Resnick (1996) Beyond the Centralized Mindset – OpenEvo

Zum Inhalt springen

Lernplattform
Labs
- Educational Design Lab
- Community Science Lab
  - CSL Training Modules
Datenbanken
Über OpenEvo

Menü

Lernplattform
Labs
- Educational Design Lab
- Community Science Lab
  - CSL Training Modules
Datenbanken
Über OpenEvo

LiteratureBase

Beyond the Centralized Mindset

Resnick (1996) Beyond the Centralized Mindset

Abstract

In recent years, there has been a growing fascination with decentralized systems and self-organizing phenomena. Increasingly, people are choosing decentralized models for the organizations and technologies that they construct in the world, and for the theories that they construct about the world. But even as decentralized ideas spread through the culture, there is a deep-seated resistance to such ideas. In trying to understand patterns in the world, people often assume centralized control where none exists (for example, assuming that a „leader bird“ guides the rest of the flock). To probe how people think about decentralized systems, and to help them develop new ways of thinking about such systems, I developed a programmable modeling environment (called StarLogo) with which people can easily create and experiment with decentralized systems. StarLogo allows users to control the actions and interactions of thousands of artificial „creatures“ on the computer screen. I describe three StarLogo projects created by high-school students. Based on my observations of these (and other) students, I analyze the nature of the centralized mindset, and I discuss how people, through engagement with new types of computational tools and activities, can begin to move beyond the centralized mindset.

Link zur Publikation

Concepts Decentralized Self, Decentralized thinking, Metacognition, psychische Flexibilität, Systemdenken
Relevant learning goals Konzeptuelles Denken, Kritisches Denken, Metakognition, Systemdenken
Relevant subject areas Philosophie, Psychologie, Schulentwicklung
Relevant research methods Konzeptuelle Klärung, Content analysis
Relevant projects Annotated Reading List, Decentralized Self, Understanding Agency
Relevant school improvement goals Conceptual pluralism, Konzeptuelles Verständnis

Verwandte Unterrichtsmaterialien

Verwandte Literatur

Possessions and the Extended Self

Read now

Belk, R. W. (1988). Possessions and the Extended Self. Journal of Consumer Research, 15(2), 139–168.

Our possessions are a major contributor to and reflection of our identities. A variety of evidence is presented supporting this simple and compelling premise. Related streams of research are identified and drawn upon in developing this concept and implications are derived for consumer behavior. Because the construct of extended self involves consumer behavior rather than buyer behavior, it appears to be a much richer construct than previous formulations positing a relationship between self-concept and consumer brand choice.

Cognitive and Non-cognitive Values in Science

Read now

Longino, H. E. (1996). Cognitive and Non-Cognitive Values in Science: Rethinking the Dichotomy. In L. H. Nelson & J. Nelson (Eds.), Feminism, Science, and the Philosophy of Science (pp. 39–58). Springer Netherlands. https://doi.org/10.1007/978-94-009-1742-2_3

Underdetermination arguments support the conclusion that no amount of empirical data can uniquely determine theory choice. The full content of a theory outreaches those elements of it (the observational elements) that can be shown to be true (or in agreement with actual observations).2 A number of strategies have been developed to minimize the threat such arguments pose to our aspirations to scientific knowledge. I want to focus on one such strategy: the invocation of additional criteria drawn from a pool of cognitive or theoretical values, such as simplicity or generality, to bolster judgements about the worth of models, theories, and hypotheses. What is the status of such criteria? Larry Laudan, in Science and Values, argued that cognitive values could not be treated as self-validating, beyond justification, but are embedded in a three-way reticulational system containing theories, methods, and aims or values, which are involved in mutually supportive relationships (Laudan, 1984). My interest in this paper is not the purportedly self-validating nature of cognitive values, but their cognitive nature. Although Laudan rejects the idea that what he calls cognitive values are exempt from rational criticism and disagreement, he does seem to think that the reticulational system he identifies is independent of non-cognitive considerations. It is this cognitive/non-cognitive distinction that I wish to query in this paper. Let me begin by summarizing those of my own views about inquiry in which this worry about the distinction arises.

Autopoiesis, Adaptivity, Teleology, Agency

Read now

Di Paolo, E. A. (2005). Autopoiesis, Adaptivity, Teleology, Agency. Phenomenology and the Cognitive Sciences, 4(4), 429–452. https://doi.org/10.1007/s11097-005-9002-y

A proposal for the biological grounding of intrinsic teleology and sense-making through the theory of autopoiesis is critically evaluated. Autopoiesis provides a systemic language for speaking about intrinsic teleology but its original formulation needs to be elaborated further in order to explain sense-making. This is done by introducing adaptivity, a many-layered property that allows organisms to regulate themselves with respect to their conditions of viability. Adaptivity leads to more articulated concepts of behaviour, agency, sense-construction, health, and temporality than those given so far by autopoiesis and enaction. These and other implications for understanding the organismic generation of values are explored.

The Enactive Approach: theoretical sketches from the cell to society

Read now

Froese, T., & Di Paolo, E. A. (2011). The enactive approach: Theoretical sketches from cell to society. Pragmatics & Cognition, 19(1), 1–36. https://doi.org/10.1075/pc.19.1.01fro

There is a small but growing community of researchers spanning a spectrum of disciplines which are united in rejecting the still dominant computationalist paradigm in favor of the enactive approach. The framework of this approach is centered on a core set of ideas, such as autonomy, sense-making, emergence, embodiment, and experience. These concepts are finding novel applications in a diverse range of areas. One hot topic has been the establishment of an enactive approach to social interaction. The main purpose of this paper is to serve as an advanced entry point into these recent developments. It accomplishes this task in a twofold manner: (i) it provides a succinct synthesis of the most important core ideas and arguments in the theoretical framework of the enactive approach, and (ii) it uses this synthesis to refine the current enactive approach to social interaction. A new operational definition of social interaction is proposed which not only emphasizes the cognitive agency of the individuals and the irreducibility of the interaction process itself, but also the need for jointly co-regulated action. It is suggested that this revised conception of ‘socio-cognitive interaction’ may provide the necessary middle ground from which to understand the confluence of biological and cultural values in personal action.

Representation in Cognitive Science

Read now

Shea, N. (2018). Representation in cognitive science (First edition). Oxford University Press.

Our thoughts are meaningful. We think about things in the outside world; how can that be so? This is one of the deepest questions in contemporary philosophy. Ever since the ‚cognitive revolution‘, states with meaning-mental representations-have been the key explanatory construct of the cognitive sciences. But there is still no widely accepted theory of how mental representations get their meaning. Powerful new methods in cognitive neuroscience can now reveal information processing in the brain in unprecedented detail. They show how the brain performs complex calculations on neural representations. Drawing on this cutting-edge research, Nicholas Shea uses a series of case studies from the cognitive sciences to develop a naturalistic account of the nature of mental representation. His approach is distinctive in focusing firmly on the ’subpersonal‘ representations that pervade so much of cognitive science. The diversity and depth of the case studies, illustrated by numerous figures, make this book unlike any previous treatment. It is important reading for philosophers of psychology and philosophers of mind, and of considerable interest to researchers throughout the cognitive sciences.

The Self and its Disorders

Read now

Gallagher, S. (2024). The Self and its Disorders (1st ed.). Oxford University PressOxford. https://doi.org/10.1093/oso/9780198873068.001.0001

Shaun Gallagher offers an account of psychopathologies as disorders of the self. The Self and its Disorders develops an interdisciplinary approach to an ‚integrative‘ perspective in psychiatry. In contrast to some integrative approaches that focus on narrow brain-based conceptions, or on symptomology, this book takes its bearings from embodied and enactive conceptions of human experience. Gallagher offers an understanding of the self as a pattern of processes that include bodily, experiential, affective, cognitive, intersubjective, narrative, ecological and normative factors. He provides a philosophical analysis of the notion of self-pattern; then, drawing on phenomenological, developmental, clinical and experimental evidence, he proposes a method to study the effects of psychopathologies on the self-pattern. The book includes specific discussions of schizophrenia, anxiety disorders, depression, borderline personality disorder, and autism, among other disorders, as well as the effects of torture and solitary confinement. It also explores a variety of issues that relate to therapeutic approaches, including deep brain stimulation, meditation-based interventions, and the use of artificial intelligence and virtual reality.

« »

OpenEvo ist ein Bildungsprojekt der Abteilung für Vergleichende Kulturpsychologie am Max-Planck-Institut für evolutionäre Anthropologie.

Lernplattform
Labs
- Educational Design Lab
- Community Science Lab
  - CSL Training Modules
Datenbanken
Über OpenEvo

Lernplattform
Labs
- Educational Design Lab
- Community Science Lab
  - CSL Training Modules
Datenbanken
Über OpenEvo

Gestalten Sie die Zukunft der Bildung mit uns!

Creative Commons (CC-BY-SA) 2022 – OpenEvo