1. Earth Literacy & Globales Lernen:
Heiner Benking (1 - 4)
in Kooperation mit Helmut Burkhardt (1), Julia Morton-Marr (1-2, 4),
Torsten Schramm (3), Eric Schneider (1,2,4)
(1) CGI - Council on Global Issues, SfP - Science for Peace, Toronto, Canada
(2) IHTEC - International Holistic Tourism Education Centre, Toronto, Canada
(3) IJGD - Internationale Jugendgemeinschaftsdienste, WFD, Berlin
(4) PNYV, Positive News Youth Views, Berlin, PNW - Positive Nett-works, Hannover
ANU-Bundestagung 2006 Wie wär´s mit uns? Umweltbildung und Globales Lernen
Die Kooperation der Zukunft! Hannover 14.- 16. November 2006
Wie waere es mit uns? - Ja, nur wie konkret?
Projekte / Praxisbeispiele, Karten, Modelle und Denkmodelle
Beispiele zur Konkretisierung durch die Verwendung auch von neuen
Kommunikations-, Darstellungs-, Denk-Formen und -Medien, Zeichensystemen,
Sprachen, Systemen, Karten und Modellen, Atlanten, und Enzyklopaedien
http://in-betweener.org/events/ANU-2006.htm
2. Globales Lernen ANU 2006, Hannover
Der Beitrag zum Thema: basiert (als deutsche
erweiterte Version) zum Beispiel (als Collage und Zusammenfassung) auf
den Sessions zu Global Peace & Sustainability Education der IDEC 2006,
des World Peace Forums Vancouver 2006, der EWOC 2004, der
Sonderschau Globales Lernen auf der Bildungsmesse 2002, der in-
betweener Literacy Initiative ab Maerz 2005, und Arbeiten im Bereich
internationaler Umweltforschung und Management seit 1986.
Es werden querschnittartig verschieden Aufgaben und Projekte der
Mitautoren einbezogen und so die Basis fĂźr eine bessere Greifbarkeit der
Herausforderungen und Moeglichkeiten gelegt.
Der Beitrag entstand quasi ad hoc auf Einladung von PNYV ! um Aspekte
globalen Lernens auf einem Gemeinschaftsstand fĂźr die ANU 2006
darzustellen.
Programme und Hinweise auf den nächsten Folien â bitte auch den Hyperlinks folgen:
Literacy & Globales Lernen
3. Eingangs Fragen:
Ist âGlobales Lernenâ eine WorthĂźlse oder ein Plastikwort ?
Hilft es mit anderen Worten wie âLiteracyâ zu operieren ?
Oder sollten wir beginnen konkrete Schritte, Ansätze, Vor- und
Darstellungen, Bilder und Konstrukte,⌠zu verbinden und so mit einer
âMethodenketteâ die Komplexität zu reduzieren, um auf die
Herausforderung nicht perplex, apathisch, ignorant, aggressiv, sondern
anschaulich, greifbar, co-kreativ und spielerisch gemeinsam, kommunikativ
und konstruktiv zu antworten.
Wenn ja, welche Elemente und Methoden kĂśnnten Teil eines ersten
LĂśsungsansatzes sein?
Vorgeschlagen und bereits erprobt sind die folgenden Ansätze die nach
Auffassung der Autoren gemeinsam weiterentwickelt und verbunden
werden sollten:
4. Global Learning ENGLISH
Possible elements for a more tangile, practical, and feasible shared
Global Learning
* Cultures Further development of attentive and compassionate Dialog,
Mediation, and Decision (see: Buber, Bohm, Owen, Christakis) [more]
* Exploring a renaissance of model-thinking (not only in schools) and pragmatics
with an ethical dimension as laid out by Herbert Stachowiak also around UNESCO in the
early 70ies which includes comparative and tangible thinking in proportions and
perspectives, proportions and consequences see also ecological footprint and the Earth
Literacy campaign around communication.
* Integration of media and sign systems and including issues like coherence and
completeness/wholeness, instead of re-inventing cultural spins and turns. Using maps and
models by understanding such image schemas as super-signs (see Dennis Wood) [more]
[more] see also the issue of truth, coherence, and fidelity [more] [more]
* Establishing a Basic Human right to/for information but including to the
context! - Education and Framing- in German: Bildung & Rahmung see: General
Geography: (Carl Ritter) to develop a T â Intelligence Specialist& Generalist [more]
in a shared negotiable cognitive spaces terrains â the cognitive panorama is an example
[more] and explore metaphors and analogies from different cultures
and use a - not oversimplified â embodied covenant for sharing complex issues across
scales and mindsets or schools of thought [see meta-paradigm] see Tagore influencing
German Reform Pedagogy 80 years ago.
5. Globales Lernen DEUTSCH
* Weiterentwicklung einer wertschätzenden, achtsamen Gesprächs-,
Mediations-, und Entscheidungskultur (Buber, Bohm, Owen, Christakis,âŚ)
* Renaissance des Modelldenkens (auch Karten und Schemata) im Unterricht
und Verankerung im täglichen Leben und miteinander (siehe die Modelltheorie
von Herbert Stachowiak und die Nutzung von Proportionaldarstellungen (siehe
Rees und Wackernagel im Umweltbereich)
* Medien- und Zeichen- Integration (Verbindung) statt ständiger neuer âTurnsâ
und Paradigmen siehe Peirce und Zeichentheorie, und die Betrachtung von
Karten und Modellen als âSuperzeichenâ, Dennis Wood)
* Grundrecht auf Kontext und Rahmen, also auch âĂberblickâ und
Orientierung, also Koexistenz von Spezialisierung und Generalisierung = siehe
T-PersĂśnlichkeit. Voraussetzung dafĂźr sind verschiedenen kommunizierende
Hilfskonstruktionen, siehe âKognitives Panoramaâ und âGlobal Embodied
Covenantâ (siehe OPEN SPACE bei der EARTH CHARTER, Urbino 2002 und
Tagore-Einstein Council).
Elemente fĂźr ein besser denk- und machbareres gemeinsames
Globales Lernen
6. Arbeit und Vorstellungen von Beiträgen des (key) Autors:
Vorarbeiten und Vorstellungen der letzten Jahre von Arbeiten zum Thema:
Globales Lernen
14th International Democratic Education Conference, July 10th -16th 2006
in Sydney: Democratic Schools & Sustainability Learning
http://www.ihtec.org/index.php?id=137 http://www.pnyv.org/idec2006
Handbook for Sustainability Eduaction, World Peace Forum, June 23-28 in
Vancouver, Canada http://www.ihtec.org/index.php?id=137
EWOC: Dialogue- and Conversation- formats for co-creative and open
participation and democracy & Worldmapping and Worldviews:
http://www.ihtec.org/index.php?id=108
EARTH LITERACY â Initiative zum Beginn der Dekade fĂźr
Nachhaltigkeitsbildung, Didacta, Stuttgart, http://in-betweener.org/flatworlds
Gemeinsam ganzheitlich lernen, Sonderschau Eine Welt,
Bildungsmesse 2002 http://benking.de/global-learning2002-Dateien/frame.htm
ICSU-CODATA und INTERCARTO 2005, 1994, 1992
Future of Multimedia, Generalization, Cartography,⌠http://benking.de/systems/codata
Our View of Life is too flat, World Futures Studies Federation,
Turku 1993 http://benking.de/education.htm
G7
7. Globales Lernen
Status â Herausforderungen - Ausblick
Vernachlässigte geistige âFundamenteâ:
Wie u.a. Comenius, Ritter, Gebser, Plessner, Stachowiak, âŚ
Status:
Mangelnde Konkretisierung, Verlässlichkeit, âTreueâ (Match/Fidelity), Wiederholbarkeit, ... in
Zeiten einer postmodernen Cyberculture und diffusen, schwammigen, âgehijacktenâ Globalisierung welche
das ganzheitliche und integrale ausblendet.
Auswirkungen / Diagnose:
Apathie, Aggression, Orientierungslosigkeit, Orts-, Zeit-, Kultur-, Sinnlosigkeit
Therapie:
Dargestellte Elemente erkunden, verbinden, verbessern, erweitern von alten und neuen Bausteinen:
â˘Dialog â Gesprächs- und Entscheidungskultur, Empowerment, Co-Kreation
â˘Modelldenken und plastisch und dynamisch denken und kommunizieren,
â˘Zeichen- und Medien-Integration
â˘Grundrecht auf Zusammenhang, Rahmen und Kontext als Voraussetzung fĂźr Zusammenhalt, MitgefĂźhl
und Toleranz.
Siehe auch die âObjectivesâ und folgende Linksammlungen:
Eric Schneiderâs Links: http://pnyv.org/idec2006 http://cafeweltgeist.org/literacies http://worldfutureschool.org
Helmut Burkhardt: http://c-g-i.info/handbook.html
Julia Morton-Marrâs Links: http://ihtec.org/index.php?id=208 http://ihtec.org/index.php?id=13
Heiner Benkingâs Links: http://benking.de/bildung http://benking.de/dialog http://benking.de/systems
http://benking.de/culture http://benking.de/Global-Change
8. IDEC 2006, Sydney, July 13th
2006
Virtual Conference Section under the umbrella of
IHTEC, Toronto & PNYV & Open Forum, Berlin
Presenter: Heiner Benking, Berlin
Topic 1: Dialogue- and Conversation- formats for co-creative
and open participation and democracy s.a. dialog
Topic 2a: Worldmapping and Worldviews: Earth-Literacy,
Map & Model Literacy 2b: Maps and Models (EWOC2004)
pls. enjoy â in-between - while we are working on the slides the overheads at the end of the show.
IDEC 2006
9.
10.
11.
12. Environmental Integrity:
1. Link to your local, national, world heritage Parks as the knowledge base.
2. Conflict Resolution using Friendship Benches.
3. Life Zone Biodiversity - Life Zones are an international Concept with several
examples of eco-systems. Knowledge of what grows in each area is vital to the
survival of all species. eg: Carolinian Life Zone, Desert Life Zones.
4. Food Security - Planting foods that suit local soils - ISPG.
5. Species Support - Planting food supplies for migrating species and creating
water supplies - Creature Corridors.
6. Water and Soil protection - Watershed Peace Pathways.
7. Oceans and Coastal Areas - Marine Peace Parks.
8. Rainforests - Rainbow Rainforests Rock.
Â
Social Integrity:
Conflict Resolution, Inter-Cultural Understanding through Language Arts and
Performing Arts as Guest and Hosts to each other.
http://www.ihtec.org/index.php?id=102
13. A work report
towards developing shared models
for broader and contextual understanding and a concert of orienting
generalizations for helping to overcome dualistic traps and include
specialist and generalistic cultural activities.
Heiner Benking
Independent Facilitator and Futurist
EWOC 04, Toronto, October 2004
by Heiner Benking, Berlin
Tagore-Einstein Council, Open-Forum, PNW,âŚ
Towards one possible global embodied Covenant:
Models, - not just Systems, Signs, Words and Images
14. Premier forum des solutions pour dĂŠveloppement des musĂŠes et expositiones
JournĂŠe Access Multimedia 17. - 18. Novembre 1998 - CitĂŠ des Sciences et de lâIndustrie
No covenant in modern times
Many Portals - but no âCommon Houseâ
Source: http://pespmc1.vub.ac.be/macroscope/
âMagnetic Portalsâ: Information Strategy Magazine, July/August 1998
15.
16.
17. Im Rahmen der â Fliegenden Agendaâ, Stand 9
âZukĂźnfte
brauchen Ideen/Visionen und FlĂźgelâ
Gemeinsam ganzheitlich lernen
Modelle und Ordnungen als Spiel- und Gestaltungsräume
zum Erkunden und Gestalten realer und virtueller âRealitätenâ (Imagination)
Heiner Benking
Millennium Project Berlin Co-Lab
SONDERSCHAU
GLOBALES LERNEN
18. CAN WE AFFORD ??
a battle of Perspectives,
Metaphors, Analogies,
Symbols, Images, Maps,
and Models ?
19. ⢠Words in Space (Wolf)
⢠Relations, Issues, Proportions,
Consequences in space
(Judge/Benking)
⢠and how we buit it
GLOBAL LEARN DAY WELCOME TO EUROPE
20. The both sides of Wholeness and the Way in-between. Fig. 147. Die Weltformel der Unsterblichkeit,
Vom Sinn der zahl - die Einheit der Natur, Michael Stelzner
Fig. 6: Form constants as mapped by the cartographer
of consciousness, in Brian Horst OMNI Sept. 1980
Vision Quest - The Four Shields, for all see:
http://www.ceptualinstitute.com/genre/benking/landscape.htm
Global Sharing and Coping
Transformation of
Representation
22. Premier forum des solutions pour dĂŠveloppement des musĂŠes et expositiones
JournĂŠe Access Multimedia 17. - 18. Novembre 1998 - CitĂŠ des Sciences et de lâIndustrie
No covenant in modern times
Many Portals - but no âCommon Houseâ
Source: http://pespmc1.vub.ac.be/macroscope/
âMagnetic Portalsâ: Information Strategy Magazine, July/August 1998
23. GLOBAL LEARN DAY
WELCOME TO EUROPE
Finding distance and perspective
or feeling lost in the âwoodsâ and afraid of âwallsâ?
24. Fig above: GAIA 15/3 2006 www.oekom/gaia/ The Ozone Hole of about 28mill sqkm is âaroundâ the South- Pole 60-90 degrees
South. This is an area of 1 *** th of the Earth Surface, but Southern âregionsâ are typically neglected and âcut-outâ of our world
views in most world map projections. One right we have added it to the âHazard mapsâ as there might be also âfault-areasâ in the
pole areas below the ground â âholesâ above.
OUT OF SIGHT AND OUT OF MIND
We hide with our WORLDMAPS knowable data in the hindsight or in empty quarter or white spots
Sources: BMBF, Germany,
NASA, NOOA,⌠2006
25.
26. Abb. 1: Ein typicher Auschnitt der Mercator Projektion in
kommerziellen Anwendungen
Abb. 2 Die Mercator Projektion, siehe dazu auch dies Internet-
Links[1]
Abb. 3 eine langgezogene, verzerrte Peters Projektion um die beiden
Projektionen in ihren Proportionen vergleichen zu kĂśnnen
[1] Wikipedia Mercator Projektion http://de.wikipedia.org/wiki/
Gerhard_Mercator Die_Mercator-Projektion siehe aber auch eine
rZusammenstellung des Autors zu Beginn der UNESCO Dekade fĂźr
Bildung fĂźr eine Nachhaltige Entwicklung http://in-betweener.org/
flatworlds/ Weltdekade der Vereinten Nationen 2005-2014 â also
duchaus ein Thema fßr die nächsten Jahre
EMPFEHLUNG: forthcomming Publication:
Globalisierung und deren Weltbilder, Weltkarten und
Weltanschauungen
The World is out of Proportion
27. Watch your metaphors and models !
More: Overclaims and Oversimplifications 1997 & Sharing and Changing Realities: Landscape 1997
GeoEcoDynamics 1988 & Knowmap Spacial vs. Spatial 2001 & Access and Assimilation 1992 and
Geo-Object Coding 1988 (GeoJournal) & Spatial Metaphors 1994 (Benking/Judge) â GEOSCIENCES
exhibition - AWS 1991 & UN YEAR of the Mountains: Bridges for a World Divided 2002
Source:
USGCRP reports (2000 ? ) check
Source:
BIOLOG, page 12
Biodiversity and Global Change
www.pt-dlr.de, Nov 2003
29. Orientation needs âfairâ shared maps and models
Humans are âmodel-makingâ âanimalsâ (UNESCO, 1974)
see also: Me, We, You, They, Others,⌠âmodelsâ
Topic 2b
MODELs in
EDUCATION
We have covered this at great
length at the last EWOC (2004):
* http://www.cafeweltgeist.org/ewoc_slideshows/benking/sld001.htm
* http://www.cafeweltgeist.org/ewoc_slideshows/benking/sld010.htm
* http://www.cafeweltgeist.org/ewoc_slideshows/schneider/sld013.htm
45. Im Rahmen der â Fliegenden Agendaâ, Stand 9
âZukĂźnfte
brauchen Ideen/Visionen und FlĂźgelâ
Gemeinsam ganzheitlich lernen
Modelle und Ordnungen als Spiel- und Gestaltungsräume
zum Erkunden und Gestalten realer und virtueller âRealitätenâ (Imagination)
Heiner Benking
Millennium Project Berlin Co-Lab
SONDERSCHAU
GLOBALES LERNEN
46. SONDERSCHAU
GLOBALES LERNEN
MOTTO (ZITAT) DER PRĂSENTATION: Idee und Aufgabe
Die Fähigkeit eines Menschen, seine Welt im
Einklang mit universellen Ordnungen zu
gestalten, kann nur dadurch vor Versagen
bewahrt, und wirksam erhalten werden,
dass er sich dieser Ordnung als seines eigenen
Organismus zu Bewusstsein bringt
und dass er dieses Bewusstsein methodisch
weiterentwickelt. Hugo Kueckelhaus
47. SONDERSCHAU
GLOBALES LERNEN
Inhalte der Präsentation sind u.a.:
⢠Neue und alte Darstellungs-, Kommunikations-
und Lernmethoden
⢠Neue Ansätze in der multi-lingualen
Wissensorganisation (switching-systems)
⢠Partizipative Kreativitätstechniken & Raumkognition
⢠Ăberlegungen zur Gesprächs- und Mediationskultur
⢠Evolutionäre Erkenntnistheorie
⢠Transdisziplinarität und interkulturelle Anwendungen
⢠Umwelt-forschung, -management, und âbewusstsein
⢠Globalisierung & eine integrale, âfliegende Agendaâ
48. Gedanken zu den Themen:
Lernen â Wissen â Gestalten & âZurechtfindenâ
⢠Was ist ein Ordnungs-, Entwicklungs- & Spiel-RAUM?
⢠Noch ein Didaktischer Wßrfel ? - Oder ein
âkognitives Panoramaâ fĂźr
Orientierungswissen?
⢠Informationsgesellschaft, Kultur und Cyberculture?
⢠Virtualität, Imagination und Potentialität
⢠Globale Wissensgesellschaft, Medien & Sprachen
⢠Modelle, Sprachen und Ordnungen
⢠Gesprächskultur, Partizipation, Mediation, ...
SONDERSCHAU
GLOBALES LERNEN
49. Ordnungs -, Orientierungs-, und Sinnkrise
Die Neuen Medien -
Kommunikative Gesellschaft ?
Studium generale, Humboldt - Universität zu Berlin 17.1. 2000
Welche Welt ?
Welche Metaphern ?
⢠ein Gefängnis
⢠ein VarietÊ
⢠eine Show
⢠ein Labyrinth
⢠eine Bombe
⢠eine finale Flut
⢠ein sĂźĂer Brei ?
50. Central Issues include:
⢠Culture and Cyberculture
⢠Frontiers and Challenges of
Conceptual Navigation
⢠Orientation and Understanding
⢠Merging & morphing âRealitiesâ
In the real world (given) the question of context and
overview evolves naturally - This is essential for learning and
âdaringâ to forget. But how to bridge to the ânot-givenâ??
Basic to understanding, maybe an extra âHuman Rightâ, is the
background and context to know what something is âaboutâ.
SONDERSCHAU
GLOBALES LERNEN
51. SONDERSCHAU
GLOBALES LERNEN
Wollen wir den âCLASHâ -
einen âKRIEGâ der
Metaphern, Modelle,
Ordnungen,...?
Oder eine Koexistenz und
Ăbersetzung zwischen den
âWeltenâ?
Was ist im Ei ?
Was war zuerst da ?
Negotiation of Perspectives
52. GLOBAL LEARN DAY WELCOME TO EUROPE
⢠real spaces
perceptual
______________________________
⢠concept spaces
conceptual
Sharing & bridging realities
Why not think the thing deep,
take space real and serious,
enjoy and play in spaces,
make spaces places which
can help making sense,
and ease understanding ?
53. Watch your metaphors and models !
More: Overclaims and Oversimplifications 1997 & Sharing and Changing Realities: Landscape 1997
GeoEcoDynamics 1988 & Knowmap Spacial vs. Spatial 2001 & Access and Assimilation 1992 and
Geo-Object Coding 1988 (GeoJournal) & Spatial Metaphors 1994 (Benking/Judge) â GEOSCIENCES
exhibition - AWS 1991 & UN YEAR of the Mountains: Bridges for a World Divided 2002
Source:
USGCRP reports (2000 ? ) check
Source:
BIOLOG, page 12
Biodiversity and Global Change
www.pt-dlr.de, Nov 2003
54. GEO-ECO-DYNAMICS: GeoJournal, Topogramm, &
ACCESS
German synopsis
1986-1992 UN Year of the Mountains
Ecological thinking & acting:
Thinking and understanding
âinterâ and âtransâ or
âInteraction along and across
hierarchical scales
in a concrete and sharable wayâ
59. The ICC is in the MMI Library a basis for teaching
wholeness and connectedness - what we know and how little we know !
KNOW-MAPS FOR KIDS
patterns can be meanings that connect
GLOBAL LEARN DAY WELCOME TO EUROPE
A Universal Ordering System for Disciplines and Phenomena
ICC - Information Coding Classification I. Dahlberg
Matrix columns Matrix levels
9 Culture Distribution and Synthesis )
8 Science & Information Application and Determination
7 Economic & Technology Technology and Production
6 Socio Institution or Content
5 Human Persons or Content
4 Bio Property Attribute
3 Cosmo & Geo Activity, Process
2 Energy & Matter Objects, Components
1 Form & Structure Theories, Principles
0 Subject Areas General Form Concepts
60. SONDERSCHAU
GLOBALES LERNEN
UN â G7 Bundeskanzleramt Bonn âGLOBAL CHANGEâ
- Herausforderungen an Wissenschaft und Politik
⢠Melbourne UNEP âCommon Frames of Referencesâ
⢠OUR VIEW OF LIFE IS TĂO FLAT, WFSF
FUTURISTS Children workshops, Turku, Finland, 1993
⢠COMMON FRAMES OF REFERENCES; RIO 92, outcome
& recommendations, on behalf of UNEPâs director New York: N.
BROWN 1993
⢠Forum Fßr Gestaltung Ulm 1997 Denkarchitekturen
⢠Europarat Neue Ideen Neue Räume Prag 1996
⢠Metaphern, Analogien, Aizu Japan, 1998
⢠A Humane Information Society or Information War ?,
GLOBAL LEARNDAY 1995
⢠effe - Europäisches Forum fßr Freiheit im Bildungswesen, Berlin
1999
⢠Gesellschaftsdesign und Gesprächskultur, Asilomar, Findhorn,
Berlin, ... 1994-2002
⢠Auf dem Weg zu einer individuellen und kollektiven Ethik,
einer Ethik fĂźr erweiterte Kontexte mit Hand, Herz und Kopf,
Weltethikgipfel, KĂźhlungsborn, 199/2000
⢠Surviving Cyberculture's, impact - what can be done!? -
Programming for People - From Cultural Rights to Cultural
Responsibilities, UN - WORLD TELEVISION FORUM 1997,
VISION - TELEVISON
⢠Evolutionäre Erkenntnistheorie, ein nächster
Schritt...., Konrad Lorenz Institut Altenberg
⢠Embodying Situations & Issues, Sharing Contexts
, and Encouraging Dialogue, IFSR, 1996/7
⢠Club of Budapest und UNESCO, versch. Vorträg,1995-1999
⢠Zetetic Spaces -
Individuell Wissen oder Gemeinsam Zurechtfinden?,
BMBF Ideenwettbewerb, 2000
⢠KULTUR DER VERWEIGERUNG, BÜlau Verlag
u.a. im Club of Rome, KĂśmmĂśdchen, DĂźsseldorf...
⢠KNOWMAP Mag. 2001â Spatial versus Spatial
⢠An Integral Agenda for Coping with Globalisation and
Cyberculture Sustainable Information Society - Values and
Everyday Life, Sept 27-28, SIS KOUVOLA, Finland,Finland
2001
⢠Jan Gebser, Concetisation & Integrale Agenda, Ohio, 2001
⢠UNITY IN DIVERSITY DIALOGUES,
& OPEN FORUM, Bertalanffy 100. Anniv., 2001
Poster und Präsentationen u.a. im Rahmen von: ICSU, UN, EXPO 2000, EG, ISKO, FID, Infoterm, GLOBAL
VILLAGE, JPL, WFSF, MP (STOF), ... More at: http://benking.de / global-learning/
Meilensteine auf dem Weg (ab 1990) zu solch einem breiten / herausforderndem Thema:
61. The Seventh International ISKO Conference
Granada, Spain, 10-13 July 2002
Thursday 11th
of July 15:30h.: Round-Table:
Ethics
in Knowledge Representation and Organization
"Challenges in Knowledge Representation and
Organization for the 21stCentury:
Integration of Knowledge across Boundariesâ
62. Round-Table:
Ethics
in Knowledge Representation and Organization
Impulse Statement:
What do we need ? Where do we want to go ?
A Linguistic Turn ? , An Iconic Turn ?
Communication Turn, Spatial Turn?,...
or a Pragmatic Spin ?
The construction and ethics
of shared frames of references
63. Im Rahmen der â Fliegenden Agendaâ, Stand 9
âZukĂźnfte
brauchen Ideen/Visionen und FlĂźgelâ
Gemeinsam ganzheitlich lernen
Modelle und Ordnungen als Spiel- und Gestaltungsräume
zum Erkunden und Gestalten realer und virtueller âRealitätenâ (Imagination)
Heiner Benking
Millennium Project Berlin Co-Lab
SONDERSCHAU
GLOBALES LERNEN
64. SONDERSCHAU
GLOBALES LERNEN
UN â G7 Bundeskanzleramt Bonn âGLOBAL
CHANGEâ
- Herausforderungen an Wissenschaft und
Politik
⢠Melbourne UNEP âCommon Frames of
Referencesâ
⢠OUR VIEW OF LIFE IS TĂO FLAT, WFSF
FUTURISTS Children workshops, Turku,
Finland, 1993
⢠COMMON FRAMES OF REFERENCES; RIO 92,
outcome
& recommendations, on behalf of UNEPâs director
New York: N. BROWN 1993
⢠Forum Fßr Gestaltung Ulm 1997
Denkarchitekturen
⢠Europarat Neue Ideen Neue Räume Prag 1996
⢠Metaphern, Analogien, Aizu Japan, 1998
⢠A Humane Information Society or
Information War ?, GLOBAL LEARNDAY
1995
⢠Surviving Cyberculture's, impact - what can
be done!? -Programming for People - From
Cultural Rights to Cultural Responsibilities,
UN - WORLD TELEVISION FORUM 1997,
VISION - TELEVISON
⢠Evolutionäre Erkenntnistheorie, ein nächster
Schritt...., Konrad Lorenz Institut
Altenberg
⢠Embodying Situations & Issues, Sharing
Contexts, and Encouraging Dialogue, IFSR,
1996/7
⢠Club of Budapest und UNESCO, versch.
Vorträg,1995-1999
⢠Zetetic Spaces -
Individuell Wissen oder Gemeinsam Zurecht
finden?,
BMBF Ideenwettbewerb, 2000
⢠KULTUR DER VERWEIGERUNG, BÜlau
Verlag
Poster und Präsentationen u.a. im Rahmen von: ICSU, UN, EXPO 2000, EG, ISKO, FID,
Infoterm, GLOBAL VILLAGE, JPL, WFSF, MP (STOF), ... More at: http://
Meilensteine auf dem Weg (ab 1990) zu solch einem breiten / herausforde
65. Global Ecological Integrity, Human Rights, and Human Responsibilities:
Intersections Between International Law and Public Health, 2003, June 27- July 1,
&
Open Space, The Earth Charter in Action, June 26- 30, Urbino, Italy
Ecological Integrity, Democracy,
Governance, and Education:
THE NEED and A WORK-REPORT
towards an embodied Covenant
Heiner Benking
Independent Futurist and Facilitator
66. Global Ecological Integrity, Human Rights, and Human Responsibilities:
Intersections Between International Law and Public Health, 2003, June 27- July 1,
&
Open Space, The Earth Charter in Action, June 26- 30, Urbino, Italy
This are only 30 (out of 60) powerpoint slides as presented at the:
EARTH CHARTA OPEN - SPACE:
and available during the conference:
Global Ecological Integrity, Human Rights, and Human
Responsibilities
After this selection you find 2 âhyperlinkedâ slides which
were written ad-hoc directly before the session
to invite further explorations and digging deeper into areas
of interest
67. Eye to Eye - Quest for a New Paradigm
A Mandalic Map of Consciousness, pp. 94-95
... a very high order differentiation and
transcendence is occurring. ...
This transformation-upward, like all the others
we have studied, involves the emergence of a
higher order deep structure, followed by a
shifting of identity to that higherâorder
structure, and the differentiation or dis-
identification with the lower structure (in this
case the ego-mind and centaur). This amounts
to a transcendence of the lower-order structures,
which thus enables consciousness to operate on
and integrate all the lower order structures, an
integration that,at this high level,, simply leads
to various forms of samadhi or mystical union
or identity.
Viewed thus, the âsuper-naturalâ is simply the
next natural step in overall or higher
development and evolution. ...
... stoĂen wir auf eine Differenziertheit und
Transzendenz sehr hoher Ordnung. ...
Diese Verwandlung â wie alle anderen von uns
untersuchten vertikalen Transformationen auch â
schlieĂt das Hervortreten einer Tiefenstruktur
hĂśherer Ordnung ein, auf die sich dann die
Identität verlagert, während gleichzeitig
gegenĂźber den niederen Strukturen (in diesem
Fall Verstandes- ich und Kentaur) eine
Absonderung und Disidentifikation stattfindet.
Dies läuft auf ein Transzendieren der Strukturen
niederer Ordnung hinaus, wodurch das
BewuĂtsein die Fähigkeit erhält, auf alle niederen
Strukturen einzuwirken und sie zu integrieren.
Auf der angesprochenen hohen Ebene fĂźhrt diese
Integration eben zu verschiedenen Formen von
Samadhi oder mystischer Vereinigung oder
Identität. So gesehen ist das âĂber-NatĂźrlicheâ
einfach der nächste natßrliche Schritt der
umfassenden oder hĂśheren Entwicklung und
Evolution. ...
KEN WILBER
Die drei Augen der Erkenntnis
Auf dem Wege zu einem neuen Weltbild
pp. 112-113, Eine mandalische Landkarte des BewuĂtseins
68. 1. Raum- und Zeit-bezogenheit
Dimensionierung: vier (viel) dimensional
Perspektivität: aperspektivisch
Betontheit: raum-zeitfrei
2. Signatur: Die Kugel
3. Wesen: (Charakter): Diaphanität
4. Struktur: Gegenwärtigende, diaphanierende Gänzlichung
5. MĂśglichkeit: Ganzheit durch
Gänzlichung und Gegenwärtigung
6. Akzentuierung
Objektiv (auĂen) (Weltaspekt)
BewuĂter Geist
Subjektiv (innen) (Energetik)
Konkretion
7. BewuĂtseins-formen
Grad: Durchsichtigkeit
Bezug: Auf ein âInnenâ bezogen: Einatmend? oder Atempause?
8. Manifestations-formen
Effiziente: Diaphainon (offenes, geistiges Wahren)
Defiziente: Leere (atomisierende AuflĂśsung)
9. Grundhaltung und Energetikträger
Konkretion *Integral: Diaphanieren Wahren
10. Betonte Organe: Scheitel
11. Realisations- und Denkformen
Grundlage: Konkretisieren und Integrieren, Wahrnehmen und
Durchblicken
Art und Weise: Arational: akausal, ganzheitlich
Struktur: Integrierendes Diaphanieren
Ausdruck: Wahrung
Formulierung: Weltwahrung: die wahrgenommene und
wahrgegebene Welt
âGrenzenâ: frei
Valenz: multivalent
12. Etheologem: Gottheit, Synairese, Diaphanik
13. ĂuĂerungsformen: Wahren: Gegenwart
14. BezĂźge:
zeithafte: gegenwärtig (achrionische Ursprungsgengenwart
des Ganzen)
soziale: Menscheit
generelle: ichfrei, amateriell, apsychisch
15. Lokalisation der Seele
16. Formen der Bindung
Hirnrinde und Humorale: Praeligio (preligere):
gegenwärtigend und konkretisierend und integrierend
Ursprung: Gegenwart (Wahrgeben â Wahrnehmen)
17. Motto: Ursprung: Gegenwart
(Wahrnehmen_Wahrgeben)
Aus Synoptische Tafel: STRUKTUREN: INTEGRAL
Siehe Jean Gebser: Ursprung und Gegenwart, Zweiter Teil â ZwĂślftes Kapitel: Die
Konkretisierung des Geistigen
69. Abstract
The authors seek to briefly address the persistent challenges of applying
general systems principles to our human cultural systems. We identify
individual and cultural worldviews which continue to cause us to resist
integrating diverse human perspectives and cultural systems in relevant and
meaningful relationship. We introduce dialogue methodologies which can lead
to cultural praxis toward a more unified and âwholeâ global humanity which
not only retains our individual and cultural diversity, but celebrates and
integrates this diversity into ever-increasing relevant and meaningful
relationship. The authors introduce the five global ethics identified by the
Institute for Global Ethics as the "centralizing influence" which can guide our
inter- and intra-cultural dialogues.
More: http://bertalanffy.iguw.tuwien.ac.at/sites/indexexinl.html
Dialogue toward Unity in Diversity
Heiner Benking & Sherryl Stalinski
Unity in Diversity, Ludwig von Bertalanffy, 100. Anniversary Conference, Univ. of Vienna, November 1-4, 2001, Vienna, Austria
70. ABSTRACT
The paper reviews representations and signs that might help us to come to common and shared realization in an
integral age. It explores how we can use models and schemas in order to share "common frames of reference." The
authors explore possible ways of embodying and linking worlds or realities. These include the construction of a-
perspective or extra realities that can help us to jointly create meaning and understanding beyond our directly
observable meso-scale and ego- centric "environment/vicinity." We explore ways to merge and morph - know,
connect, translate and transform schemas - and overcome the dualisms or schisms in our conceptions and mental
models, as this is understood as one criteria in Gebserâs structure of moving from the Rational to the Integral. One
step is seen to include and move beyond the physical and visual (perspective) space to shared and combined
(merged and morphed spaces), spaces were we can jointly create and move boundaries in our perceived and
created worlds using processes of dialogue. The authors suggest this fundamental step in coming to the concretion
of shared dimensions in order to avoid the dangers of post-modern vagueness and Beliebigkeit, or the creations of
new myths and belief systems, as they would lead us back into former forms of human development. Instead, we
strive for a broader basis for imparting and dialogue - which is part the motto of the INTEGRAL STRUCTURE -
coming to a broader and shared collective understanding.The authors believe that Gebser shows us a way out of
dualistic, anthropocentric thinking that leaves us enslaved by physical space concepts and "boxed" thinking, and
provides ways towards sharing not only physical but also mental manifestations and imaginations. Gebser seems to
be urging us to look into the inclusion of all layers or structures and not ending only in meditative state, but
standing on the ground, surveying the world with our eyes and sharing or imparting concepts of a bigger and
shared picture in order to expand our realms of being.
Heiner Benking and Sherryl Stalinski
XXVII Annual Jean Gebser Conference, Worldly Expressions of the Integral
October 18-20, 2000, Ohio University, Athens, OH
Concreteness in Integral Worlds
http://benking.de/gebser2001.html - http://www.ecnet.net/users/ghl25r0/ie_journal/
conference.htm
"The concretion of time
is one of the
preconditions
for the integral structure;
only the concrete can be
integrated,
never the merely
abstract."
--Jean Gebser, The Ever-
present Origin, p.99
(emphasis of"one" added
by the authors)
Words
words - yes words.
Make them solid
So you can pick them up
and throw them.
That is the problem.
How to make the
intangible real, lifelike....
--J. R. Lloyd
71. NOTIZEN zum Denken Helmuth Plessners
Lebens als âGrenzleistungâ
Biophilosophie von 1928
Membran zu Lebendigem
Konzentration des belebten Dinges auf seinen
AbschluĂ, die âGrenzeâĂśffnet es nach innen
und auĂen
Stufen des Organischen
Umwelt - âpositioniertâ
weltgeĂśffnet - âexzentrischâ
âkĂźnstlichâ Grenzen ziehen und diese
âverkĂśrpernâ
Gesellschaft, Geschichte und Politik, an
Sprache, Kunst und Musik, und an der
kÜrperlichen Expressivität des Menschen
´Grenzen der Gemeinschaft´
Horizontbildungen
Sozialdimension
´Anthropologie der Sinne´
kognitive Weltorientierung
Sehsinn strukturell - HĂśrsinn strukturell auf
mitschwingende Resonanz
verstandesmäĂigen Abstraktion von der
Sinnlichkeit fähig, ohne aus ihr aussteigen
Umgekehrt zwingt er die verschiedenen Sinne zu
Mehrleistungen (in mathematisierender Geometrie,
bildender Kunst, Musik) und treibt sich damit in
die Extreme der Distanz und Resonanz
kßnstliche ´Einheit der Sinne´
wobei die Sprache zwischen distanzierender
Darstellung und Ausdruck eine prekäre Mitte
bildet
exzentrische Positionalität
Subjektdimension
sozialtheoretischen und ästhesiologischen Studien
Plessners sind auch Arbeiten
Kultursoziologisch
historisch kontingente
Vergewisserungspunkt
Vernunft gesicherten Wissens
âGrenzeâ
Innen und AuĂen
72. BERLIN CONTRIBUTION
HEINER BENKING
"Towards one Possible Global Embodied Covenant:
Models, - not just Systems, Signs, Words and Imagesâ
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ERIC SCHNEIDER
âInformal Sustainability Learning Environments
The World Future School Online LearnScapeâ
Click here to download this presentationClick here to
view the online-slideshow
The Interdisciplinary Conference
The Evolution of World Order - EWOC
Ryerson University, Toronto, Canada
13 - 15 October 2004
For viewing all contributions
click here
73. A work report
towards developing shared models
for broader and contextual understanding and a concert of orienting
generalizations for helping to overcome dualistic traps and include
specialist and generalistic cultural activities.
Heiner Benking
Independent Facilitator and Futurist
EWOC 04, Toronto, October 2004
by Heiner Benking, Berlin
Tagore-Einstein Council, Open-Forum, PNW,âŚ
Towards one possible global embodied Covenant:
Models, - not just Systems, Signs, Words and Images
74. EWOC 04, Toronto, October 2004
Berlin Invited Visitors
Prof. Roland Reich
Free University Berlin
Studium generale
Prof. Sunil Sen Gupta
Humboldt zu University (erimitiert)
President, TAGORE-EINSTEIN COUNCIL
David MacBryde
Yale University Club, ACUNS
Virtual United Nations Project vun.org
75. EWOC 04, Toronto, October 2004
Virtually invited Partners & Friends
JOY
Positive Nett-Works Association
www.future-raft.net
Jerome C. Glenn
American Council of the
United Nations University
www.acunu.org
Anthony Judge
Union of International Associations
www.uia.org
76. In view of the Global Action Priorities for a Sustainable
Civilization we feel a lack of being able to share
commons in a global knowledge society.
The meso-scale tangible world is expanding and so we need to
agree on common grids - a global embodied covenant - to
outline and include sign systems (words and images), maps,
languages, in shared common frameworks, embodied as models.
- Orienting generalizations are proposed to share and
ânegotiateâ some of the materially directly not-given or
accessible.
The Paper outlines old and new learning approaches - including
old and new media - towards sharing and merging perspectives
and realities and some projects and proposals for future
education towards these ends.
Abstract or Opening Statement
77. A work report, some thoughts,
and what we should do about:
⢠Maps, Models, and Orienting Geneneralisations
⢠Lack of Context and Place in a modern Cyberculture
⢠Signs, Turns, Turfs, and the missing shared Perspectives
⢠Dialogue and Decision Cultures
⢠Ethics and Pragmatics
⢠Culture Navigation
⢠Encyclopedia, Atlases, Multi-Media bridge-building
⢠Global Education, like Ecology, History,...
EWOC 2004, Toronto, October 2004
Action Items - âTo DOâ list:
78. Topics of Kim Veltman covered in the last years include:
Media as Extensions of Man - World Views, Theories of Space, Vision
and Representation - Five Changes in the 20th
Century - Relation and
Scale - Intangible and Tangible Culture - Texts as Integrators of Culture
- Rediscovery of Meta-Narratives - Local-Regional-National-
International-Global - Language as Unique - Challenge of Different
Levels of Distance - Cultural Activities as an Integrating Path
more.... from TUAC Session: Media as Extensions of Man, World Views,
Theories of Space, Vision and Representation, Five Changes in the 20th
Century, Relation and Scale, Intangible and Tangible Culture, Texts as
Integrators of Culture, Rediscovery of Meta-Narratives, Local-Regional-
National-International-Global, Language as Unique, Challenge of Different
Levels of Distance, Cultural Activities as an Integrating Path, see also ******
Kim H. Veltman
Learning and Communication with Old and New Media
UNESCO Conference: The Unifying Aspects of Culture, Vienna 2003
79. Kim H. Veltman: Learning and Communication with Old and New Media
10. Cultural actitvities - Figure 1.
Six goals and nine means as ingredients for a new model of culture
CULTURAL GOALS TECHNOLOGY MEANS
1.Connecting Pre-literacy 1. Thinking, Mental Sense Making
Mythology
Religion
Philosophy
2. Ordering 2. Doing, Physical Sense Making
Building
Making
3. Expressing
Literature
Art
Mathematics
3. Imitating Literacy 3 Representing
4. Matching Print 4. Expressing
Directly
via Written
5. Mixing 5 Translating Media
6. Exploring 6. Transforming Media
New Media 7. Publishing with Tolerance
8. Sharing
9. Helping
80. Heiner Benking: Alte und Neue Räume, Ordnungen
und Modelle fĂźr Orientierungen und Vereinbarungen
UNESCO Conference: The Unifying Aspects of Cultures, Vienna 2003
From Cusanus and Peirce, to Warburg ...
and further down the road less travelled
âModelsâ âSignsâ Library âlevelsâ âCognitive Panoramaâ
N. v. Kues
(Cusanus) C.S.Peirce A. Warburg work in progress
ANALOGON INDEX ORIENTATION CONTEXTS
SYMBOLON SYMBOL WORDS SUBJECTS
ICON ICON IMAGE OBJECTS
ACTION Systematic,
communicative
ETHICS & PRAGMATICS
**********Jonas / Stachowiak
81. âUsing Mental Models for Nurturing Understanding
of multicomplex issues like Globalisation, Cultures and Sustainabilityâ
Eric Schneider / Heiner Benking, EWOC 2004 Presentation
In order to facilitate overview & orientation in sustainability,
and to support, develop and nurture pupilsâ understanding
for relations and cohesion in a globalised world...
>>> We utilise the potentials of imaginary MODELS,
develop and switch between OLD and NEW WORLD-VIEWS...
82. Mental Architecture Models
Eric Schneider / Heiner Benking, EWOC 2004 Presentation
ECOLOGICAL FOOTPRINT (
Rees / Wackernagel)
WELTHAUS - WORLD HOUSE
Layout for a sustainable civilisation, built on
the wisdom of 50+ cultures
in a 6-year process.
Chapter 2 WELTHAUS (â
Thought Modelsâ team
, Baldus and Cronenberg
Rangers)
âMan is a model-making animalâ (UNESCO 1984)
The Rubikâs Cube of Ecology
and the Cognitive Panorama
(Benking) see also
Dymaxion Map - Operating
Manual for SPACESHIP EARTH
(Buckminster Fuller)
Spaces
Subject- Object-
Context-
83. Reflections and a work report
towards shared frames of references and visions
in a big-picture overview âmodeâ or âscaffoldingâ
Heiner Benking
Independent Futurist and Facilitator
TAGORE-EINSTEIN COUNCIL
Eighth International Tagore - Einstein Conference
Asian Pacific Weeks in Berlin 15-28. September 2003
Wanted: A Global (Integral) Covenant
84. Crisis of
Order, Orientation, Meaning,...
Die Neuen Medien -
Kommunikative Gesellschaft ?
Studium generale, Humboldt - Universität zu Berlin 17.1. 2000
Watch your Symbols,
Icons, Words, &
Metaphors, Worlds,...
ďĽ a prison
ďĽ a varietĂŠ
ďĽ a show
ďĽ a labyrinth
ďĽ a bomb
ďĽ a sweet pie
ďĽ the final flood of post-
modern Cyber Culture ?
85. .
GLOBAL LEARN DAY
WELCOME TO EUROPE
Finding distance and perspective
or feeling lost in the âwoodsâ and afraid of âwallsâ?
86. Premier forum des solutions pour dĂŠveloppement des musĂŠes et expositiones
JournĂŠe Access Multimedia 17. - 18. Novembre 1998 - CitĂŠ des Sciences et de lâIndustrie
No covenant in modern times
Many Portals - but no âCommon Houseâ
Source: http://pespmc1.vub.ac.be/macroscope/
âMagnetic Portalsâ: Information Strategy Magazine, July/August 1998
87. See âExtensionsâ und âwork-places of the mindâ and
Jean Gebser: âOnly the âconcreteâ can be integratedâ.
Konrad Lorenz Institute for Evolution and Cognition Research
Altenberg Workshops 1996/97 30. January 1997, Austria,
Worldview Compositions and Cognitive Spaces
- a necessary evolutionary step by Heiner Benking
88. Global Ecological Integrity, Human Rights, and Human Responsibilities:
Intersections Between International Law and Public Health, 2003, June 27- July 1,
&
Open Space, The Earth Charter in Action, June 26- 30, Urbino, Italy
Ecological Integrity, Democracy,
Governance, and Education:
THE NEED and A WORK-REPORT
towards an embodied Covenant
Heiner Benking
Independent Futurist and Facilitator
89. Konrad Lorenz Institute for Evolution and Cognition Research
Altenberg Workshops 1996/97 30. January 1997, Austria,
Worldview Compositions and Cognitive Spaces
- a necessary evolutionary step by Heiner Benking
Source: Limits to Growth, Donella H. Meadows, Dennis L. Meadows, Jorgen Randers
& William W. Behrens III, Potomac Associates, New York (1972)
pls. see also The Club of Rome - The Predicament of Mankind, 1970
Subtitle of Fig 1: Although the perspectives of the
world's people vary in space and time, every human
concern falls somewhere on the space time graph.
The majority of the world's people are concerned
with matters that effect only family or friends
over a short period of time.
Others look far ahead in time or over a large area - a
city or a nation. Only few people have
a perspective that extends far into the future.
*
Later we can read in the book: that in contrast to the
majorities focus in the quadrant in the lower left
âboxâ, the book concerns itself with the upper
right quadrant or âboxâ.
90. Konrad Lorenz Institute for Evolution and Cognition Research
Altenberg Workshops 1996/97 30. January 1997, Austria,
Worldview Compositions and Cognitive Spaces
- a necessary evolutionary step by Heiner Benking
Interactive relations among hierarchically ordered subsystems
of an organism, Inscribed Domains, P. Weiss,
In: Beyond reductionism, Alpbach 1968, pls. see more: IFSR - ISSS
91. Jump-page to GLOBAL CHANGE and
TOPOGRAMM AND âBlackbox
NatureâCUBEâ evolution
incl. âBERGEâ - UN - Year of the
Mountains, and âspacial versus spatialâ
Knowmap magazine.
We recommend to visit http://
benking.de/covenant/
http://benking.de/Global-Change/
92. Global Sharing and Coping
Connecting Worlds, Scales, Media, &
Forms/Structures
93. Global Ecological Integrity, Human Rights, and Human Responsibilities:
Intersections Between International Law and Public Health, 2003, June 27- July 1,
&
Open Space, The Earth Charter in Action, June 26- 30, Urbino, Italy
These are only 30 (out of 60) powerpoint slides as presented at the:
EARTH CHARTA OPEN - SPACE:
and available during the conference:
Global Ecological Integrity, Human Rights, and Human
Responsibilities
After this selection you find 2 âhyperlinkedâ slides which
were written ad-hoc directly before the session
to invite further explorations and digging deeper into areas
of interest
94. Models and âthinkâ-models
Cronenberger Ranger
Frank Baldus, et. al. 2002
und Weltbilder-Welthäuser
Baldus - Benking 2003
Herbert Stachowiak, 1965 - 2004
see next slide
âMan is a model making animal
His outstanding predictive powers
give him selective advantages.â
Models of Reality -
Shaping Thougths and Action
Richardson, Marx, and Toth
UNESCO, 1984
95. Model Thinking & Pragmatics
Herbert Stachowiak 1965 - 2004
Studium Generale, Springer, 1965
Scientific Thought, UNESCO 1972
Allgemeine Modelltheorie, Springer 1973
General Model Theory
Modelle und Modelldenken im Unterricht
Klinkhardt 1980
Modell und Kunst, 1981
Pragmatics Pragmatik, Vol. I-V
Meiner 1986-96
s.a.: Quergeist
96. EWOC 04, Toronto, October 2004
SYSTEMS ENCYCLOPEDIA
SECOND EDITION
OF THE INTERNATIONAL ENCYCLOPEDIA
OF SYSTEMS AND CYBERNETICS
Charles François (editor), KG Saur Verlag-Thomson, Mßnchen, 2004
Updated and augmented in more than 740 pages, 1700
articles, some of them with figures, tables and diagrams,
and 1500 bibliographical references.
Vol. 22, no. 1
(October
2004)
Official Newsletter of the
International Federation of Systems Research
97. WELT IM WANDEL: Bonn 1990 / Rio 1992 / Berlin 2002
Global Change - Herausforderungen fĂźr Wissenschaft und Politik
Kommt auf die Terrasse zur WELT IM WANDEL Ausstellung:
Wir basteln dort Modelle wie wir uns ganzheitlich Themen wie:
WELT, AGENDA, ĂKOLOGIE... nähern kĂśnnen
wie wir Ăźberhaupt uns trauen kĂśnnen/sollten:
âGLOBAL ZU DENKENâ
Baut mit uns AGENDA Bälle und Ăkologie WĂźrfel-Räume
98. European Commission MEDICI FrameworkEuropean Commission MEDICI Framework 13.- 20. March 2002
Welcome to the Future
âThere is to our knowledge nothing
similar to the synchronoptic world
history of Arno Petersâ
(1952)
"Es gibt unseres Wissens keine
Parallele zu Arno Peters'
Synchronoptischer Weltgeschichte.
(1952) http://
www.zweitausendeins.de/
Peters/Presse.htm (2001)
http://www.heise.de/tp/deutsch/
inhalt/buch/4788/1.html
http://www.hyperhistory.com
HYPER HISTORY & Reference Rooms
âDie Sichbarmachung des Gleichzeitigenâ â âVisualizing the
Concurrentâ
99. GLOBAL LEARN DAY
WELCOME TO EUROPE
⢠real spaces
perceptual
__________________________________
⢠concept spaces
conceptual
http://www.meta-self.com
http://ceptualinstitute/genre/
benking/borderland.htm
Why not think the thing deep,
take space real and serious,
enjoy and play in spaces,
make spaces places which
can help making sense,
and ease understanding ?
Sharing & bridging realities
100. SUSTAINABLE INFORMATION SOCIETY -
VALUES AND EVERYDAY LIFE
"Education"
bridging with children sectors and
worlds, local and global,... paper
prepared for 1993 XIII World
Conference of World Futures Studies
Federation
FINLAND - TURKU and the World
Helsingin Sanomat - Finish Weekly
with full page color coverage of kids
event and a "box" the futurists
gathering
Children "KNOWLEDGE SPIRAL" -
NEWSLETTER
http://www.ceptualinstitute.com/genre/benking/turku/turku.htm
101. 3 Steps Towards an âOrienting Generalisationâ
1. since 1988
Cognitive Panorama
Has been developed since 1988 as a
TOPOGRAM with a âBlackboxâ
Index-Space, 1992 âMasterplan
CODATA and 1995 Conceptual
Superstructure ICSU CODATA
ISSS Systems Sciences & Club of
Budapest 1994-1996
Council of Europe âmeta-
paradigmâ 1996
Knowmap Synopsis 2001
since 1999 âSwitching Systemsâ
2. since 1988, respectively 1992
Sign- & Mediaintegration
See Fig. 1 in
Bridges and a Masterplan, ICSU
-CODATA
1992
from ONLINE `92
3. since 1990 resp. 1997
Orientation
Generalization
Action (Warburg) and Ethics (Jonas)
demand, as prerequisite, for an
expanded framework of cohesion and
relation for media, cultures, worlds...
Icons / Images Symbols
Index
The three sign systems (C.S.
Peirce) set in relation to each other
(Knowmap 2001) and combined
with Abby Warburg`s Layers in 3.
The Panorama as anIndex-Space
Icons / Images Symbols
For more see a list of publications
relating to the âsubjectsâ humanities and
cultures, systems, education, media-
integration, technology, computer
graphics, orientation, library-sciences,
cybernetics, environmental research
management (1981-2004).
102. Icons / Bilder Symbols / Symbole
Embodied visual (Schau-
Logik) Models for
orienting generalisations
(Grob-Orientierung)
Signs, maps, schemas
and/or Models !
NeoPragmatics &
Ethics & Action
REALIZE & PONDER &
COMMUNICATE & ACT
Index - Map or Space
Heiner Benking: Alte und Neue Räume, Ordnungen
und Modelle fĂźr Orientierungen und Vereinbarungen
UNESCO Conference: The Unifying Aspects of Cultures, Vienna 2003
103. Re-inventing Democracy 1995- 2004 and
Dialogue and Decision Culture (World Futures) 2004
Towards a Global Embodied Covenant, Urbino 2002
Space, Signs, Media, & Orienting Generalizations 2003
Global Change 1990 & Show or Schau ? 1999
OLD AND NEW LEARNING, MEDIA AND CONVERSATION,
âThe unifying aspects of cultureâ Vienna 2003 Veltman Old&New media
Quo vadis
Geosciences ? (1991) Cybernetics ? (2003) - Humanity ? (forthcoming, see DRAFT)
Entries in Intern. Encyclopedia of Systems and Cybernetics, 2004
I recommend: www.benking.de directories:
/education/ /culture/ /dialog/ /models/ /Global-Change/
EWOC 04, Toronto, October 2004
Action Items. Some recommended resources:
104. EWOC 04, Toronto, October 2004
Credits & Thanks
Credits & Acknowledgements: more see here: *********
⢠Herbert Stachowiak
⢠Alfred Schinz
⢠Ingetraut Dahlberg
⢠Mark Davidson
⢠Nadia Saad
⢠Kim Veltman
⢠Copthorne Mcdonald
⢠Margaret Mead
⢠Margaret Mead
⢠Elisabeth Mann-Borgese
⢠Michael Gagern
⢠Charles Francois
⢠John McConnel
⢠Franz Nahrada
⢠Flemming Funch
⢠Lynton Caldwell
106. Windows into and a WorkReport on:
⢠E-Learning
⢠International Cooperation
⢠Education for Sustainability
ENCOS 2004
1st European Networks Conference on
Sustainability in Practice, 1-4 April 2004, Berlin
Heiner Benking
Independent Facilitator and Futurist
107. Future Prospects for Constructivism
Cybernetics â quo vadis ?
Heiner Benking
Independent Facilitator and Futurist
WISSEN ORGANISATION GESELLSCHAFT
In cooperation with:
American Society for Cybernetics (ACS)
2003 Conference Vienna, Austria, Nov. 13-15
Heinz von Foerster und das Biological Computer Laboratory
INTERNATIONALER HEINZ VON FOERSTER KONGRESS
108. Cybernetic Futures â
kybernetische ZukĂźnfte
Heiner Benking
Independent Facilitator and Futurist
Gemeinsamer Kongress der Leibniz - Sozietät
und der Deutschen Gesellschaft fĂźr Kybernetik
Berliner November 2003
Harnack â Haus, Max - Planck - Gesellschaft zur FĂśrderung der Wissenschaften e. V.
109. GLOBAL LEARN DAY
WELCOME TO EUROPE
Finding distance and perspective
or feeling lost in the âwoodsâ and afraid of âwallsâ?