There is a long tradition of arguing that design and science are importantly different. One such argument is that the separation of science and design is an implication that can be drawn from the Simon–Kroes model of the nature of technical artifacts. This paper argues that the Simon–Kroes model does not imply a radical separation between science and design: if we accept the Simon–Kroes model of the nature of technical artifacts and their production, then we must also accept that all (...) the sciences also produce technical artifacts, and in importantly similar ways. Moreover, the placing of both science and design in a naturalist framework reinforces this conclusion and opens up new vistas for synergetic cross-disciplinary discussion of design and methodology. (shrink)

This book develops a new naturalist theory of reason and scientific knowledge from a synthesis of philosophy and the new sciences of complex adaptive systems.

Since Darwin, Biology has been framed on the idea of evolution by natural selection, which has profoundly influenced the scientific and philosophical comprehension of biological phenomena and of our place in Nature. This book argues that contemporary biology should progress towards and revolve around an even more fundamental idea, that of autonomy. Biological autonomy describes living organisms as organised systems, which are able to self-produce and self-maintain as integrated entities, to establish their own goals and norms, and to promote the (...) conditions of their existence through their interactions with the environment. Topics covered in this book include organisation and biological emergence, organisms, agency, levels of autonomy, cognition, and a look at the historical dimension of autonomy. The current development of scientific investigations on autonomous organisation calls for a theoretical and philosophical analysis. This can contribute to the elaboration of an original understanding of life - including human life - on Earth, opening new perspectives and enabling fecund interactions with other existing theories and approaches. This book takes up the challenge. (shrink)

Continuing his exploration of the organization of complexity and the science of design, this new edition of Herbert Simon's classic work on artificial ...

The role of interaction in learning is essential and profound: it must provide the means to solve open problems (those only vaguely specified in advance), but cannot be captured using our familiar formal cognitive tools. This presents an impasse to those confined to present formalisms; but interaction is fundamentally dynamical, not formal, and with its importance thus underlined it invites the development of a distinctively interactivist account of life and mind. This account is provided, from its roots in the interactivist (...) biological constitution of life, through the evolution of the dual internal regulatory capacities expressed as intentionality and intelligence, to its expression in self-directed anticipative learning in persons and in science. (shrink)

The domain of nonlinear dynamical systems and its mathematical underpinnings has been developing exponentially for a century, the last 35 years seeing an outpouring of new ideas and applications and a concomitant confluence with ideas of complex systems and their applications from irreversible thermodynamics. A few examples are in meteorology, ecological dynamics, and social and economic dynamics. These new ideas have profound implications for our understanding and practice in domains involving complexity, predictability and determinism, equilibrium, control, planning, individuality, responsibility and (...) so on. Our intention is to draw together in this volume, we believe for the first time, a comprehensive picture of the manifold philosophically interesting impacts of recent developments in understanding nonlinear systems and the unique aspects of their complexity. The book will focus specifically on the philosophical concepts, principles, judgments and problems distinctly raised by work in the domain of complex nonlinear dynamical systems, especially in recent years. -Comprehensive coverage of all main theories in the philosophy of Complex Systems -Clearly written expositions of fundamental ideas and concepts -Definitive discussions by leading researchers in the field -Summaries of leading-edge research in related fields are also included. (shrink)

We examine the claim that design is demarcated from science by having wicked problems while science does not and argue that it is wrong. We examine each of the ten features Rittel and Weber hold to be characteristic of wicked problems and show that they derive from three general sources common to science and design: agent finitude, system complexity and problem normativity, and play analogous roles in each. This provides the basis for a common core cognitive process to design and (...) science. Underlying our arguments is a shift to a strategic problem-solving conception of method in both disciplines that opens up new opportunities for synergetic cross-disciplinary research and practice. (shrink)

The book examines theories (models) of how systems (those of humans, nature, and combined humannatural systems) function, and attempts to understand those theories and how they can help researchers develop effective institutions and policies for environmental management. The fundamental question this book asks is whether or not it is possible to get beyond seeing environment as a sub-component of social systems, and society as a sub-component of ecological systems, that is, to understand human-environment interactions as their own unique system. After (...) examining the similarities and differences among human and natural systems, as well as the means by which they can be accounted for in theories and models, the book examines five efforts to describe human-natural systems. The point of these efforts is to provide the means of learning about those systems so that they can be managed adaptively. The final section of the book uses case studies to examine the application of integrated theories/models to the real world. (shrink)

They are correct that punctuated equilibria apply to sexually reproducing organisms and that morphological evolutionary change is regarded as largely (if not exclusively) correlated with speciation events. However, they err in suggesting that we attribute stasis strictly to "developmental constraints," which represent only one of a set of possible mechanisms that we have suggested for the causes of stasis. Others include habitat tracking and the internal structure of species themselves [for example, (2)].

This paper outlines an original interactivist-constructivist approach to modelling intelligence and learning as a dynamical embodied form of adaptiveness and explores some applications of I-C to understanding the way cognitive learning is realized in the brain. Two key ideas for conceptualizing intelligence within this framework are developed. These are: intelligence is centrally concerned with the capacity for coherent, context-sensitive, self-directed management of interaction; and the primary model for cognitive learning is anticipative skill construction. Self-directedness is a capacity for integrative process (...) modulation which allows a system to "steer" itself through its world by anticipatively matching its own viability requirements to interaction with its environment. Because the adaptive interaction processes required of intelligent systems are too complex for effective action to be prespecified learning is an important component of intelligence. A model of self-directed anticipative learning is formulated based on interactive skill construction, and argued to constitute a central constructivist process involved in cognitive development. SDAL illuminates the capacity of intelligent learners to start with the vague, poorly defined problems typically posed in realistic learning situations and progressively refine them, transforming them into problems with sufficient structure to guide the construction of a solution. Finally, some of the implications of I-C for modelling of the neuronal basis of intelligence and learning are explored; in particular, Quartz and Sejnowski's recent neural constructivism paradigm, enriched by Montague and Sejnowski's dopaminergic model of anticipative-predictive neural learning, is assessed as a promising, but incomplete, contribution to this approach. The paper concludes with a fourfold reflection on the divergence in cognitive modelling philosophy between the I-C and the traditional computational information processing approaches. (shrink)

Much work on the sense of agency has focused either on abnormal cases, such as delusions of control, or on simple action tasks in the laboratory. Few studies address the nature of the sense of agency in complex natural settings, or the effect of skill on the sense of agency. Working from 2 case studies of mountain bike riding, we argue that the sense of agency in high-skill individuals incorporates awareness of multiple causal influences on action outcomes. This allows fine-grained (...) differentiation of the contributions of self and external factors to action outcomes. We further argue that the sense of agency incorporates prospective awareness of actions that are possible in a situation and awareness of the limits of control. These forms of sense of agency enable highly flexible, context-sensitive strategic control, and are likely to contribute to high interindividual variability in responses to complex tasks. (shrink)

We present a synthetic theory of skilled action which proposes that cognitive processes make an important contribution to almost all skilled action, contrary to influential views that many skills are performed largely automatically. Cognitive control is focused on strategic aspects of performance, and plays a greater role as difficulty increases. We offer an analysis of various forms of skill experience and show that the theory provides a better explanation for the full set of these experiences than automatic theories. We further (...) show that the theory can explain experimental evidence for skill automaticity, including evidence that secondary tasks do not interfere with expert performance, and evidence that experts have reduced memory for performance of sensorimotor skills. (shrink)

Wayne D. Christensen and Cliff A. Hooker.

Error is protean, ubiquitous and crucial in scientific process. In this paper it is argued that understanding scientific process requires what is currently absent: an adaptable, context-sensitive functional role for error in science that naturally harnesses error identification and avoidance to positive, success-driven, science. This paper develops a new account of scientific process of this sort, error and success driving Self-Directed Anticipative Learning (SDAL) cycling, using a recent re-analysis of ape-language research as test example. The example shows the limitations of (...) other accounts of error, in particular Mayo’s (Error and the growth of experimental knowledge, 1996) error-statistical approach, and SDAL cycling shows how they can be fruitfully contextualised. (shrink)

The Economics of Scientific Knowledge demonstrates how contemporary economic theories, such as rational choice theory, public choice theory, game theory, and neo-institutionalist economics can be successfully applied to resolve the issues currently existing in science studies and science and technology policy. Yanfei Shi criticizes the sociology of scientific knowledge and the traditional philosophy of science for their failures in justifying science as a rational enterprise. From an economic perspective, he explains why scientific enterprise as a public good is possible if (...) individual scientists are self-interested and presents a new and convincing story of how scientific knowledge is produced in the contemporary society. With professional experience as a policy analyst, Yanfei Shi's economic perspective on scientists and their behaviors, and his institutional analysis will have great implications to the current discussions on science and innovation policy issues. Scholars and students in the fields of economics, philosophy and sociology as well as scientists, administrators and policy analysts will find this book a welcome addition to the literature of the increasingly important field of science studies. (shrink)

The point of this paper is to provide a principled framework for a naturalistic, interactivist-constructivist model of rational capacity and a sketch of the model itself, indicating its merits. Being naturalistic, it takes its orientation from scientific understanding. In particular, it adopts the developing interactivist-constructivist understanding of the functional capacities of biological organisms as a useful naturalistic platform for constructing such higher order capacities as reason and cognition. Further, both the framework and model are marked by the finitude and fallibility (...) that science attributes to organisms, with their radical consequences, and also by the individual and collective capacities to improve their performances that learning organisms display. Part A prepares the ground for the exposition through a critique of the dominant Western analytic tradition in rationalising science, followed by a brief exposition of the naturalist framework that will be employed to frame the construction. This results in two sets of guidelines for constructing an alternative. Part B provides the new conception of reason as a rich complex of processes of improvement against epistemic values, and argues its merits. It closes with an account of normativity and our similarly developing rational knowledge of it, including (reflexively) of reason itself. (shrink)

: The purpose of this paper and its sister paper (Farrell and Hooker, b) is to present, evaluate and elaborate a proposed new model for the process of scientific development: self-directed anticipative learning (SDAL). The vehicle for its evaluation is a new analysis of a well-known historical episode: the development of ape-language research. In this first paper we outline five prominent features of SDAL that will need to be realized in applying SDAL to science: 1) interactive exploration of possibility space; (...) 2) self-directedness; 3) localization of success and error; 4) Synergistic increase in learning capacity; and 5) continuity of SDAL process across scientific change. In this paper we examine the first three features of SDAL in relation to the early history of ape-language research. We show that this history is readily explicated as a self-directed, ever-finer, delineation of possibility space that enables the localization of both success and error. Paper II examines the last two features against this history. (shrink)