Bo Göranzon – författare

Denna bok är en introduktion till det bildningstänkande som utvecklats inom ramen för Dialogseminariet och i forskarskolan Yrkeskunnande och teknologi. I korthet går det ut på att utveckla ett kritiskt reflekterande förhållningssätt som hämtar kunskapsnäring från både vetenskapens precision och den beprövade erfarenheten.Att vara bildad innefattar att se och ta tillvara båda dessa kunskapsformer och att bejaka det praktiska kunnandet vilket inte är ett resultat av teoretiska modeller.

Issues raised by the Theory of Knowledge, a central theme in the development of Artificial Intelligence, are the main topic of this book. The major questions are: How is the expert's knowledge to be elicited, what are the limits and possibilities? How can skill be developed and maintained in a more and more computerized and abstract working life? This last question is also closely related to the discussion on programs for education and training in society and working life. Long term effects on skill formation in working life in relation to new technology are a very important area of research. Case studies form the basis for philosophical reflections with the main concept of tacit knowledge as the central issue of skill and new technology. To a great extent the discussion is based on current case studies of professional groups with experience in advanced computer technology. The contributions of this book demonstrate the complicated nature of human knowledge. They introduce different theoretical perspectives on the issue of knowledge acquisition and elicitation.

The Stockholm conference, organised by the Swedish Arbetslivascentrum in 1988, on Culture, Language and Artificial Intelligence, brought together over three hundred and sixty people interested in the cultural impact of technology, particularly of AI. The premise behind the conference - and this book - is the conclusion of the Swedish Centre for Working Life: that mathematical and engineering models are not in themselves sufficient to explain the effects of computers on the concept and exercise of knowledge. The book contains 29 challenging papers under the headings - language and knowledge - tacit knowledge - the information society - education, training skills and work - expert systems.

This book aims to demonstrate the breadth and complexity of the concept of "dialogue", particularly in relation to new technolgy and what follows in its wake: the effects it has on the development and preservation of occupational knowledge and skills, and its effects on society, culture and language. The philosophical and aesthetic nature of the contributions is due to the influence of the Dialogue Seminar, which was held continuously at the Royal Dramatic Theatre in Stockholm during the conference, and in which several of the contributors to this book participated. This monograph on computer science, artificial intelligence, human-centred technology and philosophy of science is intended for researchers in AI and the philosophy of science, computer scientists, psychologists, philosophers and economists.

This volume is based on the 1988 Stockholm Conference on Culture, Language and Artificial Intelligence. The conference, attended by over 300 researchers and practitioners in areas such as technology, philosophy, social science and linguistics, examined the impact of artificial intelligence on existing professional knowledge and practise. Skill and Education: Reflection and Experience is divided into two parts: part one examines how humans acquire knowledge and looks at the implications of this for expert systems design. The contributors cover important issues such as tacit knowledge, apprenticeship, theoretical acquisition of knowledge through scientific description, and actual developments in the relationship between IT and professional skill. Part two contains papers by participants in the Diderot project, an international research program into the social impact of computer technology in the workplace. The implementation of IT is assessed and enlightenment, skill and education are proposed as the basis for a humanised and productive use of new technology.

The epistemology of professional knowledge is a relatively new area of research which is concerned with the development and maintenance of professional knowledge at the level of the individual, the work group and the community. One of its major aims is to illustrate the effect of information technology in professional knowledge and to create the basis for a sound social and productive implementation of new technology in the workplace. "The Practical Intellect: Computers and Skills" is the latest in a series which aim to define the contours of this new research field. Rather than examining the technical relationship between natural and artificial intelligence, it is designed to encourage philosophical reflection on previously neglected areas. Through a series of case studies - such as the computerization of the work of forest rangers - Professor Goranzon examines the conflict between mathematical calculation and human judgement which arises when new technology competes with existing professional knowledge.He also provides a useful context for the major issues by looking at the historical development of the useful context for the major issues by looking at the historical development of the computer as a tool and examining the scientific and intellectual traditions which have shaped current design approaches. A chapter on education and professional knowledge provides a context for understanding the significance of AI developments in general and looks at the problems of balancing technology, human knowledge and working practices. In "The Practical Intellect: Computers and Skills" Professor Goranzon uses his experience as a mathematician and computer scientist over the last ten years to examine this important new area. This volume should be of interest to researchers, lecturers and postgraduate students of AI and also to anyone involved in multidisciplinary work concerning computers, education and the social sciences.

Skill, Technology and Enlightenment: On practical Philosophy explores the problems of developing a perspective on technology and society, on the limits of enlightment, the relationship between cultural criticism and the epistemology of practical knowledge, tacit knowledge and a non-elitist conception of expertise, the role of the arts as a basis for reflection, and many other relevant topics.The 1993 international conference in Stockholm was - among other things - part of a process of building a curriculum for an international graduate programme in the area of culture, skill and technology, a process that has been under way since 1989.

The epistemology of professional knowledge is a research field that occupies itself with the development and maintenance of professional knowledge at both an individual and working group level, but also at a community level. One of its major aims is to illustrate the effect of information technology on professional knowledge and to create the basis for a sound social and productive implementation of new technology in the workplace. This book strives to define the contours of this research field. The study extends directly into the centre of debates on the philosophy of the mind. Through a series of case studies, the author examines the conflict between mathematical calculation and human judgement, which arises when new technology competes with existing professional knowledge. He also provides a useful context for the major issues by looking at the historical development of the computer as a tool and examining the scientific and intellectual traditions, which have shaped design approaches. A chapter on education and professional knowledge covers the problems of balancing technology, human knowledge and working practices. Professor Göranzon insists that work studies require an understanding of the fact that thinking about work and skill is always rooted in a tradition and that the awareness of a number of different historical perspectives on these matters has a liberating effect. Bo Göranzon is professor emeritus of Skill and Technology at the Royal Institute of Technology (KTH), Stockholm and Life Long Research Fellow of Clare Hall at Cambridge University. Since 1985 he's Artistic Director for the Dialogue Seminar at The Royal Dramatic Theatre in Stockholm.

De fallstudier som står i centrum gäller datorstöd for verksamheter med ett beräkningskunnande i fokus. De kan vara en spegel for reflektion; det finns möjligheter for läsaren att "känna igen sig" liksom att se olikheterna i förhållande till den egna verksamheten. Reflektion över praxis är ett nödvändigt inslag för en fördjupning av yrkeskunnandet. För att kunna tematisera det slag av kunskap som yrkeskunskap utgör - vilket innebär en kunskap som används i praktiska situationer, for att lösa arbetsuppgifter man står inför behövs ett filosofiskt arbete. Ett nära samarbete med filosofer har varit av avgörande betydelse. "Jag skulle vilja beteckna Dialogseminariets experimentella verksamhet som ett praktiskt filosofiskt laboratorium med ambitionen att återuppfinna (ett nytt slags) humanvetenskap i en kontext präglad av naturvetenskapliga-teknologiska kunskapskulturer."Bengt Kristensson Uggla, professor i filosofi, kultur och företagsledning vid Åbo Akademi

Detta nummer av Dialoger rymmer följande teman: Den tredje kulturen, Erövra ett språk och Paradoxernas underjord.

År 1951 ställde matematikern Alan Turing frågan "Kan en maskin tänka?" Hans fråga inspirerade 1972 till att formulera idén om informationssamhället. När idéns förverkligande i samtiden utvärderades i en studie 1985 användes termen funktionell autism för att beskriva formaliseringen av arbets- och samhällsliv som kraftigt reducerade ­människans möjligheter att agera utifrån eget omdöme. Studien fokuserade på ­kunskapsteori och pekade på nödvändigheten av balans mellan teknologi, filosofi, historia och litteratur när vetenskap och teknik utvecklas. År 1985/86 inrättades Dialogseminariet och tidskriften Dialoger för att konfrontera de bärande idéerna kring informationssamhället. Med detta temanummer, som också blir det sista av tidskriften Dialoger, firar tidskriften 25-årsjubileum.

"Till bildningsbegreppet hör förmågan att kunna upprätthålla dubbla perspektiv, att kunna se både möjligheter och gränser och att kunna se såväl likheter som skillnader mellan människans olika konstnärliga och vetenskapliga aktiviteter. Detta är något radikalt annorlunda än att vara "flexibel", ett honnörsord i tiden utan substans och riktning. Att vara bildad är att ha utvecklat sitt omdöme så att man kan leva i och hantera paradoxala fält som är typiska för praktisk verksamhet under utveckling." Bo Göranzon

Få utomstående har insyn i militär verksamhet. Det är ett förhållande denna bok syftat till att ändra på. I de tre föregående Uppdragsböckerna har militärer med egna ord beskrivit vad de gör, när de gör de som de tränats för.Vilka uppdrag ska hanteras? Vad möter dem, och vilka utmaningar ställs de inför? Hur ser det yrkeskunnande ut som härbärgerar både förmågan att bruka dödligt våld men också förmågan att skapa relationer, förtroende och samarbete?I den här boken bidrar elva olika forskare utifrån skiftande perspektiv, med sina reflektioner över militär yrkespraktik, dess möjligheter och dess utmaningar.

En essäsamling som visar hur experiment med konstnärliga uttrycksformer bryter vaneseende och vidgar perspektivet på praktiskt formad kunskap.