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Transformations in healthcare policy and in the global economy in connection with digitalization can be interpreted as realizations of a cybernetic paradigm, for which this article proposes the term 'cybernetism'. This implies a political anthropology that is incompatible with the image of man developed by Aristotle through to Habermas and which forms the basis of the liberal, democratic constitutional state. The medical-technocratic image of man reveals the deformative potential of applied sociocybernetics, which contradicts the foundations of democracy. [ABSTRACT FROM AUTHOR]

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The Question of an Epochal Turn. On Ivan Urbančič’s Article “The Yugoslav ‘Nationalist Crisis’ and Slovenians in the Perspective of an End of the Nation” - - - In the present paper, we try to, with the help of a hermeneutic-phenomenological analysis, show the complexity of Urbančič’s philosophical concepts within the article entitled “The Yugoslav ‘Nationalist Crisis’ and Slovenians in the Perspective of an End of the Nation,” which was published in the framework of the Contributions to the Slovenian National Program of the landmark 57th issue of the journal Nova revija. The study focuses on Urbančič’s philosophical thought as stemming from this end as an epochal turning point, which is characterized by a departure from the modern-age paradigm of the subject as automatic, autonomous, self-establishing, self-defining, and self-determining. Today, this departure or descent into cybernetics is neither clear nor obvious, but remains veiled, obscured, and invisible. Dwelling on Urbančič’s thought of the epochal turn thus exposes at the very core the problem of existence, upon the basis of which we attempt to, in the concluding part, characterize how this veiled epochal turn manifests itself from the standpoint of thinking, that is, philosophically.

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Spectacle and Time in Contemporary Philosophy Through historical and phenomenological analyses, the present paper attempts to centralize the research of the phenomenon of spectacle as a viable subject of contemporary philosophy. We study the notion of the spectacle upon the basis of the historical development of the modern comprehension of time not only as one of the central issues of contemporary philosophy, but also as a central concept for the understanding of contemporary science, culture, and society as a whole. Within contemporary continental philosophical tradition, the concept of time is closely connected with the notions of presence, perception, and mediation. The philosophical debate between Henri Bergson and Albert Einstein brought the ideas of spectacle and time into immediate connection as a part of the new conceptual framework of contemporary philosophy. It demonstrated, for the first time, that science holds an essential value for the construction of modern life. We follow further developments by outlining the philosophical and cybernetic framework for the establishment of a philosophical attitude towards spectacle as one of the fundamental phenomena of contemporaneity. The elaboration of the theme seeks to respect methodological determinations demonstrated in the philosophy of Martin Heidegger. The groundbreaking critique of cybernetics in Gilbert Simondon allows us, finally, to draft a specific prefiguration of a certain theory of spectacle.

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Contemporary change processes in the sphere of education are multi-context and determined by various factors. Undoubtedly, the factor organizing the discussion on the new model of education is the uncertainty related to the shape of the future. This uncertainty is caused by the direction of changes in the area of functioning and development of societies and the emergence of the knowledge-driven economy. These changes, in turn, are the result of the impact of mega trends, including the development of new information and communication technologies (ICT), globalization of various spheres of life, progressive phenomena of socio-economic polarization, cultural changes, acceleration of migration processes, etc. These changes set the framework for processes of education and upbringing generate numerous challenges in educational activity related to fundamental issues: how to teach? by what methods? What kind of results to expect? (Wasyluk et al., 2020). Educational institutions play an important role in this process, including universities, “where self-steering prevails over learning, externally guided” (Laurisz, 2022). M. Mazur’s (CTC) (1976) cybernetic character theory, pioneering on a global scale, is a proposition of a response to these educational challenges. This work is an attempt to use the CTC to identify the parameters of character of the studied students in the field of social work. The proposed solution may support didactic processes by optimally matching the efforts and capabilities of students to the needs of the education process.

Copyright of Zeitschrift für Kulturphilosophie is the property of Felix Meiner Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sinofuturism is a cultural concept that is externally applied to China and Chinese society by a predominant Western academic discourse. The concept of Sinofuturism assumes that contemporary China is the future. This idea echoes Western notions of futurity, which link economic developments with the industrial progressivity of a society. In doing so, the current reading of Sinofuturism is largely based on a linear temporality. By projecting China and the Chinese into the future, Western scholarship has formed a temporal Othering through which a self is constructed. In contrast to Afrofuturism, it does not, up until now, refer to a counter-hegemonic aesthetic movement. The current coinage of Sinofuturism is mainly influenced by the work of early accelerationists associated with the British experimental-theorist collective Cybernetic Culture Research Unit and was prominently featured in Lawrence Lek's audiovisual Sinofuturist Trilogy (2016). [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Kulturwissenschaft is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the present article the author studies and reviews the essential scientific opinions and discourse on the understanding of the term and phenomena of Cybernetics. The article is the author's vision of the concept of cybernetic epistemology based on its progressive methodological features. The main idea of the understanding of the information warfare category as a complex social system (society) in the context of cybernetic epistemology is also developed in the present research. The concept of complexity theory has not yet been applied in the study of ontological characteristics of the "information warfare" phenomenon so far. This kind of analyzing method allows us to highlight the true essential characteristics of "information warfare". There are recursiveness and spontaneous nature among them. This kind of epistemology methods and their possible and proper application in Cybernetics were analyzed and reviewed in the present paper. Such an analyzing confirmed the relevance of this research for the formalization of the world’s complex phenomena. It also determined the possibility of constructive generalization of knowledge and research data. However, this knowledge should be gained in the process of complex formalization of the studied phenomena characteristics (ontology) and the maximum permissible changes and transformation in their conditions and forms.

The ethical and philosophical debate around the present and future of Artificial Intelligence has grown in intensity over the years. Continual development within AI in terms of “prevention of risks”, “levels of control in programming”, and the inclusion of so-called “ethical algorithms”, has encouraged an ever deeper split between “technicians” and “humanists”, between the domains of “making” and “thinking”. Focusing on this unproductive distance, we interrogate ethical approaches methods and the effectiveness and utility of ethical theories. More generally, we attempt to better define the relationship that philosophy has today – and will be able to maintain in the future tomorrow – with machines designed to think and with their designers.

This article develops the concept of «operational media» to think through the deployment of utility/useful cinema in the context of cybernetically informed educational policy. The paper argues that cybernetic concepts of communication, feedback loops and homeostasis were central to the pragmatic installation of media at the center of postwar mass education. Links are made to the dominance of cybernetic ideas in postwar social science, including social psychology, sociobiology and behaviourism. A consideration of the UN’s operational media allows for a reconsideration of the agency’s communicative mandate as biopolitical and governmental. Educational policies influenced by the UN were doubly concerned with technologized classrooms: cybernetic ideas presented themselves as politically neutral, while offering efficiencies in the delivery of content. Cold war citizenship was thus conceived as a form of training that would pragmatically lead to the rebalancing of a volatile international situation. Carrefour de la vie (1949), made by Belgian filmmaker Henri Storck for the United Nations, is presented as an example of the centrality of mental health for citizenship training in postwar biopolitical regimes. In particular, the tension between the film’s humanist and cybernetic strands are considered. Au Carrefour de la vie is considered as a transitional text, presenting a humanist story of childhood in postwar life that simultaneously prefigures the operation of a controlled society.

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Copyright of Zeitschrift für Fantastikforschung is the property of Open Library of Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses gnostic motives of operational epistemology and pathways to gnostic relapse in the digital age. Topics include the historiography of gnosis with regard to its influence on intellectual history and the thesis of an eschatological philosophy of history emerged; the continuities and discontinuities of ancient and medieval cosmological and metaphysical; and Norbert Wiener's book, "Cybernetics or Control and Communication in the Animal and the Machine".

In this paper, I reconstruct the continuities and differences between Karl Bühler's pre-cybernetic model of non-verbal interaction - as sketched in his Krise der Psychologie (1927) and his Ausdruckstheorie (1933) - and present-day debates on the expression of emotion and affect. I offer the thesis that today, almost 100 years later, the field of psychology is still caught up in very similar quandaries. This is shown by comparing Bühler's work to the theories and models of a present-day ethologist (Frans de Waal), a neuroscientist and psychologist (Lisa Feldman Barrett), and a culturalist developmental psychologist (Michael Tomasello). [ABSTRACT FROM AUTHOR]

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In this article the assumptions of one of the versions of the commongood concept in terms of the dispersion of knowledge and uncertainty areanalyzed. The article also aims at showing the consequences in regard to moralattitudes in politics and economics which are drawn on the basis of the conceptsof this type. In the first part I expound the ontological assumptions which are thebasis for the analysis. In the second part the concept of common good in terms ofits own assumptions and in relation to the ontology developed in this article isdiscussed. In the third part I consider some general thoughts about the structureof the ethical tales and their reference.

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Learning Analytics und ihre Metriken – Annäherung an einen pädagogischen Rahmen über einen sozialsemiotischen Weg Der Beitrag stellt sich die Aufgabe, Metriken auf Bildung anzuwenden und schlägt dazu vor, Lernanalytik und ihre metrischen Verfahren in ein sozialsemiotisches Konzept von Lernen als Entwicklung von Bedeutung einzuordnen. Solch ein sozialsemiotischen Rahmen definiert Metriken als eine qualitative und quantitative Modalität der Repräsentation von Lernpraxis, die empirische Belege von und für pädagogische Praxis bietet. Arbeiten aus den Bereichen der Kulturwissenschaften und Medienwissenschaften der 1970er Jahren, die TV-vermittelte Massenkommunikation als Bedeutung konstituierende Praktiken definierte, dienen als Anregung, um Metriken als einen Repräsentationsmodus in und von Bildungsprozessen zu bestimmen. Dabei gilt es zu bedenken, dass Bildung zunehmend mit den Auswirkungen der Digitalisierung und mit der dazu gehörigen Automatisierung konfrontiert ist. Aufgabe von Pädagogik ist nun, Metriken sinnvoll für Lernen aufzubereiten, indem Metriken und Metrifizierung der Dynamik der persönlichen Entwicklung einer/s Lernenden sowie derer bzw. dessen Entwicklungskontext gerecht werden. Das ist vor allem eine pädagogische Aufgabe und keine, die sich auf Verwertbarkeit ausrichtet. Der Beitrag schlägt dazu vor, Metriken als einen Repräsentationsmodus von Lernprozessen und Lernergebnissen zu bestimmen. Hilfreich ist dabei, sich auf Narrative als einen Repräsentationsmodus von Lernprozessen und Lernergebnissen zu konzentrieren, nicht zuletzt, weil Narrative eine vertraute Form von Reflexivität bieten. Darüber hinaus schlägt der Beitrag vor, Lernpraktiken als eine Form von Context Awareness zu sehen, was mit Beispielen aus Grundschule und Universität veranschaulicht wird.

In the following paper, the line of development of the general didactics since 1945 until the educational reform in West Germany in the late 1960s/mid-1970s will be introduced in its historical formation. Then, the most popular theories and models in general didactics will be briefly explained and their partly concurrent epistemic schools of thought will be analyzed. Hereby, it becomes obvious that meanwhile, a neo-liberal direction has been dominating the formerly rival epistemic ideas. On a social and individual level, general didactics have to follow the rule of ‘growing or vanishing'. [ABSTRACT FROM AUTHOR]