"Constructing the Philosophy of Pattern Language: From the Perspective of Pragmatism"(Takashi Iba & Ayaka Yoshikawa, PUARL2016 conference, San Francisco, California, USA, Oct, 2016)
[ADI2017] Words for a Journey: Collaboration Toward Dementia Friendly SocietyTakashi Iba
This document summarizes the book "Words for a Journey: The Art of Being with Dementia" which presents a pattern language for improving quality of life for those living with dementia. The pattern language consists of 40 patterns organized into three groups - words for those living with dementia, words for caring families, and words for everyone. Each pattern describes a common problem, solution, and consequence. The book was created based on interviews with people with dementia and their families and has been translated into 25 languages.
Pattern Mining Workshop (FUTURE LEARNING?! Symposium on the Future of Learning)Takashi Iba
Takashi Iba , Ayaka Yoshikawa, Konomi Munakata, Haruka Mori,
Hitomi Shimizu, Tomoki Kaneko, Akiko Kumasaki, Taichi Isaku, "Pattern Mining Workshop: How to find and organize patterns from experiences", FUTURE LEARNING?! - Symposium on the Future of Learning, Vienna, Austria, 2017
This slides designed by Ayaka Yoshikawa, Taichi Isaku, and Takashi Iba
This document is a lesson on magic words from Ravinder Lohia. It provides definitions, examples, and exercises for 50 words beginning from A to U. Each word has its meaning, synonyms, example sentences, and suggestions for how to use the word appropriately and inappropriately as well as how to translate and draw/paint related to the word. The purpose is to help readers expand their vocabulary and understand language concepts.
PUARL+BB2020 "A Pattern Language for Creating a City with Natural, Local and ...Takashi Iba
Misaki Yamakage, Sakie Namiki, Sawami Shibata, Kiyoka Hayashi, Takashi Iba, Mitsuhiro Yamazaki, "A Pattern Language for Creating a City with Natural, Local and Creative Elements: Learned from Portland, Oregon", PUARL+BB2020, Sep, 2020
This document provides an overview of a week of lesson plans focused on how inventors inspire imagination. It includes links to videos about inventions, excerpts from stories, vocabulary words and activities. Some of the main topics covered are Benjamin Franklin's inventions, a story about twin inventors named Carlos and Lily Perez, and vocabulary like "experiment", "device" and "improvement". Students are asked to discuss how inventors get their ideas and complete activities like defining words, analyzing parts of stories, and reviewing their understanding of literary concepts from the week.
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement. It suggests including both written explanations and visual examples. The evaluation should compare the final product to original plans and intentions, examine image construction, text usage, suitability for audience, and techniques used. Representations, styles, pre-production strengths and weaknesses, and historical context should also be discussed.
The document provides information about essential questions readers have when constructing meaning from text, determining important information, and how authors grab readers' attention. It discusses using text features, schema, questioning, inferring, and determining importance to state the main idea. Strategies for inferencing and determining importance are linked. Sample poems and texts are provided to demonstrate these concepts.
Walk, Flow, and Creation: Toward Natural & Creative Living LabTakashi Iba
Keynote at Iba Lab conference (Academic Year 2016) by Takashi Iba, Associate Professor at the Faculty of Policy Management, Keio University, Ph.D in Media and Governance
Slides written both in English and Japanese
井庭研 2016年度最終発表会における井庭崇の基調講演
スライドは、日本語の英語で併記されています。
[ADI2017] Words for a Journey: Collaboration Toward Dementia Friendly SocietyTakashi Iba
This document summarizes the book "Words for a Journey: The Art of Being with Dementia" which presents a pattern language for improving quality of life for those living with dementia. The pattern language consists of 40 patterns organized into three groups - words for those living with dementia, words for caring families, and words for everyone. Each pattern describes a common problem, solution, and consequence. The book was created based on interviews with people with dementia and their families and has been translated into 25 languages.
Pattern Mining Workshop (FUTURE LEARNING?! Symposium on the Future of Learning)Takashi Iba
Takashi Iba , Ayaka Yoshikawa, Konomi Munakata, Haruka Mori,
Hitomi Shimizu, Tomoki Kaneko, Akiko Kumasaki, Taichi Isaku, "Pattern Mining Workshop: How to find and organize patterns from experiences", FUTURE LEARNING?! - Symposium on the Future of Learning, Vienna, Austria, 2017
This slides designed by Ayaka Yoshikawa, Taichi Isaku, and Takashi Iba
This document is a lesson on magic words from Ravinder Lohia. It provides definitions, examples, and exercises for 50 words beginning from A to U. Each word has its meaning, synonyms, example sentences, and suggestions for how to use the word appropriately and inappropriately as well as how to translate and draw/paint related to the word. The purpose is to help readers expand their vocabulary and understand language concepts.
PUARL+BB2020 "A Pattern Language for Creating a City with Natural, Local and ...Takashi Iba
Misaki Yamakage, Sakie Namiki, Sawami Shibata, Kiyoka Hayashi, Takashi Iba, Mitsuhiro Yamazaki, "A Pattern Language for Creating a City with Natural, Local and Creative Elements: Learned from Portland, Oregon", PUARL+BB2020, Sep, 2020
This document provides an overview of a week of lesson plans focused on how inventors inspire imagination. It includes links to videos about inventions, excerpts from stories, vocabulary words and activities. Some of the main topics covered are Benjamin Franklin's inventions, a story about twin inventors named Carlos and Lily Perez, and vocabulary like "experiment", "device" and "improvement". Students are asked to discuss how inventors get their ideas and complete activities like defining words, analyzing parts of stories, and reviewing their understanding of literary concepts from the week.
The document provides a template for evaluating a graphic narrative project. It includes prompts to praise strengths and identify areas for improvement. It suggests including both written explanations and visual examples. The evaluation should compare the final product to original plans and intentions, examine image construction, text usage, suitability for audience, and techniques used. Representations, styles, pre-production strengths and weaknesses, and historical context should also be discussed.
The document provides information about essential questions readers have when constructing meaning from text, determining important information, and how authors grab readers' attention. It discusses using text features, schema, questioning, inferring, and determining importance to state the main idea. Strategies for inferencing and determining importance are linked. Sample poems and texts are provided to demonstrate these concepts.
Walk, Flow, and Creation: Toward Natural & Creative Living LabTakashi Iba
Keynote at Iba Lab conference (Academic Year 2016) by Takashi Iba, Associate Professor at the Faculty of Policy Management, Keio University, Ph.D in Media and Governance
Slides written both in English and Japanese
井庭研 2016年度最終発表会における井庭崇の基調講演
スライドは、日本語の英語で併記されています。
Theories of Language Description
Knowledge by acquaintance and Knowledge by description
Logic and Language
Philosophy of Language
Comparative study of analytical philosophers and philosophers of ordinary language
Imperfection and ambiguity in language
Bertrand Russell was a British philosopher, logician, and social critic born in 1872 and died in 1970. He is best known for his work in mathematical logic and analytic philosophy. Some of his most influential contributions include his defense of logicism and theories of definite descriptions and logical atomism. He discovered Russell's paradox in set theory in 1901, which promoted significant work in logic, set theory, and foundations of mathematics. Russell had a long and influential career that included work in philosophy and social activism.
Bertrand russell, Friedrich Nietzsche and Baruch Spinzoa, 3 philosophers fina...skkumar123
This document provides biographical information and overviews of the philosophies of Bertrand Russell, Friedrich Nietzsche, and Baruch Spinoza. It discusses their major works and influences. Russell was a prominent philosopher and social critic known for his work in logic and analytic philosophy. Nietzsche believed that European society needed new values and that self-mastery was important. Spinoza developed a naturalistic philosophy that combined elements from Descartes, Stoicism, and Jewish rationalism.
Bertrand Russell was a British philosopher and mathematician born in 1872 who made several important contributions. He discovered Russell's paradox in 1901 which challenged naive set theory. He spent time in prison for his anti-war protests during World War I and helped found the Campaign for Nuclear Disarmament. Russell believed in logicism and analytical philosophy and his work discovering paradoxes and attempting to solve them through type theory is still influential today, especially in computer programming.
Pragmatism is a philosophical movement that emphasizes practical consequences and real-world experience over abstract theorizing. It originated in the United States in the late 1800s through the works of Charles Sanders Peirce, William James, and John Dewey. Pragmatism asserts that the meaning and truth of ideas can only be found in their observable practical consequences rather than in any abstract assertions. Pragmatists emphasize the practical function of knowledge as an instrument for adapting to reality and controlling it.
- Pragmatism originated in the United States in the 1870s and was developed by classical pragmatists like Charles Sanders Peirce, William James, and John Dewey. It evaluates assertions based on their practical consequences and bearing on human interests.
- As a basis for education, pragmatism opposes predetermined curriculums and objectives. Values are seen as instrumental and evolving rather than fixed.
- The core idea of pragmatism is the pragmatist maxim, which clarifies hypotheses by tracing their practical consequences. For Peirce and James, this was applied to the concept of truth.
This document discusses the philosophy of pragmatism. It was founded by Charles Sanders Pierce in the late 19th century and its chief exponent was William James. Some key principles of pragmatism are that theories or beliefs are true if they work effectively, there are no absolute truths as values change over time and place, and the goal of education is to meet personal and social needs rather than have a single aim. Pragmatism advocates for an activity-centered and practically useful curriculum, discipline developed through self-experience, and teaching methods focused on experience.
Philosophical Foundation of Education: PragmatismJane Martinito
The document discusses the philosophy of pragmatism as put forth by its main proponents Charles Sanders Peirce, William James, and John Dewey. It outlines that pragmatism views reality as constantly changing and focuses on discovering practical solutions to problems through experience and experimentation. The document also examines how pragmatism applies to education, emphasizing using the scientific method and hands-on, experiential learning to help students solve problems and prepare for life.
If you are searching modern techniques for teaching. This philosophy is fitted for you. Its simple but it gives the summary. Don't forget to recognize my name as your reference.
Yours truely,
ERIC L. BARROGA
This document summarizes the key philosophers of analytic philosophy, including Gottlob Frege, Bertrand Russell, Ludwig Wittgenstein, Gilbert Ryle, and Richard Rorty. It discusses their views on logic, language, and analysis. Frege wanted to put logic at the heart of philosophy. Russell combined Frege's logic with empiricism. Wittgenstein studied under Russell and influenced logical positivism with his early focus on language picturing the world and later understanding it as a game. Ryle and other mid-20th century philosophers thought traditional problems could be dissolved by language analysis. Rorty later used analytic methods to deconstruct its assumptions.
Cognitive processes such as thinking, problem solving, language, and intelligence involve complex mental activities. Thinking refers to making sense of and changing the world through attention, mental representation, reasoning, judgment, and decision making. Problem solving uses strategies like algorithms, heuristics, analogies, and overcoming biases. Language allows for complex communication and shapes thought and culture. Theories of intelligence propose that it involves multiple abilities and can be analyzed through factors, domains, and problem-solving styles.
Theories of Language Description
Knowledge by acquaintance and Knowledge by description
Logic and Language
Philosophy of Language
Comparative study of analytical philosophers and philosophers of ordinary language
Imperfection and ambiguity in language
Bertrand Russell was a British philosopher, logician, and social critic born in 1872 and died in 1970. He is best known for his work in mathematical logic and analytic philosophy. Some of his most influential contributions include his defense of logicism and theories of definite descriptions and logical atomism. He discovered Russell's paradox in set theory in 1901, which promoted significant work in logic, set theory, and foundations of mathematics. Russell had a long and influential career that included work in philosophy and social activism.
Bertrand russell, Friedrich Nietzsche and Baruch Spinzoa, 3 philosophers fina...skkumar123
This document provides biographical information and overviews of the philosophies of Bertrand Russell, Friedrich Nietzsche, and Baruch Spinoza. It discusses their major works and influences. Russell was a prominent philosopher and social critic known for his work in logic and analytic philosophy. Nietzsche believed that European society needed new values and that self-mastery was important. Spinoza developed a naturalistic philosophy that combined elements from Descartes, Stoicism, and Jewish rationalism.
Bertrand Russell was a British philosopher and mathematician born in 1872 who made several important contributions. He discovered Russell's paradox in 1901 which challenged naive set theory. He spent time in prison for his anti-war protests during World War I and helped found the Campaign for Nuclear Disarmament. Russell believed in logicism and analytical philosophy and his work discovering paradoxes and attempting to solve them through type theory is still influential today, especially in computer programming.
Pragmatism is a philosophical movement that emphasizes practical consequences and real-world experience over abstract theorizing. It originated in the United States in the late 1800s through the works of Charles Sanders Peirce, William James, and John Dewey. Pragmatism asserts that the meaning and truth of ideas can only be found in their observable practical consequences rather than in any abstract assertions. Pragmatists emphasize the practical function of knowledge as an instrument for adapting to reality and controlling it.
- Pragmatism originated in the United States in the 1870s and was developed by classical pragmatists like Charles Sanders Peirce, William James, and John Dewey. It evaluates assertions based on their practical consequences and bearing on human interests.
- As a basis for education, pragmatism opposes predetermined curriculums and objectives. Values are seen as instrumental and evolving rather than fixed.
- The core idea of pragmatism is the pragmatist maxim, which clarifies hypotheses by tracing their practical consequences. For Peirce and James, this was applied to the concept of truth.
This document discusses the philosophy of pragmatism. It was founded by Charles Sanders Pierce in the late 19th century and its chief exponent was William James. Some key principles of pragmatism are that theories or beliefs are true if they work effectively, there are no absolute truths as values change over time and place, and the goal of education is to meet personal and social needs rather than have a single aim. Pragmatism advocates for an activity-centered and practically useful curriculum, discipline developed through self-experience, and teaching methods focused on experience.
Philosophical Foundation of Education: PragmatismJane Martinito
The document discusses the philosophy of pragmatism as put forth by its main proponents Charles Sanders Peirce, William James, and John Dewey. It outlines that pragmatism views reality as constantly changing and focuses on discovering practical solutions to problems through experience and experimentation. The document also examines how pragmatism applies to education, emphasizing using the scientific method and hands-on, experiential learning to help students solve problems and prepare for life.
If you are searching modern techniques for teaching. This philosophy is fitted for you. Its simple but it gives the summary. Don't forget to recognize my name as your reference.
Yours truely,
ERIC L. BARROGA
This document summarizes the key philosophers of analytic philosophy, including Gottlob Frege, Bertrand Russell, Ludwig Wittgenstein, Gilbert Ryle, and Richard Rorty. It discusses their views on logic, language, and analysis. Frege wanted to put logic at the heart of philosophy. Russell combined Frege's logic with empiricism. Wittgenstein studied under Russell and influenced logical positivism with his early focus on language picturing the world and later understanding it as a game. Ryle and other mid-20th century philosophers thought traditional problems could be dissolved by language analysis. Rorty later used analytic methods to deconstruct its assumptions.
Cognitive processes such as thinking, problem solving, language, and intelligence involve complex mental activities. Thinking refers to making sense of and changing the world through attention, mental representation, reasoning, judgment, and decision making. Problem solving uses strategies like algorithms, heuristics, analogies, and overcoming biases. Language allows for complex communication and shapes thought and culture. Theories of intelligence propose that it involves multiple abilities and can be analyzed through factors, domains, and problem-solving styles.
Doug Downs defines rhetoric as the operating system by which humans make meaning and interact through symbolic communication. He views rhetoric as encompassing all aspects of human interaction, including nonverbal cues and the interpretation of sensory information by the brain. Downs identifies several key elements of rhetoric, including motivation, ecology, knowledge making, and identification. He also discusses Aristotle's canons of rhetoric and concludes that rhetorical acts are situated, motivated, contingent, interactional, epistemic, and embodied.
This document provides an overview of key sociological concepts and theorists related to social structure and social action. It defines concepts like social structure, ideology, rational action, and roles. It also summarizes the contributions of major sociological theorists like Durkheim, Marx, Weber, Goffman, and Giddens. Their work explored topics such as social order and meaning, the relationship between structure and agency, and how people use language and symbols to make sense of the social world.
Pattern Languages — An Approach to Holistic Knowledge RepresentationDouglas Schuler
Pattern Languages, developed by Christopher Alexander and his colleagues, are holistic manifestos for a given domain. This presentation provides an introduction to patterns and pattern languages and some hints for developing them.
English dictionaries since 1755 have attempted to present succinct statements of the meaning(s) of each word. A word may have more than one meaning but, so the theory goes, each meaning can in principle be summarized in a neat paraphrase that is substitutable (in context) for the target word (the definiendum). Such paraphrases must be so worded that the the substitution can be made without changing the truth of what is said – salva veritate, in Leibniz’s famous phrase. Building on Leibniz, philosophers of language such as Anna Wierzbicka have argued that the duty of the lexicographer is to “seek the invariant”.
In this presentation, I argue that this view of word meaning and definition may be all very well as a principle for developing stipulative definitions of terminology in scientific discourse, but it has led to serious misunderstandings about the nature of meaning in natural language, creating insuperable obstacles for the understanding of how word meaning works. As a result, linguists from Bloomfield to Chomsky and philosophers of language from Leibniz to Russell – great thinkers all – have been unable to say anything true or useful about meaning in language.
I argue that, instead, lexicographers should aim to discover patterns of word use in large corpora, and associate meanings with patterns instead of (or as well as) words in isolation.
They should also distinguish normal uses of each word from exploitations of norms.
The document discusses schemas and prototypes in social psychology. It defines schemas as mental frameworks that help organize and interpret information. Schemas can be useful but can also lead to stereotypes. Prototypes are cognitive representations that exemplify the essential features of a category. The document provides examples of schemas and prototypes, and discusses how schemas can influence attention, memory, judgments and behavior through assimilation, accommodation and self-fulfilling prophecies. It also notes some problems with overreliance on schemas.
This document summarizes tools and concepts for developing cultural intelligence, including socialization, rolling the DIE exercise, mental models, the ladder of inference, and paradigm shifts. It discusses how these tools can be used to explore one's own cultural assumptions and perspectives, understand others, and communicate more effectively across cultural differences. The document concludes by defining cultural intelligence as the ability to interact appropriately with people from other cultures through developing knowledge, awareness, and skills related to cultural differences.
This document provides an overview of a week of lesson plans focused on how inventors inspire imagination. It includes links to videos about inventions, excerpts from stories, vocabulary words and activities. Some of the main topics covered are Benjamin Franklin's inventions, a story about twin inventors named Carlos and Lily Perez, and vocabulary like "experiment", "device" and "improvement". Students are asked to discuss how inventors get their ideas and complete activities like defining words, analyzing parts of stories, and reviewing their understanding of literary concepts from the week.
Free the Patterns! The Vital Challenge to the Pattern CommunityDouglas Schuler
Patterns and Pattern Languages have been used to design buildings as well as software and devices such as the iPhone. They can be used for "loose coordination" among people working on "wicked problems" such as climate change mitigation and more just and equitable societies.
Aldo Gangemi - Meaning on the Web: An Empirical Design Perspectivesssw2012
The document discusses various approaches to understanding meaning and summarizing information from text and data on the web. It explores how meaning can be understood through relations between concepts, by recognizing patterns and schemas in language and data, and through both top-down and bottom-up methodologies for extracting semantic information. Keys to meaning are discussed in relation to cognitive processes, linguistic analysis, social tagging, linked data, and enabling semantic interoperability.
This document summarizes a workshop on developing a critical voice in one's work. The workshop outlined finding critique as a process that informs social and ethical actions beyond technical work. It discussed locating hope in spaces of struggle and developing a transformative practice through language. The workshop involved reflective questioning about opportunities to change practices and systems, and how to support each other's learning.
The document outlines the process and goals for Assignment 3 of a design course. It involves generating collaborative ideas and scenarios for improving a local bodega. The process involves brainstorming, developing an affinity map and mental map to organize ideas, building a draft scenario, gathering feedback on the scenario from community stakeholders, and revising the scenario based on that feedback. Tools mentioned include brainstorming, affinity mapping, concept mapping, scenario building with posters and cards, and directed interviews. The outcomes are a final scenario poster and presentation outlining the methods used.
The document outlines the process and goals for Assignment 3 of a design course. It involves generating collaborative ideas and scenarios for improving a local bodega. The process involves brainstorming, developing an affinity map and mental map to organize ideas, building a draft scenario, gathering feedback on the scenario from community members, and revising the scenario based on that feedback. Tools mentioned include brainstorming, affinity mapping, concept mapping, scenario building with posters and cards, and directed interviews. The outcomes are a final scenario poster and presentation explaining the methods used.
Using Japan's culture as an example, the document explores how cultural mindsets can affect group work. It discusses several key aspects of Japanese culture that influence team dynamics, such as emphasis on fitting into the group, consensus-based decision making, serving the customer, and developing quality. The document also contrasts "plan-driven" and "waterfall" models with agile principles and practices, noting similarities between Japanese and agile cultures.
The document discusses gender and conversation analysis. It explains that conversation analysis has contributed to discussions about language and gender by viewing language as constructing social reality rather than just reflecting it. Conversation analysis reveals how gender is constructed through social interaction and can account for gender as a relevant feature. The analysis of conversations can help uncover aspects of gendered interaction. Membership categorization analysis examines how people use social categories to classify individuals and make inferences about their typical activities.
The document discusses concepts in architecture. It provides definitions of concept, context, and structure. It discusses how architects create concepts to organize design elements. Nature is an important inspiration for concepts, as shown through quotes by Einstein, Buckminster Fuller, and Mikko Heikkinen. Examples of Frank Lloyd Wright and Kisho Kurokawa are given that demonstrate how their works were inspired by nature and incorporated natural principles.
This document discusses zooming out from an individual focus to a systems-level perspective in psychological and educational work. It advocates taking an ecological approach that considers all levels of a client's environment, including peers, family, school, community and policies. Barriers to this approach include focusing assessments and conversations on individuals rather than systems. The document provides examples of strengths-based, appreciative questions that can help practitioners zoom out to understand how various layers of a client's environment interact. It emphasizes involving all stakeholders in assessment, feedback and intervention to properly address problems at a systems level.
The document outlines the structure and purpose of a presentation on sentences. It will define sentence types, structures, features and syntax trees. The presentation aims to explain how sentences allow us to express meaning, explore traditional grammar elements, support children's grammar development, and address what cannot be explained by grammar alone. It asks attendees to consider Wittgenstein's view that grammar only describes language use.
This document provides an overview of key concepts in sociological theory, including the scientific method, sociological perspectives, and major theoretical frameworks. It discusses the goals of science, cause and effect relationships, and the scientific method. Three major sociological perspectives are introduced: structural functionalism, which views society as a system of interrelated parts; conflict theory, which argues society is characterized by inequality and conflict over resources; and symbolic interactionism, which focuses on interaction and the social construction of meaning through symbols.
Similar to "Constructing the Philosophy of Pattern Language: From the Perspective of Pragmatism" @PUARL2016 (20)
Philosophical Foundations of Pattern Language Creation: Rooted in the "Scienc...Takashi Iba
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Originally, the concept of pattern language was proposed by Christopher Alexander as a method for collaborative architectural design, and the philosophy behind it was presented in his books, such as "The Timeless Way of Buildings" and "The Nature of Order". However, after him, few people discuss philosophical examinations for pattern languages. Over the past seven years, I have intensively explored the potential for a "new academic discipline" rooted in pattern language, and its foundational contours are now becoming visible. Underpinning this discipline is Edmund Husserl's phenomenology, especially his concept of "Science of Essence." Reflecting upon our experiences, it becomes apparent that the creation of a pattern language aligns with the phenomenological method of "seeing of essence," positioning the pattern language as "essence descriptions". When looked at in reverse, my developing academic field of "Studies on Essence of Practices," is "Science of Essence" of practices grounded in phenomenology and the creation of pattern language is positioned as a primary research methodology including “seeing of essence”. In this talk, I will elucidate what exactly is being accomplished through the creation of a pattern language, with introducing the principles of phenomenology’s "Noesis" (acts of consciousness) and "Noema" (contents of consciousness) and the method of “seeing of essence”.
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"Constructing the Philosophy of Pattern Language: From the Perspective of Pragmatism" @PUARL2016
1. Faculty of Policy Management, Keio University
Ph.D in Media and Governance
iba@sfc.keio.ac.jp
Takashi Iba
Constructing
the Philosophy of Pattern Language
From the Perspective of Pragmatism
PUARL2016 Conference
Faculty of Environment and Information Studies, Keio University
Ayaka Yoshikawa
2. Charles S. Pierce
(1839 – 1914)
John Dewey
(1859 – 1952)
Richard Rorty
(1931 – 2007)
Pragmatism
• To identify the function of pattern language from a philosophical viewpoint
by examining theories of pragmatism.
• Dealing primarily with “Classical Pragmatism” by C. S. Peirce and J.
Dewey and “Neo-Pragmatism” by R. Rorty, in order to consider why
pattern languages about human action have their current form and
structure, and how they work.
3. Pragmatist View of Pattern Language
1. Pattern as pragmatic conditional sentence
2. Patterns are for forming and change habits
3. Pattern Language is vocabulary for describing the world
The characteristic of pragmatism as a “practicing philosophy” toward
a positive future is a suitable philosophical core of pattern language.
5. “Consider what effects, which might conceivably have
practical bearings, we conceive the object of our conception
to have. Then, our conception of these effects is the whole
of our conception of the object.” (Peirce, 1878, p.258)
“Let us illustrate this rule by some examples; and, to begin
with the simplest one possible, let us ask what we mean by
calling a thing hard. Evidently that it will not be scratched by
many other substances. The whole conception of this quality,
as of every other, lies in its conceived effects.” (Peirce, 1878,
p.259)
The maxim of pragmatism
6. “diamonds are hard”
“if you hit something with a
diamond, the diamond is not
damaged, while the other
object is.”
“A is B” cannot be tested
or proven
The conditional sentence
“if C is done, D will happen”
can be actually tested.
The maxim of pragmatism
Pattern
Context
Problem
Solution
Consequence
Patterns describe what kind of problem
frequently occurs in a certain context,
what is a good solution for the problem,
and its consequence.
7. “But when we take the point of view of pragmatism we
see that general ideas have a very different role to play
than that of reporting and registering past experiences.
They are the bases for organizing future observations
and experiences.” (Dewey, 1925, p.12)
“As an element of language, a pattern is an instruction,
which shows how this spatial configuration can be
used, over and over again, to resolve the given system
of forces, wherever the context makes it relevant.
” (Alexander, 1979, p.247)
Past & Future
8. 1. Pattern as pragmatic conditional sentence
Pattern language embodies pragmatic concepts, as can be seen in the
fact that patterns are written in the form of conditional sentences (a
characteristic emphasized by pragmatism), along with the fact that
both pattern language and pragmatism evolve through practice.
10. “Man is a creature of habit, not of reason nor yet of instinct”
(Dewey, 1922, p.125).
Habit Matters
11. • Each pattern in a pattern language aims not only to bring
about a temporary change in a person’s action but to change
the person’s habits over the longer term.
• The main focus of a pattern language is not only to describe
what the reader should do in a given context.
• To make this point, we must discuss the pragmatic concepts
of thinking, inquiry, and habit, as well as their connection to
pattern language.
Habit Matters
12. • Every person has their own network of beliefs that they use to
formulate their thoughts.
• “our beliefs guide our desires and shape our actions” (Peirce,
1877, p.230)
• Thinking is the process of finding a doubt in one’s belief network,
and then finding new beliefs that they can fixate on.
• “doubt” refers to some sort of questioning
• “belief” refers to the state at which the question has been solved.
Beliefs, doubt, and inquiry
13. • In our thought, doubt functions as the initiator of inquiry,
and the belief that is attained functions to initiate action.
• A doubt occurs in a part of the belief network, an inquiry
begins, a new belief is formed, and then an action takes
place that brings about yet another doubt.
Beliefs, doubt, and inquiry
14. • The significance of the fixation of belief is that it leads to the
formation of habits.
• “the essence of belief is the establishment of a habit” (Peirce,
1878, p.255)
• the essence of belief: “it involves the establishment in our
nature of a rule of action, or, say for short, a habit” (Peirce,
1878, p.255).
Formation of Habit
15. • Generally, the term “habit” may refer to negative everyday
actions that one cannot easily get rid of, such as smoking and
drinking.
• However, “habit” in terms of pragmatism refers to a broader
concept that points to any general pattern that generates action.
• This includes subtle actions that we take unconsciously, as well
as actions that we only rarely take.
• Dewey emphasizes that repetition is not a necessary part of
habit.
• The real essence of habit is “an acquired predisposition to ways
or modes of response” (Dewey, 1922, p.42).
Habit
16. “What the habit is depends on when and how it causes us
to act. As for the when, every stimulus to action is derived
from perception; as for the how, every purpose of action is
to produce some sensible result.” (Peirce, 1878, p.257)
“Habits differ from dispositions in having been acquired as
consequences of the principle, virtually well-known even to
those powers of reflection are insufficient to its formulation,
that multiple reiterated behavior of the same kind, under
similar combinations of percepts and fancies, produces a
tendency --- the habit --- actually to behave in a similar
way under similar circumstances in the future.” (Peirce,
1934a, p.334)
Habit
17. “Habit is an ability, an art, formed through past experience.”
(Dewey, 1922, p.66)
“Every habit creates an unconscious expectation. It forms a
certain outlook” (Dewey, 1922, p.75),
“We may, indeed, be said to know how by means of our habits.
… We walk and read aloud, we get off and on the street cars, we
dress and undress, and do a thousand useful acts without
thinking of them. We know something, namely, how to do
them.” (Dewey, 1922, p.178)
Habit
18. • Peirce sometimes uses the more specific term, “conditional habit.”
• A conditional habit refers to “a determination of a man’s occult
nature tending to cause him to act in a certain general way in
case certain general circumstances should arise and in case he
should be animated by a certain purpose.” (Peirce, 1943b, p.363)
• Therefore, this is more a conditional “if-then, would-be” statement;
it is both conditional and future-oriented.
• This overlaps exactly with the context, solution, and consequence
of pattern in pattern language.
Habit and Pattern
19. • Our proposal is to consider the purpose of pattern language as
changing people’s habits or help them form new habits.
• Especially, what we are aiming to do in Pattern Language 3.0 is
to generate habits of actions for certain situations.
• Thus, when creating patterns in Pattern Language 3.0, we must
mine habits that create desirable results and write them as
patterns that describe what action is good for a certain situation.
• The aim is for the reader of a pattern to put it into practice and
transform that action into a habit.
Pattern in Mind = Habit
& Patterns for Forming and Changing Habit
20. • Habits make it easier for us to take actions in an otherwise
complicated and confusing situation.
• “Outside the scope of habits, thought works gropingly,
fumbling in confused uncertainty” (Dewey, 1922, p.172).
• “Without habit there is only irritation and confused
hesitation.” (Dewey, 1922, p.180)
Habit as a Guide for Thinking & Action
21. “The rules of English steer you away from the vast number of
nonsensical sentences, and towards the smaller --- though still
vast --- number of sentences which make sense; so that you
can pour all your effort into the finer shades of meaning. If it
were not for the rules of English, you would spend all your time
struggling to say anything at all.” (Alexander, 1979, p.207)
“A pattern language does the same. …. Again, if you think of all
the possible combinations of columns, and studs, and walls,
and windows, most of them are meaningless jumbles. The
number of meaningless combinations is vastly larger than the
number of combinations which make sense as buildings. A
man without a language would have to comb his mind to find
even one meaningful design among all these meaningless
combinations, and he would never even get to the subtleties
which make a building work.” (Alexander, 1979, p.208)
22. “At the moment when a person is faced with an act of design,
he does not have time to think about it from scratch. He is
faced with the need to act, he has to act fast; and the only
way of acting fast is to rely on the various rules of thumb
which he has accumulated in his mind. In short, each one of
us, no matter how humble, or how elevated, has a vast fabric
of rules of thumb, in our minds, which tell us what to do when
it comes time to act. At the time of any act of design, all we
can hope to do is to use the rules of thumb we have collected,
in the best way we know how.” (Alexander, 1979, p.204)
• A pattern within a pattern language can be thought of as a
habit in pragmatism.
• Alexander points out that a person who performs an act of
design does not think from scratch, but instead uses various
rules of thumb that they have gained from experience.
23. “The patterns in the world merely exist. But the same
patterns in our minds are dynamic. They have force. They
are generative. They tell us what to do; they tell us how we
shall, or may, generate them; and they tell us too, that under
certain circumstances, we must create them. Each pattern is
a rule which describe what you have to do generate the
entity which it defines.” (Alexander, 1979, p.182)
• Both habits and patterns in mind lead to action.
24. • Habits is that they are not static.
• All humans have numerous habits, some of which do not
produce a desirable outcome, and some which should be
replaced with better habits.
• In such cases, intelligence allows us to change a current habit
into a better one.
• “Meaning by a habit-change a modification of a person’s
tendencies toward action, resulting from previous experiences
or from previous exertions of his will or acts, or from a
complexus of both kinds of cause.” (Peirce, 1934a, p.327)
Habit-Change
25. Habit-Change
• Habits cannot be directly modified.
• “we cannot change habit directly: that notion is magic.” (Dewey,
1922, p.20)
• “we can change it indirectly by modifying conditions, by an
intelligent selecting and weighting of the objects which engage
attention and which influence the fulfillment of desires.” (Dewey,
1922, p.20).
• Habit is the result of a condition that brings about an influence,
and, as long as we cannot change the condition, the habit will
persist.
26. • Dewey clearly explains this using an example of changing
the habit of those with negative, habits such as poor
posture and alcohol addiction.
“A man who does not stand properly forms a habit of
standing improperly, a positive, forceful habit. The
common implication that his mistake is merely negative,
that he is simply failing to do the right thing, and that the
failure can be made good by an order of will is absurd.
One might as well suppose that the mac who is a slave
of whiskey-drinking is merely one who fails to drink water.
Conditions have been formed for producing a bad result,
and the bad result will occur as long as those conditions
exist.” (Dewey, 1922, p.29)
Habit-Change
27. “The hard-drinker who keeps thinking of not drinking is doing
what he can to initiate the acts which lead to drinking. He is
starting with the stimulus to his habit. To succeed he must find
some positive interest or line of action which will inhibit the
drinking series and which by instituting another course of
action will bring him to his desired end. In short, the man’s true
aim is to discover some course of action, having nothing to do
with the habit of drink or standing erect, which will take him
where he wants to go.” (Dewey, 1922, p.235)
Habit-Change
28. • We can say that (whether good or bad) there are forces that
work together to generate a result.
• We cannot change the forces that exist within a certain
context, and so the forces will persist.
• With this premise, a the goal of a pattern is to add a new
force / new forces to resolve the conflict among original
forces by offering a solution that brings about good
consequences.
Forces behind a Pattern
29. • A change in a habit is not solely dependent on a person’s
mindset.
• A habit is not simply shaped by a single person, but is
rather a result of influences from the outside environment.
“for every habit incorporates within itself some part of the
objective environment, and no habit and no amount of
habits can incorporate the entire environment within itself
or themselves.” (Dewey, 1922, p.51).
Habit and Environment
30. • In order for us to change a habit, we must not only change our
mindset but also our surrounding environment.
• When we change our surrounding environment, we are in fact
changing the conditions that generate the habit.
• “We must work on the environment not merely on the hearts of
men.” (Dewey, 1922, p.22)
• In human action patterns, a suggestion on how to change a
person’s mindset is not, in most cases, a valid solution.
• This is because a habit is connected to the surrounding
environment, the solution to a pattern must be something that
changes that environment (condition) as well as the person’s
mindset, in order to resolve the conflict of forces.
Habit and Environment
31. 2. Patterns are for forming and change habits
The goal of pattern language lies not only in supporting individual
action taking, but in supporting the development of continuous habits.
33. Truth in Pragmatism
• Pragmatists insist that truth does not exist objectively in the
world outside of human thought and language, and this view
is well-known as the anti-representational aspect of
pragmatism.
• Peirce argued that the truth of a statement can only be
proven through a pragmatic approach involving conducting
an experiment
• Dewey stressed that “warranted assertion” is all that can be
gained.
34. “We need to make a distinction between the claim that the world is out there
and the claim that truth is out there. To say that the world is out there, that it
is not our creation, is to say, with common sense, that most things in space
and time are the effects of causes which do not include human mental
states. To say that truth is not out there is simply to say that where there are
no sentences there is no truth, that sentences are elements of human
languages, and that human languages are human creations.
Truth cannot be out there --- cannot exist independently of the human mind
--- because sentences cannot so exist, or be out there. The world is out
there, but descriptions of the world are not. Only descriptions of the world
can be true or false. The world on its own --- unaided by the describing
activities of human beings --- cannot.
The suggestion that truth, as well as the world, is out there is a legacy of an
age in which the world was seen as the creation of a being who had a
language of his own.” (Rorty, 1989, p.5)
35. “To drop the idea of languages as representations, and to be
thoroughly Wittgensteinian in our approach to language, would be
to de-divinize the world. Only if we do that can we fully accept the
argument I offered earlier --- the argument that since truth is a
property of sentences, since sentences are dependent for their
existence upon vocabularies, and since vocabularies are made by
human beings, so are truth.”(Rorty, 1989, p.21)
Pattern Language as Pragmatic Vocabulary
36. • Forty took an anti-representationalist stance and denied the
representationalist claim that truth exists objectively.
• Instead, of representing or expressing the intrinsic characteristics
of the world, Rorty advocated creating a new vocabulary to
describe the world.
• Pattern language offers a vocabulary for people to live by.
• “All human beings carry about a set of words which they employ to
justify their actions, their beliefs, and their lives” (Rorty, 1989, p.73)
• To create a pattern language is not to represent the rules that exist
in the outside world, rather, it is to capture frequently-occurring
phenomenon as patterns with names that may be used as a
vocabulary.
37. • Both pragmatism and pattern language emphasize the
importance of creating a vocabulary that can be used within a
story.
• In such cases, the dichotomy between truth and value is
destroyed. This is a common line of thinking among pragmatists.
• Rorty points out that the supposed difference between things like
science and poetic expression is meaningless (Rorty, 1979).
• We can understand the reason Christopher Alexander decided to
create the pattern language format that contains characteristics
of both scientific and poetic statements rather than mathematical
representations.
Science and Poem
38. Gabriel, R. P., Writers’
Workshops & the Work of
Making Things: Patterns,
Poetry…, Pearson Education,
2002
Silverstein, M., Any Old Wolf,
Sixteen Rivers Press., 2006
Alexander, C., Ishikawa, S.,
Silverstein, M., Jacobson, M.,
Fiksdahl-King, I. and Angel, S.
A, Pattern Language: Towns,
Buildings, Construction, Oxford
University Press,1977
Gabriel, R. P., Drive
On, The Hollyridge
Press, 2005
39. • Creating a pattern language is not merely writing in a
scientific manner, but is rather a continuous process of
improving expressions, much like writing poetry.
• This idea is a precise expression of how the process feels to
us from our experience in creating over thirty different
pattern languages and over one thousand patterns.
Patterns have both Scientific and Poetic Aspect
40. 3. Pattern Language is vocabulary for describing the world
The third implication is that the purpose of pattern language is not to
discover and represent truths that exist in the world, but to create
new vocabularies that help capture the world.
41. Pragmatist View of Pattern Language
1. Pattern as pragmatic conditional sentence
2. Patterns are for forming and change habits
3. Pattern Language is vocabulary for describing the world
The characteristic of pragmatism as a “practicing philosophy” toward
a positive future is a suitable philosophical core of pattern language.
42. • According to Richard Shusterman, the reason pragmatism has
remained a dominant position in the history of philosophy is due
to the fact that its goal is to make lives better through focusing on
experiences that generate liveliness.
• There are two fundamental types of philosophy: philosophy that
provides a general understanding of the world, and practicing
philosophy as “an art of living.” (Shusterman, 1997, p.5)
Practicing Philosophy
43. • Originally, philosophy began as Socrates’ search for “how
one should live,” and how to achieve “his exemplification of
the philosophical life” (Shusterman, 1997, p.17).
• “The aim is not truth for truth’s sake, but rather ameliorative
care of the self (epimeleia heatou), and, as a consequence,
the betterment of the society in which the self is situated.”
(Shusterman, 1997; p.17)
• Later on, philosophy has made a significant transition toward
the theoretical, but due to the appearance of pragmatism,
both theory and practice are now being emphasized.
Practicing Philosophy
44. • “Through respecting the productive power of the past (through the
efficacious force of entrenched habits, practices, and institutions),
pragmatism nonetheless locates authority not in past givens but
in consequences for the present and future. Recognizing the
temporal change and plasticity of our world and tools of
understanding, pragmatism insists on not accepting them as
they’ve been but on making them better.”(Shusterman, 1997, p.
135)
Practicing Philosophy
45. • Pragmatism advocates anti-representationalism.
• “the goal of knowledge is not to copy existing reality but to transform
it to provide better experience.” (Shusterman, 1997, p.208)
• Due to this fundamental attitude, understanding this philosophy
requires not looking for the “truth,” but rather working to put the truth
into practice to create better actions.
• The ultimate goal of pattern language is precisely the same; it is to
make our lives better. This is what Alexander aimed for, and this is
what we as authors of pattern languages for human action aim for
as well.
Practicing Philosophy
46. Conclusion: Pragmatist View of Pattern Language
1. Pattern as pragmatic conditional sentence
2. Patterns are for forming and change habits
3. Pattern Language is vocabulary for describing the world
Pattern language embodies pragmatic concepts, as can be seen in the
fact that patterns are written in the form of conditional sentences (a
characteristic emphasized by pragmatism), along with the fact that
both pattern language and pragmatism evolve through practice.
The goal of pattern language lies not only in supporting individual
action taking, but in supporting the development of continuous habits.
The third implication is that the purpose of pattern language is not to
discover and represent truths that exist in the world, but to create
new vocabularies that help capture the world.
47. Alexander, C., Ishikawa, S., Silverstein, M., Jacobson, M., Fiksdahl-King, I. and Angel, S. (1977) A Pattern Language: Towns, Buildings,
Construction, Oxford University Press.
Alexander, C. (1979) The Timeless Way of Building, Oxford University Press.
Dewey, J. (1922) Human Nature and Conduct, New York: Henri Holt and Company, reprinted in dover, 2002.
Dewey, J. (1925) “The Development of American Pragmatism,” Studies in the History of Ideas, ed. Department of Philosophy, Columbia
University, Columbia University Press, reprinted in The Later Works, 1925-1953, Jo Ann Boydston, ed., vols. 5, Carbondele: Southern Illinois
University Press, 1981-1990.
Dewey, J. (1938) Logic: The Theory of Inquiry, New York: Henri Holt and Company, reprented by Read Books, 2013.
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5: Pragmatism and Pragmaticism, C. Hartshorne and P. Weiss ed., Cambridge, Massachusetts, The Belknap Press of Harvard University
Press, pp.358-387.
Peirce, C. S. (1878) ”How to Make Our Ideas Clear,” Popular Science Monthly, vol.12, reprinted in Collected Papers of Charles Sanders Peirce,
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References