Cope & Kalantzis tandem ei vaja haridushuvilistele tutvustamist. Ka siinse voo jälgijad leiavad neilt autoritelt mõndagi. Siinviidatu on vabalevis olev toimetajaveerg ajakirjas Educational Philosophy and Theory. Tekst on võrreldes enamike siinviidatud tekstidega pikk (1-37), kuid ka tuumakas ning õnneks vabalevis ja seetõttu pikki kommentaare ei vaja. Huvi võib see pakkuda kõikidele haridus- ja mõtlemishuvilistele aga ka neile, keda huvitab tehnoloogia kasutamine või mõju mõtlemisele-õppimisele.

Osa sellest, kuidas kõik alguse sai ehk onu Ludwigi (Wittgenstein) pääsemine ja paljude teiste mittepääsemine:

A member of a well-known and wealthy Jewish family, when the Nazis invaded Vienna, ludwig Wittgenstein managed to escape. He was able to get a working visa for Britain and an appointment at Cambridge University arranged by his friend, economist John Maynard Keynes.

AI sünd:

Such machines are driven ‘a continuous feed-back from the goal that modifies and guides the behaving object’. (ashby, 1952 [1960], pp. 44–50) […] Organisms did not simply learn in a linear process in which environmental stimulus determines the organism’s response and where ‘causality implies a one-way, relatively irreversible functional relationship’. (rosenblueth et al., 1943, pp. 20, 24).

Heterarhia saabumine:

Then, shortly after, another foundational concept, ‘heterarchy’. Mental activity is not to be modelled on hierarchy with its ‘religious implications… arising from the sacerdotal structure of the church’ governed from a propositional point of view by linear, god-like command, direct causal paths and priestly interlocutors. rather, with its ‘intricacies… of interlocking circuitries’, the brain’s interconnectivity is ‘too rich to submit to a summum bonum’ or the highest good; it has no controlling center.

Mida unustamine võib tähendada?

the conclusion: ‘But what does a negative forgetting-coefficient mean. the answer can only be: learning’ (von Foerster, 1950, pp. 112, 125, 116–117, 113, 115).

Lähemale õppimisele:

Learning is a recursive dialogue between the material (objects, bodies, historical facts, natural artifacts and such like) and the ideal (conceptualizations, theories, worldviews, ideologies and such like).

Kübersotsiaalsed süsteemid:

Cybersocial systems are forms of socio-material life where, at different scales, meaning of the parts is configured by the whole of the system: schools, workplaces, economies, epistemologies and such like. today, these relationships are pervasively mediated by binary computing.

Arvutivahendus:

5.3. Computer-mediated, cybersocial learning connects people (who give meaning to things) with computers (which represent these things via transpositions of calculation).

Cope, B., & Kalantzis, M. (2022). The cybernetics of learning. Educational Philosophy and Theory, 1-37.