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- W2564100367 abstract "Connectivity must become first principle of our higher education universe. INTRODUCTION: TO THINK AS NATURE THINKS IN HIS SEMINAL WORK Steps to an Ecology of Mind, anthropologist, social scientist, and cyberneticist Gregory Bateson (1972) laid groundwork for a new and broader understanding of mental process and in years to come would urge us all to learn to think as Nature thinks. To Bateson, Mind was a powerful descriptive of all-encompassing mechanics of Nature, organizations, and human systems too. As one of founders, together with Warren McCulloch, Norbert Wiener, and others, of cybernetics and systems thinking, Bateson saw mind and connectivity where others saw only sprawling diversity and disconnects. His insights shaped a generation of countercultural thinkers and pioneers of what today we call science of complex living systems. In his second groundbreaking volume Mind and Nature: A Necessary Unity, Bateson (1979, cover) laid out his prescription even more clearly: Insofar as we are a mental process, to that same extent we must expect natural world to show similar characteristics of mentality. Biological evolution is a mental process. Conversely, our own conscious experience is a process (Edelman 2006)--indeed, one of glorious complexity and staggering connectivity. We are creatures of this connectivity. We are connected to every life form on planet, and our own mentality springs from selectional processes of billions of synaptic interconnections of our very own neural ecologies. Ecologies within us, around us, everywhere. To think as Nature thinks is, therefore, to think about the pattern which us to everything at every level. pattern which connects crab to lobster and orchid to primrose and all four of them to me.... And me to you, as Bateson (1979, p. 8) was fond of saying. And yet it is this question of connectivity that seems to have confounded us as educators for centuries. We've been experts at describing and defining at great length what a thing is and what it appears to be doing on its own, but have managed somehow and too often to avoid its place and function as a part of something larger. Our life sciences and ecological investigations have gradually overturned this perspective as simply poor science. Yet far too many of our great institutions still operate as collectives of silos and fiercely defended fiefdoms with meager connectivity among their constituent parts. This is one of principal challenges to institutions of higher education today. THE CONNECTIVITY IMPERATIVE There are few who would argue in principle against greater connectivity and enhanced integrative function within our institutions of higher learning. virtues are essentially self-evident. Yet there are many who feel strapped into their disciplinary silos by sheer depth of their specializations and politics of an antiquated, very powerfully status quo environment. This presents a numbing paradox: university is a veritable seedbed for innovative thinking, yet all too often its own structures inhibit innovation in university master plan itself. Such institutions are swimming against current and cannot do so indefinitely. writing is on wall, and new high ground in higher education is clear. Interdisciplinarity and transdisciplinarity have emerged as a matter of historical necessity as our research interests have deepened and our strategies for examining our biggest challenges and most intransigent problems have reached farther and farther afield for new perspectives. Professor Einstein was pointing to exactly this when he observed, The significant problems we face cannot be solved at same level of thinking we were at when we created them. (1) Author Franz Johansson (2004) has written popularly of what he calls The Medici Effect or explosion of breakthrough insights to be found at intersection of ideas, concepts, and cultures, place where perspectives collide both by accident and serious purpose. …" @default.
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- W2564100367 date "2016-01-01" @default.
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- W2564100367 title "To Think as Nature Thinks: Optimizing Connectivity: Envisioning the University as a Complex Living System" @default.
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