“学习场”结构与空间中的创新  

INNOVATION IN SPACE:A NEW PERCPERCTIVE OF LEARNING FIELD

作　　者：苗长虹[1] 艾少伟[1] 

机构地区：[1]河南大学黄河文明与可持续发展研究中心/环境与规划学院,中国河南开封475001

出　　处：《经济地理》2009年第7期1057-1063,共7页Economic Geography

基　　金：国家自然科学基金项目(编号:40671049);国家社会科学基金项目(编号:06BJL063)联合资助

摘　　要：在分析战后区域发展思想从"增长极"到"创造场"转变的基础上,提出了"学习场"的概念,认为"学习场"以"学习"为核心,以"场域"为基石,以"惯习"为中介,并以新经济地理学的三个重要方向:尺度地理学、关系经济地理学和演化经济地理学为理论基础,以Storper的"技术—组织—地域"三位一体思想为核心,整合"行动者网络"和"创造场"两种概念工具,旨在调和创新地理研究中地理接近、关系(组织)接近和制度接近之间的争论,从而为分析发展中国家乃至发达国家的空间化学习创新提供一个基本范式。In this paper,we review the progress of the theories on regional development from the concept of ‘growthpole’to‘creativefield’andputupanewconceptof‘learningfield’todescribetheinnovationinspace. According to Pierre Bourdieu＇ Theory of Practice,the concept of learning field can be regarded as the integration of three concepts：learning,habitus and field. Based on the three approaches of new economic geographies：scalar geography,relational economic geography and evolutionary economic geography and centered on Storper＇s conceptualization of the ＂holy trinity＂of technology,organization and territory,we integrate the ＂actor-network theory＂and the concept of ＂creative field＂into a new theoretical framework of ＂learning field＂,which is helpful to answer the furious debates on the role of geographical,relational and institutional proximities in innovation geography. Learning field may provide a useful paradigm to analyze the geography of innovative activities both in advanced economies and in developing and transition countries,and its configuration can be investigated by the two basic tools：relation and embeddedness.

关 键 词：技术学习 创新地理 学习场 新经济地理学 

分 类 号：K901[历史地理—人文地理学]