In universities around the world people use essentially the same theories and methods in the physical sciences. In legal systems there has been convergence between North America and Europe due to the recent growth of the European Union and the desire to facilitate trade by adopting similar rules and procedures. In biology there are some differences in how medicine and agriculture are practiced. In social, political and economic systems there is great variety and much to learn from other societies.
Do societies develop similar ideas eventually as they encounter situations requiring those ideas? Or do they develop different solutions to similar problems? Or are they trying to develop in different directions? If the latter, what explains the difference? Since scholars now interact globally rather than nationally, we have new opportunities to learn from each other. If societies can preserve and enhance their traditions, while learning from other societies, we should experience a remarkable flowering of human society. My particular interest is in methods of governance which enable societies to be secure, stable and innovative.
Our thinking about how to improve our societies has changed from revolution or reform to evaluating government programs with controlled experiments (Campbell 1969), to expanding our conception of science (Umpleby 2017), to noting the importance of institutions and engaging in multi-country studies (Acemoglu and Robinson 2012) and the deliberate design of experiments (Dunn 1998).
1. Acemoglu, Daron & James A. Robinson. (2012). Why Nations Fail: The Origins of Power, Prosperity, and Poverty. New York: Random House, 2012.
2. Campbell, Donald T. (1969). "Reforms as Experiments." American Psychologist, 24 (4), pp. 409–429.
3. Conger, D. Stuart. (1974). Social Inventions. Prince Albert, Canada: Saskatchewan Newstart, 1974.
4. Dunn, William N. (1998). The Experimenting Society: Essays in Honor of Donald T. Campbell. Transaction Publishers, 232 pages.
5. Lepskiy, V. (2010), Reflexive and Active Environments of Innovative Development, "Kogito-Center" Publishing House, Moscow (in Russian). http://www.reflexion.ru/Library/Lepsky 2010a.pdf
6. Lepskiy, V. (2015a), Evolution of concepts about control (methodological and philosophical analysis, "Kogito Center" Publishing House, Moscow (in Russian). http://www.reflexion.ru/Library/Lepskiy2015.pdf
7. Lepskiy, V.E. (2015b). "Economic cybernetics of self-developing environments (third-order cybernetics)", Management sciences. No. 4, pp. 22–33 (in Russian). http://www.old.fa.ru/dep/upravnauki/Documents/%D0%A3%D0%9D4 2015. pdf
8. Umpleby, Stuart & Eric Dent. (1999). "The Origins and Purposes of Several Traditions in Systems Theory and Cybernetics."Cybernetics and Systems: An International Journal, 30:79-103.
9. Umpleby, Stuart. (2002). "The Design of Intellectual Movements." Proceedings of the annual meeting of the International Society for the Systems Sciences, Shanghai, China, 2002.
10. Umpleby, Stuart. (2017). "How Science is Changing." Cybernetics and Human Knowing, 24(2), pp. 89–91.
11. Walton, Mary. (1986). The Deming Management Method. New York: Perigee.
Igor Perko(University of Maribor, Slovenia), Raul Espejo(World Organisation of Systems and Cybernetics, UK)
Big data analytics organisational learning
Abstract. Purpose. We will identify the potentials that big data analytics (BDA) have on the of the learning processes of an organisation. We are particularly interested in the speed of these learning processes;on the memorising and sharing of knowledge, on the ability to recognise the environmental feedback information and on the impact to micromanaging internal organisational processes.