This book should be 'the bible' for everyone involved in knowledge management processes. Holland, as one of the complexity theory founders, decribes the essentials of how complex adaptive rules, in relation to the variability of the environment, determine knowledge dynamics and learning capabilities.
Key message of the book is the way that processes of induction, both cognitive and subcognitive, determine rule making, rule adaptation and environment modeling.
With this work Holland (et al.) was the first to close the gap between cognition, complex adaptive systems and knowledge processing. He also provides a sound computational base for the theories presented, opening possibilities for implementation of 'the induction theory' in real world applications.
Essays Shino Konishi ‘Inhabited by a race of formidable giants’: French Explorers, Aborigines, and the Endurance of the Fantastic in the Great South Land, 1803 Kevin Murray Keys to the South Stephen Muecke Cultural Studies’ Networking Strategies in the South Raewyn Connell Extracts from Southern Theory: The global dynamics of knowledge in social science Margaret Jolly The South in Southern Theory: Antipodean Reflections on the Pacific Reviews Reviewed by David Carter The Book is Dead (Long Live the Book), by Sherman Young Reviewed by Paul Gillen The Ways of the Bushwalker: On Foot in Australia, by Melissa Harper Reviewed by Anne Maxwell Speaking Truth to Power: Public Intellectuals Rethink New Zealand, edited by Laurence Simmons, and Edward Said: The Legacy of a Public Intellectual, edited by Ned Curthoys and Debjani Ganguly Reviewed by Emily Potter Slicing the Silence: Voyaging to Antarctica, by Tom Griffiths Eco-Humanities Corner Emily Potter and Paul Starr Australia and the New Geographies of Climate Change Val Plumwood Shadow Places and the Politics of Dwelling Val Plumwood (1939-2008) in memoriam
According to the dominant theory of meaning, truth-conditional semantics, to explain the meaning of a statement is to specify the conditions necessary and sufficient for its truth. Classical truth-conditional semantics is coming under increasing attack, however, from contextualists and inferentialists, who agree that meaning is located in the mind. How to Think about Meaning develops an even more radical mentalist semantics, which it does by shifting the object of semantic inquiry. Whereas for classical semantics the object of analysis is an abstract sentence or utterance such as "Grass is green," for attitudinal semantics the object of inquiry is a propositional attitude such as "Speaker so-and-so thinks grass is green." Explicit relativization to some speaker S allows for semantic theory then to make contact with psychology, sociology, historical linguistics, and other empirical disciplines. The attitudinal approach is motivated both by theoretical considerations and by its practical success in dealing with recalcitrant phenomena in the theory of meaning. These include: presuppositions as found in hate speech, and more generally the connotative force of evaluative language; the problem of how to represent ambiguity; quotation and the use-mention distinction; and the liar paradox, which appears to contradict truth-based semantics.
In recent years, scholarship on translation has moved well beyond the technicalities of converting one language into another and beyond conventional translation theory. With new technologies blurring distinctions between "the original" and its reproductions, and with globalization redefining national and cultural boundaries, "translation" is now emerging as a reformulated subject of lively, interdisciplinary debate. Nation, Language, and the Ethics of Translation enters the heart of this debate. It covers an exceptional range of topics, from simultaneous translation to legal theory, from the language of exile to the language of new nations, from the press to the cinema; and cultures and languages from contemporary Bengal to ancient Japan, from translations of Homer to the work of Don DeLillo.
In this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American research on teaching (instructional research) and cognitivist theory.
