Science as systems learning. Some reflections on the cognitive and communicational aspects of science

Abstract

ABSTRACT: This paper undertakes a theoretical investigation of the 'learning ' aspect of science as opposed to the 'knowledge ' aspect. The practical background of the paper is in agricultural systems research – an area of science that can be characterised as 'systemic ' because it is involved in the development of its own subject area, agriculture. And the practical purpose of the theoretical investigation is to contribute to a more adequate understanding of science in such areas, which can form a basis for developing and evaluating systemic research methods, and for determining appropriate criteria of scientific quality. Two main perspectives on science as a learning process are explored: research as the learning process of a cognitive system, and science as a social, communicational system. A simple model of a cognitive system is suggested, which integrates both semiotic and cybernetic aspects, as well as a model of self-reflective learning in research, which entails moving from an inside 'actor ' stance to an outside 'observer ' stance, and back. This leads to a view of scientific knowledge as inherently contextual and to the suggestion of reflexive objectivity and relevance as two related key criteria of good science.

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