Wednesday, January 11, 2012

A Curious Croquet Game

On January 7, 2012 I posted a discussion of Weinberger's article entitled "To Know, But Not Understand."

I thought of this example of a complex system that you can understand but not know. You can understand the system and all its elements but not know what it's next state will be.

From Alice’s Adventures in Wonderland by Lewis Carroll

"Get to your places!" shouted the Queen in a voice of thunder, and people began running about in all directions, tumbling up against each other: however, they got settled down in a minute or two, and the game began.

Alice thought she had never seen such a curious croquet ground in her life: it was all ridges and furrows: the croquet balls were live hedgehogs, and the mallets live flamingos, and the soldiers had to double themselves up and stand on their hands and feet, to make the arches.

The chief difficulty Alice found at first was in managing her flamingo: she succeeded in getting its body tucked away, comfortably enough, under her arm, with its legs hanging down, but generally, just as she had got its neck nicely straightened out, and was going to give the hedgehog a blow with its head, it would twist itself round and look up in her face, with such a puzzled expression that she could not help bursting out laughing; and, when she had got its head down, and was going to begin again, it was very provoking to find that the hedgehog had unrolled itself, and was in the act of crawling away: besides all this, there was generally a ridge or a furrow in the way wherever she wanted to send the hedgehog to, and, as the doubled-up soldiers were always getting up and walking off to other parts of the ground, Alice soon came to the conclusion that it was a very difficult game indeed.

The players all played at once, without waiting for turns, quarreling all the while, and fighting for the hedgehogs; and in a very short time the Queen was in a furious passion, and went stamping about, and shouting "Off with his head!" or "Off with her head!" about once in a minute. Alice began to feel very uneasy: to be sure, she had not as yet had any dispute with the Queen, but she knew that it might happen any minute, "and then," thought she, "what would become of me? They're dreadfully fond of beheading people here: the great wonder is, that there's any one left alive!"

Saturday, January 7, 2012

To Know, but Not Understand: David Weinberger on Science and Big Data

In Atlantic Monthly, January 3, 2012, David Weinberger discusses his new book, Too Big to Know. He has some important insights on complexity to share. He begins the article with:

“Thomas Jefferson and George Washington recorded daily weather observations, but they didn't record them hourly or by the minute. Not only did they have other things to do, such data didn't seem useful. Even after the invention of the telegraph enabled the centralization of weather data, the 150 volunteers who received weather instruments from the Smithsonian Institution in 1849 still reported only once a day. Now there is a literally immeasurable, continuous stream of climate data from satellites circling the earth, buoys bobbing in the ocean, and Wi-Fi-enabled sensors in the rain forest. We are measuring temperatures, rainfall, wind speeds, C02 levels, and pressure pulses of solar wind. All this data and much, much more became worth recording once we could record it, once we could process it with computers, and once we could connect the data streams and the data processors with a network.”

What he is writing about here is the concept of scale in complexity, although he does not use that term. There are many systems in nature, and those made by man, that appear simple or complicated on one scale, but complex on another. The coastline is one of those. Depending on the scale, the coast line can appear either, simple or complicated, and on a fine scale it appears complex, an infinite fractal. As someone once answered the question, “How long is our coast line?” with, “It depends upon the size of the ruler.” Markets exhibit this phenomena as well, especially a stock market. Brokers like to show prospective buyers the simple view – long term with a trend towards increasing value. But, as the data is examined in a finer time scale, the behavior of the stock market becomes complex and unpredictable.

Weinberger is getting to the heart of the issue of the application of complexity science to the affairs of humans. People back away from complexity because they don’t know what to do with it. Of what value is the concept of complexity when all it tells you is that you can’t predict the behavior of the systems they have to work with, or in the long run predict the future.

He suggests that we need a new definition of knowing. “How will we ever make sense of scientific topics that are too big to know? The short answer: by transforming what it means to know something scientifically.”

In my words, he is suggesting a type of meta knowledge that still has enormous value.

“The problem -- or at least the change -- is that we humans cannot understand systems even as complex as that of a simple cell. It's not that were awaiting some elegant theory that will snap all the details into place. The theory is well established already: Cellular systems consist of a set of detailed interactions that can be thought of as signals and responses. But those interactions surpass in quantity and complexity the human brains ability to comprehend them. The science of such systems requires computers to store all the details and to see how they interact. Systems biologists build computer models that replicate in software what happens when the millions of pieces interact. It's a bit like predicting the weather, but with far more dependency on particular events and fewer general principles.

Models this complex -- whether of cellular biology, the weather, the economy, even highway traffic -- often fail us, because the world is more complex than our models can capture. But sometimes they can predict accurately how the system will behave. At their most complex these are sciences of emergence and complexity, studying properties of systems that cannot be seen by looking only at the parts, and cannot be well predicted except by looking at what happens.

This marks quite a turn in science's path. For Sir Francis Bacon 400 years ago, for Darwin 150 years ago, for Bernard Forscher 50 years ago, the aim of science was to construct theories that are both supported by and explain the facts. Facts are about particular things, whereas knowledge (it was thought) should be of universals. Every advance of knowledge of universals brought us closer to fulfilling the destiny our Creator set for us.”

The problem I see with what he presents in this article is that there are many complex systems that do not lend themselves to this type of modeling. No amount of data will change that. In fact, the more data, the worse things get. And, there are systems whose models are so dependent on initial conditions that there is no reliability in the results, as Lorenz discovered in his modeling of the weather.

So, at this point, I’m not convinced by his examples, but I am by his idea that we have to develop a new concept of what it means to know a system.

I’ve ordered the book, and I’m hoping that the answer may be there.

Right now I think that I can understand a complex system, but not be able to know how it is going to behave.

Too Big to Know: Rethinking Knowledge Now That the Facts Aren't the Facts, Experts Are Everywhere, and the Smartest Person in the Room Is the Room, David Weinberger, Basic Books, 2012

Wednesday, December 28, 2011

Collaboration

“Say to yourself at break of day, I shall meet with meddling, ungrateful, violent, treacherous, envious, and ungrateful men. All these vices have fallen to them because they have no knowledge of good and bad. But I, who have beheld the nature of the good, and seen that it is the right; and of the bad, and seen that it is the wrong; and of the wrongdoer himself, and seeing that his nature is akin to my own - not because he is of the same blood and seed, but because he shares with me in mind and a portion of the divine - I, then, can neither be harmed by any of these men, nor can I become angry with one who is akin to me, nor can I hate him, for we have come into being to work together, like feet, hands, or eyelids, or the two rows of teeth in our upper and lower jaws. To work against one another is therefore contrary to nature; and to be angry with another and turn away from him is surely to work against him.”

Marcus Aurelius, Meditations, 2.1

I expect that I will share more from Meditations as I found that it speaks to me. I do not agree with all of his philosophy, but I think that most of what he writes is still applicable today.

Meditations is organized into books and chapters. Each chapter is only a paragraph or two long. The first book is an acknowledgment to writers, teachers, friends and relatives of Aurelius and how they influenced him. This selection is then actually the opening words of his book.

Meditations, Marcus Aurelius, Wordsworth Classics of World Literature, 1997; translated by Robin Hard with Introduction and Notes by Christopher Gill. Marcus lived from 121 to 180 AD (CE).

Thursday, December 8, 2011

The educational value of creative disobedience

“The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done – men who are creative, inventive and discoverers” –Jean Piaget

Very interesting article and discussion: http://blogs.scientificamerican.com/guest-blog/2011/07/07/the-educational-value-of-creative-disobedience/

It seems to me that if you are going to do work (of any kind including art), you need at least four things - information (data,knowledge,insight,foresight,etc), tools and the skills to use them, a value system, and thinking styles (abstract, analogical, analytic, concrete, digital, holistic, intuitive, linear, logical, non-rational, non-temporal, nonverbal, rational, spatial, symbolic,synthetic, temporal, verbal, etc) - together with a body capable of implementing the work. Digital storage is really good for data.

Education has a role to play in all of these areas including the body.

Implanted chips can provide humans a great service when they can restore or augment a loss of or weakened function - cochlear implants, pacemakers, defibrillators, insulin pumps, artificial limbs, etc.

Turning humans into cyborgs is not a future I would wish on humanity, especially since there are other viable alternatives.

I remember the work of Simon on creativity a number of years ago. he concluded that creativity required the crossing of a threshold of storage of information in the brain for the person to be creative. He called that threshold 50,000 chunks of information (or some such similar expression). With the present day Internet and the availability of mobile devices to access the Internet with its ever growing data base of information, and perhaps 1 billion other humans, all of the information required to be creative does not have to reside in one person's brain. However, we have an enormous amount of work to do the learn how to use this capability. One of the roles of education has got to be to figure out how to enable and facilitate the use of this tool to advance human progress.

Tuesday, November 15, 2011

Law of Requisite Variety

Some time ago I wrote about matching the complexity of a system with the way you manage it. (http://insights-foresight.blogspot.com/2010/03/simple-complicated-or-complex.html). I was unaware of the Law of Requisite Variety posed by Ashby. I recently came across another mention of this concept and its use by Stafford Beer on complexity in Watt-Works.

Wednesday, October 19, 2011

Why Organizations Don't Implement Creative Ideas

Dilbert.com

Click on the image to see the complete comic.

Monday, September 26, 2011

Elders Better at Strategy

USA: Elders better at strategy, shows study
LONDON, England / Daily Mail / News / September 23, 2011

Why you really SHOULD listen to your elders:
Study shows old people really do have more wisdom

By Daniel Bates

It is what people of a certain age will say they have always known.

Experience makes us wise, research shows. Men and women of at least 60 years old are better at making decisions which will reward them in the long term.

Those in their 20s and 30s, however, are interested only in instant gratification and cannot see the benefits of planning.

Read More

Scientific Article

Well, maybe there is still hope for me.
Link