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"What is information?" - this question will be guaranteed to cause maximum consternation and argument amongst cyberneticians - those who think about information more than anyone else."What is learning?" - this question will be guaranteed to cause maximum consternation and argument educationalists, learning technologists and the like - those who think about learning more than anyone else."What matters?"Now...

The relationship between information and politics is one of the most intriguing questions in the discourse on the knowledge economy. For example, Floridi claims that False Information (FI) is not information, because according to his 'veridicality thesis', semantic information must be true, meaningful well-formed data. There are good arguments for upholding the veridicality thesis (see http://theinformationalturn.net/philosophy_information/false-information/)....

There were two pieces of music on the radio this morning, one by Tippett and the other by Tchaikovsky. Both were very good. But both very different in terms of style. Yet, in their respective 'goodness' they shared something fundamental: an ability to surprise: Tippett in his dancing rhythms and tonal colourings, and Tchaikovsky in drastic changes of mood and colour. But what is surprising on hearing...

Winograd and Flores's "Understanding Computers and Cognition" has been a major influence on our thinking in the Institute for Educational Cybernetics. It introduced the principal themes of our work: the philosophy of technology and phenomenology of technological experience; the dynamics of communication and speech acts; and the cybernetics of biological self-organisation. Winograd and Flores's thesis...

I have seen others before me in a state of panic in the face of redundancy. There was nothing I could really say or do to help them. Just as feelings of grief are extraordinarily visceral (http://dailyimprovisation.blogspot.co.uk/2012/01/why-does-grief-come-in-waves.html) so too is the fear of imminent loss of livelihood. Unlike grief, sympathy brings no solace: they are different feelings,...

Pierre Bourdieu produces this fascinating diagram in his "Reproduction in Education, Society and Culture":You'll have to click on it to view it full-size to see what he's doing. He explains it like this:"This diagram is intended to suggest the logic by which the system of determinations attached to class membership (circle A) acts throughout an educational career, restructuring itself as a function...

I've been arguing for a long time now that the domain within which I worked, Educational Technology, was moribund, and that many of the individuals who we regularly interacted with professionally (from project colleagues to project funders) would themselves be out of work quite soon.But the challenge I wish to concentrate on is not the death of educational technology. It is the peril that education...

As anyone who's seen the videos I post on  my blog will know, I love my tablet PC. But recently I started to use it as an electronic whiteboard, just plugging it into a projector, and writing (usually using Microsoft Word's 'Inking' feature). It's much like teachers used to use OHP rolls: I can look at the students and write and avoid having my back to them, which I would if I was writing at...

The central problem that Educational Cybernetics addresses is "how do we think holistically about education?" The fundamental problem with the educational discourse is that since Plato it has been dominated by categorisation. There are reasons why this has happened (see my suggestion here: http://dailyimprovisation.blogspot.co.uk/2012/10/hirsts-forms-of-knowledge-and-recursion.html), but it produces...

A little while ago, I considered Aquinas's distinction between Will, Appetite and Intellect as different levels of recursion rather than distinct categories (see http://dailyimprovisation.blogspot.co.uk/2012/09/appetite-will-and-intellect-journey-of.html). Now I'm wondering about my interest in Hirst's Forms of Knowledge and whether a similar approach might be useful (see http://dailyimprovisation.blogspot.co.uk/2011/07/hirsts-forms-of-knowledge.html).There's...

I've been puzzling over how to represent recursive sets of metagames, which is following the work I'm doing around Nigel Howard's Paradoxes of Rationality. I know that what I am articulating is very fractal-like. What makes it so is not just the recursiveness of the metagame idea, but the fact that the metagame tree has boundaries marked out by the 'blind spots' of individual thinking - where deep...

Cybernetics is full of 'spins'. From Watt governors to Heinz von Foerster's Eigenvalues, circular metaphors abound. This makes more sense when we can directly see the machine that makes it. But when the spin metaphor is applied to thinking itself, as with the Eigenforms, then I find that the description of the identification of objects as the emergence of stable patterns of flux in a continually emergent...