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In part 1 of this paper the organisation was modelled as a socio‐cognitive agency with a normative personality, where patterns of behaviour occur through underlying trait control processes, and from which specific behaviours can be predicted. However, prediction is dependent on a stable agency orientation which occurs in normal conditions of homeostatic equilibrium. In post‐normal conditions the immanent dynamics of the agency have the potential to change its orientation leading to a lesser likelihood of predicting behaviour. Using information theory, this paper aims to further develop the model to show how it is possible to predict behaviour in post‐normal conditions. It also aims to consider the nature of agency pathologies.

The information theory approach of Frieden is harnessed to explain the immanent dynamics of the agency, and explore the likelihood of predicting its behaviour.

The outcomes of the research formulate the cognitive processes of normative personality such that its potential behaviour in given situations can be predicted, even potentially where the agency has pathologies.

There are no comparative approaches to explore organisational behaviour and their potential pathologies.

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.

This chapter considers some of the limit points of contemporary relations between International Large-Scale Assessments, learning analytic platforms, and theories of mind circulating in contemporary comparative and transnational educational policy discourses. First, aspects of the rise of Big Data and predictive analytics are historicized, with particular attention to how emergent notions of concepts like an intelligent educational economy paradoxically seem to offer unprecedented opportunities for personalizing education that increasingly rely on efforts to construct, universalize, and predict transnational benchmarks. Then, the chapter pursues how such efforts to universalize measures and predict changes have located the mind as a primary target for solving social problems through educational reform. More specifically, the emergence and circulation of the perceptron in the United States during the 1950s and 1960s is suggested as one example of how efforts to model the human mind as a neuro-dynamic learning system became entangled with efforts to produce universal, mobile, and adaptive neuro-dynamic learning systems targeting the transnational optimization of human minds.

This article aims to explore anticipation from an ontological point of view and to analyze in particular some of Nicolai Hartmann's ideas.

The paper presents a conceptual analysis of an ontological theory of anticipation.

Analyzing philosophical problems related to “futures” and “anticipation”, to the framework of modal categories, and connecting Hartmann with Ludwig von Bertalanffy and comparing the outcome with some Artistotelian theses, offers a philosophical perspective on futures studies.

The “human” phenomenon of anticipation will be defined as possibly the only form of authentic anticipation, interpreted as a teleological act.

The result is obtained through the distinction, articulated for each level of reality, among different kinds of determination.

This chapter will examine ideological debates currently taking place in academics. Anthropologists – and all academic workers – are at a crossroads. They must determine what it means to “green the academy” in an era of permanent war, “green capitalism,” and the neoliberal university (Sullivan, 2010). As Victor Wallis makes clear, “no serious observer now denies the severity of the environmental crisis, but it is still not widely recognized as a capitalist crisis, that is, as a crisis arising from and perpetuated by the rule of capital, and hence incapable of resolution within the capitalist framework.”

Taoist thought is not easily penetrable for Westerners, though it has growing importance with the globalisation of Chinese commerce. The purpose of this paper is to explore some aspects of Chinese and Taoist thought, and how they can be expressed in cybernetic terms, using a knowledge cybernetics (KC) schema.

KC operates through metaphor the role of which is considered with respect to its application to the specific area of urban landscaping.

A new methodological approach is indicated that is capable of linking Western landscape theory with Taoist feng shui. The traditional approach to critical planning has been in principle enhanced through the idea of landscape canonical harmony that comes from Taoist feng shui. It is also shown that the activity phases in urban landscape design are ontologically different, and use distinct types of energy measures.

The research uses KC as a vehicle for the development of a landscaping methodology that draws on both traditional Western and Chinese Taoist approaches. It requires application to real situations to draw out its practical capacities.

This is apparently the first time that a synergy between Western and Chinese approaches to landscape design and development has been attempted that results in the proposal of a complete methodology.

The successful use of this methodology could demonstrate that Western and Chinese approaches to landscape design are relatable.

At the virus' US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with intensification (Apple, 1986), as school struggles to adapt to a rapidly changing social and educational landscape, socioemotional stressors and occupational responsibilities increase. Through the metaphoric (Craig, 2018) image of a candle, and using the tools of narrative inquiry (Connelly & Clandinin, 1990) – broadening, burrowing, storying, and restorying – we surface four teachers' lived experiences in a year filled with incredible grief and loss, socio-political-cultural trauma, racial strife, and personal-professional challenges to show their resolve and resiliency to persevere through and beyond burning out.