By O'brien, Jamie
How can wisdom be reconfigured on the way to increase adventure, let participation, and increase environments? Shaping Knowledge argues that wisdom is a made of human task in a social area, and consequently is a formative source. The e-book takes a step past ‘information visualisation’ and imagines a studying atmosphere during which wisdom should be manipulated as an item. sensible examples from the domain names of wellbeing and fitness, schooling, commute, museums and libraries are provided, and chapters disguise wisdom and area, unpredictability and authorship, in addition to agility, ubiquity and mobility.
- Applies high-level conception paintings to an engineering domain
- Proposes a singular method of spatial, city and interplay design
- Brings an extraordinary inter-disciplinary viewpoint to a convergent technology
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Extra resources for Shaping Knowledge Complex Social-spatial Modelling for Adaptive Organisations
Knowledge as technology is part of the world of human desires, and is not optimal or rational. We can observe drivers of technological change in all manner of social, economic and ideological conditions. Knowledge as technology appears to be a mode of human interaction with the natural environment, built into the fabric of civilizations and cities. Knowledge as technology achieves no mastery over nature; it undergoes collapse due to overwhelming pressures, such as extreme and rapidly changing climates, social isolation, counter-productive economics or oppressive governance (Wenke, 2006: 298–316).
Org (accessed December 2013). 2. G. Rees (Chapman & Hall/CRC); Discrete Mathematics for Computing, by Peter Grossman (Palgrave). 3. See, for example, ‘The London Markets’, BBC/Open University, May–June 2012. uk/programmes/b01jbb99 (accessed August 2013). 4. html (accessed May 2013). 5. info/benny-profane (accessed May 2013). 6. com (accessed May 2013). 7. The evidence for this is anecdotal; the author knows of a pair of serviceable stereo speakers that were made from abandoned parts found on the tip.
Knowledge is both embodied as the tacitly held technical know-how of the innovator, and it is also encoded in designs, models and standards that allow innovations to be transferred to other technical systems and domains. Know-how, know-what, know-why and know-who each require different degrees and kinds of codification, including the articulations of ‘learning-bydoing’ training, that form essential components in the learning interactions of innovative organizations. Knowledge is inter-exchangeable within or across domains.