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Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"
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Google Humboldt Ritter Institute Internet&Society -"white"-presentation "pitch"

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DRAFT WHITE PAPER: Internet and Society Alexander von Humboldt Institute Barcamp pitch by HEINER BENKING.

DRAFT WHITE PAPER: Internet and Society Alexander von Humboldt Institute Barcamp pitch by HEINER BENKING.

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  1. Keywords: Knowledge Organization , Rough Overview Orientation / Survey knowledge , Structured Dialogic Design ( SDD ), Open Government , Cogniscope , Multitrack - Diplomacy , Education , Policy , Transdisciplinarity , Open-Forum , General Geography , 21stCenturyAgora , SuperSigns, SuperStructures , Governance , Dialog , Stammtisch 2.0 / 3.0 , Global Embodied Covenant , Dialog-Conversation , Participatory Futures , Futures Creation berlinsymposium.org
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  3. Keywords: Knowledge Organization , Rough Overview Orientation / Survey knowledge , Structured Dialogic Design ( SDD ), Open Government , Cogniscope , Multitrack - Diplomacy , Education , Policy , Transdisciplinarity , Open-Forum , General Geography , 21stCenturyAgora , SuperSigns, SuperStructures , Governance , Dialog , Stammtisch 2.0 / 3.0 , Global Embodied Covenant , Dialog-Conversation , Participatory Futures , Futures Creation berlinsymposium.org Please note: This contribution was announced on short notice, to take right after the PRESS CONFERENCE at the very end of the 3 days of “EXPLORING THE DIGITAL FUTURE”. There was not time to prepare a WHITE PAPER on October 28– so this can follow here and needs to be updated and improved !! I have added and linked KEYWORDS (below) so some material on the way can be easily accessed. More, like on last years Berlin 100, 200, 300 years celebrations , follow from the next slides. The next slides – some of them have been presented in Berlin – were taken from the GYC 2011 conference the author presented in Geneva in October . The collection below will be changed in the next months ! I AM IN THE PROCESS OF RECORDING WITH AUDIO the following set of slides – SO PLEASE COME BACK !!
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  6. <ul><li>NEXT are SLIDES from the GYC 2011 </li></ul><ul><li>PLEASE also check the GYC Spring 2011 and GYC 2010 presentation and maybe check the keywords and come back as we are working hard on an AUDIO “white” video presentation ….. </li></ul>
  7. Introducing: &quot;A Democratic Approach to Sustainable Futures&quot; and the &quot;Digital Peters“ Examples of CoLaboratory Dialog Design, Deliberation and Visualization Approaches for shared Orientation, Understanding, Capacity-Building, and Actions across Levels, Sectors, Languages, Terminologies, Scales and Mindsets Heiner Benking Council on Global Issues , Positive Nett-Works , 21stCentury Agora Monday 17th October 2011, Institute National Genevois , 1204 Geneva
  8. First and not least: THANKS to: <ul><li>21stCenturyAgora </li></ul><ul><li>Aleco, Tom, Peter, Ken, Yiannis, Jacky, Farah, LaDonna, Laura, Kate, Roma, Janet, Gayle, Paul, Reynaldo, and many others … </li></ul><ul><li>Digital Peters project </li></ul><ul><li>Arno Peters, Andreas Kaiser and the Digital Peters production team: Martin Weinmann, Hans Rudolf Behrendt, Thomas Burch, … </li></ul>
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  10. <ul><li>To create knowledge in a spirit of openness to the world, integrating new perspectives </li></ul><ul><li>To think and act in a forward looking manner </li></ul><ul><li>To acquire knowledge and act in an interdisciplinary manner </li></ul><ul><li>To be able to plan and act in cooperation with others </li></ul><ul><li>To be able to participate in decision-making processes </li></ul><ul><li>To be able to motivate others to become active </li></ul><ul><li>To be able to reflect upon one’s own principles and those of others </li></ul><ul><li>To be able to plan and act autonomously </li></ul><ul><li>To be able to show empathy for and solidarity with the disadvantaged </li></ul><ul><li>To be able to motivate oneself to become active </li></ul>Gestaltungs – Competences UNESCO - Education for Sustainable Development
  11. Gestaltungs-Competence 1 & 7 To create knowledge in a spirit of openness to the world, integrating new perspectives 1. 7. To be able to reflect upon one’s own principles and those of others
  12. Kurt Hanks , PARADIGM MAPPING http://hanksconsulting.com/page10.html
  13. Kurt Hanks , PARADIGM MAPPING
  14. http://21stcenturyagora.org / http:// www.globalagoras.org / Co-Laboratories of Democracy How Co-Laboratories Of Democracy Work Problematic Situation • Discover root causes; • Adopt consensual action plans: • Develop teams dedicated to implementing those plans; and • Generate lasting bonds of respect, trust, and cooperation.
  15. Quest for Structured Response tp Growing World-wide Complexities and Uncertainties 1970 A PROPOSAL The Club of Rome - The Predicament of Mankind Early beginnings 1968- 1970
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  17. or in a nutshell: MODELS DISCOVERED vs MODELS DELIVERED
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  29. Example 1
  30. Example 2
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  42. <ul><li>An opportunity and need for systems understanding </li></ul><ul><li>A complex understanding needs to enfold </li></ul><ul><li>Complex meanings emerge through comparison and distinction </li></ul><ul><li>Avoiding the trap of pre-constructed understanding </li></ul><ul><li>Avoiding the traps on only counting what can be counted </li></ul><ul><li>Clustering explicity exposes us to sharing body wisdom </li></ul><ul><li>Understanding body wisdom with reference to system science </li></ul><ul><li>Voting or what initially seems to be highly important </li></ul><ul><li>Marrying body wisdom with system thinking </li></ul><ul><li>Structuring relations among problems into a shared understanding </li></ul><ul><li>Problem solving is spontaneous – sharing knowledge is not </li></ul><ul><li>Problem solving needs to be democratic </li></ul><ul><li>Interpretative structural modelling builds maps of logical frameworks </li></ul><ul><li>The problem of erroneous design trajectories </li></ul>
  43. APPLICATION STAGES OF THE RCM TM SYSTEM What are the Factors That Influence The Drop-Out Rate For Students with Disabilities In School Contributing Factors Generated by Stakeholders Complex Situation: Drop Out Rates DIAGNOSIS Classification Of Contributing Factors Root Cause Map
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  46. Root Cause Mapping “ Suppose School X is able to make progress in addressing: (Factor - X) will this help significantly in addressing: (Factor - Y) in the context of the reducing drop out rates of students with disabilities in School X?” Generic Question:
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  55. Man knows himself only to the extent that he knows the world; he becomes aware of himself only within the world, and aware of the world only within himself. Every Object, well contemplated, opens up a new organ of perception within us. Johan Wolfgang von Goethe s.a Bateson
  56. Collective Wisdom
  57. Modeling and Simulation: National Research Council Natl Res Council National Academy Press Linking Entertainment and Defense
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  59. UN – ECOSOC- AMR 2008: http://www.quergeist.net/AMR-2008/ http://www.un.org/ecosoc/newfunct/Responses_in_Full-Part_I.pdf N) Proposal for Anna- Lindh -Foundation ,  European – Mediteranian Countries, Berlin-Alexandria 2008. Transcultural Dialog and Peace-Making Roundtable learning from experience during the last 40 years and new ideas   Stumbling blocks preventing true dialog, peace-making, and reconciliation: 1) we fight over words but do not check the meaning, 2) we do not question and compare the values attached to statements and attitudes, 3) we do not contextualize and embody concepts and meaning, do not check the sectors, regions, scales, proportions and consequences of alternative actions, 4) we do not give voice, empower, listen, cherish and cultivate difference or variety in dialog and decision making, 5) Disorientation and dumbing-down in Cyberculture and a mis-administered and misunderstood, intangible “ Globalisation / Glocalisation ”: Where we get overloaded by communication noise (sign/symbol melange) and media demagogy which means: no trust and fidelity in the statements and no ways and means to check the credibility and impact/relevance, and get lost between the scales, brackets, and sectors. 6) The above incompatibility and incomparability opens the door for over-claims and oversimplifications. Leaders use intangible jargon (plastic-words), neglect impacts and avoid instead of exploring differences and alternatives.                           e – DISCUSSION ON ACHIEVING SUSTAINABLE DEVELOPMENT &quot;Implementing the internationally agreed goals and commitments in regard to sustainable development&quot; .
  60. http:// www.futurict.eu/
  61. Watch your metaphors and models ! More: Overclaims and Oversimplifications 1997 & Sharing and Changing Realities: Landscape 1997 GeoEcoDynamics 1988 & Knowmap Spacial vs. Spatial 2001 & Access and Assimilation 1992 and Geo-Object Coding 1988 (GeoJournal) & Spatial Metaphors 1994 (Benking/Judge) – GEOSCIENCES exhibition - AWS 1991 & UN YEAR of the Mountains: Bridges for a World Divided 2002 Source: USGCRP report 2000 Source: BIOLOG, page 12 Biodiversity and Global Change www.pt-dlr.de , Nov 2003
  62. <ul><li>[more]: New Renaissance 3 , UN COP15 – UNFCCC side events Copenhagen 2009 , Continuously updated this Blog: www.quergeist.info </li></ul>Breaking Down New Walls 10th Annual Summit of Nobel Peace Laureates , Berlin, November, 9-11 2009  Third session: Walls of menace to the Environment Breaking down the walls that constrain environmental and sustainable development prospects). [ Audio and Video ] New Science, new Language, new Thinking ? HOW ABOUT? OLD and proven, traditional and NEW Thinking and Doing and Sharing ?
  63. <ul><li>How about that for a beginning? </li></ul><ul><li>Eleanor Ostrom , Economy and Political Sciences, Nobel Prize Lecture, Dec, 8., 2009 </li></ul><ul><li>More: </li></ul><ul><li>Governing the Commons: The Evolution of Institutions for Collective Action  Ostrom, Elinor, Cambridge University Press, 1990 </li></ul><ul><li>Understanding Institutional Diversity  Ostrom, Elinor, Princeton, Princeton University Press. 2005. </li></ul><ul><li>Understanding Knowledge as a Commons: From Theory to Practice  Ostrom, Elinor and Hess, Charlotte, Editors, The MIT Press, Cambridge, Massachusetts, 2006 </li></ul>Breaking Down New Walls 10th Annual Summit of Nobel Peace Laureates , Berlin, November, 9-11 2009  <ul><li>multi-perspective </li></ul><ul><li>multi-positional and multi-centric </li></ul><ul><li>mix of scales </li></ul><ul><li>nested </li></ul><ul><li>meta-data analysis research included </li></ul><ul><li>diversity of rules and systems </li></ul><ul><li>coping with dilemmas </li></ul><ul><li>multi-level </li></ul><ul><li>not chaotic – but complex </li></ul><ul><li>common pool resources and sets </li></ul><ul><li>common analytical tools and language </li></ul><ul><li>common and diverse regimes </li></ul><ul><li>across scales </li></ul><ul><li>communication and agent-based models </li></ul><ul><li>clarifying concepts, trust and reputation </li></ul><ul><li>… . </li></ul>
  64. “ Without adequate understanding of different in methods and reasoning or patterns of thoughts, we cannot comprehend conflicts of national policies, past and present, or pave the way to international cooperation.” Karl Pribram, Conflicting Patterns of Thoughts, 1949.
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  66. DIGITAL PETERS http:// www.youtube.com/watch?v = RRxgWPDkYTA&feature =related PETERS MAP http:// www.youtube.com/watch?v =osQN7aSQV9w&feature=related
  67. HOW TO LIE WITH MAPS qkm 1 3 22 30 10 18
  68. See: Millennium Project Global Agora Strutured Dialogic Design March-July 2011 exercise: STRATEGIC ARTICULATION OF ACTIONS TO COPE WITH THE HUGE CHALLENGES OF OUR WORLD TODAY A Platform for Reflection Reynaldo Treviño Cisneros and Bethania Arango Hisijara Aguascalientes, México, April 2011 In: LA TRAMA ESTRATEGAR PARA ENFRENTAR LOS RETOS DEL MILENIO Aguascalientes, México Madrid, España, Julio 1, 2, 3 de 2011
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  70. European Commission MEDICI Framework 13.- 20. March 2002 Welcome to the Future There is to our knowledge nothing similar to the synchronoptic world history of Arno Peters“ (1952) &quot;Es gibt unseres Wissens keine Parallele zu Arno Peters' Synchronoptischer Weltgeschichte (1952) http://www.zweitausendeins.de/Peters/Presse.htm (2001) http:// www . heise .de/ tp /deutsch/ inhalt /buch/4788/1. html http://www.hyperhistory.com HYPER HISTORY & Reference Rooms „ Die Sichtbarmachung des Gleichzeitigen“ – „Visualizing the Concurrent“
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  80. Thinking/Reasoning learning room in En l ightenment Pedagogics DENK-LEHRRAUM der Aufklärungspädagogik ! Ecological Theology and Environmental Ethics
  81. GLOBAL LEARN DAY WELCOME TO EUROPE Finding distance and perspective or feeling lost in the “woods” and afraid of “walls”?
  82. <ul><li>Crisis of </li></ul><ul><li>Order, Orientation, Meaning,... </li></ul>Die Neuen Medien - Kommunikative Gesellschaft ? Studium generale, Humboldt - Universität zu Berlin 17.1. 2000 Watch your Symbols, Icons, Words, & Metaphors, Worlds,...  a prison  a varieté  a show  a labyrinth  a bomb  a sweet pie  the final flood of post- modern Cyber Culture ?
  83. CONCEPTUAL AMBIGUITIES EXPLOSION of INFORMATION OBSTACLES in TRACKING LIMITED GLOBAL CONFERENCING DISCONNECTS & POOR FEEDBACK BARRIERS to KNOWLEDGE
  84. Conceptual Framework - Slices Mobility Agriculture Land Use Water Governance Conflicts Urbanization Consumption Unmet Needs Population Migration Energy Trade Industry
  85. Slice: Agriculture Activities & Conditions Sustainability Problems Scientific & Technical Solutions Social, Economic, Political, & Regulatory Solutions Rings:
  86. WORLD as PICTURE, as IKON, MODEL, ARTEFACT, NUMBER
  87. KnowMap Vol. 1, No. 5, August 2001 <ul><li>People feel fine with icons (images) and symbols , but when Peirce in his sign theory introduced something in-between what he called index they are somehow destabilized and frightened - not able to believe in the either - or world of words or metaphoric pictures. </li></ul><ul><li>Just for the exercise we want to test Peirce's index here by considering his third category a spacial map or model. This would create room for communication and sensations when linking and merging of realities and bridge the media breaks. This in-betweening is further explored in … </li></ul><ul><li>from chapter: Profound Ignorance and In-Between </li></ul><ul><li>Spacial versus Spatial Part III : </li></ul><ul><li>Panoramic Thinking and End of This Journey </li></ul>
  88. Heiner Benking: Alte und Neue Räume, Ordnungen und Modelle für Orientierungen und Vereinbarungen UNESCO Conference: The Unifying Aspects of Cultures, Vienna 2003 From Cusanus and Peirce, to Warburg ... and further down the road less travelled „ Models“ „Signs“ Library „levels“ „Cognitive Panorama“ N. v. Kues (Cusanus) C.S.Peirce A. Warburg work in progress ANALOGON INDEX ORIENTATION CONTEXTS SYMBOLON SYMBOL WORDS SUBJECTS ICON ICON IMAGE OBJECTS ACTION Systematic, communicative ETHICS & PRAGMATICS Jonas / Stachowiak
  89. Konrad Lorenz Institute for Evolution and Cognition Research Altenberg Workshops 1996/97 30. January 1997, Austria, Worldview Compositions and Cognitive Spaces - a necessary evolutionary step by Heiner Benking Source: Limits to Growth , Donella H. Meadows, Dennis L. Meadows, Jorgen Randers & William W. Behrens III , Potomac Associates, New York (1972) pls. see also The Club of Rome - The Predicament of Mankind , 1970 Subtitle of Fig 1: Although the perspectives of the world's people vary in space and time, every human concern falls somewhere on the space time graph. The majority of the world's people are concerned with matters that effect only family or friends over a short period of time. Others look far ahead in time or over a large area - a city or a nation. Only few people have a perspective that extends far into the future. * Later we can read in the book: that in contrast to the majorities focus in the quadrant in the lower left “box”, the book concerns itself with the upper right quadrant or “box”.
  90. Konrad Lorenz Institute for Evolution and Cognition Research Altenberg Workshops 1996/97 30. January 1997, Austria, Worldview Compositions and Cognitive Spaces - a necessary evolutionary step by Heiner Benking Interactive relations among hierarchically ordered subsystems of an organism, Inscribed Domains, P. Weiss, In: Beyond reductionism, Alpbach 1968, pls. see more: IFSR - ISSS
  91. http://mattersofconsequence.com/MOCfig2.html http://mattersofconsequence.com/index.html
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  93. Quest for Structured Response tp Growing World-wide Complexities and Uncertainties 1970 A PROPOSAL The Club of Rome - The Predicament of Mankind Early beginnings 1968- 1970
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  95. Whoever imagines mental deep permeable barriers which actually do not exist  and then thinks them away, has understood the world.  As space is entrapped in geometry's network of lines,  thought is caught in its (own) inherent laws.  Maps make the world comprehensible to us;  we are still waiting for the star-maps of the spirit.  In the same way than ambling through fields  we risk getting lost, the spirit negotiates its terrain. Friedrich Rückert, Wisdom of the Brahmins a didactic poem, Charles T. Brooks in 1882 * this is a critical translation issue: WALLS a& BOUNDARIES are „man-made“ – have no equivalent in Nature. The term Schranken therfore can be trasnlated as restraining bounds, or semiphors, barriers & temporary permeable or translucent / transparent material/strata/membranes/transition zones). Friedrich Rückert Die Weisheit des Brahmanen, ein Lehrgedicht in Bruchstücken Werke, Band 2, Leipzig und Wien [1897], S. 50-51. Breaking Down New Walls 10th Annual Summit of Nobel Peace Laureates , Berlin, November, 9-11 2009  Interview, Panel-Discussion , ….
  96. Konrad Lorenz Institute for Evolution and Cognition Research Altenberg Workshops 1996/97 30. January 1997, Austria, Worldview Compositions and Cognitive Spaces - a necessary evolutionary step by Heiner Benking Guilford, J. P., The Nature of Human Intelligence, New York: McGraw Hill, 1967. Structure of Intellect. [175] Cf. the work of Heiner Benking. To be publihed in 9. Augmented knowledge in the book by Kim Veltman: Augmented Books, Knowledge, and Culture http://www.isoc.org/inet2000/cdproceedings/ 6d/6d_1.htm These quests to master new knowledge owe much to systems theory, &quot;chaos theory&quot; (a seemingly contradictory combination of terms), complexity, [77] and developments in neural networks, whereby systematic treatments of apparently random forms bring unexpected patterns of order. What makes these trends the more significant is that thinkers concerned with the systematization of intellect, such as Guilford, have intuitively sought to link units, classes, relations, systems, etc. with products and operations (figure 12). Cf. the work of Heiner Benking.
  97. Global Sharing and Coping Connecting Worlds, Scales, Media, & Forms/Structures
  98. Exploring and Negotiating the In-Between Material World In-material World not-given World given World MODEL SPACES Multi-Perspective, Systemic, Organismic, Holistic representations Additional Reality Maps Embodied Covenant Artefacts – Models - Worlds Ecological Theology and Environmental Ethics
  99. Multimedia Where do we go from here ? Using Maps and Models, SuperSigns and SuperStructures Heiner Benking International CODATA Symposium on Multimedia in Science and Technology - MIST 2005 - European Academy, Berlin, Germany September 19-20, 2005 International ICSU-CODATA Symposium Berlin , ICSU - International Council of Scientific Unions, CODATA- Committee on Data for Science and Technology
  100. Premier forum des solutions pour développement des musées et expositiones - Journée Access Multimedia 17. - 18. Novembre 1998 - Cité des Sciences et de l‘Industrie <ul><li>Central issues include: </li></ul><ul><li>Culture and Cyberculture </li></ul><ul><li>Frontiers and Challenges of Conceptual Navigation </li></ul><ul><li>Orientation and Understanding </li></ul><ul><li>CREATE NEW SPACES AND MAPS? </li></ul><ul><li>http://benking.de/meta-paradigm.htm </li></ul><ul><li>http:// benkign.de/ceptualinstitute/landscape.htm </li></ul>In such fields the question of context and overview evolves naturally - This is essential for learning and „daring“ to forget. As a result the human right to know what something is „about“ can evolve naturally.
  101. Towards a New Renaissance 3 Harmonising Spirituality, Nature and Health EMBODYING, HARMONIZING and SHARING OLD AND NEW SPACES & TIMES Sharing Commons in an Embodied Covenant [more] Bringing together cultural expressions , sign systems, perspectives and positionalities Heiner Benking Secretary Tagore-Einstein Council , Council of Global Issues , Originator Open-Forum , PNW -Positive News Youth Views – Youth-Leader
  102. Global Sharing and Coping Starting Points HARMONIZATION The first and most central entry points have been around a G7 and SRU German Environmental experts initiative which was taken up by the UN- Environment Programme UNEP - HEM. late 1980 -- 1992 GLOBAL CHANGE The other started with the GLOBAL CHANGE conference 1988 in Moscow. Germany and other countries had been invited to present „Challenges to Science and Politics“ in form of Conferences and Exhibitions. As I was invited to contribute I had to think anew on how such complex Issues could be communicated to the broader public, raising awareness and consciousness, and being correct and helpful for scientists, politicians, and industry at the same time. I go public now 1998 as after having this touring exhibition 8 years in Germany, but never been shown outside Germany, and being updated and in high demand, there is high danger of losing this piece and milestone. Politics look east and local when the exhibition was opened in May 1990. The result we have no public eye and information about the exhibition, its scope and results. As this is fatal in my view, I fee I have to change and address that. I could have also called this UIA guest page GLOBAL CHANGE or LOCAL AND GLOBAL CHANGE - as my work started about global environmental issues in 1988 with such wide and universal themes. Only because I was involved in two or more projects at that time, and have a certain background which was about preparing and documenting decisions and presenting results, I was able to make the bridge, combine what normally is not seen as one - or in one solution. As both project concepts are not only of wider interest and unique in their approach, specially in their time we are proposing here to follow each background independently and then join in again the flow of events.
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  104. <ul><li>To create knowledge in a spirit of openness to the world, integrating new perspectives </li></ul><ul><li>To think and act in a forward looking manner </li></ul><ul><li>To acquire knowledge and act in an interdisciplinary manner </li></ul><ul><li>To be able to plan and act in cooperation with others </li></ul><ul><li>To be able to participate in decision-making processes </li></ul><ul><li>To be able to motivate others to become active </li></ul><ul><li>To be able to reflect upon one’s own principles and those of others </li></ul><ul><li>To be able to plan and act autonomously </li></ul><ul><li>To be able to show empathy for and solidarity with the disadvantaged </li></ul><ul><li>To be able to motivate oneself to become active </li></ul>Gestaltungs – Competences UNESCO - Education for Sustainable Development
  105. Gestaltungs-Competence 1 & 7 To create knowledge in a spirit of openness to the world, integrating new perspectives 1. 7. To be able to reflect upon one’s own principles and those of others
  106. Kurt Hanks , PARADIGM MAPPING http://hanksconsulting.com/page10.html
  107. Kurt Hanks , PARADIGM MAPPING

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