Re: [Fis] The State of the Art - Discussion of Information Science Education

[Karl Javorszky]

Hi All,

the talk here going about a possible curriculum, I have assembled one. This
is of course only an outline but should give a realistic idea about the
half-steps needed to grasp what we understand under information. I'd look
forward working on this project. Asking for your kind tolerance, I present
the:

Curriculum (15 hrs) Additions

Requirements: able to program and manage data sets

Aim: understand ordering, reordering, spatial structures, consequences
(implications)


 Part I.: Tabulating

   1.

   We use a collection of additions: We use {1+1..16+16}, a≤b; Why 136
   2.

   Sorting and sequencing: (The meaning of the term ‘sequence’ in the
   sentence ‘The DNA is a sequence’); assignment of i (1≤i≤136); creating
   linear distances; partitioning 136; homogenizing sub-intervals; kinds of
   cuts
   3.

   Resorting from SQab into SQba and back: Terms place-space (a
seq.no1..136 is a place in a 1-dim space); place changes; moving
together
   (example in classroom, games); properties of chains (1,1 stays, 1,2 stays,
   1,3 travels: 18 steps); Table (=data set) T (T_άβ_γδ_i_j_placeάβ_placeγδ,
   where άβ from, γδ to, i-th chain, j-th step, this example T_ab_ba_3_1 3 4)
   4.

   Creating a plane by rectangular axes: example SQab, SQba as axes. Follow
   movement. Discuss terms string, loop, convoy, melody, tact, beat
   5.

   Additional aspects of a+b=c: central: u=b-a; two shadows: b-2a, a-2b;
   create 2b-3a, 2a-3b; (mention costs of commutativity), just for fun
   s=17-{a+b|c}
   6.

   Sorting on aspects a thru w: presently in this sequence, later play with
   changing sequence of first-level arguments; generate 72 SQs, assemble Table
   1 (81 cols, 136 rows)
   7.

   Identical sequences and clans: of a clan, the first we encounter is the
   chief, the others use his name as alias but give weight; Vector V:
   if(SQάβ=SQγδ, .t., .f.); if(V[άβ,γδ], member of a clan, reorder); fill up
   Table T
   8.

   Overview of resorts: Table S, S_άβ_γδ_i_J, where άβ from, γδ to, i-th
   chain, J no of steps, this example T_ab_ba_3_1 3 18); carry_a (=Σa); goods
   in transit
   9.

   Standard resorts: Properties; (6+11=17 as the quintessential magical
   incantation); names; weights (clans); three-somes
   10.

   Building space: Rectangular axes; planes;
   11.

   The concept of a point in space: two exact subspaces; one rough estimate
   of a space; (the loss of an accounting property); units of three-somes;
   Representation as a triangle, center of triangle: mass point in space;
   rotating the axes; volume included, spherical or rectangular
   representation; goods transited thru this segment
   12.

   Connection to other points: isolator and conductor (if(.exist.Δγδ
   (triangle) in chains connecting each of 3 points of Δάβ), conductor,
   isolator); not each of 3 points connected: too near .or. too far;
   telekratic effects

Part II.: Sequencing

   1.

   Permutating first-level arguments a…w: cause and effect within an
   interdependence; implicated orders; ties
   2.

   The idea of time: basic to sequencing, predecessor, successor;
   demonstrating effects of sequence changes; linguistics as mediator (Table
   V, number of .t., sequence of comparisons)

Part III. Giving names

   1.

   Mass, space, density, electric-magnetic, gravity, temperature, chemical
   valence: always check with established authorities before assigning a name

- end curriculum --

2011/12/11 Bruno Marchal marc...@ulb.ac.be

 Hi John, Hi Fis-people


 On 11 Dec 2011, at 13:49, john.holg...@ozemail.com.au wrote:

 Thanks Walter,

 A useful snapshot of PC (Philosophy of Computing). It reminds me that the
 origin of the word 'computing'   is com-putare = to consider together,
 suppose together, imagine together. This is surely what Steve Jobs was all
 about. To reduce computation to algorithmic calculation or even Turing
 machines is as restrictive as limiting information to data and documents,
 messages and codes. After thirty years of phronesis wrestling with data
 documents and computers it would be nice to know what computation and
 information mean.


 It might be restrictive at the epistemological level, but not necessarily
 at the ontological level. All mathematical notions, like infinities, sets,
 provability, definability, etc. can be diagonalized again. They cannot have
 a universal representation. But computability and computations are immune
 to diagonalization. This makes it the concept the most explanatively closed
 we have ever found. I think. This gives a conceptual deep argument in favor
 of Church thesis, and it leads also to the notion of universal machines.

 Those machines can not only compute the same class of all (partial or
 total) computable functions, but can all simulate each other, computing
 those functions in all possible different ways.
 Actually, an interesting and vast class of universal machines (those who
 knows, in some technical sense, that they are 

Re: [Fis] The State of the Art - Discussion of Information Science Education

[Igor Gurevich]

2011/12/9  m...@aiu.ac.jp:
 Dear all,
 I teach every year (this fall fourth time) a general education
 course Information Science for freshmen and sophomores which
 has as its main objective to present not an existing
 discipline, but a potential unified approach to study complex
 issues related to globalization. Globalization is a leitmotif
 of the curriculum at our university. I am trying to show that
 the concept of information, although not very clearly defined
 yet, can be useful in  dealing with several fundamental
 problems for the future of humanity. I am giving short and
 very general expositions of topics such as, language and other
 forms of communication, telecommunication, cryptography,
 genetics, life and organism, computation. Then we are trying
 to identify what makes the mechanisms involved
 similar, and the expected answer is information. I am
 referring to the five great metaphors in the history of
 Western Thought, which were used to model reality: Human
 organism (as microcosm to explain functioning of macrocosm in
 medieval interpretations of neoplatonism), mechanical clock,
 steam machine, telecommunication, computer. In each case, I am
 showing the presence of the intuitive concept of information.
 Finally, I am presenting analysis of global warming,
 pandemics, and other threats to humanity from the unified
 perspective of information.
 The biggest problem for me is to find materials for students
 which are not exceedingly detailed and difficult, but also not
 trivial. Do you have any suggestions?
 Regards,
 Marcin

 ___
 fis mailing list
 fis@listas.unizar.es
 https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis

 Dear Colleagues,

On the basis of papers [1-7] I designed course “Physical informatics”,
focused primarily on graduate students and masters.
The basic course content:
1. General provisions. Background information about the information
and informatics.
2. The subject of physical informatics.
3. Classes of physical systems and their characteristics.
4. Information characteristics of physical systems and methods for
their determination.
•Information entropy: the characteristic obserables and states of
quantum systems, a measure of complexity of systems.
•Information divergence: a heterogeneity measure.
•Joint information entropy: the characteristic of unitary transformations.
•The mutual information: the characteristic of interaction of the
linked (entanglement) systems.
•The Differential information capacity -  characteristic of volume of
information per unit mass.
5. The laws of informatics
•The law of simplicity of complex systems.
•The law of uncertainty (information) conservation.
•The law of finiteness of complex systems characteristics.
•The law of necessary variety by W. Ashby. 
•The theorem of K. Gödel.
•Other laws of informatics.
6. The physical laws as consequence of information laws (laws of informatics).
7. Methodology assessment and evaluation of information
characteristics of fundamental and elementary particles, atoms,
molecules, gases, liquids, solids, planets, stars, galaxies and the
universe as a whole.
8. Informational constraints on the formation, development and
interconversion of physical systems.
9. Information system for calculating the characteristics of physical systems.
10. Features of researches by information methods of chemical and
biological systems.
11. The forms of the organization of the researches.
12. The main objectives for further research.
13. Conclusion
14. The application.
A.1. The primary information needed from physics, chemistry, and biology.
A.2. The necessary information from information theory.
A.3.Test Questions and exercise.
Literature.
1. Gurevich I.M. The laws of informatics - the basis of research and
design of complex communications and control systems. Manual. TSOONTI
Ecos. M. 1989. 60 p.
2. Gurevich I.M. The laws of informatics - the basis of the structure
and knowledge of complex systems. - M. Antiqua, 2003.
3. Gurevich I.M. The laws of informatics - the basis of the structure
and knowledge of complex systems. Second edition refined and updated.
M. Torus Press. 2007. 400 p.
4. Gurevich I.M. Assessment of the main characteristics of the
information universe. Information Technology. № 12. Application. 2008.
32.
5. Gurevich I.M. Information characteristics of physical systems. The
11th FORMAT. Moscow. Cypress. Sevastopol. 2009. 170 p.
6. Gurevich I.M. Information characteristics of physical systems.
Second edition refined and updated. Cypress. Sevastopol. 2010. 260
p.
7. Gurevich I.M. Information as a universal heterogeneity. Information
Technology. № 4. M. 2010. Pp. 66-74.
8. Gurevich I.M. Basic information characteristics of physical,
chemical and biological systems. Modern Trends in Theoretical and
Applied Biophysics, Physics and Chemistry. BPPC - 2010.
Vol. 1. Common Questions of Physics and Chemistry: materials of VI
International science-technical conference, SevNTU. 

Re: [Fis] The State of the Art - Discussion of Information Science Education

[john.holg...@ozemail.com.au]

Thanks Walter,

A useful snapshot of PC (Philosophy of Computing). It reminds me that the origin of the word 'computing'  is com-putare = to consider together, suppose together, imagine together. This is surely what Steve Jobs was all about. To reduce computation to algorithmic calculation or even Turing machines is as restrictive as limiting information to data and documents, messages and codes. After thirty years of phronesis wrestling with data documents and computers it would be nice to know what computation and information mean.

Computation is only one mode of information i.e. information AS cognitive process. Perhaps the only way out of our definitional impasse is to adopt the third option of the Capurro trilemma - plurivocity. If we can stop thinking linearly and start to think like a Dharma Wheel with all the different emergent modes of information arranged as spokes (having their expert spokespersons) each having equal validity with ignorance at the fulcrum, then we can move towards a viable transdisciplinary model for info which has hitherto evaded us. Nonlinear thinking has been the great driver of the computing and Internet industries.

Best

John
 



 

On Fri Dec  9  2:55 , walter.riof...@terra.com.pe sent:




Dear all,



It is possible find some useful ideas to build multi-inter-trans
disciplinary approaches in last “closing statement” of Ubiquity Symposium: What
is Computation?



What Have We Said About Computation?





If you are interested in all papers of this ACM Ubiquity Symposium:



http://ubiquity.acm.org/symposia.cfm





Sincerely,





Walter Riofrio









Walter
Riofrio


Researcher; Complex Thought Institute Edgar Morin – University Ricardo Palma, Lima-Peru


Chercheur Associé; Institut des Systèmes Complexes – Paris
Île-de-France (ISC-PIF)


Theoretical and Evolutionary Biology


Email:walter.riof...@iscpif.fr 

---





  



On jue 08/12/11 06:25 , John Collier colli...@ukzn.ac.za sent:



Good to see that fis perspectives are used in teaching. I use information
ideas fundamentally in our second year Cognitive Science course, and also
in some postgrad courses I teach.




John







At 03:03 PM 2011/12/07, Pedro C. Marijuan wrote:


Thanks a lot, Gordana. It is a
very good idea. Unfortunately I could not participate in the opening of
the session, well, at least I can say now that I had the experience
of teaching for Engineering graduate students two neatly informational
("FIS") disciplines. One of them, Bioinformation:
informational analysis of living systems; and the other Science,
Technology and Society: an introduction to the informational history of
societies. Both of them in Spanish. They were very successful,
particularly the latter. The FIS perspective is ideal not only for
breaking down on "impossible topics" (our familiar demons) but
also for promoting a new, highly original way of analysis --of knolweldge
recombination processes-- on topics of our time and of the most
contentious past. 




missing a lot the direct involvement in the discussions!




yours,




---Pedro




Gordana Dodig-Crnkovic escribió: 


Hi All,





One way of looking at the question of curriculum would be from the point
of view of what already exists


of education in the Foundations of Information.





Are there any courses which might be a part of such a curriculum?





To start with I can tell about the course I have, which does not cover
much of Science of information, but there are several connections.


As I work at the computer science department, my perspective is
computational.


For me computing is information processing and information is that which
is processed, and that which is a result of processing. 


Processing may be done by a machine or by an organism or anything else –
the whole of nature computes (processes information) in different
ways.


As info-computationalist, I believe that information is unthinkable
without computation.


So the course is on Computing and Philosophy but addresses Philosophy of
Information and Science of Information as well and topics on evolution of
life, intelligence (natural and artificial), consciousness, etc.

http://www.idt.mdh.se/kurser/comphil





I believe it would be good to have a course on the foundations of
information science for people in the computing.


Information and computation are completely entangled! And this gives also
an opportunity to introduce other fields into computing, to contribute to
building bridges and 


facilitating inter-disciplinary/ cross-disciplinary/
trans-disciplinary learning.





This is not as ambitious as the original question, but can help
understanding where we are now and where we want to be.





Best wishes,


Gordana







http://www.mrtc.mdh.se/~gdc/









From:

fis-boun...@listas.unizar.es
[
mailto:fis-boun...@listas.unizar.es] On Behalf Of 

Re: [Fis] The State of the Art - Discussion of Information Science Education

[John Collier]

Good to see that fis perspectives are used in teaching. I use information
ideas fundamentally in our second year Cognitive Science course, and also
in some postgrad courses I teach.
John

At 03:03 PM 2011/12/07, Pedro C. Marijuan wrote:
Thanks a lot, Gordana. It is a
very good idea. Unfortunately I could not participate in the opening of
the session, well, at least I can say now that I had the experience
of teaching for Engineering graduate students two neatly informational
(FIS) disciplines. One of them, Bioinformation:
informational analysis of living systems; and the other Science,
Technology and Society: an introduction to the informational history of
societies. Both of them in Spanish. They were very successful,
particularly the latter. The FIS perspective is ideal not only for
breaking down on impossible topics (our familiar demons) but
also for promoting a new, highly original way of analysis --of knolweldge
recombination processes-- on topics of our time and of the most
contentious past. 
missing a lot the direct involvement in the discussions!
yours,
---Pedro
Gordana Dodig-Crnkovic escribió: 
Hi All,

One way of looking at the question of curriculum would be from the point
of view of what already exists
of education in the Foundations of Information.

Are there any courses which might be a part of such a curriculum?

To start with I can tell about the course I have, which does not cover
much of Science of information, but there are several connections.
As I work at the computer science department, my perspective is
computational.
For me computing is information processing and information is that which
is processed, and that which is a result of processing. 
Processing may be done by a machine or by an organism or anything else –
the whole of nature computes (processes information) in different
ways.
As info-computationalist, I believe that information is unthinkable
without computation.
So the course is on Computing and Philosophy but addresses Philosophy of
Information and Science of Information as well and topics on evolution of
life, intelligence (natural and artificial), consciousness, etc.

http://www.idt.mdh.se/kurser/comphil

I believe it would be good to have a course on the foundations of
information science for people in the computing.
Information and computation are completely entangled! And this gives also
an opportunity to introduce other fields into computing, to contribute to
building bridges and 
facilitating inter-disciplinary/ cross-disciplinary/
trans-disciplinary learning.

This is not as ambitious as the original question, but can help
understanding where we are now and where we want to be.

Best wishes,
Gordana

http://www.mrtc.mdh.se/~gdc/



From:

fis-boun...@listas.unizar.es
[
mailto:fis-boun...@listas.unizar.es] On Behalf Of Stanley N
Salthe
Sent: den 5 december 2011 20:53
To: fis
Subject: Re: [Fis] Discussion of Information Science
Education

And it could feature in 'Science for Non-Majors' courses as well.

STAN
On Mon, Dec 5, 2011 at 12:44 PM, Guy A Hoelzer
hoel...@unr.edu wrote:
Hi All,
I agree with those who are suggesting that Information Science makes
sense
as a widely useful way to think about different scientific
disciplines
even if we don't have a strong consensus on how to define
'information'.
I think there is enough coherence among views of 'information' to
underpin
the unity and universality of the approach. Perhaps Information
Science
is less a discipline of its own and more of a common approach to
understanding that can be applied across disciplines. While I can
imagine
good courses focusing on Information Science, it might be most
productive
to include a common framework for information-based
models/viewpoints
across the curriculum.
Guy Hoelzer

___
fis mailing list
fis@listas.unizar.es

https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis




___
fis mailing list
fis@listas.unizar.es

https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis


-- 
-
Pedro C. Marijuán
Grupo de Bioinformación / Bioinformation Group
Instituto Aragonés de Ciencias de la Salud
Avda. Gómez Laguna, 25, Pl. 11ª
50009 Zaragoza, Spain
Telf: 34 976 71 3526 ( 6818) Fax: 34 976 71 5554
pcmarijuan.i...@aragon.es

http://sites.google.com/site/pedrocmarijuan/
-

___
fis mailing list
fis@listas.unizar.es

https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis





Professor John
Collier
colli...@ukzn.ac.za
Philosophy and Ethics, University of KwaZulu-Natal, Durban 4041 South
Africa
T: +27 (31) 260 3248 / 260 2292 F:
+27 (31) 260 3031



___
fis mailing list
fis@listas.unizar.es
https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis

Re: [Fis] The State of the Art - Discussion of Information Science Education

[walter . riofrio]

  

Dear all, 
It is possible find some useful ideas to build multi-inter-trans
disciplinary approaches in last “closing statement” of Ubiquity
Symposium: What is Computation? 
What Have We Said About Computation? [1] 
If you are interested in all papers of this ACM Ubiquity Symposium: 
http://ubiquity.acm.org/symposia.cfm [2] 
Sincerely, 
Walter Riofrio 
 

Walter Riofrio 
 Researcher; Complex Thought Institute Edgar Morin – University
Ricardo Palma, Lima-Peru 
 Chercheur Associé; Institut des Systèmes Complexes – Paris
Île-de-France (ISC-PIF)
 Theoretical and Evolutionary Biology 
 Email: walter.riof...@iscpif.fr

--- 
 On jue 08/12/11 06:25 , John Collier colli...@ukzn.ac.za sent:
   Good to see that fis perspectives are used in teaching. I use
information ideas fundamentally in our second year Cognitive Science
course, and also in some postgrad courses I teach.
 John
 At 03:03 PM 2011/12/07, Pedro C. Marijuan wrote:
 Thanks a lot, Gordana. It is a very good idea. Unfortunately I could
not participate in the opening of the session,  well, at least I can
say now that I had the experience of teaching for Engineering graduate
students two neatly informational (FIS) disciplines. One of them,
Bioinformation: informational analysis of living systems; and the
other Science, Technology and Society: an introduction to the
informational history of societies.  Both of them in Spanish. They
were very successful, particularly the latter. The FIS perspective is
ideal not only for breaking down on impossible topics (our familiar
demons) but also for promoting a new, highly original way of analysis
--of knolweldge recombination processes-- on topics of our time and of
the most contentious past. 
 missing a lot the direct involvement in the discussions!
 yours,
 ---Pedro
 Gordana Dodig-Crnkovic escribió: 
 Hi All,
 One way of looking at the question of curriculum would be from the
point of view of what already exists
 of education in the Foundations of Information.
 Are there any courses which might be a part of such a curriculum?
 To start with I can tell about the course I have, which does not
cover much of Science of information, but there are several
connections.
 As I work at the computer science department, my perspective is
computational.
 For me computing is information processing and information is that
which is processed, and that which is a result of processing. 
 Processing may be done by a machine or by an organism or anything
else – the whole of nature computes (processes information) in
different ways.
 As info-computationalist, I believe that information is unthinkable
without computation.
 So the course is on Computing and Philosophy but addresses Philosophy
of Information and Science of Information as well and topics on
evolution of life, intelligence (natural and artificial),
consciousness, etc.   http://www.idt.mdh.se/kurser/comphil [3]
 I believe it would be good to have a course on the foundations of
information science for people in the computing.
 Information and computation are completely entangled! And this gives
also an opportunity to introduce other fields into computing, to
contribute to building bridges and 
 facilitating inter-disciplinary/ cross-disciplinary/
trans-disciplinary  learning.
 This is not as ambitious as the original question, but can help
understanding where we are now and where we want to be.
 Best wishes,
 Gordana
 http://www.mrtc.mdh.se/~gdc/ [4] 
 From:  fis-boun...@listas.unizar.es [
mailto:fis-boun...@listas.unizar.es] On Behalf Of Stanley N Salthe
 Sent: den 5 december 2011 20:53
 To: fis
 Subject: Re: [Fis] Discussion of Information Science Education
 And it could feature in 'Science for Non-Majors' courses as well.
 STAN
 On Mon, Dec 5, 2011 at 12:44 PM, Guy A Hoelzer  wrote:
 Hi All,
 I agree with those who are suggesting that Information Science makes
sense
 as a widely useful way to think about different scientific
disciplines
 even if we don't have a strong consensus on how to define
'information'.
 I think there is enough coherence among views of 'information' to
underpin
 the unity and universality of the approach.  Perhaps Information
Science
 is less a discipline of its own and more of a common approach to
 understanding that can be applied across disciplines.  While I can
imagine
 good courses focusing on Information Science, it might be most
productive
 to include a common framework for information-based models/viewpoints
 across the curriculum.
 Guy Hoelzer
 ___
 fis mailing list
 fis@listas.unizar.es
  https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis [5]
 ___ fis mailing list
fis@listas.unizar.es 
https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis [6]   

Re: [Fis] The State of the Art - Discussion of Information Science Education

[mjs]

Dear all,
I teach every year (this fall fourth time) a general education 
course Information Science for freshmen and sophomores which 
has as its main objective to present not an existing 
discipline, but a potential unified approach to study complex 
issues related to globalization. Globalization is a leitmotif 
of the curriculum at our university. I am trying to show that 
the concept of information, although not very clearly defined 
yet, can be useful in  dealing with several fundamental 
problems for the future of humanity. I am giving short and 
very general expositions of topics such as, language and other 
forms of communication, telecommunication, cryptography, 
genetics, life and organism, computation. Then we are trying 
to identify what makes the mechanisms involved 
similar, and the expected answer is information. I am 
referring to the five great metaphors in the history of 
Western Thought, which were used to model reality: Human 
organism (as microcosm to explain functioning of macrocosm in 
medieval interpretations of neoplatonism), mechanical clock, 
steam machine, telecommunication, computer. In each case, I am 
showing the presence of the intuitive concept of information. 
Finally, I am presenting analysis of global warming, 
pandemics, and other threats to humanity from the unified 
perspective of information. 
The biggest problem for me is to find materials for students 
which are not exceedingly detailed and difficult, but also not 
trivial. Do you have any suggestions?
Regards,
Marcin
 
___
fis mailing list
fis@listas.unizar.es
https://webmail.unizar.es/cgi-bin/mailman/listinfo/fis

Re: [Fis] The State of the Art - Discussion of Information Science Education

[Pedro C. Marijuan]

Thanks a lot, Gordana. It is a very good idea. Unfortunately I could not 
participate in the opening of the session,  well, at least I can say now 
that I had the experience of teaching for Engineering graduate students 
two neatly informational (FIS) disciplines. One of them, 
_Bioinformation: informational analysis of living systems_; and the 
other _Science, Technology and Society: an introduction to the 
informational history of societies_.  Both of them in Spanish. They were 
very successful, particularly the latter. The FIS perspective is ideal 
not only for breaking down on impossible topics (our familiar demons) 
but also for promoting a new, highly original way of analysis --of 
knolweldge recombination processes-- on topics of our time and of the 
most contentious past.


missing a lot the direct involvement in the discussions!

yours,

---Pedro

Gordana Dodig-Crnkovic escribió:


Hi All,

 

One way of looking at the question of curriculum would be from the 
point of view of what already exists


of education in the Foundations of Information.

 


Are there any courses which might be a part of such a curriculum?

 

To start with I can tell about the course I have, which does not cover 
much of Science of information, but there are several connections.


As I work at the computer science department, my perspective is 
computational.


For me computing is information processing and information is that 
which is processed, and that which is a result of processing.


Processing may be done by a machine or by an organism or anything else 
-- the whole of nature computes (processes information) in different ways.


As info-computationalist, I believe that information is unthinkable 
without computation.


So the course is on Computing and Philosophy but addresses Philosophy 
of Information and Science of Information as well and topics on 
evolution of life, intelligence (natural and artificial), 
consciousness, etc.  http://www.idt.mdh.se/kurser/comphil


 

I believe it would be good to have a course on the foundations of 
information science for people in the computing.


Information and computation are completely entangled! And this gives 
also an opportunity to introduce other fields into computing, to 
contribute to building bridges and
facilitating inter-disciplinary/ cross-disciplinary/ 
trans-disciplinary  learning.


 

This is not as ambitious as the original question, but can help 
understanding where we are now and where we want to be.


 


Best wishes,

Gordana

 



http://www.mrtc.mdh.se/~gdc/ http://www.mrtc.mdh.se/%7Egdc/

 

 

*From:* fis-boun...@listas.unizar.es 
[mailto:fis-boun...@listas.unizar.es] *On Behalf Of *Stanley N Salthe

*Sent:* den 5 december 2011 20:53
*To:* fis
*Subject:* Re: [Fis] Discussion of Information Science Education

 


And it could feature in 'Science for Non-Majors' courses as well.

 


STAN

On Mon, Dec 5, 2011 at 12:44 PM, Guy A Hoelzer hoel...@unr.edu 
mailto:hoel...@unr.edu wrote:


Hi All,

I agree with those who are suggesting that Information Science makes sense
as a widely useful way to think about different scientific disciplines
even if we don't have a strong consensus on how to define 'information'.
I think there is enough coherence among views of 'information' to underpin
the unity and universality of the approach.  Perhaps Information Science
is less a discipline of its own and more of a common approach to
understanding that can be applied across disciplines.  While I can imagine
good courses focusing on Information Science, it might be most productive
to include a common framework for information-based models/viewpoints
across the curriculum.

Guy Hoelzer


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Grupo de Bioinformación / Bioinformation Group
Instituto Aragonés de Ciencias de la Salud
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Re: [Fis] The State of the Art - Discussion of Information Science Education

[Wolfgang Hofkirchner]

dear gordana,

maybe the following is of interest to the topic. first, the description of the 
module i am responsible of in the curriculum of master students of technical 
informatics and media informatics from this year on (see below). and second, a 
link to download a background information from my website referring the field 
i'm teaching in (and taught in salzburg) including a description of my courses 
that i had called years ago foundations of information science 
(http://www.hofkirchner.uti.at/wp-content/uploads/2010/05/forIASCYSchengdu2010.pdf).

Designing Technosocial Systems
Regelarbeitsaufwand: 6Ects
Bildungsziele:
Fachliche und methodische Kenntnisse: Students acquire, for tayloring their 
methodolo- gies of designing socially embedded systems, theoretical knowledge 
in the fields of
• Information Ethics • Information concepts • Philosophy of Science • 
Science–Technology–Society with special focus on ICTs
Kognitive und praktische Fertigkeiten: Students develop skills • to reflect 
different perspectives of computer science • to get aware of impacts of 
technology design on society • to understand multi-, inter- and 
transdisciplinary needs • to discriminate between mathematical, empirical and 
engineering approaches • to choose and tailor the appropriate methodology
• to better master complexity
Soziale Kompetenzen, Innovationskompetenz und Kreativität: Students are 
capacitated • to feel comfortable with teams going beyond disciplines • to 
respond to the requirement to take social responsibility • to balance formal 
and informal requirements
Inhalt: Theoretical foundations: Philosophy of Information (Computing and 
Philosophy) and Science-Technology–Society with special focus on ICTs 
(Information and Society):
Computing and Philosophy issues: Location of informatics in the classification 
of disci- plines; ways of thinking (reduction, projection, dichotomisation, 
integration); transdisci- plinarity in science and engineering; information 
processing and information generation; system theoretical concepts; computers 
and information ethics. Information and Society issues: Information society 
theory and empirical studies; global challenges; technological systems as 
social systems; the quest for automation and impacts on society (desaster 
analysis); design requirements for socially embedded systems; law aspects: 
liabilities, certification.
20Erwartete Vorkenntisse:
Fachliche und methodische Kenntnisse: Bachelor-level knowledge of computer 
systems and information processing in cyber-physical systems.
Kognitive und praktische Fertigkeiten: Bachelor-level Reading and writing 
skills.
Soziale Kompetenzen, Innovationskompetenz und Kreativität: Interest in inter- 
and transdisciplinary issues in information sciences and technology.
Diese Voraussetzungen werden in folgenden Modulen vermittelt:
Verpflichtende Voraussetzungen: Keine.
Angewandte Lehr- und Lernformen und geeignete Leistungsbeurteilung: Lectures 
with accompanying practicals in which the students make use of the new 
knowledge when applying the different skills and capabilities they have been 
trained in on the Bachelor- level. Working in groups is permitted. The students 
give presentations of the results, author written reports and perform tests.
Lehrveranstaltungen des Moduls: The course on Computing and Philosophy is 
obligatory. Of the other two, one has to be selected.
3.0/2.5 VU Computing and Philosophy 3.0/2.5 VU Information and Society 3.0/2.0 
SE Neue Technologien und sozialer Wandel

cheers,

wolfgang

+43 1 58801 18730 (no box)

http://hofkirchner.uti.at/

Am 06.12.2011 um 16:01 schrieb Gordana Dodig-Crnkovic:

 Hi All,
  
 One way of looking at the question of curriculum would be from the point of 
 view of what already exists
 of education in the Foundations of Information.
  
 Are there any courses which might be a part of such a curriculum?
  
 To start with I can tell about the course I have, which does not cover much 
 of Science of information, but there are several connections.
 As I work at the computer science department, my perspective is computational.
 For me computing is information processing and information is that which is 
 processed, and that which is a result of processing.
 Processing may be done by a machine or by an organism or anything else – the 
 whole of nature computes (processes information) in different ways.
 As info-computationalist, I believe that information is unthinkable without 
 computation.
 So the course is on Computing and Philosophy but addresses Philosophy of 
 Information and Science of Information as well and topics on evolution of 
 life, intelligence (natural and artificial), consciousness, etc.  
 http://www.idt.mdh.se/kurser/comphil
  
 I believe it would be good to have a course on the foundations of information 
 science for people in the computing.
 Information and computation are completely entangled! And this gives also an 
 opportunity to introduce other fields 

Re: [Fis] The State of the Art - Discussion of Information Science Education

[Karl Javorszky]

Dear FIS,



Let me systematise the requirements and conditions raised so far and then
discuss a proposal:



Recapitulation:

(maybe there will be a possibility to attach attachments to the postings.
The following should be an attachment, where I recapitulate the points
previous speakers have raised):



Now, the question is whether we are ready to come out with a syllabus for
such a course acceptable for all of us, those who are involved in the
subject, and those who aren't, but participate in the development of
curricula. Can we overcome differences between our views on the definition
of information, on the relationship of information understood in a general
way to its particular manifestations in other disciplines? Since the course
(or courses) should present an identity of the discipline of Information
Science, it is very important that we are convinced about the authentic
existence of a large enough common ground. Can we develop a map of this
territory? Can we pool resources to establish foundations for a standard,
Information Science curriculum?

(Marcin and Gordana)



Many universities have special schools for library and information science
(LIS).This is different from our discussions at this list about
information theory. Nevertheless, there is a problem with reinventing a
wheel

(Loet)



Thus, the objective should not be a common, monolithic paradigm that
everyone will accept, but commitment to a reasoned, fallible process of
selection and commitment, with the goal of enabling something new to emerge.

(Joseph)



What needs to be applied across all disciplines is Applied Category theory.

(Gavin)



What we have to do is to agree that:

1. The variety is not bad but very stimulating for reasoning, and

2. Independence is absolutely needed for growing our knowledge and
developing the science.

(Krassimir)



If we (FIS = Foundations of Information Science) are something different
from what is called “Information Science” and funded, supported by
40journals etc. we must be able to show definitely the distinction and why
this is important.

(Gordana)

End recapitulation.



Proposal:

Build Information Science (as understood in FIS) from scratch.



Negative Arguments:

· Such has never been done before, we would be outsiders, aside the
mainstream;

· No one has allowed us to do so;

· We do not know how to think and act independently;

· Will it be worth the effort;

· The strict thinking behind accounting is not my taste;

· I do not look for work, I look for fame and importance and
influence.

Positive Arguments:

· I seem to be open-minded, seeing that I am a part of an
open-minded discussion forum;

· I am quite capable of understanding the discussion here, so the
stuff is communicable;

· The audacity of the very thought is somehow fascinating;

· There is a point behind saying that 2+4 is not quite exactly 1+5;

· This FIS goes all about breaking taboos;

· Here we have something easily communicable;

· I could try to say to a friend “We work on a new understanding of
additions and what that all implies. Did you know that additions were
invented very long ago and since then never ever changed?” and see what he
says;

· I could explain that it needs computers to figure out the
accounting behind what distinguishes 3+4 to 2+5, this is why it has not
been done yet by Gauss or Euler or Shannon;

· I could say that I was a part of the group that translated pure
and abstract logic (some deep voodoos of accounting and number theory
together with epistemology) into workday concepts of Physics and Chemistry,
and of course, Psychology.



Next Step

Let us do the test of checking the intended audience for this FIS
production. Whatever we call it, if we do generate (create, dream up,
catalogise, package, edit, etc.) something worth to be taught, then it
needs an audience. Towards whom do we want to direct our efforts of coming
up with something new?

Let us do a field test and see, what the intended (targeted) audience says.
We come up with a good idea and translate it into widgets for the applied
people. (Relative to a number theorist, everyone is an applied one, but
theologians maybe.)



We could call this e.g. Reorder Theory, Rend Theory, Disciplined Thinking
Course, Finding Names For Facts Course or anything glitzy and fizzy.



Looking forward:

Karl
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