{"id":780,"date":"2014-07-01T10:09:11","date_gmt":"2014-07-01T10:09:11","guid":{"rendered":"http:\/\/asc-cybernetics.org\/2014\/?page_id=780"},"modified":"2014-07-01T10:09:23","modified_gmt":"2014-07-01T10:09:23","slug":"michael-hohls-paper-proposal","status":"publish","type":"page","link":"https:\/\/asc-cybernetics.org\/2014\/?page_id=780","title":{"rendered":"Michael Hohl’s Paper Proposal"},"content":{"rendered":"

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Living in Cybernetics: Ecological literacy, design thinking and the pattern that connects<\/h3>\n

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\u201cWhat is the pattern that connects the crab to the lobster and the primrose to the orchid, and all of them to me, and me to you?\u201d Gregory Bateson<\/p>\n

Traditions:
\n5.\tEducation and conversation: Lewin, Martin, Pask, Scott
\n7.\tArt, design, music, literature; Brun, Clarke, Galuszka, Krippendorff, Pangaro, Parenti<\/p>\n

In this paper I reflect on how systems thinking, from a perspective of ecological literacy, can inform design thinking and may lead to a practice of lived Cybernetics.
\nEcological literacy, an educational perspective, incorporates ideas around sustainability, networks, nested systems, circularity and flows, among others. Cybernetics tries to understand complexity, and the relationship between systems and observers, with implications for the social sphere. Design thinking aims at understanding problems from a perspective of empathy, creativity, intuition and methodical analysis and reflection.
\nWhat is the pattern that connects these three practices?
\nAll three might be seen as practices of acting and understanding, as well as theoretical perspectives.<\/p>\n

(Additionally design can learn from principles that evolved in living systems over time, such as biomimetics or biomimicry.)<\/p>\n

The knowledge of living systems, design inspired by nature and the transition to a sustainable society are shared goals. <\/p>\n

In my view design thinking and cybernetic thinking may have a crucial role in contributing to a (design) education, such a \u2018transition design\u2019 (\u2018Transition towns\u2019), which also strongly relates to Donald Sch\u00f6n\u2019s ‘reflection in action’ and John Dewey\u2019s experiential learning cycle. <\/p>\n

Another important role in all three above mentioned practices, is played by \u2018embodiment\u2019, the idea that we think with our whole bodies as well as with our tools.
\nWhat may be gained through such a discussion?
\nUnderstanding how the three perspectives may mutually complement one another on multiple levels may lead to a more comprehensive and meaningful framework for education and also for lifelong learning.<\/p>\n

David Orr
\nLinda Booth Sweeney
\nFritjof Capra
\nHumberto Maturana
\nDonald Schon
\nAndy Clark
\nGeorge Lakoff
\nKlaus Krippendorff, The semantic turn
\nJohn Dewey, How we think
\nRichard Sennett, Together
\nNeil Postman, Teaching as a subversive activity
\nDonald Schon, The reflective practitioner
\nNigel Cross, Design Thinking
\nWeinberger, David, 2013, Knowledge in its natural state<\/i><\/p>\n

\nCybernetic traditions:<\/p>\n