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Scholars across all disciplines have long been interested in how knowledge moves within and beyond their community of peers. Rapid environmental changes and calls for sustainable management practices mean the best knowledge possible is needed to inform decisions, policies, and practices to protect biodiversity and sustainably manage vulnerable natural resources. Although the conservation literature on knowledge exchange (KE) and knowledge mobilization (KM) has grown in recent years, much of it is based on context-specific case studies. This presents a challenge for learning cumulative lessons from KE and KM research and thus effectively using knowledge in conservation and natural resources management. Although continued research on the gap between knowledge and action is valuable, overarching conceptual frameworks are now needed to enable summaries and comparisons across diverse KE-KM research. We propose a knowledge-action framework that provides a conceptual roadmap for future research and practice in KE/KM with the aim of synthesizing lessons learned from contextual case studies and guiding the development and testing of hypotheses in this domain. Our knowledge-action framework has 3 elements that occur at multiple levels and scales: knowledge production (e.g., academia and government), knowledge mediation (e.g., knowledge networks, actors, relational dimension, and contextual dimension), and knowledge-based action (e.g., instrumental, symbolic, and conceptual). The framework integrates concepts from the sociology of science in particular, and serves as a guide to further comprehensive understanding of knowledge exchange and mobilization in conservation and sustainable natural resource management. Durante mucho tiempo, los investigadores de todas las disciplinas se han interesado en cómo se mueve el conocimiento dentro y más allá de sus comunidades depares. Los cambios ambientales rápidos y el llamado por prácticas sustentables de manejo significan que el mejor conocimiento posible es necesario para informarlas decisiones, políticas y prácticas para proteger a la biodiversidad y para manejar sustentablemente los recursos naturales vulnerables. Aunque la literatura de conservación sobre el intercambio de conocimiento (IC) y la movilización del conocimiento (MC) ha aumentado en años recientes, la mayor parte está basada en estudios de caso específicos para un contexto. Esto presenta un reto para aprender lecciones acumulativas a partir de la investigación del IC y la MC y así utilizar efectivamente el conocimiento en la conservación y el manejo de recursos naturales. Aunque la investigación continua acerca del vacío entre el conocimiento y la acción es valiosa, ahora se requieren marcos de trabajo conceptuales globales para permitir resúmenes y comparaciones entre diversas investigaciones de IC-MC. Proponemos un marco de trabajo de conocimiento-acción que proporcione un mapa conceptual para las próximas investigaciones y prácticas de IC/MC con miras a sintetizar las lecciones aprendidas de los estudios de caso contextuales y a guiar el desarrollo y la prueba de hipótesis en este dominio. Nuestro marco de trabajo conocimiento-acción tiene tres elementos que suceden en niveles y escalas múltiples: producción de conocimiento (p. ej.: academia, gobierno), mediación del conocimiento (p. ej.: redes de conocimiento, actores, dimensión relacional, dimensión contextual) y acción basada en el conocimiento (p. ej.: instrumental, simbólica y conceptual). El marco de trabajo integra conceptos de la sociología de la ciencia en particular, y sirve como guía para aumentar el entendimiento comprehensivo del intercambio y la movilización del conocimiento en la conservación y el manejo sustentable de los recursos naturales.

Para este número, los autores abordan el lenguaje como principio de acción constitutiva de la vida, de la cultura y el desarrollo social. Los hallazgos al respecto develan la importancia del lenguaje como condición para comprender y transformar de manera crítica y situada la cultura y sus diferentes contextos. Gracias a la relación simbiótica que se establece entre el ser humano y el lenguaje se posibilitan las distintas miradas investigativas que presentan los contenidos de este número, dando especial relevancia al lenguaje y a la lengua como hechos sociales que nos permean, nos mueven a actuar, a ser y a transformarnos.

Is inner speech an intentional action, something we do, or a reaction, something that happens to us? This paper will argue that it can be both, (although not at the same time). Some inner speech utterances are reactive: they are spontaneous, they require no effort, and we are not in control of their occurring. These inner speech utterances fail to meet the traditional criteria for qualifying as intentional actions. But some inner speech utterances are intentional actions, performed deliberately, effortfully and with as much control as any other intentional action. When we deliberate, for example, inner speech utterances are the basic actions by which we bring about the non-basic action of deliberating. ¿Es el habla interna una acción intencionada, algo que hacemos, o una reacción, algo que nos sucede? Este artículo argumentará que puede ser ambas cosas (aunque no al mismo tiempo). Algunas expresiones del habla interna son reactivas: son espontáneas, no requieren esfuerzo y no tenemos el control de que ocurran. Estas expresiones del habla interna no cumplen los criterios tradicionales para calificarlas como acciones intencionales. Pero algunas expresiones del habla interna son acciones intencionales, realizadas deliberadamente, con esfuerzo y con tanto control como cualquier otra acción intencional. Cuando, por ejemplo, deliberamos, las emisiones del habla interna son las acciones básicas mediante las cuales llevamos a cabo la acción no básica de deliberar.

Despite substantial growth in the field of conservation planning, the speed and success with which conservation plans are converted into conservation action remains limited. This gap between science and action extends beyond conservation planning into many other applied sciences and has been linked to complexity of current societal problems, compartmentalization of knowledge and management sectors, and limited collaboration between scientists and decision makers. Transdisciplinary approaches have been proposed as a possible way to address these challenges and to bridge the gap between science and action. These approaches move beyond the bridging of disciplines to an approach in which science becomes a social process resolving problems through the participation and mutual learning of stakeholders. We explored the principles of transdisciplinarity, in light of our experiences as conservation-planning researchers working in South Africa, to better understand what is required to make conservation planning transdisciplinary and therefore more effective. Using the transdisciplinary hierarchy of knowledge (empirical, pragmatic, normative, and purposive), we found that conservation planning has succeeded in integrating many empirical disciplines into the pragmatic stakeholder-engaged process of strategy development and implementation. Nevertheless, challenges remain in engagement of the social sciences and in understanding the social context of implementation. Farther up this knowledge hierarchy, at the normative and purposive levels, we found that a lack of integrated land-use planning and policies (normative) and the dominant effect of national values (purposive) that prioritize growth and development limit the effectiveness and relevance of conservation plans. The transdisciplinary hierarchy of knowledge highlighted that we need to move beyond bridging the empirical and pragmatic disciplines into the complex normative world of laws, policies, and planning and become engaged in the purposive processes of decision making, behavior change, and value transfer. Although there are indications of progress in this direction, working at the normative and purposive levels requires time, leadership, resources, skills that are absent in conservation training and practice, and new forms of recognition in systems of scientific reward and funding.

Decisions need to be made about which biodiversity management actions are undertaken to mitigate threats and about where these actions are implemented. However, management actions can interact; that is, the cost, benefit, and feasibility of one action can change when another action is undertaken. There is little guidance on how to explicitly and efficiently prioritize management for multiple threats, including deciding where to act. Integrated management could focus on one management action to abate a dominant threat or on a strategy comprising multiple actions to abate multiple threats. Furthermore management could be undertaken at sites that are in close proximity to reduce costs. We used cost‐effectiveness analysis to prioritize investments in fire management, controlling invasive predators, and reducing grazing pressure in a bio‐diverse region of southeastern Queensland, Australia. We compared outcomes of 5 management approaches based on different assumptions about interactions and quantified how investment needed, benefits expected, and the locations prioritized for implementation differed when interactions were taken into account. Managing for interactions altered decisions about where to invest and in which actions to invest and had the potential to deliver increased investment efficiency. Differences in high priority locations and actions were greatest between the approaches when we made different assumptions about how management actions deliver benefits through threat abatement: either all threats must be managed to conserve species or only one management action may be required. Threatened species management that does not consider interactions between actions may result in misplaced investments or misguided expectations of the effort required to mitigate threats to species.

Environmental education strategies have customarily placed substantial focus on enhancing ecological knowledge and literacy with the hope that, upon discovering relevant facts and concepts, participants will be better equipped to process and dissect environmental issues and, therefore, make more informed decisions. The assumption is that informed citizens will become active citizens--enthusiastically lobbying for, and participating in, conservation-oriented action. We surveyed and interviewed and used performance data from 432 participants in the Coastal Observation and Seabird Survey Team (COASST), a scientifically rigorous citizen science program, to explore measurable change in and links between understanding and action. We found that participation in rigorous citizen science was associated with significant increases in participant knowledge and skills; a greater connection to place and, secondarily, to community; and an increasing awareness of the relative impact of anthropogenic activities on local ecosystems specifically through increasing scientific understanding of the ecosystem and factors affecting it. Our results suggest that a place-based, data-rich experience linked explicitly to local, regional, and global issues can lead to measurable change in individual and collective action, expressed in our case study principally through participation in citizen science and community action and communication of program results to personal acquaintances and elected officials. We propose the following tenets of conservation literacy based on emergent themes and the connections between them explicit in our data: place-based learning creates personal meaning making; individual experience nested within collective (i.e., program-wide) experience facilitates an understanding of the ecosystem process and function at local and regional scales; and science-based meaning making creates informed concern (i.e., the ability to discern both natural and anthropogenic forcing), which allows individuals to develop a personalized prioritization schema and engage in conservation action. Las estrategias de educación ambiental le han otorgado habitualmente un enfoque sustancial al mejoramiento de la alfabetización y el conocimiento ecológico con la esperanza de que, una vez que se descubran hechos y conceptos relevantes, los participantes serán mejores en el análisis de información sobre los sucesos ambientales y en la toma de decisiones razonables sobre el ambiente. La suposición consiste en que los ciudadanos se volverán ciudadanos activos - que persuaden con entusiasmo para, y participan en, acciones orientadas a la conservación. Encuestamos, entrevistamos y usamos la información de desempeño de 432 participantes del Equipo de Observación Costera y Censado de Aves Marinas (COASST, en inglés), un programa científicamente riguroso de ciencia ciudadana, para explorar el cambio medible en y los enlaces entre la acción y el entendimiento. Encontramos que la participación en la ciencia ciudadana rigurosa se asocia con los incrementos significativos en el conocimiento y las habilidades de los participantes; una conexión mayor con el lugar y de manera secundaria con la comunidad; y una conciencia creciente por el impacto relativo de las actividades antropogénicas sobre los ecosistemas locales, específicamente por medio del incremento del entendimiento científico del ecosistema y los factores que le afectan. Nuestros resultados sugieren que una experiencia rica en datos y basada en la localidad, enlazada explícitamente con temas locales, regionales y globales, puede llevar a un cambio medible en las acciones individuales y colectivas, expresado en nuestro estudio de caso principalmente a través de la participación en la ciencia ciudadana y las acciones comunitarias y en la comunicación de los resultados de los programas a conocidos y funcionarios electos. Proponemos los siguientes principios de alfabetización de la conservación con base en temas emergentes y las conexiones entre ellos, explícitas en nuestros datos: el aprendizaje basado en la localidad crea la construcción de significados personales; la experiencia individual anidada dentro de la experiencia colectiva (es decir, en la totalidad del programa) facilita el entendimiento de los procesos ambientales y funciona a la escala regional y local; y la creación de significados basados en la ciencia crea una conciencia informada (es decir, la habilidad de discernir tanto la fuerza natural como la antropogénica), la cual permite que los individuos desarrollen un esquema personalizado de priorización y se comprometan con las acciones de conservación.

Reseña de: SÁNCHEZ-ANTONIO, Juan Carlos (2021). El problema del sujeto en Michel Foucault. Hacia una sociología critica de la acción social. Bogotá: Universidad del Rosario.

GEEMPA -Grupo de estudio sobre metodología de investigación y acción (by its Spanish definition) Study Group on Research and Action Methodology- is a new flexible methodology which goal is to alphabetize a group of students in an inclusive and ludic way. The author of this methodology, Dr. Esther Pillar Grossi, states that there are no learning issues, teachers are to find new teaching strategies in accordance to the way children see the world in their early years of school life. This research looks forward to the implementation of such a methodol­ogy on early grades of primary school at Nuestra Señora del Pilar school in Pamplomita municipality -Santander-. The investigation consisted in the development of a real change in the way of teaching or orienting the learning processes; children, no matter their learning issues, were alphabetized equally. playing in the classroom was identified as a key element for achieving learning. Contests triggers a big amount of energy that could hardly be produced by conventional homework. Interviews, flash cards, game, alphabets and geempa notebooks allowed the implementation of this methodology, which produced positive results drawn from students’ learning pro­cess. Children were approached by interviewing them and analyzing psichogenesis at the end of every academic term. The latter, on its final stage, allowed positive results from their learning process.

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