The human-centred debate in Britain focuses on the idea of human-machine symbiosis, and the “Dialogue” debate in Scandinavia focuses on the deep understanding of human communication, through a process of inner reflection. Both of these debates provide a framework for the participatory design of AI systems.The emergence of “social Europe” creates the desirability for a sharing of social and cultural knowledge and resources among the citizens of Europe. This raises the possibility of exploiting the potential of new technology for the (...) distribution and transfer of knowledge and skill among the citizens of Europe whilst retaining the diversity of their cultures and languages. These issues of transfer have been the focus of many AI researchers who have been concerned with the design of AI systems for the education, training and welfare of disadvantaged citizens. It is suggested that central to such a transfer is the design of participatory learning systems which focus on the mediation and distribution of knowledge in diverse socio-cultural contexts.In this paper, the SEAKE Centre's projects, especially “Brighton Parosi”, and “Adult Literacy” are discussed to provide an insight into the concepts and practice of designing such participatory systems. The philosophy of these projects was rooted in the sharing of social and cultural experiences, through participatory learning. The development of the projects involved a process of exchange of language and culture in both formal and informal learning environments. For the Parosi Project social interaction was the central core for the exchange of cultural experiences and the language acquisition process. The Adult Literacy project built on the exchange process, and used the idea of the mediation of knowledge for the design of a knowledge based system. The design process developed by the above two projects could be described as a participatory design approach which builds upon and extends the human-machine symbiosis and dialogue approaches. (shrink)

The requirement for anthropocentric, or human-centred decision support is outlined, and the IDIOMS management information tool, which implements several human-centred principles, is described. IDIOMS provides a flexible decision support environment in which applications can be modelled using both ‘objective’ database information, and user-centred ‘subjective’ and contextual information. The system has been tested on several real applications, demonstrating its power and flexibility.

We only regard a system or a process as being “scientific” if it displays the three predominant characteristics of the natural sciences: predictability, repeatability and quantifiability. This by definition precludes intuition, subjective judgement, tacit knowledge, heuristics, dreams, etc. in other words, those attributes which are peculiarly human. Furthermore, this is resulting in a shift from judgment to calculation giving rise, in some cases, to an abject dependency on the machine and an inability to disagree with the outcome or even question (...) it. To tolerate such a situation could be seen as an abdication of professional responsibility. In complex technological and scientific environments, it is sometimes said that those who make best use of computers already know what the answer is (in ball park terms) before the calculation. (shrink)

This article questions the concept of tacit knowledge as the basis for our conceptual understanding of practice. The first part of the article is a critical introduction to the concept of tacit knowledge. It is emphasized that this concept is situated in various academic practices and not defined and homogeneously but in accordance with issues and intentions significant for these practices. The second part of the article outlines some consequences of conceptualizing practice as basically a matter of tacit knowledge. It (...) is argued that tacit knowledge should be seen in relation to the growth of professions in modern society and to the need to legitimate them. It is further claimed that as a legitimating concept tacit knowledge may bring about various problems leading to a marginalization of specific experiences, to social uniformity, to the reappearance of individualism and to the maintenance of a dualistic view of knowledge. (shrink)