Context: Public universities in South Africa are currently facing the challenge of decolonising knowledge. This change requires a review of curriculums, as well as teaching and learning with the goal of embracing the epistemology of the learners, addressing issues such as social justice and transformation. Problem: Human communication is subject to several perceptual errors in both listening and seeing, which challenges the success of the communication in the education system. The ability of the teacher and the learners to effectively communicate with one another is a factor for the success of each reaching their goals. The teacher imparts her knowledge in the classroom, but according to von Foerster, “[i]t is the listener, not the speaker, who determines the meaning of an utterance,” for the listener contextualises this information based on her own past lived experience. Thus, the student’s epistemology and her expression of her understanding is integral in the classroom context and should be actively included into the education system. Method: I present a cybernetic approach to the teacher-learner system, challenging traditional ideas about the role of each actor within the system, with special attention given to Pask’s conversation theory. Results: Early empirical findings suggest that a conversational contextual approach results in higher student involvement and better memory retention among the learners. Conversational approaches that are epistemologically inclusive diffuse social problems where the student groups require their individual worldviews to be reflected within the curriculum. This reduces the friction of competing epistemologies within the education system, moving toward a co-created contextually-driven knowledge system. Implications: Many educators would like deeper engagement from their learners but have not found a way to successfully engage the student group. A cybernetic approach is one method that can be adopted to remedy this. This is particularly useful in contexts where there is cultural diversity and impending social change. Constructivist content: I address von Glasersfeld’s points on human cognition, linking it to Austin’s speech acts.

Key words: Contextual approach, conversation theory, decolonisation of knowledge, education, epistemology, teaching and learning.

This paper discusses various suggestions for a philosophical framework for a trans-disciplinary information science or a semiotic doctrine. These are: the mechanical materialistic, the pan-informational, the Luhmanian second order cybernetic approach, Peircian biosemiotics and finally the pan-semiotic approach. The limitations of each are analysed. The conclusion is that we will not have to choose between either a cybernetic-informational or a semiotic approach. A combination of a Peircian-based biosemiotics with autopoiesis theory, second order cybernetics and information science is suggested in a five-levelled cybersemiotic framework. The five levels are 1) a level of Firstness, 2) a level of mechanical matter, energy and force as Secondness, 3) a cybernetic and thermodynamic level of information, 4) a level of sign games and 5) a level of conscious language games. These levels are then used to differentiate levels of information systems, sign and language games in human communication. In our model Maturana and Varela’s description of the logic of the living as autopoietic is accepted and expanded with Luhmann’s generalization of the concept of autopoiesis, to cover also to psychological and socio-communicative systems. Adding a Peircian concept of semiosis to Luhmann’s theory in the framework of biosemiotics enables us to view the interplay of mind and body as a sign play. I have in a previous publication (see list of references) suggested the term “sign play” pertaining to exosemiotics processes between animals in the same species by stretching Wittgenstein’s language concept into the animal world of signs. The new concept of intrasemiotics designates the semiosis of the interpenetration between biological and psychological autopoietic systems as Luhmann defines them in his theory. One could therefore view intrasemiotics as the interplay between Lorenz’ biological defined motivations and Freud’s Id, understood as the psychological aspect of many of the natural drives. In the last years of the development of his theory, Lorenz worked with the idea of how emotional feedback introduced just a little learning through pleasurable feelings into instinctive systems because, as he reasoned, there must be some kind of reward of going through instinctive movements, thus making possible the appetitive searching behaviour for sign stimuli. But he never found an acceptable way of modelling motivation in biological science. I am suggesting a cybersemiotic model to combine these approaches, defining various concepts like thought-semiotics, phenosemiotic and intrasemiotics, combining them with the already known concepts of exosemiotics, ecosemiotics, and endosemiotics into a new view of self-organizing semiotic processes in living systems. Thus a new semiotic level of description is generated, where mind-body interactions can be understood on the same description level.

Key words: Cybersemiotics, cybernetics, semiotics, information, self-organisation

Excerpt: In the 1950s and 1960s, the Mental Research Institute (MRI) in Palo Alto, California, hosted a variety of professionals from multiple disciplines, including human communication research, psychiatry, and anthropology. This was before “couple, marriage, and family therapy” was a distinct discipline. Several original members of the MRI team shared their understandings of change, specifically second-order change, with the broader community of helping professionals in 1974, through their book, Change: Principles of Problem Formation and Problem Resolution. There, they describe second-order change in relation to another type of change, first-order change.

Horses represent a billion dollar industry with an alarming incidence of accidents, mostly resulting from the incorrect use of horse-human communication protocols. This study found significant gaps in research with respect to how horses and humans communicate and learn together. To respond to this gap, this dissertation addresses the topics of communication, learning and cognition in horse-human interactions utilizing the cybersemiotic model developed by Danish philosopher of science Søren Brier. The cybersemiotic model is a transdisciplinary research platform that addresses knowledge creation from an objective and subjective vision of reality. At the center of the model is semiosis, the sign system and spheres of signification through which living beings create meaning and make sense of the world. The methodological tools used in the study include Gregory Bateson’s theories of non-verbal communication and learning, based on the second-order cybernetic science view, as well as Humberto Maturana’s theory of autopoiesis and Evan Thompson’s concept of enactive cognition. The role of the inner life and consciousness in horse–human interaction is analyzed through the phenomenological, pragmaticist philosophy of Charles Sanders Peirce and his triadic conception of semiosis. The results of the study show the importance of constructing ethologically relevant communication protocols in equestrian activities, which also has implications in the larger question of ethics in the relationships of humans to non-human others and the ecology of the Earth at large. Relevance: Methodological tools used in the study include the biology of cognition, autopoiesis, second order cybernetics, and non-duality as expressed in the triadic semiosis of C.S. Peirce.

The following essay is about human communication. Traditionally, one would define the concept, proceed to force a variety of experiences into its terms and declare the exercise a success if it appears to capture a great deal of territory. However, while tempting, such constructions of reality also are rather lonely ones devoid of contributions by Others that populate reality as well. In contrast, this essay seeks first of all to listen to everyday expressions of notions of communication. This intent is grounded in the belief that their ordinary nature does not disqualify them when comparable scientific conceptions are available. Indeed, most social scientific theories can be shown to have grown out of ordinary folk wisdom. Scientific conceptions are just more formalized and subjected to different kinds of tests then the notions practiced in everyday life. To listen also means to have an understanding of the language in which these everyday notions arise and an understanding of the communication practices in which they come to be embedded. This essay therefore also is about understanding Others” understanding of the kind of communication practices in which we ordinarily participate. In pursuit of this second-order understanding, I will start the paper with a brief theory of metaphor, one that goes beyond mere rhetorical formulations and links language with the creation of perceived realities. Following it will be a survey of what I consider to be the six most pervasive metaphors of human communication in everyday life. Each turns out to entail its own logic for human interaction and the use of each creates its own social reality. This descriptive account is intended to provide the “data” or the ground from which I shall then develop several radical constructist propositions. These are intended to reflect on how a social reality could be conceived that does afford so many incompatible ways of communicating, on the individual contributions to understanding, understanding of understanding, and viability in practicing such metaphors, on what makes communication a social phenomenon, on three positions knowers can assume in their known and the theories of communication commensurate with these positions. Then I will sketch some aspects of mass communication in these terms and comment on its research. Propositions of this kind should prove useful in efforts to construct scientific communication theories or, to be less ambitious, to understand communication as a social phenomenon that involves each of us with other human beings. For lack of space, the concern for issues of mass communication had to be severely curtailed, leaving the readers to continue on their own.

Excerpt: This is an essay in human communication. It contains “communication,” mentions and is, hence, about communication, but, what is important here yet often overlooked in other essays, it also is communication to its readers. This exemplifies that no statement, no essay and no theory can say anything about communication without also being communication to someone. Among the scientific discourses, this is an unusual fact – fact in the sense of having been made or realized – and I suggest it is constitutive of communication scholarship that its discourse is included in what it is about and, therefore, cannot escape the self-reference this entails. If I had to formulate a first axiom for communication research I would say that to be acceptable: Human communication theory must also be about itself.

In the spirit of second-order cybernetics, human communication is reconceptualized by including in the process not only its theorists but also their observed Others without whom social reality is inconceivable. This essay examines several versions of otherness, how the voices of Others survive social scientific inquiries, the dialogical spaces made available for people to build their home, and the kinds of citizenship encouraged. The essay draws attention to the epistemological limits of different inquiring practices and seeks to expand the range of possibilities for humans to see each Other.

Key words: cybernetics, human communication, languaging, embodied practices, re-entry, accounts, social theory, social inquiry, otherness, observer, i, it, you, thou, trivial/ nontrivial machines, dialogue, agency, emancipation, epistemology, methodology, politics o

Maturana’s notion of languaging is deeply rooted in his “Biology of cognition” and in the epistemological orientation provided by the “autopoietic systems” theory developed with Varela. Within this framework, language is traced to its operational and interactional matrix. In this paper, I show how pursuing such a “bio-logically” grounded approach allows a shift from traditional conceptions of language, in particular with regards to its role in the achievement of communication and joint activities. In order to make explicit the constitutive conditions underlying linguistic activity, I address both languaging as embodied activity and the interindividual coordination within which such an embodied activity takes place. To this end, I focus on the relation between individual languaging behaviour and the domain of coordination, as two complementary aspects underlying all classes of phenomena in human communication. Some linguistic and cognitive implications of the framework will be subsequently discussed.

Key words: languaging, linguistic activity, bio-logical approach, recursive consensual coordination, conversation, dialogicity.

Purpose: To present sociocybernetic models of observers in interaction with the aim of encouraging reflection on what is good practice in human communication. Design/methodology/approach – Foundational cybernetic concepts of process and product are drawn upon to develop models of belief, meaning, truth and power. Findings: Belief, following Pask and Rescher, is modelled as a coherent, self-reproducing system of concepts. Meaning, following Peirce, is modelled in terms of the pragmatic consequences of holding certain beliefs to be true. The concept of truth is modelled as justified true belief, the classic ideal of the objective sciences. Power is modelled as the pragmatic consequences of socialinteraction. Originality/value – The paper invites the members of the sociocybernetics community to reflect on the reflexive nature of these models and to critically monitor and evaluate the quality of the communication within that community.

Key words: Modelling, Sociocybernetics, Systems analysis

Innovations in the use of Information and Communications Technologies ICT, give rise to organisational change as a more or less intended concomitant. At the Defence Academy of the United Kingdom, ICT is being deployed in a number of innovative ways to support the delivery of education and training and associated business processes. Part of my role, as a learning technology specialist, is to act as a facilitator of organisational change. In this paper, I give an account of my work. For guidance, I draw on the action learning, action research and organisational change literatures. I also explicitly draw on sociocybernetics to provide key concepts and principles. I set out my understanding of these key concepts and principles and illustrate their relevance and application using my Defence Academy and some other experiences as case studies.

Key words: organisational change, sociocybernetics, social system, human communication, trust, managing variety