挑战不可通约性:从路德维克·弗莱克对构型创新分析的借鉴。

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Minerva Pub Date : 2011-12-01 Epub Date: 2011-11-02 DOI:10.1007/s11024-011-9180-4
Alexander Peine
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引用次数: 13

摘要

本文认为,Ludwik Fleck的思想集体和原型理念的概念是令人惊讶的话题,以解决一些概念上的挑战,在分析当代创新。本文的目的有两个:第一,努力将路德维克·弗莱克确立为创新分析地图上的重要经典。Thomas Kuhn关于范式的研究在创新研究的各个分支中都有很大的影响力,通过与之进行系统的比较,我们发现弗莱奇视角在技术变革和创新的背景下有许多明显但尚未得到充分研究的优势。其次,本文将这些优势与近期创新组织的一些变化联系起来。由于信息和通信技术(ict)的日益普及,配置创新已经变得司空见惯,突破了现有知识生成轨迹的界限。弗莱克对思想集体的封闭性的分级理解和他对不可通约性的薄弱概念为把握构型创新的特殊性提供了强有力的隐喻。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Challenging Incommensurability: What We Can Learn from Ludwik Fleck for the Analysis of Configurational Innovation.

This paper argues that Ludwik Fleck's concepts of thought collectives and proto-ideas are surprisingly topical to tackle some conceptual challenges in analyzing contemporary innovation. The objective of this paper is twofold: First, it strives to establish Ludwik Fleck as an important classic on the map of innovation analysis. A systematic comparison with Thomas Kuhn's work on paradigms, a concept highly influential in various branches of innovation studies, suggests a number of pronounced yet under-researched advantages of a Fleckian perspective in the context of technological change and innovation. Secondly, the paper links these advantages to some recent changes in the organization of innovation. Due to the rising pervasiveness of Information and Communication Technologies (ICTs), configurational innovation has become commonplace that cuts across the boundaries of established trajectories of knowledge generation. Fleck's graded understanding of the closedness of thought collectives and his weak notion of incommensurability provide powerful metaphors to grasp the peculiarities of configurational innovation.

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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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