Towards a General Holistic Framework for Improving and Controlling Human Activity Systems

Author(s):  
Gary Bell ◽  
Jon Warwick ◽  
Mike Kennedy ◽  
Maggie Cooper
2011 ◽  
pp. 237-251
Author(s):  
Deborah W. Proctor

In systems thinking divisions apparent in science specializations are seen “as arbitrary and man made” (Checkland, 1981, p. 4). A key idea embedded in systems theory is that it can assist us in understanding of phenomena and that its holistic emphasis will promote orderly thinking. According to Checkland (1981), there are natural systems, designed systems, abstract systems, and human activity systems (p. 112). Human activity systems can be broken down into examples of open systems that are relationship dependent. Change is inherent in human systems, as the intricacy of the relationships in these kinds of systems require continuous adaptations if the system is to remain stable. Checkland viewed human activity systems as wholes that are emphasized by the existence of other systems.


Author(s):  
Deborah W. Proctor

In systems thinking divisions apparent in science specializations are seen “as arbitrary and man made” (Checkland, 1981, p. 4). A key idea embedded in systems theory is that it can assist us in understanding of phenomena and that its holistic emphasis will promote orderly thinking. According to Checkland (1981), there are natural systems, designed systems, abstract systems, and human activity systems (p. 112). Human activity systems can be broken down into examples of open systems that are relationship dependent. Change is inherent in human systems, as the intricacy of the relationships in these kinds of systems require continuous adaptations if the system is to remain stable. Checkland viewed human activity systems as wholes that are emphasized by the existence of other systems.


Author(s):  
Irshat Madyarov ◽  
Aida Taef

<p>This study explores six cases of non-native English speaking students engaged in a distance English-medium course on critical thinking at a university in Iran. Framed within activity theory, the study investigated students’ course-related activity systems with a particular focus on contradictions that underlie any human activity. The construct of contradictions provides a theoretical lens to understand a web of relationships among a number of elements in course-related activities situated in a cultural-historical setting beset with political controversies, technological challenges, and needs for a bilingual curriculum. The findings indicate that all student participants had multiple activity systems within the course environment. Most participants had primary, secondary, and quaternary contradictions that had positive and negative consequences on the expansion of their activity systems. Discussion also includes practical implications for the distance university under study that could potentially be applied to similar distance schools.</p>


10.28945/3277 ◽  
2008 ◽  
Author(s):  
Peter Bednar ◽  
Christine Welch

What is normally described as bias? A possible definition comprises attempts to distort or mislead to achieve a certain perspective, i.e. subjective descriptions intended to mislead. If designers were able to exclude bias from informing systems, then this would maximize their effectiveness. This implicit conjecture appears to underpin much of the research in our field. However, in our efforts to support the evolution and design of informing systems, the way we think, communicate and conceptualize our efforts clearly influences our comprehension and consequently our agenda for design. Objectivity (an attempt to be neutral or transparent) is usually regarded as exclusion of bias. However, claims for objectivity do not, by definition, include efforts to inquire into and reflect over subjective values. Attempts to externalize the mindset of the subject do not arise as part of the description. When claims to objectivity are made, this rarely includes any effort to make subjective bias transparent. Instead, objectivity claims may be regarded as a denial of bias. We suggest that bias can be introduced into overt attempts to admit subjectivity. For example, where people are asked to give subjective opinion according to an artificially enforced scale of truth-falsity (bi-valued logic), they may find themselves coerced into statements of opinion that do not truly reflect the views they might have wished to express. People do not naturally respond to their environment with opinions limited to restricted scales; rather, they tend to use multi-valued, or para-consistent logic. This paper examines the impact of bias within attempts to establish communicative practice in human activity systems (informing systems).


Author(s):  
Deborah W. Proctor

In systems thinking divisions apparent in science specializations are seen “as arbitrary and man made” (Checkland, 1981, p. 4). A key idea embedded in systems theory is that it can assist us in understanding of phenomena and that its holistic emphasis will promote orderly thinking. According to Checkland (1981), there are natural systems, designed systems, abstract systems, and human activity systems (p. 112). Human activity systems can be broken down into examples of open systems that are relationship dependent. Change is inherent in human systems, as the intricacy of the relationships in these kinds of systems require continuous adaptations if the system is to remain stable. Checkland viewed human activity systems as wholes that are emphasized by the existence of other systems.


1975 ◽  
Vol 8 (1) ◽  
pp. 576-579
Author(s):  
Louis Leretaille ◽  
Henri Apter ◽  
Thiébaut Moulin

1991 ◽  
pp. 84-104
Author(s):  
Lynda Davies ◽  
Paul Ledington

2008 ◽  
Vol 73 (2) ◽  
pp. 132-153 ◽  
Author(s):  
ANDREW BASDEN

Those who believe that explicitly Christian thinking is possible in the scientific disciplines tend to assume that it must be antithetical to the world’s thinking. Based on some of the author’s experience, this article examines a different approach, in which Christian thinking is used to account for and enrich the world’s thinking by transplanting it from its current ground-motive (usually that of nature-freedom) into the arguably more fertile soil of the creation-fall-redemption ground-motive. The article shows how Dooyeweerd’s version of Christian thinking has been employed in two areas of thinking in information systems (selected from five with which the author has been involved): (1) thinking about the nature of computers and information, with the artificial intelligence question of whether computer is like human being (2) soft systems methodology, by which perspectives on ‘human activity systems’ are orchestrated into new learning and plans. In both areas, the original ideas are accounted for, given philosophical underpinning, reinterpreted and enriched. These two show that Dooyeweerd’s philosophy can be equally useful in thinking grounded in both positivist and interpretivist cultures.


Sign in / Sign up

Export Citation Format

Share Document