Introduction

The extended use of IT devices has raised scholars’ awareness to its impact on the organization of classroom interactions. Studies claim that the intensive use of IT in the classroom has the potential of revolutionizing education in a way that it increases students’ ownership and control over their learning processes (Ryberg 2013). Others claim that devices such as interactive whiteboards contribute to the emergence of an “effective style” of teaching (Gillen et al. 2007: 254). Further, Lotherington & Ronda (2014) emphasize the role of IT, multimedia, multimodality, collaborative communication, agentive participation and multitasking for a contemporary understanding of what they call “communicative competence 2.0” (p. 19). However, as both Gillen et al. (2007) and Ryberg (2013) establish, it is not the technology in itself but the ”role of teachers” (Ryberg et al. 2013: 102) and the transformation of ”underlying pedagogy” (Gillen et al. 2007: 254) what count in pedagogical revolutions.

Based on the above considerations, I investigate how IT-based classroom scenes are discursively reconstructed in teacher training videos. These videos explicitly aim at influencing current practices, so their investigation illuminates (sometimes hidden) policies in teacher education as well as in curriculum planning and implementation.

Approach, materials and methods

In this paper, I apply the framework of interaction-oriented language ideology studies (Laihonen 2008), focusing on how language ideologies and ideologies of education emerge in the analyzed teacher training videos. I put special emphasis on the discursively reconstructed agency of teachers and students. That is, I examine whether the demonstrational videos reconstructs participants as individuals who display “the ability to act with initiative and effect” (Hunter & Cooke 2007: 72).

My data comes from an online video portal (http://mestertanarvp.ektf.hu) which has been launched by a Hungarian teacher training college in 2010 with a stated goal of sharing good practices, e.g. the advanced use of IT in education. This site aims at enhancing pre-service and in-service teacher education with training videos, providing background materials and editorial notes that summarize, explain and evaluate the methods demonstrated. From this database, I use 72 videos (16.3 hours).

In my analysis, I build both on the editorial notes and the video materials themselves. I use Discourse Analysis (DA) for the interpretation of the notes, focusing mainly on the explicit ideologies in the text but also considering implicit ideologies that emerge. I analyze video materials with the method of Conversation Analysis (CA), providing the microanalysis of representative excerpts from the corpus.

For a CA study, edited materials such as the training videos in question mean a methodological challenge. Usually, CA studies work with unedited materials in order to investigate “naturally-occurring […] human interaction” (Jakonen 2014: 15). However, while working with edited materials, it is inevitable to consider not only the participants’ but also the editors’ actions. As Laurier (2014) has pointed out, editors work as ethnomethodologists, making use of the same characteristics of human interaction in the production of the video than the CA analysts in the interpretation of the data. That is, as editing is built on a profound understanding of verbal and multimodal features, so does the analysis of the final cut illuminates those editing policies which contributed to a certain reconstruction of the recorded event. What makes this aspect relevant in the analysis is that the videos I am working with are training videos, so these aim at reconstructing ‘good’ or ‘ideal’ classroom scenes for the purposes of demonstration.

Results and Discussion

In this paper, I analyze examples from videos that thematize the use of IT in English (EFL) lessons. There are recurring statements in the editorial notes and in the voice-over narration of the videos which highlight the higher level of ‘student activity’ as one of the main achievements of IT usage in the classroom. My main question concerns the relationship between activity and agency: does the claimed increase of the activity level result in a situation where the actors’ initiatives are appreciated and their personal goals are efficiently reached? In other words, do the participants in the videos seem to be agents, or are they rather patients who are dependent on others’ actions? (Cf. Aro 2012)

As the central example of my paper, I analyze an excerpt in which the students use a voting system while practicing vocabulary in connection with family life. The voice-over video introduction highlights the voting system as the facilitator of student activity which makes it easier to ‘control’ students’ work. The aspect of ‘control’ pushes the teacher to the center of the classroom scene. Similarly, the editing technique highlights the teacher’s role in interaction: her instructions can be heard in detail, the camera zooms on her regularly, while students’ voice can be heard only when responding to the teacher’s utterances. Further, students’ individual or pair work is only illustrated with short shots, with music in the background (without the students’ own voice).

From a CA perspective, I argue that the observable interactional practices are very teacher-centered, i.e. the teacher dominates and controls the verbal production of the students and their use of the IT devices. The case is similar to what is called ‘form-and-accuracy’ context where “the teacher is in strict control of the turn-taking process and decides who gets to speak and when” (Kääntä 2010: 46; cf. Seedhouse 2004). Further, the control of the classroom discourse is extended from the management of turn-taking in verbal interactions to the manipulation of the students’ work stations. Handling the computers is not under the students’ control: the display of ability to use the computer independently and thus construct agency is prohibited by the teacher. The presented design of IT use supports the mechanical reproduction of teacher-centered interactional routines and the total control of students’ activities. However, the teacher also makes some gestures and self-reflective comments which contribute to the construction of her limited agency as well. This limitedness is mainly demonstrated by her comments on the ‘progression’ of the lesson with reference to its pre-set schedule.

The analyzed example is typical for the video collection that often reconstructs classroom scenes in which “transmission-oriented” (Cummins 2006: 54) pedagogical practices are dominant. These practices are mainly associated with “mechanical exercises” (Ruohotie-Lyhty & Kaikkonen 2009: 299), controlled by the teacher. In these settings, the student is expected to be a “passive recipient” (Kember 1997: 265), to “consume and reproduce” (Ryberg 2013: 101) what is told and shown, according to the teacher’s instructions. The IT applications presented in the videos often contain mechanical drills or tasks based on reproduction: “student-owned and controlled P[ersonal] L[earning] E[nvironment]s” (Ryberg 2013: 101–102) in the form of web 2.0 tools seem to be futuristic in the context of this video collection.

Conclusions

My study is part of a research project which investigates authoritative and democratic learning environments and targets the better understanding of the situated co-construction of agency and identities, and their significance in learning and teaching. Against this background, a possible application of this study lies in the development of learning environments in which students are responsible for their own learning and contribute to the creation of learning materials (Reinders & Darasawang 2012) in a way that “the learner is in control of the lesson content and the learning process” (Fotos & Browne 2004: 7; cited in Reinders & Darasawang 2012: 50). The collection of documents I investigate makes the impression that student-controlled and student-developed environments are currently not among the priorities of the editors of the video portal in question. What is more, the edited materials do not reconstruct the teachers as highly agentive characters either, and it also tells about implicit ideologies concerning education.

Turning back to the initial claim of my paper which emphasized the importance of the added value and the personal factor rather than the technological features of IT in education, I quote Knausz (in press) who stresses that “some pedagogical innovations require a shift in pedagogical culture, that is, they cannot materialise without a turn or change in the entire culture (mentality). This means that even the smallest changes prove to be futile if intervention does not focus specifically on cultural structures”. Implementing IT-based or IT-supported curricula is far from being the ‘smallest change’, so when thinking about the potential of IT in education, it seems to be essential to consider ideologies and discourses which are continuously reconstructed through and circulated around methods and practices. My work aims at making such ideologies and practices explicit and visible in a way that initiates reflections and enhance self-reflection among practicing and future teachers.

Acknowledgements

This research is funded by the European Union’s Research Executive Agency under Marie Curie Intra-European Fellowship for Career Development within the EU’s Seventh Framework Programme for Research (grant number: 626376).

References

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Access for all citizens to invest in the production and dissemination of knowledge and training needed to increase the level of media literacy strategy determines the pace of development is based on knowledge. Lifelong learning in a knowledge society means that it is important to understand how adults learn and also to facilitate learning and promoting life-long thinking about.

Learning from the traditional means of acquiring knowledge. Today it means to learn the skills necessary to join the society of knowledge and cognitive development has evolved. Therefore, education is one of the main processes of Knowledge Society. Information technology, communications and computing have provided new tools to facilitate learning.

In the current era, the media and its wide usage by the adolescents creates the need of acquiring the skills and teaching the media literacy teachings and mastery of such skills to the students. The present research aims at investigating the effectiveness of training in the medial literacy skills of high school students. The present research employed a semi-experimental method. The experimental and control groups comprised 120 individuals studying in the high schools of Kerman city that were selected through cluster sampling in the year of 2013. The control group received one term of 90-minute weekly sessions.

The data gathering tool was a 40-item questionnaire which was administered in the pre-test and post-test. Data were analyzed using descriptive and inferential statistics by SPSS software. Results indicated that, the rate of media literacy, four components and its related skills with total average of 2.2 (from 5) is in a weak level. Subsequent to the training, the students in the experimental group scored significantly higher on skills such as usage of media, analysis of media messages, the ability to product and send media messages, critical thinking in using the media and facing the media messages. Based on this, the mean of media literacy reached by 3.64, which is a good level.

Overall, media literacy training is effective in the increase of students’ media literacy and it’s necessary to include it into the curriculum of the schools.

Through the study of the relationship between the evolution of architectural styles and that of the science, this dissertation discovered that, by the way of modifying architects' view of the world and then their "artistic volition" based on their view of the world, the science could have an effect on the styles of architecture resulted from their "artistic volition". This may be a historic rule of the evaluations of architecture: new science leads to new architecture. Today the science is on the way of changing itself from linear to nonlinear, which means that some complex phenomenon that was invisible to the science comes into its view now, and consequently, people's view of the world become to change. Accordingly, nonlinear architecture, a kind of new architecture, is seemly suggested the new science, nonlinear science. Currently, works by the avant-courier architects are verifying the rule. The new architecture is booming.

Overview of the key problem or question:

1. What is the basic connotation of applied non-linear science and theory? What is the theoretical basis of non-linear ideology and architectural development integration?
2. What is the historical background of non-linear architectural initiation and the development status of self-organisation?
3. What are the characteristics of non-linear involvement in the architectural creation process?
4. What is the basis of non-linear architectural concept and content, Logistic form and aesthetic?
5. What is the practical meaning of the non-linear theory in the increasingly sophisticated?

This paper focuses on the topic of architectural design throughout, exploring its unique characteristic as the existence and development in an independent and unbalanced system. First, under the systematic theory guideline, this paper discusses about repositioning the nature of architectural existence, systems exchanges and information and energy transmitting. Second, this paper analyses the genesis of architectural system structure and logic, searching for the typical mode and examples presents that they are not only the result of system optimization, but also they continue to promote the architectural system transforming into a more advanced and complex form. Last, the paper discusses about re-thinking the old aesthetics basics, overseeing the aesthetics in architectural system with technology, humanity and nature advancement via a broader view, to explore the new aesthetics value.

This paper follows the principle of combining theoretical discussion with case study, absorbing the care perspective and thoughts of non-linear theory, to replace and restore the architectural formal language, looking for the new opportunity and pattern in creating progress. This paper wishes to broad our mind and view, to inspire more creative and active architectural design in this fast changing world.

The topic of this paper is based on today's confusing situation in architectural space and its combined design, under the influence of various forms and value concepts, by attempting to combine scientific methodology and philosophy, to build a concept of non-linear architectural existence. From the complexity of the world point of view, actively reflect the cause and mechanism of the architectural initiation and development. By working on non-linear science openly and actively, re-examine the evolution of architectural system's self-organisation and creation diversely. And eventually place the architecture system in a universal world stage, discovering the development progression and aesthetic of its complexity, and make the creation of architectural design become broader. It gives us a new visage in the city and gets out of the predicament of monotony and vapidity of modern architectural creation .It is a kind of grope for thoughts and methods of architectural creation .Non-linear architecture is embodiment of the pursuing of diversification，the breaking up of routine，the challenging of fancy，the developing of methods，the embodiment of pluralism .They are very important to explore the practice of Non-linear architecture and to research the theories and methods of Non-linear architectural creation .

References

1. Mitchell Waldrop, Complexity, SDX Joint Publishing Co. 1996.
2. Prigogine, I. Stengers, Order out of chaos, Bantam Books, Inc. 1984.
3. Sarah Amelar. HALL.Steven Holl experiments Architectural Record. with constructed "porosity" in his design for SIMMONS
4. Rem Koolhaas S, II, L,XL new edition published in 1997 by Benedikt Taschen Verlag Gmbh, Hohenzollernring 53, D-50672 Koin, Germany.
5. James Wines, Green Architecture, published by TASCHEN, Italy, 2000.
6. Peter Eisenman. Aspects of Modernism: Idaison Dom-ino and the Self-Referential Sign. Oppsitions, Reader, 1998.
7. Charles Jencks Academy, The Architecture of the Jumping Universe, London &NY, 1995.   Second Edition 1997.
8. Michael James Gleick, Chaos:making a new science, Penguin Books press, 1988.

The paper proposes a critical analysis of the panopticon, the model of an ideal prison devised in the 18th century by the English philosopher Jeremy Bentham, and its function in modern management. The original prison was designed in such a way that it enabled a single prison guard to watch all the inmates at all times, while the latter could never tell whether they were currently being watched or not. The idea behind the panopticon gave rise to the concept of panopticism, a philosophy developed by the French thinker Michel Foucault, which he voiced in Discipline & Punish: The Birth of the Prison (1975/1995). Analyzing the mechanism of control through the ages, he ponders the resilience and adaptability of such concepts as discipline, training and hierarchical surveillance. According to Foucault, man is held captive by the control machine equipped with an apparatus for observation, recording and training. Today these very concepts, if slightly euphemized, constitute the cornerstone of scientific management. I intend to provide a critical analysis of the modern methods and techniques of control, which more often than not is executed nowadays by surveillance equipment and computer programs; hence my term of choice - “cybercontrol”. In the presentation of the results of my qualitative research conducted at selected organizations I am going to rely on the conceptual apparatus of Critical Management Study (Alvesson, Willmott 1992, 2003). Exercising control is one of the fundamental functions of management. Organizational structures, processes, and rules enable managers to control the chaos which could otherwise easily substitute cooperation. Over the recent decades, however, the control mechanisms have escalated beyond any reasonable proportions, becoming the modern embodiment of the original panopticon (Taylor, 2015). There is a growing tendency to monitor all employee activity (including non-work-related behavior) by means of oppressive calculating equipment which records every computer click, every second of a telephone conversation, and the exact time spent away from one’s desk. Some companies take the control issue further still, introducing elements which can only be described as a prelude to total control: for instance, the Swedish firm Epicenter makes its employees wear microchip implants equipped with a radio locator, which – according to the company’s rhetoric - are to better safeguard their privacy. Last but not least, there are the global internet services and networks, such as Google, Facebook and numerous others, which exercise control over billions of users, gathering personal information about their age, gender and interests, and are even able to trace, by means of the GPS system, their exact location. The services also record all search histories, e-mails, calendars, photographs and other files which become, in fact, indelible traces billions of people leave behind on servers, for anyone to use and abuse. The inevitable question is, is the brave new project such as the Global Brain, with its attributes of omniscience, omnipresence, omnipotence (Heylighen, 2014), yet another tool encouraging omnipotent control? And is not the struggle man today undertakes – raging, in the name of reclaiming his freedom, against the machine, our desperate attempt to save the virtues of humanism in the face of the imminent mutation of man into the cyborg?

Bibliography

1. Alvesson, M., & Willmott, H. (Eds.). (1992). Critical Management Studies. London ; Newbury Park: SAGE Publications Ltd.
2. Alvesson, M., & Willmott, H. (Eds.). (2003). Studying Management Critically. London; Thousand Oaks, Calif.: SAGE Publications Ltd.
3. Foucault, M. (1995). Discipline & Punish: The Birth of the Prison. New York: Vintage Books.
4. Heylighen, F. (2013). Return to Eden? Promises and Perils on the Road to a Global Superintelligence. In B. Goertzel & T. Goertzel (Eds.), The End of the Beginning: Life, Society and Economy on the Brink of the Singularity. Retrieved from http://pespmc1.vub.ac.be/Papers/BrinkofSingularity.pdf
5. Taylor, S. S. (2015). "Controls and Constraints". Organizational Aesthetics, 4(1), 1–3.

Introduction

Feenberg (2002) analyses technology in terms of managerial autonomy to assert control over and through technological choices, implying the necessity of increased democratisation of technological relations in the workplace in achieving a more participatory and democratic society. I argue that the recent history of the relationship between organised labour and digital technologies has seen a retreat from earlier attempts to assert control over technology, most notably through the Scandinavian traditions of participatory design, to an increasingly tactical and defensive view of these technologies as tools in labour organising and campaigning. This reflects the decreasing power of organised labour in the industrialised West and global North, at least. Simultaneously, the workplace is no longer the only, or even primary, place in which the majority encounter sophisticated digital technologies. The most prominent debates about the use of ICT in social emancipation are largely outside the workplace, concerning for example, debates about surveillance, the technical and economic relations around technological infrastructure (as, for example in the US net neutrality debate), and the role of ICT in social uprisings (see for example, Castells 2012 ).

Information and communications technologies (ICT) have a close relation to social emancipation that long predates the digital era. Moveable type is widely seen as important in the Protestant Christian reformation in Europe [Eisenstein, 2005] . Similarly, the unstamped press, pamphlets and ballads were important in the emergence of an English working class movement in the early 19th century [Thompson, 1963]. More recently, for much of the digital period there has been a strong current of thought that has associated the emergence of computing with democratic ideas in the workplace as well as, more widely, community, civil society and public service settings. This can be seen in the workplace origins of participatory design, and in fields such as community informatics (CI), and information technology for development (IT4D).

As is well documented, the participatory design (PD) movement has its origins in collaborations between researchers and the trade union movement in Scandinavia in the 1970s and 1980s. It was part of a wider concern of Nordic unions to develop a more ‘offensive’ approach to technology and work, attempting to assert a degree of control over new technologies in the workplace. It grew out of co-operation between researchers and trade unions, where values and practices of participation were particularly strong. This took place in a context of increasing workers’ rights to participate in company decision-making, following Sweden’s 1976 Codetermination Act and the establishment in the same year of the Centre for Working Life, to promote democracy in working life, paid for through a tax on employers [Lundin, 2010]. However, as trade union influence in the workplace declined, so did unions’ ability to sustain even these relatively modest attempts to assert some control over the introduction of technology. Attempts to develop alternative workplace visions of technologies faded, exacerbated also by criticisms of early PD projects’ involvement ‘blue-collar’ and craft unions had involved a failure to take account of changing workplaces, including most obviously the changing role of women.

In parallel, as computing technologies became more widespread beyond the workplace, unions began to experiment the use of ICT in their own organising and campaigning work on more ‘traditional’ unions issues such as wages, job security and occupational health and safety (see e.g. Lee, 1996). As unions became concerned about the growing power of transnational corporations in an increasingly globalised economy, communications technologies in general and the internet in particular offered the ability for unions to try to co-ordinate solidarity at a similarly global level. In some instances, this ‘cyber-campaigning’ involved using the web as a site of conflict itself, for example, in the organisation of email protests to companies involved in disputes. As the internet and mobile communications have increasingly become part of the fabric of everyday personal and organisational life (in the global North, at least), so ICT has almost disappeared into the everyday work of unions. This absorption has seen the playing out of different understandings and interpretations of technologies among political, industrial and organisational groupings within unions (Martinez Lucio & Walker, 2005; Pulignano et al, 2013). A distinctive aspect of the incorporation of digital communication technologies, however, has been its use in extending unions’ response to globalisation (see e.g. ICEM, 1996). The emphasis in these cases was less to challenge the nature of technologies themselves but rather to exploit them in addressing more traditional union concerns .

As technology has come to saturate everyday life, and the power of organised labour has diminished, struggles between contesting views of technology are happening elsewhere. Edward Snowden and Wikileaks have, for example, highlighted the extent of state surveillance of citizens’ communications. Here, technologies such as the internet have enabled radically new modes of struggle in the almost instantaneous global release of confidential information. Importantly the subject of the struggle is itself about competing understandings of the use and abuse of ICTs. More widely, ‘hacker’ cultures (see, for example, the Chaos Computer Club congresses, and the ‘Anonymous’ hacking ‘groups’) are now increasingly the sites of alternative understandings of technology. Such visions often strongly highlight concerns of personal freedom and autonomy. Some, for example, see market relations as important in challenging transnational corporations. For example, community broadband movement often invokes arguments about competition and the structure of markets in attempts to build community approaches to building technological infrastructure.

Conclusion

Feenberg (2002) argues, social conflict may help us to identify possibilities for social change. This paper is not a comprehensive survey of the recent history of contention around ICT. Rather, it is a sketch of the fall and rise of some differing ways in which ICT h These cases illustrate some of the shifts in the nature of the struggle between competing visions and interests in the development and use of digital envisaged by Feenberg. Early attempts to assert control in the workplace were, effectively rebuffed and unions rather sought to exploit ICT instrumentally. More recent contention of the nature of technology have taken place outside the workplace, increasingly originating in more self-consciously ‘digital’ political cultures. as been enrolled in social contention.

References and Notes

1. Castells, M Networks of Outrage and Hope: Social Movements in the Internet Age. Cambridge, UK: Polity Press. 2012
2. Eisenstein, E.L. The Printing Revolution in Early Modern Europe. Cambridge, Cambridge University Press. 2005
3. Feenberg, A. (2002). Transforming Technology: A Critical Theory Revisited. Oxford: Oxford University Press. 2002
4. Lee, E. The Labour Movement and the Internet: The New Internationalism. London: Pluto Press. 1997
5. Martinez Lucio, M. and Walker, S. (2005). The Networked Union? The Internet as a Challenge to Trade Union Identity and Roles. Critical Perspectives on International Management, 1, pp.137–154.
6. Pulignano, V., Martinez Lucio, M. and Walker, S. (2013). Globalization, Restructuring and Unions: Transnational Co-ordination and Varieties of Labour Engagement. Relations Industrielles/Industrial Relations, 68, pp.261–289.
7. Thompson, E.P. The Making of the English Working Class. London, Penguin. 1962

The being concept has been the ultimate concept of Western philosophy. The famous philosopher in history are inevitably put forward their own understanding of the concept of the being. Philosophy of information as a new philosophy form in this era, the philosophy of information and information science should common progress. Information ontology of WuKun starts from partition of the existential field, this way for a new classification and interpretation of the existence fundamentally changed the scope and connotation of existence, the subsequent will change the scope and connotation of the existence.

1. Being concept and partition of the existential field in the Philosophy of information

The concept of being has been the ultimate concept of west philosophy. The development of information science and philosophy of information provides us with the new view of the being field constitution and the complexity of the way of understanding. First reality not equal to being, And objective things are not all reality. Objective unreality is the general terms of the content of the reaction (similar to reflect) between the objective things. So “objective unreality” has essential difference With the “objective reality” that logo being way of the material world. If the “objective reality” logo exist way of the material world. Then we can accordingly use indirect existence to logo exist way of the information world. To establish a new concept of existence: the world is unified on the basis of material, and material and information (direct existence and indirect existence) dual existence in the world.

2. The hierarchy of being

Discuss the problems of being and non-being have to from the being level classification. Accordance with the new classified methods of being, being areas are simply classified into three: direct being, objective indirect being and subjective being. If from the nature of subjective being is subjective information, we can subdivide the subjective being into for-itself information (the information intuitive grasp of subject) and regeneration information (the information create by subject thoughts). we can put the two categories called "subjective for-itself being" and "subjective regeneration being". We can be summarized as four level of being: A. Objective directly being, B. objective indirectly being, C. subjective for-itself being, D. subjective regeneration being. A complete object, in the case of subjective involvement should be has the four being layers.

3. Being and non-being

The being of pure should include the entities in the whole world, and non-being should be a pure emptiness. Parmenides mentioned "beings exist, non-being does not exist", " non-being is cannot be know", "non-being ", of course cannot be know, also can't speak. But when he proposed the word " non-being " can given a clear definition, that something no exist in this world. So at least " non-being " in the case of as a concept can be understood, can speak. Because in terms of the concept of "nonbeing" is exists. Now that is "non-being", all of there is no difference between, also is not content, but it as the opposite of being is also can be recognized, even classification, but there is no content under the classification, the concept of the non-being classification of these categories is belong to the being category of information level.

Being is only a mobile node in the time axis, the timeline pass through and will pass through part all belongs to the non-being, of course all the other parts out of timeline are all belongs to the non-being. The real being is just a point on the timeline, and evolve with the moving of the timeline. being is endless changing over time, there is no eternal being. So non-being divided into three kinds: front nonbeing, rear non-being and absolute non-being.

Past time and being are all front non-being, of course, also including those passing possibilities of the being evolution. But some levels of the material being that was loss can be preserved, these may reserved due to some properties of the mutual conversion of being and non-being. While rear nonbeing that behind the being on the timeline are not a sure path, rear non-being should be a possibility space that has not yet launched, represents the all possible development of being. Being in the process of evolution will have a possibility space more than one line, this theory was first put forward by the self-organizing theory. The transformation of being and non-being also like this, the evolution direction of being is gegenwart being. Absolutely non-being is refers to the possibility that absolutely impossible on the timeline.

4. Several properties of the Exchange of being and non-being

The exchange of being and non-being have several properties:

1. continuity
2. developmental
3. contingency
4. retrospectiv
5. predictability.

As a reality concrete has three kinds of forms of activities, that is: the basic physiological activities, people's psychological activity and behavior activity, respectively specified nature and behavior, psychological physiological essence the essence of human ¹. This paper want to apply the philosophy of information related to the principle of "to discuss the psychological pressure" concept, and compared with the traditional concept of psychology.

1、psychologist Hans Sayles (Han Selye) was the first to use the term "Stress (pressure)" people. Pressure (stress) is a foreign word, derived from the Latin "stringere", original intention is painful. Traditional psychology that stress is a kind of cognitive and behavioral psychological stressors and psychological stress reaction together constitute the process of experience. Now write the word is "Distress (the abbreviation of grief, poor)". "The tension, pressure, emphasize" and other means, the pressure is the process of experiencing a cognitive and behavioral psychological stressors and psychological stress reaction constitute.

The pressure source (stressor) refers to the factors that cause stress reaction, including biological stressor, mental pressure source, social environmental stressor. Biological stressors directly impede and destroy the survival and continuation of racial individual events, including trauma and disease, hunger, deprivation, sleep deprivation, infection, noise, temperature change etc.. Internal and external event source pressure spirit directly impede and destroy individual normal mental needs, including cognitive structure of the error, the individual adverse experience, moral conflict as well as the long-term life experience the characteristics of the adverse psychological personality caused (suggestible, suspicious, jealous, responsibility, regret, resentment and etc.). Social stressors directly impede and destruction of individual social demand events, including pure social nature (great social change and important interpersonal relationship rupture) and interpersonal problems caused by their own conditions (such as poor social interaction). The pressure source causes psychological problems is the most comprehensive, must take the three pressure source as a whole to consider. Often behind biological or social pressure source, also hidden deep spiritual pressure source².

2、Professor Wu Kun re division of existing in the field, the information is regarded as a kind of existence and not a method, proposed the world we face is a dual existence, our naked eye can see the material world in fact take another display of the material world multi gauge qualitative information world. All beings are unified body of direct and indirect existence, are not only the material body, is the body of information³. Three kinds of forms of activities will also include the human. These three kinds of forms of activities is one of the activities of a hologram element, the relationship between the holographic unity with the essential characteristics of them, made them all can be respectively used as a man is different from other animal. People's psychological activity refers to people's spiritual life activities in the field, is the subjective reflection of the relationship between man and nature itself, people and people, people, is also based on this reflection on creation, subjective freedom of information, independent of man's. It is a high-level, complex of external and objective information in vivo and identification, storage, processing, evaluation, selection of transformation of construction, and create the new subjective information⁴. Physiological activities, people's psychological activity, activity three is holographic, people's psychological activities include the creation of objective information and program information, and in the human mind, the objective of information is required to achieve this objective, the plan is to make information and objective information to as to the objective to achieve design, it also requires the implementation of. And the implementation of the realization of this objective, information planning information can only be accomplished by human behavior. It is this holographic properties lead to psychological pressure everywhere. For example, the physiological activities of pain, cold, hungry, and so lead to disorders, such disorders will inevitably lead to the destruction of healthy balance, and let the inside our nervous system showing "uncomfortable, not pleasure", resulting in psychological pressure. Break the failing the exam, work hard to complete, family financial burden is too heavy and so on social factors are more likely to make people feel the direct homeostasis, the so-called ambition.

References

1. Wu Kun. Holographic unified on human physiology, psychology, behavior essence. "Social science of Qinghai" in 1989 fifth period.
2. Xu Xiangyue, Wu Qiang. Self management course. Beijing: People's education press: 203 2011
3. Wu Kun. The existence of field segmentation. "Science, dialectics, modern" 1986 second.
4. Wu Kun. Information philosophy. Beijing: the Commercial Press, 2005.

Origami is the Japanese art of paper folding, (折り紙; oru - bending, kami-paper). Definition of origami says that you should fold paper without using scissors and glue, and the result of the folding is variety of forms that imitate the nature and things that are uses in everyday life. When origami is mentioned, people are usually associated with paper cranes and flowers, but it is much more due to its axiomatization. In the 20^th century origami has been connected scientifically with mathematics. Humiaki Huzita designed a set of six basic ways of defining a single fold by aligning various combination of excising points, lines, and the fold line itself. These six operations are known as Huzita’s Axioms. In 2001, Koshiro Hatori added one more axiom. Huzita-Hatori axioms define what can be constructed with single fold in terms of lines and points. Some of the basic origami notions are: common shape used in origami is square, a line in origami is a crease made by a paper fold of the boundary of the paper and a point is the intersection of two lines (Alperin & Lang, 2009).

An ancient Japanese origami skill can be used in math lessons related. Folding paper into three-dimensional geometric object is a kind of an exercise. Mathematics learning through the model from the close environment of students and new methods of teaching mathematics such as discovery learning, improve teaching process and increase student interest and motivation. By folding paper students experience possible solutions, the multiform of the problem and path to accomplishment. The research has shown that origami is a beneficial method for teaching mathematics (Boakes, 2009, Robichaux and Rodrigue, 2003, Cipoletti and Wilson, 2004). It contributes developing mathematical vocabulary, special abilities and visualization. “Mathematics come alive in the mind of young students”, is said by Huse, Bluemel and Taylor (1994). Mathematical concepts can be conveyed to students by hands-on activities where the atmosphere in the classroom is more relaxed and motivating to students. Students become more curious and interested in investigating mathematical topics more profoundly (Budinski, 2009). Features of origami such as creating a model and following the procedure, spatial manipulation, generalizing procedures of different models or cooperation, application and students oriented activities are beneficial to process of learning and teaching mathematic (Meyer &Meyer, 1999). Presentation gives examples of how to use origami in teaching mathematics, on different levels, from elementary to the advanced mathematical concepts.

The fundamental problem of origami design is how to fold a square to produce a representation of desired object. The mathematics underlying origami address: existence, complexity and algorithms (Lang, 2008). There are many mathematical contents interwoven in origami and that connection influenced the mathematical education. There are more and more examples of beneficial application of origami in the classroom and some of them are supported by technology. It is an interesting combination of ancients and contemporary techniques (Fenyvesi et al, 2014). Both reach the solution successfully and comprehensibly even to average teenage student. It gives students opportunity to solve one problem in different perspectives. Combining different aspect of solving problem in the math lesson, we can improve problem solving and reasoning skills of the students. Mixed approaches to one problem can overcome weakness of a single and give students clearer picture about the problem and solution.

Origami requires following procedures of folding paper, while GeoGebra allows creating set of procedures that will lead to the solution. One hand, origami is based on one solution, while GeoGebra, on the other hand provide creation lots of examples. Also, origami requires accuracy and neatness. Combination of origami with dynamic-geometry-algebra systems, such as GeoGebra, can provide new knowledge to students. In the example constructions that combine origami and GeoGebra, we have adjusted some already known examples (Hull, 2006). Those examples are known as basic hands-on mathematics-origami, and suitable for learning various mathematical concepts. Through our examples, students solved, for example “ancient unsolvable problems” and investigated mathematical concepts that have inspired lots of mathematicians through centuries.

References and Notes

Alperin, R. and Lang, R. J. (2009). One-, two-, and multi-fold origami axioms. Origami 4, 371-393, A K Peters, Natick, MA.

Boakes, N. (2009). Origami instruction in the middle school mathematics classroom: Its impact on spatial visualization and geometry knowledge of students. Research in Middle Level Education Online, 32(7), 1-12.

Cipoletti, B., & Wilson, N. (2004). Turning origami into the language of mathematics. Mathematics Teaching in the Middle School, 10(1), 26-31.

Fenyvesi, K., Budinski, N. and Lavicza, Z. (2014). Two Solution to An Unsolvable Problem: Connecting Origami and GeoGebra in a Serbian High School, Proceedings of Bridges 2014: Mathematics, Music, Art, Architecture, Culture, 95–102.

Hull, T. (2006). Project Origami: Activities for Exploring Mathematics. A K Peters, Ltd.

Huse, V., Bluemel, N. L., & Taylor, R. H. (1994). Making connections: From paper to pop-up books. Teaching Children Mathematics, 1(1), 14–17.

Lang, R. J. (2008). From Flapping Birds to Space Telescopes: The Modern Science of Origami. Usenix Conference, Boston, MA.

Meyer, D. and Meyer, J. (1999). Teaching Mathematical Thinking through Origami. BRIDGES, Mathematical Connections in Art, Music, and Science, Winfield, Kansas.

Robichaux, R. R., & Rodrigue, P. R. (2003). Using origami to promote geometric communication. Mathematics Teaching in the Middle School, 9(4), 222-229.

Будински, Н. (2009). Оригами- пример за примену у настави математике, Педагошка Стварност, LV (9-10), 932-944.

The ability to transfer information securely is essential in the modern world we live in. While the field of cryptography has long researched ways to do this, events over the last couple of years have brought the issues of secure information transfer squarely into the public eye. As a consequence, security and cryptography have quickly become issues of social and political importance, sparking debates about the values of privacy and the role of government.

An essential ingredient of modern cryptography is the generation of randomness: cryptographic techniques are built on the premise that one has access to random bits. It is well known, however, that computers cannot produce algorithmically random sequences – that is, sequences with maximal algorithmic information content – but are doomed to produce ‘pseudorandomness’. This lack of randomness can be, and has been, exploited to compromise security, see [4].

The active field of quantum information theory has proposed approaches to provide supposedly ‘unbreakable’ security by exploiting various quantum phenomena. This security unfortunately relies on assumptions about the nature of quantum measurements and their ability to generate random bits. Anton Zeilinger summarises this by postulating that the simplest quantum systems, qubit, can hold only one bit of classical information [6]. This foundational principle is in line with a wider paradigm shift to view quantum information as an extension of classical information, but it is nonetheless unsatisfying to simply postulate this principle, given its importance in determining the practical advantages of quantum information theory.

In order to understand better how quantum mechanics can help generate meaningful information, we instead look to relate the outcomes of quantum measurements to formal properties of the system based on more fundamental assumptions.

Indeed, we have shown that a) some of the postulated properties of quantum information follow from the formal structure of the theory and b) a purely formal notion of information within a quantum world can generate, via measurement, meaningful and useful information in the macroscopic world (for example, in cryptography).

The indeterminism of quantum measurements can be formalised via the notion of value indefiniteness. To explain this concept, let us consider an arbitrary quantum system and ask whether the outcome of a measurement of any observable quantity A (such as the energy of the system, its angular momentum (spin), etc.) is determined prior to the measurement. If this is the case, then we say the observable is value definite with value v(A); otherwise, the observable is value indefinite and v(A) is undefined.

Mathematically, one can reduce all observable quantities to so-called projection observables, which can only take the values 0 or 1. Thus, the question of whether the outcome of several measurements can be simultaneously determined in advance can be rephrased in terms of the information ‘carried’ by a particular system in a definite quantum state. Classically, one expects that all quantities are determined in advance, and hence all observables are value definite. Quantum mechanically, however, the belief is that this is not the case, and the information content of quantum systems is limited.

Formulating carefully the notion of value indefiniteness allows us to formalise the notion of (quantum) indeterminism; however, this doesn’t help clarify whether quantum systems are indeed value indefinite or not. Staying in this formal framework, the Kochen-Specker theorem [5] provides a first positive result, showing that at least some observables must be value indefinite if one makes the assumption known as non-contextuality, which states that any definite values that exist must be independent of other compatible measurements that may or may not be performed on the system. Under the same assumption, this theorem can be strengthened to show that only one single observable can have the definite value 1 (see [2]). Furthermore, only observables that can be measured simultaneously with this single one can have the definite value 0; the rest must all be value indefinite. Since the preparation of a system involves precisely ensuring that, usually via measurement, the system is in a definite state with respect to some desired observable, this result shows that no other incompatible observable can be value definite. That is, preparing a system in a definite state by making the ‘preparation’ observable value definite specifies completely the information content of the quantum system. This is an example of syntactical quantum information acquiring meaning at the level of the quantum itself.

Can the syntactical information at the level of the quantum generate meaning outside the quantum, that is, at the macroscopic level?

The results cited above hold in the Hilbert-space framework of quantum mechanics and are formulated only in terms of a syntactical notion of information. Their real importance becomes evident when one interprets them in the context of quantum measurements. Specifically, if we prepare a quantum system in a known state, they allow us to ‘locate’ observables which we can measure, but which are value indefinite; that is, observables whose measurement results are not specified by any pre-existing property of the quantum system. Furthermore, with respect to a mathematical model of unpredictability which we developed in [3], the results of these measurements can be shown to be absolutely unpredictable.

In this way we get a mathematical explanation and justification of the largely accepted intuition that quantum mechanics is inherently unpredictable, and that this unpredictability arises from the phenomenon of indefiniteness within the quantum world.

Furthermore, if one considers a hypothetical infinite sequence generated by the repeated measurement of a quantum value indefinite observable, one can prove that these sequences must be strongly incomputable, technically ‘bi-immune’ [1]. Such sequences cannot be generated by any Turing machine or classical computer, showing that value indefiniteness leads to a clear classical/quantum split in a purely algorithmic context. Importantly, bi-immunity is a property of observed, macroscopic quantities, quite separate from the quantum framework in which the value indefiniteness is formalised.

This form of macroscopic meaning created from the lack of syntactic information is precisely the scenario that quantum random number generators try to create, and which is essential for the development and certification of quantum cryptographic systems. The fact that the macroscopic information created goes beyond anything classically obtainable serves as a valuable practical resource, outside of and removed from the quantum formalism.

To conclude, quantum information creates meaning within the quantum and via measure- ment, the lack of information within the quantum, creates meaning and valuable information at the macroscopic level.

Acknowledgments

The second author thanks Prof. S. Marcus for useful conversations on quantum information theory. This work was supported in part by Marie Curie FP7-PEOPLE-2010-IRSES Grant RANPHYS.

References and Notes

1. Abbott, A.A.; Calude, C.S.; Svozil, K. Strong Kochen-Specker theorem and incomputability of quantum randomness. Physical Review A 2012, 86, 062109.
2. Abbott, A.A.; Calude, C.S.; Svozil, K. Value-indefinite observables are almost everywhere. Physical Review A 2013, 89, 032109.
3. Abbott, A.A.; Calude, C.S.; Svozil, K. On the unpredictability of individual quantum measurement outcomes. CDMTCS Research Report 2014, 458.
4. Calude, C.S. Quantum randomness & cryptology. CyberTalk 2013, 3, 42–43.
5. Kochen, S.; Specker, E. The problem of hidden variables in quantum mechanics. Journal of Mathematics and Mechanics 1967, 17, 59–87.
6. Zeilinger, A. A foundational principle for quantum mechanics. Foundations of Physics 1999, 29(4),631–643.

Introduction

This proposal is submitted in keeping with the key questions of the IS4IS DTMD workshop in Vienna June 3-7 2015. More specifically it is intended as argumentation aid and one (of necessarily several) contributions to a more comprehensive description of transverbality.

Methods

development of descriptive argument
reflective and abductive use of metaphor
thought experiment and/or physical demonstration

The definition of transverbality used here was introduced by M. Varga v. Kibed and means going beyond the verbal and nonverbal in a way that encompasses both and extends them by irreducible aspects of groups of persons [...]. This extension is connected with possibilities for forming models of systems behaviour by groups of persons. Scenic methods are primary fields of application for the concept of transverbality. […] making use of certain perceptional abilities specific to human groups as model systems (cf representative perception […]). (Varga 2006)

This general concept of transverbality leads to an understanding of transverbal language with [...] groups of persons – not the single person – as primary speaker and […] founded on representative perception. (ib.)

[R]epresentative perception [...] in the SySt approach is defined as the spontaneous appearance of differences in proprioception and perception in members of a group forming a model system […]. (ib.)

Mentioned concepts arose from a “tractarian” recognition of the linguistic nature of specific scenic (modeling) methods (constellations), which Varga v. Kibed & Sparrer developed into systemic-structural constellations (SySt).

In reminiscence of Wittgenstein's impetus for the Tractatus as a logical-aesthetical-ethical opus, the author proposes a navigational addition to the tractarian requisites of sagen [saying] and zeigen [showing] called sich zeigen lassen [letting show].

Operationally letting show could be defined as the somatically emerging bridge of a given bottom-up-top-down oscillation.

This bridging occurs through / can be demonstrated by differentiation processes appearing as representative perceptions in person groups forming model systems, as syntactically facilitated in the systemic-structural constellations (SySt) method.

The idea of letting show is derived from empirical knowledge that with (the syntactic approach of) the SySt methodology (and its attention to somatic differentiations in the modeling process) anything – physical, abstract or even vague (a hunch, a notion) - can be modeled by person representatives, (not only [other] person systems).

As argumentation aid letting show could be used to look at the concept of embodiment (G. Lakoff & M. Johnson) as well as tacit knowledge (M. Polanyi) in a different light.

In terms of the former representative perceptions could be seen as exbodiments (of the model forming person group).

In terms of the latter the model forming person group is set in motion – so to speak - “to let 'tacit knowledge' emerge”.

In Wunsch und Wille in der Handlung bei Wittgenstein Andrej Ule (1994) explores Wittgenstein's differentiation between wish and will as intentional requisites in a never fully formulated theory of action: wish is seen as preceding action, will is seen as internal aspect of action, as it shows through action. In terms of the SySt method Varga illustrates the gap between wish and will with the bridge of the As if.

The way letting show is tried here, it could be seen as non-intentional dimension “folded into” the contingencies of action, yet syntactically “accessible” (even discreetly “operable”) by as if maneuvering.

It shall be explicated how (in the modeling method) and why (in regard to least intrusive or even non-violent communication [comp. M. Rosenberg]) to syntactically approach and navigate issues of values and beliefs within a given problem setting.

Two modeling formats, which lend themselves to questions of values and beliefs, shall be described more closely:

1. Varga/Sparrer's constellation of belief polarities adapts F. Schuon's description of the Jnana-, Bhakti- and Karma-Yogas - as categorizing aspects of any sustainable religious form – into a stabilizing paradigm, often used as meta-SySt-format.
2. The other is the so-called core transformation constellation, which deals with defocused topics and the good intention (behind the good intention [behind the good intention {behind the good intention ….} …. ] …. ) …. – towards “an understanding” spanning from the verbal to the preverbal.

References

1. Varga von Kibéd, M. (2006): Solution-Focused Transverbality: How to keep the Essence of the Solution-Focused Approch by extending it. In: Lueger und Korn (Hrsg.) Solution-Focused Management, Band 1, Rainer Hampp Verlag: München und Mering; pp. 42-43, p. 48.
2. Sparrer, I. (2009): Systemische Strukturaufstellungen, Theorie und Praxis; Carl-Auer-Systeme Verlag, Heidelberg.
3. Lakoff, G.; Johnson, M. (1999): Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought; Basic Books, 1999; USA.
4. Polanyi, M. (2009): The Tacit Dimension; University of Chicago Press; Auflage: Reissue (1. Mai 2009); USA.
5. Ule, A. (1994): WILLE UND WUNSCH IN DER HANDLUNG BEI WITTGENSTEIN; Univerza v Ljubljani, Slovenien. http://sammelpunkt.philo.at:8080/412/1/17-1-94.TXT
6. Wittgenstein, L. (1963): Tractatus logico-philosophicus: Logisch-philosophische Abhandlung (edition suhrkamp), DE.
7. Goppelsröder, Fabian (2010): Bild, Sagen, Zeigen. Wittgensteins visuelles Denken; Fabian Goppelsröder. Date: XML TEI markup by WAB (Rune J. Falch, Heinz W. Krüger, Alois Pichler, Deirdre C.P. Smith) 2011-13. Last change 18.12.2013
8. Schuon, F. (1976): The Three Dimensions of Sufism by Source: Studies in Comparative Religion, Vol. 10, No. 1 (Winter, 1976). © World Wisdom, Inc.
9. Rosenberg, M. (2003): Nonviolent Communication: A Language of Life, Puddledancer Press; 2^nd edition, USA.