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Empowerment describes the processes of how to gain and increase autonomy and self‐determination in one's own environment. Typical examples for empowerment processes can be found in: citizen's initiatives, human rights movements, and other social movements or self help groups. This paper shows that empowerment processes have to be understood as “knowledge processes”. A link between empowerment and the methods of knowledge management will be established. It is inspired by Heinz von Foersters ideas of self‐regulated processes in nervous systems.

In a first step the concept of empowerment will be presented. Secondly, it will be shown which role knowledge is playing in this context. In the last part practical implications of these considerations will be discussed.

The motivation for engaging in civil society issues is heavily dependent on personal knowledge and on the abilities to access knowledge resources. A constructivist paradigm turns out to be fertile. Discovering one's own strengths, constructing solutions, testing them in the personal context and environment, as well as reflecting these processes are the starting points for developing a constructivist perspective on empowerment processes.

Coaching empowerment processes in a knowledge‐oriented framework can focus on the construction of personal strength, can create space for experimental action and also for reflecting on social and political processes. This provides opportunities for exchange of experiences and fosters second‐order views.

H.v.Foerster's concepts on change and autonomy are the foundation for this constructivist approach to empowerment. This could be a helpful approach for supporting affected people in every empowerment process.

The paper serves as an introduction to the special issue on Heinz von Foerster. Major episodes of his life are sketched and related to his scientific convictions regarding transdisciplinary research and radical constructivist. In the second part the contributions to the issue are summarized. Finally, the relevance of Foerster's work is discussed.

The arguments are based on the scientific literature.

Foerster argued against reductionist science and in favor of transdisciplinary research in order to trigger further scientific developments.

By using transdiciplinary and choosing the constructivist perspective, science will increase its productivity. This should be reflected in science policy.

By pointing at the variety of his scientific output and his influence on many colleagues and students, the paper is in support of Foerster's non‐reductionist worldview.