More than 15 years ago, Michael Gibbons, Helga Nowotny and others coined the term “mode 2”, arguing that a new mode of production of scientific knowledge had emerged. In the era of mode 1, science had been able to safeguard its autonomy and almost exclusively relied on internal mechanisms of quality and relevance assessment. Mode 2, however, means that scientific knowledge has to be socially robust, counting more and more on the participation of lay-people from different parts of society. The mode 2 thesis thus reflects a fundamental transformation of the relation of science and society. The current issue of STI-Studies contains two articles that deal with mode 2 issues, one on a theoretical basis, the other presenting findings of a comp...
Science studies has shown us why science and technology cannot always solve technical problems in th...
Deterministic theory and discourse on sociotechnical progress ignore the existence of multiple and e...
What exactly does it mean to integrate extra-academic types of knowledge, interests and values into ...
Over the last years, the intense and vivid debates which had developed around the so called mode 2 t...
The notion of Mode 2 knowledge production (Gibbons et al. 1994, Nowotny et al. 2001) already has a r...
Janus Hansen’s essay examines in how far the Mode 2 concept (Gibbons et al. 1994, Nowotny et al. 200...
The notion of Mode 2, as a shift from Mode 1 science-as-we-know-it, depicts science as practically ...
The article suggests that research on public engagement with science and technology suffers from an ...
www.sti-studies.de How to make the mode 2 thesis sociologically more ro-bust? A comment on Monika Ku...
The Hansen and Kurath articles in the December 2009 issue have public engagement as their topic, and...
The notion of Mode 2 knowledge production (Gibbons et al. 1994, Nowotny et al. 2001) already has a r...
et al. 2001) already has a remarkable history. It was launched fifteen years ago to capture the ongo...
In the last decades, production of science and technology as well as science-society relationships s...
It is standard practice to launch new journals by claiming to focus on a new sub-disciplinary domain...
This contribution puts the spotlight on participation of heterogeneous actors and diverse forms of e...
Science studies has shown us why science and technology cannot always solve technical problems in th...
Deterministic theory and discourse on sociotechnical progress ignore the existence of multiple and e...
What exactly does it mean to integrate extra-academic types of knowledge, interests and values into ...
Over the last years, the intense and vivid debates which had developed around the so called mode 2 t...
The notion of Mode 2 knowledge production (Gibbons et al. 1994, Nowotny et al. 2001) already has a r...
Janus Hansen’s essay examines in how far the Mode 2 concept (Gibbons et al. 1994, Nowotny et al. 200...
The notion of Mode 2, as a shift from Mode 1 science-as-we-know-it, depicts science as practically ...
The article suggests that research on public engagement with science and technology suffers from an ...
www.sti-studies.de How to make the mode 2 thesis sociologically more ro-bust? A comment on Monika Ku...
The Hansen and Kurath articles in the December 2009 issue have public engagement as their topic, and...
The notion of Mode 2 knowledge production (Gibbons et al. 1994, Nowotny et al. 2001) already has a r...
et al. 2001) already has a remarkable history. It was launched fifteen years ago to capture the ongo...
In the last decades, production of science and technology as well as science-society relationships s...
It is standard practice to launch new journals by claiming to focus on a new sub-disciplinary domain...
This contribution puts the spotlight on participation of heterogeneous actors and diverse forms of e...
Science studies has shown us why science and technology cannot always solve technical problems in th...
Deterministic theory and discourse on sociotechnical progress ignore the existence of multiple and e...
What exactly does it mean to integrate extra-academic types of knowledge, interests and values into ...