Connective knowledge: what we need to know about other fields to ‘envision’ cross-disciplinary collaboration
Connective knowledge: what we need to know about other fields to ‘envision’ cross-disciplinary collaboration
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关联知识：我们需要了解其他领域的知识才能“设想”跨学科合作
DOI：
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发表时间：
2018
影响因子：
2.2
通讯作者：
Martin Weinel
中科院分区：
文献类型：
--
作者：
Nicky Priaulx;Martin Weinel
本文集中讨论的问题是，高等教育机构的学者需要了解哪些其他领域的知识，以促进跨学科的合作工作。“知识”的概念虽然在跨学科研究中被认为是重要的，但却没有得到适当的质疑。很少有人注意到跨学科的知识行为者应该拥有什么，知识可能服务的目的是什么，很少有人停下来考虑作为情境学习的固有来源的协作概念本身。结果是关于科学家应该“知道”什么而不能在实践中操作的建议。强调“of - knowledge”（需要对一个领域的详细理解）和“about - knowledge”（关于一个领域的基本知识形式）之间的区别，我们探讨了跨学科协作生命周期的两个关键点，以评估知识的需求、目的、限制和可能性。注意到跨学科学习是一个漫长的过程，并且没有预先包装的“知识”出现来解决研究人员通常识别的各种认知缺陷，我们认为合作本身为跨学科学习提供了一个不可替代的场所。相比之下，在“设想”这一点上，专业被“界定”出来，合作的视野被“绘制”出来，我们认为应该努力加强研究人员的“关于知识”，这是一种联系知识的形式，可以在构建合作项目之前扩展研究人员对其他领域的基本知识。对于未来研究的抱负和促进全球、国家、区域和地方合作的重要性至关重要，我们强调一点知识如何能走很长的路。
This paper centralises the question of what academics in higher education settings need to know about other fields to stimulate cross-disciplinary collaborative work. The concept of ‘knowledge’, while recognised as important within cross-disciplinary studies, has failed to be properly problematized. Little attention has been paid to what cross-disciplinary knowledge actors should possess, the purposes that knowledge might serve and few pause to consider the concept of collaboration itself, as an inherent source of situated learning. The result is recommendations about what researchers should ‘know’ that cannot be operationalised in practice. Highlighting a distinction between ‘Of-Knowledge’, entailing a detailed understanding of a field, and ‘About-Knowledge’, a rudimentary form of knowledge about fields, we explore two key points of the cross-disciplinary collaborative life-cycle to evaluate the needs, purposes, limits and possibilities of knowing. Noting that cross-disciplinary learning is a long process, and for which no pre-packaged ‘knowledge’ emerges to address the kinds of cognitive deficits that researchers typically identify, we argue that collaboration itself provides a non-substitutable venue for cross-disciplinary learning. In contrast, focusing on the point of ‘envisioning’ where specialisms are ‘scoped out’ and collaborative horizons ‘mapped’, we argue for efforts to be placed in enhancing researchers’ ‘About-Knowledge’, a form of connective knowledge that extends researchers’ basic knowledge about other fields prior to constructing collaborative projects. Critical for the aspirations of futures research, and the importance of fostering global, national, regional and local collaboration, we highlight how a little knowledge can go a long way.
影响因子：
3
作者：
Lyall C
通讯作者：
Lyall C