It is a long article and what follows is an excerpt I collected while reading it:
“I would like to propose a new word for “System” that refers specifically to living systems … The existing word, “system”, while useful for discussion of many kinds of systems, does not communicate contextual fields of simultaneous learning as is necessary for life. The inclusion of mutual learning in the terminology is specifically meant to preclude the models of engineering and mechanism that are implicit in much systems theorizing today. We have learned that when dealing with living systems, the many variables of developing interaction become untenable to consider in such mechanistic parameters.
… As studies ranging from cognitive science to epigenetics, social science, ecology and evolutionary theory, are increasingly showing, evolution emerges in interrelationality, not in arrangement. Therefore the need is acute to create a differentiation between living systems and other systems.
… A jungle can be understood best as a conversation among its flora and fauna, including the insects, the fungi of decay, and contact with humanity. Interaction is what creates and vitalizes the integrity of the living world.
I want to put the Greek prefix Syn/ Sym (together) + Mathesi, (to learn):
Symmathesy = Learning together.
(Pronounced: sym- math-a-see)
A working definition of symmathesy might look like this:
Symmathesy (Noun): An entity composed by contextual mutual learning through interaction. This process of interaction and mutual learning takes place in living entities at larger or smaller scales of symmathesy.
Symmathesy (Verb): to interact within multiple variables to produce a mutual learning context.
… If a living entity transforms, even slightly, some of its contextual interrelationships, it is within that shift that a calibration change is revealed. The same kind of tree in the same forest does not necessarily grow to be the same shape. One may have higher winds to contend with, or grow with a thicker density of flora around it.
… The viability of this new term is a step toward a clearer understanding of the way we describe the difference between what we can “control”, i.e. in material terms, and that which requires another approach, i.e. interacting with the complexity of evolving living systems.
… The explanation needed to differentiate the characteristics of a living system from a mechanical system seems to necessitate a repeated listing of the processes of interrelationship that currently must be tagged onto every discussion …
Mutual Learning Contexts:
The International Bateson Institute was founded in 2014 with the mission of developing a process of inquiry that would begin to take into account the many contexts that any particular field of study exists within … Research without the study of multiple contexts renders the information about a given subject as though it were isolated from the many systems it is within, and therefore a great deal of data is not visible.
… Any symmathesy, such as a person, a family, a forest, a nation or an institution, can be viewed or studied in the hope of revealing the way in which it has learned to form itself within the contexts it interfaces with … Transcontextual research brings us discovery of new interactions and provides a wider angle lens.
… To incorporate a comprehensive base in our syntax of this theory, I believe we will need to stretch even our understanding of grammar …
The tendency to think in terms of functioning parts and wholes is misleading for our future inquiry of living, co-evolving systems.
The primary downside of the word “system” is its invocation of “arrangement” (inherent in the Greek prefix “sys”) …
The way in which we have culturally been trained to explain and study our world is laced with habits of thinking in terms of parts and wholes and the way they “work” together …
Reductionism lurks around every corner; mocking the complexity of the living world we are part of … The language of systems is built around describing chains of interaction. But when we consider a forest, a marriage, and a family, we can see that living entities such as these require another conceptual addition in their description: learning.
If systems are comprised of parts and wholes, what is symmathesy comprised of?
If we perceive that the functions of living ecologies are the effect of processes taking place between parts and wholes we become prone to assigning agency to “parts” … Agency infers that parts can be separated from wholes and exert individuated action. In symmathesic thinking, the notion of agency does not apply. This is because the formation of the ecology in question is necessarily evolving within its context, not its parts.
The context is not inside any of the parts but is created in the interaction … We might do better to employ a word that invites us to think in terms of the “parts” being alive, and not simply cogs …
At the same time the “whole” is best thought of as another interactive symmathesy at the next larger context.
Instead of “parts” and “wholes”, let us think of boundaries in symmathesy as interfaces of learning. We will refer to these interfaces as “vitae” (a term derived from the Latin vita, meaning life).
Multiple Description and Interfaces
… The complexity of this sort of inquiry is daunting. If we are to study, for example, the way in which food impacts our lives, a multi-faceted study of ecology, culture, agriculture, economy, cross-generational communication, media and more must be brought to our study in a linking of interfaces that together provide a rigorous beginning place from which we may better understand what is on our plates. From that beginning position our inquiry into eating disorders, poverty and hunger, and the dangers of GMOs, can be approached in another fashion altogether.
… What is a hand? A violinist has memory and ongoing learning in her hands. A sculptor has another sort of learning in his hands. We each have handwriting that is almost but never quite consistent. We know the touch of our partner. A deaf person uses the hand to express language. We gesture, we stroke, we sense, we know, we learn through our hands… So what is a hand?
… It is important to the use of the concept of symmathesy to think about the boundaries and “parts” of living things as interfaces … The skin of our bodies provides what looks like a boundary around the self, but the self extends well beyond the container of our flesh, both biologically and socially. Touch, temperature, expression, health, embarrassment, and so much more information is transmitted through the skin …
This is a rigorous endeavor. The pull of our old thinking in terms of parts and wholes is difficult to move away from. However the vistas from which we can begin to view life anew with these concepts reveal possibilities of richer inquiry …
How will we illustrate Symmathesy?
… For our purposes illustrating and expressing the presentational communication of symmathesy, caution is needed to avoid the traps of thinking in terms of blocks. Thing-i-fying in our studies will derail the ability to perceive the symmathesy.
… Art may be the only way to truly describe living complexity. Why? Because living entities exist in interaction over time. They are learning, and this frames direct communication as freeze frame in time and space …
The terminology we use to describe living things carries meta-meanings:
… Words say more than they spell … The transfer of perceptions into each other like colors into music, tastes into words, emotions into smells and so on, provides a natural cross referencing of information … Symmathesy, as a term, changes the flavor of the thoughts and theories we can generate about life, placing them inextricably in relation, and in constant learning …
To discuss the sort of things we want to discuss here—things like families and cultures, like ecologies and organizations– we are going to have to care about the words we place on the page, and the words we shape in our mouths. We will live in them, and our stories will be furnished with their upholstery …
When we think of systems, what do we perceive? How do we describe what we perceive? How do we think?
Perhaps the labyrinth of our epistemological errors has no beginning. People point to Descartes, but certainly Aristotle shares the blame. Before Aristotle there were probably others … For now, let us just say that there is no causal path to unwind us out of this habit. At this juncture the best course is simply to move on.
Mechanism has its place:
There is nothing wrong with thinking in mechanistic ways: After all, the productive innovations of humanity have largely stemmed from this approach … But we need another kind of thinking as well, without which we will probably destroy the ecosphere and likely each other.
What is Learning in Symmathesy?
Learning in a living context can be best thought of as a change in calibration …
The most common definitions of learning involve the acquisition of knowledge within a progression of stages of physical or intellectual development. But in our use of the term, learning has been stretched to include the entire living world, as a context of learning in and of itself, as a symmathesy of symmathesies. Learning has also been stretched to include much of what we think of as adaptation and even addiction. And of course the living world itself is made up of living worlds …
- Contexts: The characteristics of learning in symmathesy are contextual, even at the smallest scale … The ‘loving’ or ‘mean’ things that someone says at breakfast have an effect on blood pressure, digestive process, and cognitive (implicit or explicit) understanding of identity within a culture …
- Calibration: Learning in symmathesy is an ongoing process of calibration within contexts of aggregate interrelational variables. This calibration does not require conscious involvement. The learning that any living thing must either continue within (or else become obsolete) is a wide-angle process receiving of information of difference from simultaneous multiple (countless?) interactions. Complexity does not divide itself and therefore life requires calibration within multiple streams of information and interaction. In order to do a simple task, such as walk across a room, a staggering calibration of information must take place. Not only does one have a reason to cross the room … but also perception both visual and tactile are in use, as are memory, balance, rhythm, language and more … Learning is the process we are referring to here as calibration within variables of interrelationship.
- Bias: The bias of the calibrating entity at every scale is the particular momentary integration of the multiple variables of interrelating information … bias forms differences … each organism in an environment has its own perspective … Imagine there is a bowl of blueberries provided for a table of friends. It is our habit to assume that blueberries, are blueberries; that the numeric nutritional values and knowable recipes for serving blueberries are obvious. However, the bias of each person at the table presents a collection of understandings and filters through which the blueberries are ‘known’ … For one person at the table blueberries may be a reminder of summer … a smoothie ingredient to eat after a workout, a symbol of health, a super-food, a virtue … a visceral trigger of memories of a smell of blueberry pie being baked during a traumatic experience of being raped by a relative … The numerical nutritional values of the blueberries are altered by this bias. The digestive system, the nervous system, the seasons, the conversation at the table… all of these alter the way in which each person incorporates the blueberries into their luncheon. So what are blueberries?
- Stochastic process: While learning is a process of evolution existing in patterns that appear stable, the random inputs and the implicit variables between the vitae of a symmathesy are unpredictable. There is pattern, and there is also the random. There is structure, and there is process … The paradox that this combination forms is inherent, and unsolvable. The contingency for life and therefore learning is that the tangles of relation, communication, and information between all the vitae of a symmathesy are simultaneous. Both in pattern and in process.
- Play: Practice, repetition and experimentation in communication and behavior around the edges of a bias are the frontiers of learning, evolution and change … “acquisition of knowledge” is really just a lower level learning, which has been raised to the top in our positivist/mechanist/boxist/quantitativist society … play is a process of learning to learn.
- Boundaries: the interfaces of learning … where is the edge of the context? A body needs a heart and lungs and a nervous system, the difference in these is as necessary as the unity of them. But, it should be noted that boundaries disappear, and at a wider view are non-existent.
- Time: Any living organism, or vitae of a living organism is revealed as existing within a context of mutual learning when time is considered. Time reveals that order is not static.
Part IV: The Word In the Belly
This transition in thinking is a personal, cultural, political, and academic dilemma.
… The dilemma of how we change our thinking about “systems” is one which should be addressed at all its levels simultaneously … To discuss the patterns and processes of the living world we will need to open the form, open the genres of our communication …
We will not find the symmathesy if we do not name it. The word matters. Words are what we have … What we say is measure of what we have not said. Words have salt. They are wise. They nourish and poison. They are our vehicles and our bindings. They are not located. They lie and in lying show us the edges of our honesty …
Patterns of industry are hardwired into us at a deeply personal level:
Deep inside, below the level I can monitor, my life is charted like a mechanistic production factory … the world of mechanism has influenced my personal identity …
We find what we are looking for:
The difficulty of catching ourselves when we begin to apply mechanistic logic to living systems is not to be underestimated. I get lost. I can only occasionally see the edges …
The danger is that if I look at life in the natural world … and I am trying to find an arrangement of parts and wholes within it, I will find it. I can probably put names to the parts and wholes, and even diagram them in a model. We find what we are trained to see; we find what we have named.
What I won’t find with that lens is the interrelational communication, learning and contextual timbre.
What I won’t find with that lens is what is holding the systems together through time and into its evolution.
… The word “system” is ironically as bound in thinking errors as the system to which we are referring. Perhaps not explicitly, but implicitly the term has come to mean a mechanism. It means something over there, observable from here. It means something we can chart, graph, and diagram. It means boxes and arrows …
Google the word “systems”, look under images… and you will not see photographs of living things. There is no art there. Not a single illustration of something in “relationship”. Instead: You will see squares and triangles, and arrows and circles – all sharp with educated and earnest attempts to code-crack life. These graphics seem to me to be maps that lead us right back to the school of engineering from which the culture we live in first found footing.
As systems research develops we find ourselves increasingly at a junction of what is disparagingly referred to as “linear thinking”, and ‘non-linear’ thinking … it is important to recognize that non-linear thinking in a world that mechanizes our imagination often leads to a tricky masking of linear thinking dressed up as non-linear thinking.
More than circular:
Circles have come to be the branded motto of recycling, ecology, and the cycles of living things. But for our work the model of circles is not enough … The notion of a symmathesy and a learning context within other contexts does not define a field of variables in interaction that is two dimensional, nor does it return to where it began. A better visual might be the double helix, as the model of a learning system must have at least three dimensions. Four if you count time.
… Delivery from the dilapidated state of the world now is not the providence of the mechanic. There are no parts to fix. No particular manuals to write, or scripts to edit. The poverty of our description of these living things we call “systems” will starve us from a future of juicy life.
Part V: Implications and Applications of Symmathesy.
Education: an education in the world as a mutual learning process would look at the interconnections between what we now call “disciplines” or subjects. Forests are interactions, food is culture, and so on. The ability to study both the details (existing disciplines) and the relationships of learning between them will increase our students’ ability to see and interact with a level of complexity that is necessary for future generations’ survival ..
Education: an education in the world as a mutual learning process would look at the interconnections between what we now call “disciplines” or subjects. Forests are interactions, food is culture, and so on. The ability to study both the details (existing disciplines) and the relationships of learning between them will increase our students’ ability to see and interact with a level of complexity that is necessary for future generations’ survival …
Therapy: If a living context is a mutual learning context then the way we approach a notion of “pathology” is radically altered. A symmathesy, as a person, or a family, is learning to make sense of its world … all pathology is also learning. We can learn to be sick. A tree learns from its context that it needs to grow crooked. Remove the value judgment from that process and we will instead see a remarkable feat of life to survive in whatever tangle it perceives …
Healing: If pathology is learning, then healing is also learning … The approach then to our notion of health would be geared toward providing circumstances for calibration of multiple aspects of life to be cultivated for an individual, a family or perhaps even a society to generate combined realms of learning in order to shift.
Ecology of Institutions:
Much like the body in paralysis whose many systems for making sense of the world are interrupted and disorganized, the institutions of our civilization appear to be equally entwined in a holding pattern of dysfunction involving immeasurable interweaving … Together we have a context of economic, social and cultural institutions that have learned to accommodate us as they do today even as we have learned to accommodate to them. If the question is shifted from “how do we fix the institutions?” to “how have we learned to interact with these institutions as a context?”—we may find that our set of “solutions” is significantly more productive …
What if we look at the interlocking, interdependency of our institutions as an ecology in and of itself? Ecology can be loosely defined as a totality of patterns of interrelationship that form interdependencies. In this sense our institutions function very much like a forest or an ocean … The difficulty we face is in the fact that the larger ecology of biosphere is at odds with the ecology of our institutions, and right now we believe we need both to survive.
As an approach, how can we address the context of these institutions instead of attempting to chase down the crises as separate issues? …”