http://www.isss2015berlin.com. The 59th Meeting of the International Society for the Systems Sciences, Berlin, Germany (2nd Aug - 7th Aug 2015)

1. Abstract
expression
capability
with
empirical
experience
Suehye
Lee
Keio
university
graduate
school
Of
System
design
and
management
Master’s
student
1
suehye@keio.jp

2. suehye@keio.jp
2
“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.

3. suehye@keio.jp
3
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”

4. suehye@keio.jp
4
In
fact,
what
happened
inside
?
-­‐Is
there
much
beNer
representaFon
way
than
language?
-­‐Which
factors
could
be
beNer
informaFon
to
find
out
the
essence.

5. Background
• Analogy
and
Analogical
Reasoning
• Rene
Descarte(1596-­‐1650)
Mechanical
philosophy
‘He
learned
the
mechanics
of
pump
how
the
heart
move!’
5
suehye@keio.jp

6. suehye@keio.jp
6
Grasping
the
clay
(KinestheFc
learning)
The
‘body
movement’
concept
is
a
key
component
of
“learning-­‐by-­‐
doing”
(KinestheFc
learning
=
Learning-­‐by-­‐movement)

7. 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
7

8. 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.
8
suehye@keio.jp
Benefit

9. 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.
9
suehye@keio.jp

10. 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
10
suehye@keio.jp

11. 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
11
Abstract
subjects
with
abstract
expression
way

12. 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.
12
Techne
Praxis
Theoria
suehye@keio.jp

13. 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.
13
suehye@keio.jp

14. 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)
14
suehye@keio.jp

15. 15
Thank
you
for
your
aNenFon!!
suehye@keio.jp

16. 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.
16
suehye@keio.jp

17. “Please
open
the
boNle
cap”
suehye@keio.jp
17