knowledge and intelligence
[analysis] [confidence] [decision] [explanation] [google, googling] [intelligence] [judgement] [knowledge] [learning] [monster] [organizational intelligence] [practice] [scholarship] [trundle] [WIGO - what is going on]
|How do we know what we know? How do we know what we don't know?|
|How do we practise what we preach? And what is going on when we attempt to preach what we practise?|
|Veryard Project Papers||Three Levels of Analysis|
Privileged access to knowledge, granted (in confidence) to trusted insiders.
|Herbert Simon||Geoffrey Vickers||Jacques Lacan|
|Value Judgement (Evaluation)
Reality Judgement (Appreciation)
|Instant of Seeing
Time for Understanding
Moment of Decision
The IT (decision-support) agenda has been dominated by the Simon view,
and has neglected alternative views. Vickers emphasises the subjective
and value-laden nature of intelligent judgement. Lacan offers a useful
way of understanding haste and delay in decision-making.
|Course Material||Decision-Making (pdf)|
|Further Material||Decisions, Decisions|
When you can explain one of your primary constructs in terms of something else, it may cease to be a primary construct.
Blocks in physics have come from trying to understand the world as objects rather than fields. Physics throws away the concept of object in order to explain objects.
We understand COMPONENT by decomposing it into COMPONENT SPECIFICATION, COMPONENT INTERFACE, COMPONENT IMPLEMENTATION, and so on. When we look at the metamodel, COMPONENT has now vanished, and is represented implicitly by a cluster of related concepts.
By far the leading google at present is the one maintained by the Google company. However, there are many other search engines around, whose differences may seem important, but which fall into the same general class and possess many of the same general characteristics.
|Veryard Project Papers||Googling at Google|
|General Intelligence||How a complex system behaves in relation to knowledge, complexity and change. Practical cognitive ability.|
|Actively collecting, interpreting, and using vast quantities of complex data.|
|Collaborative problem-solving between people and technical artefacts within and beyond complex enterprises.|
|The capacity to acquire and use knowledge effectively for personal and organizational learning.|
|Authentic and flexible engagement with the demands of the environment - sometimes called Requisite Variety.|
|Veryard Project Papers||Knowledge Management|
Learning may also involve replacing bad habits with good habits, or changing preferences and values. Something or somebody may be "an acquired taste". (But who gets to define what counts as a bad habit?)
Learning can also involve an irreversible change. Although we may forget
the details of something, we can never go back to never-having-known.
|Veryard Project Papers||What do we learn when we practise?|
|Veryard Project Papers||Models and Monsters|
In contrast, some organizations display the same qualities that we can recognize in intelligent people:
Most organizations lie somewhere in between these two extremes.
To make an intelligent organization, it isn't enough to recruit the brightest people, locate them in state-of-the-art office buildings, and provide them with the smartest computer tools and networks. Super-intelligent individuals are often poor at talking to one another and sharing knowledge, let alone coordinating their work effectively. Each individual may only make a given mistake once, but if the people don't talk to each other, the same mistake can be repeated hundreds of times without any organizational learning.
And even if an organization is collectively oblivious to major threats
and opportunities in its environment, that doesn't mean that the individual
employees are unaware of these threats and opportunities. Intelligent people
get very frustrated and demotivated in stupid organizations - they can
see what is happening, and they can often see what needs to be done, but
they don't have adequate channels of communication or action.
In some contexts, practice is distinguished from performance.
This sets up an often misleading separation between actions intended to
acquire or develop something, and actions intended to exploit or display
|Veryard Project Papers||AntiPatterns of Scholarship|
"The scholar expends his entire strength in affirmation and denial, in criticizing what has already been thought - he himself no longer thinks." [Nietzsche, Ecce Homo]
The world we are trying to "tune into" (appreciate, make sense of) is partly in our heads (or in our systems) and partly "out there". Some people refer to this world as "reality". But the term "reality" is presumptive, because we don't know (and we may never know) how much of it is external, how much of it is fixed/absolute or dynamic/relative.
So we prefer to use the term WIGO - WHAT is going on, what IS going on, what is GOING on, what is going ON.
Our knowledge and understanding of WIGO is rarely direct, but is mediated (screened) by technology and systems. We pick up the world through television and other media, through web portals and GOOGLE, through monitoring instruments and management information systems. Scientists learn about the world using telescopes and particle accelerators, scanners and filters.
|Veryard Project Papers||WIGO|
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