Learning region as a subject of power in the knowledge society

The transition from industrial to post-industrial society has led to an increase in social, economic and political importance of the process of knowledge production. The main source and resource development are the knowledge and innovation. That knowledge and innovation have a crucial impact on all spheres of human life, which suggests the emergence of a new type of social "knowledge society." This type of a sociality represents knowledge not simply as the constitutional principle of economy, but as the basic principle of the organization of the social and power relations. Social transformations as which driving force the knowledge acts, lead to emergence of new social forms, new subjects of the power which face need to develop adequate situations of strategy of existence and development. This article analyzes the controversial issues of the concept "learning region" as a subject of power in the knowledge society. The concept of "learning region" thematised as one of the evolution of regional development strategies, allowing the region to get in the context of the global world to keep or maintain its subjectivity, that is, to become real subjects of the power. The concept of "learning region" allows on the one hand, to maintain their autonomy (economic, political, religious) and cultural identity, and on the other, to become a real subject of economic, political and cultural action. The paper presents an analysis and critique of the concept of "learning region", revealed her confusion.

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