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  • 1. Alsanius, B. W.
    et al.
    Löfkvist, K.
    Kritz, G.
    Ratkic, Adrian
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Reflection on reflection in action: A case study of growers conception of irrigation strategies in pot plant production2009In: AI & Society: The Journal of Human-Centred Systems and Machine Intelligence, ISSN 0951-5666, E-ISSN 1435-5655, Vol. 23, no 4, p. 545-558Article in journal (Refereed)
    Abstract [en]

    A case study of growers conception of irrigation strategies indicates that pot plant growers in Scandinavia base their management approaches on experientially based art. The study also indicates that there is a gap between experientially based art and available greenhouse technology. In order to standardize production and produce quality, both the grower's experience and available technology should be taken into account. In order to achieve this, the present study proposes to arrange reflection on reflection in action with a group of growers by means of the dialogue seminar method. The concept of reflection on reflection in action is novel to horticultural practice. Therefore, we suggest future inter- and multidisciplinary research within this domain.

  • 2. Alsanius, B. W.
    et al.
    Ratkic, Adrian
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Persson, E.
    Löfkvist, K.
    Prospects of dialogue-inspired methods as tools for knowledge transfer: Technology for sustainable horticulture meets experiential knowledge communities2009In: Acta Horticulturae, International Society for Horticultural Science , 2009, p. 27-32Chapter in book (Refereed)
    Abstract [en]

    Horticultural production systems have a large environmental impact. Legislation, ordinances and quality assurance systems provide guidelines for implementing sustainable production technologies in horticulture at a higher level. Horticultural research has compiled solutions to improve sustainable production. Despite of regulations, hands-on information, solid scientific data on sustainable strategies for horticulture and a general environmental awareness, there is reluctance in considering sustainable technology and reorganizing horticultural production lines. Knowledge within commercial horticulture is situated knowledge; this means experience consolidated within the branch is a precondition for application. However, knowledge on sustainable technology follows the tradition of natural sciences and technology. Another crucial aspect concerns the path from understanding sustainable technology to putting it into action. Reflection on reflection in action as an activity aims at producing a good verbal description of reflection in action, which can be shared with other people. While reflection in or on action is primarily private the notion of reflection on reflection in action is tied to the fact that learning and experience exchange are social activities that proceed in different communities of practice. Dialogue-inspired methods may act as a tool. In the present paper we discuss the dialogue seminar and Socratic dialog methods to bridge the gap between scientific and technological progress in horticulture and horticultural practice to be employed in horticultural extension.

  • 3.
    Berg, Gunnar
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Företagskulturers makt: överbrygga språkliga klyftor2008Licentiate thesis, monograph (Other scientific)
    Abstract [en]

    How do we work in projects that are expected to bridge cultural, social and historical boundaries? Is it possible to apply stated instructions across these boundaries so that, for example, the task of producing a requirement specification is interpreted in the same way by all the parties involved?

    In this thesis, the author takes a stand against his personal experience from such a trans-cultural project – a project in which he failed. A factor that made a strong contribution to this failure was the inability of the companies involved to manage the underlying complex of problems, problems associated with the philosophy of language. They possessed neither the knowledge nor the instruments to bridge the chasms of language. Essential reflection and analysis was replaced by the power language of the enterprise; individuals were singled out and held responsible, and the failure was relegated by definition to the level of personal issues.

    Experience does not automatically become knowledge; this is a process that requires reflection.

    The author suggests a number of ways of tackling communications problems among people who not only do not understand one another, but do not understand that they do not understand. The latter may mean that two people think that something is unambiguous, yet their interpretations diverge. This is when problems occur. Nobody has made a mistake – both parties have acted properly, they have even (perhaps) talked the matter through and reached agreement, yet the result still does not coincide with what they anticipated.

    A central concept is dialogue. Through its organised form, dialogue can make openings in problems that cut through cultural, social and historical boundaries. It is an approach that may be illustrated through authors and philosophers such as Witold Gombrowicz, Ludwik Fleck, Oscar Wilde, Joseph Conrad and Galileo Galilei.

    This study has its basis and its origins in the research area of Skills and Technology at the Royal Institute of Technology, Stockholm (KTH).

  • 4.
    El Gaidi, Khalid
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Lärarens yrkeskunnande: bildning och reflekterade erfarenheter2007Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    The Teacher’s Skills – Liberal Education and Reflected Experience is a case study of the practical skills of teachers, in which the responsible action is central. This is an action which, while informed by science, cannot be fully determined by it, since the circumstances that relate to the interaction between teacher and students cannot always be fully predicted. With Liberal Education, reflection on experience, and trained intuition, the teacher bridges the gap between scientific knowledge and the unforeseen and immediate demands of the situation.

    The role of Liberal Education in this ambition cannot be overestimated. To be a part of such a practice is to dedicate one’s life to a struggle with language. Therefore, insights into the theory of knowledge and the philosophy of language, as well as analogies with literature and other professional fields, help us examine the glasses through which we observe and interpret reality in order gain greater knowledge.

    It is in the reflective dialogue, where we meet others with whom we are not always in agreement, that we can see ourselves, our knowledge and our prejudices. The interpretation and re-interpretation of our experience in the light of the experience of others is the bridge across which we can escape from our imprisonment on the island of convenience. Once the teacher has developed a consistency in his actions, his skills can be acknowledged. When these skills are raised to the level of a style, they become an art.

    The main purpose of this case study is to describe the teacher’s skills; how it can be developed, and the conditions required for its assessment. A possible assumption is that reflection on our own experience and the experience of others can give us insights into ourselves, an essential prerequisite to striking the spark that motivates the investment of time and resources in the development of one’s skills as a teacher

  • 5.
    Feltsen, Pernilla
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Lärande medarbetare: En studie om att medvetandegöra medarbetares kunskaper2008Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The Swedish steel manufacturer Oxelösund AB is a member of the SSAB Swedish Steel Group and is the largest Nordic manufacturer of heavy steel plate. This thesis is about how selected employees at SSAB Oxelösund AB acquire and consolidate their knowledge, when it is supposed that they, in the future, will pass their knowledge on within the company. The thesis focuses on how employees perceive and gain their learning.

    The employees expresses that their experience transforms into knowledge when they reflect upon recently perceived events. They describe that learning is a continuous process that is achieved over time and that they learn in their meeting with other people. Those employees were consolidating their knowledge when they both formulated and expressed themselves in words or when they practiced their skills. Thus they have confirmed and have made their knowledge visible, primarily for themselves but also for their surroundings.

    For SSAB Oxelösund AB, to gradually will be able to transfer the employees experience and knowledge to other employees, it is essential to give them time to reflect upon their own knowledge. They must become aware of both the knowledge they possess and what skills are to be shared, to succeed in sharing their knowledge.

  • 6.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Att fylla sitt skissblock: Festskrift: Herr Bos akademi, bilaga till Dialoger 58-59 20012001In: Dialoger, ISSN 0283-5207Article in journal (Other academic)
  • 7.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Att göra det förflutna användbart1994In: Civilingenjörens yrkeskunnande. Arbetsbok för reflektion. / [ed] Orvar Turegård, Stockholm: Civilingenjörsförbundet , 1994, p. 36-43Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Att peka in i erfarenheten1996In: Dialoger: Arbete och yrkeskunnande / [ed] Bo Göranzon, Stockholm: Dialoger , 1996, p. 74-77Chapter in book (Other academic)
  • 9.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Att se förvandling2002In: Det industriella Sverige. Kunskapsarvet 1897-2002 / [ed] Martin Fritz, Peter Gullers, Maria Hammarén, Stockholm: Dialoger , 2002, p. 8-13Chapter in book (Other academic)
  • 10.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Att tänka med pennan2000In: Dialoger, ISSN 0283-5207Article in journal (Other academic)
  • 11.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Att våga möta vad handen skriver2010In: Växtkraft: Svensklärarföreningens årsskrift 2010 / [ed] Madeleine Ellvin, Lena Manderstedt, Stockholm: Natur och kultur, 2010, p. 148-153Chapter in book (Other (popular science, discussion, etc.))
  • 12.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Bildning och skrivande2009Book (Other academic)
  • 13.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Bilen – min sköld, mitt skydd1998In: Lagom är bäst. På spaning efter en hållbar livsstil: Naturskyddsföreningens årsbok 1998 / [ed] Mats och Åsa Ottosson, Stockholm: Naturskyddsföreningen , 1998, p. 58-61Chapter in book (Other (popular science, discussion, etc.))
  • 14.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    "Bortom all visshet"1992In: Dialoger: Civilisationskritik / [ed] Bo Göranzon, ockholm: Dialoger , 1992Chapter in book (Other academic)
  • 15.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Det införlivade vittnet1999In: Om kärlek: Årsbok för kristen humanism och samhällssyn 1999 / [ed] Lars Söderholm, Bo Nylund, Bengt Gustafsson, Uppsala: Förbundet för kristen humanism och samhällssyn, KHS , 1999, p. 57-68Chapter in book (Other (popular science, discussion, etc.))
  • 16.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Det införlivade vittnet1999In: Dialoger: Vetenskap och konst / [ed] Bo Göranzon, Stockholm: Dialoger , 1999, p. 43-48Chapter in book (Other academic)
  • 17.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Det är något speciellt med exempel2018In: Uppdrag militär: Perspektiv på militärt yrkeskunnande / [ed] Lotta Victor Tillberg, CSMS, Swedish Centre for Studies of Armed Forces and Society , 2018, p. 87-97Chapter in book (Other academic)
  • 18.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Dialogseminariemetodik: bakgrund och manual2007In: Uppdrag Utland: Militära exempel från internationella uppdrag / [ed] Peter Tillberg, Joakim Svartheden, Danuta Janina Engstedt, Stockholm: Försvarshögskolan (FHS), 2007, p. 111-116Chapter in book (Other academic)
  • 19.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Du kan inte gömma dig när du skriver en essä1993In: Dialoger: Matematik, yrkeskunnande och teknologi / [ed] Bo Göranzon, Stockholm: Dialoger , 1993, p. 63-65Chapter in book (Other academic)
  • 20.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Ett monster med två huvuden1995In: Dialoger: Filosofiska dialoger / [ed] Maria Hammarén, Stockholm: Dialoger , 1995Chapter in book (Other academic)
  • 21.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Hammarskjöld/Lindegren: Baserad på brevväxlingen mellan Dag Hammarskjöld och Erik Lindegren 1955 - 1961.2001Book (Other academic)
  • 22.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Ledtråd i förvandling: Om att skapa en reflekterande praxis2008 (ed. 2)Book (Refereed)
  • 23.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    "Lyssnande är hårt arbete"1996In: Den inre teatern. Filosofiska dialoger 1986 – 1996 / [ed] Magnus Florin, Bo Göranzon, Stockholm: Carlsson Bokförlag, 1996, p. 1-7Chapter in book (Other academic)
  • 24.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    "Lyssnande är hårt arbete": Om instrumentkonstruktören Georg Bolin1993In: Dialoger: Matematik, yrkeskunnande och teknologi / [ed] Bo Göranzon, Stockholm: Dialoger , 1993, p. 5-10Chapter in book (Other academic)
  • 25.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Redaktionell kommentar2007In: Harry Martinson/intransitiv förståelse / [ed] Maria Hammarén, Stockholm: Dialoger , 2007, p. 7-12Chapter in book (Other academic)
  • 26.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Redaktionell kommentar samt översättningen av "Intransitiv förståelse – en gemensam nämnare för filosofisyn, språksyn och konstsyn hos Wittgenstein" av Kjell S. Johannessen.2007In: Harry Martinson/intransitiv förståelse / [ed] Maria Hammarén, Stockholm: Dialoger , 2007Chapter in book (Other academic)
  • 27.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Samtalskarikatyrer och krokodiler2000In: Dialoger, ISSN 0283-5207, no 53, p. 3-11Article in journal (Other academic)
  • 28.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Skill, Storytelling and Language: on Reflectionas a Method2006In: Dialogue, Skill & Tacit Knowledge / [ed] Bo Göranzon, Maria Hammarén, Richard Ennals, Chichester, West Sussex, UK: John Wiley & Sons, 2006, p. 203-215Chapter in book (Other academic)
  • 29.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Skriva – en metod för reflektion2005 (ed. 2)Book (Other academic)
  • 30.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Skriva – en metod för reflektion1995 (ed. 1)Book (Other academic)
  • 31.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Skriva hop sig – om att uppfinna sig själv2006Book (Other academic)
  • 32.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Skupturer av Birger Ljung2001In: Dialoger, ISSN 83-5207Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Analogier och exempel2001Conference proceedings (editor) (Other academic)
  • 34.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Det blåser2014Collection (editor) (Other academic)
  • 35.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Gränser, roller, spel2003Conference proceedings (editor) (Other academic)
  • 36.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Konstfack2002Conference proceedings (editor) (Other academic)
  • 37.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Konstfack2001Conference proceedings (editor) (Other academic)
  • 38.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Modell och verklighet2012Collection (editor) (Other academic)
  • 39.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Reflektion2000Conference proceedings (editor) (Other academic)
  • 40.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Rävar/fönster2005Conference proceedings (editor) (Other academic)
  • 41.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Spela roll2007Conference proceedings (editor) (Other academic)
  • 42.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Systemutveckling och gehör1999Conference proceedings (editor) (Other academic)
  • 43.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spelplats: Vara fabriken2009Conference proceedings (editor) (Other academic)
  • 44.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Språkfilosofi för personligt bruk2009Book (Other academic)
  • 45.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Spänningsfält2016In: Spänningsfält / [ed] Niclas Fock, Stockholm: Dialoger , 2016, 2000, p. 19-25Chapter in book (Other (popular science, discussion, etc.))
  • 46.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    The Dialogue Seminar Method: Background and Manual2008In: Mission Abroad: Military experiences from international operations / [ed] Peter Tillberg, Joakim Svartheden, Danuta Janina Engstedt, Stockholm: Försvarshögskolan (FHS), 2008, p. 111-115Chapter in book (Other academic)
  • 47.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Vid empirins gräns bågnar språket1996In: Svenska DagbladetArticle, review/survey (Other (popular science, discussion, etc.))
  • 48.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Vid empirins gräns bågnar språket: Understreckare i Svenska Dagbladet1995In: Svenska DagbladetArticle in journal (Other academic)
  • 49.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Wittgenstein ville helst vara i Norge1994In: Svenska DagbladetArticle, review/survey (Other (popular science, discussion, etc.))
  • 50.
    Hammarén, Maria
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Skills and Technology.
    Wittgenstein ville helst vara i Norge: Understreckare i Svenska Dagbladet1994In: Svenska DagbladetArticle in journal (Other academic)
12 1 - 50 of 63
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