Interesting exploration, but with a careful clarification to be noted. ALL "scientists' .. actually all humans .. all living organisms ... (some might say: 'even pre-animates') are already "OPERATING in a systems paradigm". By universal default ... that is the nature of existence. Everything "operates" AS ... complications of integrated systems relations - always and through all times. **** The distinction is a 2nd vs 1st order cybernetics one: Performance "knowing" (of alternative systems relations) is involved and where sentiently chosen novel behaviors --rather than-- autonomic ones instinctively acted out automatically .. are now on the table. **** Approaching education, communication et al. in a different way is an option ... and an obligation! ... if there is belief and knowledge~trust in the novel comprehensions '.. and the desire to change human collective behaviors globally to take advantage of the novel is evaluated as "good" and eventually ... "beneficial" -better informed- then real actions on alertly aware decision options expandingly available .. IS the acting out of "early adoption~adaptation". **** The 'novelty' could be new actions~responses OR different combinant percentages of known actions, and/or timing of options taken. [[ For example - this has happened in recent decades in apian (bees) behaviors. Not consciously but as a metabolic evolution. The "killer bee" variety which came out of South America is successfully out competing the docile varieties depended on to fertilize economically critical human food crops. How? ... because their Queen Bee matures a full day or two earlier than the docile variety. Multiple Queens are produced in a single 'generation' with special hive jelly. The first one to emerge "claims" the status by going to other not-hatched queens and stabbing them, killing them in their molting cells. In hives where mixed types co-mature, the "tie" goes to the "EARLY ADOPTERS" of a novel behavior option. ]] *** SO, yes, novel "opportunities" behaviors .. if deem beneficial .... by metabolic fact or conceptual evaluation ... require some real actions and behaviors which weight the outcome to the "novel adapted (morphed)" SYSTEM. :-) Jamie
If I'm understanding correctly, you're emphasizing that by default we all operate within a systems paradigm and that the meaningful distinction to be made is whether or not we are conscious of this fact?
If this is what you're saying, I agree.
What is your personal perspective on what "effective" systems science education, communication, and fundraising efforts might look like? Have you seen any great examples?
Yes, it is a relatively obvious situation for and observer/evaluator to recognize. (too often under appreciated and taken into consideration. Then again, it should be the explicit stated tenet of Gen Sys condition/proposition: Everything is a 'system" .. of coordinated states and orderliness. Existence involves a convocation of alternative forms and details of performance, with the extended Gen Sys Proposition that a formidable collection of essential rules and behaviors relations (identifiable minimal collection of them) are, by an Associative Functioning Requirement, that amenable co-presence and performings of all possible architectures and scales of existence together, .. the only way any such Grand Diversity can exist and sustain (and reach possible emergent alternatives and cross integrations) is by a universal consistency and compatibility of Rules of Existence. ******** As far as educating people .. we are "picking things up in the middle of ,, already existing and functioning . ... with a spectrum of knowledge ... from naivete and inexperience, to educated in specific restrict frames of information reference ... with habits and biases difficult to redirect and expand valuation practices, to open minded people capable of appreciating generalities .. and alternative enactment presentations of identified "systems relations". --- It is not a matter of "will people accept the concepts as true or invalid ... against their established mindset thinking" .. but can a person find a positive usefulness (new and important for them, compared to prior status quo) and adapt to the New Paradigm? Can they see that their prior concepts are not invalidated or overturned, simply reviewed in an improved context. ONE of the "education" activities suggested by this, is to state overtly and clearly to the folks being re-educated and enlightened ... no idea in Gen Sys is a threat to their established thinking or views. They will still remain .. simply within an importantly expanded existential context. "Resistance" to life-change is instinctive. We humans build safe-zones of practiced worldviews .. a psychology context of Newtonian "inertia" .. "resistance to change". A systems teacher has to take that into consideration. A Systems Education modality requires considering it also when designing an education syllabus. [All this .. I'm going to copy and retain and write up in appropriate future papers of Integrity Paradigm !! :-)))) ] J
Interesting exploration, but with a careful clarification to be noted. ALL "scientists' .. actually all humans .. all living organisms ... (some might say: 'even pre-animates') are already "OPERATING in a systems paradigm". By universal default ... that is the nature of existence. Everything "operates" AS ... complications of integrated systems relations - always and through all times. **** The distinction is a 2nd vs 1st order cybernetics one: Performance "knowing" (of alternative systems relations) is involved and where sentiently chosen novel behaviors --rather than-- autonomic ones instinctively acted out automatically .. are now on the table. **** Approaching education, communication et al. in a different way is an option ... and an obligation! ... if there is belief and knowledge~trust in the novel comprehensions '.. and the desire to change human collective behaviors globally to take advantage of the novel is evaluated as "good" and eventually ... "beneficial" -better informed- then real actions on alertly aware decision options expandingly available .. IS the acting out of "early adoption~adaptation". **** The 'novelty' could be new actions~responses OR different combinant percentages of known actions, and/or timing of options taken. [[ For example - this has happened in recent decades in apian (bees) behaviors. Not consciously but as a metabolic evolution. The "killer bee" variety which came out of South America is successfully out competing the docile varieties depended on to fertilize economically critical human food crops. How? ... because their Queen Bee matures a full day or two earlier than the docile variety. Multiple Queens are produced in a single 'generation' with special hive jelly. The first one to emerge "claims" the status by going to other not-hatched queens and stabbing them, killing them in their molting cells. In hives where mixed types co-mature, the "tie" goes to the "EARLY ADOPTERS" of a novel behavior option. ]] *** SO, yes, novel "opportunities" behaviors .. if deem beneficial .... by metabolic fact or conceptual evaluation ... require some real actions and behaviors which weight the outcome to the "novel adapted (morphed)" SYSTEM. :-) Jamie
Hi Jamie,
If I'm understanding correctly, you're emphasizing that by default we all operate within a systems paradigm and that the meaningful distinction to be made is whether or not we are conscious of this fact?
If this is what you're saying, I agree.
What is your personal perspective on what "effective" systems science education, communication, and fundraising efforts might look like? Have you seen any great examples?
Yes, it is a relatively obvious situation for and observer/evaluator to recognize. (too often under appreciated and taken into consideration. Then again, it should be the explicit stated tenet of Gen Sys condition/proposition: Everything is a 'system" .. of coordinated states and orderliness. Existence involves a convocation of alternative forms and details of performance, with the extended Gen Sys Proposition that a formidable collection of essential rules and behaviors relations (identifiable minimal collection of them) are, by an Associative Functioning Requirement, that amenable co-presence and performings of all possible architectures and scales of existence together, .. the only way any such Grand Diversity can exist and sustain (and reach possible emergent alternatives and cross integrations) is by a universal consistency and compatibility of Rules of Existence. ******** As far as educating people .. we are "picking things up in the middle of ,, already existing and functioning . ... with a spectrum of knowledge ... from naivete and inexperience, to educated in specific restrict frames of information reference ... with habits and biases difficult to redirect and expand valuation practices, to open minded people capable of appreciating generalities .. and alternative enactment presentations of identified "systems relations". --- It is not a matter of "will people accept the concepts as true or invalid ... against their established mindset thinking" .. but can a person find a positive usefulness (new and important for them, compared to prior status quo) and adapt to the New Paradigm? Can they see that their prior concepts are not invalidated or overturned, simply reviewed in an improved context. ONE of the "education" activities suggested by this, is to state overtly and clearly to the folks being re-educated and enlightened ... no idea in Gen Sys is a threat to their established thinking or views. They will still remain .. simply within an importantly expanded existential context. "Resistance" to life-change is instinctive. We humans build safe-zones of practiced worldviews .. a psychology context of Newtonian "inertia" .. "resistance to change". A systems teacher has to take that into consideration. A Systems Education modality requires considering it also when designing an education syllabus. [All this .. I'm going to copy and retain and write up in appropriate future papers of Integrity Paradigm !! :-)))) ] J