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.

Models of cognition and language currently in use as frameworks for computer applications present a clear disequilibrium: they neglect productive mental activities, as for instance synthesis, and over-estimate receptive ones, as analysis. The paper focuses on the Kantian concept of object-synthesis as a basic mental mechanism and underlines its importance for an equilibrated model of cognitive processing. Integration of the Kantian approach with Ceccato’s model of mental operations could allow to implement synthetic operations in computer applications. A syntactic parser (von Glasersfeld and Pisani, 1970) which implements Ceccato’s approach to cognition, semantics and linguistics is reproposed to the attention of AI researchers: it could be used as a basis for a modern implementation of object-synthesis in knowledge representation and natural language processing.

This paper introduces the idea of, and necessity for, a 'third-order cybernetics'. It does this through the critique and problematisation of the ontology of the observer as elaborated within a second-order cybernetics. The necessity for this third-order is directly generated from our work as strategy consultants and our needs to evolve an effective, coherent and ethical consultancy practice. The paper draws primarily on the writings of Lacan and Maturana to provide the epistemological presumptions upon which we generate a new characterisation of, and approach to, the business organisation. This new approach for the understanding of the business organisation is presented as an 'Economy of Discourses'. This Economy is a description of the effects of a third-order in the second-order observer's invention of himself as subject. We have formulated this approach as an aid for diagnosis, intervention and prognosis in our work with business organisations. We include two case studies, one of a chemicals-based manufacturer, the other of a large accountancy practice. In these two cases we seek to unpack and illustrate the way in which it is possible to use the new approach, and to highlight the principles which allow the consultant maximal movement and effectiveness in relation to his client system. We end by outlining the implications of our approach for an ethics of consultancy.

Educators must understand two opposing traditions in education, the mimetic and the transformative. Whereas traditional lesson structuring stresses concept introduction, constructivism emphasizes exploration. To constructivists, teachers strike the delicate balance between teaching for fact and skill acquisition and teaching for independent and expert thinking.

In this chapter, a critique of direct instruction is followed by a theoretical discussion of constructivism, and by a consideration of what constructivism means to a classroom teacher. A model of instruction is proposed with six components: the promotion of student autonomy, the development of reflective processes, the construction of case histories, the identification and negotiation of tentative solution paths, the retracing and group discussion of the paths, and the adherence to the intent of the materials. Examples of each component are provided.

Excerpt: Recent years have seen two large-scale efforts at improving the curricular goals and pedagogical methods of school mathematics by placing greater emphasis on student experience, on good analytical thinking, and on creativity. The first of these was proclaimed (incorrectly) to have been a failure. Will our present-day sophistication, as represented by today’s constructivist perspective, mean that the second attempt will prove any more successful?