In the governance, performance, and reflection of educational or pedagogical practices (in the broad sense), two current trends seem to oppose each other: standardization and user-influence. Surely, establishing and imposing 에볼루션 카지노 웹사이트�what works에볼루션 카지노 웹사이트�, using the authority of a science that claims a certainty about simple objectives derived from impersonal quantified data and formal procedures - all that must be directly antithetical to shaping practice in a qualitative dialogue that recognizes the validity of individual users에볼루션 카지노 웹사이트� perspectives?

In fact, however, the relation between standardization and user-influence is more complex. (1) The two can be said to include or even presuppose one another theoretically. Thus, it can be claimed that any user-influence requires a knowledge of effects, and that evidence-based practice was always meant to be implemented in dialogue with users에볼루션 카지노 웹사이트� preferences in specific situations. Conversely, an ever so qualitative dialogue is itself a proposed standard, and it cannot but utilize and impose standards if it does achieve any common meaning - denying this would be paternalism. (2) Historically, the two emerge together. In recent decades, for instance, New Public Management defines a pseudo-market in which users are required to choose between services that are defined in terms of standard costs and effects; in longer terms, the 에볼루션 카지노 웹사이트�disembedding에볼루션 카지노 웹사이트�, invention and (re-) application of standards in Modernity is at the same time the 에볼루션 카지노 웹사이트�emancipation에볼루션 카지노 웹사이트� of the individual as 에볼루션 카지노 웹사이트�free에볼루션 카지노 웹사이트� subject.

In short, User-Driven Standards may be a contradiction in terms, but nonetheless they are alive, important and worth studying. This is all the more pertinent since that contradiction currently imposes itself in ever new forms and places. The theme is hot, and practical debates evolve that range from general ethics and politics through specific professional issues to concerns in each local institution. Often, varieties of standardization and/or user-influence are suggested that are 에볼루션 카지노 웹사이트�new에볼루션 카지노 웹사이트� to particular practices, and people ask themselves about their implications: questions like these: 에볼루션 카지노 웹사이트�Will this user survey corrode the essence of child care, or does it only make explicit what is anyway standard procedure?에볼루션 카지노 웹사이트� Or: 에볼루션 카지노 웹사이트�Can we, should we, or must we refrain from, developing our own local way of implementing aspects of this program?에볼루션 카지노 웹사이트�

The category of the 에볼루션 카지노 웹사이트�user에볼루션 카지노 웹사이트� can be seen to move between or combine different articulations, such as 에볼루션 카지노 웹사이트�customer에볼루션 카지노 웹사이트�, 에볼루션 카지노 웹사이트�client에볼루션 카지노 웹사이트�, 에볼루션 카지노 웹사이트�participant에볼루션 카지노 웹사이트�, 에볼루션 카지노 웹사이트�co-author에볼루션 카지노 웹사이트�, 에볼루션 카지노 웹사이트�citizen에볼루션 카지노 웹사이트� etc., each with different versions of what 에볼루션 카지노 웹사이트�user-driven standards에볼루션 카지노 웹사이트� might mean and imply. In each case, the nature (or standard) of that which is 에볼루션 카지노 웹사이트�used에볼루션 카지노 웹사이트� takes a specific shape. Thus, positioning university students as either 에볼루션 카지노 웹사이트�customers에볼루션 카지노 웹사이트� or 에볼루션 카지노 웹사이트�co-authors에볼루션 카지노 웹사이트� of academic knowledge implies very different standards of and for teaching.

Our research into the problem draws on science & technology studies (STS), and contributes to the expansion of this field from science in the narrow sense, through tightly standardized fields such as engineering or certain parts of medicine, and on to a broader inquiry into the socio-anthropology of knowledge. The STS tradition helps us reconfigure standardizing technologies as situated practices, yet pay attention to material constraints and ideological implications that may be transferred and only partly transformed or translated - as when testing institutes a radically new performance of school through apparently banal formalizations of learning or motivation as visible.

This is a research that develops a 에볼루션 카지노 웹사이트�second order knowledge에볼루션 카지노 웹사이트� (to meet the demand sketched above). Thus it must deal with relations between knowledges. For instance, in , Morten Nissen studied the different ways in which professional expertise - and clinical and pharmacological knowledge - can be aligned with users perceptions (and youth subcultures) around drug use.