Educational technology is an instantiation of technical rationality. Technical rationality depends on an objectivist epistemology and a representational model of mind. Currently, a growing number of practitioners in the field of educational technology consider themselves constructivists. Because their epistemological position conflicts with that of technical rationality, these practitioners must currently find a warrant for their practice outside the field. However, a warrant for a strong form of constructivism (enactive constructivism) can be located in recent developments in systems theory, one of the foundational pillars of educational technology. These developments have the potential to provide practitioners a philosophical mooring within the field itself. One of these developments, autonomous systems theory, with its rejection of the representational model of mind, is described, and implications of its application to educational technology are discussed.

Educational technology is firmly grounded in the rational tradition. However, there are growing numbers of educational technologists who consider themselves constructivist in orientation. In this paper I look at design in the field of educational technology through the lens of an enactive constructivist framework in order to locate trends that suggest a convergence with the enactive position as explicated in the works of Humberto Maturana and Francisco Varela. The enactive position provides a coherent framewok within which to guide constructivist practice.

In this paper, I describe what I consider to be some of the similarities between semiotics and second-order cybernetics. Particular attention is paid to the importance of interpretation and recursion in both fields. A distinction is made between the concept of representation in representational realism and representation as the stand-for relationship. Two models derived from cybernetic theory, ‘a recursive theory of communication’ and ‘levels of experience, ’ are discussed from a semiotic perspective and possible educational implications are described

Key words: semiotics, cybernetics, second-order cybernetics, systems, autopoiesis enaction, communication theory.

The present issue is a memorial issue for Francisco Varela both as a scholar and as a colleague. Varela passed away in his home in Paris on May 28 2001. He was part of the editorial board of this journal and thus in this memorial issue we would like to look into his heritage. Most of the papers we present have authors that have known and worked with Varela in some period of their and his life: Ranulph Glanville, Louis Kauffman, Andreas Weber. Weber makes the case that Varela’s thinking can provide a foundation for biosemiotics and as such it provides a further foundation for the cybersemiotic project. Most interesting and promising is his comparison with Varela’s concept of the organism and Bruno Latour’s concept of quasi-objects. The other articles all have some relationship to Varela’s elaboration on the work of Spencer-Brown. Using the metaphor of the Uroboros, Marks-Tarlow, Robertson, and Combs explore the notion of re-entry in Varela’s ‘A Calculus for Self-Reference ’ and his contribution to a theory of consciousness. In their articles, Glanville and Kauffman reflect upon their experience working with Varela on joint papers.