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Chalmers, A.F.: Wege der Wissenschaft : Einführung in die Wissenschaftstheorie (2007)
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- 22. 5.2007 12:07:37
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Breidbach, O.: Neue Wissensordnungen : wie aus Informationen und Nachrichten kulturelles Wissen entsteht (2008)
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- 22. 7.2009 13:43:50
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Boerner, K.: Atlas of science : visualizing what we know (2010)
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- Date
- 22. 1.2017 17:12:16
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Steenblock, V.: Arbeit am Logos : Aufstieg und Krise der wissenschaftlichen Vernunft (2000)
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Stock, W.G.: Wissenschaftliche Informationen - metawissenschaftlich betrachtet : eine Theorie der wissenschaftlichen Information (1980)
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Kanitscheider, B.: Im Innern der Natur : Philosophie und moderne Physik (1996)
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Barrow, J.D.: ¬Die Entdeckung des Unmöglichen : Forschung an den Grenzen des Wissens (2001)
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- Abstract
- Grenzen sind dazu da, dass man sie überschreitet. In diesem Sinne denkt John D. Barrow über die Grenzen der Wissenschaft nach - mit den Methoden moderner Wissenschaft. Das 'Unmögliche' war und wird immer nur ein Synonym für die Tür sein, die in das nächste Zimmer führt, und das Verlangen, wenigstens einmal durch das Schlüsselloch zu schauen, war und wird immer der Motor sein, der die Wissenschaft am laufen hält. Ohne diesen Antrieb gäbe es keine neuen Erkenntnisse: Fortschritt ist also de facto nur durch die Existenz ungelöster Probleme möglich. Daß diese keineswegs nur an der vorderen Front der Wissenschaften diskutiert werden, vermag zunächst nicht einleuchten, und doch sind es oft augenscheinlich triviale Probleme, die die Wissenschaftler in größte Not bringen. Wo liegt schließlich das Problem, wenn ein Hersteller von Computerplatinen seine Produktionsprozesse optimieren will, indem der Roboter die gut 3000 Lötpunkte auf dem kürzesten Weg ansteuern soll? Nun, dieses auf den ersten Blick wenig spektakuläre "Problem des Handlungsreisenden" hat einen modernen Computer immerhin eineinhalb Jahre Rechenzeit gekostet. Dieses Beispiel kann nur einen winzigen Einblick in das 'Unmögliche' geben, das der Mathematiker und Physiker John D. Barrow hier in faszinierender und spannender Weise schildert. Dabei schlägt er einen Bogen von den visuellen Paradoxien der Künstler Reutersvärd oder Escher über die Komplexität und Flexibilität des menschlichen Gehirns bis hin zu Gödels Theorem zur Konsistenz der Arithmetik. Dem überaus weit gebildeten Barrow gelingt es dabei, sich an den Grenzen naturwissenschaftlichen Wissens zu bewegen. Dort, wo die Verschmelzung mit der Philosophie stattfindet, die Ausdruck ist für unsere Suche nach dem, was die 'Welt in den Angeln' hält. Diese Grenzen verschieben sich naturgemäss im Laufe des technischen und wissenschaftlichen Fortschritts und Barrow zeigt, daß hier an dieser Grenze das eigentlich Spannende geschieht, aber auch, daß die Frage woher wir kommen, wohl niemals beantwortet werden kann. Jedenfalls, soweit wir wissen.
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Mittelstraß, J.: ¬Der Flug der Eule : Von der Vernunft der Wissenschaft und der Aufgabe der Philosophie (1997)
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Kornmeier, M.: Wissenschaftstheorie und wissenschaftliches Arbeiten : eine Einführung für Wirtschaftswissenschaftler (2007)
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Foucault, M.: ¬Die Ordnung der Dinge : eine Archäologie der Humanwissenschaften (2002)
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Popper, K.R.: Logik der Forschung (1994)
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Kuhlen, R.: Informationsethik : Umgang mit Wissen und Information in elektronischen Räumen (2004)
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Henderson, L.; Tallman, J.I.: Stimulated recall and mental models : tools for teaching and learning computer information literacy (2006)
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- Footnote
- Rez. in: JASIST 58(2007) no.3, S.456-457 (D. Cook): "In February 2006, the Educational Testing Service (ETS) announced the release of its brand new core academic assessment of its Information and Communication Technology (ICT) Literacy Assessment. The core assessment is designed to assess the information literacy of high school students transitioning to higher education. Many of us already know ETS for some of its other assessment tools like the SAT and GRE. But ETS's latest test comes on the heels of its 2005 release of an advanced level of its ICT Literacy Assessment for college students progressing to their junior and senior year of undergraduate studies. Neither test, ETS insists, is designed to be an entrance examination. Rather, they are packaged and promoted as diagnostic assessments. We are in the grips of the Information Age where information literacy is a prized skill. Knowledge is power. However, information literacy is not merely creating flawless documents or slick PowerPoint presentations on a home PC. It is more than being able to send photos and text messages via cell phone. Instead, information literacy is gauged by one's ability to skillfully seek, access, and retrieve valid information from credible and reliable sources and using that information appropriately. It involves strong online search strategies and advanced critical thinking skills. And, although it is not clear whether they seized the opportunity or inherited it by default, librarians are in the vanguard of teaching information literacy to the next generation of would-be power brokers.