Boundaries to cybernetics becoming a conceptual framework and metadiscipline in the psychologies

Abstract: Please refer to full text to view abstrac

Organization Cybernetics for Railway Supplier Selection

The comprehensive stimulation for this research arises from the necessity to continually understand and investigate the Information System (IS) discipline body of knowledge from organizational practice. Specifically, in this study, we focus on comparing a few available excellence frameworks, data analytics, and cybernetics approaches. Such knowledge and skill practice in the IS field is predominant for both IS research and teaching. On the other hand, to propose a relevant performance reporting model using data analytics and cybernetics that entail a body of knowledge and skill is crucial for the development and transformation of organizational excellence. Yet, it helps to design an online real-time organizational dashboard that produces knowledge for its application and decision-making within an organizational practice. IS discipline in an organization is comparatively young and its specification in academia as well as in practice is rapidly changing, we focus on the practical design, and IS structure for organizational excellence through employing information technologies

The role of context in decolonising engineering curriculums in proudly South African universities: a cybernetic perspective

Abstract: This paper addresses the epistemological challenges facing South African Public Universities in light of the #FeesMustFall campaign and the associated outcomes. Of particular interest are the academics who are to embrace the changes while they remain in the education system. The decolonisation of knowledge, which is still not clearly understood nor agreed upon, necessitates a rapid review of the status quo in the major universities and how they conduct their business. While transformation and decolonisation are not synonymous, the universities will be undergoing transformation to address the decolonisation needs of the majority of its students, which has already created dilemmas for the academics who have largely followed a Eurocentric approach, and are now to implement the changes addressing decolonisation. The immediate aspects facing the academics are the undefined curriculum changes, as well as the new teaching and learning strategies, which need to reflect the epistemology of the students addressing an Afrocentricity that has not been embraced in the past. A cybernetic perspective relying on Pask’s Conversation Theory may be integral in allowing the academics the skill to contextualise the curriculum, embracing those who are the consumers of this new co-created locally generated knowledge

A quantitative examination of two different teaching paradigms in a Germiston based pre‐school : a pilot study

Abstract: Please refer to full text to view abstrac

Winter 2015

https://nsuworks.nova.edu/shss_dialogs/1025/thumbnail.jp

The dialogical, the ecological and beyond

In this article Jon Goodbun and Ben Sweeting engage in a conversation about design and its complex relation to communication. They look at the role of dialogue, the dialogical (signifying signs), and the limitations of the dialogical as one considers contemporary processes of cybernetisation and how “asignifying signs” are produced and exchanged within complex systems of all kinds. Prompted by the opening question referring to cybernetics as a general study of information processes, focusing on the production, exchange, and consumption of meaning, not limited to a focus on digital logic, Goodbun and Sweeting revisit a plethora of positions on dialogue including those of Gordon Pask, Gregory Bateson, Ranulph Glanville, David Bohm among others. In so doing, they make clear certain semantic confusions related to terms such as communication vs. conversation, dialogue vs. discussion, and analogue vs. digital, and provide a richer understanding of why these semantic revisions are necessary for the context of everyday design practice. Using examples from their own research and teaching work, they point towards models where an alternative approach to communication that critically acknowledges the complications related to “asignifying signs” can help designers grapple with the ecological crisis in the contexts of politics, research, and education