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Purpose – The purpose of this paper is to identify two ways of conceptualizing cellular automata (CA) systems: a utility-focussed approach focussed on modeling, simulation and prediction as typically found in science-based disciplines, and a second, exploration and speculation-focussed approach typically found in design-related contexts. These two approaches to CA are linked to first-order cybernetics and second-order cybernetics, respectively. Design/methodology/approach – The author illustrate and support the argument made by showing in a review of earlier work as well as three case studies of CA use in architectural design work how linear, science-based “first-order CA” cannot adequately support design processes. In such contexts, CA are typically adapted to allow for circular, conversational processes and to take involved observers into account. Findings – The analysis of the three case studies shows that design-oriented approaches to CA aimed at generating novelty require “second-order CA” – CA that are based on second-order cybernetic principles. Research limitations/implications – Limitations of this paper arise from the limited number of reported and analyzed case studies as well as from a necessary simplification and generalization of observations for the sake of brevity. Originality/value – Findings resulting from the investigation emphasize and extend early experimental approaches to CA in design-related contexts that conceived CA systems as part of conversational design processes. The transition from first-order to second-order CA is necessary to allow for speculative and explorative design conversations that support designers in generating novelty in conversational settings. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to discuss a Multi-perspective approach to knowledge production in terms of a set of cybernetic concepts relevant to the approach; to describe a software system that computationally embodies the approach; and to articulate a research project that pragmatically employs the approach. Design/methodology/approach -- A definition is provided. The paper uses a survey methodology, exploring relevant cybernetic and contemporary technological concepts. An operational software mechanism (The Insight Engine) is discussed that enables the bridging of transdisciplinary concepts by a user in the service of accretive research -- Recombinant Informatics. Findings -- Many cybernetic concepts are relevant to contemporary research into cognition and Neosentience research. More study needs to be undertaken related to historical BCL projects in terms of articulating relevance to contemporary research. Research limitations/implications -- Future research seeks to extend the computational functionality of "The insight engine", as well as uncover relevant BCL/cybernetic materials. Practical implications -- The software is unique in the field and already there is interest in its use by differing research communities including the Duke Institute for Brain Sciences, and at Stanford, research under Ian Hodder. Social implications -- The Insight Engine has potential to be used as a multi-perspective tool for many different fields enabling different forms of distributed, transdisciplinary team-based research. Originality/value -- This text is valuable to researchers interested in new forms of interface, augmentation of thought and learning via computational approaches; and the development of bridges between novel research areas, including contemporary, historical BCL, and other cybernetic inquiry. [ABSTRACT FROM AUTHOR]

Purpose In an ideal situation, the author would like to answer each of the following questions: What is Conversation? What is Theory? What is Conversation Theory, anyhow? How did it arise? Who participated? How is it a theory? Where did it end up? Is it interesting? How might it be useful? Where has it been applied? Why should you care? What does it offer the practice of education? Of design? Of ethics? Where is it headed? (Sorry, steering joke, since Conversation Theory is situated in cybernetics, the art of steering). The purpose of this paper is to answer as many of these questions as practical.Design/methodology/approach The seeds of Conversation Theory lie in Gordon Pask’s instincts and in his “making”. This paper begins by describing some of the machinery he constructed to explore human interaction. Next, a skeletal model of conversation is offered, and connections to Pask’s own diagrams are drawn. Complementary to these models of the structure of conversations are their consequences, which are described in broad terms rather than given in detail. Lastly, Pask’s approach to proposing a scientific theory, and his means of achieving it, are explained.Originality/value Conversation Theory is a thoroughly original body of work, unmatched by its range and specificity. It is little known and yet potentially profound, with a scope that has already influenced educational psychology, second-order cybernetics, knowledge modeling and software design. By describing its origins, models and implications, the author hopes its value can be extended to new generations and to new domains. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to consider the relevance of the literature of cybernetics for a positive psychology approach to dyslexia. Design/methodology/approach – A selective bibliography is presented, which reflects the exchange of ideas between the authors, two of whom work in the field of psychology, one in educational cybernetics and the other in information systems. Findings – Examination of the literature suggests that there is scope for the application of positive psychology to dyslexia. In the cybernetic literature there is little direct discussion of either positive psychology or dyslexia. However, these areas are linked by the themes of self-steering systems and of levels of learning. Cybernetics identifies systemic constraints and therapeutic approaches which can inform the use of positive psychology techniques with dyslexics. Originality/value – The paper documents the relevance of cybernetic analysis to the self-regulation carried out by dyslexics, and in so doing also enriches discourse on dyslexia in the field of psychology. The paper will be of value to those carrying out research into dyslexia, and to those who are supporting or working alongside people with dyslexia. [ABSTRACT FROM AUTHOR]

Purpose – 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. Design/methodology/approach – 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. Findings – 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. Research limitations/implications – It is yet to be applied. Practical implications – The model in the paper seems to have far reaching implications for complex problem solving and enhancing understanding of complex situations and systems. Social implications – The paper has potential to provoke new ideas and new thinking among scholars of complexity. Originality/value – 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. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explain some phenomena observed in the acquisition of motor skills: the loss of conscious access to knowledge of the structure of a skill and the awareness that an error has been made prior to the receipt of knowledge of results. Although there are rich descriptive accounts of skill acquisition in the literature, there are no satisfactory explanatory models of the cognitive processes involved. The paper provides such a model. Design/methodology/approach -- In the 1970s, the first author implemented a computer program model of the cognitive processes involved in learning and skill acquisition, based on a series of empirical investigations. Recently, with assistance from the second author, the model has been reviewed, updated and re-implemented. The paper sets this work in the broader context of a theory of learning and teaching, conversation theory. Findings -- The model provides a constructivist account of skill acquisition and associated phenomena. The model provides theoretical foundations for conversation theory. Practical implications -- The model adds to the understanding of motor skill acquisition and to the understanding of processes of learning and teaching in general. Originality/value -- The model and its interpretation are an original contribution to the skills acquisition literature. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to demonstrate the value of forum theatre as a means to promote second-order awareness of workplace conflict and to further pragmatise cyber-systemic awareness to a wider public.Design/methodology/approach A blended methodology rooted in grounded theory and action research is used to assess the individual learning of participants in a forum theatre intensive studying workplace conflict. The results are then briefly theorised through the lens of second-order cybernetics.Findings Data indicate significant growth in self, other and context awareness among participants. All three of these competencies can reasonably be considered components of second-order observation.Research limitations/implications The sample size thus far is, because of the time and resource constraints of the project, quite small, but the results strongly suggest a "proof of concept" that invites further study.Practical implications Institutions of various types that experience workplace conflict may be inspired to use similar methods. Cyberneticians and system scientists may also wish to avail themselves of these methods to communicate fundamental cyber-systemic concepts to a wider public.Social implications Buoyed by an empirical demonstration of its effectiveness in facilitating greater self-reflection and alternative action in situations of conflict, a wider uptake of forum theatre technique (and the cyber-systemic concepts entailed), can make a significant contribution to the resolution/dissolution of a variety of conflicts across society.Originality/value This is the only empirical investigation of the outcomes of forum theatre known to the authors. It is certainly unique in its second-order cybernetic framework. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose -- 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. Design/methodology/approach -- Cybernetic and educational literature supports an alternative approach to education. Design principles are identified for an alternative system. Findings -- 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. Social implications -- 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. Originality/value -- 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. [ABSTRACT FROM AUTHOR]

Purpose -- When reviewing the prospectus of mainstream universities that offer psychology majors, one would be hard-pressed to find any cybernetic approaches included in their course material. This is an unfortunate observation as most psychological problems arise in a relational context. Reasons for this status quo are presented. The purpose of this paper is to reduce obstacles for prospective learners in cybernetic psychology, with the hope that cybernetic psychology may be assimilated and seen as an equal footing paradigm in mainstream psychology teachings. Design/methodology/approach -- A popular cybernetics web site is often used by students who are learning cybernetic psychology. Using the responses from students who frequent the online resource, solutions are presented based on the questions that students have asked the author of the site. Findings -- Students are taught different therapy paradigms in terms of models; the psychodynamic model, the medical model, the person-centred model; the systems model and so forth. Their position to the model is external and they can critically evaluate the different models and apply each model in an interpretation and analysis of various psychology case studies. Cybernetic psychology becomes problematic when that line of thinking is used. Practical implications -- Cybernetic psychology stands as an ethical choice for therapy. Reducing the boundaries for cybernetic therapies to be assimilated in the mainstream context, especially if offered by universities as an equal footing paradigm, which would be in keeping with the WHO's call for responsible ethical therapy interventions. Originality/value -- There is limited information on how to perform cybernetic psychology. This is understandable owing to the nature of cybernetics; however, reliable and stable approaches should still be available for students who are new to this epistemology. There needs to be an entering point into this way of thinking so that cybernetic psychology remains accessible to newcomers. [ABSTRACT FROM AUTHOR]