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1 – 10 of over 168000
Article
Publication date: 3 November 2014

Ranulph Glanville

To establish the essential centrality of a circular relationship between acting and understanding, and a role learning plays in this circularity, with special reference to…

552

Abstract

Purpose

To establish the essential centrality of a circular relationship between acting and understanding, and a role learning plays in this circularity, with special reference to Aristotle's phronesis and sophia. The purpose of this paper is to establish a position.

Design/methodology/approach

The argument is made through critical, cybernetic analysis and argument.

Findings

The argument reconceptualises key relationships in the approach to understanding the world, and in education.

Research limitations/implications

Research implications are not explored: the argument attempts to lay groundwork for other and later work.

Originality/value

The argument establishes a cybernetic circular causality to replace the currently preferred linear causality.

Details

Kybernetes, vol. 43 no. 9/10
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 7 September 2015

Ranulph Glanville

The purpose of this paper is to justify the theme of the ASC 50th anniversary conference; to implement Mead’s cybernetics of cybernetics; and to establish cybernetics as “a way of…

325

Abstract

Purpose

The purpose of this paper is to justify the theme of the ASC 50th anniversary conference; to implement Mead’s cybernetics of cybernetics; and to establish cybernetics as “a way of acting” as well as Glasersfeld’s “a way of thinking”.

Design/methodology/approach

Examination of the implicit in Mead’s cybernetics of cybernetics and comparison with Foerster’s second order cybernetics, related to the central concept of circularity – that acting and understanding form a whole.

Findings

Mead’s cybernetics of cybernetics is more general than Foerster’s second order cybernetics; the advantages of working from the bottom up as well as (instead of) the top down.

Practical implications

Cybernetics is not just a study, but a way of acting. The author lives in cybernetics. If the author wish cybernetics to regain its former influence, the author should consider the way of living in cybernetics as an example that may attract others.

Originality/value

To return cybernetics to a subject that focuses on acting as well as understanding, and to point to effective ways of acting.

Article
Publication date: 7 September 2015

Ben Sweeting

– The purpose of this paper is to explore ways in which cybernetics leads to distinctiveways of acting.

Abstract

Purpose

The purpose of this paper is to explore ways in which cybernetics leads to distinctiveways of acting.

Design/methodology/approach

Paralleling von Foerster’s argument that it makes more sense to speak of the cybernetics of epistemology than the epistemology of cybernetics, the author argues that cybernetics is not one form of practice amongst others but an account of what it is to practice, understood as where we relate how we act to how we understand so that each informs the other. The author explores the potential difference that adopting this understanding of practice makes in practice and shows its significance by establishing connections between the eponymous cybernetic example of steering and questions regarding teleology in ethics.

Findings

While all practice is cybernetic in the sense of involving a relationship between understanding and acting, the relationship between cybernetics and practice is not a neutral one. Understanding practice in cybernetic terms enables us to pursue goods internal to the practice, which, in turn, makes a difference to how we act.

Practical implications

The author argues that how we understand the relation between our understanding and our acting (our theories of theory and practice) leads to significant differences of action in practice.

Originality/value

The author argues that cybernetics has non-neutral, and ethically significant, consequences in practice that are beyond the application of cybernetics to practice or the advantages of adopting explicitly conversational ways of acting.

Details

Kybernetes, vol. 44 no. 8/9
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 3 November 2014

Ann Morrison and Hendrik Knoche

The purpose of this paper is to synchronize two courses to focus on the students working with learning and applying tools in the one course and acting on understandings gained to…

Abstract

Purpose

The purpose of this paper is to synchronize two courses to focus on the students working with learning and applying tools in the one course and acting on understandings gained to produce artefacts in the other.

Design/methodology/approach

Working with real users throughout all stages of the design process, the authors structured two courses so findings from the evaluation methods learnt in the one course (their analyses) were directly acted on in the other (their re-designs). The authors fostered a group-spirited learning environment where students presented designs-in-process; explained the findings from focused evaluation methods using tangible representations; identified the relationship from these findings for subsequent re-design rationales; and discussed and critiqued each other's work using multiple feedback, teach-back and discursive strategies.

Findings

The authors found that in-depth coverage of material, working with real data and users at all stages of assessment and producing visualizations from evaluations, naturally forced student motivation to act and redesign better solutions. The authors noted improved attendance and students reported high engagement and content appreciation.

Research limitations/implications

Ensuring relevance, by adding larger context concerns, expansive critical methods and feedback processes in a cycle of understanding, acting, learning can have useful practical and social implications. This is germane when designing for quality of everyday use in, for example, education, urban environments and mobile applications.

Practical implications

The paper includes implications for the development of learning environments where course and semester content is developed in tandem to support integrated learning by acting with project output and teach back “presentations” throughout the course.

Originality/value

The paper proposes a unifying tandem approach to learning and applying evaluation tools with real users, teachback and acting to improve redesigns with potential to improve human computer interaction educational standards for learning and design outcomes.

Details

Kybernetes, vol. 43 no. 9/10
Type: Research Article
ISSN: 0368-492X

Keywords

Content available
Article
Publication date: 3 November 2014

Special Issue

449

Abstract

Details

Kybernetes, vol. 43 no. 9/10
Type: Research Article
ISSN: 0368-492X

Article
Publication date: 3 November 2014

S. D. Noam Cook

The purpose of this paper is to offer some reflections on “making distinctions”, which in contrast to “separating”, the author views as unifying rather than dividing. The author…

212

Abstract

Purpose

The purpose of this paper is to offer some reflections on “making distinctions”, which in contrast to “separating”, the author views as unifying rather than dividing. The author remarks follow the theme of the conference, “Acting-Learning-Understanding”, and characterise making distinctions as inherently cybernetic both conceptually and in practice. The classic cybernetic principle of error detection and correction, for example, typically has a lopsided focus on “error”. The author treats it as the on-going single act of distinguishing between “error” and “correct”, where to determine the degree to which a system is in error is simultaneously to determine the degree to which it is correct.

Design/methodology/approach

This paper presents a viewpoint though conceptual analysis, reflection, and critique, drawing on examples form the research (employing ethnography, case studies, observation, and participant observation) and consulting.

Findings

In practice we detect “correct” no less than “error”. Learning entails both “error” and “correct”. Although commonly held that we learn best (or only) from error, the author argues sometimes we can best (or only) learn from what goes right. Acting entails knowing. This calls for distinguishing between knowledge, as a storable, transferable “thing”, and knowing as part of shared practice. Understanding entails evaluating. Distinguishing between morally acceptable and unacceptable, for example, can set, confirm, or change norms for distinguishing “error” and “correct”. Accordingly, evaluating needs to be a deliberate part of cybernetic and systems thinking and practice.

Research limitations/implications

Presents four areas where further research could fruitfully be pursued: assessing the distinct function of “correct” within various kinds of systems; designing and testing educational and organizational activities for learning from what goes right; designing and testing organizational and technological infrastructures that support “knowing” as coordinated designed activity; and, designing and testing means for the deliberate incorporation of evaluating as part of systems thinking and practice.

Practical implications

Suggests that educational and organizational activities could be more productive by fostering learning from what goes right. Suggests there is value in the development of organizational and technological infrastructures that support “knowing” as coordinated designed activity (vs “knowledge” seen as a storable, transferable “thing”). Suggests that the deliberate inclusion of evaluating in social and organizational systems could further more responsive and responsible action.

Social implications

Contributes to a call for publicly viable forms of cybernetic and systemic thinking and practice, including the systemic inclusion of evaluation in public affairs.

Originality/value

Contributes to the conceptual development and constructive critique of key concepts in cybernetic and systems thinking and practice, especially understanding making distinctions as unifying rather than separating, and as inherently cybernetic as such. Offers a critique of the common focus on “error” in error detection and correction. Argues for the importance of learning from what goes right. Identifies the need for a better understanding of “knowing” as part of practice (as distinct from “knowledge” as a storable, sharable “thing”). Argues for the need to treat evaluation as an inherent, necessary, and productive part of systems thinking and practice.

Details

Kybernetes, vol. 43 no. 9/10
Type: Research Article
ISSN: 0368-492X

Article
Publication date: 27 November 2017

Stanislas Bigirimana

The purpose of this paper is to introduce a dynamic and integrative epistemology as a substitute to normative epistemology.

Abstract

Purpose

The purpose of this paper is to introduce a dynamic and integrative epistemology as a substitute to normative epistemology.

Design/methodology/approach

A philosophical argument based on the critique of literature.

Findings

Normative epistemology implies that knowing leads to certainty, and it has to be objective and universal because it is an accurate representation of reality. Dynamic and integrative epistemology uphold that knowing leads to accumulating insights though information processing. Knowing is a unified but fourfold process of experiencing, understanding, judging and acting (Lonergan, 1990). It occurs at four levels of consciousness: the empirical, the intellectual, the evaluative and the pragmatic (Lonergan, 1990). Dynamic and integrative epistemology extends rationality, knowledge and intelligence to non-humans because institutions have substantive, structural, behavior and teleological dimensions and processes that enable them to process information, i.e. to know.

Research limitations/implications

Translating a conceptual paper into practical action, organizational structuring or product design can be difficult.

Practical implications

Extending the concept of rationality to non-humans implies realizing that human abilities are limited and need to be augmented by proper institutional design and artificial tools.

Social implications

The design of intelligent organizations, societies and artificial tools.

Originality value

Normative epistemology which considers reason and faith, empirical (experience) and rational (understanding), positive (facts) and ideal (principles, representations or wishes), physical (objects) and “mental” (ideas or concepts), practice and theory, knowledge (episteme) and opinion (doxa), reflection and action as opposed and mutually exclusive can be replaced by a dynamic and integrative epistemology which puts emotional, intellectual, evaluative and pragmatic dimensions of human knowing in an order of succession through a unified but yet differentiated process which can be augmented by non-human “experts”.

Article
Publication date: 8 January 2018

Sivakumari Supramaniam, Sanjaya S. Gaur, Izian Idris and Boon Liat Cheng

The purpose of this paper is to identify the potential business opportunities for Middle Eastern entrepreneurs by understanding the Malaysian Muslim’s ways of experiencing and

Abstract

Purpose

The purpose of this paper is to identify the potential business opportunities for Middle Eastern entrepreneurs by understanding the Malaysian Muslim’s ways of experiencing and realising value of products originating from Middle Eastern countries.

Design/methodology/approach

Phenomenography approach has been used to identify the variations among the Muslim consumers’ ways of experiencing Middle Eastern products.

Findings

The authors reported that Muslim consumers considered the country of origin as an important cue that affects their knowing, understanding, judging and acting on products originating from Middle Eastern countries.

Originality/value

Understanding developed from the Malaysian Muslim consumers enabled authors to suggest business opportunities for Middle Eastern entrepreneurs to enter and expand their operations in other leading Islamic countries.

Details

Management Decision, vol. 56 no. 1
Type: Research Article
ISSN: 0025-1747

Keywords

Book part
Publication date: 28 January 2022

Gideon L. Storm, Sebastien Desvaux De Marigny and Andani Thakhathi

The world needs to pave a path towards sustainable development to solve global poverty and inequality, thereby ensuring that no one is left behind. The transformative changes…

Abstract

The world needs to pave a path towards sustainable development to solve global poverty and inequality, thereby ensuring that no one is left behind. The transformative changes brought about by the fourth industrial revolution (4IR), encompassed by the new world of work (NWOW), pose a significant threat to the displacement of jobs, especially in developing contexts, where many jobs are susceptible to automation. This results in a tension between the stakeholder and shareholder perspectives, which results in the phenomenon referred to in this study as the People Versus Profit Paradox. The purpose of this study is to determine business leaders’ perceptions of this paradox by generating an in-depth understanding of its nature and potential consequences. This study generated insights through a generic qualitative research design based on 10 semi-structured interviews with business leaders from multiple industries in developing countries. This study’s major contribution is the development of an up-to-date understanding of business leaders’ perceptions of sustainable development with respect to the 4IR and the People Versus Profit Paradox in developing countries. The two main findings of the study reveal that organisational purpose has changed towards a more inclusive stakeholder perspective, and that business leaders’ perceptions reveal a relative state of bias regarding the current impact of the 4IR in developing contexts. This study aims to inspire business leaders in developing contexts to embrace sustainable development and the disruptive changes brought about by the 4IR, to usher in a sustainable future where no one is left behind.

Details

Transcendent Development: The Ethics of Universal Dignity
Type: Book
ISBN: 978-1-80262-260-7

Keywords

Article
Publication date: 3 November 2014

Loet Leydesdorff, Mark William Johnson and Inga A. Ivanova

The purpose of this paper is to present the case for an analysis of communication at the supra-individual level as a means of rendering the understanding of learning and acting

Abstract

Purpose

The purpose of this paper is to present the case for an analysis of communication at the supra-individual level as a means of rendering the understanding of learning and acting tractable. The paper introduces a method of analysis of redundancy to achieve this.

Design/methodology/approach

The paper argues for a supra-individual approach to acting, learning, and understanding against focusing on an individual or quasi-transcendental “observer”. The argument is outlined in four steps: first, articulation of the dynamics of the communication system; second, consideration of the redundancies of expectations within communication; third, the computation of anticipation which enables the authors to model meaning processing; and fourth the feedback of meaning processing on information processing can be measured as redundancy. Anticipated future states can reflexively drive reconstructions in meaning-processing systems.

Research limitations/implications

The social system can be considered as a symbolic order of coordination mechanisms. Reflexive agency can access this order and partake in it. However, expectations and their structures do not “exist”, but remain uncertain with the status of hypotheses. Historical embodiment in intentional action is structurally coupled to the order of expectations. The historical instantiations condition and enable the further development of the expectations as a retention mechanism.

Originality/value

The modelling and measurement of meaning processing in terms of inversion of the arrow of time and the generation of redundancy provide extensions to the mathematical theory of communication.

Details

Kybernetes, vol. 43 no. 9/10
Type: Research Article
ISSN: 0368-492X

Keywords

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