In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary educational policy. However, recent publications and debates seemingly attempt to reorient discussion from performance to learning. In support, constructivism is often referenced as a contributor in this endeavour. However, constructivism is not a single unified theory either of knowledge or pedagogy. This article identifies one version of constructivist thinking, social constructivism, both in terms of its underlying epistemology (theory of knowledge) and related pedagogy. Contemporary educational theories are then outlined to demonstrate that many practical solutions and theoretical ideas now presented as ‘good learning and teaching’ have much in common with social constructivist thinking. Finally, the article concludes by identifying two issues that require further discussion and debate if pedagogy of a social constructivist nature is to be considered.

We wished in this present study, to describe and automate the identification of the strategies implemented by blindfolded subjects. we had resource to the transformation of Fourier in our description. The transform of Fourier is known by his historical relevance in the characterization of the rhythmic behaviour. The trajectories of the subjects are recorded by means of substitution tactile interface. We could define descriptors that differentiate the perceptive strategies. deployed by the subjects. This study has goal to facilitate the acquistion of sensory substitution device. by offering to the subjects rules and strategies which they can adopt. thus they reduce the period of training phase.

This study reveals that when human subjects use an “enactive interface” to perceive graphic forms, they employ a variety of perceptive strategies. The aim of the present paper is to introduce the question of the significance of the enaction concept in perceptive strategies of graphic forms.

Key words: autopoiesis, complexity theory, cybernetics, luhmann

Excerpt: The purpose of this essay is to clarify some of the important senses in which the relationship between the brain and the computer might be considered as one of “modeling.” It also considers the meaning of “simulation” in the relationships between models, computers and brains. While there has been a fairly broad literature emerging on models and simulations in science, these have primarily focused on the physical sciences, rather than the mind and brain. And while the cognitive sciences have often invoked concepts of modeling and simulation, they have been frustratingly inconsistent in their use of these terms, and the implicit relations to their scientific roles. My approach is to consider the early convolution of brain models and computational models in cybernetics, with the aim of clarifying their significance for more current debates in the cognitive sciences. It is my belief that clarifying the historical senses in which the brain and computer serve as models of each other in the historical period prior to the birth of AI and cognitive science is a crucial task for an archeology of AI and the history of cognitive science.

This dissertation reconsiders the nature of scientific models through an historical study of the development of electronic models of the brain by Cybernetics researchers in the 1940s. By examining how these unique models were used in the brain sciences, it develops the concept of a “working model” for the brain sciences. Working models differ from theoretical models in that they are subject to manipulation and interactive experimentation, i.e., they are themselves objects of study and part of material culture. While these electronic brains are often disparaged by historians as toys and publicity stunts, I argue that they mediated between physiological theories of neurons and psychological theories of behavior so as to leverage their compelling material performances against the lack of observational data and sparse theoretical connections between neurology and psychology. I further argue that working models might be used by cognitive science to better understand how the brain develops performative representations of the world.

Niklas Luhmann is not exactly known for his thinking about a possible change of the society due to the introduction of the computer. His society is the modern society, based on the overall importance of the communication medium of the printing press. Yet, his double volume book on Die Gesellschaft der Gesellschaft is so rich in remarks about the possible influence of the introduction of the computer on the society, equal only to the introduction of, first, writing and, then, the printing press, that one might be tempted to consider this book his way to bid farewell to the modern culture of the society based on the printing press. Let us look at what modern society has achieved relying on a notion of order stemming, with only slight exaggeration, from the library, and then let us try to watch how this very same society has to find equally wide-ranging solutions to a society relying, for a dominant part of its communication, on an order adapted to the computing machine, or so he seems to tell us. This paper looks at Die Gesellschaft der Gesellschaft in terms of a theory of the emerging computer culture of a society we cannot any more call the modern one. And it proposes to call for a competition to complete one of the most speculative chapters of this book in which Luhmann attributes the central cultural notion, or theory form, of the literal society, telos, to Aristotle, of the printing press society, self-referential restlessness, to Descartes, and leaves the slot open for the one possibly defining the culture of the computer society, which is the theory form of the form.

Dynamicism has provided cognitive science with important tools to understand some aspects of “how cognitive agents work” but the issue of “what makes something cognitive” has not been sufficiently addressed yet and, we argue, the former will never be complete without the latter. Behavioristic characterizations of cognitive properties are criticized in favor of an organizational approach focused on the internal dynamic relationships that constitute cognitive systems. A definition of cognition as adaptive-autonomy in the embodied and situated neurodynamic domain is provided: the compensatory regulation of a web of stability dependencies between sensorimotor structures is created and pre served during a historical/developmental process. We highlight the functional role of emotional embodiment: internal bioregulatory processes coupled to the formation and adaptive regulation of neurodynamic autonomy. Finally, we discuss a “minimally cognitive behavior program” in evolutionary simulation modeling suggesting that much is to be learned from a complementary “minimally cognitive organization program”

Key words: minimal cognition, adaptive autonomy, neurodynamic organization, cognition-as-it-could-be, emotional embodiment

Autopoietic theory is more than a mere characterization of the living, as it can be applied to a wider class of systems and involves both organizational and epistemological aspects. In this paper we assert the necessity of considering the relation between autopoiesis and emergence, focusing on the crucial importance of the observer’s activity and demonstrating that autopoietic systems can be considered intrinsically emergent processes. From the attempts to conceptualize emergence, especially Rosen’s, autopoiesis stands out for its attention to the unitary character of systems and to emergent levels, both inseparable from the observer’s operations. These aspects are the basis of Varela’s approach to multiple level relationships, considered as descriptive complementarities.

Key words: Autopoiesis, emergence, observer, descriptive complementarity, Robert Rosen, Francisco Varela