Bounded socio-technical experiments as agents of systemic change: The case of a zero-energy residential building
Bounded socio-technical experiments as agents of systemic change: The case of a zero-energy residential building
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DOI：
10.1016/j.techfore.2006.05.014
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发表时间：
2008-01-01
影响因子：
12
通讯作者：
Vergragt, Philip J.
中科院分区：
文献类型：
--
作者：
Brown, Halina Szejnwald;Vergragt, Philip J.
主导技术的大规模转变是向可持续发展过渡的必要组成部分。这种转变是困难的，因为除了技术创新外，它们还需要改变现有的机构、专业规范、信仰体系，在某些情况下还需要改变生活方式。在认知科学和政策科学的语言中，需要从个人到专业和商业社区，再到整个社会的更高层次的学习。在主要依靠综合现有技术和诀窍实现大幅降低能源和材料消耗的创新类型中，更高层次的学习尤为关键，高性能建筑就是如此。促进这类学习的一种方法是通过试验新技术和服务。本文借鉴我们早期的有界社会技术实验的概念，提出了一个四级概念框架，用于绘制和监控BSTE中发生的学习过程，并将其应用于波士顿一栋零化石燃料住宅建筑的实证研究。三个主要结论是：学习既发生在个人层面，也发生在团队层面，个人学习主要(但不完全)涉及问题定义的变化；团队学习包括参与者的更替，直到世界观和解释框架达到一致。这一案例研究还表明，我们必须将建筑设计的创新视为一种过程和一种产品，并且在未来复制这种建筑的努力中必须考虑两者。这项研究突出了技术创新与人、人的感知以及人与人之间以及与物质世界的互动。可持续发展不是仅靠技术就能实现的，而是通过个人、团体、专业团体和其他机构的深入学习实现的。(C)2006年，由爱思唯尔公司出版。
Large-scale shifts in dominant technologies are the necessary components of a transition toward sustainability. Such shifts are difficult because, in addition to technological innovation, they require changes in the existing institutions, professional norms, belief systems and, in some cases, also lifestyles. In the languages of cognitive and policy sciences, higher order learning on a scale ranging from individuals to professional and business communities, to the society at large, is needed. Higher order learning is especially crucial in the types of innovations that depend mainly on synthesis of existing technologies and know-how to achieve radical reductions in energy and material consumption, as is the case with high performance buildings. One way to facilitate this type of learning is through experimentation with new technologies and services.Drawing on our earlier concept of a Bounded Socio-Technical Experiment, in this paper we propose a four-level conceptual framework for mapping and monitoring the learning processes taking place in a BSTE, and apply it to an empirical case study of a zero-fossil-fuel residential building in Boston. Three major conclusions are that: learning took place both on the individual and team level, that individual learning primarily (but not exclusively) involved changes in problem definitions; and that team learning consisted of participant turnover until congruence in worldviews and interpretive frames was achieved. This case study also shows that we must think of innovating in building design as both a process and a product, and that both must be considered in the future efforts to replicate this building.This study highlights that technological innovation about technology as much as about people, their perceptions, and their interactions with each other and with the material world. Sustainability will not be reached by technology alone, but by deep learning by individuals, groups, professional societies and other institutions. (c) 2006 Published by Elsevier Inc.