The Algorithmic Origins of Life

Although it has been notoriously difficult to pin down precisely what it is that makes life so distinctive and remarkable, there is general agreement that its informational aspect is one key property, perhaps the key property. The unique informational narrative of living systems suggests that life may be characterized by context-dependent causal influences, and in particular, that top-down (or downward) causation -- where higher-levels influence and constrain the dynamics of lower-levels in organizational hierarchies -- may be a major contributor to the hierarchal structure of living systems. Here we propose that the origin of life may correspond to a physical transition associated with a shift in causal structure, where information gains direct, and context-dependent causal efficacy over the matter it is instantiated in. Such a transition may be akin to more traditional physical transitions (e.g. thermodynamic phase transitions), with the crucial distinction that determining which phase (non-life or life) a given system is in requires dynamical information and therefore can only be inferred by identifying causal architecture. We discuss some potential novel research directions based on this hypothesis, including potential measures of such a transition that may be amenable to laboratory study, and how the proposed mechanism corresponds to the onset of the unique mode of (algorithmic) information processing characteristic of living systems.Comment: 13 pages, 1 tabl

Standardization as emerging content in technology education at all levels of education

Integration of standardization into different levels of technology education has surfaced as a critical issue for educational practitioners and policy makers at national and regional (APEC, EU) level. In this paper, we describe and analyze empirical data collected from 118 educational experiences and practices about technology standards and standardization in 21 countries of a regional variety. Specifically, this research examines standardization education programs these countries have implemented, and explores suggestive indications for the design and development of an educational policy for standardization. Online surveys, offline interviews, face-to-face meetings and case studies have been used to determine the way these standardization education programs are segmented and implemented in different contexts. The findings are consolidated into a framework for standardization education. The framework presents an applicable combination of target groups (who), appropriate learning objectives (why), probable program operators (where), prospective contents modules (what), and preferred teaching methods (how). This framework may contribute to planning and implementing more inclusive standardization education programs