Heiner Benking
Heiner Benking is one of the Mentors in Digital Communication Strategy and Policy of the Reinventing Democracy project. Short Profile pasted from my General Thinking page: [1] an extended profile can be found at the Future Worlds Center Practitioner Training Workshop website: [2] It is about re-inventing democracy, multi-track diplomacy, peace-making, and policies and strategies to harness "the wisdom of the people". Maybe check my dedication to CITIZEN SCIENCES first: [3] "Me? - I had a couple of lifes/professional episodes: technician and engineer, planner, consultant, sales and marketing, infographics coiner, environmental management and research, curator, futurist, educator, facilitator, ... in fields as wide as: environmental education, culture, youth, media,... My function is capacity building along and across scales and cultures in an appreciative, attentive style typical for concerned generalists, thinkers, in-betweeners, hazardeurs, trim-tabs, and go-getters... to open dialog and deliberations towards shared positive futures. In a nutshell: Journalist - Facilitator - Consultant - Futurist Beside volunteering for IHTEC (International Holistic Tourism Education Center
Phone: +491637000263
Address: Berlin
Phone: +491637000263
Address: Berlin
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Papers by Heiner Benking
weite: http://ciiiweb.ijs.si/dialogues/page1.htm
https://web.archive.org/web/20031202162011/http://ciiiweb.ijs.si/dialogues/page1.htm
1. Logic and philosophy of consciousness
2. Interconnectedness of quantum physics, information and consciousness
3. Mind-body problem, models with primary role of information or consciousness
check:
The paper explores ways how to construct and share realities in view of the chasm between subjects and objects, subjectivity and objectivity. It goes for consensualy constituted models of reality - shared „res cognitans" which are needed as frames of references.
The consciousness researcher Bernard Baars speaks about „global workplaces of the mind", something others, as David Feinstein and Stanley Krippner, have called „mythologies" - both cultural and personal. So the question is: Can we have a bridge between the personal, social and cultural „mythologies"?
When we review the ontological question „what is real" we are immediately in the dilemma of everyone having his own perceptions and reasoning and all of us living in „parallel worlds" without any connection, without any exchange and reinforcement/acknowledgement between them. This has lead into the dead-end of philosophical post-structuralism, which cherishes the individual physical and mental „solitude" and loneliness which finally ended up into our present problems with the definition of cyberculture and virtual reality: open-ended universality which can not be managed or overviewed, which is a meaningless, contextless chaos, an abstract place in which individuals and societies can only get „flooded" with the noise of nonsense, and so submerge and succumb to it.
How to overcome this loss of ground and orientation?
.....
weite: http://ciiiweb.ijs.si/dialogues/page1.htm
https://web.archive.org/web/20031202162011/http://ciiiweb.ijs.si/dialogues/page1.htm
1. Logic and philosophy of consciousness
2. Interconnectedness of quantum physics, information and consciousness
3. Mind-body problem, models with primary role of information or consciousness
check:
The paper explores ways how to construct and share realities in view of the chasm between subjects and objects, subjectivity and objectivity. It goes for consensualy constituted models of reality - shared „res cognitans" which are needed as frames of references.
The consciousness researcher Bernard Baars speaks about „global workplaces of the mind", something others, as David Feinstein and Stanley Krippner, have called „mythologies" - both cultural and personal. So the question is: Can we have a bridge between the personal, social and cultural „mythologies"?
When we review the ontological question „what is real" we are immediately in the dilemma of everyone having his own perceptions and reasoning and all of us living in „parallel worlds" without any connection, without any exchange and reinforcement/acknowledgement between them. This has lead into the dead-end of philosophical post-structuralism, which cherishes the individual physical and mental „solitude" and loneliness which finally ended up into our present problems with the definition of cyberculture and virtual reality: open-ended universality which can not be managed or overviewed, which is a meaningless, contextless chaos, an abstract place in which individuals and societies can only get „flooded" with the noise of nonsense, and so submerge and succumb to it.
How to overcome this loss of ground and orientation?
.....
Die Fähigkeit räumlichen Denkens ist unterentwickelt. Zwar zeigen zum Beispiel einige Architekten, Erfinder und Künstler erstaunliche Fähigkeiten, sich räumliche Situationen vorzustellen und sie dann Die Möglichkeiten räumlicher Wahrneh- zu erschaffen und zu gestalten, doch bleibt mung, räumlichen Denkens und räumli- diese Kunst oder Intelligenz von üblichen chen Gestaltens werden diskutiert und ein Ausbildungsprogrammen völlig unbeachtet dynamisches, modulares System, das und die Aneignung einem jeden selbst 'Panorama des Wissens'wird entwickelt. überlassen. Die grundlegenden Fähigkeiten werden zwar vorausgesetzt, jedoch nicht gefördert. Dies liegt zu einem großen Teil sicher daran, daß räumliche Koordination und Orientierung als Fähigkeit und Fertigkeit entweder sehr früh angelegt werden, vor den staatlichen Bildungsprogrammen, also schon vor dem Kindergarten oder Elternhaus, oder aber überhaupt nicht.
Es mangelt an Anregungen und Herausforderungen, einseitiges 'flaches' Spiel kann fehlende handwerkliche Übungen und Orientierung in großen Räumen nicht ersetzen. Die erstaunlichen Fähigkeiten und Fertigkeiten, die heutzutage den Kindern in Computer-Spielweiten 'zufallen', zeigen sowohl das Potential als auch die Gefährdungen, die auftreten, wenn nur Angst und Fluchtwelten, nicht aber realweltbezogene Fähigkeiten, in bezug auf Sinnwelten, erlernt werden. Computerspiele vermitteln nicht die einprägende Kenntnis, die für Details notwendig ist; damit fehlt allerdings auch das Material für anschauliche Zusammenhänge. Außerdem stellen viele Spielabläufe in der Regel nur logisch strukturierte Prozesse dar, die zwar Reaktionen, nicht aber vernünftiges Nachdenken erlauben. Auf diesem Weg erscheint deshalb ein Erkenntnisgewinn nur schwer möglich. In diesem Artikel soll gezeigt werden, daß wir sträflich menschliches Potential vernachlässigen, wenn nicht die Ausbildung zumindest einen Ausblick auf die grundlegenden Fähigkeiten oder Intelligenzen eröffnet. Diese Basis-Intelligenzen sind z.B. nach Howard Gardner die musische, körperlich-kinetische, logisch mathematische, räumliche, inter- und intra-personale Intelligenz. Selbstverständlich ist ein ausgewogenes Maß anzustreben, Spezialisierungen kristallisieren sich wie selbstverständlich durch die Anlagen heraus, doch es gilt sie zu erkennen und ausgewogen zu fördern.
Neben dem Selektionskriterium IQ und mathematisch-logischer Intelligenz gibt es also noch andere Maßstäbe oder Fähigkeitsfelder. Bekannt sind die besonderen Fähigkeiten kommunikativer zwischenmenschlicher oder musischer Art. Ein unbestelltes Feld stellt nach Meinung des Autors das körperlich-kinästetische und räumlich-kognitive Potential dar, das wie Innen- und Außenwelt, eng miteinander verbunden zu sehen ist.
Dieser Artikel will die Möglichkeiten räumlicher Wahrnehmung, räumlichen Denkens und räumlichen Gestaltens näher beleuchten. Er postuliert, daß nach der Berücksichtigung der Perspektive durch die Orientierung und Navigation in kognitiven Räumen ein großer Entvvicklungsschritt möglich sein wird, da Überblicke auf Ganzheiten nicht mehr allein auf die direkte physische Umgebung beschränkt sein brauchen, sondern auf abstrakte und integrative Fragen ausgedehnt werden können. Dabei ist unter Ganzheit die Ebene bzw. der Bewußtseinsraum zu verstehen, in dem das Detail an der richtigen Stelle eingeordnet wird. Dadurch wird die Ganzheit im Detail erkennbar. So können duch die (Über)Spezialisierung ausgeklammerte Themen wie: Weltbilder, Ganzheiten, aber auch Wissensorganisation, Ethik, Bildung und Kreativitätsforschung neu betrachtet werden.
Proposing a Conceptual Superstructure
ABSTRACT
A conception is presented to organise and visually access data and bodies of knowledge in their specific context. Hyperlinks between two reference systems (a topographical landscape and a thematic and fictive (land)scape allow uniform retrieval in one conceptual scaffold. Interface design theory and discussions on mental models and cognitive viewpoints form the theoretical aspect of the paper. Practical considerations range from knowledge organisation to the design of a world-view, which is consistent, comprehensive, and allows detailing with variable foci and theme compositions.
The objective is to counteract missing perception of time and magnitudes and address terminological bias by increasing awareness about scales, proportions and consequences through conceptualisation and imagination. Applications in education and resource management are especially suited to improve the conception and test its acceptance or usefulness.
https://www.routledge.com/Glocalization-A-Critical-Introduction-1st-Edition/Roudometof/p/book/9780415722438
This book seeks to provide a critical introduction to the under-theorized concept of Glocalization. While the term has been slowly diffused into social-scientific vocabulary, to date, there is no book in circulation that specifically discusses this concept. Historically theorists have intertwined the concepts of the ‘global’ and the ‘glocal’ or have subsumed the ‘glocal’ under other concepts – such as cosmopolitanization. Moreover, theorists have failed to give ‘local’ due attention in their theorizing. The book argues that the terms ‘global’, the ‘local’ and the ‘glocal’ are in need of unambiguous and theoretically and methodologically sound definitions. This is a prerequisite for their effective operationalization and application into social research.
Glocalization is structured in two parts:
Part I introduces the term, seeking to provide a history and critical assessment of theorists' past use of glocalization and offering an alternative perspective and a clear, effective and applicable definition of the term, explaining the limitations of the term globalization and the value of defining glocalization.
Part II then moves on to illustrate how the concept of glocalization can be used to broaden our understanding and analysis of a wide range of issues in world politics including the 21st century culture of consumption, transnationalism & cosmopolitanism, nationalism, and religious traditions.
Utilizing a wide range of historical, ethnographic and real-life examples from various domains this work will be essential reading for students and scholars of Globalization and will be of great interest to those in the field of Global, Transnational and Cosmopolitan Studies.
http://benking.de/meta-paradigm.htm
A Metaparadigm or Sharable Framework - (Cognitive Panorama)
To counteract Cyberculture's anticipated impact due to its 1.) 'open- ended' universality, 2.) loss of meaning, and 3.) loss of context, impact, as reflected in the metaphor of the 'Second Flood' (Lévy 1996), the proposal of a 'Cognitive Panorama' allows us to embody and map concepts in their context and develop 'common frames of reference'.
The proposed Conceptual Superstructure defines and identifies topics as logical places, displays relations, and connections within this topics or issues, and helps us in this way to locate and become aware of 1.) what we know and miss, 2.) where we are and what we think, and 3.) where we mis-, under-use or manipulate information. By avoiding a 'flat' chaotic mess of data which leads to the known 'lost- in-space' syndrome, we actually define cognitive spaces, making use of the known orientational and organisational benefits. Through reflection on conceptual positions, outlining and embodying situations or topics (logical places or containers), we can follow meaning into embodied context and semantic spaces and also scrutinise abstract 'realities' by exploring participatory and collaboratory approaches.
The search for a framework of co-existence: Most central to our perception and thinking is the self-model, meta-paradigm or 'framework of being'; most common is the dualism of 'ego' versus 'eco', the idea of 'I or not I' or 'inside or outside'. The perceived distance to objects or subjects thus creates the paradigm (framework of thinking). The moment we select, merge and 'morph' view-points, we assume mental mobility/locomotion and are no longer subject to certain unconscious mind-sets or constructed experiences. By treating situation spaces like physical spaces and places we can see behind our thought and conceptual schemes which rule our language and logic. By creating such 'extra' views we have a framework jointly to evaluate positions, situations, proportions and consequences. To rephrase the theme of this conference, these are indeed embodied 'NEW & COMMON SPACES' for individuals, culture and society, which we call a 'Cognitive Panorama' (3Space/Time) , a realm to orient frameworks of thinking (paradigms). The design of a coherent, simple, complete schema, which is easy to remember, is based on 'space-scapes' Thematic 'land'scapes or scaffoldings which reflect deep structured orders, and can be approached as we would explore the physical with different 'lenses' The combination of three adjacent 'containers' or physical, contextual, and semantic 'rooms' (3Space/Time), allows us to bridge objects and subject. The resulting spacially structured common searchable global index applies to any language or domain and can be seen as a switchboard or transformer. This may very well be a first step towards the much acclaimed next phylogenetic step of interpersonal exchange and agreement about issues. Through imagination we can make use of the assimilation potential of visual access, and ignite creativity by transforming and transporting (core) knowledge along and across scales. As we need some common framework and understanding for the recently inaugurated Multi-Lingual Information Society (MLIS), a paradigm shift toward simplicity can be envisioned in the resonance between coexisting representations (such as knowledge -trees, - spaces, or -spirals) and the resulting tolerance when becoming aware of the fixation of being left alone with only one model, angle, or 'eye'
'Changing Visions': This book, with the sub-title: Human Cognitive Maps - Past, Present, and Future', (Laszlo, Artigiani, et al.) is basic to understanding the idea of combining new and old visions. A central switch or translator for multi- sensorial/medial information and combined references and representations was previously postulated by Michael Gazzaniga as a central function of the brain, and it can be seen also as 'anticipatory schemata' (Neisser 1976). 'Changing Visions' elaborates such a top-down approach to patterns of information. By matching patterns we can share creative thinking in 'image schemas', as George Lakoff called metaphors, as we can mentally navigate and visit items (lateral or diagonal thinking). 'Changing Visions' is recommended not only as a Primer, but also to help realise the potentials of evolutionary cognitive maps.
The basic benefits of natural-science-based evolutionary cognitive maps, as summarised in 'The New Evolutionary Paradigm' (Loye 1990) are: 1.) improved forecasting, 2.) improved interventional guides, 3.) participatory rather than authoritarian problem-solving, and 4.) providing clearer long-term goals and humanistic images. To address such wide objectives it was necessary to test and apply the above schema in fields ranging from education and knowledge organisation, to ethics and governance. Combining bird's eye and worm's eye views is definitely a bigger picture. It allows us to see and share much clearer positions and responsibilities, be co-creative, and last, but not least, to be more humble, the more we gaze and learn to talk about 'how little we know'.
Dialogue among civilizations : a collection of presentations from
General Assembly of the United Nations and invited essays
invited essay:
Vol II:
Role of Culture in a Dialogue among Civilizations
Heiner Benking, (Independent Scholar) and Sherryl Stalinski, (Independent Scholar) “Dialogue Toward Unity in Diversity”
check:
https://www.academia.edu/123246519/Dialog_toward_Unity_in_Diversity