Questions arising from the conference – re-typed by Michael Hohl and Thomas Fischer:<\/p>\n
How should we act, learn and understand in order to act, learn and understand better?
\nBill Olivier<\/i><\/p>\n
What are the differences between acting – learning – understanding in individual etc. and system etc.?
\nanon<\/i><\/p>\n
What just happened?
\nBernard<\/i><\/p>\n
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: \u201cWhat is the difference between two differences?\u201d
\nPille<\/i><\/p>\n
What (ought to be) \/ are the ethical and political impacts of a CyberSystemic intervention? (Involving acting, learning and understanding)
\nMartin Reynolds<\/i><\/p>\n
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?
\nJennifer Kanary<\/i><\/p>\n
How can cybernetics make a difference to care for the ocean\/sea\/water and earth\/land and air we breathe?
\nPeter Tuddenham<\/i><\/p>\n
If becoming is understood as a chance what is unlearning?
\nMGPLN<\/i><\/p>\n
Does knowledge about understanding, acting and learning increase the fun factor of understanding, acting and learning?
\nAstrid<\/i><\/p>\n
How can I\/we avoid damaging existing acting & learning through trying too hard to understand them (like the centipede)?
\nMagnus Ramage<\/i><\/p>\n
(How) Will my perceptions of the distinctions among acting, learning and understanding change as I reflect on this conference?
\nAllenna Leonard<\/i><\/p>\n
When I really listened to people in my small group there was no redundant information.
\nJerome Carson<\/i><\/p>\n
What tools might I collect to help engender learning – acting – understanding by groups?
\nNoam Cook<\/i><\/p>\n
It is my understanding that this way of holding a conference is helpful to designers + artists. Yes? If so, please explain why?
\nJohn Doe<\/i><\/p>\n
How are the \u201cnew\u201d? concepts found this weekend going to be applied?
\nFrancesca Dei\u00e0<\/i><\/p>\n
How many different answers can we obtain to the enquiry of the conference?
\nRicardo Barrera<\/i><\/p>\n
Does the process of becoming wrought iron HAVE to be done with the classical (1967) steamhammer? (or are there alternatives?)
\nJan Kuiper<\/i><\/p>\n
What might the world and learning be like if our idea of what a computer is was NOT based on von Neumann architecture?
\nMark Johnson<\/i><\/p>\n
Is learning, acting and understanding at the same level of granularity (for individuals)?
\nLudmila Malinova<\/i><\/p>\n
How can I\/we further distribute the benefits of the learning that has been achieved here through our own contexts of practice?
\nBarney Townsend<\/i><\/p>\n
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?
\nChathurika Kannangara<\/i><\/p>\n
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?
\nBill Seaman<\/i><\/p>\n
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 \u201cmistake\u201d, \u201cproblem\u201d, \u201cerror\u201d, \u201cfriction\u201d 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 \u201cimportance\u201d (who knows?) but in type. Can a \u201ctaxonomy of error\u201d be developed to assist in my handling of them? Perhaps this would be a mistake.
\nTed Krueger<\/i><\/p>\n
How can we find out what we and others need to learn, to reach enough shared understanding, to support fruitful and positive collaborative action?
\nSimon Grant<\/i><\/p>\n
Is the identity of second-order cybernetics inherently amorphous and fuzzy? Or might a more coherent identity emerge?
\nAnon<\/i><\/p>\n
How can I make the questions I ask more like dancing?
\nBen Sweeting<\/i><\/p>\n
What was a question? (After Heinz von Foerster)
\nAlbert Mueller<\/i><\/p>\n
What can guide us in organizing 50 people in acting – learning – understanding?
\nDai Griffith<\/i><\/p>\n
Are there any relationships between acting, understanding and learning?
\nAnon<\/i><\/p>\n
Can we talk or explain everything with cybernetics, effectively?
\nAnon<\/i><\/p>\n
How can acting, learning, understanding lead to transferrable knowledge? How can this knowledge adapt over time?
\nMichael Hohl<\/i><\/p>\n
Does the social media act as a \u201clearning channel\u201d between understanding and acting? A feedback channel for re-organization?
\nFaisal Kadri<\/i><\/p>\n
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?
\nRay Ison<\/i><\/p>\n
Why is \u201cun-learning\u201d a meaningful explanation concept since it is impossible except through physical injury?
\nMichael Lissack<\/i><\/p>\n
Variety modulation (making new, dropping old distinctions): What do I do what I do this?
\nThomas Fischer<\/i><\/p>\n
Embodying?
\nAnon<\/i><\/p>\n
Is the emergent property of misunderstanding and acting living?
\nPeter Bednar<\/i><\/p>\n
How can we measure? Change? Learning? Unlearning?
\nAnon<\/i><\/p>\n
How (what can I do?) to keep learning \/ understanding and acting fun and fresh?
\nAartje Hulstein<\/i><\/p>\n
How to use understanding and learning as states in pedagogy and in research? And would you or why would you do that?
\nAnn Morrison<\/i><\/p>\n","protected":false},"excerpt":{"rendered":"
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.? anon What just happened? Bernard How do I know … <\/p>\n