Many scholars agree that we are currently living in post-ideological times, and that the role of religion and social ideology has become increasingly limited as a means to organise society. Some even talk of a ‘post-truth’ era, as truth itself has become suspect, and public debate has become infected with terms such as ‘fake news’ and ‘alternative truths.’ In fact, in many scientific areas the notions of truth, objectivity and fact are being questioned, and are often even considered instruments that aim to perpetuate relationships of power of elites. This book aims to take a position in these debates by looking at the often-implicit associations behind truth, objectivity, and fact. By taking a complexity-informed, dialectical approach, a more encompassing understanding of these concepts can be developed, that both respects the formidable achievements of science, while being sensitive to the critique that has been raised, most notably by postmodern thought.
The underlying idea and motive for the book is that the notion of complexity may humanize the social sciences, may conceive the complex human being as more human, and turn reality as assumed in our doing social science into a more complex, that is a richer reality for all. The main focus of this book is on new thinking in complexity, with complexity to be taken as derived from the Latin word complexus: ‘that which is interwoven.’ The trans-disciplinary approach advocated here will be trans-disciplinary in two ways: firstly, by going beyond the separate disciplines within the fields of both natural sciences and social sciences, and, secondly, by going beyond the separate cultures of the natural sciences and of the social sciences and humanities.
In an era shaped by misinformation, conspiracy theories, and anti-science movements, Science and Technology Studies / Science, Technology and Society (STS) provides a lighthouse of insight and interdisciplinary research. This volume, 'Science, technology and society for a post-truth age: Comparative dialogues on reflexivity,' embarks on a transformative journey through the interdependencies of science, technology, and society, offering vital perspectives and new insights on these challenging topics. This book, written by scholars in the field, reshapes post-truth discourse through STS and positions STS as a central force in addressing the post-truth crisis. It presents a compelling contribution that anchors STS at the heart of contemporary debates about truth and knowledge. 'Science, technology and society for a post-truth age: Comparative dialogues on reflexivity' is a contemporary and thought-provoking exploration of the evolving relationship between knowledge, truth, and society. It makes the case that STS is a catalyst for reshaping our understanding of truth in an age characterised by scepticism and uncertainty.
Management in the Age of Digital Business Complexity focuses on how the digital age is changing management and vastly speeding up complexity dynamics. The recent coevolution of technologies has dramatically changed in just a few years how people and firms learn, communicate, and behave. Consequently, the process of how firms coevolve and the speed at which they coevolve has been dramatically changed in the digital age, and managerial methods are lagging way behind. Combining his own expertise with that of a number of specialist and international co-authors, McKelvey conveys how companies that fall behind digitally can quickly be driven out of business. The book has been created for academics seeking to upgrade management thinking into the modern digital age and vastly improve the change capabilities of firms facing digital-oriented competition.
Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.
This volume presents a selection of the Proceedings of the Workshop on Anticipation, Agency and Complexity held in Trento (Italy) on April 2017. The contributions contained in the book brilliantly revolve around three core concepts: agency, complexity and anticipation, giving precious insights to further define the discipline of anticipation. In a world that moves increasingly fast, constantly on the verge of disruptive events, more and more scholars and practitioners in any field feel in need of new approaches to make sense of the complexity and uncertainty that the future seems to bear. The theory of anticipation tries to describe how possible futures are intrinsically intertwined with the present.
Introduction -- Elucidating complexity theories -- Complexity in the natural sciences -- Complexity in social theory -- Towards transdisciplinarity -- Complexity in philosophy: complexification and the limits to knowledge -- Complexity in ethics -- Earth in the anthropocene -- Complexity and climate change -- American dreams, ecological nightmares and new visions -- Complexity and sustainability: wicked problems, gordian knots and synergistic solutions -- Conclusion.
Are Information and Communications Technologies (ICTs) helpful or detrimental to the process of design? According to Aristotle, the imagination is a mental power that assists logical, sound judgments. Design, therefore, incorporates both reason and imagination. Challenging ICT Applications in Architecture, Engineering, and Industrial Design Education posits imagination as the central feature of design. It questions the common assumption that ICTs are not only useful but also valuable for the creation of the visual designs that reside at the core of architecture, engineering design, and industrial design. For readers who believe this assumption is right, this book offers an alternative perspective.
Utopia and Dystopia in the Age of Trump focuses on utopias and dystopias that either prefigure or suggest alternatives to the rise of individuals such as Donald J. Trump and the changing conditions of America we now see around us. These topical studies provide compelling reading for both the general reader and the specialist.
Praise for the award winning First Edition: ′This handbook is organized to help teachers and students to cover the mainstream work in the field of organization studies. This is an excellent reference tool with which to study organizational theory and practice′ - International Review of Administrative Sciences ′The editors have put together an impressive reference work, serious in intent and rigorous in implementation. As a publishing achievement, and a scholarly ′event′ in the field, SAGE is to be congratulated. It is designed as a work of synthesis, to link past and present, general and specific′ - Journal of General Management Praise for the New Edition: ′An excellent collection of papers giving a timely overview of the field′ - Gareth Morgan ′In this substantially updated, revised and extended edition of the widely acclaimed Handbook, the high standard of the contributions is maintained. Close consideration is given to newly emergent, such as networks and complexity, as well as more established topics. Metaphors of conversation and discourse are engagingly invoked to make and explore new distinctions, directions and connections. It is a key reference volume for more advanced students of this rapidly developing field′ - Hugh Willmott , Diageo Professor of Management Studies, Judge Business School, University of Cambridge ′Giving the authors of the Handbook of Organization Studies the opportunity to revise and update their earlier contributions makes this handbook unique. Comparing the revised chapters to their originals offers the reader unparalleled insight into how knowledge develops in our discipline. New frameworks and deeper understandings, grounded in continuing scholarship, abound in this updated classic′ - Mary Jo Hatch, C. Coleman McGehee Eminent Scholars Research Professor of Banking and Commerce McIntire School of Commerce, University of Virginia A decade after it first published to international acclaim, the seminal Handbook of Organization Studies has been updated to capture exciting new developments in the field. Providing a retrospective and prospective overview of organization studies, the Handbook continues to challenge and inspire readers with its synthesis of knowledge and literature. As ever, contributions have been selected to reflect the diversity of the field. New chapters cover areas such as organizational change; knowledge management; and organizational networks. Part One reflects on the relationship between theory, research and practice in organization studies. Part Two address a number of the most significant issues to affect organization studies such as leadership, diversity and globalization. Comprehensive and far-reaching, this important resource will set new standards for the understanding of organizational studies. It will be invaluable to researchers, teachers and advanced students alike.
