Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


Re-Published in
Academia.edu
(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Smart Cities: Challenges and Opportunities
Mohammad Ilyas
(pages: 1-6)

Bridging the Gap: Communicating to Increase the Visibility and Impact of Your Academic Work
Erin Ryan
(pages: 7-12)

Cross-Cultural Online Networking Based on Biomedical Engineering to Motivate Transdisciplinary Communication Skills
Shigehiro Hashimoto
(pages: 13-17)

Interdisciplinary Approaches to Learning Informatics
Masaaki Kunigami
(pages: 18-22)

The Impact of Artificial Intelligence and the Importance of Transdisciplinary Research
R. Cherinka, J. Prezzama, P. O'Leary
(pages: 23-28)

Emotional Communication as Complex Phenomenon in Musical Interpretation – Proposal for a Systemic Model That Promotes a Transdisciplinary Process of Self-Formation and Reflection Around Expressiveness as a Lived Experience
Fuensanta Fernández de Velazco, Eduardo Carpinteyro-Lara, Saúl Rodríguez-Luna
(pages: 29-33)

A Multi-Disciplinary Cybernetic Approach to Pedagogic Excellence
Russell Jay Hendel
(pages: 34-41)

The Ethics of Artificial Intelligence in the Era of Generative AI
Vassilka D. Kirova, Cyril S. Ku, Joseph R. Laracy, Thomas J. Marlowe
(pages: 42-50)

Trans-Disciplinary Communication: Context and Semantics
Maurício Vieira Kritz
(pages: 51-57)

A Brave New World: AI as a Nascent Regime?
Jasmin Cowin, Birgit Oberer, Cristo Leon
(pages: 58-66)

The Role of Art and Science – Relational Dynamics in Human Ecology
Giorgio Pizziolo, Rita Micarelli
(pages: 67-75)

Advancing Entrepreneurship Education: An Integrated Approach to Empowering Future Innovators
Birgit Oberer, Alptekin Erkollar
(pages: 76-81)

Harmonizing Horizons: The Symphony of Human-Machine Collaboration in the Age of AI
Birgit Oberer, Alptekin Erkollar
(pages: 82-86)

How Do Students Learn Artificial Intelligence in Interdisciplinary Field of Biomedical Engineering?
Shigehiro Hashimoto
(pages: 87-91)

What is ChatGPT and its Present and Future for Artificial Intelligence in Trans-Disciplinary Communications?
Richard Segall
(pages: 92-98)


 

Abstracts

 


ABSTRACT


Creating and Using Symbolic Mental Structures via Piaget’s Constructivism and Popper’s Three Worlds View with Falsifiability to Achieve Critical Thinking by Students in the Physical Sciences

Matthew E. Edwards


Learning a new concept requires the mind to enter into a state of disequilibrium and then progress through identified stages to re-establish eventually a new state of equilibrium. The human intellect persists in a dynamical equilibrium state while maintaining self-satisfaction and a contented worldview by constantly integrating and assimilating incoming information that resonates with its current understanding and previous experiences. This equilibrium state allows reflective thought and reassurance to the individual about what is already known albeit it with a limited generalization. However, with the onset of receiving and assimilating a new concept, you are thrown into a state of mental disequilibrium. It is the need to remove the disequilibrium that requires either critical thinking by the individual, resulting in an expanded worldview, or a discounting of it while maintaining a disengaging behavior. The former allows re-establishment of mental equilibrium with an expanded understanding, and the latter persists by never departing from equilibrium. In either case, the intellect has its equilibrium—one instance with requisite development of new understanding, the other without change. To restrict the onslaught of a constant barrage of new concepts, underprepared students avoid majoring in the physical sciences, opting instead to pursue other majors or to take fewer physical science courses. To address the lack of effective learning, we have developed the notion that individual Symbolic Mental Structures, as a key component of constructivism, can assist the underachieving student to become more engaged in the physical sciences and academia in general. This approach requires us to revisit Piaget’s constructivism theory, Karl Popper theory with its falsifiability criterion, which supports the former, and to consider Bloom’s affective and cognitive domains.

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