Introducing:
"A Democratic Approach to Sustainable Futures"
and the "Digital Peters“
Examples of CoLaboratory Dialog Desig...
1. To create knowledge in a spirit of openness to the
world, integrating new perspectives
2. To think and act in a forward...
First and not least: THANKS to:
• 21stCenturyAgora
Aleco, Tom, Peter, Ken, Yiannis, Jacky, Farah,
LaDonna, Laura, Kate, Ro...
Gestaltungs-Competence 1 & 7
To create knowledge
in a spirit of
openness to the world,
integrating new perspectives
1.
7.
...
Kurt Hanks, PARADIGM MAPPING
http://hanksconsulting.com/page10.html
Kurt Hanks, PARADIGM MAPPING
http://21stcenturyagora.org/ http://www.globalagoras.org/
Co-Laboratories of Democracy
How Co-Laboratories
Of Democracy Wo...
Quest for
Structured
Response tp
Growing
World-wide
Complexities
and
Uncertainties
1970
A PROPOSAL
The Club of Rome - The ...
or in a nutshell:
MODELS DISCOVERED
vs
MODELS DELIVERED
Example 1
Example 2
• An opportunity and need for systems understanding
• A complex understanding needs to enfold
• Complex meanings emerge th...
APPLICATION STAGES OF THE RCMTM
SYSTEM
What are the Factors That Influence The Drop-Out Rate For Students
with Disabilitie...
Root Cause Mapping
“Suppose School X is able to make progress in addressing:
(Factor - X)
will this help significantly in ...
Factor 47: LACK OF
USER FRIENDLINESS
Factor 9: EXISTENCE OF SOCIAL
INEQUALITIES
Factor 10: LOW EDUCATIONAL
LEVEL
Factor 30...
Man knows himself only to the extent that he knows the world;
he becomes aware of himself only within the world,
and aware...
Collective WisdomCollective Wisdom
Modeling and Simulation:
National Research Council
Natl Res Council
National Academy Press
Linking Entertainment
and Defen...
UN – ECOSOC- AMR 2008:
http://www.quergeist.net/AMR-2008/
http://www.un.org/ecosoc/newfunct/Responses_in_Full-Part_I.pdf
N...
http://www.futurict.eu/
Watch your metaphors and models !
More: Overclaims and Oversimplifications 1997 & Sharing and Changing Realities: Landscap...
• [more]: New Renaissance 3, UN COP15 – UNFCCC side events Copenhagen 2009,
Continuously updated this Blog: www.quergeist....
• How about that for a beginning?
• Eleanor Ostrom, Economy and Political Sciences, Nobel Prize Lecture, Dec, 8., 2009
• M...
“Without adequate understanding of different in
methods and reasoning or patterns of thoughts, we
cannot comprehend confli...
DIGITAL PETERS http://
www.youtube.com/watch?v=
RRxgWPDkYTA&feature=related
PETERS MAP
http://www.youtube.com/watch?v
=osQ...
HOW TO LIE WITH MAPS
qkm
1
3
22
30
10
18
See: Millennium Project
Global Agora Strutured Dialogic Design
March-July 2011 exercise:
STRATEGIC ARTICULATION OF
ACTIONS...
European Commission MEDICI FrameworkEuropean Commission MEDICI Framework 13.- 20. March 2002
Welcome to the Future
There i...
Thinking/Reasoning learning room in Enlightenment Pedagogics
DENK-LEHRRAUM der Aufklärungspädagogik !
Ecological Theology ...
GLOBAL LEARN DAY
WELCOME TO EUROPE
Finding distance and perspective
or feeling lost in the “woods” and afraid of “walls”?
• Crisis of
• Order, Orientation, Meaning,...
Die Neuen Medien -
Kommunikative Gesellschaft ?
Studium generale, Humboldt -...
CONCEPTUAL AMBIGUITIES
EXPLOSION of INFORMATION
OBSTACLES in TRACKING
LIMITED GLOBAL CONFERENCING
DISCONNECTS & POOR FEEDB...
Conceptual Framework - Slices
Mobility
Agriculture
Land Use
Water
Governance
Conflicts
Urbanization
Consumption
Unmet Need...
Slice:
Agriculture
Activities &
Conditions
Sustainability Problems
Scientific & Technical Solutions
Social, Economic, Poli...
WORLD
as PICTURE, as IKON, MODEL, ARTEFACT, NUMBER
KnowMap
Vol. 1, No. 5, August 2001
• People feel fine with icons (images) and symbols, but
when Peirce in his sign theory ...
Heiner Benking: Alte und Neue Räume, Ordnungen
und Modelle für Orientierungen und Vereinbarungen
UNESCO Conference: The Un...
Konrad Lorenz Institute for Evolution and Cognition Research
Altenberg Workshops 1996/97 30. January 1997, Austria,
Worldv...
Konrad Lorenz Institute for Evolution and Cognition Research
Altenberg Workshops 1996/97 30. January 1997, Austria,
Worldv...
http://mattersofconsequence.com/MOCfig2.html
http://mattersofconsequence.com/index.html
Quest for
Structured
Response tp
Growing
World-wide
Complexities
and
Uncertainties
1970
A PROPOSAL
The Club of Rome - The ...
Whoever imagines mental
deep permeable barriers
which actually do not exist 
and then thinks them away,
has understood the...
Konrad Lorenz Institute for Evolution and Cognition Research
Altenberg Workshops 1996/97 30. January 1997, Austria,
Worldv...
G loba l S ha ring a nd C oping
C onne c ting Worlds , S c a le s , Me dia , &
F orm s /S truc ture s
Exploring and Negotiating the In-Between
Material World
In-material World not-given World
given World
MODEL SPACES
Multi-P...
Multimedia
Where do we go from here ?
Using Maps and Models,
SuperSigns and SuperStructures
Heiner Benking
International C...
Premier forum des solutions pour développement des musées et expositiones - Journée Access Multimedia
17. - 18. Novembre 1...
Towards a New Renaissance 3
Harmonising Spirituality, Nature and Health
EMBODYING, HARMONIZING and SHARING
OLD AND NEW SPA...
G loba l S ha ring a nd
C oping S ta rting
P oints
HARMONIZATION
The first and most central entry points have been around
...
1. To create knowledge in a spirit of openness to the
world, integrating new perspectives
2. To think and act in a forward...
Gestaltungs-Competence 1 & 7
To create knowledge
in a spirit of
openness to the world,
integrating new perspectives
1.
7.
...
Kurt Hanks, PARADIGM MAPPING
http://hanksconsulting.com/page10.html
Kurt Hanks, PARADIGM MAPPING
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  1. 1. Introducing: "A Democratic Approach to Sustainable Futures" and the "Digital Peters“ Examples of CoLaboratory Dialog Design, Deliberation and Visualization Approaches for shared Orientation, Understanding, Capacity-Building, and Actions across Levels, Sectors, Languages, Terminologies, Scales and Mindsets Heiner Benking Council on Global Issues, Positive Nett-Works, 21stCentury Agora Monday 17th October 2011, Institute National Genevois , 1204 Geneva
  2. 2. 1. To create knowledge in a spirit of openness to the world, integrating new perspectives 2. To think and act in a forward looking manner 3. To acquire knowledge and act in an interdisciplinary manner 4. To be able to plan and act in cooperation with others 5. To be able to participate in decision-making processes 6. To be able to motivate others to become active 7. To be able to reflect upon one’s own principles and those of others 8. To be able to plan and act autonomously 9. To be able to show empathy for and solidarity with the disadvantaged 10. To be able to motivate oneself to become active Gestaltungs – Competences UNESCO - Education for Sustainable Development
  3. 3. First and not least: THANKS to: • 21stCenturyAgora Aleco, Tom, Peter, Ken, Yiannis, Jacky, Farah, LaDonna, Laura, Kate, Roma, Janet, Gayle, Paul, Reynaldo, and many others … • Digital Peters project Arno Peters, Andreas Kaiser and the Digital Peters production team: Martin Weinmann, Hans Rudolf Behrendt, Thomas Burch, …
  4. 4. Gestaltungs-Competence 1 & 7 To create knowledge in a spirit of openness to the world, integrating new perspectives 1. 7. To be able to reflect upon one’s own principles and those of others
  5. 5. Kurt Hanks, PARADIGM MAPPING http://hanksconsulting.com/page10.html
  6. 6. Kurt Hanks, PARADIGM MAPPING
  7. 7. http://21stcenturyagora.org/ http://www.globalagoras.org/ Co-Laboratories of Democracy How Co-Laboratories Of Democracy Work Problematic Situation • Discover root causes; • Adopt consensual action plans: • Develop teams dedicated to implementing those plans; and • Generate lasting bonds of respect, trust, and cooperation.
  8. 8. Quest for Structured Response tp Growing World-wide Complexities and Uncertainties 1970 A PROPOSAL The Club of Rome - The Predicament of Mankind Early beginnings 1968- 1970
  9. 9. or in a nutshell: MODELS DISCOVERED vs MODELS DELIVERED
  10. 10. Example 1
  11. 11. Example 2
  12. 12. • An opportunity and need for systems understanding • A complex understanding needs to enfold • Complex meanings emerge through comparison and distinction • Avoiding the trap of pre-constructed understanding • Avoiding the traps on only counting what can be counted • Clustering explicity exposes us to sharing body wisdom • Understanding body wisdom with reference to system science • Voting or what initially seems to be highly important • Marrying body wisdom with system thinking • Structuring relations among problems into a shared understanding • Problem solving is spontaneous – sharing knowledge is not • Problem solving needs to be democratic • Interpretative structural modelling builds maps of logical frameworks • The problem of erroneous design trajectories
  13. 13. APPLICATION STAGES OF THE RCMTM SYSTEM What are the Factors That Influence The Drop-Out Rate For Students with Disabilities In School Contributing Factors Generated by Stakeholders Complex Situation: Drop Out Rates DIAGNOSIS Classification Of Contributing Factors Root Cause Map
  14. 14. Root Cause Mapping “Suppose School X is able to make progress in addressing: (Factor - X) will this help significantly in addressing: (Factor - Y) in the context of the reducing drop out rates of students with disabilities in School X?” Generic Question:
  15. 15. Factor 47: LACK OF USER FRIENDLINESS Factor 9: EXISTENCE OF SOCIAL INEQUALITIES Factor 10: LOW EDUCATIONAL LEVEL Factor 30: INADEQUATE PUBLIC PROMOTION OF ITS IMPORTANCE Level IV Level III Level II Level I Factor 26: FEAR OF NEW TECHNOLOGIES Factor 40:TECHNO-PHOBIA, THE FEAR OF TECHNOLOGY Factor 7: ABSENCE OF SPECIFIC SERVICES ORIENTED TO USER NEEDS Factor 2: LACK OF INFRASTRUCTURE Level V Level VI Factor 78: LACK OF OPEN DESIGN INTERFACES Factor 24: LACK OF USER PARTICIPATION IN ICT DESIGN Factor 41: THE TOO BIG POWER OF TECHNOLOGISTS Factor 48: POOR INTERFACE DESIGN Factor 35: INADEQUATE GOVERNMENT POLICIES ON SERVICES TO THE PUBLIC Factor 33: WEAKNESS OF REGULATORY IMPLEMENTATION OF THE LEGAL FRAMEWORK Factor 74:LACK OF STANDARDIZATION OF QUALITY ISSUES Factor 67:SPAM Factor 72:LACK OF THE NEED TO DEFINE CITIZENS DIGITAL RIGHTS Factor 4: LOW LEVEL OF DIGITAL LITERACY Factor 36: LOW INDIVIDUAL INTEREST ABOUT THE CONTENT AVAILABLE ON BROADBAND Factor 11: HIGH COST OF SERVICE Factor 63: TECHNOLOGICAL DETERMINISM Factor 17: THE OBSTACLES FOR THE NEW EASTERN AND CENTRAL EU MEMBERS ARE DIFFERENT FROM THOSE OF THE OLD MEMBERS Factor 16: SOCIAL RESISTANCE TO PAY THE COSTS OF BROADBAND TECHNOLOGY Factor 45:MORAL PANIC REGARDING THE INTERNET Factor 39: RESISTANCE TO LEARN NEW PRACTICES Factor 58: NON USE AS A DELIBERATE LIFESTYLE Factor 1: INADEQUATE DEFINITION OF UNIVERSAL SERVICE Factor 32: LACK OF LEGAL FRAMEWORK ON BROADBAND ISSUES Factor 18: LACK OF INTEREST Factor 82: ETHICS Factor 29: INABILITY TO PREDICT BENEFITS FOR INDIVIDUALS Factor 12: LACK OF DIGITAL CONTENT IN MOTHER LANGUAGE Factor 76: LACK OF INTEROPERABILITY BETWEEN SYSTEMS Factor 57: TELECOM FOCUSING ON 3G, WHEREAS PEOPLE ON WIFI Factor 52: FEAR OF BEING WATCHED BY THE BIG EYE Factor 15: LACK OF COMPETENCE TOWARDS ICT Factor 19: FEAR OF INTRUSION AND RISK OF FALSIFICATION OF PERSONAL DATA
  16. 16. Man knows himself only to the extent that he knows the world; he becomes aware of himself only within the world, and aware of the world only within himself. Every Object, well contemplated, opens up a new organ of perception within us. Johan Wolfgang von Goethe s.a Bateson
  17. 17. Collective WisdomCollective Wisdom
  18. 18. Modeling and Simulation: National Research Council Natl Res Council National Academy Press Linking Entertainment and Defense
  19. 19. UN – ECOSOC- AMR 2008: http://www.quergeist.net/AMR-2008/ http://www.un.org/ecosoc/newfunct/Responses_in_Full-Part_I.pdf N) Proposal for Anna-Lindh-Foundation,  European – Mediteranian Countries, Berlin-Alexandria 2008. Transcultural Dialog and Peace-Making Roundtable learning from experience during the last 40 years and new ideas   Stumbling blocks preventing true dialog, peace-making, and reconciliation: 1) we fight over words but do not check the meaning, 2) we do not question and compare the values attached to statements and attitudes, 3) we do not contextualize and embody concepts and meaning, do not check the sectors, regions, scales, proportions and consequences of alternative actions, 4) we do not give voice, empower, listen, cherish and cultivate difference or variety in dialog and decision making, 5) Disorientation and dumbing-down in Cyberculture and a mis-administered and misunderstood, intangible “Globalisation / Glocalisation”: Where we get overloaded by communication noise (sign/symbol melange) and media demagogy which means: no trust and fidelity in the statements and no ways and means to check the credibility and impact/relevance, and get lost between the scales, brackets, and sectors. 6) The above incompatibility and incomparability opens the door for over-claims and oversimplifications. Leaders use intangible jargon (plastic-words), neglect impacts and avoid instead of exploring differences and alternatives.                           e – DISCUSSION ON ACHIEVING SUSTAINABLE DEVELOPMENT "Implementing the internationally agreed goals and commitments in regard to sustainable development".
  20. 20. http://www.futurict.eu/
  21. 21. Watch your metaphors and models ! More: Overclaims and Oversimplifications 1997 & Sharing and Changing Realities: Landscape 1997 GeoEcoDynamics 1988 & Knowmap Spacial vs. Spatial 2001 & Access and Assimilation 1992 and Geo-Object Coding 1988 (GeoJournal) & Spatial Metaphors 1994 (Benking/Judge) – GEOSCIENCES exhibition - AWS 1991 & UN YEAR of the Mountains: Bridges for a World Divided 2002 Source: USGCRP report 2000 Source: BIOLOG, page 12 Biodiversity and Global Change www.pt-dlr.de, Nov 2003
  22. 22. • [more]: New Renaissance 3, UN COP15 – UNFCCC side events Copenhagen 2009, Continuously updated this Blog: www.quergeist.info Breaking Down New Walls 10th Annual Summit of Nobel Peace Laureates, Berlin, November, 9-11 2009  Third session: Walls of menace to the Environment Breaking down the walls that constrain environmental and sustainable development prospects). [Audio and Video] New Science, new Language, new Thinking ? HOW ABOUT? OLD and proven, traditional and NEW Thinking and Doing and Sharing ?
  23. 23. • How about that for a beginning? • Eleanor Ostrom, Economy and Political Sciences, Nobel Prize Lecture, Dec, 8., 2009 • More: • Governing the Commons: The Evolution of Institutions for Collective Action Ostrom, Elinor, Cambridge University Press, 1990 • Understanding Institutional Diversity Ostrom, Elinor, Princeton, Princeton University Press. 2005. • Understanding Knowledge as a Commons: From Theory to Practice Ostrom, Elinor and Hess, Charlotte, Editors, The MIT Press, Cambridge, Massachusetts, 2006 Breaking Down New Walls 10th Annual Summit of Nobel Peace Laureates, Berlin, November, 9-11 2009  • multi-perspective • multi-positional and multi-centric • mix of scales • nested • meta-data analysis research included • diversity of rules and systems • coping with dilemmas • multi-level • not chaotic – but complex • common pool resources and sets • common analytical tools and language • common and diverse regimes across scales • communication and agent-based models • clarifying concepts, trust and reputation •….
  24. 24. “Without adequate understanding of different in methods and reasoning or patterns of thoughts, we cannot comprehend conflicts of national policies, past and present, or pave the way to international cooperation.” Karl Pribram, Conflicting Patterns of Thoughts, 1949.
  25. 25. DIGITAL PETERS http:// www.youtube.com/watch?v= RRxgWPDkYTA&feature=related PETERS MAP http://www.youtube.com/watch?v =osQN7aSQV9w&feature=related
  26. 26. HOW TO LIE WITH MAPS qkm 1 3 22 30 10 18
  27. 27. See: Millennium Project Global Agora Strutured Dialogic Design March-July 2011 exercise: STRATEGIC ARTICULATION OF ACTIONS TO COPE WITH THE HUGE CHALLENGES OF OUR WORLD TODAY A Platform for Reflection Reynaldo Treviño Cisneros and Bethania Arango Hisijara Aguascalientes, México, April 2011 In: LA TRAMA ESTRATEGAR PARA ENFRENTAR LOS RETOS DEL MILENIO Aguascalientes, México Madrid, España, Julio 1, 2, 3 de 2011
  28. 28. European Commission MEDICI FrameworkEuropean Commission MEDICI Framework 13.- 20. March 2002 Welcome to the Future There is to our knowledge nothing similar to the synchronoptic world history of Arno Peters“ (1952) "Es gibt unseres Wissens keine Parallele zu Arno Peters' Synchronoptischer Weltgeschichte (1952) http://www.zweitausendeins.de/Peters/Presse.htm (2001) http://www.heise.de/tp/deutsch/inhalt/buch/4788/1.html http://www.hyperhistory.com HYPER HISTORY & Reference Rooms „Die Sichtbarmachung des Gleichzeitigen“ – „Visualizing the Concurrent“
  29. 29. Thinking/Reasoning learning room in Enlightenment Pedagogics DENK-LEHRRAUM der Aufklärungspädagogik ! Ecological Theology and Environmental Ethics
  30. 30. GLOBAL LEARN DAY WELCOME TO EUROPE Finding distance and perspective or feeling lost in the “woods” and afraid of “walls”?
  31. 31. • 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,...  a prison  a varieté  a show  a labyrinth  a bomb  a sweet pie  the final flood of post- modern Cyber Culture ?
  32. 32. CONCEPTUAL AMBIGUITIES EXPLOSION of INFORMATION OBSTACLES in TRACKING LIMITED GLOBAL CONFERENCING DISCONNECTS & POOR FEEDBACK BARRIERS to KNOWLEDGE
  33. 33. Conceptual Framework - Slices Mobility Agriculture Land Use Water Governance Conflicts Urbanization Consumption Unmet Needs Population Migration Energy Trade Industry
  34. 34. Slice: Agriculture Activities & Conditions Sustainability Problems Scientific & Technical Solutions Social, Economic, Political, & Regulatory Solutions Rings:
  35. 35. WORLD as PICTURE, as IKON, MODEL, ARTEFACT, NUMBER
  36. 36. KnowMap Vol. 1, No. 5, August 2001 • People feel fine with icons (images) and symbols, but when Peirce in his sign theory introduced something in-between what he called index they are somehow destabilized and frightened - not able to believe in the either - or world of words or metaphoric pictures. • Just for the exercise we want to test Peirce's index here by considering his third category a spacial map or model. This would create room for communication and sensations when linking and merging of realities and bridge the media breaks. This in-betweening is further explored in … • from chapter: Profound Ignorance and In-Between • Spacial versus Spatial Part III : • Panoramic Thinking and End of This Journey
  37. 37. Heiner Benking: Alte und Neue Räume, Ordnungen und Modelle für Orientierungen und Vereinbarungen UNESCO Conference: The Unifying Aspects of Cultures, Vienna 2003 From Cusanus and Peirce, to Warburg ... and further down the road less travelled „Models“ „Signs“ Library „levels“ „Cognitive Panorama“ N. v. Kues (Cusanus) C.S.Peirce A. Warburg work in progress ANALOGON INDEX ORIENTATION CONTEXTS SYMBOLON SYMBOL WORDS SUBJECTS ICON ICON IMAGE OBJECTS ACTION Systematic, communicative ETHICS & PRAGMATICS Jonas / Stachowiak
  38. 38. Konrad Lorenz Institute for Evolution and Cognition Research Altenberg Workshops 1996/97 30. January 1997, Austria, Worldview Compositions and Cognitive Spaces - a necessary evolutionary step by Heiner Benking Source: Limits to Growth, Donella H. Meadows, Dennis L. Meadows, Jorgen Randers & William W. Behrens III, Potomac Associates, New York (1972) pls. see also The Club of Rome - The Predicament of Mankind, 1970 Subtitle of Fig 1: Although the perspectives of the world's people vary in space and time, every human concern falls somewhere on the space time graph. The majority of the world's people are concerned with matters that effect only family or friends over a short period of time. Others look far ahead in time or over a large area - a city or a nation. Only few people have a perspective that extends far into the future. * Later we can read in the book: that in contrast to the majorities focus in the quadrant in the lower left “box”, the book concerns itself with the upper right quadrant or “box”.
  39. 39. 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
  40. 40. http://mattersofconsequence.com/MOCfig2.html http://mattersofconsequence.com/index.html
  41. 41. Quest for Structured Response tp Growing World-wide Complexities and Uncertainties 1970 A PROPOSAL The Club of Rome - The Predicament of Mankind Early beginnings 1968- 1970
  42. 42. Whoever imagines mental deep permeable barriers which actually do not exist  and then thinks them away, has understood the world.  As space is entrapped in geometry's network of lines,  thought is caught in its (own) inherent laws.  Maps make the world comprehensible to us;  we are still waiting for the star-maps of the spirit.  In the same way than ambling through fields  we risk getting lost, the spirit negotiates its terrain. Friedrich Rückert, Wisdom of the Brahmins a didactic poem, Charles T. Brooks in 1882 * this is a critical translation issue: WALLS a& BOUNDARIES are „man-made“ – have no equivalent in Nature. The term Schranken therfore can be trasnlated as restraining bounds, or semiphors, barriers & temporary permeable or translucent / transparent material/strata/membranes/transition zones). Friedrich Rückert Die Weisheit des Brahmanen, ein Lehrgedicht in Bruchstücken Werke, Band 2, Leipzig und Wien [1897], S. 50-51. Breaking Down New Walls 10th Annual Summit of Nobel Peace Laureates, Berlin, November, 9-11 2009  Interview, Panel-Discussion, ….
  43. 43. Konrad Lorenz Institute for Evolution and Cognition Research Altenberg Workshops 1996/97 30. January 1997, Austria, Worldview Compositions and Cognitive Spaces - a necessary evolutionary step by Heiner Benking Guilford, J. P., The Nature of Human Intelligence, New York: McGraw Hill, 1967. Structure of Intellect. [175] Cf. the work of Heiner Benking. To be publihed in 9. Augmented knowledge in the book by Kim Veltman: Augmented Books, Knowledge, and Culture http://www.isoc.org/inet2000/cdproceedings/ 6d/6d_1.htm These quests to master new knowledge owe much to systems theory, "chaos theory" (a seemingly contradictory combination of terms), complexity, [77] and developments in neural networks, whereby systematic treatments of apparently random forms bring unexpected patterns of order. What makes these trends the more significant is that thinkers concerned with the systematization of intellect, such as Guilford, have intuitively sought to link units, classes, relations, systems, etc. with products and operations (figure 12). Cf. the work of Heiner Benking.
  44. 44. G loba l S ha ring a nd C oping C onne c ting Worlds , S c a le s , Me dia , & F orm s /S truc ture s
  45. 45. Exploring and Negotiating the In-Between Material World In-material World not-given World given World MODEL SPACES Multi-Perspective, Systemic, Organismic, Holistic representations Additional Reality Maps Embodied Covenant Artefacts – Models - Worlds Ecological Theology and Environmental Ethics
  46. 46. Multimedia Where do we go from here ? Using Maps and Models, SuperSigns and SuperStructures Heiner Benking International CODATA Symposium on Multimedia in Science and Technology - MIST 2005 - European Academy, Berlin, Germany September 19-20, 2005 International ICSU-CODATA Symposium Berlin, ICSU - International Council of Scientific Unions, CODATA- Committee on Data for Science and Technology
  47. 47. Premier forum des solutions pour développement des musées et expositiones - Journée Access Multimedia 17. - 18. Novembre 1998 - Cité des Sciences et de l‘Industrie Central issues include: • Culture and Cyberculture • Frontiers and Challenges of Conceptual Navigation • Orientation and Understanding • CREATE NEW SPACES AND MAPS? http://benking.de/meta-paradigm.htm http://benkign.de/ceptualinstitute/landscape.htm In such fields the question of context and overview evolves naturally - This is essential for learning and „daring“ to forget. As a result the human right to know what something is „about“ can evolve naturally.
  48. 48. Towards a New Renaissance 3 Harmonising Spirituality, Nature and Health EMBODYING, HARMONIZING and SHARING OLD AND NEW SPACES & TIMES Sharing Commons in an Embodied Covenant [more] Bringing together cultural expressions, sign systems, perspectives and positionalities Heiner Benking Secretary Tagore-Einstein Council, Council of Global Issues, Originator Open-Forum, PNW-Positive News Youth Views – Youth-Leader
  49. 49. G loba l S ha ring a nd C oping S ta rting P oints HARMONIZATION The first and most central entry points have been around a G7 and SRU German Environmental experts initiative which was taken up by the UN- Environment Programme UNEP - HEM. late 1980 -- 1992 GLOBAL CHANGE The other started with the GLOBAL CHANGE conference 1988 in Moscow. Germany and other countries had been invited to present „Challenges to Science and Politics“ in form of Conferences and Exhibitions. As I was invited to contribute I had to think anew on how such complex Issues could be communicated to the broader public, raising awareness and consciousness, and being correct and helpful for scientists, politicians, and industry at the same time. I go public now 1998 as after having this touring exhibition 8 years in Germany, but never been shown outside Germany, and being updated and in high demand, there is high danger of losing this piece and milestone. Politics look east and local when the exhibition was opened in May 1990. The result we have no public eye and information about the exhibition, its scope and results. As this is fatal in my view, I fee I have to change and address that. I could have also called this UIA guest page GLOBAL CHANGE or LOCAL AND GLOBAL CHANGE - as my work started about global environmental issues in 1988 with such wide and universal themes. Only because I was involved in two or more projects at that time, and have a certain background which was about preparing and documenting decisions and presenting results, I was able to make the bridge, combine what normally is not seen as one - or in one solution. As both project concepts are not only of wider interest and unique in their approach, specially in their time we are proposing here to follow each background independently and then join in again the flow of events.
  50. 50. 1. To create knowledge in a spirit of openness to the world, integrating new perspectives 2. To think and act in a forward looking manner 3. To acquire knowledge and act in an interdisciplinary manner 4. To be able to plan and act in cooperation with others 5. To be able to participate in decision-making processes 6. To be able to motivate others to become active 7. To be able to reflect upon one’s own principles and those of others 8. To be able to plan and act autonomously 9. To be able to show empathy for and solidarity with the disadvantaged 10. To be able to motivate oneself to become active Gestaltungs – Competences UNESCO - Education for Sustainable Development
  51. 51. Gestaltungs-Competence 1 & 7 To create knowledge in a spirit of openness to the world, integrating new perspectives 1. 7. To be able to reflect upon one’s own principles and those of others
  52. 52. Kurt Hanks, PARADIGM MAPPING http://hanksconsulting.com/page10.html
  53. 53. Kurt Hanks, PARADIGM MAPPING

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