tag:blogger.com,1999:blog-60391920776966535082024-03-29T05:08:54.470-04:00Creative Systems Lab.An exploration for understanding how creative emergence occursTakashi Ibahttp://www.blogger.com/profile/09146528630893066785noreply@blogger.comBlogger41125tag:blogger.com,1999:blog-6039192077696653508.post-71186345053258907782012-09-08T21:41:00.004-04:002012-09-08T21:46:31.415-04:00COMPLEX SYSTEM THEORY 2012Here is the syllabus for the course I'll provide this fall and winter.<br />
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<h3>
<b>COMPLEX SYSTEM THEORY</b></h3>
Creative Courses (Skill) - Knowledge Skill<br />
2012 Fall Tuesday 4th Period<br />
Faculty-in-charge: Takashi Iba<br />
Faculty of Policy Management & Faculty of Environment and Information Studies<br />
Keio University<br />
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<h3>
</h3>
<h3>
[ Course Summary ]</h3>
<div style="text-align: justify;">
In order to understand the complex, dynamic world around us, such as life and society, we must not limit ourselves in a single intelectual field. When we are able to connect different intellectual fields, we reveal insights and ideas that have never been explored before. In this course, you will study how the different fields: (1) nonlinear science, (2) creative systems, (3) pattern languages, and (4) network science is actually related, and hold the key to understand the reality of the world around us. In the classes, there will be many activities to help deeply understand the subjects and topics of the complex, dynamic world. (This course will be offered in English.)</div>
<br />
<h3>
[ Class Schedule ]</h3>
<b><br /></b>
<b>#1 - Introduction</b><br />
The overview and requirements for this course will be provided.<br />
<br />
<b>#2 - Nonlinear Science: Chaos</b><br />
Subject: Chaos, which is amazing phenomenon where irregular behavior is generated from a simple regular rule.<br />
Activity: Simulate chaos with spreadsheet software, such as Excel or Numbers, in you computer.<br />
<br />
<b>#3 - Nonlinear Science: Fractal</b><br />
Subject: Fractal, which has an interesting feature of self-similarity at different scales.<br />
Activity: Watch the video concerning fractal geometry, think of examples in the world around us, and discuss the implication.<br />
<br />
<b>#4 - Nonlinear Science: Chaotic walk workshop</b><br />
Subject: Patterns hidden in chaos<br />
Activity: Explore the patterns hidden in chaos with using "ChaoticWalker," which is software for generating patterns on a two-dimensional plane with a chaotic map function.<br />
<br />
<b>#5 - Creative Systems: Autopoieis Theory </b><br />
Subject: Creative process as an autopoietic system, which is the latest systems theory.<br />
Activity: Discuss and write a series of discoveries in a creative process based on the Creative Systems Theory.<br />
<br />
<b>#6 - Creative Systems: Brainstorming method</b><br />
Subject: Divergent thinking in a part of creative process.<br />
Activity: Practice divergent thinking in a brainstorming session.<br />
<br />
<b>#7 - Creative Systems: KJ method</b><br />
Subject: Convergent thinking in a part of creative process.<br />
Activity: Practice convergent thinking in a session with the KJ method.<br />
<br />
<b>#8 - Presentation Patterns workshop</b><br />
Subject: Fundamental idea and applied cases of pattern language, which is a documented wisdom about the rules, methods, tips, and customs of a certain area of expertise.<br />
Activity: Watch the video, and discuss how to make great presentations with using the Presentation Patterns.<br />
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<b>#9 - Pattern Language: Pattern writing</b><br />
Subject: The format of patterns in pattern languages.<br />
Activity: Write a pattern that describes the rules, methods, tips, and customs of a certain area of expertise.<br />
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<b>#10 - Pattern Language: Writer's workshop</b><br />
Subject: The making process of a pattern language.<br />
Activity: Conduct a writer's workshop to improve the patterns you have write.<br />
<br />
<b>#11 - Pattern Language: The Nature of Order</b><br />
Subject: The latest theory by Christopher Alexander, who proposed the idea of pattern languages.<br />
Activity: Discuss the meaning and implication of the concepts proposed in the book, The Nature of Order.<br />
<br />
<b>#12 - Network Science: Small-World & Scale-Free Networks</b><br />
Subject: Network analysis of how the things connect one another in natural, social, and technological worlds.<br />
Activity: Watch the video concerning the network science, and run network simulations in your computer.<br />
<br />
<b>#13 - Final Project Presentation</b><br />
Give a presentation about your final project.<br />
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<b>#14 - Final Project Presentation</b><br />
Give a presentation about your final project.<br />
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<h3>
[ Materials and Reading List ]</h3>
All materials that are required for the class will be handed out in the class. The followings are recommended reference.<br />
<b><br /></b>
<b>Nonlinear Science</b><br />
<ul>
<li>M. Mitchell Waldrop, <i>Complexity: The Emerging Science At The Edge Of Order And Chaos</i>, Simon & Schuster, 1993</li>
<li>James Gleick, <i>Chaos: Making a New Science</i>, Penguin Books; Revised edition, 2008</li>
<li>Benoit B. Mandelbrot, <i>The Fractal Geometry of Nature</i>, W. H. Freeman and Company, 1982</li>
<li>Stuart Kauffman, <i>At Home in the Universe: The Search for the Laws of Self-Organization and Complexity</i>, Oxford University Press, 1996</li>
<li>Takashi Iba & Kazeto Shimonishi, "The Origin of Diversity: Thinking with Chaotic Walk", <i>Unifying Themes in Complex Systems Volume VIII: Proceedings of the Eighth International Conference on Complex Systems</i>, Sayama, H., Minai, A. A., Braha, D. and Bar-Yam, Y. eds., NECSI Knowledge Press, Jun., 2011, pp.447-461.</li>
</ul>
<b>Creative Systems</b><br />
<ul>
<li>N. Luhmann, <i>Social Systems</i>, Stanford University Press, 1996</li>
<li>Takashi Iba, "An Autopoietic Systems Theory for Creativity", <i>Procedia - Social and Behavioral Sciences</i>, Vol.2, Issue 4, 2010, pp.6610-6625</li>
<li>Keith Sawyer, <i>Group Genius: The Creative Power of Collaboration, </i>Basic Books, 2008</li>
<li>Alex Osborn, <i>Your Creative Power</i>, Charles Scribner's Sons, 1948</li>
<li>Thomas Kelley, Jonathan Littman,<i> The Art of Innovation: Success Through Innovation the IDEO Way</i>, Profile Business, 2002</li>
</ul>
<b>Pattern Languages</b><br />
<ul>
<li>Christopher Alexander, <i>The Timeless Way of Building</i>, Oxford University Press, 1979</li>
<li>Christopher Alexander, <i>The Production of Houses</i>, Oxford University Press, 1985</li>
<li>Christopher Alexander, <i>The Nature of Order, Book One</i>, Center for Environmental Structure, 2002</li>
<li>Stephen Grabow, <i>Christopher Alexander: The Search for a New Paradigm in Architecture</i>, Routledge Kegan & Paul, 1983</li>
<li>Takashi Iba, "Pattern Language 3.0 Methodological Advances in Sharing Design Knowledge," <i>International Conference on Collaborative Innovation Networks 2011 (COINs2011)</i>, Sep., 2011</li>
</ul>
<b>Network Science</b><br />
<ul>
<li>Albert-Laszlo Barabasi, <i>Linked: How Everything is Connected to Everything Else and What It Means for Business</i>, Science, and Everyday Life, Plume, 2003</li>
<li>Duncan J. Watts, <i>Six Degrees: The Science of Connected Age</i>, W. W. Norton & Company, 2004</li>
<li>Takashi Iba, Ko Matsuzuka, Daiki Muramatsu, "Editorial Collaboration Networks of Wikipedia Articles in Various Languages," <i>International Conference on Collaborative Innovation Networks 2011 (COINs2011)</i>, Sep., 2011</li>
<li>Takashi Iba, "Hidden Order in Chaos: The Network-Analysis Approach To Dynamical Systems", <i>Unifying Themes in Complex Systems Volume VIII: Proceedings of the Eighth International Conference on Complex Systems</i>, Sayama, H., Minai, A. A., Braha, D. and Bar-Yam, Y. eds., NECSI Knowledge Press, Jun., 2011, pp.769-783</li>
</ul>
<h3>
</h3>
<div>
<br /></div>
<h3>
[ Assignments, Examination and Grade Evaluation ]</h3>
Grading will be based on class participation, homework, and final project (presentation and report).<br />
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<br />
<h3>
[ Special equipment or software to prepare ]</h3>
<br />
a laptop computer (Mac, Windows, or Linux)<br />
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<br />
<h3>
[ Student Selection ]</h3>
Only the selected students can take this course.<br />
Number of students in the class (scheduled): About 60<br />
Method and timing of the selection : writing an essay concerning the topics of this course in the first class.<br />
<div>
<br />
<br />
<h3>
[ Contact ]</h3>
<div>
Staff: cs2012 [at] sfc.keio.ac.jp</div>
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<div>
<br /></div>
</div>
Takashi Ibahttp://www.blogger.com/profile/09146528630893066785noreply@blogger.com5tag:blogger.com,1999:blog-6039192077696653508.post-85225750632542161522012-09-02T09:36:00.001-04:002012-09-02T09:36:22.246-04:00Re-Thinking Education and Learning with C. Alexander's Latest Theory<br />
<div style="text-align: justify;">
I submitted a new paper to the EducationalPatterns workshop, which will be held in Austria this November.Here is an abstract of the paper.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<b>"Making Learning Lively: An Analogical Consideration Inspired by Christopher Alexander’s Theory of Wholeness and Centers" (Takashi Iba, EducationalPatterns Workshop, 2012)</b></div>
<blockquote class="tr_bq" style="text-align: justify;">
In this paper, I would like to consider how to make learning lively by developing an analogy between architecture and education, inspired by Christopher Alexander’s theory of wholeness and centers, which is proposed in his book, <i>The Nature of Order</i>. The analogy developed in this paper is that <i>a whole that is composed of learning</i> is viewed as a <i>whole</i> in the Alexander’s definition; and that <i>learning that is lively</i> is viewed as a <i>center</i>. In this paper, the following properties that make learning lively is discussed based on the following fifteen fundamental properties proposed by C. Alexander in his book, <i>The Nature of Order</i>: <i>Levels of Scale, Strong Centers, Boundaries, Alternating Repetition, Positive Space, Good Shape, Local Symmetries, Deep Interlock and Ambiguity, Contrast, Gradients, Roughness, Echoes, The Void, Simplicity and Inner Calm,</i> and <i>Not-Separateness</i>. Furthermore, I show the relation between these properties and the patterns of the <i>Learning Patterns</i>, which is a pattern language for creative learning.</blockquote>
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<div style="text-align: justify;">
This is one of the figure in the paper. My illustration summarizing the fifteen fundamental properties proposed by Christopher Alexander in his book, <i>The Nature of Order, Book One</i>.</div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFOh0w0Ccxhopt988s11nuNfpWU6WxLCiyw3as_Cazi5GOvRa_vMoLY3iqv0iTnSdMOz28f67HCbeeIgZW__ck0ZNEKfJPqA67ve05ALUBrib9srk-pwpJM2o9Y8VFmUhaEaFnR9hj718B/s1600/ImageOfFifteenPropertiesFigureNew.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFOh0w0Ccxhopt988s11nuNfpWU6WxLCiyw3as_Cazi5GOvRa_vMoLY3iqv0iTnSdMOz28f67HCbeeIgZW__ck0ZNEKfJPqA67ve05ALUBrib9srk-pwpJM2o9Y8VFmUhaEaFnR9hj718B/s640/ImageOfFifteenPropertiesFigureNew.png" width="536" /></a></div>
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<br />
<br />
<div style="text-align: justify;">
The following is another figure in my paper. It shows my view of learning with the concepts, whole and centers, proposed by C. Alexander.</div>
<div>
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiryRF699_673PHwFTmfjDrIQCeRbuqR34gt5VINm8KpvVFeWVga7g06T9FHtT-M4jJSNB0x2IJAqoTfaTc4kC34XaAyuKI7jyvkoZOojwvYCZwR6LvZ7hNJUxyvQgeF9nfXZVgYA2jlJ48/s1600/ImageOfWholeAndCenterInLearning.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiryRF699_673PHwFTmfjDrIQCeRbuqR34gt5VINm8KpvVFeWVga7g06T9FHtT-M4jJSNB0x2IJAqoTfaTc4kC34XaAyuKI7jyvkoZOojwvYCZwR6LvZ7hNJUxyvQgeF9nfXZVgYA2jlJ48/s320/ImageOfWholeAndCenterInLearning.png" width="320" /></a></div>
<div>
<br />
<br /></div>
<div>
<b>Reference (in the paper)</b></div>
<div>
<ul>
<li><span style="font-family: inherit;">Alexander, C. (1985) <i>The Production of Houses</i>, Oxford University Press.</span></li>
<li><span style="font-family: inherit;">Alexander, C. (2002a) <i>The Nature of Order, BOOK ONE: The Phenomenon of Life</i>, The Center for Environmental Structure.</span></li>
<li><span style="font-family: inherit;">Alexander, C. (2002b) <i>The Nature of Order, BOOK TWO: The Process of Creating Life</i>, The Center for Environmental Structure.</span></li>
<li><span style="font-family: inherit;">Learning Patterns Project (2009) <i>Learning Patterns: A Pattern Language for Creative Learning</i>, in Japanese, Faculty of Policy Management & Faculty of Environment and Information Science, Keio University.</span></li>
<li><span style="font-family: inherit;">Iba, T., Miyake, T., Naruse, M., and Yotsumoto, N. (2009), “Learning Patterns: A Pattern Language for Active Learners,” in <i>16th International Conference on Pattern Languages of Programs (PLoP2009)</i>.</span></li>
<li><span style="font-family: inherit;">Iba, T. and Miyake, T. (2010) “Learning Patterns: A Pattern Language for Creative Learning II,” in <i>1st Asian Conference on Pattern Languages of Programs (AsianPLoP2010)</i>.</span></li>
<li><span style="font-family: inherit;">Iba, T., “Learning Patterns III: A Pattern Language for Creative Learning,” in <i>18th international Conference on Pattern Languages of Programs (PLoP2011)</i>, 2011.</span></li>
<li><span style="font-family: inherit;">Learning Patterns Project (2011) <i>Learning Patterns: A Pattern Language for Creative Learning</i>, in <i>The Third International Conference on Collaborative Innovation Networks (COINs2011)</i>, 2011</span></li>
</ul>
<br /></div>
Takashi Ibahttp://www.blogger.com/profile/09146528630893066785noreply@blogger.com5tag:blogger.com,1999:blog-6039192077696653508.post-69563371749138150582012-07-01T09:40:00.002-04:002012-07-01T09:40:55.046-04:00First Stage Mission Accomplished!<br />
<span style="background-color: white;">Today, we started off smoothly even though</span><span style="background-color: white;"> we
were missing a few people. Since we have been going through this
process for a couple of times, some members seem to have gained
endurance and a driving power, visioning the end to labeling the
patterns. </span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvsiW84h9FPkWUuiedUueekeVG5DiRVBB2pJXO6OA7ksk7X7RkB6B284T7mwD7n4l1D8xal2_kTG3d8MhMIDQXc2nY7bq4H5Xq_y66kKTXr57pWAPM1QvszXgcDZ1f9lUEBAF2za2cnDBo/s1600/20120618_ilab1_1_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvsiW84h9FPkWUuiedUueekeVG5DiRVBB2pJXO6OA7ksk7X7RkB6B284T7mwD7n4l1D8xal2_kTG3d8MhMIDQXc2nY7bq4H5Xq_y66kKTXr57pWAPM1QvszXgcDZ1f9lUEBAF2za2cnDBo/s320/20120618_ilab1_1_640.jpg" width="320" /></a></div>
<br />
With the motivation to keep moving on, members of the Iba lab
maintained their concentration for five consecutive hours.<br />
Although each group finished their tasks in a slight time lag, it
was amazing to see that everyone was very satisfied, ending up
writing 131 seeds of pattern language! The atmosphere of the lab
was joyful and vibrant when we are cleaning up the room after such
big accomplishment.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU-EW9ZXx0cL6aRfoZVpq8KNPlXzf3yEhxlK9FED3bxGYEwExzQBHpqhcCS5T3Fksqn2Iy_no5I22nJQR1cIhDu1nSd08PANoaUt9em6Ftd2ZZR0AahNOa0Iq4aw9jBd7PeWJEphI6nd06/s1600/20120618_ilab1_7_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhU-EW9ZXx0cL6aRfoZVpq8KNPlXzf3yEhxlK9FED3bxGYEwExzQBHpqhcCS5T3Fksqn2Iy_no5I22nJQR1cIhDu1nSd08PANoaUt9em6Ftd2ZZR0AahNOa0Iq4aw9jBd7PeWJEphI6nd06/s320/20120618_ilab1_7_640.jpg" width="320" /></a></div>
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<br /></div>
<br />
Next week, we will be conducting the KJ method once more in order
to make the pattern making process more efficient.<br />
<br />
<br />
<pre class="moz-signature" cols="72"></pre>Anonymoushttp://www.blogger.com/profile/10359306990569615408noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-18704677064770606662012-07-01T09:37:00.001-04:002012-07-01T09:40:55.007-04:00Burn-OutThe first Monday of June was just another day.<br />
Still immersed in the feeling of Sunday, most of the members were absentmindedly talking to each other and taking a short break before they had to ignite themselves to take on the tasks.<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkBNYRkuvTHS3IGKhLKpHVPa2d3H_zpatqBo-VhwLTHVTxpF-weRItZSyDn8TvQ_vL8thhGhkJtUmVfYmZi1fEX7-mA5X1maSgvSXRv4VW9NdFznHFAB3j5HZNyD-PVFPvjZGJw-HZBrig/s1600/20120604_ilab1_1_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkBNYRkuvTHS3IGKhLKpHVPa2d3H_zpatqBo-VhwLTHVTxpF-weRItZSyDn8TvQ_vL8thhGhkJtUmVfYmZi1fEX7-mA5X1maSgvSXRv4VW9NdFznHFAB3j5HZNyD-PVFPvjZGJw-HZBrig/s320/20120604_ilab1_1_640.jpg" width="320" /></a></div>
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<br />
<span style="font-size: small;">Soon after, as we teamed up in three groups, each group reviewed their </span><span style="font-size: small;">assigned </span><span style="font-size: small;">archipelagos and started giving feedback to each other.</span><br />
<span style="font-size: small;">Well, this was a great idea of diversifying a heavy workload but the problem was that we were missing a common understanding among the members. Gradually, sharing and adapting our thoughts and ideas, we came up with a common perception of the label name and the reason why the pattern is important. </span><br />
<span style="font-size: small;">As the previous session, our professor took on the role to go
around the groups to check their progress and give his opinion
whenever the groups needed a third opinion. <br />
</span><br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMBmlr0qy8KbUzUpuX71vLVGSYjkjkstu0sdj9rsu16Z6JeZ5DvyjE_xLgIkUWQTHwZHXp9CLjmjImMre5CjcSBBTIURY-uFlsGH-w7vUTv2iCpzUHhR038mehBlcNw9z8TzfrpKEgK6Uq/s1600/20120604_ilab1_2_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMBmlr0qy8KbUzUpuX71vLVGSYjkjkstu0sdj9rsu16Z6JeZ5DvyjE_xLgIkUWQTHwZHXp9CLjmjImMre5CjcSBBTIURY-uFlsGH-w7vUTv2iCpzUHhR038mehBlcNw9z8TzfrpKEgK6Uq/s320/20120604_ilab1_2_640.jpg" width="320" /></a></div>
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<span style="font-size: small;">We have been continuing this process for days and months and some people might ask why not adopt a more efficient method? To simply answer to your question, </span>this is a process of creation. Because this is a fairly new method, we need to find out a way on our own. If we find out that we cannot move on, we change our approach and explore a new way to keep moving with twists and turns It is the drive to move on and never stop that motivates the members of Iba lab.<br />
<span style="font-size: small;"><br /></span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8IQFRDB_JBDYMRSnNUxaVAUgk6pJowQZpUv_SlOQjh77U6mcuHKDKq16BaMm6shHWdFVcgLhUSFHgqdPPDinIfnhoeepSziTA4tBhBh4RrgDA8XlazrpRIIpyzpjAUNPvt9j7sqXapxIR/s1600/20120604_ilab1_4_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8IQFRDB_JBDYMRSnNUxaVAUgk6pJowQZpUv_SlOQjh77U6mcuHKDKq16BaMm6shHWdFVcgLhUSFHgqdPPDinIfnhoeepSziTA4tBhBh4RrgDA8XlazrpRIIpyzpjAUNPvt9j7sqXapxIR/s320/20120604_ilab1_4_640.jpg" width="320" /></a></div>
<span style="font-size: small;"><br /></span><br />
<span style="font-size: small;">After four hours of consecutive work, most of the members were burned-out.</span><br />
<span style="font-size: small;">How ever this is the proof that we squeezed out our intellectual thoughts and ideas to the max. We still have a long way to go but we are definitely moving on to the next step.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJnv4uHKPbqSDM6H7hc6LyaXls7LO8_7NoVC4ND80CyZDCBz7F6X2a754k3V4JZi19DOiqDQGKGPlCCjRsqeGaK118XhatV-vmggMQCVG3C-F62CigdayoWp7OtuRKlqsr3e7g76BiLJxK/s1600/20120604_ilab1_5_640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJnv4uHKPbqSDM6H7hc6LyaXls7LO8_7NoVC4ND80CyZDCBz7F6X2a754k3V4JZi19DOiqDQGKGPlCCjRsqeGaK118XhatV-vmggMQCVG3C-F62CigdayoWp7OtuRKlqsr3e7g76BiLJxK/s320/20120604_ilab1_5_640.jpg" width="320" /></a></div>
<br />Anonymoushttp://www.blogger.com/profile/10359306990569615408noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-46661871822183321962012-06-26T21:06:00.002-04:002012-06-26T21:06:42.218-04:00Syllabus for Iba Lab B2 (Fall 2012) - Exploring Theories, Methods, and Practices for the Creative Society<br />
<h2 style="text-align: right;">
<span class="Apple-style-span" style="font-size: small; font-weight: normal;"><i>We welcome GIGA students who don't speak Japanese!</i></span></h2>
<div>
<span class="Apple-style-span" style="font-size: small; font-weight: normal;"><i><br /></i></span></div>
<div>
<h3>
Syllabus for Iba Lab B2 (Fall 2012)</h3>
<h3>
Exploring Theories, Methods, and Practices for the Creative Society</h3>
</div>
<span class="Apple-style-span" style="font-weight: normal;"><a href="http://web.sfc.keio.ac.jp/~iba/" target="_blank">Takashi Iba</a> (Associate Professor at the Faculty of Policy Management, Keio University)</span><br />
<br />
<h3>
Important Dates</h3>
<i>July 3, 2012: Iba Lab information session (5th hour @ K11)</i><br />
<i>July 21, 2012: Entry submission deadline</i><br />
July 26-27, 2012: Interview sessions (dates subject to change)<br />
July 28, 2012: Lab spring presentations<br />
<br />
<br />
<h3>
Course Goals and Overview</h3>
Our society today is becoming more complex and diverse day by day. Finding a way to design the future with our own hands has become the fundamental problem for us today. To be creative in such a society, we must create our own visions, and design tools and methods to make the vision become a reality.<br />
<br />
In our lab, we define a <b><i>Creative Society</i></b> as a society where various people design and create new perceptions, new products, new methods, and ultimately the future for ourselves, by ourselves. The lab aims to seize the sprouts of the creative society, imagine its growth, and nurture it through actual practice.<br />
<br />
Members of the lab would either work on <b>Personal Projects</b> based on their interest in a certain field, or they can work in one of the <b>Frontier Projects</b> formed by members of the lab.<br />
<br />
Examples of <b>Personal Projects</b> include analysis of open collaborations, research on social media, putting creative workshops to practice, analysis of the creative process, creation of tools to support creative processes, building new forms of communication media, or the creation of a pattern language in a new field. Of course, any other topic that you are interested in is welcome.<br />
<br />
We are planning on starting the following <b>Frontier Projects</b>.<br />
<br />
<ul>
<li><b>Documentary Filming</b> - Filming, production, and streaming of the world's first documentary film about pattern languages. Those with skills in film editing are welcome.</li>
<li><b>Web Application Development</b> - Launch a new kind of social networking service based on pattern languages. We welcome those with high programming and software development skills. </li>
<li><b>Global Expansions</b> - Introduce pattern languages and workshops based on them overseas. For all of you out there with high English skills, this is the place for you.</li>
<li><b>Workshop Design</b> - Develop and carry out new forms of workshops using pattern languages. For those interested in creating environments for effective study or creation.</li>
<li><b>Education to Nurture Creativity</b> - Study methods of education that would nurture the creativity of children, and put it into practice. Future teachers and anyone interested in education is welcome.</li>
</ul>
<br />
<br />
Upon conducting your project, you must first let go of the knowledge and methods fixed to existing sciences, and commit to the project by reconstructing a new method for a new era of study. To help the process, we will take time to read and discuss books about related topics.<br />
<br />
The theme for our lab is Creativity. We are looking for prospective lab members who are willing to commit creatively to the future!<br />
<br />
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<br />
<br />
To find out more about our works, visit our lab blog:<br />
<b>The Creative Systems Lab</b><br />
<a href="http://creativesystemslab.blogspot.jp/">http://creativesystemslab.blogspot.jp/</a><br />
<br />
<h3>
Course Schedule</h3>
<br />
<ul>
<li>Progress on each member's project will be shared at lab meetings. In addition, we will read and discuss books, and exercises to polish up skills will be given. </li>
<li>Members are required to work on their projects outside of class time.</li>
<li>Sessions are planned on <i>5th hour Tuesdays</i>.</li>
</ul>
<br />
<br />
<h3>
Course Language</h3>
English, Japanese<br />
<i>We welcome GIGA students who don't speak Japanese!</i><br />
<i><br /></i><br />
<h3>
Course Requirements</h3>
<br />
<ul>
<li>Members are required to take classes held by Professor Iba besides the lab sessions, since skills and knowledge necessary for the lab will be taught there also. Professor Iba will be teaching "Pattern Language" and "Complex Systems Theory" in the Fall semester of 2012. </li>
<li>We are looking for members who are willing to study together with us in a long perspective. Breakthrough in knowledge and skills can be expected through long-term commitment.</li>
</ul>
<br />
<br />
<h3>
Available Seats</h3>
Approximately 20<br />
<br />
<br />
<h3>
Misc. Information</h3>
<br />
<ul>
<li>Since members of the lab each have a different field of expertise, knowledge necessary for each member's project must be acquired outside of class.</li>
<li>Classes will most likely be extended without notice. We also go for dinner after lab sessions, so please keep your schedule open for the night on days with lab sessions. </li>
<li>You are welcome to take both Iba Lab B1 and B2 in the same semester, or belong to another lab besides the Iba lab at the same time. </li>
<li>Prospective members are asked to attend the Iba Lab Spring Presentation on 7/28/2012 (Sat).</li>
<li>Join us on opportunities to go on overseas trips to attend workshops and academic conferences. This year we will be visiting Germany in July and the US in October. </li>
<li>Iba Lab members are required to write their graduation thesis in English.</li>
</ul>
<br />
<br />
<h3>
Entry Assignment</h3>
After reading through this syllabus thoroughly, please submit the entry assignment described below via email by <b><i>Saturday, July 21</i>.</b><br />
<br />
Email to: ilab-entry2012 [at] sfc.keio.ac.jp<br />
Subject: Iba Lab B2 Entry<br />
Please attach your entry assignment in a Word or PDF file.<br />
<h4>
Iba Lab B2 Entry Assignment</h4>
<br />
<ol>
<li>Name, Faculty, Grade, Student ID, login ID</li>
<li>Topic of study you wish to work on in the lab, or the Frontier Project you wish to participate in. Reason for your entry. Your Enthusiasm towards the project.</li>
<li>Other Labs you are planning on belonging to next semester (If any)</li>
<li>Labs you have been a part of (If any)</li>
<li>Favorite classes you've taken so far - Multiple answers are welcome</li>
<li>Courses by Prof. Iba which you have taken before</li>
<li>Any other introduction of yourself. (clubs, activities, interests, future visions, any other points to sell)</li>
</ol>
<br />
* Question 2 should be about 1 page in length.<br />
** You are welcome to use any pictures or diagrams for questions 2 and 7.<br />
<br />
The selection interview will be held based on the information given in the entry assignment.<br />
<br />
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<br />
<h3>
References</h3>
<br />
<ul>
<li>Takashi Iba, "An Autopoietic Systems Theory for Creativity", <i>Procedia - Social and Behavioral Sciences</i>, Vol.2, Issue 4, 2010, pp.6610-6625</li>
<li>Daniel H. Pink, <i>A Whole New Mind: Why Right-Brainers Will Rule the Future</i>, Riverhead Trade, 2006</li>
<li>Don Tapscott, Anthony D. Williams, <i>Wikinomics: How Mass Collaboration Changes Everything</i>, Portfolio Trade, Expanded ed., 2010</li>
<li>Peter Gloor, <i>Coolfarming: Turn Your Great Idea into the Next Big Thing</i>, AMACOM, 2010</li>
<li>Keith Sawyer, <i>Group Genius: The Creative Power of Collaboration, </i>Basic Books, 2008 </li>
<li>Thomas Kelley, Jonathan Littman,<i> The Art of Innovation: Success Through Innovation the IDEO Way</i>, Profile Business, 2002</li>
</ul>
<br />
<br />
<ul>
<li>Morris Berman,<i> The Reenchantment of the World</i>, Cornell University Press, 1984</li>
<li>Gregory Bateson, <i>Steps to an Ecology of Mind</i>, The University of Chicago Press, 2000</li>
<li>N. Luhmann, <i>Social Systems</i>, Stanford University Press, 1996</li>
<li>Thomas S. Kuhn, <i>The Structure of Scientific Revolution</i>, The University of Chicago Press, 1962</li>
<li>Freeman Dyson, <i>Imagined Worlds</i>, Harvard University Press, 1997</li>
<li>Peter M. Senge, et. al., <i>Presence: Human Purpose and the Field of the Future</i>, Crown Business, Reprint ed., 2008</li>
<li>C. Otto Scharmer, <i>Theory U: Leading from the Future as It Emerges: The Social Technology of Presencing</i>, Berrett-Koehler Pub, 2009</li>
</ul>
<br />
<br />
<ul>
<li>Stephen Grabow, <i>Christopher Alexander: The Search for a New Paradigm in Architecture</i>, Routledge Kegan & Paul, 1983 </li>
<li>M. Lynn Manns, L. Rising, <i>Fearless Change: Patterns for Introducing New Ideas</i>, Addison-Wesley, 2004</li>
<li>Learning Patterns Project, <i>Learning Patterns: A Pattern Language for Creative Learning</i>, 2011</li>
<li>Christopher Alexander, <i>The Nature of Order, Book 1-4, Center for Environmental Structure</i>, 2001-</li>
<li>Jenny Quillien, <i>Delight's Muse on Christopher Alexander's The Nature of Order: A Summary and Personal Interpretation</i>, Lulu.Com, 2008</li>
</ul>
<br />
<br />
<ul>
<li>George Lakoff, Mark Johnson, <i>Metaphors We Live By</i>, The University of Chicago Press, 1980</li>
<li>"Deduction, Induction, and Hypothesis" (Charles Sanders Peirce, <i>The Essential Peirce: Selected Philosophical Writings VOLUME 1 (1867-1893)</i>, Indiana University Press, 1992) p.186-199</li>
<li>Hayao Miyazaki, Starting Point 1979-1996, VIZ media, 2009</li>
<li>Haruki Murakami, <i>What I Talk about When I Talk about Running: A Memoir</i>, Vintage Books, 2009</li>
<li>B. Minto, <i>The Pyramid Principle: Logic in Writing and Thinking</i>, 3rd Revised ed, Financial Times Prentice Hall, 2008</li>
</ul>
<br />Takashi Ibahttp://www.blogger.com/profile/09146528630893066785noreply@blogger.comtag:blogger.com,1999:blog-6039192077696653508.post-44415360979204470592012-06-12T07:51:00.002-04:002012-06-12T07:53:06.072-04:00Pattern Language: Media for Overcoming Double Contingency<br />
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">Last
class, the students in Social Systems Theory class learned <b>scenario planning</b>, which is media for communicating in communities
or organizations based on future plans.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">On
the other hand, Prof. Iba introduced <b>pattern
language </b>as media for verbalizing the tacit knowledge and sharing it among
people in an organization in order to take over double contingent situations.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh9NabJebsq_OjeLgML8EWtdTcC4IuYBwfWfA610UREzpGTupHpfzx3WwFlytg3RcIto_lz5UhtDi_9Ho8VW6Lnv-tk1Cg14XwL3fuwuv2uj0cwV6K1GD6UAYWi1OF31aXA9-FADQnF2yw/s1600/P5281733.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh9NabJebsq_OjeLgML8EWtdTcC4IuYBwfWfA610UREzpGTupHpfzx3WwFlytg3RcIto_lz5UhtDi_9Ho8VW6Lnv-tk1Cg14XwL3fuwuv2uj0cwV6K1GD6UAYWi1OF31aXA9-FADQnF2yw/s320/P5281733.JPG" width="320" /></a></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">He
explained what pattern language is, and how we write pattern language with
recent examples in our laboratory.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">The
example was English pattern writing pattern which he discovered recently on the
generative beauty project. We firstly wrote the pattern in Japanese, yet we
needed to write the patterns in English in order to submit the paper for the
international conference.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">On
that process, we tend to have difficulties with writing patterns in English,
the process does not go smoothly. Then, Prof. Iba realized that we need to
learn vocabularies related to topics of the patterns, in this case beauty, so
he bought variety of books about cosmetic, fashion and beauty written in English.
His intention of it was to write patterns while learning vocabularies and
phrases at the same time.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik8W0wbHtJfdiZaE4RkfNOuDQUe98ufxjjMYlsZq1-DXDG0txzj9RAH9NslT213DMgMonAaHKHs2zpN1n8t20p-3j0ZM9AvlYyKNDedHtRyQKDSk7dMCTsb6IyZODl5gv4iajsSMn7OqKw/s1600/P5281746.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik8W0wbHtJfdiZaE4RkfNOuDQUe98ufxjjMYlsZq1-DXDG0txzj9RAH9NslT213DMgMonAaHKHs2zpN1n8t20p-3j0ZM9AvlYyKNDedHtRyQKDSk7dMCTsb6IyZODl5gv4iajsSMn7OqKw/s320/P5281746.JPG" width="320" /></a></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';"><br /></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">Even
though he shared this knowledge with the current members on the project, he
will need to explain that consecutively when he encounters the same situations
on the different occasions or people. Therefore, it is effective to organize
and write this knowledge in order to make easier to tell it to other people.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">Then,
he decided to write the pattern on that. Basically, pattern language consists
of three main parts: context, problem, and solution.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-family: 'Times New Roman';">Pattern Name</span></b><span lang="EN-US" style="font-family: 'Times New Roman';">: Writing with Learning<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-family: 'Times New Roman';">Context</span></b><span lang="EN-US" style="font-family: 'Times New Roman';">: You write in English, which is not your
mother tongue.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span lang="EN-US" style="font-family: 'Times New Roman';">Problem</span></b><span lang="EN-US" style="font-family: 'Times New Roman';">: Because you have no idea how you should
write ideas in proper and comprehensive English, you cannot write patterns
smoothly. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">Solution:
Write patterns with learning and referencing vocabularies and phrased related
to the topic of the pattern that you are writing.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnjK5ZdnMrAbezrVc-XDHQ3hU3ViW6qH16i5Rvr36duLqEe_bc-R12-O84OgliS4hrbsCpbxx0P_kP1JzYqcWoLzSFSTTb2Pez7E-AOLKZd6ZklF5_uHnh_WimXyQwb6P-e0uitrZlhoeT/s1600/P5281711.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnjK5ZdnMrAbezrVc-XDHQ3hU3ViW6qH16i5Rvr36duLqEe_bc-R12-O84OgliS4hrbsCpbxx0P_kP1JzYqcWoLzSFSTTb2Pez7E-AOLKZd6ZklF5_uHnh_WimXyQwb6P-e0uitrZlhoeT/s320/P5281711.JPG" width="320" /></a></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';"><br /></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">The
reason why we give names to each pattern is to make us remember the contents of
the pattern easily, and help our communication on the topic as a vocabulary.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">In
other words, Christopher Alexander, an architect who established the concept of
pattern language, explains in <i>The
Production of Houses</i> that pattern language is a language for writing design
knowledge including problem finding and problem solving. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKSfTCVj-lt0o0iAxdNMDXLJLf2oDBk6cNKjARe3Ld1ZYyi1uAba3y1wa6_qSbgNshXst5UTiMuLyCSvXs8lzwEwqZ6AQJl0xMDAcU-wSl7mug9ZeSl0vp7ADRVCcZfTZpX25LkSQWVaRC/s1600/P5281700.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKSfTCVj-lt0o0iAxdNMDXLJLf2oDBk6cNKjARe3Ld1ZYyi1uAba3y1wa6_qSbgNshXst5UTiMuLyCSvXs8lzwEwqZ6AQJl0xMDAcU-wSl7mug9ZeSl0vp7ADRVCcZfTZpX25LkSQWVaRC/s320/P5281700.JPG" width="320" /></a></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';"><br /></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">After
the lecture, students have Q&A session about pattern language for deeper
understanding on that. Although they acquired better understanding on it, they
have never talked with patterns. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';">So,
we are having the workshop on patterns in <i>Fearless
Change</i>, and having dialogues based on their experiences with vocabularies
in the book.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: 'Times New Roman';"><br /></span></div>
<div class="MsoListParagraph" style="margin-left: 10.0pt; mso-list: l0 level1 lfo1; text-indent: -10.0pt;">
<span lang="EN-US" style="font-family: 'MS 明朝';">◆ </span><span lang="EN-US" style="font-family: 'Times New Roman';">C. Alexander, <i>The Production of Houses</i>, Oxford
University Press, 1985<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-left: 10.0pt; mso-list: l0 level1 lfo1; text-indent: -10.0pt;">
<span lang="EN-US" style="font-family: 'MS 明朝';">◆ </span><span lang="EN-US" style="font-family: 'Times New Roman';">M. Manns & L. Rising, <i>Fearless Change</i>, Addison-Wesley, 2005<o:p></o:p></span></div>Eri Shimomukaihttp://www.blogger.com/profile/16193576050294837150noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-1592213980101923992012-06-09T10:36:00.000-04:002012-06-10T03:15:45.684-04:00Thinking Outside the Box<br />
<br />
<div class="MsoNormal">
<span lang="EN-US">How did social science evolve into such a
field? And what will it evolve into from now on? On May 29<sup>th</sup>, we
discussed around these subjects, based on <i style="mso-bidi-font-style: normal;">Open
the Social Sciences: Report of the Gulbenkian Commission on the Restructuring
of the Social Sciences</i> by Immanuel Wallerstein, and <i style="mso-bidi-font-style: normal;">Dejitaru Media Jidai ni Okeru "Chi no Genri" wo saguru </i>[The Principles of Intellect in the Digital Media Era]
by Teruo Inoue and Michio Umegaki.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-h8N9kkEnotA/T9NTYnQBvMI/AAAAAAAABhg/26GLc7BoRUI/s1600/IMG_2751.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://2.bp.blogspot.com/-h8N9kkEnotA/T9NTYnQBvMI/AAAAAAAABhg/26GLc7BoRUI/s320/IMG_2751.JPG" width="320" /></a></div>
<br />
<div class="MsoNormal">
<span lang="EN-US">Every day, Economics, Biology, Computer
science, and all other fields are cultivated, their boundaries stretched, by
experts in each field. These experts cultivate these fields based off of the rich
intellect which have been cultivated for many decades and centuries by
countless experts in the past. And the discoveries are continuously added on as
new intellect, subsequently creating a rich discipline. But these disciplines
are usually closed; having very little relations amongst each other. It is
significant that we see, and cultivate the <b style="mso-bidi-font-weight: normal;">inter-discipline</b>,
and <b style="mso-bidi-font-weight: normal;">trans-discipline</b>. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-V4G6lTdtEdg/T9NTaT6BMZI/AAAAAAAABho/scHuC6nkLU4/s1600/IMG_2752.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-V4G6lTdtEdg/T9NTaT6BMZI/AAAAAAAABho/scHuC6nkLU4/s320/IMG_2752.JPG" width="213" /></a></div>
<br />
<div class="MsoNormal">
<span lang="EN-US">For example, lets take the complex systems
theory. Before it was a field, scientists and mathematicians, many of them
having very rich knowledge concerning their own fields, hit problems they could
not understand, even with their valuable discipline they cherish. Then the
complex systems theory gave completely new insights in which connected, and
discovered what hid between the closed disciplines. This is what we define now
as the inter-discipline, and as a whole: trans-discipline. </span></div>
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<span lang="EN-US">Yet objectivity became a major problem in
creating this trans-disciplinary field. Although social scientists valued
objectivity in their research, what they defined as “objective” was dependant
on who believed it was objective, hence technically becoming subjective. That
is why social science should not value objectivity, but rather inter-subjective
judgment. All disciplinary fields are dynamic, and the technically “subjective”
observations create what becomes a discipline. As time goes by, new subjective
observations add on, and change the inter- and ultimately trans- disciplinary
field. We believe this inter- and trans-disciplinary field is the essence of
research in SFC. </span></div>
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<a href="http://2.bp.blogspot.com/-vyvtXKv7Bsg/T9NTcrIsynI/AAAAAAAABhw/QkUCup-DvzM/s1600/IMG_2755.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://2.bp.blogspot.com/-vyvtXKv7Bsg/T9NTcrIsynI/AAAAAAAABhw/QkUCup-DvzM/s320/IMG_2755.JPG" width="320" /></a></div>
<br />
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<span lang="EN-US">A professor in SFC was formerly a
psychiatrist and a consultant for students, now teaches, and researches
concerning communications with another person, its characteristics, etc. SFC
encourages this sort of “crossing over” fields, and thinking outside the box.
These opportunities allow students and professors to explore many different
fields, cultivating the inter- and ultimately the trans-disciplinary field
which has not been recognized before. </span></div>
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<span lang="EN-US">Interestingly however, some in our
discussion argued that because SFC encourages this “crossing-over” so much,
that some lack too much knowledge, and discipline. This notion is significant,
and we must never forget the value of how each discipline developed its
intellect through the centuries. In order to step outside of the discipline, it
is critical to study the history of the discipline, otherwise it is impossible
to discover any new insights. But at the same time, this is why even
undergraduates in SFC have the potential to cultivate the frontiers of
intellect.</span></div>
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<a href="http://2.bp.blogspot.com/-S3CeqOs8Xbw/T9NTeRvCNYI/AAAAAAAABh4/ghAO-o-d0Kw/s1600/IMG_2756.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://2.bp.blogspot.com/-S3CeqOs8Xbw/T9NTeRvCNYI/AAAAAAAABh4/ghAO-o-d0Kw/s320/IMG_2756.JPG" width="213" /></a></div>
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<span lang="EN-US">For the second part of the class, we
watched how SFC came forth, from the significance of inter-discipline and
trans-discipline. While Keio University, and all other universities in Japan had
faculties that studied fields which have been researched for centuries, Tadao
Ishikawa, former President of Keio University proposed the necessity of a new
field that can cultivate what existing fields could not see. This revolutionary
attempt that valued inter-disciplinary and trans-disciplinary fields
subsequently created the Faculty of Policy Management, and the Faculty of
Environmental Studies, and SFC. </span></div>
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<a href="http://2.bp.blogspot.com/-Bmf6A4zL5YA/T9NTgwZ0qgI/AAAAAAAABiA/drdJQpkXQGY/s1600/IMG_2764.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://2.bp.blogspot.com/-Bmf6A4zL5YA/T9NTgwZ0qgI/AAAAAAAABiA/drdJQpkXQGY/s320/IMG_2764.JPG" width="320" /></a><span lang="EN-US"> </span></div>
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<div class="MsoNormal" style="text-align: left;">
<u><span lang="EN-US">References</span></u></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US">Immanuel Wallerstein, <i>Open the social Sciences: Report of the Gulbenkian Commission on the Restructuring of the Social Sciences</i>, Stanford University Press, 1996 </span></div>
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<br /></div>
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<span lang="EN-US"> </span><span lang="EN-US">Teruo Inoue and Michio Umegaki, </span><span lang="EN-US"><i style="mso-bidi-font-style: normal;">Dejitaru Media Jidai ni Okeru "Chi no Genri" wo saguru </i>[The Principles of Intellect in the Digital Media Era],Yuhikaku Publishing Co. Ltd., 1998</span></div>
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<span lang="EN-US"><br /></span></div>
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<span lang="EN-US"><br /></span></div>Anonymoushttp://www.blogger.com/profile/12810567762457494652noreply@blogger.com336tag:blogger.com,1999:blog-6039192077696653508.post-53490350428526653412012-06-07T11:47:00.001-04:002012-07-01T09:40:55.021-04:00A Web of Patterns<div>
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<div>
Using the KJ method, we continued grouping up some of the patterns.</div>
<div>
Since we had too many sticky notes to deal with, we had to remove our desks of our lab and spread the sheet on the floor so that we could oversee the whole aspects.</div>
<div>
Knowing that we had to finish the task by tonight was hard to nerve-wracking with the sheet filling up the entire lab.<br />
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<div>
Walking through the seeds of patterns, we tried to identify which pattern is close to each other. Overwhelmed by the immense amount of patterns, our members had a tough time with the task. Some sitting on the floor absentminded, others walking around trying to come up with a good idea.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVm90grHMRNazhojVYnemdMjoOFO_n2HSpwbAzu-nujtoak7OwadoFpQylhqvEnky8lkTEFLwzqKnbd-itjC9Bzus00ReYcBPr5eBfkw3JTHAwiGrG2wzs44EL_2TPnmrihX9iJiZjgzjW/s1600/0521-3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVm90grHMRNazhojVYnemdMjoOFO_n2HSpwbAzu-nujtoak7OwadoFpQylhqvEnky8lkTEFLwzqKnbd-itjC9Bzus00ReYcBPr5eBfkw3JTHAwiGrG2wzs44EL_2TPnmrihX9iJiZjgzjW/s320/0521-3.jpg" width="320" /></a></div>
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<div>
However, such situation was the best time to use our creativity and breakthrough difficulties. Once one of the members began choosing specific patterns, others also was able to start moving their handsto pick up some patterns.</div>
<div>
Finding a new way whenever your lost and disregarding the old fashion way is one of our important element to be creative. </div>
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Even though we spent more than 5 hours to finish the KJ method, we still couldn't finish putting together the patterns. Some members had tiredness on their faces after cudgeling their brains to the utmost. But on the bright side, we were able to find some connections among the patterns, making a web of patters.</div>
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We will (try) finishing our task net week. We truly hope that we can finish the hardest part in the process of pattern making.<br />
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<br /></div>Anonymoushttp://www.blogger.com/profile/10359306990569615408noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-38957161990124857332012-06-04T01:59:00.001-04:002012-06-04T02:01:01.181-04:00Scenario Planning<br />
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<span lang="EN-US">Scenario Planning is introduced in <i>The Art of the Long View</i> by Peter
Schwartz.</span></div>
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<span lang="EN-US">“The book in your hands presents the arts
of “taking the long view” of decisions that need to be made today.”</span></div>
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<span lang="EN-US"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicWg2guMKIcw1h7wkMvJQ-NFE6u1o75WQ8Lxtjy9lxzx-XnzWWz94OKTKYSloTnQYsxBzU1lO8lkkskjXpdEWZbksrplUJdu-MvQBxI-CPgUj_QZGSkE8DpJfi7rY5vLZLUINq2zxeQTVk/s1600/P5211523.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicWg2guMKIcw1h7wkMvJQ-NFE6u1o75WQ8Lxtjy9lxzx-XnzWWz94OKTKYSloTnQYsxBzU1lO8lkkskjXpdEWZbksrplUJdu-MvQBxI-CPgUj_QZGSkE8DpJfi7rY5vLZLUINq2zxeQTVk/s320/P5211523.JPG" width="320" /></a></div>
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<span lang="EN-US">This method is used for designing strategic
conversations leading to continuous organizational learning about key
decisions.</span></div>
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<span lang="EN-US">Furthermore, planning’s are a tool for
helping us to take a long view in a world of great uncertainty – scenario
planning is necessary since future is uncertain. </span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Prof. Iba explained the concepts with the
familiar topic to students, which we postponed the school festival last year
due to the storm. All performances were cancelled and stands were closed – it
was miserable for everyone, students, teachers and guests.</span></div>
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<span lang="EN-US">He told the students his concern that the administrator
could expect bad weather bothering us to implement our plan.</span></div>
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<br /></div>
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<span lang="EN-US">In the scenario planning, when we are able
to expect the possibility of external factors and signs that prevent us from
implementation, it helps us recognize and adapt to changing aspects of our
present environment.</span></div>
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<br /></div>
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<span lang="EN-US">Today, the class was more engaging than
usual. Students had an hour workshop experience scenario planning.</span></div>
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<br /></div>
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<span lang="EN-US">Approximately 60 students formed groups of
4 and began with self-introduction. They lively chatted about what they study
and what kind of community they belong to and so on.</span></div>
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<span lang="EN-US">Prof Iba told the question,</span></div>
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<span lang="EN-US">“On your life, what kind of environmental
factors might be happening beside your intention and actions?”</span></div>
<div class="MsoNormal">
<span lang="EN-US">The objective of the question is to
consider what kind of uncertainty we might encounter. </span></div>
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<span lang="EN-US"><br /></span></div>
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<span lang="EN-US"><br /></span></div>
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<span lang="EN-US">Second, students picked up 2 factors that
they think critical or crucial for their lives or their plans in their future.
Popular topics were environmental destructions, earthquakes, conflicts on
nuclear power plants, and an aging society. </span></div>
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<span lang="EN-US"><br /></span></div>
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<span lang="EN-US">Third, students are assigned to draw four
quadrants and plot those 2 factors. </span></div>
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<span lang="EN-US">Then, they come up with the scenarios on
those 4 quadrants, and gave the names on each scenario. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixwLw0hsVsDz4a6VrZUL2YLxEa7npKVYWFnzphU-HidOQHjef1_zA_f4a651gTFM7RfMWCofi9X-Z5jjBiYB61m9TMqj_34vQoi8KjvTE5wqaMxaoziQsffxJgm1x05Gu8LXPaHsT1BDXL/s1600/P5211537.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixwLw0hsVsDz4a6VrZUL2YLxEa7npKVYWFnzphU-HidOQHjef1_zA_f4a651gTFM7RfMWCofi9X-Z5jjBiYB61m9TMqj_34vQoi8KjvTE5wqaMxaoziQsffxJgm1x05Gu8LXPaHsT1BDXL/s320/P5211537.JPG" width="320" /></a></div>
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<span lang="EN-US">Finally, they are assigned to think about
preparations, strategies and warning signs. </span></div>
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<br />
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Prof. Iba came up with the idea of this
class from the experience on the school festival last year. Students’ faces lit
up because they realize what they study in class are related to their lives. </span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">At the end, he revealed his intention why
scenario planning in Social System theory. Scenario planning encourages not
only taking about strategies and leaning in organi<a href="http://www.blogger.com/blogger.g?blogID=6039192077696653508" name="_GoBack"></a>zations,
but also bringing people from variety of areas and creating collaborations.</span></div>
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<div class="MsoNormal">
<span lang="EN-US">In addition, communication, the center
element in Social Systems Theory, are generated by scenario planning, which
taking about the future. </span></div>
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<div class="MsoNormal">
<span style="font-family: 'MS 明朝';">◆</span><span lang="EN-US">P. Schwartz, <i>The Art of the
Long View: Planning for the Future in an Uncertain World</i>, Crown Business,
1996</span></div>
<br />Eri Shimomukaihttp://www.blogger.com/profile/16193576050294837150noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-40128216497276006122012-05-28T02:37:00.003-04:002012-05-28T02:43:32.788-04:00How Intellect is Revolutionized<span style="font-family: Times New Roman,serif;">Sometimes
existing theories and comprehension change drastically. Some call
this phenomenon a paradigm shift. Thomas Kuhn, a philosopher of
science studied revolutionary change(s) in science, and clarified
what happens when a paradigm shift occurs. Last Tuesday we had our
discussion concerning this paradigm shift, based on <i>The Structure
of Scientific Revolution</i> by Thomas Kuhn, and <i>Imagine Worlds</i>
by Freeman Dyson.</span><br />
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">An
important notion in <i>The Structure of Scientific Revolution</i> is
that a paradigm shift is born from not necessarily the accumulating
new facts that have never been tested before, but from the
reconstruction of existing concepts. For instance Niklas Luhmann
identifies does not change the word: communication in his <i>Social
Systems Theory</i> although his definition of it is much more
emphasized and detailed than the usual definition. Luhmann did not
create something nonexistent, but changed existent intellectual
circumstances.</span></div>
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<a href="http://1.bp.blogspot.com/-8PPssDu3Mi0/T8MczofYOYI/AAAAAAAABhE/PQ8pD6zI1eI/s1600/SimDes0522-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://1.bp.blogspot.com/-8PPssDu3Mi0/T8MczofYOYI/AAAAAAAABhE/PQ8pD6zI1eI/s320/SimDes0522-1.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Like
so, a paradigm shift is the reconstruction or the reexamination of
the current intellect. That is why a scientific revolution did not
only occur in the Copernican Revolution in the 16<sup>th</sup> and
the 17<sup>th</sup> century, but has been occurring continuously as
long as science was existent. We tend think that what is written in
science textbooks are unarguable, but in reality, scientific research
had, and currently has, many inconsistencies. These inconsistencies
leave possibilities of what can become paradigm shifts.</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">So
our question was: is paradigm shift a progression, or an evolution?
We define progression as an improvement, where positive feedback
occurs. On the other hand, evolution has more of a “conversion”
nuance, where the change may not always be for the greater good. It
is definite that many paradigm shifts occur, but we have yet to know
if they are either improvements, or just mere conversion, or change.
What do you think?</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-PAy7jbhJ3M8/T8Mc0KySzgI/AAAAAAAABhI/0qt63dO_lic/s1600/SimDes0522-2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="219" src="http://4.bp.blogspot.com/-PAy7jbhJ3M8/T8Mc0KySzgI/AAAAAAAABhI/0qt63dO_lic/s320/SimDes0522-2.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"> </span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">The
next notion we focused on was as Kuhn suggests, and as history
suggests, paradigm shifts, or scientific revolutions are triggered
not usually by experienced “experts” in each field, but
surprisingly by new comers that have little recognition. This is
because the new comers approach existing intellect, which have become
traditional to experts, from their philosophies of science. Because
new comers do not use traditional approaches, they are more capable
of finding holes in common theory, causing paradigm shifts, compared
to the bug-fixing-like frontier research experts do. </span>
</div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Finally,
we discussed on how to drive our research in SFC as new comers in
each field. As all students taking this course are undergraduates, we
have very limited time in order to produce new insights in science,
design, etc. For new comers like us, while we cannot revolutionize
preexisting intellect, we can change the tools to give new insights.
For example, when using the microscope, we see new, different
insights and data not because we changed the subject we see, but
because we changed how we saw it. This is the significance to letting
us, undergraduates become researchers, innovate the intellectual
frontier.</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm; text-align: center;">
<a href="http://1.bp.blogspot.com/-lxjGHrUJ6t0/T8Mc00Ig-yI/AAAAAAAABhQ/Pegj3zGAdI4/s1600/SimDes0522-3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://1.bp.blogspot.com/-lxjGHrUJ6t0/T8Mc00Ig-yI/AAAAAAAABhQ/Pegj3zGAdI4/s320/SimDes0522-3.jpg" width="320" /></a> </div>
<div style="margin-bottom: 0cm; text-align: center;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">For
the second part of the class, we studied Deb Roy in his famous
presentation: <i>The birth of a word</i>, in order to see ways to how
to see preexisting data from a completely new perspective, and
innovate the intellectual frontier. Roy saw the usual family life in
a house, and how the baby learned and acquired words by taking the
world’s longest home-video ever, and tracking every word and every
movement of every person. Although we may not have the ability or the
resources to do something as creative as Deb Roy, this presentation
gave us great implication for our research.</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">We
also viewed some more videos students have filmed and edited. Keep in
mind that most of them experienced editing and filming videos for the
first time. We hope this experience gives us insights on new ways to
view preexisting subjects.</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<u><span style="font-family: Times New Roman,serif;">References</span></u></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Thomas
S. Kuhn, <i>The Structure of Scientific Revolution</i>, University of
Chicago Press, 1962</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Freeman
Dyson, <i>Imagined Worlds</i>, Harvard University Press, 1997</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>Anonymoushttp://www.blogger.com/profile/12810567762457494652noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-32035625712366223132012-05-28T02:28:00.000-04:002012-05-28T02:43:16.001-04:00What are Metaphors, and How do We use them?<span style="font-family: Times New Roman,serif;">When
trying to understand something indefinite, we frequently use
metaphors. For instance, life can be understood as a journey, or a
debate as a fight. This method to understand subjects through
metaphors are said to be key in cognition. Furthermore, using
metaphors plays a critical role in the constructive way of
understanding. </span><br />
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"> </span>
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-65JRusbeS4A/T8MXEfhW2QI/AAAAAAAABgY/3LKkhBVhW1o/s1600/SimDes0515-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="228" src="http://4.bp.blogspot.com/-65JRusbeS4A/T8MXEfhW2QI/AAAAAAAABgY/3LKkhBVhW1o/s320/SimDes0515-1.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">On May 15th, we discussed the rhetoric of the use of metaphors, based off of
<i>Metaphors We Live By </i>by George Lakoff and Mark Johnson, and
<i>What I Talk about When I Talk about Running: a Memoir </i>by
Haruki Murakami.</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">First
things first, what is a metaphor? Like I said in the above, it is a
method to describe something indefinite, such as life can be
understood as a journey, or a debate can be understood as a fight.
However, the use of metaphors is actually much deeper than just
describing things with another word. </span>
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div style="margin-bottom: 0cm;">
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">When
applying a metaphor, we think of analogies – pairing together two
words that seem similar depending on the characteristics. Yet like
the word: “journey” is only <b>similar</b>, and not <b>exact</b>
to the word: “life,” no two subjects are exactly the same, and
when using an analogy to pair them together, there will always be
affirmative analogies and negative analogies. </span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"> </span>
</div>
<div style="margin-bottom: 0cm; text-align: center;">
<a href="http://3.bp.blogspot.com/-ZmRjnI-bNi0/T8MXE2Mu4hI/AAAAAAAABgc/zydcUP_4QvA/s1600/SimDes0515-2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="http://3.bp.blogspot.com/-ZmRjnI-bNi0/T8MXE2Mu4hI/AAAAAAAABgc/zydcUP_4QvA/s320/SimDes0515-2.jpg" width="320" /></a>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">And
this phenomenon happens more often than we think. The word “discover”
describes the state of something being new coming forth- in just one
word. That is why the word comes from the word: “cover,” meaning
that something is hidden, uncovered, and its prefix: “dis,”
meaning the negative of something. Thus, in a sense, the word
“discover” is only a metaphor of the actual action. That is why
the significance of using a metaphor is similar to translating; to
perceive and understand the true essences of words, which is
impossible when just looking up the dictionary. </span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">So
how well can Japanese people use metaphors? The Japanese language
consists of two different kinds of characters: Hiragana, and Kanji.
While Hiragana is a character relatively native to Japan, Kanji is
imported from China. The role of the Kanji was to substitute several
characters of Hiragana into one character of Kanji, making sentences
shorter, and many times easier to read. However this substitution of
Hiragana with Kanji might have limited some expressions, for
instance: two words with different meanings but with the same
Hiragana might have been substituted with the same Kanji. </span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm; text-align: center;">
<a href="http://1.bp.blogspot.com/-ucq-6g_DSCo/T8MXGCutm9I/AAAAAAAABgo/5cUg9Y7nC-s/s1600/SimDes0515-3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://1.bp.blogspot.com/-ucq-6g_DSCo/T8MXGCutm9I/AAAAAAAABgo/5cUg9Y7nC-s/s320/SimDes0515-3.jpg" width="320" /></a><span style="font-family: Times New Roman,serif;"> </span></div>
<div style="margin-bottom: 0cm; text-align: center;">
<span style="font-family: Times New Roman,serif;"> </span>
</div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">On
the other hand, Japanese is a very symbolic language. Kabuki, a
classical Japanese dance-drama, heavily emphasizes the meaning and
essences of each word in lyrics and script. Like so in Haiku and
Tanka(Japanese poems), where people attempted to describe their
indescribable feelings within few words and rhythms, the powers of
words and their metaphorical uses have been heavily emphasized in the
Japanese language. We could still see this today, for instance
students applying for universities stay away from the word “slip”
(symbolizing not receiving acceptance). In addition, depending on
where they are written, people purposely write words usually written
in Kanji to Hiragana, or vice-versa. </span></div>
<br />
<div style="margin-bottom: 0cm;">
</div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Like
so, many of our activities are metaphorical in nature. The many
things that we do, what we see, what we hear, what we feel, are
dictated by how we understand them, as words. This means that the
conceptual systems in people’s minds are created by metaphors, and
that new metaphors have the ability to give new insights to the
present conceptual system. </span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-Zs6mGZBEDtU/T8MXG7ALLQI/AAAAAAAABgs/nMMCs-cxy7I/s1600/SimDes0515-4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://3.bp.blogspot.com/-Zs6mGZBEDtU/T8MXG7ALLQI/AAAAAAAABgs/nMMCs-cxy7I/s320/SimDes0515-4.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">And
this creation of a bridge between subjective metaphors and objective
existing conceptual systems that brings new paradigms. For example,
Learning Patterns is a collection of metaphors, because each pattern
takes a subjective way of learning into an objective “successful
learning.” And it is through these metaphors that we may perceive
something that an existing subject from a new perspective. That is
why the use of metaphors is significant in our research, and in the
constructive way of understanding.</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">For
the second part of the class, students finally presented the vidoes
they have filmed, and edited. It seems everyone zoomed in, flipped
pictures, added music, changed angles, into their own constructive
way of understanding. One student in particular saw a common Japanese
snack into something a little different, and much more interesting. </span><br />
</div>
<div style="margin-bottom: 0cm; text-align: center;">
<span style="font-family: Times New Roman,serif;"> </span><a href="http://2.bp.blogspot.com/-DcK8hCCrTRQ/T8MXHqYpr-I/AAAAAAAABgw/132HfeqO224/s1600/SimDes0515-5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://2.bp.blogspot.com/-DcK8hCCrTRQ/T8MXHqYpr-I/AAAAAAAABgw/132HfeqO224/s320/SimDes0515-5.jpg" width="320" /></a>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Here’s
the video:</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dx7wFj4lItnl0FI9-zyGy33wfqLzt8B6p8H1zudg8GeH9f1a7jBa_AqnEbBFnjwfSPYKHjJVZTnseE7eab8BQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Next, we will discuss how paradigm shifts happen, and look deeper
into how they relate to the constructive way of understanding. </span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<u><span style="font-family: Times New Roman,serif;">References</span></u></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">George
Lakoff, Mark Johnson, <i>Metaphors We Live By</i>, The University of
Chicago Press, 1980</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Haruki
Murakami, <i>What I Talk about When I Talk about Running: A Memoir</i>,
Vintage Books, 2009</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>Anonymoushttp://www.blogger.com/profile/12810567762457494652noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-66157683747648700482012-05-28T02:05:00.000-04:002012-05-28T02:43:47.965-04:00Abduction: The Third Type of Logical Thinking<span style="font-family: Times New Roman,serif;">When
we think “logically,” many of us use induction and deduction.
Whether the conclusion comes from the general principle or specific
examples, we usually depend on principles, or what we observe. But
there is another approach, where a constructive hypothesis is
applied, called abduction.</span><br />
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">On May 8th, we discussed the significances and how we apply abduction,
based off of Yuji Yonemori’s <i>Abduction: Kasetu to Hakken no
Ronnri </i>[The Logic of Hypothesis and Discovery].</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Here
are examples by Charles Sanders Pierce:</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Deduction:
</span>
</div>
<ol>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">All
beans from this bag are white.(principle)</span></div>
</li>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">These
beans are from this bag.(case)</span></div>
</li>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">These
beans are white.(result) </span>
</div>
</li>
</ol>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Induction:</span></div>
<ol>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">These
beans are (randomly selected) from this bag.(case)</span></div>
</li>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">These
beans are white.(result)</span></div>
</li>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">All
the beans from this bag are white.(principle)</span></div>
</li>
</ol>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Abduction:</span></div>
<ol>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">All
the beans from this bag are white.(principle)</span></div>
</li>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">These
beans are (oddly) white. (result)</span></div>
</li>
<li><div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">These
beans are from this bag. (case)</span></div>
</li>
</ol>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">As
you can see, the case of the abduction is based off of a constructive
hypothesis; it assumes the odd relationship between the beans and the
bag. </span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">The
constructive way of understanding is similar. The constructive way of
understanding is finding what the hidden rules (principle) behind an
odd phenomenon (result) are by various methods (case.) It approaches
the “oddness” of a phenomenon that is yet to be discovered, from
a different paradigm. </span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"> </span>
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-VPusprj6nZ4/T8MUnssz4uI/AAAAAAAABfw/7qKvpNRdulg/s1600/SimDes0508-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://1.bp.blogspot.com/-VPusprj6nZ4/T8MUnssz4uI/AAAAAAAABfw/7qKvpNRdulg/s320/SimDes0508-1.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">For
example, during the process of creating pattern language, the writer
must often abductively hypothesize what the solution(s) is in a given
context and problems, because there is no definite principle or case
that can be applied. </span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">As
so during the KJ method, one must abductively perceive the true
attributes of 2 different experiences, in order to form groups. For
example, while creating the Collaboration Patterns, “Respond to
emails quickly” and “Exchanging emails is important” should not
be grouped because they concern emails. When abduction is applied,
“Respond to emails quickly” should rather be grouped with
“feedbacks should be given constantly and immediately,” because
they both concern the significance of responding and not so much
about a communication software. </span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"> </span>
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-GtqcKBKWlUk/T8MUqJSOEtI/AAAAAAAABf4/KZdfaVcwUgY/s1600/SimDes0508-2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="222" src="http://1.bp.blogspot.com/-GtqcKBKWlUk/T8MUqJSOEtI/AAAAAAAABf4/KZdfaVcwUgY/s320/SimDes0508-2.jpg" width="320" /></a></div>
<br />
<div style="margin-bottom: 0cm;">
</div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">We
believe research in Keio University SFC requires thinking
abductively. The essence of researching SFC is how to perceive what
has been observed already from another perspective. As noted in the
complex systems theory, in our complex society, it is critical not to
focus on only one perspective; one must see the relationships between
seemingly different fields. And to do so, one must not limit oneself
to induction or deduction (because it has already been done) but
apply abduction effectively.</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-3eOYU3g7FCQ/T8MUq9CwalI/AAAAAAAABf8/C_7BbmoJEjc/s1600/SimDes0508-3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://4.bp.blogspot.com/-3eOYU3g7FCQ/T8MUq9CwalI/AAAAAAAABf8/C_7BbmoJEjc/s320/SimDes0508-3.jpg" width="320" /></a></div>
<br />
<div style="margin-bottom: 0cm;">
</div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">For
the second part of the class, we continued with the week before, and
each student started creating their own videos. Each student brought
in videos, pictures, music, and started creating their own, original
video. </span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-u22RSBantzA/T8MUrQCPG-I/AAAAAAAABgE/8ggDCKkuRCw/s1600/SimDes0508-4.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://2.bp.blogspot.com/-u22RSBantzA/T8MUrQCPG-I/AAAAAAAABgE/8ggDCKkuRCw/s320/SimDes0508-4.jpg" width="320" /></a></div>
<br />
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Contrary
to the week before, where every student had the same videos to edit from,
we could already see the diversity of creations, and their
constructive way of understanding. Next, we will show the final
products of some of the students, made from pure constructive
understanding. </span></div>
<div style="margin-bottom: 0cm;">
</div>
<div style="margin-bottom: 0cm; text-align: center;">
<a href="http://2.bp.blogspot.com/-irCvAKqh5DM/T8MUr0b2X0I/AAAAAAAABgQ/ilYaIBVb0fA/s1600/SimDes0508-5.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://2.bp.blogspot.com/-irCvAKqh5DM/T8MUr0b2X0I/AAAAAAAABgQ/ilYaIBVb0fA/s320/SimDes0508-5.jpg" width="320" /></a>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><u>References</u></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;">Yuji
Yonemori, <i>Abduction: Kasetu to Hakken no Ronnri </i>[The Logic of
Hypothesis and Discovery], Keisoshobo Pubshiling Co., 2007</span></div>
<div style="margin-bottom: 0cm;">
<br /></div>Anonymoushttp://www.blogger.com/profile/12810567762457494652noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-7683730767732099352012-05-20T10:29:00.000-04:002012-05-20T10:29:07.081-04:00Why Hirschman in Social Systems Theory?<!--[if gte mso 9]><xml>
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<div class="MsoNormal">
<span lang="EN-US">After Prof. Iba lectured on structural
coupling in <i>Social Systems</i> by Nilkas
Luhmann, he shifted the topic to “Voice and Exit.” Its concept was proposed by
Albert O. Hirschman, an influential economist, in <i>Exit, Voice, and Loyalty</i> in 1970.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Voice and Exit are two options to change a
complained situation. Hirschman explains, “Management then finds out about its
failings via two alternative route.”<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwkapBmp3NnpoPThbtFeV6rI0CA62LQwyeIEZZupnwK9k9rI9PvxraVTTpMlnCFtrWmkjHwGPNyfccEEDxmocJzGVvcq_56ptzCLbtnfqw4BIfpTqsbaox7giuJUrh-MCco_WegtpD8LU4/s1600/P5140814.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwkapBmp3NnpoPThbtFeV6rI0CA62LQwyeIEZZupnwK9k9rI9PvxraVTTpMlnCFtrWmkjHwGPNyfccEEDxmocJzGVvcq_56ptzCLbtnfqw4BIfpTqsbaox7giuJUrh-MCco_WegtpD8LU4/s320/P5140814.JPG" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Prof. Iba continued teaching the detailed
concepts with familiar examples.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Exit is an option to leave without saying
anything; therefore, people need to think about reasons why the person left.
For instance, a member in the lab left without say any reason or complain, it
means that he or she takes exit option.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhusPRQuySW2dj-AZ0bn5kruUtEz5hcScJjyS26_jM_PTF8xvvEEKKmFu_AHJhcnlw2DHrEeXp7PDM50as1IpLn60zNyWZZpCp5n2pc16AUSWRq6UvBjxoIDtKgtA4H6v8vI5gBz66xmJ5L/s1600/P5140865.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhusPRQuySW2dj-AZ0bn5kruUtEz5hcScJjyS26_jM_PTF8xvvEEKKmFu_AHJhcnlw2DHrEeXp7PDM50as1IpLn60zNyWZZpCp5n2pc16AUSWRq6UvBjxoIDtKgtA4H6v8vI5gBz66xmJ5L/s320/P5140865.JPG" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Hirschman uses another example to encourage
us to understand it.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">“Some customers stop buying the firm’s
products or some members: this is the exit option. As a result, revenues drop,
membership declines, and management is impelled to search for ways means to correct
whatever faults have led to exit.”</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">On the other hand, Voice is the other
option to express their dissatisfaction directly. Prof. Iba used the example
that a member in the lab says his or her concerns or motivation, and leaves. In
this case, he or she chooses voice option.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Compared to Exit, Voice likely leads direct
and immediate solutions. Moreover, he emphasized that voice has more clear
intentions or objectives to change the situation.</span></div>
<div class="MsoNormal">
<span lang="EN-US">In the meantime, he also expressed that we
need to understand both of voice and exit in the interdisciplinary fields even
thought most cases are dominant over one of them.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
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<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">As usual, students had an opportunity to
deepen their understands on contents through dialogues with other students. In
the class, they discussed what the concepts of Voice and Exit are with their
familiar topics.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwSm5P602yb_eYYEZQoD1ORJjPVwt7-4UG9DR72YhbHDBhp4etRVF6y635tS-5_20YDOoYcb-BdkmiWnf522-ODi8BLdlt6BcIhRS9NMX7LOZr5qIuEIrgyj5TqO2vM50PpZz7Z-1s1kum/s1600/P5140846.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwSm5P602yb_eYYEZQoD1ORJjPVwt7-4UG9DR72YhbHDBhp4etRVF6y635tS-5_20YDOoYcb-BdkmiWnf522-ODi8BLdlt6BcIhRS9NMX7LOZr5qIuEIrgyj5TqO2vM50PpZz7Z-1s1kum/s320/P5140846.JPG" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Prof. Iba kept introducing another idea,
Loyalty, with quotes from Hirschman. <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">“As a rule, then, loyalty holds exit at bay
and activates voice.”<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">“As a rule of loyalty, these potentially
most influential customers and members will stay longer than they would
ordinarily, reasoned expectation that improvement or reform can be achieved
“from within.” ”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguBEBRrWmaHmhyphenhyphens5izwsfTsotrtZJ0hsnY2aItoBAcHUvU8jR7-_FysVBGLCbPQKMT4lk_WuOmgwn37a5TOEq6vL_-me7ebkbfwf0eRuU8YyNBjez5G992bXJgLOFewzOSF9GXzHIpJA1Z/s1600/P5140880.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguBEBRrWmaHmhyphenhyphens5izwsfTsotrtZJ0hsnY2aItoBAcHUvU8jR7-_FysVBGLCbPQKMT4lk_WuOmgwn37a5TOEq6vL_-me7ebkbfwf0eRuU8YyNBjez5G992bXJgLOFewzOSF9GXzHIpJA1Z/s320/P5140880.JPG" width="320" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Students’ faces looked puzzled because they
have no idea how those ideas are related to Social Systems Theory.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">At the end, Hirschman emphasized that those
“actions” leads to change organizations and the society. However, Prof. Iba
believes that “communication” is the key to change society, therefore, he
brought the point that we redefine Hirschman’s theory as “communication”
theory. For instance, we can ask ourselves how it is possible to cause the
chain of Voice communication, even though Voice communication is hardly
generated consecutively.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US">References<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">- Albert O. Hirschman, <i>Exit, Voice, and Loyalty: Responses to Decline in Firms, Organizations,
and States</i>, Harvard University Press, 1970<o:p></o:p></span></div>
<!--EndFragment-->Eri Shimomukaihttp://www.blogger.com/profile/16193576050294837150noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-53066542869063032572012-05-13T22:24:00.000-04:002012-05-13T22:24:57.501-04:00The KJ Method: A Puzzle without Borders (Collaboration Patterns Project #4)<br />
<div class="p1">
Restarting on an unfinished jigsaw puzzle is never an easy thing to do. You have pieces connected here and there, but the whole picture is not yet visible. Many singles and pairs are spread across the table, and you can't quite remember where you were when you left off. </div>
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<div class="p1">
Members of the Iba lab returned from their spring break Monday afternoon to find the post-it notes spread across the table just the way they left it a week ago. Looking at the groups and pairs that had already formed, they could remember bits and pieces of things they talked about last week, but they noticed that it would take another while before they could catch up. By the end of last week's session, everyone had a visual map in their minds of where each note was, and knew where to search for when looking for a specific note. All of that had gone away.<br />
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<div class="p2">
<br /></div>
<div class="p1">
The first hour passed by without much progression. Maybe it being the Monday after break had a role in it; members sat around the table for a short break, already looking somewhat tired. The original plan to finish the KJ method by the end of the day seemed somewhat hopeless.<br />
<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3uhYA6OR844rjSd_jhigzYocBy4IkOUJ8QhvTTEnt68Z8X9NJZPj8m1P3OkryJKxrfCHA5hkKfRZxVKGWbzIfcB98mEOpI6vhBcWy6fGA8gQpgYmh6ADjhDe6_WdhG6ptISuAhzO61Wo/s1600/IMG_0307.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3uhYA6OR844rjSd_jhigzYocBy4IkOUJ8QhvTTEnt68Z8X9NJZPj8m1P3OkryJKxrfCHA5hkKfRZxVKGWbzIfcB98mEOpI6vhBcWy6fGA8gQpgYmh6ADjhDe6_WdhG6ptISuAhzO61Wo/s320/IMG_0307.JPG" width="320" /></a></div>
<div class="p2">
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<div class="p1">
To break out of the laziness and get things going, one of the juniors suggested that they each talk about the best part of their sprig breaks. The talks itself were nothing more than stories about family trips or dates with their boyfriends, but the laughs and awes warmed up the atmosphere. They also decided that frequent breaks weren't helpful but distracted their concentration.<br />
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<div class="p2">
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<div class="p1">
Pulling themselves back together, they started on round two of the day's session. With their minds more clear, the post-it notes were paired one by one. The important thing to keep in mind is that the notes must be talked about in terms of pairs. Mini islands of clustered notes with similar attributes were starting to appear, which tempted them to connect individual notes to a group of notes. But this would defeat the purpose of the KJ method since the whole point here is to seek for individual connections between two notes to mine out hidden attributes. </div>
<div class="p2">
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<div class="p1">
It was somewhat like a jigsaw puzzle. The pieces must be inspected one by one and become connected to another piece. In the process, it is the connection between two pieces that is inspected, and not between a single piece and a group of pieces. But the process is not as simple as a jigsaw puzzle since there are no corner or edge pieces that make up the border, which is usually a good place to start connecting the pieces. We do not know how large the completed puzzle would be. Also, the picture of the whole when completed is unknown. We do not know where the process is taking us, which is much the point of this process.<br />
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<div class="p2">
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<div class="p1">
Ungrouping, regrouping, and grouping of groups occurred as notes went here and there on the table. Deep talks were made for each note, and the members started to regain their memories from last week. They also realized the importance of all members being present at the table. Last week when one of the members were absent, there were many notes by the person that could not be grouped since the group couldn't remember what the note exactly meant. Now that the person was back, the real meanings of the notes could be talked about. </div>
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<div class="p1">
The night had grown late and the bigger picture started to appear on the table. As pairs were made, more islands of notes started to become visible. The group took a moment to lightly pencil in lines around the islands that had formed. They also agreed to move solo notes that were not paired yet out of the way so they could be inspected more closely. </div>
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<div class="p1">
Now in a state of flow, the single notes too began to be paired up. Notes that were decided by the group as having no matching pair were determined to have a message of its own and was circled by pencil as a loner. With a final home stretch, the last note was placed next to its pair. As if the last piece of a 2000 piece jigsaw puzzle had been fitted into its place, the group burst into cheers. </div>
<div class="p2">
<br /></div>
<div class="p1">
According to the original plan they were now to consider which islands had similar elements and pair them up, but the lab decided to call it a day. Next week they would cut out the islands from the large paper, and go through an KJ method in terms of the groups. </div>
<br />Anonymoushttp://www.blogger.com/profile/12086732780258569088noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-78678621354411368782012-05-12T11:46:00.000-04:002012-05-12T11:46:12.310-04:00Autopoiesis and Structure in Social Systems Theory<!--[if gte mso 9]><xml>
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<span lang="EN-US"><b><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">“The following considerations assume that
there are systems.”</span></b></span></div>
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<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Niklas Luhmann emphasizes it in <i>Social Systems</i>. </span></span></div>
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<!--StartFragment--><span lang="EN-US" style="font-size: 12pt;">As usual, the class started with a dialogue for discussing and reviewing
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Prof Takashi Iba repeated that the social
itself is not able to be taken apart into any element, because the system is
made up with communication.</span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Communication consists of three parts,
system, operation and element.</span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">This is key to understand the today’s
central themes, <b>“Autopoiesis and Structure”</b></span></span></div>
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<b><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></b></div>
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<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Prof. Iba introduces three different
formations of an autopoietic system:</span></span></div>
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<!--[if !supportLists]--><b><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-US">1. </span><!--[endif]--><span lang="EN-US">Element as
Momentary Event</span></span></b></div>
<div class="MsoListParagraph" style="margin-left: 31pt; text-align: left; text-indent: -13pt;">
<!--[if !supportLists]--><b><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-US">2. </span><!--[endif]--><span lang="EN-US">Boundary
Reproduction of the System</span></span></b></div>
<div class="MsoListParagraph" style="margin-left: 31pt; text-align: left; text-indent: -13pt;">
<!--[if !supportLists]--><b><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-US">3. </span><!--[endif]--><span lang="EN-US">Element
Constitution based on the System </span></span></b></div>
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<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">First of all, elements are momentary events
having no duration, and they disappear as soon as they are realized. Therefore,
the system must produce the elements consecutively in order to keep the system
exist. </span></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Secondly, boundary of the system is
determined by the operations, and the inside of the boundary is called
“system.” Thus, each autopoietic system is operationally closed.</span></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Thirdly, elements are constituted based on
the ongoing system, and a system consists of momentary events. As a result,
autopoietic systems are defined in a circular fashion.</span></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Prof. Iba brought the second point, which
was there are systems, but they can be narrowed down to: there are
self-referential systems.</span></span></div>
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<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><b><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">“What is the difference between autopoiesis
and self-referential?”</span></b></span></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">That was the critical question the students
came up with.</span></span></div>
<div class="MsoNormal" style="text-align: left;">
<br /></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Prof. Iba explained with N. Luhmann quotes
from <i>Social Systems.”<o:p></o:p></i></span></span></div>
<div class="MsoNormal" style="text-align: left;">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Additionally, he mentioned that autopoiesis
is more related to time passage, so it is more dynamic than self-reference. On
the other hand, self-reference continues in systems beside time or duration.</span></span></div>
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<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">At the end of class, students had a pair
discussion about what autopoietic systems are. They seemed to struggle to
answer it since autopoiesis is too abstract.</span></span></div>
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Later, we are going to have an opportunity to
understand the social systems more deeply with concrete examples related to our
lives and recent society.</span></span></div>
<div class="MsoNormal">
<br /></div>
<div align="left" class="MsoNormal">
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span style="font-size: 10pt;">◆</span><span lang="EN-US" style="font-size: 10pt;">N. Luhmann, Social Systems, Stanford
University Press, 1996<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment--><br />
<!--EndFragment-->Eri Shimomukaihttp://www.blogger.com/profile/16193576050294837150noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-74084822895967223692012-05-04T19:30:00.003-04:002012-05-05T09:46:52.311-04:00Generative Processes by Writers<br />
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">Most
may imagine computer simulation when considering the word:
“simulation.” Of course, computer simulation is an effective
method in order to perceive complex systems by constructive
understanding. But we believe that simulation is not limited to heavy
coding with object-oriented programming. It seems like writers like
Haruki Murakami, Hayao Miyazaki, and Michael Ende are also familiar
with the “Constructive Way of Understanding.”</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/--E0K9xxVYF8/T6Rlx4eF4OI/AAAAAAAABe8/CwsYkNbRVlE/s1600/simdesign3-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://4.bp.blogspot.com/--E0K9xxVYF8/T6Rlx4eF4OI/AAAAAAAABe8/CwsYkNbRVlE/s320/simdesign3-1.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">This
week we read the following 4 books:</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><i>Souzousei
Toha Nanika </i><span style="font-style: normal;">[</span>The Essences
of Creativity], by Jiro Kawakita </span></span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><i>I
Wake Up Every Morning to Dream</i>, by Haruki Murakami</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><i>Starting
Point: 1979-1996</i>, by Hayao Miyazaki</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><i>MICAEL
ENDE’S LAST CONVERSATION</i>, by Toshio Tamura</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">The
first part of the discussion was about <i>Souzousei Toha Nanika </i><span style="font-style: normal;">[The</span>
Essences of Creativity] by Jiro Kawakita, followed by a discussion
about the other 3 combined.</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><i><b>Souzousei
Toha Nanika </b></i><span style="font-style: normal;"><b>[</b></span><b>The
Essences of Creativity]</b></span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><u>Preservation</u></span></span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">Although
a system is dynamic and complex, its “preservation” is important.
A system does not only dynamically create, but also may even
“creatively destroys” itself, without losing its essence. The
system may technically be “destroyed,” but it is preserved by
maintaining its true essence. For instance, ideas in a person’s
mind are continuously dynamic, changing from one idea to another.
However, each idea is affected by the previous idea, or ideas,
preserving the ideas’ essence.</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><u>How
are you Motivated?</u></span></span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">Although
it is clear that personal ambition drives motivation, we are also
motivated by the situation. Creation is rather difficult with
ambition alone; social necessity is also significant. However, the
social necessity is not necessarily requested; it is sometimes
discovered by the creator himself as a gap in society. </span></span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><u>Society
vs Creativity</u></span></span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">Society
is created by its people, yet each person is created by the society
simultaneously. Like so, while a creation is created by the creator,
the creator is also created by the creation as well. Thus creation is
also the process of being created. However, creation never starts
with a definite plan; it rather starts in the midst of complexity. In
such environment, the creator must repeatedly give significance to
the creation, often times even changing the essence. </span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-6Jo7SL99_-w/T6Rl_A4R-1I/AAAAAAAABfE/wKS83Z5zVBI/s1600/simdesign3-2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://3.bp.blogspot.com/-6Jo7SL99_-w/T6Rl_A4R-1I/AAAAAAAABfE/wKS83Z5zVBI/s320/simdesign3-2.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"> </span></span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><i><b>I
Wake Up Every Morning to Dream</b></i><b>, </b><i><b>Starting Point</b></i><b>,
</b><i><b>MICHAEL ENDE’S LAST CONVERSATION</b></i></span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><u>How
Creators create, and are </u><u>c</u><u>reated</u></span></span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">According
to writers such as Haruki Murakami, Hayao Miyazaki, and Michael Ende,
all of them seem to agree that the characters, the plot, the scene,
and all other aspects of their stories are constructive as well. And
even some students taking this class have also experienced this
constructive way of understanding. Students who use programing
languages understand each language while creating with it
simultaneously, and writers create their story as they write. </span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-LkxUjm5H1gU/T6RmaxZKy0I/AAAAAAAABfc/Nn1s5anpxu4/s1600/simdesign3-3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://2.bp.blogspot.com/-LkxUjm5H1gU/T6RmaxZKy0I/AAAAAAAABfc/Nn1s5anpxu4/s320/simdesign3-3.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"> </span></span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">For
example, Hayao Miyazaki had a character cry in one scene of <i>My
Neighbor Totoro</i>, which was not planned initially. As Hayao
constructed the scene, he discovered that the character would want to
cry when given the situation. It is this deep, repetitive
constructiveness which brings substantial quality into creativity.
Some(including students in this class) may feel that the writers may
be egotistic in doing so, ignoring subjects outside of the
constructive process(such as the reader). However, part of the
essence of a creation is how the creator attracts what is outside of
the constructive process, which sometimes requires peculiar
originality. </span></span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><b>Simulation</b></span></span></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">For
the second part of the class, we started our second session of
experiencing simulation: video filming and editing. Through filming
and editing videos, we hoped to understand simulation other than
computer simulation through a constructive way, in this case
creating a story like the 3 writers mentioned above. </span></span>
</div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">For
this class, we edited few short videos of miscellaneous scenes of the
class, in order to first understand how cameras and video editing
software work. For the next class, students will be using what we
have learned and edit their own videos.</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://1.bp.blogspot.com/-EA-lCEcdGf8/T6RmkCcTRKI/AAAAAAAABfk/x4-lXcwTffk/s1600/simdesign3-4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="http://1.bp.blogspot.com/-EA-lCEcdGf8/T6RmkCcTRKI/AAAAAAAABfk/x4-lXcwTffk/s320/simdesign3-4.jpg" width="320" /></a></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">This
week there will be no class(due to holidays), so be sure to tune in
next week to see videos created through the constructive way of
understanding!</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
</div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US"><u>References</u></span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">Jiro
Kawakita, <i>Souzousei Toha Nanika </i><span style="font-style: normal;">[</span>The
Essences of Creativity], SHODENSHA Publishing Co., Ltd., 2010 </span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">Haruki
Murakami, <i>I Wake Up Every Morning to Dream</i>, Bungeishunju Ltd.,
2010</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">Hayao
Miyazaki, translated by Beth Cary and Frederik L. Schodt, <i>Starting
Point:1979-1996</i>, VIZ Media, 2009</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>
<div style="margin-bottom: 0cm;">
<span style="font-family: Times New Roman,serif;"><span lang="en-US">Toshio
Tamura, <i>MICAEL ENDE’S LAST CONVERSATION</i>, Iwanami Shoten,
2000</span></span></div>
<div style="margin-bottom: 0cm;">
<br /></div>Anonymoushttp://www.blogger.com/profile/12810567762457494652noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-51756217260460543832012-05-02T12:45:00.001-04:002012-05-02T12:52:43.474-04:00The KJ Method: Wish for no "~ish"es (Collaboration Patterns Project #3)<br />
<div class="p1">
It's always been hard not to judge someone by their looks. It's what's in the inside, they always say. The students at the Iba lab Tuesday were facing a similar kind of conflict against post-its. </div>
<div class="p2">
<br />
<span id="goog_719582079"></span><span id="goog_719582080"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3pBfBkraRk255dPS_SmVQCMrjwRAaGIpHQqWwjkCC_MdWA4ssIkkv1Nn-9bh_Z9DzoaFWiVWvdZLDXimngxxdVI8ggNrBEsfPwVzBGraEgg6LiDnlOAnU-UbB630H3QkKv8Q0SLPV1yk/s1600/560648_3861413820736_1440168429_3385145_1471495520_n.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3pBfBkraRk255dPS_SmVQCMrjwRAaGIpHQqWwjkCC_MdWA4ssIkkv1Nn-9bh_Z9DzoaFWiVWvdZLDXimngxxdVI8ggNrBEsfPwVzBGraEgg6LiDnlOAnU-UbB630H3QkKv8Q0SLPV1yk/s320/560648_3861413820736_1440168429_3385145_1471495520_n.jpeg" width="320" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
After two weeks of brainstorming, the Collaboration Patterns Project was now heading into a new phase. Students came in on a damp spring afternoon to find the rainbow they generated the in the past two weeks taped together onto the huge desk. Looking at the post-it notes with their ideas on it, the members instantly were brought back a week in time to when they were sticking the notes onto the paper.</div>
<div class="p2">
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No chairs this time. The members positioned themselves around the table randomly for a place to start searching for connections between the notes with the KJ method. Members move here and there around the table to look through the notes. When they think they've found a connection, they would ask for opinions from the group. The appeal would then be agreed or rejected after a careful conversation. </div>
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During the KJ method, sticky notes that are thought to have similar attributes are grouped together and placed close to one another. What must be kept in mind, is that the similarities must not be something superficial. </div>
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A note about responding to emails quickly should not be grouped with a note that states the importance of exchanging email addresses so everyone can be reached when needed, just because they both are talking about email-ish topics. It is better paired with a note saying that feedbacks should be given constantly and immediately, since the point here is about giving response and not so much about the email.</div>
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Environment-ish, confidence-ish.. These "~ish" topics are the enemy here. We are tempted to group the notes by these broad topics, but this should be avoided as much as possible. The whole point of this process is to mine out the core aspects that are important for effective collaboration; these shallow connections are meaningless. Core traits and functions must be observed and talked through,before a single connection between two notes can be made. </div>
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Soon members found it easier if they recalled on the conversations made during the brainstorm when the note was written, to understand what each note really meant. Even if two notes have the exact same words written on it, it may mean two completely different things depending on the person who wrote the note. The two people who wrote the notes can also reexplain and give specific examples to help the group decide if the notes can be paired.<br />
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Watching notes going here and there, the process seemed to have slow progress. Hours had passed before first of the clusters started to appear. </div>
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The day's session lasted for over five hours. The lab wrapped up the day by penciling lines around the clusters that formed during the day. There were a couple of relatively large clusters, a few more pairs and triplets, but the rest were yet to be grouped. </div>
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Incompleteness and unclear feelings persisted in the members' minds after the day's work. They would continue with the KJ method next week, hopefully to finish it.<br />
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<br /></div>Anonymoushttp://www.blogger.com/profile/12086732780258569088noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-55521299737502465812012-05-02T01:43:00.001-04:002012-05-02T01:45:55.029-04:00Making the Improbable Probable<br />
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<i><span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><b>“The
immanent improbabilities of the communication process and way in which they are
overcome and transformed into probabilities regulate the construction of social
systems.”</b><o:p></o:p></span></i></div>
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<span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">That was the central concept of this class.</span></div>
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<span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Last Monday, students who conquered piles of readings were gathered in the
classroom of Social Systems Theory in order to study media and code for
communication. </span></div>
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<span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">To begin with, Prof. Iba introduced three
kinds of <b>improbability</b> on
communication using Nikolas Luhmann’s quotes in <i>Social Systems Theory</i>. At first, there is the <b>improbability of understanding</b>. Niklas Luhmann says that</span></div>
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<span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"> “At the zero point of evolution, it is first of all,
improbable that ego understands what alter means-given that their bodies and
minds are separate and individual.”</span></div>
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<span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">Also, there is another improbability, <b>reaching.</b> Even though we are surrounded
by a variety of communication tools and convenient social media, we still
struggle with issues that the message actually reaches to a person who we want
to tell. </span></div>
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<span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">The third one is the improbability of
success. </span></div>
<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-US"> “Even if a communication is
understood by the person it reaches, that does not guarantee that it is also
accepted or followed.”</span>
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<span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">However, we have ways to overcome those improbabilities,
which is <b>“media”</b>. According to Luhmann, media is ways of transforming what is
improbable into what is probable. Prof. Iba indicated three kinds of media;</span></div>
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-US">1. </span><span lang="EN-US">Language </span></span></div>
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-US">2. </span><span lang="EN-US">Media of
dissemination</span></span></div>
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<span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;"><span lang="EN-US">3. </span><span lang="EN-US">Symbolically
generalized communication media </span></span></div>
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<span lang="EN-US">After students listened to the explanations by the professor, they had
dialogues discussing three kinds and improbabilities and media in order to
whether they understood them successfully or not by using familiar topics.</span></span></div>
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<span lang="EN-US" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">■ N. Luhmann, <i>Social Systems</i>, Stanford University Press,
1996</span>
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<strong style="display: block; margin: 12px 0 4px;"><a href="http://www.slideshare.net/takashiiba/social-systems-theory-2012-3" target="_blank" title="Social Systems Theory 2012 #3">Social Systems Theory 2012 #3</a></strong> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/12735252" width="425"></iframe> <br />
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View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/takashiiba" target="_blank">Takashi Iba</a> </div>
</div>Eri Shimomukaihttp://www.blogger.com/profile/16193576050294837150noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-14770908963493288272012-04-29T11:53:00.000-04:002012-04-29T11:53:53.149-04:00Our Goal (Collaboration Patterns Project #2)<br />
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Today we started off by clarifying our main goal of this project; to create the media ,which enhances creativity. We discussed on the many aspects how to support people who are eager to think more creative. Knowing that we have few background of this field in the concept of human behavior, this project is innovative and original thus we ourselves must explore many different methods to arrange,unfold, and pursue creative activities. This is why our role comes to play in pattern languages for human action and communication, putting the problem-solving methods into words and implanting them all over the world. As we concluded, our challenge is to discover the various and best ways to improve each person's creative thinking.<br />
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Since we seemed to brainstormed most of our ideas and thoughts during last session, most of the members had trouble coming up with other new ideas. Influenced by the gloomy and rainy day, we began very slowly trying to push out any seeds of ideas we can come up with. One by one, each person spoke out about the requirements of creation and the elements of a creative environment.<br />
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What was different from the last session is that many practical experiences were brought to the table including personal stories. Reacting to the previous person's story, people became to bring up a chain of stories. This situation gradually boosted our motivation to brainstorm and finish up with more good ideas.<br />
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Next week, we will be using the KJ method ( technical vocabulary: affinity diagram) to group some of our ideas and thoughts. This process will most likely take longer than the other sessions<span style="color: #222222; font-family: arial, sans-serif; font-size: x-small;"><span style="line-height: 16px;">.</span></span><br />
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<br />Anonymoushttp://www.blogger.com/profile/10359306990569615408noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-30585398337104050022012-04-22T09:49:00.010-04:002012-04-22T10:18:52.643-04:00Constructive Way of Understanding<span lang="EN-US"><span style="font-weight: bold;">What are complex systems?</span><br /></span><p class="MsoNormal"><span lang="EN-US">Last Tuesday, we had our first discussion concerning “Introduction to Complex Systems: An Adventure to the Frontier of Knowledge,” and “Simulation for the Social Scientist,” and explored how understanding by creating, or “The Constructive Way of Understanding” works.<br /></span></p><p class="MsoNormal"><span lang="EN-US"><a href="http://3.bp.blogspot.com/-N134Xt2Zz0E/T5QN_RO35iI/AAAAAAAABeA/RSxnjop3uR4/s1600/photo1.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://3.bp.blogspot.com/-N134Xt2Zz0E/T5QN_RO35iI/AAAAAAAABeA/RSxnjop3uR4/s320/photo1.jpg" alt="" id="BLOGGER_PHOTO_ID_5734223606158190114" border="0" /></a></span></p> <p class="MsoNormal"><span lang="EN-US">Society, life, intelligence is too complicated when broken down from the specific objects. They are much simpler and understandable when viewed from the occurrences which appear and disappear yet generated continuously. Therefore, society, life, intelligence, can be understood as dynamic systems. This is where the idea of complex systems is significant.</span></p><p class="MsoNormal"><a href="http://4.bp.blogspot.com/-khj156qRJYA/T5QQQRGMUzI/AAAAAAAABew/A-yJ6FVlS_Y/s1600/photo2.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://4.bp.blogspot.com/-khj156qRJYA/T5QQQRGMUzI/AAAAAAAABew/A-yJ6FVlS_Y/s320/photo2.jpg" alt="" id="BLOGGER_PHOTO_ID_5734226097202811698" border="0" /></a></p> <p class="MsoNormal"><span lang="EN-US">Lets say you wanted to understand how a person is created, and studied every detail of his/her DNA. This would be the correct approach from a biologist. Yet even if you understand all of a person’s DNA does not mean you understand him/her completely; it is necessary to approach from other fields.</span></p><p class="MsoNormal"><span lang="EN-US">Most scientific fields understand by reduction: understanding specific objects (such as DNA) in order understand the whole (the human being). Yet the whole is much more complicated, and it is necessary to see relationships between fields, and not reductively. These gaps within seemingly unrelated fields are where the idea of complex systems can explain.</span></p><p style="font-weight: bold;" class="MsoNormal"><span lang="EN-US"><br /></span></p><p style="font-weight: bold;" class="MsoNormal"><span lang="EN-US">Why do we use simulations?</span></p><p class="MsoNormal"><span lang="EN-US">So how do we understand complex society, life, or intelligence without reduction? We must take a more tentative approach, because we must see the complicated dynamics in a system. That is why we use simulation, because unlike data analysis, where existing data is analyzed, simulation creates completely new data in a simplified environment. This is what we call the Constructive Way of Understanding. And through such process, simulation allows the observer to understand the structure of a system.</span></p><p class="MsoNormal"><span lang="EN-US">This is the core idea of simulation: Rather than understanding <b style="mso-bidi-font-weight:normal">what</b> something is, we must understand <b style="mso-bidi-font-weight:normal">how it works</b> through a <b style="mso-bidi-font-weight:normal">constructive method</b>. Although simulations are dictated by how the models are designed, we believe simulation is significant because they can give new insights concerning complex systems, revealing data that may have never been possible with data analysis alone. </span></p> <p class="MsoNormal"><span lang="EN-US">For the second part of the class, we explored the different kinds of simulation. First, we experienced computer simulation by discovering the dynamics of the logistic map according to the dynamics of each parameter, using “chaotic walk.”</span></p><p class="MsoNormal"><a href="http://3.bp.blogspot.com/-x27gjQVOm2A/T5QOfuSS_2I/AAAAAAAABeM/Un66y7D0MOs/s1600/photo3.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://3.bp.blogspot.com/-x27gjQVOm2A/T5QOfuSS_2I/AAAAAAAABeM/Un66y7D0MOs/s320/photo3.jpg" alt="" id="BLOGGER_PHOTO_ID_5734224163712991074" border="0" /></a></p><p class="MsoNormal"><a href="http://3.bp.blogspot.com/-zlscvgzf_Bo/T5QPC5i1u6I/AAAAAAAABek/U5Zb_yKITrA/s1600/photo4.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="http://3.bp.blogspot.com/-zlscvgzf_Bo/T5QPC5i1u6I/AAAAAAAABek/U5Zb_yKITrA/s320/photo4.jpg" alt="" id="BLOGGER_PHOTO_ID_5734224768030587810" border="0" /></a></p><p class="MsoNormal"><a href="http://3.bp.blogspot.com/-zlscvgzf_Bo/T5QPC5i1u6I/AAAAAAAABek/U5Zb_yKITrA/s1600/photo4.jpg"></a><br /><a href="http://3.bp.blogspot.com/-x27gjQVOm2A/T5QOfuSS_2I/AAAAAAAABeM/Un66y7D0MOs/s1600/photo3.jpg"></a></p><p class="MsoNormal"><span lang="EN-US">Simulation is not limited to scientific fields. Although some may refer only to computer simulation when discussed the above, simulation (at least in this course) is in other words, creation of dynamics, whether it be in a computer or a story.</span></p><p class="MsoNormal"><span lang="EN-US">That is why we also looked into how Naoki Urasawa, a famous Japanese manga artist created, or simulated his characters in his many very successful series of manga. It was as if he only created the characters, and then simulated them into their own story.</span></p><p class="MsoNormal"><span lang="EN-US">Next week we will continue on exploring the Constructive Way of Understanding. See you again then!</span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><br /></p><p class="MsoNormal">Reference<br /></p><pre wrap=""><span style="font-family:times new roman;">Takashi Iba and Yoshihisa Fukuhara, Introduction to Complex Systems: An Adventure to the Frontier of Knowledge, NTT Publishers, 1998 (in Japanese) </span><br style="font-family:times new roman;"><br style="font-family:times new roman;"><span style="font-family:times new roman;">Nigel Gilbert, Klaus G Troitzsch, Simulation for the Social Scientist, Open University Press, 1999 </span><br style="font-family:times new roman;"><br style="font-family:times new roman;"><span style="font-family:times new roman;">Takashi Iba & Kazeto Shimonishi, "The Origin of Diversity: Thinking with Chaotic Walk", Unifying Themes in Complex Systems Volume VIII: Proceedings of the Eighth International Conference on Complex Systems, Sayama, H., Minai, A. A., Braha, D. and Bar-Yam, Y. eds., NECSI Knowledge Press, Jun., 2011, pp.447-461.<br />[ </span><a style="font-family: times new roman;" class="moz-txt-link-freetext" href="http://necsi.edu/events/iccs2011/papers/72.pdf">http://necsi.edu/events/iccs2011/papers/72.pdf</a><span style="font-family:times new roman;"> ]</span><br style="font-family:times new roman;"><br style="font-family:times new roman;"><span style="font-family:times new roman;">ChaoticWalker: A New Vehicle for Exploring Patterns Hidden in Chaos<br />[ </span><a style="font-family: times new roman;" class="moz-txt-link-freetext" href="http://www.chaoticwalk.org/">http://www.chaoticwalk.org/</a><span style="font-family:times new roman;"> ]</span><br /></pre> <p class="MsoNormal"><span lang="EN-US"> </span></p> <p class="MsoNormal"><span lang="EN-US"> </span></p>Anonymoushttp://www.blogger.com/profile/12810567762457494652noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-42933081153891156372012-04-20T01:39:00.002-04:002012-04-20T01:45:29.344-04:00Conceptual Innovation on Communication<br />
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<span lang="EN-US"><b>“How is social order possible?”</b></span></div>
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<span lang="EN-US">This is the fundamental question of 2<sup>nd</sup>
class of the Social Systems Theory course. Each class has a “Mission Driven”
learning style: Before the class, students are assigned to read a quit a lot on
books related to the topic of the next class. In the beginning of the class, Prof. Iba exposes the key question to the students. Then, students have a
dialogue discussing about the key questions. Finally, they come back to the
fundamental question.</span></div>
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<span lang="EN-US"><b>“What is the Double Contingency?”</b></span></div>
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<span lang="EN-US"><b>“What does Luhmann suggest in order to
overcome the situation of double contingency? ”</b></span></div>
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<span lang="EN-US">These are the first mission to the students
to think.</span></div>
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<span lang="EN-US">During the dialogue session, we could hear
the following thoughts from the students according to the lecture.</span></div>
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<span lang="EN-US"><i>"Each actor cannot make decision without
any shared norms or culture because it depends on the other’s decision.
Therefore, as the core concept of Social Systems Theory, Luhmann emphasizes
that perception of little movement of others help them to expect the other’s
decision.”</i></span></div>
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<span lang="EN-US">Then, Prof. Iba introduces “Communication”
as the synthesis of three selections: information, utterance, and
understanding.</span></div>
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<span lang="EN-US">Finally, in order to share their
understandings on communication Luhmann proposes, students had time for
discussing his definition of “communication” and its advantages</span><span lang="EN-US">.</span></div>
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<span style="font-family: Century; font-size: 12pt;">The students will reflect on what they learnt from the lecture and in-class
dialogues, and prepare for the next class by reading assignments at home.</span></div>
<div id="__ss_12584144" style="width: 425px;">
<strong style="display: block; margin: 12px 0 4px;"><a href="http://www.slideshare.net/takashiiba/social-systems-theory-2012-2" target="_blank" title="Social Systems Theory 2012 #2">Social Systems Theory 2012 #2</a></strong> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/12584144" width="425"></iframe> <br />
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View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/takashiiba" target="_blank">Takashi Iba</a> </div>
</div>Eri Shimomukaihttp://www.blogger.com/profile/16193576050294837150noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-72947268150074789762012-04-19T06:57:00.001-04:002012-04-19T21:35:26.870-04:00The Rainbow After a Brainstorm (Collaboration Patterns Project #1)"C<i>ollaboration is the secret to breakthrough creativity</i>" <br />
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Keith Sawyer, author of <i>Group Genius</i>, concludes in the first paragraph of his book. Collaboration is the theme at the Iba Lab this year. With fifteen members, over half of them being newcomers, the lab was hyped up to create their new pattern language: The Collaboration Patterns. </div>
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Still not getting used to the weird nicknames they were given, members who arrived at the lab Monday afternoon were each handed out a black marker and a rainbow of post-it notes. Despite the cherry blossoms hinting the arrival of spring, the day heading towards dusk was brisk. The original plan to brainstorm outside by the pond had been postponed for next time. </div>
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In the brainstorming process, members jot down attributes they think are important for successful collaboration, talk about it briefly, then sticks the note onto the paper on the table. Their goal: to use up the whole stack before dinner. </div>
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The fifteen sat around a rectangular table, with a huge sheet of white paper spread across it. They started out by each reintroducing themselves with what types of collaboration they've experienced in the past. From gymnastics to marching band, dancing, fashion, theater, part-time jobs, and previous work at the Iba Lab, their specialities covered a wide range of fields. </div>
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The process itself had a slow start. Not really knowing what to do, the new members hesitated to speak up. To get the process going, old members who created the Presentation Patterns last year started out by pinning down a few: things like "respond quickly", "listen to others closely", or "have pride in your work". The first few were the obvious, but a good place to start. </div>
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Soon everyone got a handle of it. Members found out it was easier if they used specific examples from their past experiences when explaining. Watching the table becoming covered with post-it notes, their progress was visible. Repetitions, add-ons, opposite opinions: all were welcome. Selection and grouping were put off for later; just produce. </div>
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With a brief break in between, the process lasted for roughly three hours. Forcing the last of their knowledge out, their brains were fried by the end. Everyone was ready for a nice dinner. </div>
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With a feeling of accomplishment, the members look back at the paper now full of reds, yellows, blues, and greens, somewhat scared of the K-J method to await them.</div>
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Next week, the lab members will go through another process of brainstorming. Their next theme is about creation and work environments for groups. </div>Anonymoushttp://www.blogger.com/profile/12086732780258569088noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-76613748896514136132012-04-15T10:10:00.001-04:002012-04-15T10:14:48.716-04:00What are Creative Systems?<br />
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I proposed a new theory for creativity, which I call "Creative Systems Theory," two years ago. In the theory, <i>creative systems</i> are defined as autopoietic systems whose elements are discoveries, and a <i>discovery</i> emerges from the synthesis of the three-part selection: "idea," "association," and "finding."</div>
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Creative processes are autopoietic systems that are operationally closed and consequently human and society are considered as factors belonging to its environment. My intention to introduce the concept of autopoiesis is to understand creation itself, separated from psychic and social aspects of creativity. Only this distinction can allow us to consider the relation among creation (creative system), mind (psychic system), and communication (social system).</div>
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The details of the creative systems theory is explained in the following paper.<br />
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Takashi Iba, "An Autopoietic Systems Theory for Creativity", <i>Procedia - Social and Behavioral Sciences</i>, Vol.2, Issue 4, 2010, pp.6610-6625<br />
<a href="http://www.sciencedirect.com/science/article/pii/S1877042810011298">http://www.sciencedirect.com/science/article/pii/S1877042810011298</a><br />
* You can download the PDF file of this paper.<br />
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<u>Abstract</u><br />
<div style="text-align: justify;">
In this paper, a new, non-psychological and non-sociological approach to understanding creativity is proposed. The approach is based on autopoietic system theory, where an autopoietic system is defined as a unity whose organization is defined by a particular network of production processes of elements. While the theory was originally proposed in biology and then applied to sociology, I have applied it to understand the nature of creation, and called it “Creative Systems Theory”. A creative system is an autopoietic system whose element is "discovery," which emerges only when a synthesis of three selections has occurred: "idea," "association," and "finding." With using these concepts, we open the way to understand creation itself separated from psychic and social aspects of creativity. On this basis, the coupling between creative, psychic, and social systems is discussed. I suggest, in this paper, the future of creativity studies, re-defining a discipline "Creatology" for inquiring creative systems and propose an interdisciplinary field as "Creative Sciences" for interdisciplinary connections among creatology, psychology, and so on.</div>
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<br /></div>Takashi Ibahttp://www.blogger.com/profile/09146528630893066785noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-21334325075320988972012-04-14T11:19:00.001-04:002012-04-20T01:45:00.314-04:00Cultivate the Social Systems Theory<br />
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<span lang="EN-US" style="font-size: 11pt;"><i>“What reality can be grasped, when observing our society with the
social systems theory? Furthermore, what future will be made based on this
understanding?”</i><o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">This is the fundamental question of the course of Social Systems
Theory. The classroom was full with over 150 undergraduate students desiring to
creating the world. Even though Prof. Takashi Iba has been teaching this course for
over 5 years, this year is quite different from other years.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">Until last year, the main focus was that students understand Social
Systems Theory, proposed by Niklas Luhmann. However, this year, Prof Takashi
Iba embraces the three main objectives of this course.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">1. </span><span lang="EN-US" style="font-size: 11pt;">Studying a
sociological theory, Social Systems Theory, proposed by Niklas Luhmann<o:p></o:p></span></div>
<div class="MsoListParagraph" style="margin-left: 14.0pt; mso-list: l0 level1 lfo1; text-indent: -14.0pt;">
<span lang="EN-US" style="font-size: 11pt;">2. </span><span lang="EN-US" style="font-size: 11pt;">Understanding
what’s happening in the information society<o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">3. </span><span lang="EN-US" style="font-size: 11pt;">Learning about
the media for social change<o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">If he teaches only one of them, the class can be replaced in other
colleges. How he creates his own originality is that he combines three of them.
In addition, he takes advantages of having this course at SFC (Keio Shonan
Fujisawa Campus). Studies are including Biology, Economics, Governance,
Linguistics, Sociology, Computer Science, and so on. Since our campus is unique
in terms of a variety of students from different academic background, this
course helps students studying many different fields to understand the society
and come up with their own visions toward the social change.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">Here is the contents of this semester.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#1 Introduction <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#2 Emergence of Communication as an Event <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#3 Media and Code for Communication <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#4 Modern Society <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#5 Autopoiesis and Structural Coupling <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#6 Voice and Exit for Social Change <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#7 Scenario Planning: Learning by Making Stories
of Future <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#8 Pattern Language, part I: Media for User
Participation <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#9 Pattern Language, part II: Way of
Organizational Change <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#10 Creative Collaboration: Value Creation
through Communication <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#11 Open Collaboration, part I: Collaborative
Innovation Networks <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#12 Open Collaboration, part II: Open-Source
Software Development <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#13 Open Collaboration, part III: Wiki and
Wikipedia <o:p></o:p></span></div>
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<span lang="EN-US" style="font-size: 11pt;">#14 Exploring Philosophy of Social Change <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Century; font-size: 11pt;">We really look forward to
seeing how the students will react after the course ends.</span><br />
<span lang="EN-US" style="font-family: Century; font-size: 11pt;"></span><br />
<pre wrap=""><span lang="EN-US" style="font-family: Century; font-size: 11pt;">
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<div id="__ss_12326159" style="width: 425px;">
<strong style="display: block; margin: 12px 0 4px;"><a href="http://www.slideshare.net/takashiiba/social-systems-theory-2012-1" target="_blank" title="Social Systems Theory 2012 #1">Social Systems Theory 2012 #1</a></strong> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/12326159" width="425"></iframe> <br />
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View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/takashiiba" target="_blank">Takashi Iba</a> </div>
</div>Eri Shimomukaihttp://www.blogger.com/profile/16193576050294837150noreply@blogger.com0tag:blogger.com,1999:blog-6039192077696653508.post-78123881533731218392012-04-13T18:00:00.002-04:002012-04-13T18:03:24.000-04:00Introducing "Simulation Design"<!--[if gte mso 9]><xml> <o:documentproperties> <o:revision>0</o:Revision> <o:totaltime>0</o:TotalTime> <o:pages>1</o:Pages> <o:words>267</o:Words> <o:characters>1523</o:Characters> <o:company>Keio University</o:Company> <o:lines>12</o:Lines> <o:paragraphs>3</o:Paragraphs> <o:characterswithspaces>1787</o:CharactersWithSpaces> <o:version>14.0</o:Version> </o:DocumentProperties> </xml><![endif]--> <!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:drawinggridverticalspacing>10 pt</w:DrawingGridVerticalSpacing> <w:displayhorizontaldrawinggridevery>0</w:DisplayHorizontalDrawingGridEvery> 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font-size:10.5pt; mso-bidi-font-size:11.0pt; font-family:Century; mso-ascii-font-family:Century; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Century; mso-hansi-theme-font:minor-latin; mso-font-kerning:1.0pt;} </style> <![endif]--> <!--StartFragment--> <p class="MsoNormal"><span lang="EN-US">In order to understand complex, changing systems, such as life, intelligence, and society, it is necessary to acquire the proper tools or methods. Amongst the variety of techniques, simulation examines the systems’ behavior through their dynamics under fixed relations.</span> </p> <p class="MsoNormal"><span lang="EN-US">For the spring semester of 2012, Prof. Takashi Iba and Tomoki Furukawazono will be lecturing how to perceive complex systems using simulation, in the course: “Simulation Design” at Keio University SFC. Although this course is for undergraduates, each class is far from a one-way “lecture,” but more of a creative, collaborative, discussion and workshop.</span></p> <p class="MsoNormal"><span lang="EN-US">“Simulation” is normally defined as computer simulation, but in this course, we define this simulation in a much more comprehensive manner. This course aims to understand and practice simulation by consideration, methods, and practices.</span></p> <p class="MsoNormal"><span lang="EN-US">The first session of each lecture is mainly a discussion of what we read and thought. In the second session, students will learn new skills in order to design their own simulation, such as image processing, illustrating software, etc.</span></p> <p class="MsoNormal"><span lang="EN-US">After every lecture there will be updates on this blog, including pictures, concerning discussions, exercises, and projects of students taking this course.</span></p> <p class="MsoNormal"><span lang="EN-US">We had our first lecture this past Tuesday, introducing the specific flow of the course this semester. The course will proceed as followed:<br /> <!--[if !supportLineBreakNewLine]--><br /> <!--[endif]--><o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#1 Introduction<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#2 Constructive Way of Understanding<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#3 Generative Processes<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#4 Abduction<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#5 Metaphor<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#6 Paradigm Shift<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#7 Historical Construction of the Social <o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#8 Cartesian Paradigm<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#9 Batesonian Holism<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#10 Patterns and Learning<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#11 Autopoiesis<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#12 Generative Structure<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#13 Network Science<o:p></o:p></span></p> <p class="MsoNormal" align="left" style="text-align:left;mso-pagination:widow-orphan; tab-stops:45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt"><span lang="EN-US" style="mso-bidi-font-size:10.5pt;mso-fareast-font-family:"MS ゴシック"; mso-bidi-font-family:"MS ゴシック";mso-font-kerning:0pt">#14 Reflection<o:p></o:p></span></p> <p class="MsoNormal"><span lang="EN-US"><o:p> </o:p></span></p> <p class="MsoNormal"><span lang="EN-US">We are very eager to see what awaits us throughout this semester, so stay tuned!<o:p></o:p></span></p> <!--EndFragment-->Anonymoushttp://www.blogger.com/profile/12810567762457494652noreply@blogger.com0