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| 2. |
- Avdic, Anders, 1950-
(författare)
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Användare och utvecklare : om anveckling med kalkylprogram
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I avhandlingen behandlas förutsättningar och effekter av kalkylprogramanveckling (KPA). KPA utförs av anvecklare, som fungerar både som användare och utvecklare. Anvecklare har djup verksamhetskunskap och viss verktygskunskap. Systemet, som anvecklaren utvecklar med kalkylprogram, kallas kalkylsystem. Den grundläggande forskningsfrågan i avhandlingen är: "Vilka nya möjligheter får användare att utföra arbetsuppgifter då de själva kan bygga informationssystem?" Avhandlingens syfte är att formulera en begreppsmodell över vilka förutsättningar och effekter, som gäller för kalkylprogramanveckling.Avhandlingens strategi kan sägas vara kvalitativ, hermeneutisk, abduktiv och empirinära. Fyra empiriska studier har genomförts. Empiri har i stor utsträckning styrt studier av relaterad teori. Den praktikgeneriska modellen har använts som referensmodell i avhandlingen, vilket har lett till ett synsätt, som innebär att när anvecklaren anvecklar, agerar han i minst två praktiker, utvecklarpraktiken och huvudpraktiken. Varje praktik har sin uppsättning av förutsättningar, t ex kunskap, normer och verktyg.Den integrerade karaktären på anveckling, gör interaktivitet i utvecklingsarbetet möjlig, vilket i sin tur innebär att anvecklaren snabbt kan växla mellan utveckling och användning. Ökad verktygskunskap kan innebära att anvecklaren ökar sin verksamhetskunskap. Då anvecklarens verksamhetskunskap ökar, ökar möjligheterna att analysera och ifrågasätta verksamheten. Anveckling innebär också att hänsyn kan tas till svårformaliserbara mål och normer, samt att formalisering av tyst kunskap möjliggörs. Anveckling i en miljö med lokala nätverk förenklar möjligheterna att distribuera kalkylsystem för granskning och verifiering. Kalkylsystemets transparens underlättar analys och diskussion. I avhandlingen diskuteras anveckling som ett sätt att hantera kontinuerlig omvärldsförändring på ett sätt som kan innebära omprövning av normer i verksamheten. Då anveckling betraktas som en form av systemutveckling, skiljer sig anveckling starkt från traditionell systemutveckling i och med att anveckling kännetecknas av integration, medan traditionell systemutveckling kännetecknas av specialisering.
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- Berg, Gunnar
(författare)
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Företagskulturers makt : överbrygga språkliga klyftor
- 2008
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How do we work in projects that are expected to bridge cultural, social and historical boundaries? Is it possible to apply stated instructions across these boundaries so that, for example, the task of producing a requirement specification is interpreted in the same way by all the parties involved? In this thesis, the author takes a stand against his personal experience from such a trans-cultural project – a project in which he failed. A factor that made a strong contribution to this failure was the inability of the companies involved to manage the underlying complex of problems, problems associated with the philosophy of language. They possessed neither the knowledge nor the instruments to bridge the chasms of language. Essential reflection and analysis was replaced by the power language of the enterprise; individuals were singled out and held responsible, and the failure was relegated by definition to the level of personal issues. Experience does not automatically become knowledge; this is a process that requires reflection. The author suggests a number of ways of tackling communications problems among people who not only do not understand one another, but do not understand that they do not understand. The latter may mean that two people think that something is unambiguous, yet their interpretations diverge. This is when problems occur. Nobody has made a mistake – both parties have acted properly, they have even (perhaps) talked the matter through and reached agreement, yet the result still does not coincide with what they anticipated. A central concept is dialogue. Through its organised form, dialogue can make openings in problems that cut through cultural, social and historical boundaries. It is an approach that may be illustrated through authors and philosophers such as Witold Gombrowicz, Ludwik Fleck, Oscar Wilde, Joseph Conrad and Galileo Galilei. This study has its basis and its origins in the research area of Skills and Technology at the Royal Institute of Technology, Stockholm (KTH).
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- El Gaidi, Khalid, 1949-
(författare)
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Lärarens yrkeskunnande : bildning och reflekterade erfarenheter
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Teacher’s Skills – Liberal Education and Reflected Experience is a case study of the practical skills of teachers, in which the responsible action is central. This is an action which, while informed by science, cannot be fully determined by it, since the circumstances that relate to the interaction between teacher and students cannot always be fully predicted. With Liberal Education, reflection on experience, and trained intuition, the teacher bridges the gap between scientific knowledge and the unforeseen and immediate demands of the situation. The role of Liberal Education in this ambition cannot be overestimated. To be a part of such a practice is to dedicate one’s life to a struggle with language. Therefore, insights into the theory of knowledge and the philosophy of language, as well as analogies with literature and other professional fields, help us examine the glasses through which we observe and interpret reality in order gain greater knowledge. It is in the reflective dialogue, where we meet others with whom we are not always in agreement, that we can see ourselves, our knowledge and our prejudices. The interpretation and re-interpretation of our experience in the light of the experience of others is the bridge across which we can escape from our imprisonment on the island of convenience. Once the teacher has developed a consistency in his actions, his skills can be acknowledged. When these skills are raised to the level of a style, they become an art. The main purpose of this case study is to describe the teacher’s skills; how it can be developed, and the conditions required for its assessment. A possible assumption is that reflection on our own experience and the experience of others can give us insights into ourselves, an essential prerequisite to striking the spark that motivates the investment of time and resources in the development of one’s skills as a teacher
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| 6. |
- Ennals, Richard, et al.
(författare)
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Dialogue, Skill and Tacit Knowledge : Practical Knowledge and Corporate Social Responsibility
- 2016
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Ingår i: Cultural Roots of Sustainable Management. - Switzerland : Springer. - 9783319282855 - 9783319282879 ; , s. 153-163
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Bokkapitel (refereegranskat)abstract
- This chapter explores work in the Skill and Technology tradition in Sweden, which links work and learning in a distinctive way, backed by a long intellectual tradition. There is a recognition of the limits of explicit knowledge, which is supported by computers. The key resource for organisations and individuals is Tacit Knowledge. Work in the field of practical knowledge has developed through cases, and reflection on Skill. Reflection and Dialogue provide the basis for a culture of Corporate Social Responsibility.
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| 7. |
- Granström, Helena, et al.
(författare)
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Turing's man : A dialogue
- 2013
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Ingår i: AI & Society. - : Springer Science and Business Media LLC. - 0951-5666 .- 1435-5655. ; 28:1, s. 21-25
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Tidskriftsartikel (refereegranskat)abstract
- We can never emulate their meekness,soft servants of durable material:they live without pretensionin complicated relays and electrical circuits. Speed, docility are their strength. One asks: "What is 2 × 2?"-"Are you a machine?"They answer orrefuse to answer, depending on what you demand. There are, however, other machines as well,more abstract automatons, bolder and moreinaccessible,which eat their tape in mathematical formulae. They imitate in language. In infiniteloops, farther and farther back in their retreattowards more subtlealgorithms, more recursive functions. They are logical and describe themselves. As when a man with a hand-mirror pressed against his nosein front of a mirrorsees in infinite rows the same image multipliedin a shrinking, darkening corridor of glass. It is a Gödel theorem as good as any. He sees infinity,but what he does not see is his face.(From Göran Printz-Påhlsońs poem "The Turing Machine" published in Säg minns du skeppet Refanut? Samlade dikter 1950-1983 (1984) Bonniers, Stockholm).
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| 8. |
- Göranzon, Bo
(författare)
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Introduction to The Last Dream by Joseph Weizenbaum
- 2019
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Ingår i: AI & Society. - : Springer Nature. - 0951-5666 .- 1435-5655. ; 34:2, s. 177-194
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Tidskriftsartikel (refereegranskat)abstract
- What is ‘certainty’ in our everyday life and work? AI changing what it means to ‘be certain’. For example, when we engage with others and are doing our work, we make judgments in which we ‘trust our instinct’. Are we still able to do so if we engage with the ‘certainty’ of the machine? How is ‘being certain’ in ‘dialogue’ affected by our conceptions of what it means to be human in interaction with the ‘machine’, and consequent distinctions between body and mind? Descartes first likened the human body to a machine (albeit a machine created by God) and endowed reason as being a transcendent universal instrument. La Mettrie proposed that language and culture separates humans from ‘animals’. However, in Diderot’s writing, ‘knowledge’ is seen as embodied, coming from our senses and language, and where gesture and rhythm evolve in practice. For D’Alembert, human ‘instinct’ is a skill, a learnt practice, and Rousseau believes that human certainty is something that cannot be measured. These questionings of the dichotomies of body and mind and human and animal, that relate practice and knowledge, also question the place and meaning of ‘rules’ of engaged practice. For Wittgenstein, one learns to make judgments through personal experience, ‘rules in practice’, whereby language is necessarily culturally situated and embodied, and calculation and Judgement are part of each other.
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| 9. |
- Göranzon, Bo
(författare)
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On dialogue and certainty
- 2022
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Ingår i: AI & Society. - : Springer Science and Business Media Deutschland GmbH. - 0951-5666 .- 1435-5655.
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Tidskriftsartikel (refereegranskat)abstract
- What is ‘certainty’ in our everyday life and work? AI changing what it means to ‘be certain’. For example, when we engage with others and are doing our work, we make judgments in which we ‘trust our instinct’. Are we still able to do so if we engage with the ‘certainty’ of the machine? How is ‘being certain’ in ‘dialogue’ affected by our conceptions of what it means to be human in interaction with the ‘machine’, and consequent distinctions between body and mind? Descartes first likened the human body to a machine (albeit a machine created by God) and endowed reason as being a transcendent universal instrument. La Mettrie proposed that language and culture separates humans from ‘animals’. However, in Diderot’s writing, ‘knowledge’ is seen as embodied, coming from our senses and language, and where gesture and rhythm evolve in practice. For D’Alembert, human ‘instinct’ is a skill, a learnt practice, and Rousseau believes that human certainty is something that cannot be measured. These questionings of the dichotomies of body and mind and human and animal, that relate practice and knowledge, also question the place and meaning of ‘rules’ of engaged practice. For Wittgenstein, one learns to make judgments through personal experience, ‘rules in practice’, whereby language is necessarily culturally situated and embodied, and calculation and Judgement are part of each other.
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| 10. |
- Göranzon, Bo
(författare)
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Tacit knowledge and risks
- 2007
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Ingår i: AI & Society. - : Springer Science and Business Media LLC. - 0951-5666 .- 1435-5655. ; 21:4, s. 429-442
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Tidskriftsartikel (refereegranskat)abstract
- How are risks and disasters prevented in high-technology environments? This is a question that has many facets. In this essay I shall discuss the aspects related to the history of knowledge, and to tacit knowledge in particular.
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