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

```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:

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.

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

```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
•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

```
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 âclosing statementâ 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 â University Ricardo Palma, Lima-Peru

Chercheur AssociÃ©; Institut des SystÃ¨mes Complexes â Paris
Ãle-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 escribiÃ³:

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?

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 Â
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

```

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?

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

-

___
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

```

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?
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

```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

```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
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?

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

___
fis mailing list
fis@listas.unizar.es mailto: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
-

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

```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
i'm teaching in (and taught in salzburg) including a description of my courses
that i had called years ago foundations of information science

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
of education in the Foundations of Information.

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

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

```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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