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相关概念视频

Critical Thinking01:19

Critical Thinking

988
Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
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Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Introspection01:29

Introspection

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Introspection, long upheld as a reliable route to self-knowledge, involves examining one's thoughts, emotions, and mental processes. It underpins many psychological practices, from mindfulness meditation to psychotherapy and self-help strategies. However, empirical evidence challenges the accuracy of introspection as a means of understanding oneself.Limitations of Introspective InsightSeminal work by Nisbett and Wilson demonstrated that individuals are frequently unaware of the true causes...
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Critical Thinking II01:25

Critical Thinking II

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Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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The Sense of Self: Reflected Self-Appraisal and Social Comparison02:57

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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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社会准备思维过程2.0:为负责任的创新纳入认识系统反射性

Robert Braun1, Michael J Bernstein2, Arnab Chakraborty3

  • 1Social and Sustainable Transformation Research Group, Institute for Advanced Studies - Institut für Höhere Studien, Josefstädter Straße 39, Vienna, 1080, Austria. braun@ihs.ac.at.

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概括

本研究介绍了反思性的社会准备思维工具2.0 (SRTT 2.0) 以加强负责任的创新. 它帮助研究人员批判性地检查假设,并促进协作学习,以获得更道德的研发和创新实践.

关键词:
航空航空航空航空航空航空航空航空认识的反射性 认识的反射性民族方法学 民族方法学RRI RRI 在线观看科学和技术研究研究研究科学和技术研究.社会准备能力 社会准备能力

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科学领域:

  • 科学和技术研究 (STS)
  • 创新的社会学 创新的社会学
  • 负责任的研究和创新 (RRI)

背景情况:

  • 现有的框架,如社会准备思维工具 (SRTT),有助于在研究和创新 (R&I) 中进行伦理反思.
  • 然而,这些工具可以过分简化反射性,将其转化为程序性检查清单或影响评估.
  • 需要更深入,更综合的方法来研究和创新中的社会层面.

研究的目的:

  • 开发和引入反射性的社会准备思维工具2.0 (SRTT 2.0) 过程.
  • 在研发和创新准备性评估中纳入认识系统反射性和民族方法学敏感性.
  • 在R&I项目中,促进对社会技术想象和机构"统治关系"的批判性参与.

主要方法:

  • 使用了民族方法学观察和反思性问卷.
  • 在"欧洲视野"项目"AGRO4AGRI"中进行了首次研讨会.
  • 开发了一个三部分的反射过程:观察定位实践,反射质疑定位,以及机构学习的协作研讨会.

主要成果:

  • 确定了阻碍反射性的三个模式:通过保护措施偏移,将外包给专家/利益相关者,并以合规取代.
  • 这些模式限制了跨学科的学习和在R&I项目中的批判性参与.
  • 通过促进对假设和社会技术想象的批判性质疑,SRTT 2.0旨在克服这些障碍.

结论:

  • 反射式SRTT 2.0过程通过促进协作,同情和机构学习来增强负责任的研究和创新 (RRI).
  • 它使研究人员能够更有意义地参与包容,并批判性地质疑主导叙述.
  • SRTT 2.0提供了一个可转移的途径,用于培养更反思性和负责任的创新实践.