Through the Mirrors of Science

1 - Foreword [Seite 11]
2 - Section one [Seite 13]
2.1 - 0 Introduction: From the Age of "Posts" to the Knowledge Society [Seite 15]
2.1.1 - 0.1 - Beyond the age of "Posts" [Seite 15]
2.1.2 - 0.2 - Post-industrial and post-modern [Seite 17]
2.1.3 - 0.3 - The knowledge economy and the knowledge society [Seite 21]
2.1.3.1 - 0.3.1 - Vannevar Bush and the consequences of his approach [Seite 25]
2.1.3.2 - 0.3.2 - A new metamorphosis of "capital" [Seite 28]
2.1.4 - 0.4 - The "knowledge" of the society of knowledge [Seite 30]
2.2 - 1 In the Beginning there was Lisbon [Seite 35]
2.2.1 - 1.1. Old Europe needs to wake up [Seite 35]
2.2.1.1 - 1.1.1 - The roots of the "Lisbon Strategy" [Seite 35]
2.2.1.2 - 1.1.2 - The reasoning behind the worries [Seite 37]
2.2.2 - 1.2 - The development of the Lisbon Strategy [Seite 39]
2.2.2.1 - 1.2.1 - The close union of economics and research [Seite 40]
2.2.2.2 - 1.2.2 - Human capital - beyond the economy [Seite 43]
2.2.2.3 - 1.2.3 - The economic requirements for innovation [Seite 46]
2.2.3 - 1.3 - Beyond GDP: the environmental turn [Seite 51]
2.2.3.1 - 1.3.1 - The unheroic history of GDP [Seite 52]
2.2.3.2 - 1.3.2 - Europa towards sustainable development [Seite 56]
2.2.4 - 1.4 - Keep on trying once again, old Europe! [Seite 60]
2.3 - 2 Society, Democracy and Trust in Science [Seite 65]
2.3.1 - 2.1 - Science, democracy and society in the history of modern culture [Seite 65]
2.3.2 - 2.2 - Public opinion and science [Seite 71]
2.3.3 - 2.3 - Divulgation and communication of science [Seite 79]
2.3.3.1 - 2.3.1 - The many facets of a relationship [Seite 80]
2.3.3.2 - 2.3.2 - The "construction" of the public [Seite 82]
2.3.3.3 - 2.3.3 - The "construction" of the object [Seite 87]
2.3.4 - 2.4 - The interaction between the public and science [Seite 89]
2.3.4.1 - 2.4.1 - "Hybrid forums" [Seite 89]
2.3.4.2 - 2.4.2 - "Civic epistemologies" [Seite 91]
2.3.5 - 2.5 - The value of democracy in science [Seite 93]
3 - Section two [Seite 97]
3.1 - 3 Historical, Philosophical and Sociological Models of the Interaction between Science and Society [Seite 99]
3.1.1 - 3.1 - The twentieth-century philosophical Received-View of science [Seite 99]
3.1.2 - 3.2 - Philosophy and sociology of science I: a division of labour [Seite 105]
3.1.3 - 3.3 - Philosophy and sociology of science II: the historicist turn [Seite 108]
3.1.4 - 3.4 - Post-Mertonian sociology of science [Seite 111]
3.1.5 - 3.5 - The emergence of "Science and Technological Studies" [Seite 116]
3.1.6 - 3.6 - STS and science policy [Seite 119]
3.2 - 4 From the Descriptive to the Normative: a Multidisciplinary Approach for Descriptively-Informed Science Policy [Seite 133]
3.2.1 - 4.1 - Multidisciplinary versus interdisciplinary integration of STS's methodological variation [Seite 133]
3.2.2 - 4.2 - Modelling techno-science complexity for science policy [Seite 138]
3.2.3 - 4.3 - Beyond theory and observation: the Modeling Approach to Science (MAS) [Seite 142]
3.2.4 - 4.4 - Towards a descriptively-informed science policy [Seite 149]
3.2.5 - 4.5 - Further articulating MAS [Seite 151]
3.2.5.1 - 4.5.1 - Levels of analysis of theory-formation [Seite 154]
3.2.5.2 - 4.5.2 - MAS and "methodological tolerance" [Seite 160]
3.2.6 - 4.6 - From descriptive to normative STS: heuristic appraisal [Seite 165]
3.3 - 5 Implementing New Strategies: Towards the Recommendations [Seite 169]
3.3.1 - 5.1 - Frontier research: beyond economic growth [Seite 169]
3.3.1.1 - 5.1.1 - The linear model of techno-scientific innovation and economic growth [Seite 170]
3.3.1.2 - 5.1.2 - Alternative models of techno-scientific innovation and how they fail to meet general society needs [Seite 174]
3.3.2 - 5.2 - Tacit knowledge and expertise [Seite 182]
3.3.2.1 - 5.2.1 - The representation of tacit knowledge [Seite 183]
3.3.2.2 - 5.2.2 - The possible explications of tacit knowledge [Seite 186]
3.3.2.3 - 5.2.3 - Society, tacit knowledge and knowledge-based view [Seite 189]
3.3.2.4 - 5.2.4 - Models of expertise [Seite 192]
3.3.2.5 - 5.2.5 - Expertise, tacit knowledge, complexity of knowledge [Seite 197]
3.3.3 - 5.3 - The importance of creativity [Seite 201]
3.3.3.1 - 5.3.1 - Creativity and the creative person [Seite 201]
3.3.3.2 - 5.3.2 - Family and school [Seite 208]
3.3.3.3 - 5.3.3 - Companies [Seite 212]
3.3.3.4 - 5.3.4 - Widespread creativity [Seite 218]
3.3.4 - 5.4 - The role of the university in the society of knowledge [Seite 221]
3.3.4.1 - 5.4.1 - University potential and problems [Seite 222]
3.3.4.2 - 5.4.2 - The European Paradox [Seite 225]
3.3.4.3 - 5.4.3 - The contradictions of research [Seite 229]
3.3.4.4 - 5.4.4 - A diverse view of contemporary research [Seite 231]
3.3.4.5 - 5.4.5 - A comparison with the Humboldt model [Seite 234]
3.3.4.6 - 5.4.6 - What is the mission of today's universities? [Seite 237]
3.3.5 - 5.5 - Not only specialisation: towards a more integrated vision of culture [Seite 239]
3.3.5.1 - 5.5.1 - A more comphensive vision of knowledge [Seite 240]
3.3.5.2 - 5.5.2 - Overcoming hyper-specialization [Seite 242]
3.3.5.3 - 5.5.3 - Towards superseding old dualisms [Seite 245]
3.3.6 - 5.6 - Towards an industrial or a humanistic scenario? [Seite 249]
4 - Conclusion: The Recommendations to the European Commission [Seite 257]
5 - REFERENCES [Seite 271]
6 - ACRONYMS AND ABBREVIATIONS [Seite 312]