Questions Arising from the Conference

Questions arising from the conference – re-typed by Michael Hohl and Thomas Fischer:

How should we act, learn and understand in order to act, learn and understand better?
Bill Olivier

What are the differences between acting – learning – understanding in individual etc. and system etc.?

What just happened?

How do I know when I/we see/have an adequate distinction of the difference between two distinctions, especially if, as I currently see, the new distinction evolves a new domain that is inherently different than that of either of the two being compared (in any given context)? And I hope to be able to change what I think later. Or put coyly: “What is the difference between two differences?”

What (ought to be) / are the ethical and political impacts of a CyberSystemic intervention? (Involving acting, learning and understanding)
Martin Reynolds

What is the function of un-learning (function of forgetting?) (function of loosing?) Does it exist? What is its value? How to become proficient in it? HOW TO LEARN TO UN-LEARN? Is this my real (how to learn to unlearn and to use un-learning? (proficiently)) question or is my real question in the doodles?
Jennifer Kanary

How can cybernetics make a difference to care for the ocean/sea/water and earth/land and air we breathe?
Peter Tuddenham

If becoming is understood as a chance what is unlearning?

Does knowledge about understanding, acting and learning increase the fun factor of understanding, acting and learning?

How can I/we avoid damaging existing acting & learning through trying too hard to understand them (like the centipede)?
Magnus Ramage

(How) Will my perceptions of the distinctions among acting, learning and understanding change as I reflect on this conference?
Allenna Leonard

When I really listened to people in my small group there was no redundant information.
Jerome Carson

What tools might I collect to help engender learning – acting – understanding by groups?
Noam Cook

It is my understanding that this way of holding a conference is helpful to designers + artists. Yes? If so, please explain why?
John Doe

How are the “new”? concepts found this weekend going to be applied?
Francesca Deià

How many different answers can we obtain to the enquiry of the conference?
Ricardo Barrera

Does the process of becoming wrought iron HAVE to be done with the classical (1967) steamhammer? (or are there alternatives?)
Jan Kuiper

What might the world and learning be like if our idea of what a computer is was NOT based on von Neumann architecture?
Mark Johnson

Is learning, acting and understanding at the same level of granularity (for individuals)?
Ludmila Malinova

How can I/we further distribute the benefits of the learning that has been achieved here through our own contexts of practice?
Barney Townsend

How can we treat the issue of gaps (disconnectedness) between understanding – learning and acting? Or do I not have to treat this as an issue?
Chathurika Kannangara

Acting, learning, understanding: Are the following terms also important here – memory, process, context, experience, mindful awareness, change, self-reflection, attention, focus, time, lifetime, subject-object unity, neocontextualization, unlearning and forgetting?
Bill Seaman

When I act on the basis of my present understanding – the structuring of my experiences into expectations – I may find both confirmation or/and surprise. I might call this “mistake”, “problem”, “error”, “friction” and so on… Confirmation of expectation reinforces my present understanding while error (might eventually) induce a new understanding so then I value error over confirmation. All errors are not equal – not in “importance” (who knows?) but in type. Can a “taxonomy of error” be developed to assist in my handling of them? Perhaps this would be a mistake.
Ted Krueger

How can we find out what we and others need to learn, to reach enough shared understanding, to support fruitful and positive collaborative action?
Simon Grant

Is the identity of second-order cybernetics inherently amorphous and fuzzy? Or might a more coherent identity emerge?

How can I make the questions I ask more like dancing?
Ben Sweeting

What was a question? (After Heinz von Foerster)
Albert Mueller

What can guide us in organizing 50 people in acting – learning – understanding?
Dai Griffith

Are there any relationships between acting, understanding and learning?

Can we talk or explain everything with cybernetics, effectively?

How can acting, learning, understanding lead to transferrable knowledge? How can this knowledge adapt over time?
Michael Hohl

Does the social media act as a “learning channel” between understanding and acting? A feedback channel for re-organization?
Faisal Kadri

Could an ethic for our living be that in reflecting on the acting – learning- understanding relationships we remember that we are always in acting (practice; doing) and if we treat acting as prime and act as often as possible in an emotion of love then this will always bring forth understanding?
Ray Ison

Why is “un-learning” a meaningful explanation concept since it is impossible except through physical injury?
Michael Lissack

Variety modulation (making new, dropping old distinctions): What do I do what I do this?
Thomas Fischer


Is the emergent property of misunderstanding and acting living?
Peter Bednar

How can we measure? Change? Learning? Unlearning?

How (what can I do?) to keep learning / understanding and acting fun and fresh?
Aartje Hulstein

How to use understanding and learning as states in pedagogy and in research? And would you or why would you do that?
Ann Morrison

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