Mobilities of Knowledge by Heike Jöns, Peter Meusburger, Michael Heffernan

By Heike Jöns, Peter Meusburger, Michael Heffernan

This selection of essays examines how spatial mobilities of individuals and practices, applied sciences and items, wisdom and concepts have formed the construction, move, and move of information in several historic and geographical contexts. focusing on an interdisciplinary viewers, Mobilities of Knowledge combines precise empirical analyses with cutting edge conceptual techniques. the 1st half scrutinizes wisdom stream, move, and adaption, focussing at the interpersonal communique approach, early strategies of papermaking, a geographical textual content, indigenous wisdom in exploration, the family tree of spatial research, and varied disciplinary knowledges concerning the formation of towns, states, and agriculture. the second one half analyses the interaction of mediators, networks, and studying by means of learning educational careers, travels, and collaborations in the British Empire, public internationalism in Geneva, the worldwide move of company wisdom via expatriation, graduate mobility from the worldwide south to the worldwide north, and the foreign mobility of measure courses in greater education.This publication is open entry below a CC through 4.0 license.

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It will be shown in later paragraphs that only information or messages can be transmitted. It depends on the recipient whether he or she is able to understand the information and integrate it into the existing knowledge base. Nevertheless, the expression “knowledge” is used in order to refer to the existing literature. 1 P. de © The Author(s) 2017 H. Jöns et al. 1007/978-3-319-44654-7_2 23 24 P. Meusburger mobility of higher grades of knowledge is so selective in the spatial dimension; and which factors, interventions, language barriers, and psychological processes prevent, impede, or modify the communication process between the sources of knowledge and the recipients of information.

18 Prior knowledge may refer to learning a foreign language, graduating in a scientific discipline, doing research about a specific topic for many years, gaining experience in a profession or community of practice for more than 10 years, improving one’s cognitive skills and creativity, or just become literate. It is possible to categorize knowledge in an ordinal scale according to the cognitive capacities, efforts, time, and costs needed to acquire it. High grades of knowledge demanding well-developed cognitive skills, years of study, research, professional training, and experience to be understood by the recipients of the information have to be distinguished from lower grades of knowledge, requiring much less educational achievement, less professional skills, and less experience to be understood, and from everyday routine knowledge easily understood by almost anybody.

The owner or communicator of the knowledge has no exclusive right to exploit that knowledge. The use of the knowledge is regulated by contracts, formal technology-transfer agreements, intellectual property rights or bureaucratic instructions. The knowledge is publicly available. Its distribution is not restricted by contracts or regulations. It is not clear from the outset who will absorb and use the knowledge. The owner or communicator of the knowledge has no influence on how that knowledge is used by others or on the way it is interpreted elsewhere.

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