Version 55, am 10.6.2007 00:37

There is plenty of apathy and agression, lament and crying in the dark, lots of calls for action, but few pragmatic actions proposed. We feel that instead of seeing our kids just "muddle through" we should give them some food for thought and action. Here is a list we invite you to check out, enlarge, or distribute.

The items "evolved" in a recent Open-Space Online conference chat:

!WE NEED TO (or should care about):


  • consider frameworks or scaffoldings which allow to adress levels and different positions and perspectives/lenses. The co-existence of approaches and frames might help to cultivate specialisation and generalisation at the same time, multi-modal and transdisciplinary approaches. We think here about a mix of Comensius, Popper, and Santanya's ways to see and act in the worlds ("Prope-pragmatism" which includes hands, heards, and minds pragmati(ci)sms.)

  • invest in scouts for medial and dimensional orientation and integration in a fragmented Cyberculture World we have created - but have no map for.

  • refrain from worrying about knowing and data, but about coping and finding our way and charting alternatives in fields and domains of knowing and not-knowing and how these areas overlap, and what we need to wonder about what we can not know and what is "not-given".


  • see space not as an empty void (as some schools of thought prefer - as an apriori) but also and additionally as Model-spaces we can create and which give us the potential to "merge and morph" real, virtual, fictional, immersive, augmented spaces. See space as potential as natural and native peoples do, and not follow the "lost in space" concept of modern post-materialism.

  • overcome dualism and fixations - maybe through a new tangible, spacial, (3-dimensional) sharable approach which allows some strata or medium were we can add experience, feelings, values,... maybe shared story-spaces

  • reflect about overview, common frames, boundaries, ... not as something eternal and fixed, but something to me negotiated (siehe Friedrich Rückert poem wisdom of the Brahmins) but as a shared common to help us see with other eyes (from other positions and other angles).

  • take concepts like "store or knowledge" more real by exploring concepts like ecology more "real" as a way to bridge given and not-given but relevant and full of proportions and consequences. As Ecology as Scape as root-metaphors might help us to bridge concepts and dimensions and media we feel that these metaphors can help us to include concepts also of the animated world. See Credibility of Ecology, Rubics Cube of Ecology, Cognitive Landscape or Panorama, Integral Agenda Bucky Ball of J.N. Judge, UIA,... and other concepts to make intangible issues more real.

  • think together Signs (symbols & icons) (ref to Peirce and Cusanus) and maybe create reference models - Spaces or Solids - (which can combine or translate between - as Supersigns (Dennis Wood) which allow us to concretely negotiate, discuss, share alternatives and share / make decisions.

  • think solid and tangible - not ony abstract and linear (bridging exact and fine arts in order to support creativity and co-creation)


  • refrain from invest or better dis-invest into collections of words without meaning - into abstract plastic-words (empty words without referent and meaning and applyable everywhere - but making no sense (Pörksen)

  • refrain from investing in singual "paradigms" or "turns" when we can not compare and locate in relation to others. See also UN - G7 harmonisation mandate and access and assimilation... (more about this in Kluwer's GeoJournal? to follow (Benking 1988-93...) and the proposal of "common frames of refernces for the Rio Earth Summit in 1992 - on behalf of Noel Brown, UNEP) as an example take a paradigm as a way of thinking - map this paradigm and see how it relates and connects to others. See Meta-paradigm and Cognitive Panorama (Newe Ideas, New Spaces, Council of Europe, Prague 1995)

  • develop and exploit the full communicative potential of communication: signs, words, metaphors, emotional (?) intelligence, drawing on UNSEEN communicative competences and elements (by allowing, exploring and supporting diverging individual imagination and model-making)

  • look into multi-lingual polyaesthetic - all senses integrated - experiencing and learning (Menuhin, Wilhelm Snmithwhite, Benking (Seeds of Change - Club of Budapest) and other contributions around EFFE European Forum for Freedom in Education

  • share not only words but also images, maps, phantasies, feelings, values and feel that locating and connecting them in a common "space" or model, like an architect builds fictive futures, or every child does in the mud or sand-box. This implies that we critically review scientists who are just doing system sciences without much place for the self and the we and us (see me - we - you - they other models COB and UNESCO 1997 and CO 1996) and COB 1986 "Towards planetary Consiousness workshop with Children: *** remember that Science also developed a General Model Theory and Pragmatics to be more real, contagious, and "common".

  • study metaphors like eye and light - not only Comenius and the ars memoria - as ways to structure and share and find order in our "store of knowledge" - but obstain from esotheric vavorware and guruesque "saings from the mountain" when it has to do with our vicinity and how we share and behave - in opposite of the metaphors of dark and deep. See these words as meaningless when not connected to real situations. Example: Explore the potentials of shared constructions (models) like the Cognitive Panorama or House of Eyes (Kids called it so after hearing about worm-, fish-, bird-, cultures', generations' "eyes") and in this way invest in phantasy and ways to share and empower.

  • allow "not to have words" for something which can not be said or still needs to evolve and become more solid.


  • invest in dialogue and group and decision structures, for our homes and also about and for policy and governance, see Model UN and more. See panetics.org reductions of the infliction of suffering in Governance and World Futures Dialogue and Decision Cultures and post-materialism essay (forthcomming) on WOLRD VIEWS AND WORLDHOUSE in line with Denkmodelle Cronenberger Rangers...

  • exercise new and old forms of dialogue and learning and doing science ) see also re-inventing democracy link, Magic Round Tables, OpenForum OpenSpace 's ?). Pls see: http://open-forum.de and the forthcomming inst.at TUAC proceedings !!

  • for an example of OpenSpace-Online conferencing, see here a Docu of the process: The link displays the complete documentation of an interdisciplinary conference under the theme of "Global Learning & Shaping the Future". The dialogues and the short summaries show how open and self-organized the discussion developed. The intensity of the conference has triggered very fruitful post conference networking and cooperation activities. Educators are now preparing a conference with international school networks.

  • look into multi-lingual polyaesthetic - all senses integrated - experiencing and learning (Yehudi Menuhin, Marilyn Wilhelm, Margarete Smithwhite, Heiner Benking, (Seeds of Change - Club of Budapest) or what that means for media and the book culture more to follow a.s.a.p. and other contributions around EFFE Education European Forum for Freedom in Education, 1999 see ENGLISH: [From the Senses to Meaning, Reason, and Sensibility - From Culture to Cyberculture? |http://www.thur.de/philo/Benking/effe_en.html ] or GERMAN: [ Durch die Sinne zum Sinn - Von Kultur zu Cyberculture? |http://www.thur.de/philo/Benking/effe.html]

  • involve future generations of all cultures and include the viewpoints of other and old cultures to get a bigger picture (as to education, learning, ethical education and decision making). Facilitate introduction to worldviews and ideas about understanding a new kind of global culture by including youth in research, discussion, formulation and presentation (cp. http://www.denkmodelle.de)

  • look again at the 10 theses for education done with Günter Kunz in 1993 at the TURKU children camp during the WFSF 1993 http://www.worldfutureschool.org/index.php?id=221 to change our way we tackle education, creativity, phantasy,...

  • formulate advice and methods for the introduction of alternative ways of learning (in method and content) in school education, in order to teach children the mental mobility and competence of abstraction and mental model making necessary for getting a grasp on the multi-complex challenges of our times. (cf. Benking: Visual Access Strategies for Multi-Dimensional Objects and Issues / A new World View, based on the Hyperlink ECO-CUBE, for better understanding and communication about multi-disciplines like Ecology, 1993, http://www.ceptualinstitute.com/gen ... ng/edu/education.htm,


  • strengthen the co-operative dialogue and interaction between "official" administrative future shaping bodies with social impact effecting and facilitating "young leaders of today" as social entrepreneurs, their worldwide organizations and co-laborative cybercommunities.(cp. http://www.yesworld.org, http://www.takingitglobal.org)

  • apply / develop / promote new means of global / transnational knowhow collections, management access, distribution and exchange of meaningful content and contacts; preferably linked into the inner and outer school education sector (cf. http://www.worldfutureschool.org)

  • promote the understanding of new means of democratic participation via 21st century communication tools (NETIZENSHIP: http://www.columbia.edu/~rh120/)

(please note the above fragments and scribbles taken only as a first step. We should include the other concepts, like NETIZENS, GLOBAL VILLAGE, DENKMODELLE, ... before we make the WIKI public for others.

!Final Note: The above is based on some notes from a recent workshop with 20 international doctoral students when we sat together discussing the contributions of 5 lecturers about issues ranging from Youth, Education, Netizens, Creativity, Globalisation to Communication and alternative positive Futures. As we later briefly polished this list in a WIKI- Co-shared writing space in the internet, and still try to polish and streamline it, we feel this draft is a good starter or "roadmap" of what could be done. As we have initially shared this WIKI only with Ronda, Heiner, Marcello, Eric, Dave, Ernst,... and the Students and are still doing so - you have to consider this a living document - with some major updates and changes and re-writings and re-structuring of the elements still due...


that the above categories are central and arbitrary at the same time. To make connections between the categories and pattern and schemes is my work I can only provide here a LINK to "EXTRA Orders" so you can see that most items above fit under various labels quite well. So for example the Documentation of our "chat" fits very well also into the a section under EDUCATION. The link displays the complete documentation of an interdisciplinary conference under the theme of "Global Learning & Shaping the Future". !PLEASE CONTRIBUTE TO MAKE IT A LIVING DOCUMENT. (HeBe) (any questions, concerns, additions, corrections,... which go beyond the format of this sheet please mailto:heiner@benking.de