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From Learning Region to Learning in a Socio-spatial Context


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  • Roel Rutten
  • Frans Boekema
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    R utten R. and B oekema F. From learning region to learning in a socio-spatial context, Regional Studies . Conceptually ambiguous and too intimately connected to regional innovation policy, the ‘learning region’ failed to develop into a mature concept. This paper and the special issue it introduces take stock of advances in the learning region literature of the past twenty years. It then suggests a different approach to conceptualizing the relation between space and learning. Based on an understanding of learning as social interaction among individuals, the paper and special issue suggest a relational approach to explaining learning in a socio-spatial context. This approach augments the Territorial Innovation Models literature that too often reduces relational concepts, such as social capital, to stylized regional characteristics. R utten R. and B oekema F. 从学习型区域到在社&# x4F1A;-空间脉络中学习 F0C;区域研究。由于“ֶ 6;习型区域”在概念上 过于模糊,且与区域&# x521B;新政策过度紧密相 FDE;,因此无法发展为ء 0;熟完臻的概念。本论 文与其所引介的特刊&# x4E3B;题,评估过去二十 E74;来学习型区域文献ݨ 4;进展,并提出概念化 空间与学习关系的另&# x4E00;取径。本文与此特 20A;主题根据对于学习ԅ A;为人际间的社会互动 之理解,主张以关系&# x6027;的取径解释在社会 F0D;空间脉络中的学习̀ 2;此一取径扩充经常窄 化如社会资本的关系&# x6027;概念之地域创新模 F0F;文献,藉以格式化Գ A;域之特征。 学习型区域 空间 &# x521B;新 社会脉络 关 CFB;性取径 R utten R. et B oekema F. D'une région d'apprentissage à l'apprentissage dans un contexte socio-géographique, Regional Studies . Trop floue d'un point de vue concepuel et trop étroitement liée à la politique régionale en faveur de l'innovation, la ‘région d'apprentissage’ n'a pas réussi à se transformer en un concept qui est arrivé à la maturité. Cet article et le numéro spécial qu'il introduit font le bilan des progrès de la documentation sur la région d'apprentissage pendant les vingt dernières années. On propose une autre façon de conceptualiser le rapport entre l'espace et l'apprentissage. Fondée sur une compréhension de l'apprentissage en tant qu'une interaction sociale parmi les individus, le présent article et le numéro spécial laissent supposer une façon relationnelle pour expliquer l'apprentissage dans un contexte socio-géographique. Cette façon augmente la documentation sur les Modèles d'Innovation Territoriale qui réduit souvent les concepts relationnels, tels que le capital social, à des caractéristiques régionales stylisées. Région d'apprentissage Espace Innovation Contexte social Façon relationnelle R utten R. und B oekema F. Von der Lernregion zum Lernen in einem sozioräumlichen Kontext, Regional Studies . Die ‘Lernregion’ -- konzeptuell verschwommen und zu eng mit der regionalen Innovationspolitik verknüpft -- hat sich nicht zu einem ausgereiften Konzept entwickelt. Dieser Beitrag und die mit ihm eingeleitete Sonderausgabe enthalten eine Bestandsaufnahme der Fortschritte in der Literatur über die Lernregion der letzten zwanzig Jahre. Anschließend wird ein alternativer Ansatz zur Konzeptualisierung der Beziehung zwischen Raum und Lernen vorgeschlagen. Ausgehend von einem Verständnis des Lernens als sozialer Interaktion zwischen Einzelpersonen wird in diesem Beitrag und dieser Sonderausgabe ein relationaler Ansatz zur Erklärung des Lernens im sozioräumlichen Kontext vorgeschlagen. Dieser Ansatz dient zur Ergänzung der Literatur über territoriale Innovationsmodelle, in der relationale Konzepte wie z. B. das Sozialkapital zu oft zu stilisierten regionalen Merkmalen reduziert werden. Lernregion Raum Innovation Sozialer Kontext Relationaler Ansatz R utten R. y B oekema F. De la región de aprendizaje al aprendizaje en un contexto socioespacial, Regional Studies . La ‘región de aprendizaje’ -- conceptualmente ambigua y demasiado íntimamente conectada a la política de innovación regional -- no ha logrado convertirse en un concepto maduro. En este artículo y en el número especial que introduce se hace balance de los progresos en la bibliografía sobre las regiones de aprendizaje en los últimos veinte años. Se sugiere una perspectiva diferente para conceptualizar la relación entre espacio y aprendizaje. Basándonos en la comprensión del aprendizaje como interacción social entre individuos, en este artículo y el número especial sugerimos un enfoque relacional para explicar el aprendizaje en un contexto socioespacial. Este enfoque sirve para ampliar la bibliografía sobre los Modelos de Innovación Territorial que demasiadas veces reduce los conceptos relacionales, tales como el capital social, a características regionales estilizadas. Región de aprendizaje Espacio Innovación Contexto social Enfoque relacional

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    Article provided by Taylor & Francis Journals in its journal Regional Studies.

    Volume (Year): 46 (2012)
    Issue (Month): 8 (July)
    Pages: 981-992

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    Handle: RePEc:taf:regstd:v:46:y:2012:i:8:p:981-992

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    Cited by:
    1. Olmos Peñuela,Julia & Benneworth,Paul & Castro-Martínez,Elena, 2014. "Explaining researchers’ readiness to incorporate external stimuli in their research agendas," INGENIO (CSIC-UPV) Working Paper Series 201408, INGENIO (CSIC-UPV).


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