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Herbert Brün was a composer of many things including electronic and computer music. His compositions were, by design, nested in his passions for designing a new society – without violence. In this article, the author attempts to address several of Brün’s concepts relevant to his desire for social change. This paper was stimulated by a panel discussion about Brün at the 2018 American Society for Cybernetics (ASC) conference “Framing a Reality and How It Matters in a Shared World.”

Herbert Brün nested his communication in what he labeled “anticommunication,” which requires a listener to generate new ways of listening. As a video ethnographer, the author had many opportunities to videotape Brün, beginning with our first encounter at the 1992 ASC Conference in Washington State. During the past several decades, the author has composed a variety of movies in which the video footage of Brün and others that the author associates with cybernetics is used. Excerpts from many of these movies are embedded in the links located in the references section of this paper.

Brün’s cybernetic formulations for designing social transformations explored in this paper include his ideas on floating hierarchies, anticommunication, his notions on a circularity of needs, peace as a need, articulating desires, composing as an element of daily life, and the retardation of decay.

It is the author’s desire that this paper encourages the reader to explore some of Herbert Brün’s formulations for designing social change and transformations.

The purpose of this paper is to investigate how the heuristics course co‐taught by Heinz von Foerster, Herbert Brün, and Humberto Maturana (1968‐1969) influenced cybernetic research in the USA.

The author accessed the archived material from three sources: the Herbert Brün Library, the University of Illinois Library, and the Biological Computer Laboratory (BCL) and interpreted these materials in light of the cybernetics literature, and the publications of the American Society for Cybernetics (ASC).

The heuristics course had major consequences in von Foerster's evolving critique of education, and in Brün's work towards founding a School for Designing a Society. von Foerster radically reoriented the BCL toward unconventional course proposals. He also began to critique objectivity and positivism, shifting the foundations of cybernetics and proposing a meta‐cybernetics. The year that von Foerster retired, the BCL and the ASC ceased to function. When the ASC returned in the 1980s it took on new emphases, including education and design. It appears von Foerster was pivotal in the shift of emphasis.

The findings add new dimensions to the story of the decline of the BCL in the 1970s, and the re‐emergence of the ASC in the 1980s with new emphases (such as design) that are not traditionally found in scientific research.

To discuss the concept of cybernetics, and to point out its complexities.

Cybernetics can be seen as a scientific concept of harnessing complexity as a feedback phenomenon and a project aimed at establishing a new control science and adaptive technology based on the formalization of complexity. Today, we still do not have adaptive or complex computers.

Cybernetics has failed both as a concept and a project, and is becoming a case for historians. But before it is classified as just a short scientific episode between the atomic bomb and cyberwar, a closer look will show that it was not only a military sponsored project driven by the cold war of the 1950s but also a rebellious movement inspired by the visions of the 1960s. Heinz von Foerster more than anyone else represented this human face of cybernetics.

Considers some of the thought‐provoking ideas of Heinz von Foerster in the history of cybernetics.

The purpose of this paper is to present a case for a change of educational system, rather than a change in the current system. A rudimentary framework for an alternative educational system is proposed.

Cybernetic and educational literature supports an alternative approach to education. Design principles are identified for an alternative system.

For the desirable integration of curricular and pedagogical principles to be realized in an educational system, a non-hierarchical organizational structure is required. The icosahedral structure that embeds Stafford Beer's syntegration process provides such a default structure. Such a structure would be subversive in the current society.

The implementation of the proposed system of schools could transform society by offering an alternative way of thinking about the structure of organizations like schools, as well as political and economic organizations. In so doing, fully participative democratic processes could be realized and sustained.

The use of the icosahedral structure as a framework for creating a system of schools world-wide is new and has value for anyone contemplating alternative educational systems.

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.

The scientific criterion of determinability (predictability) can be framed in realist or in constructivist terms. This can pose a challenge to design researchers who operate between scientific research (which favors a realist view of determinism/indeterminism) and design practice (which favors a constructivist view of determinability/indeterminability). This paper aims to develop a framework to navigate this challenge.

A critical approach to “scientific” design research is developed by examining the notion of (in)determinism, with particular attention to the observer-based projection of systemic boundaries, and the constructivist understanding of how such boundaries are constituted. This is illustrated using automata theory. A decision-making framework is then developed based on a diagram known as the epistemological triangle.

The navigation between determinism as a property of the observed, and determinability as a property of the observer follows the navigation between realist and constructivist perspectives, and thus has a bearing on the navigation of the kinds of design research distinguished by Frayling, and their implied primary evaluation criteria.

The presented argument advocates a constructivist view, which, however, is not meant to imply a rejection of, but rather, an additional degree of freedom extending the realist view.

This discussion contributes to the establishment of observational determinability as observer-dependent. The proposed framework connects the navigation between deterministic observables and determining observers to the navigation between the design criteria form, meaning and utility. This may be of value within and beyond design research.

The purpose of this paper is to suggest a more central role for reflexive artistic practices in a clarified research agenda for second-order cybernetics (SOC). This is offered as a way to assist the field in the further development of its theoretical/methodological “core” and, subsequently, enhance its impact on the world.

The argument begins by reviewing Karl Müller’s account of the failure of SOC to emerge as a mainstream endeavor. Then, Müller’s account is recontextualized within recent developments in SOC that are traced through the Design Cybernetics movement inspired by Ranulph Glanville. This alternate narrative frames a supposedly moribund period as a phase of continuing refinement of the field’s focus upon its “proper object of study,” namely, the observer’s mentation of/about their mentation. The implications of this renewed focus are then positioned within Larry Richard’s vision of the cybernetician, not as “scientist” per se but rather as a “craftsperson in and with time” capable of productively varying the dynamics of their daily interactions. Having centered widespread capacity building for this “craft” as a proposed research agenda for a new phase of SOC, the paper concludes by pointing to the unique and necessary role to be played by the arts in this endeavor. Personal reflections upon the author’s own artistic and theoretical activities are included throughout.

The development and application of artistic methods for the enhancement of individual capacity for second-order observation is consistent with the purpose of SOC, namely, “to explain the observer to himself.” Therefore, it is in the field’s interest to more fulsomely embrace non-scientific, arts-based forms of research.

In a truly reflexive/recursive fashion, the very idea that first-person, arts-based narratives are seen, from a mainstream scientific point of view, as an insufficiently rigorous form of research is, itself, a research limitation. This highlights, perhaps ironically, the need for cybernetics to continue to pursue its own independent definitions and standards of research beyond the boundaries of mainstream science rather than limiting its own modes of inquiry in the name of “scientific legitimacy.”

A general uptake of the view presented here would expand the horizon of what might be considered legitimate, rigorous and valuable research in the field.

The view presented here implies that many valuable contributions that SOC can make to society take place beyond the constraints of academic publication and within the realm of personal growth and social development.

The very clearly defined and “refocused” vision of SOC in this paper can be of substantial utility in developing a more robust, distinctive and concrete research agenda across this field.

ANNUAL MEETING OF THE AMERICAN SOCIETY FOR CYBERNETICS (1982) This meeting, the theme of which was cybernetics and education, was held in Columbus (USA) from 18 to 21 October, 1982. It was sponsored by the Academy of Sciences and the State University of Ohio. Most of the participants were from the United States, but some came from Canada (4), United Kingdom (1), France (1).