Context: The idea for this article sprang from a desire to revive a conversation with the late Ernst von Glasersfeld on the heuristic function - and epistemological status - of forms of ideations that resist linguistic or empirical scrutiny. A close look into the uses of humor seemed a thread worth pursuing, albeit tenuous, to further explore some of the controversies surrounding the evocative power of the imaginal and other oblique forms of knowing characteristic of creative individuals. Problem: People generally respond to humor, i.e., they are inclined to smile at things they find funny. People like to crack jokes, make puns, and, starting at age two, human infants engage in pretense or fantasy play. Research on creativity, on the other hand, has mostly scorned the trickster within. Cognitivists in particular are quick to relegate wit, whimsy, and even playfulness to the ranks of artful or poetic frivolities. Method: We use the emblems of the craftsman, the trickster, and the poet to highlight some of the oblique ways of knowing by which creative thinkers bring forth new insights. Each epitomizes dimensions intrinsic to the art of “possibilizing.” Taken together, they help us better understand what it means to be playful beyond curious, rigorous beyond reasonable, and why this should matter, even to constructivists! Results: The musings characteristic of creative individuals (artists, scientists, children) speak to intelligent beings’ ability to use glitches intentionally or serendipitously as a means to open up possibilities; to hold on to a thought before spelling it out; and to resist treating words or images as conventional and arbitrary signs regardless of their evocative power. To fall into nominalism, Bachelard insisted, is a poet’s nightmare! Implications: Psyche is image, said Jung, and when we feel alive we rely on the imaginal to guide our reason. Note that image is not here to be understood as a picture in the head or a photographic snapshot of the world. The imaginal does not represent, it brings forth what we understand beyond words. It does not lock us into a single mode. Instead, it is a call to be mindful, in Ellen Langer’s sense: in the present, mentally alert, and on the outlook for our psyche’s own surprising wisdom (sagacity. Constructivist content: Debates on the heuristic function and epistemological status of oblique ways of knowing have long occupied constructivist scholars. I can only guess whether my uses of Jung’s imaginal or Bachelard’s anti-nominalism would have amused or exasperated Ernst! I do know that, on occasion, Ernst the connoisseur, bricoleur, and translator allowed the rationalist-within to include the poet’s power to evoke as a legitimate form of rationality. He himself has written about oblique knowing as legit!

Key words: Incongruity, playfulness, mindfulness, trickster, craftsman, poet, glitches.

Upshot: In view of Kenny’s clinical insights, Hug’s notes on the intricacies of rational vs. a-rational “knowing” in the design sciences, and Chronaki & Kynigos’s notice of mathematics teachers’ meta-communication on experiences of change, this response reframes the heuristic power of bisociation and suspension of disbelief in the light of Kelly’s notion of “as-if-ism” (constructive alternativism. Doing as-if and playing what-if, I reiterate, are critical to mitigating intra-and inter-personal relations, or meta-communicating. Their epistemic status within the radical constructivist framework is cast in the context of mutually enriching conversational techniques, or language-games, inspired by Maturana’s concepts of “objectivity in parenthesis” and the multiverse.

Excerpt: As I read the cybernetic literature, I became intrigued that as an approach to the mind which was often described as a predecessor to AI, cybernetics had a much more sophisticated approach to mind than its purported successor. I was soon led to Prof. Herbert Brün’s seminar in experimental composition, and to the archives of the Biological Computer Laboratory (BCL) in the basement of the University of Illinois library. Since then, I have been trying to come to terms with what it was that was so special about the BCL, what allowed it to produce such interesting ideas and projects which seem alien and exotic in comparison to what mainstream AI and Cognitive Science produced in the same era. And yet, despite its appealing philosophical depth and technological novelty, it seems to have been largely ignored or forgotten by mainstream research in these areas. I believe that these are the same concerns that many of the authors of the recent issue of Cybernetics and Human Knowing (Brier & Glanville, 2003) express in regard to the legacy of von Foerster and the BCL. How could such an interesting place, full of interesting things and ideas have just disappeared and been largely forgotten, even in its own home town?

At present, due in part to our insufficient understanding of the traumatic experience, we are unable to account for the fact that while some people develop post-traumatic symptoms following a traumatic event, others do not. This article suggests that by adopting the enactive approach to perception – according to which perceiving is a way of acting – we may be able to improve our understanding of the traumatic experience and the factors which result in the development of post-traumatic symptoms. The central argument presented in this paper is that when the options of flight or fight are unavailable as a coping/defense mechanism, one freezes (freeze response). In this situation, the ability to master one’s movements is damaged and, in radical cases, the ability to move is lost altogether; as a result the sensorimotor loop may collapse. This, in turn, leads to distorted perception and, in consequence, memory disorders may develop.

Key words: trauma, ptsd, enactivism, knowing-how, freeze response, dissociation

A series of articles has recently appeared in which implications of second-order cybernetics for the practice of family therapy have been discussed. In this article, we attempt to advance the discussion by addressing ideas that we think have not been adequately emphasized thus far. Specifically proposed are ideas about conditions that might facilitate the emergence of consciously pragmatic strategy informed by the kind of systemic wisdom that delicately balances natural systems without the benefit of human planning. It is argued that a shift in the personal habits of knowing and acting that typically organize individual human experience is required. After attempting to specify what this shift might involve, implications of these ideas for the practice of family therapy and for human action in general are discussed.

The central focus of this Ph. D. research is on ‘Logic and Cognition’ and, more specifically, this research covers the quintuple (Logic and Logical Philosophy, Philosophy of Education, Educational Psychology, Cognitive Science, Computer Science). The most significant contributions of this Ph. D. dissertation are conceptual, logical, terminological, and semantic analysis of Constructivist Concept Learning (specifically, in the context of humans’ interactions with their environment and with other agents). This dissertation is concerned with the specification of the conceptualisation of the phenomena of ‘learning’, ‘mentoring’, and ‘knowledge’ within learning and knowledge acquisition systems. Constructivism as an epistemology and as a model of knowing and, respectively as a theoretical model of learning builds up the central framework of this research.

Upshot: Ranulph Glanville’s musings about cybernetics are statements of wonder as much as careful reconstructions of the core ideas of cybernetics. In Vol. III of his Black Boox all 39 of them are collected, which appeared between 1994 and 2009 in the Journal, Cybernetics and Human Knowing. If Heinz von Foerster said that the ideas of second-order cybernetics are nowadays to be found just about everywhere in everyday life, Glanville is not that sure about this.

Context: For Graham Barnes, the starting point of his research was the observation that most psychotherapists are trained in a theory-centered style of practice, neglecting epistemological and hermeneutical aspects. The consequence is an absence of critical self-reflection about some basic assumptions of psychotherapy theories and clinical practices in the psychotherapy community. When using a particular theory, therapists forget that the theory is “using” them, as well, i.e., they are unaware of the effects the theory has on them and on their relationships with clients. As an alternative to this ignorance, Barnes developed the concept, research project and clinical application of what he called “second-order psychotherapy.” Problem: How can we encourage therapists to engage in systematic self-reflection on the influence of theory on the content and structure of their therapeutic conversations? Following Bateson’s epistemological guidelines, we give an example of how our conversation about understanding his ideas includes conversation about our understanding of the conversation about an understanding of his ideas. Method: Bateson created a new didactic form of dialogical presentation to facilitate the understanding of knowing, called a metalogue, in which the content and the structure of the conversation are intertwined in such a way that it becomes more transparent how the metalevel of relationships between the speakers influences the content and vice versa. Results: By presenting our dialogues as an exemplary metalogue, we propose that metalogues could be a valuable didactic way for promoting epistemological and constructivist teaching and learning, not only for psychotherapists, but for all professionals who need better understanding of their understanding. This second-order understanding opens the space for the inclusion of self-reflection on our relationship (and its evolution) and how our relationship has shaped our understanding. Implications: Our proposal is also meant as an encouragement for contemporary constructivist thinkers to continue to reflect on Bateson’s contribution to the foundation and evolution of constructivism.

Key words: Cybernetic epistemology, second-order psychotherapy, dialogotherapy, self-referential awareness, understanding, difference, schizophrenia, double bind, innocence

Context: South African public universities are currently undergoing a transitional period as they traverse the sensitive road of curriculum redesign that achieves an inclusive approach to education for the goal of the decolonisation of knowledge. Problem: Many classrooms have students from several cultural backgrounds yet in these spaces there is often a single dominant discourse on offer. An ethical question is raised in terms of what content should be addressed in the classroom. Method: An approach to curricula design as a conversation is presented. The philosophical aspects underlying shifts in epistemology are presented following an eclectic approach to curricula design that embraces second-order science in achieving the ongoing goal of decolonisation. The method used to achieve this goal is conversational heterarchical curriculum design assuming non quidem tabula rasa. Students can act as reference points (Nunataks) for curricula design, thus reducing the abstraction in the syllabus. Results: A heterarchical conversational approach offers a platform whereby social justice may be addressed in the classroom by providing a means by which the students’ own epistemology is embraced within the curriculum as the students provide the trajectory for the course content based on their own epistemology. A dynamic curriculum is then available that has immediate use in the communities that the students reside in. Students demonstrate understanding of the content as it is tied to their own way of knowing. Implications: The benefits of this approach include moving away from defining science according to a realist view. Educators may accept the idea that knowledge is not impartial and that method is tied to epistemology. When the observer is included in science, an awareness arises that theories (at least in the social sciences) affect what is studied, which in turn affects society. Constructivist content: The approach builds on von Foerster’s ideas on reflexivity. Pask’s conversation theory is a vehicle for the attainment of reflexive conversational teaching and learning.

Key words: Adaptation, curriculum design, conversation theory, cybernetics, decolonisation, ethics, heterarchy, nunatak, reflexivity, second-order science, ubuntuism.

Radical constructivism grows out of the belief that knowledge is constructed and legitimated by individuals as they make sense of their experiences in particular contexts and drawing on their own histories. Extending this understanding of learning and ways of knowing to girls as they work in the terrain of science, we argue that honoring student experience as the starting place for science instruction fundamentally alters the nature of science, the purpose of teaching and learning science, and the focus of relationships in science class. The implications for this position are extensive: they suggest that the dynamic relationships between language and cultural background of students and teachers alter the ways in which science education historically has enacted discipline, curriculum and pedagogy. We argue that this is particularly important to understand, for science and science education have historically operated within the masculine domain and working with girls in science in ways that respect their (gendered and cultural) construction of knowledge and their experiences, fundamentally alters the enterprise of science – an idea contradictory to most visions of the purposes of education and current reform efforts in science education, even the most liberal.