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Erschienen in:
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2019 | OriginalPaper | Buchkapitel

3. Second-order Learning Systems

verfasst von : Andrew Mitchell

Erschienen in: Second-order Learning in Developmental Evaluation

Verlag: Springer International Publishing

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Abstract

Projects designed to respond to complex and wicked problems, such as sustainability and international development, may be significantly supported by a developmental evaluation approach that supports practitioners to optimise their experiential learning to innovate under complex conditions. However, as Mitchell argues, while developmental evaluation supports learning under complexity, it has yet to articulate an epistemological framework which accounts for how learning occurs under dynamic and uncertain circumstances. To address this, Mitchell draws on enactive cognitive science concepts to understand how we participate in constructing our own experience, and uses these insights to interact orthogonally with project practitioners to facilitate projects in becoming second-order learning systems, to learn both how to learn and the conditions under which such learning holds as relevant and valid.

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Vorheriges Kapitel Evaluating Complexity
Nächstes Kapitel Community-based Sustainability Initiatives as Learning Systems
Fußnoten
1
Due to the closely intertwined history of enactivism and autopoietic (self-producing systems) theory, for simplicity’s sake, reference will only be made to enactivism, even though much of the foundations of enactivism can be traced to autopoietic theory and the biology of cognition.
 
2
Although at a tangent to the present work, Spinoza’s (1992) Ethics could be fruitfully read as a precursor to modern systems thought, because a surprising number of his key concepts find resonance in modern complex systems theories in terms of his accounts of holism, attributes, his concept of conatus, and so on.
 
3
This domain may also be understood as a semiotic field, as per developments in biosemiotics and ecosemiotics (Hoffmeyer 2008).
 
4
In an everyday sense, we each define our identities as the sum of the roles we play, inevitably within the context of other people, who similarly define their identities with reference to the roles they occupy in relation to ourselves. The so-called ‘other’ is intimately intertwined with oneself, defining the one without reference to the other is futile. The inseparability of our individual identity without reference to our social relations as influences illustrates the structural coupling of our social identity (autonomy).
 
5
Structural coupling, as this gives rise to a linguistic domain resembles what Hoffmeyer terms ‘semethic interaction’, the emerging pattern that arises “whenever a regular behavior or habit of an individual or species is interpreted as a sign by some other individuals (conspecific or alter-specific) and is reacted upon through the release of yet other regular behaviors or habits” (Hoffmeyer 2008: 189).
 
6
This was one of the contributions of soft systems methodology (Checkland and Scholes 1990; Jackson 2001; Mingers and White 2010).
 
7
From the perspective of the biology of cognition, ‘effective’ refers simply to whether or not that action contributes to the unity’s autopoiesis and conservation of autonomy. In third order couplings, with the proliferation of abstract concepts, language becomes the viable medium for effective action.
 
8
That is, unity plus medium (Maturana and Varela 1992), or organism plus environment, as the unit of survival (Bateson 1972, 1979). These terms each refer to the relationship between two nominally differentiated perspectives. The pivotal operation however, is that of distinction through which the world is brought forth, and through which one becomes two and two becomes three (Spencer-Brown 1973).
 
9
The poem itself reads, in English: “Wanderer, the road is your footsteps, nothing else; wanderer, there is no path, you lay down a path in walking. In walking you lay down a path/and when turning around you see the road you’ll never step on again. Wanderer, path there is none, only tracks on ocean foam” (Varela 1987: 63).
 
10
Second-order systems are descriptions of a set of relationships bounded by an observer that include the observer within the field of description. It is the study of observing systems, not observed systems. The latter descriptions omit an observer from the account.
 
11
The fields of semiotics (including ecosemiotics and biosemiotics) develop these arguments further.
 
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Metadaten
Titel
Second-order Learning Systems
verfasst von
Andrew Mitchell
Copyright-Jahr
2019
Buch
Second-order Learning in Developmental Evaluation

Print ISBN: 978-3-319-99370-6

Electronic ISBN: 978-3-319-99371-3

Copyright-Jahr: 2019

DOI
https://doi.org/10.1007/978-3-319-99371-3_3