Universities are explicitly sites of thinking: they present myriad ways to think – and to provoke thinking. We address thinking relationally, that is, by doing it under provocation – it is in the doing of thinking that our learning emerges. In this chapter, we develop the significance of this ‘learning thinking by doing thinking’ to which Heidegger, in What is Called Thinking (1954) draws attention, and we do so by setting out a contemporary (...) account of complexity. First, we provide a theorisation of complexity, which comes across from the natural sciences to the social sciences, though in a somewhat different form. Secondly, we put this theorisation to work, in raising some challenges and opportunities for re-thinking thinking for universities, by tackling some of the big issues facing learning in universities. These include excessive individualism, narrow cognitivism and an emaciated notion of learners’ agency, all of which under-acknowledge the formative power of groups, especially for shaping subsequent professional practice broadly conceived. We close with some practical implications for universities’ core work of this complexity thinking ‘take’ on thinking. We advocate ‘thinking relationally’ as central and indeed constitutive of universities. (shrink)

The need to establish a research field within psychology didactics at secondary level has recently been voiced by several researchers internationally. An analysis of a Swedish case coming out of secondary level education in psychology presented here provides an illustration that complexity thinking – derived from complexity theory – is uniquely placed to consider and indicate possible solutions to challenges, described by researchers as central to the foundation of a new field. Subject-matter didactics is defined for the (...) purpose of this paper as a combination of general didactics and subject- matter content, and considering the international nature of research traditions coming out of psychology, the implications of the results presented here cannot be regarded as limited solely to national concerns. An on-line survey was sent to secondary schools in Sweden. Discussions and lectures along with teaching to the book – alternatively used as inspiration – emerged as central from the thematic analysis of the results, providing the first mapping of teaching practices in secondary level psychology in Sweden. An analysis, founded on complexity thinking – combined with a model enabling a delimitation of the scope of study – focused on time use and the importance placed on self-knowledge, along with the transformation of theory into practice. The former pointing to a teacher centred nested subsystem (e.g. asymmetric relations between teachers and students), the latter pointing to student centred nested subsystems coming out of embodied knowledge (e.g. students as node) where psychological perspectives are learnt through self-reflexion, case studies and everyday life experiences (turning theory to practice), implying a holistic approach. The analysis applied to the Swedish case provides an illustration of how complexity theory has the potential to address challenges at micro and macro level to the establishment of a new research field in psychology didactics and to indicate possible solutions. Psychologies high relevance to everyday life, multi-causality, perspective pluralism, dynamic systems character and scientific character, makes complexity thinking a relevant approach in the consideration of challenges to the establishment of a research field in didactics of psychology. (shrink)

After a number of general considerations, without meaning in any sense a reductionist approach, this paper argues in favour of the mathematics of discrete systems and of the non-classical logics, and claims that a complex thinking both entails and crosses through those domains. Such a proposal, it is argued, has not been a general concern until to-date among the communities of complexologists. At the end, several consequences are withdrawn at understanding what truly thinking about complexity is all (...) about. Luego de varias consideraciones de orden general, y sin que se asuma en absoluto una postura reduccionista, este texto argumenta a favor de la tesis según la cual pensar la complejidad con la ciencia de punta implica considerar los modos y grados como las matemáticas de sistemas discretos y las lógicas no-clásicas contribuyen a la dilucidación de lo que es un pensar la complejidad. Estas consideraciones no han sido incorporadas en general por parte de la comunidad de complejólogos. Al final se extraen algunas de las consecuencias de lo que, consiguientemente, sea pensar la complejidad. (shrink)

Responding to Kunneman’s argument that the notion of ‘ethical complexity’ introduces an existential and ethical turn in the field of complexity thinking, it is argued that Kunneman’s concept of ‘diapoiesis’ corresponds to a critical interpretation of ‘complexity thinking’. By applying critical complexity thinking to the notion of voluntary work, Kunneman explores the possibility of rearticulating the notion of voluntary work outside the boundaries of the static economic paradigm of consumption and production of labor. (...) He redefines voluntary work in terms of the many tensions that emerge as a result of belonging to a number of spheres simultaneously. Reconfigured by what can be called a ‘dialogical hermeneutics of complexity thinking’ Kunneman exposes the moral narrative that underpins the ethical imperative that is inextricably linked to ‘civic meaningfulness’. (shrink)

After two centuries, the Diltheyan idea of the incommensurability of the natural and social sciences remains hegemonic. Alternative visions have since been overlooked; in this regard, the Baden neo-Kantian school showed that any divergence concerns implied method and not the phenomenal object of studies. W. Windelband coined the terms “nomological” and “idiographic” to underline how each discipline can be explained as a science of both law and events. To begin, I will show how complex thinking can expand and institute (...) a general integrative frame that overcomes the assumed incommensurability. By “complex,” I mean an anti-reductionist approach to understanding and a consequent ability to reveal the phenomenal world in terms of nested self-organized systems. Social and natural systems are persistent coalescences of individual entities showing series of interduality such as unicity and multiplicity, top-down conservation and bottom-up inno- vation, constraint of law and freedom of agencies. The two instances are maintained together by the rejection of abstracted and isolated concepts and the embrace of a general principle of indeterminacy resolving the apparent contradiction within the parallelization of the extremes as two different moments of analyses rooted in the social and natural classical methods. This paper considers both a) the Positivist attempt in the XIX century to approach the study of social phenomena in terms of law and b) the emergence of a general social science embracing the principle of acasuality, adapted from the study of the subatomic phenomenal world in quantum theory. Finally, this paper sketches how complex methodology can address historical and social studies with system theory in order to overcome classical dualities such as determinism vs. freedom, social vs. individual, and top down conservation vs. bottom up innovation in the form of an integrative parallelization. (shrink)

In this paper, we explore the methodological challenge of ensuring coherence between the conceptualisations and assumptions underlying our research and the nature of the methods chosen to tackle our phenomena of interest. We illustrate this challenge by elaborating on the methodological thinking which guided the development of a new method for mapping and analysing changes regarding complex thinking, conceptualised from an enactive, embodied, processual and dynamic perspective. We highlight how our ontological and epistemological assumptions, as well as our (...) pragmatic concerns simultaneously posed challenges and pointed towards solutions, describing broad features of this new visual qualitative method — Complexigraphy — for mapping and analysing changes in complex thinking, while supporting their performance. We propose this method as a potential way of mapping and performing change in complex entities with fuzzy and ill defined boundaries, through a complex process of coupling with the objects, making it particularly suitable for investigating the experience of thinking. (shrink)

Morin (1921) founded the complex mode of thinking in order to remedy the defects of the Western classic simple mode of thinking. In doing so, he approached to some degree the mode of thinking inherent to the Eastern civilization. This article elucidates that for some principles of Morin's complex thinking, such as correlation of opposites, recursive causality, and union of unity of multiplicity, there were similar ideas in Chinese classic philosophy. This shows that the complex paradigm (...) of thinking, in a certain point of view, will be the fusion of Western and Eastern cultural factors. Besides, in integrating his theory of complexity with the reality of our time to find out solutions to the issues of globalization, Morin has become one of the representative thinkers of the planetary age of humankind. (shrink)

Richard Dawkins has popularized an argument that he thinks sound for showing that there is almost certainly no God. It rests on the assumptions (1) that complex and statistically improbable things are more difficult to explain than those that are not and (2) that an explanatory mechanism must show how this complexity can be built up from simpler means. But what justifies claims about the designer’s own complexity? One comes to a different understanding of order and of simplicity (...) when one considers the psychological counterpart of information. In assessing his treatment of biological organisms as either self-programmed machines or algorithms, I show how self-generated organized complexity does not fit well with our knowledge of abduction and of information theory as applied to genetics. I also review some philosophical proposals for explaining how the complexity of the world could be externally controlled if one wanted to uphold a traditional understanding of divine simplicity. (shrink)

Main principles of the complex nonlinear thinking which are based on the notions of the modern theory of evolution and self-organization of complex systems called also synergetics are under discussion in this article. The principles are transdisciplinary, holistic, and oriented to a human being. The notions of system complexity, nonlinearity of evolution, creative chaos, space-time definiteness of structure-attractors of evolution, resonant influences, nonlinear and soft management are here of great importance. In this connection, a prominent contribution made to (...) system analysis and to a necessary reform of education and thinking by Edgar Morin is considered. (shrink)

“복합교육” 은 모랭의 “복잡성 사유”를 주제의식으로 삼고 바디우의 (공백·순수다수) 존재론에 정초한 교육이다. 복합교육은“복합증명윤리론”의 개념을 통해인간 정신의 본성이 실천되는 양상으로 나타난다. 다학문적·다차원적·복합적·복수적인 모랭의 복잡성 사유 개념은, 바디우가 존재론을 집합론으로 선언한 얼개를 바탕으로 이론적 정당성과 실천적 당위성이 확보된다. 즉 복잡성 사유는 존재의 가장본질적 모습인 공백의 바디우 존재론에 의해 논의되어야 한다. 왜냐하면 복잡성 자체(complexity itself)가 단순화 패러다임에 의해 정의·설명·규정되는 우(愚)를 피해야 하기 때문이다. 이런 점의 실천성에 관하여 본 연구는 “순환파생운동”이라는 복잡성존재론에관해 논한다. 그 운동은 무한한 속성을 지닌──힐베르트 무한 호텔로 예증이 가능한──인간 본성의 정신 (...) 환경에서, “공백의 존재론적 특징”과 “일차상황부터메타구조(멱집합적상황상태) 자체” 까지 “복합증명식운동”으로 복잡성이 실현되어가는 양상의 개념이다. 복잡성 사유가 순환파생운동으로 실천될 때, 가장 먼저 정신의 내면에서 “자기예속화”에 대한 반성이 이루어진다. 그러한 반성(자기비판성)을 기초로 “건설적 합리성”이 정신 환경에 구축된다. 그러한 구축은 복합교육으로더욱 심화·확장된다. 이런 복합교육적심화·확장은 윤리적 실천(복합증명 윤리론)을 도모하는 양성 피드백작용으로 사회문화로 파급된다. 복합증명윤리론의 순환파생운동은 공백의 창발적 성찰과 기존상황의재성찰(반성)이 메타구조화를 통해 현시된다. 그러한 현시적 상황상태에서바디우의 “사건”은 창발된다. 바디우는 사건을 통해서만 “진리”와 “주체”가 형성된다고 말한다. 이는 집합론에서부분집합이 생성되는 “선험적 조건에 관한 음함수적 논리”에 의해, “위상학의 연속함수와 역함수로 전단사(일대일대응)의 내적 관계”가 형성되는 과정으로 증명된다. 복합증명은연역적 증명의 “우연적(일자가 아닌 순수 다수의 강제성)” 후(後)사건성의 장(field)에서 실행된다. 본 연구에서 그러한 실천성을 “시험문제를 복합증명하는 학생” 프로젝트로 제안한다. “학생”이 시험을 치룬 후, 그 시험문제를 직접 파악하고 증명하는 절차(후사건에서의 우연·다수·멱의 진리)를 강제하는 프로젝트다. 그 프로젝트는 시험문제상황이학생에 의해 순환파생운동으로 파급되면서, 새로운질서를 창발하는 사건을 일으키는 것을 목적으로 한다. 그 목적에 따라 학생은 새로운(메타존재론적) “진리질서” 를 창안한다. 이러한 진리를 충실히 실천하면서, 학생은 비로소 “주체”의 위상을 획득한다. 결론적으로, 현교육은 복합교육을통해서“인간이 다른 동물과 다른 점은 바로 이런 물음을 스스로 던지고 성찰하는 자세”라는 점을 학생 스스로가 주체적으로 보여줄 수 있게 해주는 윤리적 덕목을 실현할수 있는 장(field)을 마련하도록 최선을 다해야 한다. (shrink)

El presente texto tiene por objetivo plantear una propuesta educativa que complejice la manera de pensar de los adolescentes escolarizados y, por lo tanto, su manera de convivir con la incertidumbre, el devenir y la otredad. Con miras a ello, se parte de la formulación de un “método” –palabra clave en este trabajo– basado en las filosofías de la Escuela de Frankfurt y Edgar Morin, que sea capaz de hacerse cargo de la multidimensionalidady multirreferencialidad de la realidad: el pensar dialéctico (...) y complejo. Se considera que solo un pensar de estascaracterísticas, un pensar que convierte al sujeto en estratega, construirá ciudadanos capaces de hacerse cargo desus democracias. Se procura esclarecer la conexión entre educación y política para poner la primera como basey motor de la segunda. A continuación, se describe la propuesta educativa para formar ciudadanos complejos, la cual se basa en la recuperación de una cultura profunda capaz de complejizar el pensar de los adolescentes yalejarlos de discursos simplistas y totalizadores. Finalmente, se concluye que la única manera de evitar nuevas barbaries como la de Auschwitz –como campo de exterminio, pero, sobre todo, como metáfora del lugar al que se puede llevar el conocimiento sin un pensamiento educado que lo guíe– es promover una educación para lacomplejidad, la comprensión y la libertad. (shrink)

Providing a critique of the ways that complexity theory has been applied to understanding organizations, and outining a new direction, this book calls for a radical re-examination of management thinking.

The theory of nonlinear complex systems has become a successful and widely used problem-solving approach in the natural sciences - from laser physics, quantum chaos and meteorology to molecular modeling in chemistry and computer simulations of cell growth in biology. In recent times it has been recognized that many of the social, ecological and political problems of mankind are also of a global, complex and nonlinear nature. And one of the most exciting topics of present scientific and public interest is (...) the idea that even the human mind is governed largely by the nonlinear dynamics of complex systems. In this wide-ranging but concise treatment Prof. Mainzer discusses, in nontechnical language, the common framework behind these endeavours. Special emphasis is given to the evolution of new structures in natural and cultural systems and it is seen clearly how the new integrative approach of complexity theory can give new insights that were not available using traditional reductionistic methods. (shrink)

Until recently, cognitive science focused on such mental functions as problem solving, grammar, and pattern-the functions in which the human mind most closely resembles a computer. But humans are more than computers: we invent new meanings, imagine wildly, and even have ideas that have never existed before. Today the cutting edge of cognitive science addresses precisely these mysterious, creative aspects of the mind.The Way We Think is a landmark analysis of the imaginative nature of the mind. Conceptual blending is already (...) widely known in research laboratories throughout the world; this book, written to be accessible to both lay readers and interested scientists, is its definitive statement. Gilles Fauconnier and Mark Turner show that conceptual blending is the root of the cognitively modern human mind, and that conceptual blends themselves are continually combined and reblended to create the rich mental fabric in which we live.The Way We Think shows how this blending operates; how it is affected by (and gives rise to) language, identity, culture, and invention; and how we imagine what could be and what might have been. The result is a bold and exciting new view of how the mind works. (shrink)

It is usually assumed in debates about systems thinking, complexity and the philosophy of science that science is primarily about observation. However, the starting point for this paper is intervention, defined as purposeful action by an agent to create change. While some authors suggest that intervention and observation are opposites, it is argued here that observation should be viewed as just one type of intervention. We should therefore welcome scientific techniques of observation into a pluralistic set of intervention (...) methods, alongside methods for exploring values, reflecting on subjective understandings, planning future activities, etc. However, there is a need to explicitly counter a possible pernicious interpretation of this argument: intervention could be viewed as flawlessly pre-planned change based on accurate predictions of the consequences of action. This is the mechanistic world-view that systems thinking and complexity science seek to challenge. Therefore, having redefined scientific observation as intervention, the paper revisits insights from systems thinking and complexity to propose a methodology of systemic intervention. Some brief reflections are then provided on the wider social implications of this methodology. (shrink)

Even beginners and young graduate students will have something to learn from this book." (Andre Hautot, Physicalia, Vol. 57 (3), 2005)"All-in-all, this highly ...

What do a short car trip, a pandemic, the wood-wide fungal web, a challenging learning experience, a storm, transport logistics, and the language(s) we speak have in common? All of them are systems, or multiple sets of systems within systems. What happens in any set of circumstances will depend on a mix of initial conditions, complexity dynamics, and the odd wild card (e.g., a chance event). While it is possible to model and predict what might or perhaps should happen, (...) it is impossible to be certain. "It depends" thinking needs to be applied. Future-focused literature identifies complex systems thinking as an essential capability for citizenship, and this book sets out to show teachers how they might foster it-for themselves as well as for their students. There are implications for pedagogy, curriculum, and assessment. Multiple examples show what changes might look like, for students of different ages, and in different subject contexts. This is a book of several layers: It is both practical and philosophical. There is explicit discussion of parallels between complexity science and indigenous knowledge systems (specifically mātauranga Māori in the New Zealand context). The many examples are designed to appeal to general readers with an interest in the complex challenges facing contemporary societies, as well as to teachers at all levels of the education system. (shrink)

In this paper we continue an ongoing dialogue that has as its goal the critical appraisal of theoretical perspectives on culture and health, in an effort to move forward scholarship on culture and health. We draw upon a programme of scholarship to explicate theoretical tensions and challenges that are manifest in the discourses on culture and health and to explore the possibilities Bourdieu's theoretical perspective offers for reconciling them. That is, we hope to demonstrate the need to move beyond descriptions (...) ‘of’ culture to an understanding of cultures as dynamic, and to show ways cultural practices create contexts that have the potential to foster or impede health.In our early research, largely undertaken in Canada's multicultural context, we sought to make visible the ways in which culture shaped conceptions of health and influenced health practices of immigrant groups. In recent years this focus has expanded to include populations that reflect the cultural and social diversity of our region. From the outset we attempted to move towards a conception of culture as negotiated, unifying, transformative and dynamic. While this position continues to hold appeal we are continually reminded that, despite our leanings towards constructivism, there is salience to the notion of culture as having enduring elements. It is this tension between the view of culture as embodied and enduring and culture as constructed and dynamic that we seek to examine.We explore whether Bourdieu's theoretical perspective offers promise for reconciling these apparently competing views. Using exemplars from our research we share insights that Bourdieu's work has offered to our analyses, thereby enabling us to move towards a view of culture that holds in tension these apparently contradictory positions of culture as both essence (albeit unstable, negotiated) and constructed. (shrink)

We investigated the contributions of familiarity of setting, self-relevance and self-projection in time to episodic future thinking. The role of familiarity of setting was assessed, in Experiment 1, by comparing episodic future thoughts to autobiographical future events supposed to occur in unfamiliar settings. The role of self-relevance was assessed, in Experiment 2, by comparing episodic future thoughts to future events involving familiar others. The role of self-projection in time was assessed, in both Experiments, by comparing episodic future thoughts to (...) autobiographical events that were not temporal in nature. Results indicated that episodic future thoughts were more clearly represented than autobiographical future events occurring in unfamiliar setting and future events involving familiar others. Our results also revealed that episodic future thoughts were indistinguishable from autobiographical atemporal events with respect to both subjective and objective detail ratings. These results suggest that future and atemporal events are mentally represented in a similar way. (shrink)

In this essay Ken McGrew critically examines the school-to-prison pipeline metaphor and associated literature. The origins and influence of the metaphor are compared with the origins and influence of the competing prison industrial complex concept. Specific weaknesses in the pipeline literature are examined. These problems are described as resulting, in part, from the influence that the pipeline metaphor has on the thinking of those who follow it. McGrew argues that addressing the weaknesses in the literature, abandoning the metaphor, and (...) adopting a more complex theoretical orientation grounded in critical scholarship, will enable educational scholars to better capture the relational nature of the social phenomena being described while simultaneously making their work more useful to emerging movements for social justice. (shrink)

Complex problem solving (CPS) emerged in the last 30 years in Europe as a new part of the psychology of thinking and problem solving. This paper introduces into the field and provides a personal view. Also, related concepts like macrocognition or operative intelligence will be explained in this context. Two examples for the assessment of CPS, Tailorshop and MicroDYN, are presented to illustrate the concept by means of their measurement devices. Also, the relation of complex cognition and emotion in (...) the CPS context is discussed. The question if CPS requires complex cognition is answered with a tentative “yes.”. (shrink)

An outstanding question for Hybrid dual process models of reasoning is whether both basic and more complex forms of conditional inference result...

The acknowledgement that something is complex, it is argued, implies that our knowledge of it will always be limited. We cannot make complete, absolute or final claims about complex systems. Post-structuralism, and specifically deconstruction, make similar claims about knowledge in general. Arguments against deconstruction can, therefore, also be held against a critical form of complexity thinking and a defence of the view from complexity (as presented here) should take account of them. Three of these arguments are investigated: (...) that deconstruction and complexity-thinking lead to relativism, that they are subject to the performative contradiction and that their claims are vague. It is shown that these critiques are not really effective and it is suggested that a responsible approach to complexity has to be provisional, i.e. modest, without being vague or relativistic. (shrink)

Favela residents in Brazil have been marginalized throughout their history. Nonetheless, the favela environment seems to create conditions conducive to a cognitive orientation that could be advantageous for engaging in complex systems thinking. This study is a preliminary examination of people from different social backgrounds in Rio de Janeiro, both favela (working-class) and asfalto (middle-class) dwellers, and evaluates whether their cognitive orientations might present any markers for the potential of complex systems thinking, including: (1) the ability to see (...) multiple perspectives, and (2) a tendency to focus on relationships. I conducted a mixed methods research study based on in-depth interviews with 89 residents in Rio de Janeiro. The data indicate that favela residents in Rio de Janeiro show markers for systems thinking, appealing to relational information and taking multiple perspectives spontaneously. (shrink)

Cet essai s’emploie à opérationnaliser les principes de la pensée complexe d’Edgar Morin, en prenant comme prétexte la question de gouvernance. Il porte sur la gouvernance régie par les principes du paradigme de simplicité et indique une autre façon de penser la gouvernance à la lumière des leçons de la pensée complexe, notamment au Congo. Il apparaît que gouverner en situation complexe, c’est chercher des solutions, en délibérant, au fur et à mesure que le vieil équilibre normatif se lézarde ; (...) c’est reconnaître les conflits, les oppositions, les incertitudes, la complexité de la et en société, et travailler avec eux.This essay seeks to operationalize the principles of complex thinking Edgar Morin, using as a pretext the issue of governance. It focuses on governance guided by the principles of simplicity and paradigm indicates another way of thinking about governance in the light of the lessons of complex thought, especially in Congo. It appears that govern complex situation is to seek solutions, deliberating as and as the old equilibrium normative crack, is to recognize conflicts, oppositions, uncertainty, complexity and society, and work with them. (shrink)

Scientists have studied the development of the human mind for decades and have accumulated an impressive number of empirical studies that have provided ample support for the notion that early cognitive performance during infancy and childhood is an important predictor of later cognitive performance during adulthood. As children move from childhood into adolescence, their mental development increasingly involves higher-order cognitive skills that are crucial for successful planning, decision-making, and problem solving. Importantly, few studies have employed higher-order thinking skills such (...) as Complex Problem Solving (CPS) as developmental outcomes in adolescents. To fill this gap, we tested a longitudinal developmental model in a sample of 2,021 Finnish sixth grade students (M = 12.41 years, SD = 0.52; 1,041 female, 978 male, 2 missing sex). We assessed working memory and fluid reasoning at age 12 as predictors of two CPS dimensions: knowledge acquisition and knowledge application. We further assessed students’ CPS performance 3 years later as a developmental outcome (N= 1696; M = 15.22 years, SD = 0.43; 867 female, 829 male). Missing data partly occurred due to dropout and technical problems during the first days of testing and varied across indicators and time with a mean of 27.2%. Results revealed that fluid reasoning was a strong predictor of both CPS dimensions, whereas working memory exhibited only a small influence on one of the two CPS dimensions. These results provide strong support for the view that CPS involves fluid reasoning and, to a lesser extent, working memory in childhood, and from there evolves into an increasingly complex structure of higher-order cognitive skills in adolescence. (shrink)

‘Complexics’ denotes the meta-transdisciplinary field specifically concerned with giving us suitable cognitive tools to understand the world’s complexity. Additionally, the use of the adjective ‘complexical’ would avoid the common confusion caused by the adjective ‘complex’, which belongs to everyday usage and already has its own connotations of complication and confusion. Thus, ‘complexical’ thinking and ‘complexical’ perspective would provide clearer terms, be freer of confusion, and refer more precisely to epistemic elements in contrast to the ‘complexity’ typical of (...) many phenomena of reality. In short, the world would be ‘complex’, but our way of looking at the world would be ‘complexical’. As a meta-transdiscipline, ‘complexics’ would carry on the perspective of cybernetics: “Cybernetics deals with all forms of behaviour insofar as they are regular, or determinate, or reproducible. The materiality is irrelevant… The truths of cybernetics are not conditional on their being derived from some other branch of science. Cybernetics has its own foundations” (Ashby, 1956:1). Thus, it has a distinctly transdisciplinary mission to provide concepts, schema and possibilities of thinking and representation able to express the multidimensional and systemic interwovenness and interdependence of the many, highly significant phenomena of reality that have these characteristics. On the level of theory, complexics needs to provide a set of principles, concepts and conceptual landscapes that can be applied transversally to distinct areas of knowledge and phenomena of reality, enabling us to gain a much firmer grasp of the complex aspects of their existence than we currently have. For this reason, our aim needs to be, as Morin says, not “to reduce complexity to simplicity, [but] to translate complexity into theory” (1994:315). (shrink)

Technological outsourcing is increasingly prevalent, with AI systems taking over many tasks once performed by humans. This shift has led to various discussions within AI ethics. A question that was largely ignored until recently, but is now increasingly being discussed, concerns the meaningfulness of such a lifestyle. The literature largely features skeptical views, raising several challenges. Many of these challenges can be grouped under what I identify as the “meaningfulness gap”. Although this gap is widely acknowledged, there is a notable (...) absence of systematic exploration in the literature. This paper aims to fill this void by offering a detailed, step-by-step guide for systematically exploring the different instances of the meaningfulness gap and aids in navigating their complexities. More specifically, it proposes differentiating the gaps according to their realms and objects, normative nature, scope, and severity. To make these areas manageable, the paper takes several taxonomies and distinctions on board. Finally, the guide is summarized, and some skeptical replies are anticipated and countered by clarificatory remarks. (shrink)

Technological outsourcing is increasingly prevalent, with AI systems taking over many tasks once performed by humans. This shift has led to various discussions within AI ethics. A question that was largely ignored until recently, but is now increasingly being discussed, concerns the meaningfulness of such a lifestyle. The literature largely features skeptical views, raising several challenges. Many of these challenges can be grouped under what I identify as the “meaningfulness gap”. Although this gap is widely acknowledged, there is a notable (...) absence of systematic exploration in the literature. This paper aims to fill this void by offering a detailed, step-by-step guide for systematically exploring the different instances of the meaningfulness gap and aids in navigating their complexities. More specifically, it proposes differentiating the gaps according to their realms and objects, normative nature, scope, and severity. To make these areas manageable, the paper takes several taxonomies and distinctions on board. Finally, the guide is summarized, and some skeptical replies are anticipated and countered by clarificatory remarks. (shrink)

The increasing recognition of the negative impact of income inequality has highlighted the importance of taxation which can function as a redistributive mechanism. Previous critical social psychological research found that talk about restricting the welfare state, that is funded through tax, is formed of ideology that supports the maintenance of income inequality. Therefore, this research explores how speakers use talk about tax to justify income inequality during a UK BBC radio discussion, ‘Moral Maze: The moral purpose of tax’ which involved (...) public figures discussing the role of tax. This programme was analysed from a critical discursive psychological perspective. It was found that two contrasting constructions of tax were presented: tax as a collective responsibility or tax as an individual burden, whereby speakers drew on social justice and individualistic ideology respectively. Arguments for high tax rates are problematic due to the acceptability of inequality in a meritocracy. By presenting wealthy individuals as more deserving than the less affluent, arguments for higher tax come to be challenged. (shrink)

Complex adaptive systems and nursingThere have been numerous references to complexity theory and complex systems in the recent healthcare literature, including nursing. However, exaggerated claims have (in my view) been made about how they can be applied to health service delivery, and there is a widespread tendency to misunderstand some of the concepts associated with complexity thinking (usually justified by describing the misconception as a metaphor). These conceptscanbe extended to systems and structures in healthcare organisations but, at (...) this stage in the development of complexity science, only in a modest and very cautious way. In this paper I first outline some of the key ideas in the theory of complex adaptive systems, and then suggest that they have been distorted by a series of influential articles in the medical literature. I go on to present a simple case study of my own and undertake a complexity analysis of it. In the conclusion I suggest that we should beware of some outdated ideas being trotted out in the guise of complexity — an exciting and diverse area of enquiry that those old ideas do not, in fact, resemble. (shrink)

Why do people create extra representations to help them make sense of situations, diagrams, illustrations, instructions and problems? The obvious explanation— external representations save internal memory and com- putation—is only part of the story. I discuss seven ways external representations enhance cognitive power: they change the cost structure of the inferential landscape; they provide a structure that can serve as a shareable object of thought; they create persistent referents; they facilitate re- representation; they are often a more natural representation of (...) structure than mental representations; they facilitate the computation of more explicit encoding of information; they enable the construction of arbitrarily complex structure; and they lower the cost of controlling thought—they help coordinate thought. Jointly, these functions allow people to think more powerfully with external representations than without. They allow us to think the previously unthinkable. (shrink)

Thinking on Screen: Film as Philosophy is an accessible and thought-provoking examination of the way films raise and explore complex philosophical ideas. Written in a clear and engaging style, Thomas Wartenberg examines films' ability to discuss, and even criticize ideas that have intrigued and puzzled philosophers over the centuries such as the nature of personhood, the basis of morality, and epistemological skepticism. Beginning with a demonstration of how specific forms of philosophical discourse are presented cinematically, Wartenberg moves on to (...) offer a systematic account of the ways in which specific films undertake the task of philosophy. Focusing on the films The Man Who Shot Liberty Valance, Modern Times, The Matrix, Eternal Sunshine of the Spotless Mind, The Third Man, The Flicker, and Empire, Wartenberg shows how these films express meaningful and pertinent philosophical ideas. This book is essential reading for students of philosophy with an interest in film, aesthetics, and film theory. It will also be of interest to film enthusiasts intrigued by the philosophical implications of film. (shrink)

"Put together one of the world's best science writers with one of the universe's most fascinating subjects and you are bound to produce a wonderful book.... The subject of complexity is vital and controversial. This book is important and beautifully done."--Stephen Jay Gould "[Complexity] is that curious mix of complication and organization that we find throughout the natural and human worlds: the workings of a cell, the structure of the brain, the behavior of the stock market, the shifts (...) of political power.... It is time science... thinks about meaning as well as counting information.... This is the core of the complexity manifesto. Read it, think about it... but don't ignore it."--Ian Stewart, "Nature" This second edition has been brought up to date with an essay entitled "On the Edge in the Business World" and an interview with John Holland, author of "Emergence: From Chaos to Order.". (shrink)

Critical thinking is a complex, dynamic process formed by attitudes and strategic skills, with the aim of achieving a specific goal or objective. The attitudes, including the critical thinking attitudes, constitute an important part of the idea of good care, of the good professional. It could be said that they become a virtue of the nursing profession. In this context, the ethics of virtue is a theoretical framework that becomes essential for analyse the critical thinking concept in (...) nursing care and nursing science. Because the ethics of virtue consider how cultivating virtues are necessary to understand and justify the decisions and guide the actions. Based on selective analysis of the descriptive and empirical literature that addresses conceptual review of critical thinking, we conducted an analysis of this topic in the settings of clinical practice, training and research from the virtue ethical framework. Following JBI critical appraisal checklist for text and opinion papers, we argue the need for critical thinking as an essential element for true excellence in care and that it should be encouraged among professionals. The importance of developing critical thinking skills in education is well substantiated; however, greater efforts are required to implement educational strategies directed at developing critical thinking in students and professionals undergoing training, along with measures that demonstrate their success. Lastly, we show that critical thinking constitutes a fundamental component in the research process, and can improve research competencies in nursing. We conclude that future research and actions must go further in the search for new evidence and open new horizons, to ensure a positive effect on clinical practice, patient health, student education and the growth of nursing science. (shrink)

Systems thinking has emerged as a means of conceptualizing and addressing complex public health problems, thereby challenging more commonplace understanding of problems and corresponding solutions as straightforward explanations of cause and effect. Systems thinking tries to address the complexity of problems through qualitative and quantitative modeling based on a variety of systems theories, each with their own assumptions and, more importantly, implicit and unexamined values. To date, however, there has been little engagement between systems scientists and those (...) working in bioethics and public health ethics. The goal of this paper is to begin to consider what it might mean to combine systems thinking with public health ethics to solve public health challenges. We argue that there is a role for ethics in systems thinking in public health as a means of elucidating implicit assumptions and facilitating ethics debate and dialogue with key stakeholders. (shrink)