.3. Thought experiment 73 3.4. Conduct of class 78 3.5. Analysis of class with colleagues 79 CHAPTER Ⅳ. THE CONDUCT OF RESEARCH 81 1. Method 82 1.1. Research participants 82 1.2. Data gathering process 84 1.3. Analysis of data 88 2. Task design on similarity of figures and teachers noticing in thought experiment 90 2.1. Purpose of task design 90 2.2. Noticing during the task design and thought experiment 92 3. Noticing and reflection in class 102 3.1. When noticing from thought experiment is reflected 103 3.1.1. Inducing understanding of similarity concept by systematically proposing examples 103 3.1.2. Recognizing the concept of similarity that exists behind diverse methods 117 3.1.3. Expansion of perspective through utilization of mathematical tool 121 3.2. A case in which the noticing from thought experiment is not well-reflected 133 3.2.1. A case in which the noticing at mathematical dimension does not lead to psychological and management of teaching dimensions 133 3.2.1.1. Unable to accurately identify the students level of understanding 133 3.2.1.2. The interaction with the students is not adequate 138 3.2.2. The case in which the previous way of teaching appears 142 3.2.2.1. Unable to provide enough opportunities to inquiry 142 3.2.2.2. The teacher asks dichotomy or short-answer questions 146 4. Noticing and reflection from class analysis 150 4.1. Recognition of the necessity to understand the students 150 4.2. Recognition of the teachers orientation 153 4.3. Teachers recognition of her purpose 156 5. Discussion 158 CHAPTER Ⅴ. SUMMARY AND DISCUSSION 166Docto

Technological knowledge application on academic writing English education study program students

Technological knowledge plays a role in academic writing such as assisting in finding suitable references, checking plagiarism, and publishing the article. However, technological knowledge does not always provide benefits in academic writing. Technological knowledge may affect the writers’ mentality to take shortcut in finishing and checking their writing. The objectives of this study were: (1) to find out the technological knowledge level of English education study program students, (2) to find out how English education study program students applied their technological knowledge in academic writing, and (3) to find out the problems English education study program students encountered in applying their technological knowledge in academic writing. The study’s participant was 13 students from class B 2016 Palembang of English Education Undergraduate Program along with the latest lecturer that teaches them writing. This research used descriptive qualitative design. The data were collected by questionnaire, observation, interview, and document gathering. Percentage calculation, transcribing, and triangulation were used to analyze data. The findings showed that (1) The technological knowledge level of the participants is level two Technical Maxim, (2) the participants applied technological knowledge on academic particularly in finding references and structuring idea, and (3) the participants have several problems in applying technological knowledge in academic writing, such as in citing references correctly, avoiding tendency to copy-and-paste, structural error due to using automatic correction, and paper formatting

A theoretical systemic analysis of organizational tacit knowledge memorization

Cahier de recherche du CERAG 2011-08 E5In supply chains, which are organizational systems that integrate complex behavioral interactions, partners adopt bipolar strategies that join paradoxical and constructive behaviors to evolve in nowadays environment. This enables them, on one hand, to converge towards common interests through the development of cooperative actions and strategies; and on the other hand, to deviate on their own interests by adopting competitive maneuvers. This dynamics generates an ago-antagonistic system where both of these two concepts, namely cooperation and competition, simultaneously drive the supply chain. In the present article, this system is analyzed by using ago-antagonistic systems theory in order to have a new apprehension of the supply chain approach

Law by human intent or evolution? Some remarks on the Austrian school of economics' role in the development of law and economics

In the late nineteenth century, economic analysis of law experienced an outright rejection by the German-speaking legal community. In the second half of the twentieth century, it became a dominant approach in American legal inquiry. We argue that this success was partly due to the insights of Austrian economics which the second wave of law and economics has incorporated. We argue that Austrian legal and economic scholars marked the two cornerstones between which the subsequent discussion oscillated: social planning versus evolution (spontaneous order

Wissenswertes Wissen – lehrwertes Wissens

Povijest znanja u uvodnom dijelu ilustrira povećavanje znanja kao sveukupnog ljudskog iskustva koje u obrazovni sustav ulazi u oblicima znanja strukturiranoga prema znanostima i znanstvenim disciplinama. U tradicionalnom obrazovanju znanja vrijedna znanja su propozicionalna i proceduralna znanja. Njihova struktura u formalnom obrazovanju je substantivna i sintaktička. Pristupi strukturama znanja usmjereni su na prošlost, sadašnjost i budućnost. Na ovim premisama autorica raspravlja o znanju vrijednom znanja u suvremenim obrazovnim promjenama: u organizaciji i reorganizaciji propozicionalnih i proceduralnih znanja, značenju tacitnog znanja, značenju, ciljevima obrazovanja i pristupa prema učeniku, učenju i poučavanju. Zaključak se odnosi na znanstveni i praktični prostor pedagogije i pedagoga.The introductory part of the history of knowledge explains knowledge augmentation. Knowledge is defined as common human experience that enters education systems in forms of knowledge structured according to sciences and scientific disciplines. In traditional education, knowledge worth knowing is propositional and procedural knowledge. Its structure in formal education is substantive and syntactic. Approaches to knowledge structures are focused on the past, the present, or the future. Those premises are the bases for the author’s discussion on knowledge worth knowing in the context of modern education changes and when faced with the organisation and reorganisation of propositional and procedural knowledge, the meaning of tacit knowledge, the meaning and goals of education and approach to students, as well as with learning and teaching. The conclusion refers to both scientific and practical aspect of pedagogy and pedagogues.Die Geschichte des Wissens im einführenden Teil veranschaulicht die Zunahme des Wissens als allumfassender menschlicher Erfahrung, die ihren Eingang in das Bildungssystem in Form von nach den Wissenschaften und wissenschaftlichen Disziplinen strukturirertem Wissen findet. In der traditionellen Bildung galt als wissenswert propositionelles und prozedurelles Wissen. Dessen Struktur war in der formalen Bildung substantiv und syntaktisch. Zugänge zu Wissensstrukturen waren auf die Vergangenheit, Gegenwart und Zukunft ausgerichtet. Die Autorin erörtert das wissenswerte Wissen im gegenwärtigen Bildungswandel unter folgenden Voraussetzungen: Organisation und Reorganisation des propositionellen und prozedurellen Wissens, Bedeutung des taziten Wissens, Bedeutung und Ziele der Bildung bzw. lernerorientierter Ansatz zum Lernen und Lehren. Die Schlussfolgerung bezieht sich aut den wissenschaftlichen und praktischen Raum der Erziehungswissenschaft und der Pädagogen