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  1.  43
    Designing Academic Conferences in the Light of Second-Order Cybernetics.L. D. Richards - 2015 - Constructivist Foundations 11 (1):65-73.
    Context: A tension exists between the needs and desires of the institutions providing the funding for academics to attend conferences and the potential for transforming the knowledge and understanding of conference participants - than in advancing their own careers and celebrity. Approaches to the problem can recognize the importance of funding and career-building in the current society, while still experimenting in ways that could generate new ideas. Method: Ideas from second-order cybernetics are used to derive design principles that might alleviate (...)
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  2.  20
    The Many Varieties of Experimentation in Second-Order Cybernetics: Art, Science, Craft.L. D. Richards - 2016 - Constructivist Foundations 11 (3):621-622.
    Open peer commentary on the article ““Black Box” Theatre: Second-Order Cybernetics and Naturalism in Rehearsal and Performance” by Tom Scholte. Upshot: Scholte proposes using the theatre as a laboratory for experimenting with ideas in second-order cybernetics, adding to the repertoire of approaches for advancing this way of thinking. Second-order cybernetics, as art, science and craft, raises questions about the forms of experimentation most useful in such a laboratory. Theatre provides an opportunity to “play” with the dynamics of human interactions and (...)
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  3.  22
    Connecting Radical Constructivism to Social Transformation and Design.L. D. Richards - 2007 - Constructivist Foundations 2 (2-3):129-135.
    Purpose: This paper intends to connect ideas from the radical constructivist approach to cognition and learning to ideas from the constraint-theoretic approach to social policy formulation. It then extends these ideas to a dialogic approach to social transformation and design. Method: After demonstrating a correspondence between von Glasersfeld's fit/match distinction and my constraint-oriented/goal-oriented distinction with respect to policy formulation, the paper evaluates the basic assumptions of radical constructivism and builds from them a framework for thinking and talking about a desirable (...)
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  4.  16
    Conversation Vs. Communication: A Suggestion for “the Banathy Conversation Methodology”.L. D. Richards - 2015 - Constructivist Foundations 11 (1):58-60.
    Open peer commentary on the article “The Banathy Conversation Methodology” by Gordon Dyer, Jed Jones, Gordon Rowland & Silvia Zweifel. Upshot: The Banathy Conversation Methodology offers an approach to organizing and facilitating conversation groups among individuals self-identified as interested in a particular topic. As someone who would like to see more conversation integrated into academic conferences, I propose two extensions of BCM for consideration by the authors: one is an extension to the theoretical underpinnings, namely the conversation theory of Gordon (...)
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  5.  9
    Author’s Response: Design for Participation: Culture, Structure, Facilitation.L. D. Richards - 2015 - Constructivist Foundations 11 (1):93-97.
    Upshot: Conversational conferences are difficult to design in a way that avoids the consequences that arise when participants are not experienced with or fully value the conversational mode of interaction. So, the designers of such conferences must experiment with ways to build a culture, use a structure, and facilitate participation that might mitigate some of these consequences. The potential of the experimental conference designed in the light of second-order cybernetics lies, in part, in the prospect of identifying and acquiring the (...)
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  6.  3
    Personalized Education: What’s the Holdup?L. D. Richards - 2016 - Constructivist Foundations 12 (1):110-112.
    Open peer commentary on the article “A Cybernetic Approach to Contextual Teaching and Learning” by Philip Baron. Upshot: The idea of personal, customized education has been around for a while, and few disagree that it would be superior to what we have now in most public education systems worldwide. So, the questions are: Why has it not been more broadly implemented? And what would it take to make it the dominant approach to education?
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