#isss2016 berlin - suehye lee - abstract expression capability with empirical evidence
TRANSCRIPT
Abstract expression capability with empirical experience
Suehye Lee Keio university graduate school
Of System design and management
Master’s student
“Snow Crystal”
As a Nature Phenomenon
If nature wouldn’t expect to generate these beauFful figures, they just live among connecFons.
“Available Phenomena to observe” As a sub-‐producFon As a representaFon of acFviFes.
As an observer “Woman and Bear”
“Sue and Bear in Berlin”
As a systemic observer “Smiling Woman and Bear”
“Looking so happy Sue and Bear in Berlin”
In fact, what happened inside ?
-‐Is there much beNer representaFon way than language? -‐Which factors could be beNer informaFon to find out the essence.
Background
• Analogy and Analogical Reasoning • Rene Descarte(1596-‐1650) Mechanical philosophy
‘He learned the mechanics of pump how the heart move!’
Grasping the clay (KinestheFc learning)
The ‘body movement’ concept is a key component of “learning-‐by-‐doing” (KinestheFc learning = Learning-‐by-‐movement)
Approach used for learning (Philosophical knowing theory)
Theoria Praxis Techne
Techne Praxis Theoria
【TradiFonal way】
【My approach】
‘Techne’ has a key role as creaFve objects from creaFve art to technology development. This could be a key to ge_ng beNer system design.
Theoria Praxis Techne Truth Goodness Beauty
Knowing Success or Failure (choice/making decision)
Advance or Retreat (Error and trial)
To teach To learn To design
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Hypothesis
• The ‘learning-‐by-‐movement’ (kinestheFc learning) and ‘learning-‐by-‐doing’ enhance analogical reasoning skill and understanding about ‘Theoria, Praxis, Techne’, i.e., the philosophical knowing theory
• Enhances creaFvity, innovaFve and invenFve thinking skill.
Benefit
How to test hypothesis
• ParFcipants are asked to grasp clay. The ‘clay grasping’ approach enhances people’s creaFvity as well as analogical reasoning skill by grasping the clay.
• The parFcipants are tested an understanding about ‘Theoria, Praxis, Techne’, i.e., philosophical knowing theory via interview sheet.
Interview quesFonnaires
Main ques9ons on this experiment -‐Subject asked quesFons about feelings
-‐Subject touches clay and again are asked about feelings
-‐Then again when kneading the clay
-‐Subject are asked to grasp the clay in a way to express feelings
-‐Are asked about their experiences in grasping the clay
-‐Subject are asked to grasp the clay while thinking of abstract thoughts -‐Further quesFons about their experiences
Available to see/ Unavailable to see
Have touched/ Have not touched Examples
Available to see Have touched CoNon, flower
Available to see Have not touched Cloud, Specific scene
Unavailable to see Have touched Sense, feel such like proper
Unavailable to see Have not touched Whole Space
Unavailable to see Have not touched Numbers （The number sense）
Unavailable to see Have not touched
LOVE (Experience can not be idenFfied in
general）
Whether you have seen and touched it before or not, you can understand somehow what it is.
General flowers, Heat in desert
With image of coNon
With image of whole space
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Abstract subjects with abstract expression way
Concept of “Grasping the clay”
• As a “design process” to show how relate between ‘Feel’ and ‘Analogy’ to create and represent new ideas with language and clay(physical object).
• As a “concrete object” helps people learn beNer some abstract concepts.
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Techne Praxis Theoria
Conclusions
• The relaFons between ‘feelings’ and ‘analogical reasoning’ could be observed during the experiments.
• ‘Learning-‐by-‐doing’ could be a new approach to analogical reasoning.
• These preliminary experiments showed that the hypothesis is likely correct. However, more experiments are needed to assure.
Future plan
• To reveal iniFal step on design process.(Epistemology)
• How people can learn beNer abstract concepts to create objects. (Human factor and Ergonomics)
• My research is about the kinestheFc learning style so it seems I could extend my research to find out if grasping the clay helps people with beNer systems thinking. (KinestheFc learning)
The level of learning Gregory Bateson(1904-‐1980)
Learning levels
Learning 4 …would be change in Learning 3, but probably does not occur in any adult living organism on this earth.
Learning 3 …is changed in the process of Learning 2, e.g. a correcFve change in the system of sets of alternaFves from which choice is made.
clay
Learning 2 …is change in the process of Learning 1, e.g. a correcFve change in the set of alternaFve from which choice is made, or it is a change in how the sequence of experience is punctuated.
Learning 1 …is change in specificity of response by correcFon of errors of choice within a set of alternaFve
Learning 0 Responding to sFmuli but learning nothing-‐ making no changes based on experience or informaFon.
