He shows direct and inverse links between foundations of science and new theories and empirical facts evolved from those, how among many potentially possible histories of science a culture selects just those directions which become a real history of science. The author analyses mechanisms of the generation of scientific theories and shows that those are changed in the process of historical development of science. He displays three historical types of scientific rationality (classical, non-classical and post-non-classical, which appears in modern science) and shows features of their coexistence and interplay. It is shown that along with the emerging of post-non-classical rationality science increases the sphere of its worldview applications. Science begins to correlate not only with the basic values of technogenic civilization but also with some values and patterns of traditional cultures.

Popular opinion suggests that information has become a distinguishing feature of the modern world. Where once economies were built on industry and conquest, we are now instead said to be part of a global information economy. In this new and thoroughly revised edition of his popular book, author Webster brings his work up-to-date both with new theoretical work and with social and technological changes - such as the rapid growth of the internet and accelerated globalization - and reassesses the work of key theorists in light of these changes. This book is essential reading for students of contemporary social theory and anybody interested in social and technological change in the post-war era.

Knowledge and the Social Sciences: Theory, Method, Practice looks at the role of the social sciences in explaining and exploring what has been called the explosion of knowledge in the contemporary world.

The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of ‘practice’ is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of ‘adult learning’ and ‘the adult learner’ have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by looking at the curriculum implications for the teaching of adult education as reflective practice.

The 8th session of the annual Organizational Semiotics Workshop held in June 2005 in Toulouse tested ideas from Organizational Semiotics against two issues from space projects on two illustrative cases provided by the Centre National d’Etudes Spatiales (CNES). The twelve chapters of the book are the revised contributions of the workshop on these issues along with general themes of Organizational Semiotics.

In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners. This book explains why generic capacities have become so important and argues that the process of acquiring them is both lifelong and developmental.