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Westrienen, Gerard van wrote:
Yaw Fitzgerald wrote:-----
>> I agree with Alistair Scott of the UK DFID. The work that is being done
by ID21 needs to be replicated. The important thing with the so called
knowledge overload is to sift the available information properly. >>I agree completely with Yaw Fitzgerald and favour activities like ID21.
Benking :
why do we reinvent the wheel?It seems to me that the pivotal issues might not be addressed through the above readings - the various titles indicating a clinical approach to 'humanity, information, and self-governance' in the current integrating world.work on overload is as old as ICT and somehow I feel it would be good to include some old work and initiatives which were too early, or were not understood, or the technology or we humans were not up to it.
If this group/lists are really wanting to look at the issues seriously and constructively we migth want to look at the work of UNU, UIA, and many other bodies nicelely summarized in:Project on Information Overload and Information Underuse (IOIU) of the Global Learning Division of the United Nations University (Area 6: Coding and the socio-cultural context of information, 1986)
Review of Frameworks for the Representation of Alternative Conceptual Orderings as Determined by Cultural and Linguistic Contexts
http://www.uia.org/uiadocs/lingcul.htmAnti-Developmental Biases in Thesaurus Design
Knowledge-Representation in a Computer-Supported EnvironmentAnti-Developmental Biases in Thesaurus Design
http://www.uia.org/knowledg/antidev.htmRepresentation, Comprehension and Communication of Sets: the Role of Numberp://www.uia.org/knowledg/numb0.htm
Global Strategies Project: Reframing the Unknown
7.2 Strategic denial: reframing the unknown
http://www.uia.org/strategy/72futled.htmDesign Considerations for Spatial Metaphors
http://www.uia.org/uiadocs/spatialm.htmand the efforts of EEES Environmental Experts of the Economic Summit (G7), UNEP, SRU and others some 15 and more years ago and where this efforts are now, and how they could fit into what is needed and possible.
Harmonization of Environmental Measurement
http://www.ceptualinstitute.com/genre/benking/harmonization/harmonization.htm
Access and Assimilation:
Pivotal Environmental Information Challenges -
Linking, Archiving, and Exploiting Multi-Lingual and
Multi-Scale Environmental Information Repositories
http://www.ceptualinstitute.com/genre/benking/aa/acc&assim.htm
Proposing a Conceptual Superstructure
Work-Report of a Vision to explore issue-scapes like virtual landscapes
http://www.ceptualinstitute.com/genre/benking/melbourne.htmREPORT TO THE CLUB OF ROME
'THE CAPACITY TO GOVERN' - Seven Points to Remember
http://www.ceptualinstitute.com/genre/benking/governance.htm#UNhere only "point" 6 and 7:
6. Research into spatial metaphors supporting local and global governance by enabling understanding of intersectoral strategic dilemmas of action and results chains in a symbolic and trans-cultural form, for shared exploration of issues and evaluation of proportions and consequences with differentiation between data, conjectures and 'noise' in policy information.7. Further development of a conceptual superstructure as a reference paradigm to ease access to salient data while avoiding unnecessary redundancy and overloads.
TERMINOLOGY and MLIS Multi-LINGUAL Information Society:
CONCEPT AND CONTEXT MAPPING -
TOWARDS COMMON FRAMES OF REFERENCE
http://www.ceptualinstitute.com/genre/benking/term/terminology.htmHere we write : we should not only change seats, but the script, when we are in the wrong film:
http://www.ceptualinstitute.com/genre/benking/ifsr/IFSRnov98pp.htm
Maybe some of the above is new to some members of this list
so we could assemble more force and depth to takle the issues, and not avoid problems of terminology, and frames, and sets, and and andOne central proble is that value is hidden and lost in volumes of noise. Solutions are proposed and elaborated and used in prototypes over th alst 20 and more years. If we could only see that there are ways to use other representation and (re)search paradigms.
heiner benking
First off, the simple reality is that each newborn brings 'potential' but comes into life a blank slate, not 'ignorant of' but 'innocent of' the comprehensions achieved by the elders who populate this new world. The knowledge and response choices of matured members don't flood the into new minds and autonomic reflexes. All that this 'new world' has must be experienced fresh, from the simplest relations on up. That which molded predecessors - even the most recent ones - are unknown to the lifespace of each newlife.
I don't care how flashfast that knowledge and wisdom can be transfered, it still takes time, years and personal experience to raise and hone a full population, coordinated in concerns and ways of doing things. What seems wasteful 'repetition' .. re-inventing the wheel .. is an unavoidable and necessary step of teaching ... required for each and every newlife to rise to the play of being. Impatience of the elderly ... in the name of their progress and efficient competence is not an acceptable attitude to impose on the nascent forming minds.
There is no 'short path' to raising comprehension levels. In a world of hyper-exponential information, millions of years of genetic experience has to adapt in ways that are 'known' yet open to new skills. No reductionist tricks or manipulations of the information environment will work unless emphasis is placed on the somatic visceral experiences of individuals ... self image of two competencies: the competence to encounter such a flood, and the competence to be a participating player in what's done with the flood.
Sailors do not control the ocean's vitality and vastness. They find a niche to surf among it's presence. Confronted with the vastness of hyper-quantities of information ... the first state of affairs is for each person to develop self-confidence. Learning by small steps, then moving to higher proportions ...and whether destined to be skimmers of the knowledge-body, creators of knowledge, or controllers of knowledge ... each life must have an image of their own competent relation to what they have learned and what they have yet to learn. Otherwise, the reaction will be sentient withdrawal. And, again, no manipulation of the environment will fix that if the mind dis-inclines to participate.
Nurturing and bolstering each cofident, competent step is necessary in the current leadership, emergent leadership and still formative leadership. It is 're-inforcement' co-joined with 'new education'. It's a process that will never stop. Society isn't a single organism that gains knowldege 'once' and knows it forever. We don't take one breath and assume that we will live 100 years. We don't eat one meal and assume that our energy will last forever.
Knowledge, experience, encounters, choices, are the same. I understand the notion of Art and Beauty, yet I never stop looking at more and different artwork or listening to new music. It refreshes my soul. It reinforces my snese of ideas. It iterates my place in the world and expands my appreciation for all that the world can be.
It is crucial, it is imperative, that the world being assembled now is not simply 'efficient' .. guaranteed to enact the way it was planned/hoped for. It is absolutely critical that STYLE ... including all possibilities ... be encouraged. The self of self-worth, the image of "I am / we are" ... ARTISANS ... more than mechanics. Because within that perception is the recognition of freedom, as a primal component of existence. It is the confidence and ability to be more and do more 'tommorow' than at this or any past moment.
In the phrase of Valery Kourinsky ... we are creating, transforming into, Homo Globalis. That is a Lifebeing, not a mechanism. It is a flourish and a joy, not an analytical state. The responsibility is on the teacher as much as on the student to transfer and nurture this crucial part of human-ness. Without it, the machinations of existence are void, and might as well not even exist. It is a presence-of-mind that esteems creativity and infuses meaning and purpose.
When that is the 'vision', then the 'what' of 'what needs to be done'
and 'how best to proceed' falls into place. The standard and criteria
will have been raised to its natural high place, and all the rest will
be creative adventure...for us and for our important progeny.
James Rose
Ceptual Institute
the Integrity Paradigm
<http://www.ceptualinstitute.com>
