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![Global Learning ENGLISH
Possible elements for a more tangile, practical, and feasible shared
Global Learning
* Cultures Further development of attentive and compassionate Dialog,
Mediation, and Decision (see: Buber, Bohm, Owen, Christakis) [more]
* Exploring a renaissance of model-thinking (not only in schools) and pragmatics
with an ethical dimension as laid out by Herbert Stachowiak also around UNESCO in the
early 70ies which includes comparative and tangible thinking in proportions and
perspectives, proportions and consequences see also ecological footprint and the Earth
Literacy campaign around communication.
* Integration of media and sign systems and including issues like coherence and
completeness/wholeness, instead of re-inventing cultural spins and turns. Using maps and
models by understanding such image schemas as super-signs (see Dennis Wood) [more]
[more] see also the issue of truth, coherence, and fidelity [more] [more]
* Establishing a Basic Human right to/for information but including to the
context! - Education and Framing- in German: Bildung & Rahmung see: General
Geography: (Carl Ritter) to develop a T – Intelligence Specialist& Generalist [more]
in a shared negotiable cognitive spaces terrains – the cognitive panorama is an example
[more] and explore metaphors and analogies from different cultures
and use a - not oversimplified – embodied covenant for sharing complex issues across
scales and mindsets or schools of thought [see meta-paradigm] see Tagore influencing
German Reform Pedagogy 80 years ago.](https://image.slidesharecdn.com/anu-2006-150926005133-lva1-app6891/75/Environment-Learning-2006-4-2048.jpg)
![Abb. 1: Ein typicher Auschnitt der Mercator Projektion in
kommerziellen Anwendungen
Abb. 2 Die Mercator Projektion, siehe dazu auch dies Internet-
Links[1]
Abb. 3 eine langgezogene, verzerrte Peters Projektion um die beiden
Projektionen in ihren Proportionen vergleichen zu können
[1] Wikipedia Mercator Projektion http://de.wikipedia.org/wiki/
Gerhard_Mercator Die_Mercator-Projektion siehe aber auch eine
rZusammenstellung des Autors zu Beginn der UNESCO Dekade für
Bildung für eine Nachhaltige Entwicklung http://in-betweener.org/
flatworlds/ Weltdekade der Vereinten Nationen 2005-2014 – also
duchaus ein Thema für die nächsten Jahre
EMPFEHLUNG: forthcomming Publication:
Globalisierung und deren Weltbilder, Weltkarten und
Weltanschauungen
The World is out of Proportion](https://image.slidesharecdn.com/anu-2006-150926005133-lva1-app6891/75/Environment-Learning-2006-26-2048.jpg)
Hochgeladen vonHeiner Benking
Environment Learning 2006
Das Dokument behandelt die Konzepte von Earth Literacy und globalem Lernen, das auf einer Konferenz in Hannover 2006 diskutiert wurde. Es werden verschiedene Ansätze und Methoden zur Förderung des globalen Lernens vorgeschlagen, einschließlich Dialog, Medienintegration und Modelldenken, um komplexe Herausforderungen anzugehen. Die Autoren betonen die Notwendigkeit von interkulturellem Austausch und kooperativem Lernen, um apathische oder aggressive Reaktionen in einer verwirrten globalen Umgebung zu vermeiden.
Environment Learning 2006
- 1. Earth Literacy &Globales Lernen: Heiner Benking (1 - 4) in Kooperation mit Helmut Burkhardt (1), Julia Morton-Marr (1-2, 4), Torsten Schramm (3), Eric Schneider (1,2,4) (1) CGI - Council on Global Issues, SfP - Science for Peace, Toronto, Canada (2) IHTEC - International Holistic Tourism Education Centre, Toronto, Canada (3) IJGD - Internationale Jugendgemeinschaftsdienste, WFD, Berlin (4) PNYV, Positive News Youth Views, Berlin, PNW - Positive Nett-works, Hannover ANU-Bundestagung 2006 Wie wär´s mit uns? Umweltbildung und Globales Lernen Die Kooperation der Zukunft! Hannover 14.- 16. November 2006 Wie waere es mit uns? - Ja, nur wie konkret? Projekte / Praxisbeispiele, Karten, Modelle und Denkmodelle Beispiele zur Konkretisierung durch die Verwendung auch von neuen Kommunikations-, Darstellungs-, Denk-Formen und -Medien, Zeichensystemen, Sprachen, Systemen, Karten und Modellen, Atlanten, und Enzyklopaedien http://in-betweener.org/events/ANU-2006.htm
- 2. Globales Lernen ANU2006, Hannover Der Beitrag zum Thema: basiert (als deutsche erweiterte Version) zum Beispiel (als Collage und Zusammenfassung) auf den Sessions zu Global Peace & Sustainability Education der IDEC 2006, des World Peace Forums Vancouver 2006, der EWOC 2004, der Sonderschau Globales Lernen auf der Bildungsmesse 2002, der in- betweener Literacy Initiative ab Maerz 2005, und Arbeiten im Bereich internationaler Umweltforschung und Management seit 1986. Es werden querschnittartig verschieden Aufgaben und Projekte der Mitautoren einbezogen und so die Basis für eine bessere Greifbarkeit der Herausforderungen und Moeglichkeiten gelegt. Der Beitrag entstand quasi ad hoc auf Einladung von PNYV ! um Aspekte globalen Lernens auf einem Gemeinschaftsstand für die ANU 2006 darzustellen. Programme und Hinweise auf den nächsten Folien – bitte auch den Hyperlinks folgen: Literacy & Globales Lernen
- 3. Eingangs Fragen: Ist ‚GlobalesLernen‘ eine Worthülse oder ein Plastikwort ? Hilft es mit anderen Worten wie ‚Literacy‘ zu operieren ? Oder sollten wir beginnen konkrete Schritte, Ansätze, Vor- und Darstellungen, Bilder und Konstrukte,… zu verbinden und so mit einer ‚Methodenkette‘ die Komplexität zu reduzieren, um auf die Herausforderung nicht perplex, apathisch, ignorant, aggressiv, sondern anschaulich, greifbar, co-kreativ und spielerisch gemeinsam, kommunikativ und konstruktiv zu antworten. Wenn ja, welche Elemente und Methoden könnten Teil eines ersten Lösungsansatzes sein? Vorgeschlagen und bereits erprobt sind die folgenden Ansätze die nach Auffassung der Autoren gemeinsam weiterentwickelt und verbunden werden sollten:
- 4. Global Learning ENGLISH Possibleelements for a more tangile, practical, and feasible shared Global Learning * Cultures Further development of attentive and compassionate Dialog, Mediation, and Decision (see: Buber, Bohm, Owen, Christakis) [more] * Exploring a renaissance of model-thinking (not only in schools) and pragmatics with an ethical dimension as laid out by Herbert Stachowiak also around UNESCO in the early 70ies which includes comparative and tangible thinking in proportions and perspectives, proportions and consequences see also ecological footprint and the Earth Literacy campaign around communication. * Integration of media and sign systems and including issues like coherence and completeness/wholeness, instead of re-inventing cultural spins and turns. Using maps and models by understanding such image schemas as super-signs (see Dennis Wood) [more] [more] see also the issue of truth, coherence, and fidelity [more] [more] * Establishing a Basic Human right to/for information but including to the context! - Education and Framing- in German: Bildung & Rahmung see: General Geography: (Carl Ritter) to develop a T – Intelligence Specialist& Generalist [more] in a shared negotiable cognitive spaces terrains – the cognitive panorama is an example [more] and explore metaphors and analogies from different cultures and use a - not oversimplified – embodied covenant for sharing complex issues across scales and mindsets or schools of thought [see meta-paradigm] see Tagore influencing German Reform Pedagogy 80 years ago.
- 5. Globales Lernen DEUTSCH *Weiterentwicklung einer wertschätzenden, achtsamen Gesprächs-, Mediations-, und Entscheidungskultur (Buber, Bohm, Owen, Christakis,…) * Renaissance des Modelldenkens (auch Karten und Schemata) im Unterricht und Verankerung im täglichen Leben und miteinander (siehe die Modelltheorie von Herbert Stachowiak und die Nutzung von Proportionaldarstellungen (siehe Rees und Wackernagel im Umweltbereich) * Medien- und Zeichen- Integration (Verbindung) statt ständiger neuer ‚Turns‘ und Paradigmen siehe Peirce und Zeichentheorie, und die Betrachtung von Karten und Modellen als „Superzeichen‘, Dennis Wood) * Grundrecht auf Kontext und Rahmen, also auch „Überblick“ und Orientierung, also Koexistenz von Spezialisierung und Generalisierung = siehe T-Persönlichkeit. Voraussetzung dafür sind verschiedenen kommunizierende Hilfskonstruktionen, siehe ‚Kognitives Panorama‘ und ‚Global Embodied Covenant‘ (siehe OPEN SPACE bei der EARTH CHARTER, Urbino 2002 und Tagore-Einstein Council). Elemente für ein besser denk- und machbareres gemeinsames Globales Lernen
- 6. Arbeit und Vorstellungenvon Beiträgen des (key) Autors: Vorarbeiten und Vorstellungen der letzten Jahre von Arbeiten zum Thema: Globales Lernen 14th International Democratic Education Conference, July 10th -16th 2006 in Sydney: Democratic Schools & Sustainability Learning http://www.ihtec.org/index.php?id=137 http://www.pnyv.org/idec2006 Handbook for Sustainability Eduaction, World Peace Forum, June 23-28 in Vancouver, Canada http://www.ihtec.org/index.php?id=137 EWOC: Dialogue- and Conversation- formats for co-creative and open participation and democracy & Worldmapping and Worldviews: http://www.ihtec.org/index.php?id=108 EARTH LITERACY – Initiative zum Beginn der Dekade für Nachhaltigkeitsbildung, Didacta, Stuttgart, http://in-betweener.org/flatworlds Gemeinsam ganzheitlich lernen, Sonderschau Eine Welt, Bildungsmesse 2002 http://benking.de/global-learning2002-Dateien/frame.htm ICSU-CODATA und INTERCARTO 2005, 1994, 1992 Future of Multimedia, Generalization, Cartography,… http://benking.de/systems/codata Our View of Life is too flat, World Futures Studies Federation, Turku 1993 http://benking.de/education.htm G7
- 7. Globales Lernen Status –Herausforderungen - Ausblick Vernachlässigte geistige „Fundamente“: Wie u.a. Comenius, Ritter, Gebser, Plessner, Stachowiak, … Status: Mangelnde Konkretisierung, Verlässlichkeit, ‚Treue‘ (Match/Fidelity), Wiederholbarkeit, ... in Zeiten einer postmodernen Cyberculture und diffusen, schwammigen, ‚gehijackten‘ Globalisierung welche das ganzheitliche und integrale ausblendet. Auswirkungen / Diagnose: Apathie, Aggression, Orientierungslosigkeit, Orts-, Zeit-, Kultur-, Sinnlosigkeit Therapie: Dargestellte Elemente erkunden, verbinden, verbessern, erweitern von alten und neuen Bausteinen: •Dialog – Gesprächs- und Entscheidungskultur, Empowerment, Co-Kreation •Modelldenken und plastisch und dynamisch denken und kommunizieren, •Zeichen- und Medien-Integration •Grundrecht auf Zusammenhang, Rahmen und Kontext als Voraussetzung für Zusammenhalt, Mitgefühl und Toleranz. Siehe auch die ‚Objectives‘ und folgende Linksammlungen: Eric Schneider‘s Links: http://pnyv.org/idec2006 http://cafeweltgeist.org/literacies http://worldfutureschool.org Helmut Burkhardt: http://c-g-i.info/handbook.html Julia Morton-Marr‘s Links: http://ihtec.org/index.php?id=208 http://ihtec.org/index.php?id=13 Heiner Benking‘s Links: http://benking.de/bildung http://benking.de/dialog http://benking.de/systems http://benking.de/culture http://benking.de/Global-Change
- 8. IDEC 2006, Sydney,July 13th 2006 Virtual Conference Section under the umbrella of IHTEC, Toronto & PNYV & Open Forum, Berlin Presenter: Heiner Benking, Berlin Topic 1: Dialogue- and Conversation- formats for co-creative and open participation and democracy s.a. dialog Topic 2a: Worldmapping and Worldviews: Earth-Literacy, Map & Model Literacy 2b: Maps and Models (EWOC2004) pls. enjoy – in-between - while we are working on the slides the overheads at the end of the show. IDEC 2006
- 12. Environmental Integrity: 1. Linkto your local, national, world heritage Parks as the knowledge base. 2. Conflict Resolution using Friendship Benches. 3. Life Zone Biodiversity - Life Zones are an international Concept with several examples of eco-systems. Knowledge of what grows in each area is vital to the survival of all species. eg: Carolinian Life Zone, Desert Life Zones. 4. Food Security - Planting foods that suit local soils - ISPG. 5. Species Support - Planting food supplies for migrating species and creating water supplies - Creature Corridors. 6. Water and Soil protection - Watershed Peace Pathways. 7. Oceans and Coastal Areas - Marine Peace Parks. 8. Rainforests - Rainbow Rainforests Rock. Social Integrity: Conflict Resolution, Inter-Cultural Understanding through Language Arts and Performing Arts as Guest and Hosts to each other. http://www.ihtec.org/index.php?id=102
- 13. A work report towardsdeveloping shared models for broader and contextual understanding and a concert of orienting generalizations for helping to overcome dualistic traps and include specialist and generalistic cultural activities. Heiner Benking Independent Facilitator and Futurist EWOC 04, Toronto, October 2004 by Heiner Benking, Berlin Tagore-Einstein Council, Open-Forum, PNW,… Towards one possible global embodied Covenant: Models, - not just Systems, Signs, Words and Images
- 14. Premier forum dessolutions pour développement des musées et expositiones Journée Access Multimedia 17. - 18. Novembre 1998 - Cité des Sciences et de l‘Industrie No covenant in modern times Many Portals - but no „Common House“ Source: http://pespmc1.vub.ac.be/macroscope/ „Magnetic Portals“: Information Strategy Magazine, July/August 1998
- 17. Im Rahmen der“ Fliegenden Agenda“, Stand 9 „Zukünfte brauchen Ideen/Visionen und Flügel“ Gemeinsam ganzheitlich lernen Modelle und Ordnungen als Spiel- und Gestaltungsräume zum Erkunden und Gestalten realer und virtueller „Realitäten“ (Imagination) Heiner Benking Millennium Project Berlin Co-Lab SONDERSCHAU GLOBALES LERNEN
- 18. CAN WE AFFORD?? a battle of Perspectives, Metaphors, Analogies, Symbols, Images, Maps, and Models ?
- 19. • Words inSpace (Wolf) • Relations, Issues, Proportions, Consequences in space (Judge/Benking) • and how we buit it GLOBAL LEARN DAY WELCOME TO EUROPE
- 20. The both sidesof Wholeness and the Way in-between. Fig. 147. Die Weltformel der Unsterblichkeit, Vom Sinn der zahl - die Einheit der Natur, Michael Stelzner Fig. 6: Form constants as mapped by the cartographer of consciousness, in Brian Horst OMNI Sept. 1980 Vision Quest - The Four Shields, for all see: http://www.ceptualinstitute.com/genre/benking/landscape.htm Global Sharing and Coping Transformation of Representation
- 21. Battle of Perspe ctives? Alternative presentations ofthe periodic table or layout of chemical elements A Battle of Perspectives ? GLOBAL LEARN DAY WELCOME TO EUROPE
- 22. Premier forum dessolutions pour développement des musées et expositiones Journée Access Multimedia 17. - 18. Novembre 1998 - Cité des Sciences et de l‘Industrie No covenant in modern times Many Portals - but no „Common House“ Source: http://pespmc1.vub.ac.be/macroscope/ „Magnetic Portals“: Information Strategy Magazine, July/August 1998
- 23. GLOBAL LEARN DAY WELCOMETO EUROPE Finding distance and perspective or feeling lost in the “woods” and afraid of “walls”?
- 24. Fig above: GAIA15/3 2006 www.oekom/gaia/ The Ozone Hole of about 28mill sqkm is „around“ the South- Pole 60-90 degrees South. This is an area of 1 *** th of the Earth Surface, but Southern „regions“ are typically neglected and „cut-out“ of our world views in most world map projections. One right we have added it to the „Hazard maps“ as there might be also „fault-areas“ in the pole areas below the ground – „holes“ above. OUT OF SIGHT AND OUT OF MIND We hide with our WORLDMAPS knowable data in the hindsight or in empty quarter or white spots Sources: BMBF, Germany, NASA, NOOA,… 2006
- 26. Abb. 1: Eintypicher Auschnitt der Mercator Projektion in kommerziellen Anwendungen Abb. 2 Die Mercator Projektion, siehe dazu auch dies Internet- Links[1] Abb. 3 eine langgezogene, verzerrte Peters Projektion um die beiden Projektionen in ihren Proportionen vergleichen zu können [1] Wikipedia Mercator Projektion http://de.wikipedia.org/wiki/ Gerhard_Mercator Die_Mercator-Projektion siehe aber auch eine rZusammenstellung des Autors zu Beginn der UNESCO Dekade für Bildung für eine Nachhaltige Entwicklung http://in-betweener.org/ flatworlds/ Weltdekade der Vereinten Nationen 2005-2014 – also duchaus ein Thema für die nächsten Jahre EMPFEHLUNG: forthcomming Publication: Globalisierung und deren Weltbilder, Weltkarten und Weltanschauungen The World is out of Proportion
- 27. Watch your metaphorsand models ! More: Overclaims and Oversimplifications 1997 & Sharing and Changing Realities: Landscape 1997 GeoEcoDynamics 1988 & Knowmap Spacial vs. Spatial 2001 & Access and Assimilation 1992 and Geo-Object Coding 1988 (GeoJournal) & Spatial Metaphors 1994 (Benking/Judge) – GEOSCIENCES exhibition - AWS 1991 & UN YEAR of the Mountains: Bridges for a World Divided 2002 Source: USGCRP reports (2000 ? ) check Source: BIOLOG, page 12 Biodiversity and Global Change www.pt-dlr.de, Nov 2003
- 28. TOPIC 2a -World Maps and World Views
- 29. Orientation needs „fair“shared maps and models Humans are „model-making“ “animals“ (UNESCO, 1974) see also: Me, We, You, They, Others,… „models“ Topic 2b MODELs in EDUCATION We have covered this at great length at the last EWOC (2004): * http://www.cafeweltgeist.org/ewoc_slideshows/benking/sld001.htm * http://www.cafeweltgeist.org/ewoc_slideshows/benking/sld010.htm * http://www.cafeweltgeist.org/ewoc_slideshows/schneider/sld013.htm
- 33.
- 35. Open-Forum Open-Space Re- inventingDemocracy with generative and disciplined transdisciplinary – intergenerational – intercultural Dialogues and Conversations http://open-forum.de/open-space-open-forum.html http://www.benking.de/open-forum/events/NeuesEuropa.html http://sunsite.utk.edu/FINS/loversofdemocracy/ http://open-forum.de/Dialogue_and_DecisionCulture.html http://www.benking.de/dialog/dialog-among-civilizations.htm
- 40.
- 41.
- 45. Im Rahmen der“ Fliegenden Agenda“, Stand 9 „Zukünfte brauchen Ideen/Visionen und Flügel“ Gemeinsam ganzheitlich lernen Modelle und Ordnungen als Spiel- und Gestaltungsräume zum Erkunden und Gestalten realer und virtueller „Realitäten“ (Imagination) Heiner Benking Millennium Project Berlin Co-Lab SONDERSCHAU GLOBALES LERNEN
- 46. SONDERSCHAU GLOBALES LERNEN MOTTO (ZITAT)DER PRÄSENTATION: Idee und Aufgabe Die Fähigkeit eines Menschen, seine Welt im Einklang mit universellen Ordnungen zu gestalten, kann nur dadurch vor Versagen bewahrt, und wirksam erhalten werden, dass er sich dieser Ordnung als seines eigenen Organismus zu Bewusstsein bringt und dass er dieses Bewusstsein methodisch weiterentwickelt. Hugo Kueckelhaus
- 47. SONDERSCHAU GLOBALES LERNEN Inhalte derPräsentation sind u.a.: • Neue und alte Darstellungs-, Kommunikations- und Lernmethoden • Neue Ansätze in der multi-lingualen Wissensorganisation (switching-systems) • Partizipative Kreativitätstechniken & Raumkognition • Überlegungen zur Gesprächs- und Mediationskultur • Evolutionäre Erkenntnistheorie • Transdisziplinarität und interkulturelle Anwendungen • Umwelt-forschung, -management, und –bewusstsein • Globalisierung & eine integrale, “fliegende Agenda”
- 48. Gedanken zu denThemen: Lernen – Wissen – Gestalten & “Zurechtfinden” • Was ist ein Ordnungs-, Entwicklungs- & Spiel-RAUM? • Noch ein «Didaktischer Würfel« ? - Oder ein „kognitives Panorama“ für Orientierungswissen? • Informationsgesellschaft, Kultur und Cyberculture? • Virtualität, Imagination und Potentialität • Globale Wissensgesellschaft, Medien & Sprachen • Modelle, Sprachen und Ordnungen • Gesprächskultur, Partizipation, Mediation, ... SONDERSCHAU GLOBALES LERNEN
- 49. Ordnungs -, Orientierungs-,und Sinnkrise Die Neuen Medien - Kommunikative Gesellschaft ? Studium generale, Humboldt - Universität zu Berlin 17.1. 2000 Welche Welt ? Welche Metaphern ? • ein Gefängnis • ein Varieté • eine Show • ein Labyrinth • eine Bombe • eine finale Flut • ein süßer Brei ?
- 50. Central Issues include: •Culture and Cyberculture • Frontiers and Challenges of Conceptual Navigation • Orientation and Understanding • Merging & morphing „Realities“ In the real world (given) the question of context and overview evolves naturally - This is essential for learning and „daring“ to forget. But how to bridge to the „not-given“?? Basic to understanding, maybe an extra „Human Right“, is the background and context to know what something is „about“. SONDERSCHAU GLOBALES LERNEN
- 51. SONDERSCHAU GLOBALES LERNEN Wollen wirden „CLASH“ - einen „KRIEG“ der Metaphern, Modelle, Ordnungen,...? Oder eine Koexistenz und Übersetzung zwischen den „Welten“? Was ist im Ei ? Was war zuerst da ? Negotiation of Perspectives
- 52. GLOBAL LEARN DAYWELCOME TO EUROPE • real spaces perceptual ______________________________ • concept spaces conceptual Sharing & bridging realities Why not think the thing deep, take space real and serious, enjoy and play in spaces, make spaces places which can help making sense, and ease understanding ?
- 53. Watch your metaphorsand models ! More: Overclaims and Oversimplifications 1997 & Sharing and Changing Realities: Landscape 1997 GeoEcoDynamics 1988 & Knowmap Spacial vs. Spatial 2001 & Access and Assimilation 1992 and Geo-Object Coding 1988 (GeoJournal) & Spatial Metaphors 1994 (Benking/Judge) – GEOSCIENCES exhibition - AWS 1991 & UN YEAR of the Mountains: Bridges for a World Divided 2002 Source: USGCRP reports (2000 ? ) check Source: BIOLOG, page 12 Biodiversity and Global Change www.pt-dlr.de, Nov 2003
- 54. GEO-ECO-DYNAMICS: GeoJournal, Topogramm,& ACCESS German synopsis 1986-1992 UN Year of the Mountains Ecological thinking & acting: Thinking and understanding “inter” and “trans” or “Interaction along and across hierarchical scales in a concrete and sharable way”
- 55. 3-D Biodiversity Research Source: BIOLOG,page 12 Biodiversity and Global Change www.pt-dlr.de, Nov 2003
- 56. Using the same references orco-ordinates Imaginary Spaces Eco-Cube Blackbox Nature Rubik‘s Cube of Ecology GLOBAL LEARN DAY WELCOME TO EUROPE
- 57. Lost in Space? Caughtin the Web ? Found in Space ?In a safety Net? TKE '99 Terminology and Knowledge Engineering Innsbruck, August 23-27 1999
- 58.
- 59. The ICC isin the MMI Library a basis for teaching wholeness and connectedness - what we know and how little we know ! KNOW-MAPS FOR KIDS patterns can be meanings that connect GLOBAL LEARN DAY WELCOME TO EUROPE A Universal Ordering System for Disciplines and Phenomena ICC - Information Coding Classification I. Dahlberg Matrix columns Matrix levels 9 Culture Distribution and Synthesis ) 8 Science & Information Application and Determination 7 Economic & Technology Technology and Production 6 Socio Institution or Content 5 Human Persons or Content 4 Bio Property Attribute 3 Cosmo & Geo Activity, Process 2 Energy & Matter Objects, Components 1 Form & Structure Theories, Principles 0 Subject Areas General Form Concepts
- 60. SONDERSCHAU GLOBALES LERNEN UN –G7 Bundeskanzleramt Bonn “GLOBAL CHANGE” - Herausforderungen an Wissenschaft und Politik • Melbourne UNEP “Common Frames of References” • OUR VIEW OF LIFE IS TÒO FLAT, WFSF FUTURISTS Children workshops, Turku, Finland, 1993 • COMMON FRAMES OF REFERENCES; RIO 92, outcome & recommendations, on behalf of UNEP’s director New York: N. BROWN 1993 • Forum Für Gestaltung Ulm 1997 Denkarchitekturen • Europarat Neue Ideen Neue Räume Prag 1996 • Metaphern, Analogien, Aizu Japan, 1998 • A Humane Information Society or Information War ?, GLOBAL LEARNDAY 1995 • effe - Europäisches Forum für Freiheit im Bildungswesen, Berlin 1999 • Gesellschaftsdesign und Gesprächskultur, Asilomar, Findhorn, Berlin, ... 1994-2002 • Auf dem Weg zu einer individuellen und kollektiven Ethik, einer Ethik für erweiterte Kontexte mit Hand, Herz und Kopf, Weltethikgipfel, Kühlungsborn, 199/2000 • Surviving Cyberculture's, impact - what can be done!? - Programming for People - From Cultural Rights to Cultural Responsibilities, UN - WORLD TELEVISION FORUM 1997, VISION - TELEVISON • Evolutionäre Erkenntnistheorie, ein nächster Schritt...., Konrad Lorenz Institut Altenberg • Embodying Situations & Issues, Sharing Contexts , and Encouraging Dialogue, IFSR, 1996/7 • Club of Budapest und UNESCO, versch. Vorträg,1995-1999 • Zetetic Spaces - Individuell Wissen oder Gemeinsam Zurechtfinden?, BMBF Ideenwettbewerb, 2000 • KULTUR DER VERWEIGERUNG, Bölau Verlag u.a. im Club of Rome, Kömmödchen, Düsseldorf... • KNOWMAP Mag. 2001– Spatial versus Spatial • An Integral Agenda for Coping with Globalisation and Cyberculture Sustainable Information Society - Values and Everyday Life, Sept 27-28, SIS KOUVOLA, Finland,Finland 2001 • Jan Gebser, Concetisation & Integrale Agenda, Ohio, 2001 • UNITY IN DIVERSITY DIALOGUES, & OPEN FORUM, Bertalanffy 100. Anniv., 2001 Poster und Präsentationen u.a. im Rahmen von: ICSU, UN, EXPO 2000, EG, ISKO, FID, Infoterm, GLOBAL VILLAGE, JPL, WFSF, MP (STOF), ... More at: http://benking.de / global-learning/ Meilensteine auf dem Weg (ab 1990) zu solch einem breiten / herausforderndem Thema:
- 61. The Seventh InternationalISKO Conference Granada, Spain, 10-13 July 2002 Thursday 11th of July 15:30h.: Round-Table: Ethics in Knowledge Representation and Organization "Challenges in Knowledge Representation and Organization for the 21stCentury: Integration of Knowledge across Boundaries„
- 62. Round-Table: Ethics in Knowledge Representationand Organization Impulse Statement: What do we need ? Where do we want to go ? A Linguistic Turn ? , An Iconic Turn ? Communication Turn, Spatial Turn?,... or a Pragmatic Spin ? The construction and ethics of shared frames of references
- 63. Im Rahmen der“ Fliegenden Agenda“, Stand 9 „Zukünfte brauchen Ideen/Visionen und Flügel“ Gemeinsam ganzheitlich lernen Modelle und Ordnungen als Spiel- und Gestaltungsräume zum Erkunden und Gestalten realer und virtueller „Realitäten“ (Imagination) Heiner Benking Millennium Project Berlin Co-Lab SONDERSCHAU GLOBALES LERNEN
- 64. SONDERSCHAU GLOBALES LERNEN UN –G7 Bundeskanzleramt Bonn “GLOBAL CHANGE” - Herausforderungen an Wissenschaft und Politik • Melbourne UNEP “Common Frames of References” • OUR VIEW OF LIFE IS TÒO FLAT, WFSF FUTURISTS Children workshops, Turku, Finland, 1993 • COMMON FRAMES OF REFERENCES; RIO 92, outcome & recommendations, on behalf of UNEP’s director New York: N. BROWN 1993 • Forum Für Gestaltung Ulm 1997 Denkarchitekturen • Europarat Neue Ideen Neue Räume Prag 1996 • Metaphern, Analogien, Aizu Japan, 1998 • A Humane Information Society or Information War ?, GLOBAL LEARNDAY 1995 • Surviving Cyberculture's, impact - what can be done!? -Programming for People - From Cultural Rights to Cultural Responsibilities, UN - WORLD TELEVISION FORUM 1997, VISION - TELEVISON • Evolutionäre Erkenntnistheorie, ein nächster Schritt...., Konrad Lorenz Institut Altenberg • Embodying Situations & Issues, Sharing Contexts, and Encouraging Dialogue, IFSR, 1996/7 • Club of Budapest und UNESCO, versch. Vorträg,1995-1999 • Zetetic Spaces - Individuell Wissen oder Gemeinsam Zurecht finden?, BMBF Ideenwettbewerb, 2000 • KULTUR DER VERWEIGERUNG, Bölau Verlag Poster und Präsentationen u.a. im Rahmen von: ICSU, UN, EXPO 2000, EG, ISKO, FID, Infoterm, GLOBAL VILLAGE, JPL, WFSF, MP (STOF), ... More at: http:// Meilensteine auf dem Weg (ab 1990) zu solch einem breiten / herausforde
- 65. Global Ecological Integrity,Human Rights, and Human Responsibilities: Intersections Between International Law and Public Health, 2003, June 27- July 1, & Open Space, The Earth Charter in Action, June 26- 30, Urbino, Italy Ecological Integrity, Democracy, Governance, and Education: THE NEED and A WORK-REPORT towards an embodied Covenant Heiner Benking Independent Futurist and Facilitator
- 66. Global Ecological Integrity,Human Rights, and Human Responsibilities: Intersections Between International Law and Public Health, 2003, June 27- July 1, & Open Space, The Earth Charter in Action, June 26- 30, Urbino, Italy This are only 30 (out of 60) powerpoint slides as presented at the: EARTH CHARTA OPEN - SPACE: and available during the conference: Global Ecological Integrity, Human Rights, and Human Responsibilities After this selection you find 2 „hyperlinked“ slides which were written ad-hoc directly before the session to invite further explorations and digging deeper into areas of interest
- 67. Eye to Eye- Quest for a New Paradigm A Mandalic Map of Consciousness, pp. 94-95 ... a very high order differentiation and transcendence is occurring. ... This transformation-upward, like all the others we have studied, involves the emergence of a higher order deep structure, followed by a shifting of identity to that higher–order structure, and the differentiation or dis- identification with the lower structure (in this case the ego-mind and centaur). This amounts to a transcendence of the lower-order structures, which thus enables consciousness to operate on and integrate all the lower order structures, an integration that,at this high level,, simply leads to various forms of samadhi or mystical union or identity. Viewed thus, the “super-natural” is simply the next natural step in overall or higher development and evolution. ... ... stoßen wir auf eine Differenziertheit und Transzendenz sehr hoher Ordnung. ... Diese Verwandlung – wie alle anderen von uns untersuchten vertikalen Transformationen auch – schließt das Hervortreten einer Tiefenstruktur höherer Ordnung ein, auf die sich dann die Identität verlagert, während gleichzeitig gegenüber den niederen Strukturen (in diesem Fall Verstandes- ich und Kentaur) eine Absonderung und Disidentifikation stattfindet. Dies läuft auf ein Transzendieren der Strukturen niederer Ordnung hinaus, wodurch das Bewußtsein die Fähigkeit erhält, auf alle niederen Strukturen einzuwirken und sie zu integrieren. Auf der angesprochenen hohen Ebene führt diese Integration eben zu verschiedenen Formen von Samadhi oder mystischer Vereinigung oder Identität. So gesehen ist das “Über-Natürliche” einfach der nächste natürliche Schritt der umfassenden oder höheren Entwicklung und Evolution. ... KEN WILBER Die drei Augen der Erkenntnis Auf dem Wege zu einem neuen Weltbild pp. 112-113, Eine mandalische Landkarte des Bewußtseins
- 68. 1. Raum- undZeit-bezogenheit Dimensionierung: vier (viel) dimensional Perspektivität: aperspektivisch Betontheit: raum-zeitfrei 2. Signatur: Die Kugel 3. Wesen: (Charakter): Diaphanität 4. Struktur: Gegenwärtigende, diaphanierende Gänzlichung 5. Möglichkeit: Ganzheit durch Gänzlichung und Gegenwärtigung 6. Akzentuierung Objektiv (außen) (Weltaspekt) Bewußter Geist Subjektiv (innen) (Energetik) Konkretion 7. Bewußtseins-formen Grad: Durchsichtigkeit Bezug: Auf ein “Innen” bezogen: Einatmend? oder Atempause? 8. Manifestations-formen Effiziente: Diaphainon (offenes, geistiges Wahren) Defiziente: Leere (atomisierende Auflösung) 9. Grundhaltung und Energetikträger Konkretion *Integral: Diaphanieren Wahren 10. Betonte Organe: Scheitel 11. Realisations- und Denkformen Grundlage: Konkretisieren und Integrieren, Wahrnehmen und Durchblicken Art und Weise: Arational: akausal, ganzheitlich Struktur: Integrierendes Diaphanieren Ausdruck: Wahrung Formulierung: Weltwahrung: die wahrgenommene und wahrgegebene Welt “Grenzen”: frei Valenz: multivalent 12. Etheologem: Gottheit, Synairese, Diaphanik 13. Äußerungsformen: Wahren: Gegenwart 14. Bezüge: zeithafte: gegenwärtig (achrionische Ursprungsgengenwart des Ganzen) soziale: Menscheit generelle: ichfrei, amateriell, apsychisch 15. Lokalisation der Seele 16. Formen der Bindung Hirnrinde und Humorale: Praeligio (preligere): gegenwärtigend und konkretisierend und integrierend Ursprung: Gegenwart (Wahrgeben – Wahrnehmen) 17. Motto: Ursprung: Gegenwart (Wahrnehmen_Wahrgeben) Aus Synoptische Tafel: STRUKTUREN: INTEGRAL Siehe Jean Gebser: Ursprung und Gegenwart, Zweiter Teil – Zwölftes Kapitel: Die Konkretisierung des Geistigen
- 69. Abstract The authors seekto briefly address the persistent challenges of applying general systems principles to our human cultural systems. We identify individual and cultural worldviews which continue to cause us to resist integrating diverse human perspectives and cultural systems in relevant and meaningful relationship. We introduce dialogue methodologies which can lead to cultural praxis toward a more unified and ‘whole’ global humanity which not only retains our individual and cultural diversity, but celebrates and integrates this diversity into ever-increasing relevant and meaningful relationship. The authors introduce the five global ethics identified by the Institute for Global Ethics as the "centralizing influence" which can guide our inter- and intra-cultural dialogues. More: http://bertalanffy.iguw.tuwien.ac.at/sites/indexexinl.html Dialogue toward Unity in Diversity Heiner Benking & Sherryl Stalinski Unity in Diversity, Ludwig von Bertalanffy, 100. Anniversary Conference, Univ. of Vienna, November 1-4, 2001, Vienna, Austria
- 70. ABSTRACT The paper reviewsrepresentations and signs that might help us to come to common and shared realization in an integral age. It explores how we can use models and schemas in order to share "common frames of reference." The authors explore possible ways of embodying and linking worlds or realities. These include the construction of a- perspective or extra realities that can help us to jointly create meaning and understanding beyond our directly observable meso-scale and ego- centric "environment/vicinity." We explore ways to merge and morph - know, connect, translate and transform schemas - and overcome the dualisms or schisms in our conceptions and mental models, as this is understood as one criteria in Gebser’s structure of moving from the Rational to the Integral. One step is seen to include and move beyond the physical and visual (perspective) space to shared and combined (merged and morphed spaces), spaces were we can jointly create and move boundaries in our perceived and created worlds using processes of dialogue. The authors suggest this fundamental step in coming to the concretion of shared dimensions in order to avoid the dangers of post-modern vagueness and Beliebigkeit, or the creations of new myths and belief systems, as they would lead us back into former forms of human development. Instead, we strive for a broader basis for imparting and dialogue - which is part the motto of the INTEGRAL STRUCTURE - coming to a broader and shared collective understanding.The authors believe that Gebser shows us a way out of dualistic, anthropocentric thinking that leaves us enslaved by physical space concepts and "boxed" thinking, and provides ways towards sharing not only physical but also mental manifestations and imaginations. Gebser seems to be urging us to look into the inclusion of all layers or structures and not ending only in meditative state, but standing on the ground, surveying the world with our eyes and sharing or imparting concepts of a bigger and shared picture in order to expand our realms of being. Heiner Benking and Sherryl Stalinski XXVII Annual Jean Gebser Conference, Worldly Expressions of the Integral October 18-20, 2000, Ohio University, Athens, OH Concreteness in Integral Worlds http://benking.de/gebser2001.html - http://www.ecnet.net/users/ghl25r0/ie_journal/ conference.htm "The concretion of time is one of the preconditions for the integral structure; only the concrete can be integrated, never the merely abstract." --Jean Gebser, The Ever- present Origin, p.99 (emphasis of"one" added by the authors) Words words - yes words. Make them solid So you can pick them up and throw them. That is the problem. How to make the intangible real, lifelike.... --J. R. Lloyd
- 71. NOTIZEN zum DenkenHelmuth Plessners Lebens als “Grenzleistung” Biophilosophie von 1928 Membran zu Lebendigem Konzentration des belebten Dinges auf seinen Abschluß, die “Grenze”öffnet es nach innen und außen Stufen des Organischen Umwelt - “positioniert” weltgeöffnet - “exzentrisch” “künstlich” Grenzen ziehen und diese “verkörpern” Gesellschaft, Geschichte und Politik, an Sprache, Kunst und Musik, und an der körperlichen Expressivität des Menschen ´Grenzen der Gemeinschaft´ Horizontbildungen Sozialdimension ´Anthropologie der Sinne´ kognitive Weltorientierung Sehsinn strukturell - Hörsinn strukturell auf mitschwingende Resonanz verstandesmäßigen Abstraktion von der Sinnlichkeit fähig, ohne aus ihr aussteigen Umgekehrt zwingt er die verschiedenen Sinne zu Mehrleistungen (in mathematisierender Geometrie, bildender Kunst, Musik) und treibt sich damit in die Extreme der Distanz und Resonanz künstliche ´Einheit der Sinne´ wobei die Sprache zwischen distanzierender Darstellung und Ausdruck eine prekäre Mitte bildet exzentrische Positionalität Subjektdimension sozialtheoretischen und ästhesiologischen Studien Plessners sind auch Arbeiten Kultursoziologisch historisch kontingente Vergewisserungspunkt Vernunft gesicherten Wissens “Grenze” Innen und Außen
- 72. BERLIN CONTRIBUTION HEINER BENKING "Towardsone Possible Global Embodied Covenant: Models, - not just Systems, Signs, Words and Images“ Continue powerpoint for this presentation Download this presentation here ERIC SCHNEIDER „Informal Sustainability Learning Environments The World Future School Online LearnScape“ Click here to download this presentationClick here to view the online-slideshow The Interdisciplinary Conference The Evolution of World Order - EWOC Ryerson University, Toronto, Canada 13 - 15 October 2004 For viewing all contributions click here
- 73. A work report towardsdeveloping shared models for broader and contextual understanding and a concert of orienting generalizations for helping to overcome dualistic traps and include specialist and generalistic cultural activities. Heiner Benking Independent Facilitator and Futurist EWOC 04, Toronto, October 2004 by Heiner Benking, Berlin Tagore-Einstein Council, Open-Forum, PNW,… Towards one possible global embodied Covenant: Models, - not just Systems, Signs, Words and Images
- 74. EWOC 04, Toronto,October 2004 Berlin Invited Visitors Prof. Roland Reich Free University Berlin Studium generale Prof. Sunil Sen Gupta Humboldt zu University (erimitiert) President, TAGORE-EINSTEIN COUNCIL David MacBryde Yale University Club, ACUNS Virtual United Nations Project vun.org
- 75. EWOC 04, Toronto,October 2004 Virtually invited Partners & Friends JOY Positive Nett-Works Association www.future-raft.net Jerome C. Glenn American Council of the United Nations University www.acunu.org Anthony Judge Union of International Associations www.uia.org
- 76. In view ofthe Global Action Priorities for a Sustainable Civilization we feel a lack of being able to share commons in a global knowledge society. The meso-scale tangible world is expanding and so we need to agree on common grids - a global embodied covenant - to outline and include sign systems (words and images), maps, languages, in shared common frameworks, embodied as models. - Orienting generalizations are proposed to share and “negotiate” some of the materially directly not-given or accessible. The Paper outlines old and new learning approaches - including old and new media - towards sharing and merging perspectives and realities and some projects and proposals for future education towards these ends. Abstract or Opening Statement
- 77. A work report,some thoughts, and what we should do about: • Maps, Models, and Orienting Geneneralisations • Lack of Context and Place in a modern Cyberculture • Signs, Turns, Turfs, and the missing shared Perspectives • Dialogue and Decision Cultures • Ethics and Pragmatics • Culture Navigation • Encyclopedia, Atlases, Multi-Media bridge-building • Global Education, like Ecology, History,... EWOC 2004, Toronto, October 2004 Action Items - “To DO” list:
- 78. Topics of KimVeltman covered in the last years include: Media as Extensions of Man - World Views, Theories of Space, Vision and Representation - Five Changes in the 20th Century - Relation and Scale - Intangible and Tangible Culture - Texts as Integrators of Culture - Rediscovery of Meta-Narratives - Local-Regional-National- International-Global - Language as Unique - Challenge of Different Levels of Distance - Cultural Activities as an Integrating Path more.... from TUAC Session: Media as Extensions of Man, World Views, Theories of Space, Vision and Representation, Five Changes in the 20th Century, Relation and Scale, Intangible and Tangible Culture, Texts as Integrators of Culture, Rediscovery of Meta-Narratives, Local-Regional- National-International-Global, Language as Unique, Challenge of Different Levels of Distance, Cultural Activities as an Integrating Path, see also ****** Kim H. Veltman Learning and Communication with Old and New Media UNESCO Conference: The Unifying Aspects of Culture, Vienna 2003
- 79. Kim H. Veltman:Learning and Communication with Old and New Media 10. Cultural actitvities - Figure 1. Six goals and nine means as ingredients for a new model of culture CULTURAL GOALS TECHNOLOGY MEANS 1.Connecting Pre-literacy 1. Thinking, Mental Sense Making Mythology Religion Philosophy 2. Ordering 2. Doing, Physical Sense Making Building Making 3. Expressing Literature Art Mathematics 3. Imitating Literacy 3 Representing 4. Matching Print 4. Expressing Directly via Written 5. Mixing 5 Translating Media 6. Exploring 6. Transforming Media New Media 7. Publishing with Tolerance 8. Sharing 9. Helping
- 80. Heiner Benking: Alteund Neue Räume, Ordnungen und Modelle für Orientierungen und Vereinbarungen UNESCO Conference: The Unifying Aspects of Cultures, Vienna 2003 From Cusanus and Peirce, to Warburg ... and further down the road less travelled „Models“ „Signs“ Library „levels“ „Cognitive Panorama“ N. v. Kues (Cusanus) C.S.Peirce A. Warburg work in progress ANALOGON INDEX ORIENTATION CONTEXTS SYMBOLON SYMBOL WORDS SUBJECTS ICON ICON IMAGE OBJECTS ACTION Systematic, communicative ETHICS & PRAGMATICS **********Jonas / Stachowiak
- 81. „Using Mental Modelsfor Nurturing Understanding of multicomplex issues like Globalisation, Cultures and Sustainability“ Eric Schneider / Heiner Benking, EWOC 2004 Presentation In order to facilitate overview & orientation in sustainability, and to support, develop and nurture pupils‘ understanding for relations and cohesion in a globalised world... >>> We utilise the potentials of imaginary MODELS, develop and switch between OLD and NEW WORLD-VIEWS...
- 82. Mental Architecture Models EricSchneider / Heiner Benking, EWOC 2004 Presentation ECOLOGICAL FOOTPRINT ( Rees / Wackernagel) WELTHAUS - WORLD HOUSE Layout for a sustainable civilisation, built on the wisdom of 50+ cultures in a 6-year process. Chapter 2 WELTHAUS („ Thought Models“ team , Baldus and Cronenberg Rangers) „Man is a model-making animal“ (UNESCO 1984) The Rubik‘s Cube of Ecology and the Cognitive Panorama (Benking) see also Dymaxion Map - Operating Manual for SPACESHIP EARTH (Buckminster Fuller) Spaces Subject- Object- Context-
- 83. Reflections and awork report towards shared frames of references and visions in a big-picture overview „mode“ or „scaffolding“ Heiner Benking Independent Futurist and Facilitator TAGORE-EINSTEIN COUNCIL Eighth International Tagore - Einstein Conference Asian Pacific Weeks in Berlin 15-28. September 2003 Wanted: A Global (Integral) Covenant
- 84. Crisis of Order, Orientation,Meaning,... Die Neuen Medien - Kommunikative Gesellschaft ? Studium generale, Humboldt - Universität zu Berlin 17.1. 2000 Watch your Symbols, Icons, Words, & Metaphors, Worlds,... a prison a varieté a show a labyrinth a bomb a sweet pie the final flood of post- modern Cyber Culture ?
- 85. . GLOBAL LEARN DAY WELCOMETO EUROPE Finding distance and perspective or feeling lost in the “woods” and afraid of “walls”?
- 86. Premier forum dessolutions pour développement des musées et expositiones Journée Access Multimedia 17. - 18. Novembre 1998 - Cité des Sciences et de l‘Industrie No covenant in modern times Many Portals - but no „Common House“ Source: http://pespmc1.vub.ac.be/macroscope/ „Magnetic Portals“: Information Strategy Magazine, July/August 1998
- 87. See „Extensions“ und„work-places of the mind“ and Jean Gebser: „Only the „concrete“ can be integrated“. Konrad Lorenz Institute for Evolution and Cognition Research Altenberg Workshops 1996/97 30. January 1997, Austria, Worldview Compositions and Cognitive Spaces - a necessary evolutionary step by Heiner Benking
- 88. Global Ecological Integrity,Human Rights, and Human Responsibilities: Intersections Between International Law and Public Health, 2003, June 27- July 1, & Open Space, The Earth Charter in Action, June 26- 30, Urbino, Italy Ecological Integrity, Democracy, Governance, and Education: THE NEED and A WORK-REPORT towards an embodied Covenant Heiner Benking Independent Futurist and Facilitator
- 89. Konrad Lorenz Institutefor Evolution and Cognition Research Altenberg Workshops 1996/97 30. January 1997, Austria, Worldview Compositions and Cognitive Spaces - a necessary evolutionary step by Heiner Benking Source: Limits to Growth, Donella H. Meadows, Dennis L. Meadows, Jorgen Randers & William W. Behrens III, Potomac Associates, New York (1972) pls. see also The Club of Rome - The Predicament of Mankind, 1970 Subtitle of Fig 1: Although the perspectives of the world's people vary in space and time, every human concern falls somewhere on the space time graph. The majority of the world's people are concerned with matters that effect only family or friends over a short period of time. Others look far ahead in time or over a large area - a city or a nation. Only few people have a perspective that extends far into the future. * Later we can read in the book: that in contrast to the majorities focus in the quadrant in the lower left “box”, the book concerns itself with the upper right quadrant or “box”.
- 90. Konrad Lorenz Institutefor Evolution and Cognition Research Altenberg Workshops 1996/97 30. January 1997, Austria, Worldview Compositions and Cognitive Spaces - a necessary evolutionary step by Heiner Benking Interactive relations among hierarchically ordered subsystems of an organism, Inscribed Domains, P. Weiss, In: Beyond reductionism, Alpbach 1968, pls. see more: IFSR - ISSS
- 91. Jump-page to GLOBALCHANGE and TOPOGRAMM AND „Blackbox Nature„CUBE“ evolution incl. „BERGE“ - UN - Year of the Mountains, and „spacial versus spatial“ Knowmap magazine. We recommend to visit http:// benking.de/covenant/ http://benking.de/Global-Change/
- 92. Global Sharing andCoping Connecting Worlds, Scales, Media, & Forms/Structures
- 93. Global Ecological Integrity,Human Rights, and Human Responsibilities: Intersections Between International Law and Public Health, 2003, June 27- July 1, & Open Space, The Earth Charter in Action, June 26- 30, Urbino, Italy These are only 30 (out of 60) powerpoint slides as presented at the: EARTH CHARTA OPEN - SPACE: and available during the conference: Global Ecological Integrity, Human Rights, and Human Responsibilities After this selection you find 2 „hyperlinked“ slides which were written ad-hoc directly before the session to invite further explorations and digging deeper into areas of interest
- 94. Models and „think“-models CronenbergerRanger Frank Baldus, et. al. 2002 und Weltbilder-Welthäuser Baldus - Benking 2003 Herbert Stachowiak, 1965 - 2004 see next slide „Man is a model making animal His outstanding predictive powers give him selective advantages.“ Models of Reality - Shaping Thougths and Action Richardson, Marx, and Toth UNESCO, 1984
- 95. Model Thinking &Pragmatics Herbert Stachowiak 1965 - 2004 Studium Generale, Springer, 1965 Scientific Thought, UNESCO 1972 Allgemeine Modelltheorie, Springer 1973 General Model Theory Modelle und Modelldenken im Unterricht Klinkhardt 1980 Modell und Kunst, 1981 Pragmatics Pragmatik, Vol. I-V Meiner 1986-96 s.a.: Quergeist
- 96. EWOC 04, Toronto,October 2004 SYSTEMS ENCYCLOPEDIA SECOND EDITION OF THE INTERNATIONAL ENCYCLOPEDIA OF SYSTEMS AND CYBERNETICS Charles François (editor), KG Saur Verlag-Thomson, München, 2004 Updated and augmented in more than 740 pages, 1700 articles, some of them with figures, tables and diagrams, and 1500 bibliographical references. Vol. 22, no. 1 (October 2004) Official Newsletter of the International Federation of Systems Research
- 97. WELT IM WANDEL:Bonn 1990 / Rio 1992 / Berlin 2002 Global Change - Herausforderungen für Wissenschaft und Politik Kommt auf die Terrasse zur WELT IM WANDEL Ausstellung: Wir basteln dort Modelle wie wir uns ganzheitlich Themen wie: WELT, AGENDA, ÖKOLOGIE... nähern können wie wir überhaupt uns trauen können/sollten: „GLOBAL ZU DENKEN“ Baut mit uns AGENDA Bälle und Ökologie Würfel-Räume
- 98. European Commission MEDICIFrameworkEuropean Commission MEDICI Framework 13.- 20. March 2002 Welcome to the Future „There is to our knowledge nothing similar to the synchronoptic world history of Arno Peters“ (1952) "Es gibt unseres Wissens keine Parallele zu Arno Peters' Synchronoptischer Weltgeschichte. (1952) http:// www.zweitausendeins.de/ Peters/Presse.htm (2001) http://www.heise.de/tp/deutsch/ inhalt/buch/4788/1.html http://www.hyperhistory.com HYPER HISTORY & Reference Rooms „Die Sichbarmachung des Gleichzeitigen“ – „Visualizing the Concurrent“
- 99. GLOBAL LEARN DAY WELCOMETO EUROPE • real spaces perceptual __________________________________ • concept spaces conceptual http://www.meta-self.com http://ceptualinstitute/genre/ benking/borderland.htm Why not think the thing deep, take space real and serious, enjoy and play in spaces, make spaces places which can help making sense, and ease understanding ? Sharing & bridging realities
- 100. SUSTAINABLE INFORMATION SOCIETY- VALUES AND EVERYDAY LIFE "Education" bridging with children sectors and worlds, local and global,... paper prepared for 1993 XIII World Conference of World Futures Studies Federation FINLAND - TURKU and the World Helsingin Sanomat - Finish Weekly with full page color coverage of kids event and a "box" the futurists gathering Children "KNOWLEDGE SPIRAL" - NEWSLETTER http://www.ceptualinstitute.com/genre/benking/turku/turku.htm
- 101. 3 Steps Towardsan „Orienting Generalisation“ 1. since 1988 Cognitive Panorama Has been developed since 1988 as a TOPOGRAM with a „Blackbox“ Index-Space, 1992 „Masterplan CODATA and 1995 Conceptual Superstructure ICSU CODATA ISSS Systems Sciences & Club of Budapest 1994-1996 Council of Europe „meta- paradigm“ 1996 Knowmap Synopsis 2001 since 1999 „Switching Systems“ 2. since 1988, respectively 1992 Sign- & Mediaintegration See Fig. 1 in Bridges and a Masterplan, ICSU -CODATA 1992 from ONLINE `92 3. since 1990 resp. 1997 Orientation Generalization Action (Warburg) and Ethics (Jonas) demand, as prerequisite, for an expanded framework of cohesion and relation for media, cultures, worlds... Icons / Images Symbols Index The three sign systems (C.S. Peirce) set in relation to each other (Knowmap 2001) and combined with Abby Warburg`s Layers in 3. The Panorama as anIndex-Space Icons / Images Symbols For more see a list of publications relating to the „subjects“ humanities and cultures, systems, education, media- integration, technology, computer graphics, orientation, library-sciences, cybernetics, environmental research management (1981-2004).
- 102. Icons / BilderSymbols / Symbole Embodied visual (Schau- Logik) Models for orienting generalisations (Grob-Orientierung) Signs, maps, schemas and/or Models ! NeoPragmatics & Ethics & Action REALIZE & PONDER & COMMUNICATE & ACT Index - Map or Space Heiner Benking: Alte und Neue Räume, Ordnungen und Modelle für Orientierungen und Vereinbarungen UNESCO Conference: The Unifying Aspects of Cultures, Vienna 2003
- 103. Re-inventing Democracy 1995-2004 and Dialogue and Decision Culture (World Futures) 2004 Towards a Global Embodied Covenant, Urbino 2002 Space, Signs, Media, & Orienting Generalizations 2003 Global Change 1990 & Show or Schau ? 1999 OLD AND NEW LEARNING, MEDIA AND CONVERSATION, “The unifying aspects of culture” Vienna 2003 Veltman Old&New media Quo vadis Geosciences ? (1991) Cybernetics ? (2003) - Humanity ? (forthcoming, see DRAFT) Entries in Intern. Encyclopedia of Systems and Cybernetics, 2004 I recommend: www.benking.de directories: /education/ /culture/ /dialog/ /models/ /Global-Change/ EWOC 04, Toronto, October 2004 Action Items. Some recommended resources:
- 104. EWOC 04, Toronto,October 2004 Credits & Thanks Credits & Acknowledgements: more see here: ********* • Herbert Stachowiak • Alfred Schinz • Ingetraut Dahlberg • Mark Davidson • Nadia Saad • Kim Veltman • Copthorne Mcdonald • Margaret Mead • Margaret Mead • Elisabeth Mann-Borgese • Michael Gagern • Charles Francois • John McConnel • Franz Nahrada • Flemming Funch • Lynton Caldwell
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- 106. Windows into anda WorkReport on: • E-Learning • International Cooperation • Education for Sustainability ENCOS 2004 1st European Networks Conference on Sustainability in Practice, 1-4 April 2004, Berlin Heiner Benking Independent Facilitator and Futurist
- 107. Future Prospects forConstructivism Cybernetics – quo vadis ? Heiner Benking Independent Facilitator and Futurist WISSEN ORGANISATION GESELLSCHAFT In cooperation with: American Society for Cybernetics (ACS) 2003 Conference Vienna, Austria, Nov. 13-15 Heinz von Foerster und das Biological Computer Laboratory INTERNATIONALER HEINZ VON FOERSTER KONGRESS
- 108. Cybernetic Futures – kybernetischeZukünfte Heiner Benking Independent Facilitator and Futurist Gemeinsamer Kongress der Leibniz - Sozietät und der Deutschen Gesellschaft für Kybernetik Berliner November 2003 Harnack – Haus, Max - Planck - Gesellschaft zur Förderung der Wissenschaften e. V.
- 109. GLOBAL LEARN DAY WELCOMETO EUROPE Finding distance and perspective or feeling lost in the “woods” and afraid of “walls”?