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Společnost vědění jako teoretický koncept

100%
Vesely A.
Sociologický časopis. Czech Sociological Review
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2004
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vol. 40
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issue 4
433-446
EN
The aim of this article is to review the strengths and weaknesses of the theoretical concept of the knowledge society. In the first part of the article the basic idea of the knowledge society is briefly sketched. The second part explores the roots of the concept - grounded in the theories of the post-industrial and the information societies. The third part offers an outline of the basic features of the knowledge society. In the fourth part, current attempts at re-defining the knowledge society are discussed. In the fifth and final part, the author addresses the concept's weak points and suggests a new concept of a 'society of intensified knowledge processes' as more appropriate.
2

Approaching a Viable Comprehension of the Knowledge Society

51%
Hochgerner J.
Teorie vědy (Theory of Science)
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2009
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vol. 31
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issue 3-4
37-44
EN
With different cultures and changing times, a meaning of the same phenomena may vary. This applies also to knowledge in knowledge society: a plurality of bodies of knowledge will be preserved depending on social context, cultural significance, values and interests of the concerned groups. However, addressing the topic of the emerging knowledge society, particularly the 'knowledge cultures', implies addressing the issue of 'change': social change, socio-economic change, cultural change, changes in technology, life styles, and 'environmental baselines'. A new 'knowledge paradox' may appear as the rising usage of scientific principles stimulates scrutiny of knowledge and breeds uncertainty in this way.
3
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ADULT EDUCATION IN THE CZECH REPUBLIC - WHO PARTICIPATES AND WHY

51%
Rabusicova M., Rabusic L.
Sociologický časopis. Czech Sociological Review
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2006
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vol. 42
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issue 6
1195-1218
EN
Adult education as a part of lifelong learning is nowadays the topic emphasised in all documents concerning educational policy, employment policy, and human resources development in the Czech Republic. Older empirical data indicate, however, that the participation of the Czech adult population in programmes of adult learning is not very common. The aim of this article, which is based on a special representative survey, 'Adult Learning 2005', is to confront how far Czech reality is from the ideal concepts of 'lifelong learning' and a 'learning society'. The authors pursue three questions: 1) To what extent is it true that education in the Czech Republic is a lifelong affair? 2) Does education of this kind occur on both a formal and non-formal level? 3) Do the Czechs engage in lifelong education, regardless of age, attained level of education, gender, and occupational status? Empirical data reveal that, despite the fact that Czech educational authorities give formal support to adult education, reality 'n the field' is somewhat different. Education in the Czech Republic is still not lifelong; if it exists it occurs mainly within the framework of non-formal education, and only higher educated people and those with some experience in adult education participate in it.
4

Technological progress and capital intensity

51%
Szalavetz A.
Kozgazdasagi Szemle (Economic Review)
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2007
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vol. 54
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issue 2
284-198
EN
The study argues that technological progress and successive paradigm-defining, general-purpose technologies do not always, automatically increase the capital intensity of value creation. Technology change does not always show a capital-utilizing, labour-saving bias. With the impact of the information-technology revolution on relative input shares, the effect of new technology in certain industries and on certain types of capital has been to produce appreciable capital savings. The analysis shows appreciable differences between sectors and industries in the increase of capital demand and capital intensity, as well as significant accumulation and intensity-increasing differences for various types of machinery and equipment.
5

LATVIA AND THE KNOWLEDGE SOCIETY: DEVELOPMENT, UNDERDEVELOPMENT AND MACROECONOMIC PERFORMANCE

51%
Berzins J.
Humanities and Social Sciences: Latvia
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2009
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issue 1(58)
42-68
EN
Development differs from growth, which is related only to the improvement of economic indicators; in other words, a country's economy may grow in a stationary way without real development that is dependent on innovation. Also, there is a relationship between development and growth. This study looks at the current development of Latvia and concludes that there is growth but not development. The author suggests that only a profound change in the local political culture, along with policies for attracting foreign direct investment and directing local savings to strategic sectors, can change the current socio-economic situation in Latvia. The main challenge is to direct these changes in a way that shapes structures based on the knowledge society. That would ensure a non-subordinated insertion of the country into the international division of labour, stabilise the economy, improve its macroeconomic performance and develop the country.
6
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[recenzja:] Katarzyna Materska: Informacja w organizacjach społeczeństwa wiedzy, Warszawa 2007

51%
Głowacka E.
Toruńskie Studia Bibliologiczne
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2009
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vol. 2
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issue 2(3)
151-154
EN
The presentation of book that brings readers closer to the goals of contemporary information community in the context of joint end users i.e. organization of the knowledge society. Author is reinterpreting the term 'information' and consolidating the different aspects of information management as well. The scope of interest and pointing out the possible ways of information science development based on the organizing background and likewise widely in the context of shaping the knowledge society is here putting forward.
7

GERMAN STUDIES IN THE KNOWLEDGE SOCIETY (Germanistik in der Wissenschaftsgesellschaft)

44%
Strohschneider P.
Kwartalnik Neofilologiczny
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2010
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vol. 57
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issue 4
369-377
EN
The article sketches modern knowledge societies as characterized by academic systems, whose basic processes are ongoing differentiation, great expansion and the gradual disappearance of distinctions between academia and every day life ('Veralltaglichung', Max Weber). Under these circumstances the functions and legitimacy of humanities in general and of German Studies (German Philology, Germanistik) in particular can be seen in their capacity not to reduce but to unfold the world's complexity and that of its conceptions and interpretations. Thus the historic and hermeneutic disciplines are cultivating a sense of not what actually is but what - culturally, normatively or aesthetically - could be. This sense is a precondition of liberty. Unfolding the world's complexities and contingencies calls for a diversity of academic languages, with German being not the least important of them.
8

POLITICAL ASPECTS OF THE KNOWLEDGE SOCIETY IN LATVIA: NEOLIBERALISM, SCHUMPETERIAN DEMOCRACY AND POPULISM

44%
Berzins J.
Humanities and Social Sciences: Latvia
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2009
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vol. 17
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issue 4
529-539
EN
The term knowledge society refers to the specific form assumed by the capitalist system in the last forty years, and it also represents its specific social, economic, ideological, and political systems. Although there is a strong rhetoric denying it, it is quite obvious that politics and economics are interconnected and that their relationship influences the social dynamics by establishing specific patterns of ideological dominance. One characteristic of the knowledge society is the negation of any form of connection between these variables while denying its ideological character. The alleged separation of the political from the economic and the social forms the basis of Schumpeterian democracy, which becomes the knowledge society's political model, just as neoliberalism becomes its economic model. This paper analyses the specific patterns of this model in Latvia.
9

Poznani socialniho profilu a jeho role v marketingove praxi vysokych skol ve "Spolecnosti vedeni"

38%
Roubal O.
Communication Today
|
2013
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vol. 4
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issue 1
60-75
EN
Knowledge society faces the challenges to the universalization of education. A changeover from massification to universalization of education brings new views on the role and functions of education, and of course, on the contents of knowledge mediated by a tertiary education system. The number of university educated students in the Czech Republic is increasing very quickly. The percentage of university graduates on the labour market is growing rapidly. Competitive environment on the Czech labour market is tougher than it used to be. The competition between universities is going up, especially in the private sector of tertiary education. The current number of private universities becomes untenable considering the decreasing number of potential applicants caused by the negative demographic movements of age structure of population. Success in stiff competitive environment of universities means consistent strategic leadership of schools and precise conceptions of marketing campaigns. These campaigns should include marketing statements based on facts, rational arguments and objective information. The useful basis for these statements could be empirical data of social profiles of our own students and competitive students’ population as well. The sociological research of social profiles of graduated students may serve not only as a material for credible and effective promotion of schools, but also as a rational starting point of the increasing educational level of schools.
10

VEDOMOSTNÁ EKONOMIKA AKO SÚČASŤ RODIACEJ SA POSTKAPITALISTICKEJ SPOLOČNOSTI

38%
Zajac – Vanka P.
Studia Politica Slovaca: časopis pre politické vedy, najnovšie politické dejiny a medzinárodné vzťahy
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2009
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vol. 2
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issue 2
3 – 19
EN
The goal is to bring into line the opinion of the scientific auditorium with help of political-economy concept to explain that knowledge economy is not only one of the number of managerial ,,bestsellers” for the recent times, but the serious trend and base for genesis of the social and economic order of the global world in 21st century, the knowledge society. Knowledge economy as a concept is spread crossing the all areas. As its first disseminators were personalities, "gurus” from management world, it seems quite natural, that its components and proceedings adopts enterprises and uses them in their own practices. But that occurs messy and very often by their experience with trial-and-error method. In case of failure, it is the knowledge management considered as ,,metaphysical” and lost interest. It seems that knowledge management is only the matter of IT and education. Here is focused to explain knowledge economy from the point-of-view of political science and economy. The first man who defined the concept knowledge society was P. F. Drucker in his work The Age of Discontinuity. But the basic political-economy work defining and analysing aspects of formation and characteristics of post-capitalist society became the book of P. F. Drucker Post-capitalist Society, 1992. He analyses not only concepts and characteristics of future new society, but he reflect by their interpreting from present policy aspects and characteristics of social constitution.
11
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Inovační aktéři a inovační prostředí v modernizační perspektivě

38%
Muller K.
Sociologický časopis. Czech Sociological Review
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2008
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vol. 44
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issue 4
627-652
EN
The aim of the paper is to discuss the issue of innovation from the perspective of relevant sociological interpretative frameworks. The discussion starts with an assessment of evolutionary and institutional economic studies of innovation, which have contributed to a better understanding of the role of institutional and social factors in the formation of innovation resources and the performance of (innovating) firms and (innovating) nation states. The concepts of a national innovation system (Nelson), the learning firm (Lundvall) and the social system of production (Hollingsworth) are discussed to explain this contribution in more detail. They indicate a set of socio-cultural factors and circumstances that can be identified not only as implications of the techno-economic power of innovation but also as the autonomous factors that shape the performance of innovating actors. The EU Lisbon strategy is faced with a similar challenge: to balance the issue of competitiveness with environmental issues and social cohesion. The current debate over fulfilling its goals (the Kok report) offers good arguments as to how techno-economic and socio-cultural resources of innovation could be theorised and governed. In this article, selected methodological frameworks and databases (EIS 2005, EXIS) are applied in an analysis of the social forms and structures of national innovation systems. The final discussion refers both to the relevant concepts (the learning economy, knowledge societies, reflexive modernisation) and the analytical data in order to suggest a concept of innovation, which understands both economic and social factors to be productive resources of current innovation performance. The suggested interpretative framework is used to assess the structural dependencies and challenges of the innovation system in the Czech Republic.
12

THE STRUCTURAL THEORY OF SOCIETY

32%
Denes T., Farkas J.
Tarsadalomkutatas (Social Science Research)
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2007
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vol. 25
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issue 2
127-159
EN
This is a summary of the co-authors' volume which is under preparation at the moment, the aim of which is to introduce and clarify the key concepts of a new and comprehensive theory. The basis of this theory is the distinction between the structural specification of living and lifeless systems. In order to do this we have introduced new terminology and modelling tools which will aid us in describing some universal system laws. These laws - until now - have only been discussed in terms of paradoxes. The authors introduce the SD-Effect (Structure-Difference Effect) which is the basis of the working and creation of multistructural (living) systems; the structural energy which builds on this concept and is suitable for the explanation of social movements (including the definition of 'society' as a concept). At the same time, they suggest the generalisation of linear time: the structure time, as a basis for societies' own time and the conceptual basis for 'development'. An application of this is the social time paradox, which is a defining phenomenon of our life in the 21st century. This multistructural theory is suitable for the information- or knowledge society's specification, through the precise definition of the information-cognition-knowledge hierarchical concept-triad. They are going to attempt this in their book. Building on the above they can draw the outline of a knowledge-based, humanistic and secure society, which they named INFOSANCE society as a mosaic word of information and renaissance.
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