A Theoretical and Analytical Synthesis of Autopoiesis and Sociolinguistics for the Study of Organisational Communication

The purpose of this paper is threefold. First, we propose a systemic view of communication based in autopoiesis, the theory of living systems formulated by Maturana & Varela (1980, 1987). Second, we show the links between the underpinning assumptions of autopoiesis and the sociolinguistic approaches of Halliday (1978), Fairclough (1989, 1992, 1995) and Lemke (1995, 1994). Third, we propose a theoretical and analytical synthesis of autopoiesis and sociolinguistics for the study of organisational communication. In proposing a systemic theory for organisational communication, we argue that traditional approaches to communication, information, and the role of language in human organisations have, to date, been placed in teleological constraints because of an inverted focus on organisational purpose-the generally perceived role of an organisation within society-that obscure, rather than clarify, the role of language within human organisations. We argue that human social systems are, according to the criteria defined by Maturana and Varela, third-order, non-organismic living systems constituted in language. We further propose that sociolinguistics provides an appropriate analytical tool which is both compatible and penetrating in synthesis with the systemic framework provided by an autopoietic understanding of social organisation.     

The Impact of Web 2.0 on the Doctor-Patient Relationship

Web 2.0 innovations may enhance informed patient decision-making, but also raise ethical concerns about inaccurate or misleading information, damage to the doctor-patient relationship, privacy and confidentiality, and health disparities. To increase the benefits and decrease the risks of these innovations, we recommend steps to help patients assess the quality of health information on the Internet; promote constructive doctor-patient communication about new information technologies; and set standards for privacy and data security in patient-controlled health records and for point-of-service advertising.     

The law of moments: understanding the flashpoint that ignited the riots

Abstract

A number of major organisations have, over the last five years or so, become involved in offering advice on the taking and use of photographs of children. The Information Commissioner's Office, for example, has issued guidance on the legal situation surrounding the photographing of children and the NSPCC has drawn up recommendations, for community groups, concerning the placement of children's photographs on websites.     

Review essay/the ethics of secrecy

Sissela Bok, Secrets: On the Ethics of Concealment and Revelation New York: Pantheon Books, 1982, xviii + 332 pp.     

Comparative law as a remedial subject*

Abstract

Situated learning, focusing on the pragmatic and social aspects of learning, has as its basis the notion that learning is essentially dependent on the immediate situation of action. It is a strength of the theory that it supports learner‐centred instructional design (ID), and supports a constructivist approach to ID. Nevertheless, even a learner‐centred theory such as situated learning requires more if its product is to be successful in facilitating learning. Student learning requires management at every level: within individual learning activities, within a module syllabus and within a curriculum. The contextual issues which go to make up such management, and the relations between situated learning theory and learning management, are the focus of this paper. We shall argue that it is essential for the success of embedded IT that instructional designers pay attention to learning management issues, that they signal the presence of these issues in their courseware documentation, and that lecturers and tutors who use the courseware should take these issues into account when implementing and embedding computer‐based learning in the curriculum.

As an example of this argument we take our computer‐based learning program the Virtual Court Action. This program was designed to be used in the learning and teaching of procedural law in a Scottish university law curriculum. Using document assembly techniques and email, this program emulates part of a civil court action in a Scottish court, with identical personnel, legal documents and procedure. The place of situated learning theory in its design is described, and the learning management issues germane to its implementation are analysed. Finally, we show how the attention paid to learning management issues contributed to the success of the program.

‘Acting on the world to learn about concepts is not a straightforward issue.‘¹

‘Old‐fashioned pocket knives … have a device for removing stones from horses’ hooves. People with this device may know its use and be able to talk wisely about horses, hooves and stones. But they may never betray ‐ or even recognise ‐ that they would not begin to know how to use this implement on a horse.‘²