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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”.

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.

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.

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.

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

The purpose of this paper to discuss ethical principles that are implicit in second-order cybernetics, with the aim of arriving at a better understanding of how second-order cybernetics frames living in a world with others. It further investigates implications for second-order cybernetics approaches to architectural design, i.e. the activity of designing frameworks for living.

The paper investigates terminology in the second-order cybernetics literature with specific attention to terms that suggest that there are ethical principles at work. It further relates second-order cybernetics to selected notions in phenomenology, pragmatism and transcendental idealism. The comparison allows for conclusions about the specificity of a second-order inquiry. In line with the thematic focus of this journal issue on the framing of shared worlds, the paper further elaborates on questions relating to the activity of designing “worlds” in which people live with others.

The paper highlights that a radical openness toward the future and toward the agency of others is inscribed in the conception of second-order cybernetics. It creates a frame of reference for conceiving social systems of all kinds, including environments that are designed to be inhabited.

The paper identifies an aesthetics grounded in the process of living-with-others as an ethical principle implicit in second-order cybernetics thought. It is an aesthetics that is radically open for the agency of others. Linking aesthetics and ethics, the paper’s contributions will be of specific value for practitioners and theoreticians of design. Considering second-order cybernetics as a practice generally dealing with designing, it also contributes to the wider second-order cybernetics discourse.

Complexity is the real beast that baffles everybody. Though there are increasing inter-disciplinary discussions on it, yet it is scantly explored. The purpose of this paper is to bring a new and unique dimension to the discourse assimilating the important ideas of two towering scientists of their time, Newton and Heinz von Foerster. In the tradition of Foersterian second-order cybernetics the paper attempts to build a bridge from a cause-effect thinking to a thinking oriented towards “understanding understanding” and in the process presents a model of “Cybernetics of Simplification” indicating a path to simplicity from complexity.

The design of research in the paper is exploratory and the paper takes a multidisciplinary approach. The model presented in the paper builds on analytics and systemics at the same time.

Simplicity can be seen in complex systems or situations if one can construct the reality (be that the current one that is being experienced or perceived or the future one that is being desired or envisaged) through the Cybernetics of Simplification model, establishing the effect-cause-and-effect and simultaneously following the frame of iterate and infer as a circular feedback loop; in the tradition of cybernetics of cybernetics.

It is yet to be applied.

The model in the paper seems to have far reaching implications for complex problem solving and enhancing understanding of complex situations and systems.

The paper has potential to provoke new ideas and new thinking among scholars of complexity.

The paper presents an original idea in terms of Cybernetics of Simplification building on the cybernetics of the self-observing system. The value lies in the unique perspective that it brings to the cybernetics discussions on complexity and simplification.

The purpose of this paper is to learn from successful educational frameworks how to inform a possible framework for design education that includes ecological literacy, systems thinking leading to more sustainable and ecological designs.

The author comparing two models for education, the first being that of the Polynesian Voyaging Society which re-emerged as a cultural and educational framework in Hawaii. Second that of the Center for Ecological Literacy in connection with the edible schoolyard. Both frameworks involve systems thinking.

Certain elements that may inform design education. Among these are attention and vision, values, care for nature, culture, community and learning based on systems thinking, exploration and perception of the environment. Language, traditions and a strong local grounding also play a role in the Hawaiian framework.

The sources are from personal observations in design education and documentation material provided by educators. The groups with which these principles were enacted are children, whereas my goal is to inform a framework for higher education.

The shared characteristics used in the two frameworks might be used to inform curricula for design education from both theoretical perspectives and practical applications.

Polynesian voyaging and ecological literacy have both been very successful as educational frameworks since their implementation. Designing is necessary and design education can possibly learn much from these two examples to adapt to future changes. Ecological literacy, an educational perspective, incorporates ideas around sustainability, networks, nested systems, circularity and flows, and using this knowledge to create “sustainable human communities.” Traditionally this is not part of design education.

The purpose of this paper is to target the problem of awareness of the history of cybernetics as a field with different actors inside and outside cybernetics. It provides a short overview on research and literature during the last two decades and pleads for a multiplicity of historical views.

Historical research, review of literature.

While it can be found that there was a growing historical interest in cybernetics, this cannot be claimed for the history of the American Society of Cybernetics (ASC) as an organization and a productive network. One reason seems to be the lack of archival sources. The article provides a proposal to reconstruct such an archive for the history of the ASC.

Stimulation of historical awareness for and in cybernetics.

The key ideas of cybernetics have remained unknown or misunderstood by contemporary technological societies. The purpose of this paper is to consider how best to assist individuals outside the cybernetics and systems communities in learning key concepts of cybernetics.

The main approach used to make this case is consideration of how individuals can come to understand circular systems and circular causality. The paper makes a case that if we want to assist interested others in learning cybernetics, we can best do so either by identifying where interested others already have experiences that they can reinterpret in terms of causality through investigation, analysis, and conversation or by designing experiences such as interactive models and simulations that become the basis of each user’s inventing an understanding of circular causality, and then, through analysis and conversation, refining that understanding. It provides examples, in particular, the example of how learning to sail a small boat involves the sailor in creating an intuitive (and possibly formal) understanding of wind, water, and boat as elements of a circular system. The paper considers the ethics of assisting others in learning cybernetic concepts such as circular causality.

The paper provides an approach to understanding cybernetic concepts that can be used with students and adults of all ages.

This paper ties together theoretical and practical considerations from a constructivist viewpoint.

Through the development of the example of the Greek helmsman, the kybernetes, the paper provides a point of departure for those in the cybernetics and systems communities involved in designing teacher-based or web-based materials for cybernetics.

The paper has value as a guide to practice.

The purpose of this paper is to determine if there is value in performing studies comparing a cybernetic approach over a traditional teaching approach in regards to improved pre-school tuition.

A two independent groups design was implemented with each group receiving a different treatment. The first group had their lesson presented in the traditional teaching approach while the second group were part of a cybernetic approach. After each group had their lesson, each child was assessed and asked a series of ten questions. The total correct answers for the traditional group was compared to the total correct answers of the cybernetic group. The results were statistically examined using a t-test and Pearson r correlation.

The group who took part in the cybernetic lesson had a 46 per cent increase in the total number of correct answers. The cybernetic approach to the pre-school lesson was an improvement in terms of memory retention. This initial study justifies a series of further experimental designs.

This study provides a basis for further studies of comparative educational approaches to pre-school education and learner memory performance. A cybernetic approach to pre-school instruction has a lot to offer and is especially beneficial for children who are learning language, whether first or second language. This is a model to develop further, for use in the teaching-learning environment.

The use of Teachback within a pre-school context may have additional benefits such as improved language acquisition through additional practice of verbal expression. A practical method of addressing the challenge of cybernetics training was also presented in this study.

When the Teachback is performed, the person creates a verbal expression based on their language and background. As the Teachback occurs in a social context amongst peers, an opportunity for an exploration into the diverse backgrounds of the individual pre-school children can take place, especially beneficial when in a multi-cultural setting.

There are few cybernetics studies conducted on pre-school aged children. This is the first study whereby cybernetic tools such as Teachback have been used in pre-school education.

The human system is developing into a global biocultural superorganism. However, in the process of aligning a stable global goal state, contemporary human control systems appear to be inadequate structures. The purpose of this paper is to help humanity contextualize the nature of our highest control systems and guide future structural control system decisions, by proposing the application of an Information-Energy Metasystem Model (IEMM).

IEMM is an evolutionary-cybernetic model built with biological, anthropological, and historical data, and constructed utilizing two cybernetic theories: metasystem transition theory and control information theory (CIT). The IEMM suggests that major control transitions are dependent on specific information-energy control and feedback properties.

Throughout our evolutionary history humans have stabilized three distinct metasystems in the general organization of bands/tribes stabilized by language-hunting feedback, chiefdoms/kingdoms stabilized by writing-agricultural feedback, and nation-states stabilized by printing press-industrial feedback. In the future, IEMM predicts that new global (or “glocal”) controls based on the internet as an information medium, and renewable energy as an engine for stabilization, could potentially generate a fourth metasystem. However, this is largely dependent on our own ability and willingness for fundamental structural control innovation.

This is the first paper to analyze the contemporary control system structure within the context of the whole of human evolution.