Abstract
Julie Thompson Klein (Interdisciplinarity: history, theory, and practice, 1990) who, up to our knowledge, wrote the most comprehensive book on Inerdisciplinarity. About the 40% of the book was used to list her references. With regards to interdisciplinary rigor she wrote:

"Interdiciplinary work is often attacked for lacking rigor. However, rigor is not diminished. Rather, it is shifted from disciplinary criteria to a new interdisciplinary objective, to what (Singleton, 1983) a core sense of “interdisciplinary rigor.” There are no scholarly defined standards for judging interdisciplinary works but Stephen Schneider’s three criteria for disciplinary excellence are quite appropriate. Excellence of interdisciplinary research can be measured in terms of (1) disciplinary clarity, (2) clarity of cross-disciplinary communications, and (3) the utilization and combination of existing knowledge from many fields to help solve a problem or to raise or advance knowledge about a new issue (Shneider, 1977)."

A purpose of this conversational session is to present a very clear way to assure a higher level of rigor in interdisciplinary communication, as related to disciplinary rigor. A main reason why “Interdisciplinary work is often attacked for lacking rigor” is probably because confusing the notions of precision and rigor. Disciplinary rigor is fundamentally based on the respective method and semiotic system. To translate from a disciplinary semiotic system to an inter-disciplinary one requires an additional creativity at the syntactical, semiotic and pragmatic level. This, in turn, potentially requires the creation of analogies (via analogical thinking), metaphors, and similes. These three notions are different and should not be confused or, much less, taken as synonyms. We usually are similar to our parents, but we are no metaphors or analogies of them. Metaphors are expressive tools while, analogies are thinking processes that usually precede and provide input to logical thinking (induction, deduction, abduction, etc.)

A second purpose of this conversational session is to provide a first step for a multi-author article(s), i.e. a collection of short research-essays (800-1500 words each) with the objective of generating a special issue of the journal; which, necessarily, should be based on the short essay provided to the attendees and/or on the reflections that might emerge from this conversational session.

Shneider, S. N. (1977). Climate Change and World Predicamentemt: A case Study for inter-Disciplinary Research. Climate Change, 1, 21-43.

Singleton, R. J. (1983). Interdisciplinary Teaching with Humanists: Reflections of a Biological Scientist. Perspectives in Biology and Medicine, 26 (2), 304-314.

Thompson Klein, J. (1990). Interdisciplinarity: history, theory, and practice. Detroit: Wayne State University Press.

Abstract
Artificial Intelligence (AI) can basically be defined as a multidisciplinary field whose goal is to automate activities that presently require human intelligence. The goal requires interdisciplinary and/or transdisciplinary research approaches and communication techniques among technology domains such as Mathematics, Psychology, Philosophy, Neuroscience, Cognitive Science, Social Science, and Computer Science. The goal of this Participatory Workshop is to foster innovative interdisciplinary and/or transdisciplinary collaborations to form innovative AI implementations. To achieve this goal, the Workshop will explore what technologies and sciences are important in forming "safe and non-threatening" AI solutions that can think and act both humanly and rationally, through sensing, comprehending, acting, and learning.

Abstract
The International Academy for Systems and Cybernetic Sciences is an honor society for people who have made outstanding contributions to the fields of systems and cybernetics. It was created in 2010 by the International Federation for Systems Research. Two other organizations -- the European Union for Systemics and the World Organization for Systems and Cybernetics are now also involved. The Academy reviews nominations of scholars and elects some of them as academicians.

The Academy is not just an honor society. The academicians seek to advance the field through contributions to encyclopedias and handbooks, educational programs and lectures at conferences. Lately we have begun thinking about projects that require a multi-disciplinary perspective, where people with trans-disciplinary competence could be particularly helpful in aiding communication among specialists. This presentation will describe a few projects that are currently being considered.

The field of macro-economics would benefit from more use of reflexivity theory. Macro-economics uses primarily open loop influence diagrams with independent and dependent variables. There have been some experiments with agent-based models but few closed loop influence models. Although common in ecology, closed loop influence diagrams have not been widely used in macro-economics to analyze the stability or instability of economic systems. A stable system would have mostly negative feedback loops. An unstable system would have mostly positive feedback loops. In the U.S. in the 1990s a change in legislation followed by financial innovations changed a stable system into an unstable system resulting in the financial crisis of 2007 to 2008. Closed loop influence diagrams, if they had been used, could have warned of instability.

Can the present conception of science be expanded in order to more adequately encompass social systems? What assumptions have scientists been making that could be modified in order to incorporate in science purposeful systems as well as inanimate objects and designed systems as well as natural systems? The desire to remain objective has led many social scientists to neglect the role of observers who decide how a system should be described and which approach to analysis should be used. Also, in social systems theories often change the phenomenon observed. The evolution of political and economic systems are examples.

There are a growing number of participatory methods used to include subjects in the class of experimenters and experimenters in the class of subjects. Participation in social systems requires reflexive thinking since human beings are both objects of research and observers of systems. Do our current conceptions of scientific research provide adequate instruction for research on reflexive systems? Numerous methods have been developed for leading participatory conversations for planning, problem-solving, or negotiating. The systems sciences can be helpful to the traditional sciences when transdisciplinary research is required.

Abstract
Mostly implicit relationships between disciplinarity and inter-disciplinarity will be presented, These relationships exist and are real, but they are not always perceived in order to be adequately designed and implemented. Consequently, we will try to describe and generate collective comments of the following relationships. We will also distribute among the attendees a paper draft regarding with a little bit of details regarding these relationships and the potential danger of Intra-Disciplinary Incest if these cybernetic relationships are absent in a researcher or a research group.

Abstract
In this workshop, you will learn how to blend a course to systematically and purposefully improve student learning AND simultaneously develop their leadership abilities. It presents the emerging research results from a multi-year research effort that has demonstrably improved student leadership abilities which have resulted in more effective teamwork yielding better learning outcomes.

In part 1 of the workshop, the ingredients that are required to develop a blended course will be presented within the context of a continual course improvement process based on Deming's Plan-Do-Study-Act cycle. The Plan step consists of developing the blended course syllabus, the DO step consists of teaching the blended course according to the syllabus, the Study step consists of measuring the results, and the Act step consists of incorporating improvements suggested by the measurements into the next syllabus. Dr. Michael G. Moore's Theory of Transactional Distance is the basis for the use of a Revised Scale of Transactional Distance that will be used on the Study step of the cycle.

In part 2 of the workshop, we will focus on the interactive group learning activities that are an inherent part of blended learning. Effective (or high performance) teams cannot be assumed or mandated. You will learn how they can be developed as a part of any course. The role of coaching and consulting in team development will be discussed. You will also learn how increased team effectiveness will lead to better learning and how better learning will lead to enhanced teaming abilities.

In part 3 of the workshop, some unintended consequences on student psychometrics will be discussed all their implications for both individual and team performance.

Abstract
For the past 20 years or more, STEM [Science, Technology (Computers), Engineering, and Mathematics] has been an emphasis at all levels of education, primary to secondary to bachelor's to graduate programs. At earlier levels, the emphasis has been on assuring all students have substantial exposure, not just to STEM content, but to its processes and relation to problem solving and critical thinking. More recently there have been recommendations to integrate Arts into STEM instruction, and to ensure that the health sciences (Medicine) is considered, whence STEAM or STEAMM.

At bachelor's and graduate levels, general education and the education of practitioners pose two different problems. I would like us to consider the latter in particular, and to examine the body of knowledge of which a competent faculty member, graduating student, or practitioner should be aware. The emphasis in my presentation will be on the formal sciences: mathematics, computer science, logic, and data science, with some consideration of the natural sciences, but health sciences and engineering are certainly fair game for the discussion.

Abstract
Nobel Laureate, Murray Gell-Mann affirmed that “The philosopher F. W. J. von Shelling introduced the distinction (made famous by Nietzsche) between ‘Apollonians,’ who favor logic, the analytical approach, and a dispassionate weighing of evidence, and ‘Dionysians,’ who lean more toward intuition, synthesis and passion. These traits are sometimes described as correlating very roughly with emphasis on the use of the left and right brain respectively. But some of us - asserts Gell-Mann - seem to belong to another category: the ‘Odysseans,’ who combine the two predilections in their quest for connections among ideas. Such people often feel lonely in conventional institutions.” (1994, The Quark and the Jaguar: Adventures in the Simple and the Complex; New York: W. H. Freeman and Company; p. xiii) [italics and bold fonts added]. We will try to show that the integration between intra- and inter-disciplinary communication 1) relates them synergistically by means of different kinds of cybernetic loops, and, consequently, 2) relate both of them to industry, business and society at large.

Abstract
The purpose of this Conversational panel is to describe the incremental Action-Design e Incremental Implementation of Inter-National Networks and a Meta-Network for Inter-Disciplinary Communication (NmNIC), for Collaborative Learning, and Meta-Education Support. A more detailed draft will be delivered to this conversational panel in order to keep collecting data and information with regards to its Action-Design e incremental Implementation.

A first approximation to what would be as follows. We encourage the attendees and/or panelist to apply their critical thinking oriented to improve this initial idea or to comment on its potential unfeasibility.

Because of the incremental approach recommended, via Action-Design and Action-Learning, the initial step in the implemetation of (NmNIC), will be through a highly flexible, versatile and diversified organization, which might be substituted or complemented with international multidisciplinary societies and/or associations with less flexibility/diversity and with more specific purposes and means to achieve them.

Initially, (NmNIC) will be constituted by founding individual members who might later recommend:

• organizational/institutional members,
• local members (department, divisions, etc. of larger organizations)
• national members: national associations or societies
• regional members: geographical regions which might include cities in larger countries.

The recommended architecture for (NmNIC), is a federated network of networks where each node may be associated to both: individuals or groups. It is estimated that the initial nodes will be basically associated with individuals and later group/organizational/institutional nodes would be gradually included. Each individual may work toward the creation of a network, hence the name od Meta-Network or Network of Networks. (NoNIC).

The International Institute of Informatics and Systemics (IIIS) could provide the organizational support for the implementation and consolidation of NoNIC through the following means:

• Hosting NoNIC’s meetings in the context of conferences organized by the IIIS
• Including NoNIC’s publications in the context of the proceedings produced by IIIS and/or the Journal of Informatics and Systemics (JSCI)
• Including information about NoNIC’s activities in the IIIS web page and in its conferences web pages.
• Including informational material regarding NoNIC’s plans and activities to be delivered at the registration desks of the conferences organized by IIIS
• Distributing informational content among the IIIS’s members via emails.
• Using specific projects to be implemented by the IIIS in a synergic way with NoNIC. An example of these projects might be the one related to the Inter-National, Inter-Disciplinary, Integration Groups: IIIG. IIIGs might be an adequate bridge between the IIIS and NoNIC
• Identifying synergic relationships between both organizations: IIIS and NoNIC
• Other means on which both organizations might agree.

As we said above, a potential organizational bridge between the International Institute of Informatics and Systemics (IIIS) and the (NoNIC) might be the Inter-National, Interdisciplinary, and Integration Groups (IIIG).

Abstract
In academia, critical thinking occurs effortlessly for a large number of students. Yet, it develops slowly, if at all, for many other students. To a great extent, a student’s success in a given subject is linked directly to critical thinking and his/her ability to compartmentalize ongoing activities—a behavior that we call activity compartmentalization.  Previously, we have concluded that the onset of cognitive thinking begins with simple memorizing, recording, valuing, comparing, and contrasting events and knowledge that can be implemented from one or more of five educational utilities that are given as: the contextualization of information, Bloom’s taxonomy usage, Jean Piaget’s and Karl Popper’s constructivism, Lev Vygotsky’s cognitive development adaptation, and individualized mental mind structures, all discussed under the umbrella of mental capacity. In the physical sciences, once contextualization of a concept occurs and the components of Bloom’s taxonomy are added, the higher achieving student, using constructivism or cognitive development adaption with mental structures, develops critical thinking while other students remain languishing in ineffective mental understanding. Additionally, higher achieving students can sustain academic success if their ongoing activities are compartmentalized in a manageable fashion. In this regard, we have developed the important relationship between critical thinking and sustained academic success in the physical sciences. With the advent and integration of the aforementioned five utilities, we give evidence of their usage and how both critical thinking and sustained success are achieved. Finally, all students who desire critical thinking ability and sustained success, including the higher achieving ones and the lesser adept ones, can benefit from these techniques and strategies.

Abstract
Since they were founded in the mid-twentieth century the fields of systems science and cybernetics have worked to create more general theories for existing fields, to define theories of control and communication to complement theories of matter and energy, and to aid existing fields by using helpful knowledge from other fields. This paper will describe a few examples of how systems and cybernetics have in the past and are currently contributing ideas to traditional disciplines. The traditional disciplines taken as examples are management, the social sciences, and philosophy of science.

The field of management has benefited from Ashby's theory of adaptive behavior and his Law of Requisite Variety, which provides a quantitative relationship between information and selection. Management has also benefitted from Beer's Viable System Model, which is based on the structure of the human nervous system. Other contributions to management have been group decision-making methods such as Beer's concept of syntegrity and Ackoff's Interactive Planning.

The fields of psychology, economics, and political science have benefitted from Vladimir Lefebvre's theory of reflexive control and George Soros's theory of reflexivity. Lefebvre's theory describes two systems of ethical cognition. The theory is helpful in making a transition from confrontation and conflict to the rule of law. George Soros's theory of reflexivity explicitly includes the decisions and actions of observers. It places the social scientist inside the system observed and makes clear the difficulty of forecasting in social systems since they include thinking participants.

The philosophy of science has had, at least since Plato and Aristotle, more than one epistemology or theory of knowledge. Warren McCulloch suggested resolving different views of epistemology by investigating how the brain works. The strategy was to study cognition by conducting neurophysiological experiments. These ideas are embodied in the literature on second order cybernetics, which has taken up the challenge of criticing the development of science, an interest earlier practiced by the philosophy of science.

Abstract
We are unique individuals with unique experiences and history. This requires an understanding of individuality and differences and the elimination of the bias of stereotypes (sameness).

Understanding our students' individuality in any and all ways can be used to guide and coach them to achieve the limits of their potential and to use their own unique, experiential insights and challenges to focus their studies for good.

Too often we are too scared to explore their uniqueness with our students from fear of accusations of discrimination on grounds of race, gender, disability etc. when in reality, such a discussion can result in exceptional achievement.

Abstract
The aim of the presentation is to reflect on what current industrial revolution, often called economy 4.0, requires from educational systems, especially at university level. The presenter will discuss the determinants of this revolution and its consequences for the education of the future. The main stress will be put on what quantities and features this education must have to meet the demands of the new digitalized world and to equip students with suitable competences needed both at work and in social life.

Abstract
Enrollments in universities have steadily declined over the last several years. Simultaneously, the number of students taking online courses has steadily increased. University administrators agree that online programs are an essential component of their strategic plans. Yet, they acknowledge that most of their faculty agree that online teaching is inferior to face to face. Many also feel that there is a lack of acceptance of online degrees by potential employers.

The above reflect the feelings of providers of higher education. These feelings are diametrically opposite to those of the consumers of higher education. While some argue that students take online courses because they do not have access to a traditional campus, many students on a traditional campus choose the online option when the same course is taught both online and face to face. Likewise, employers with tuition reimbursement plans continue to support their employee requests for tuition refunds for online programs.

In this keynote plenary address, we will examine ways to effectively bridge the gap of perceived quality of online and face to face learning and show analytical results indicating that one form is not necessarily better than the other.

Abstract
Various scholars contributed extensively to the area of entrepreneurial education. Nevertheless our key findings in assessing successful entrepreneurs is that strategic partnerships are very important in the daily practice of entrepreneurial companies but these partnerships are almost completely ignored in entrepreneurship courses and business models. These courses and models seem to focus on standalone products and services. It appears that the question of partnerships and system thinking is not fully understood and supported by applied research. The authors argue that using a qualitative as well as a quantitative approach helps to verify a potential deficit in entrepreneurial education. In particular, the propositions were piloted in analyzing 86 business plans at bachelors and masters level in courses delivered by the authors. The initial conclusion shows that entrepreneurial education has to shift its own paradigm – from business planning to business modeling including partnerships with established firms. In addition, an empirical qualitative study on sixteen entrepreneurship textbooks in German and English was conducted. Finally, the authors propose an innovative teaching approach that is centered around a structured analysis of campaigns on crowdfunding platforms. Student learning includes cognitive/rational analysis as well as emotional/trust engagement, in particular with the invest/not invest question as the tangible outcome. This concept has been applied in academic teaching for six semesters with more than 150 business and non-business students.

Abstract
It's true to say that technology has a part to play in all modern aspects of life and therefore represents a significant vehicle for inter-disciplinary activities. This presentation reviews some personal experiences as a Computer Scientist in terms of collaborative opportunities in research, education and industry. Consideration is given towards how novel technologies can provide a gateway to the promotion of shared interest and examines some recent proposals for joint work with the department of Archaeology at Queen's University Belfast in utilising drones for data collection and analysis.

Abstract
Can a USA-based and research-supported approach to quality assurance in online and blended learning, adopted by over 1100 institutions, be adapted to educational environments outside of USA and in non-English speaking regions? What adaptations are needed in order for the quality assurance approach to be applicable to international education communities that are vastly different culturally and pedagogically?

The speaker will share their experience working with various higher education institutions in non-English speaking communities and highlight strategies and considerations in establishing collaborations to internationalize USA-based standards and contribute to quality assurance for online and blended learning globally.

Abstract
The biological term of "Symbiosis" is used for the situation of "living together". The internet system has made a global society with data bases. The global society includes many kinds of variations: culture, language, generation. In the global society, symbiosis between systems gave us a lot of topics. Communication skill is necessary to handle the topics. The term of "Biomedical Engineering", on the other hand, is used for the multidisciplinary academic field combining several fields: Biology, Medicine, and Engineering. The field relates to various academic fields. In these field, many topics are picked up for collaboration between the biological systems and engineered systems.

Communication is necessary not only between biological systems, but also between biological system and engineered system. Several multidisciplinary learning- programs have been practiced as cross- cultural seminars of students. The effectiveness of the cross-cultural seminar on multidisciplinary learning has been discussed in relation to "Biomedical Engineering" and "Symbiotic Engineering".

Abstract
While technology, computing, and "big data" seem to be ubiquitous, transforming, and sometimes more than a bit invasive, many problems confront both the computing and data science (and more generally, the STEM) workforce, on the one hand, and the academic and societal development of those disciplines, on the other. Among these are (1) a true shortage of well-rounded and skilled workers, (2) a lack of "soft skills", ethical and philosophical understanding, broad background, and deep context among those workers, (3) a lack of both social and demographic diversity in the workforce, and (4) a difficulty in carrying out interdisciplinary efforts, both in research and commercially.

In this presentation, I present a step toward a solution: a certificate transitioning between Bachelor's and Master's level studies, offered to students from all undergraduate backgrounds, with an emphasis on background skills, understanding, and context. As these courses are completed by an academically and socially diverse cohort, students will develop an interdisciplinary view as well as a conceptual understanding of computing and data science; enhance communication, teamwork and problem-solving skills; and appreciate the philosophical and ethical issues involved. I then discuss costs, benefits, risks and tradeoffs, plus possible other uses and extensions, and ramifications for the stakeholders.

Abstract
In light of the persistent problem of "academic silos" in the contemporary university, Nagib Callaos and others have demonstrated the importance of interdisciplinary communication for those engaged in the advancement of scientific research. Two twentieth century scholars, Ian Barbour (1923-2013) and Bernard Lonergan, SJ (1904-1984), offer a concrete approach to interdisciplinary communication by advocating a common epistemology and metaphysics for integrating traditional academic disciplines. Barbour, an experimental physicist and theologian, and Lonergan, a philosopher, theologian, and economist, both suggest a "critical realist" epistemology. Barbour's preferred metaphysical framework for a systematic synthesis between disciplines, e.g., natural science and theology, is the process thought of Alfred North Whitehead. Lonergan, on the other hand, develops his own generalized empirical method (GEM) in which the being investigated is that which occurs within consciousness. We compare and contrast these two approaches as well as critically engage them.

Abstract
Smartphones have become ubiquitous in today's society. People use them at any time and from anywhere to enrich or enhance their daily living activities such as staying connected with their friends and family, and shopping and paying fees. Though smartphones are an indispensable part of our lives, most people are not familiar with their internal structures, let alone mobile app development. This talk tries to fill the gap by giving an insight on smartphones including three themes: (i) smartphone structures, (ii) mobile computing, and (iii) current issues of smartphone computing research. Finally, information about other smartphone topics of interest to researchers will also be given.

Abstract
Critical infrastructure protection faces increasing challenges, both in quality and in quantity. Most of the present security systems fully rely on automated mechanisms, which replace human operators, in order to perform computation intensive tasks and/or to work in extreme conditions. However, this solution presents some drawbacks with respect to the system performance. In order to provide effective measures against the pressure of new and sophisticated threats, an interdisciplinary approach, based on suitably coupling machine learning with human judgment, results as the right choice. In fact, this solution is particularly helpful for implementing efficient solutions capable of controlling critical scenarios and reacting effectively towards sophisticated threats. The practical application of this approach in different case studies demonstrates its efficiency for the effective protection of critical infrastructures.

Abstract
We talk a good talk about the importance of interdisciplinary learning and work for our students, but how often do we actually practice what we preach? Traditional academic structures rarely encourage interdisciplinary working, often they actively stand in the way creating silos. In fact the higher you progress up the educational ladder the less you may know about the world outside – I call this the hierarchy of ignorance. In this talk I explore ways to engage learners beyond academic credit in interdisciplinary activities and the benefits it can bring to staff and students alike.

Abstract
A Radio Finding Detection Network is proposed to detect Solar ElectroMagnetic (EM) Induction effects producing an electromotive force, or voltage, across ancient electrical conducting volcanic rock complexes underlying North America. ElectroMagnetic Pulse (EMP), climate change, hurricanes, tornadoes, lightning, earthquakes, volcanism, and certain types of wildfire outbreaks may be stimulated during a weakening of the solar magnetic field especially during the upcoming solar minimum, increasing Earth's internal inductance power capable of driving much more violent events. This experimental testing is aimed at globally monitoring geophysical EM events to develop new forecasting methods. North American focus is on the New Madrid Fault, Florida hurricanes, and California wildfire and earthquakes, improving the science of natural disaster forecasting, management, investment, and governance, contributing to better resource-related negotiations and policy debates affecting fiscal/tax policies.

Abstract
The US Congress has passed four public laws each one addressing the universal right of access to education by all citizens. The Universal Design in Learning (UDL) movement responds to the need for universal educational access by focusing on the different ways different people learn. However, America still holds the belief that certain competencies in language and mathematics must be met by everyone. This presentation explores expanding UDL: Each person has a right to excel in a respectable vocation with possibly minimal Mathematics-English requirements. The i) Israeli High School system, ii) the use of vocational placement to minimize mental-illness relapse, and iii) the interpretation of the Biblical sacrificial code as vocational harmonization, illustrate this approach.

Abstract
The digital world as we know it today is providing access to vast amounts of information that if properly understood and leverage could significantly enhance business intelligence and operations. Over the past several years, advancements in and the adoption of social media, artificial intelligence, mobile computing and cloud technologies have provided a digital platform to enable new research in data science, AI/ML, realistic and immersive virtual reality and visualization, as well as quantum computing. This talk will provide a perspective on this journey, and discuss potential value and challenges associated this DARQ power.

Abstract
Internet of Things (IoT) provides an environment where everything around us is connected and is uniquely identifiable. This pervasive and ubiquitous environment of connectivity can be very conveniently used for collecting information enabling intelligent decision-making. Use of appropriate sensors in IoT provides capability of sensing any desired type of information from the surroundings including temperature, light, humidity, seismic vibrations, and more. Recent advancements have made it possible to make things (as in IoT) or components small in size, powerful in processing, and energy efficient for operational longevity. These aspects of IoT are prompting many emerging applications of IoT including in the fields of health, transportation, agriculture, energy, and environment. This talk will capture the current state of IoT, and emerging application in a variety of fields.

Abstract
Two different research projects run by the TH Wildau on information security awareness —titled “Security” and “SecAware4school” for short— are primarily aimed at sensitizing pupils to the issue of information secu­ri­ty in everyday school life using experience-oriented scenarios geared to teaching aware­ness. At the same time, their teachers will be trained and the parents kept informed about specific measures. The learning scenarios were developed in creative workshops by means of participative dialogue and are based on the integration of three learning methods: Game-Based Learning, Accelerated Learning, and Authentic Learning. The article introduces the game-based learning scenarios for schools implemented to date.

Questions were:

• The warm-up question about secure passwords
• The question “Do you know how you can protect your own private sphere online?”
• The question “How often do you use images from the Internet, e.g. for presentations?”
• The question “Have you ever been the victim of data theft (e.g. your log-in data was stolen)?”
• The question “To what extent are you interested in the following topics?”
• The question “What other topics are you interested in?”

The topic of fake news is of similar interest to all respondents from the pilot schools (who find the issue very to moderately interesting).

The results of the survey, the information events, and the prototypes in “SecAware4school” as well as the final versions in “Security” of learning scenarios confirmed the assumption that sensitization and training is needed on the topic of information security in everyday school life.

Abstract
If you travel or interact with big companies, you have probably noticed some novel practices:

* The banking sector is in transition. The number of branches and employees is declining; business is increasingly taking place on the internet and smartphones.
* The next step in automation for travelers has transpired: For the past while, air passengers have been able to check in not only themselves but also their luggage.
* “Robot lawyers” that support or automate legal processes are the new trend in legal technology.

They are expected to offer efficient alternatives to legal services.

The above-mentioned examples illustrate a trend that seems to be unstoppable: Automated processes and even artificial intelligence are taking over the services sector, namely, the economic sector, where the human workforce was once an indispensable source of added value.

Such developments may lead to further questions about our future. From a social system-theoretical point of view, for instance, organizations are built through the communication of decisions. However, many of the current trends in business are based on creating machines or procedures that make decisions for people. If machines decide for humans, how can we validate humans as decision makers?

In this keynote address, we want to focus on this question using premises of social system theory and ideas of second-order cybernetics as guides for (a) a better understanding of dynamics, (b) self-reflection, and (c) adapted perspectives and solutions for upcoming challenges.

Abstract
In Russia, difficulties with implementing market reforms have increased interest in understanding the unique Russian philosophical heritage with the goal of understanding what Russia is, what Russian culture and civilization are, and what the similarities and differences are between Russia and the West. Such thinking necessarily requires us to attempt "to look at the root" of the problem: to see the similarities and differences in the Russian and Western intellectual traditions; to try to determine not the geographical, but the intellectual place of Russia between the East and the West. Such attempts are particularly valuable when they lead to finding ways of integrating Western and Eastern intellectual traditions, partly in order to solve global problems. Such integration is needed at this time in history. The Russian style of scientific thinking, due to its history and culture, includes elements of Eastern and Western intellectual traditions. The Russian intellectual experience may provide the basis for a synthesis of Western and Eastern knowledge.

This Plenary Keynote Address presents cultural foundations of the Russian approach to cybernetics from three perspectives. First, it describes the peculiarities of the Russian style of scientific thinking in comparison with Western and Eastern approaches. Second, it suggests that cybernetics as "the most Eastern of the Western sciences" may benefit from Russian ideas such as the noosphere, the necessity to develop man's nature, Russian cosmism, active evolution, tektology, etc. Third, it compares Vladimir E. Lepskiy's and Stuart A. Umpleby's theories of cybernetics looking at them through the prism of Russian and American intellectual traditions.

Abstract
First-order cybernetics arose from and grew with a desire to understand control processes and iterative/recursive behavior in engineering, physics, and biological systems, which second-order cybernetics generalized, in particular noting that in social systems the observer, the subject, and the process become entwined in a larger metasystem, itself reflective and recursive. From there, the connections to philosophy, mathematics, and theoretical computer science become obvious. Those connections are apparent in the work of Bernard Lonergan, SJ, a contemporary of the founders of second-order cybernetics. We explore those connections, and parallels to and differences with second-order cybernetics in Lonergan's approach to theology, epistemology, ontology and teleology, and mathematics and logic.

Abstract
Innovation and/or research performed by Inter, Cross, and Trans disciplinary teams requires individuals to develop an understanding of how their discipline relates to other disciplines. Such understanding is obtained primarily by effective verbal, non-verbal, and written communications. However, due to each domain's institutional and psychological complexities, gaining adequate understandings of multiple disciplines can be problematic and at times seemingly impossible. This can lead to failures of the intents and goals of Inter, Cross, and Trans disciplinary teams. This reflection paper will propose an approach to ease gaining of understanding between individuals from different disciplines in an affective domain context, and possibly lay a foundation for applying affective domain rigor to how understanding between individuals occurs over time.

Abstract
Es evidente que no puede haber inter-disciplinaridad sin disciplinas. Lo que no parece ser evidente, para muchos profesores y autoridades universitarias, es que la .Investigación, Educación y Communicación Inter-Disciplinaria son necesarios para 1) resolver problemas de la vida real, 2) subir el nivel educativo de manera que no se reduzca a la instrucción disciplinaria, 3) evitar el posible incesto intra-disciplinario, 4)  dar soporte a la preparación de estudiantes y profesores para acelerar el desarrollo personal, social y nacional de los países en vías de desarrollo

Abstract
Estas reflexiones están basadas en una primera experiencia de Blended-Learning para fortalecer habilidades quirúrgicas básicas en estudiantes de Medicina Humana de una Universidad Nacional en Perú. El realizar investigación educativa con ingenieros, educadores, economistas y profesionales de salud, con diálogos Inter-Disciplinarios y multidisciplinarios; fortalecimos las capacidades de pensamiento crítico, respetando las singularidades y la rigurosidad de los aspectos metodológicos. Usamos las TIC tanto para el diseño y la intervención, mejorando las oportunidades de comunicación interdisciplinaria con la actitud de compartir conocimientos y experiencias motivadoras en el proceso educativo, incorporando la tolerancia como eje conciliador para aprender y desaprender, en un continuo diálogo asincrónico o presencialmente con principios éticos y con valores en la intervención educativas, facilitando la demostración de las habilidades quirúrgicas en los futuros profesionales.

Abstract
Estas reflexiones se sustentan en la necesidad de abordar desde un punto de vista vinculante aspectos centrales de carácter social y tecnológico, los cuales impactan de forma directa en la matriz productiva de América Latina y el Caribe. Esto requiere necesariamente de comunicación inter-disciplinaria y la genera, al menos en forma verbal.

En este sentido, estas discusiones encuentran sólidos vasos comunicantes con el proceso de robotización y automatización en el marco de la Cuarta Revolución Industrial del siglo XXI; la cual está generando cambios estructurales en el comercio y el empleo, como históricamente ha sucedido con las revoluciones tecnológicas de los siglos XIX y XX. La Robótica es en sí un campo de investigación y educación inter-disciplinaria, al igual que los diseños e implementación de tecnologías en el ámbito de la robótica. La innovación tecnológica en ese ámbito, requiere quizás más que otro tipo de innovaciones tecnológicas más comunicación inter-disciplinaria, porque habría que agregar las disciplinas y experiencias del ámbito del mercadeo, finanzas, emprendedora, estudio de mercado, etc.

En el contexto latinoamericano, se destacan tres aristas de análisis: I) la importancia de reconvertir la matriz productiva para América Latina y el Caribe, procurando que los cambios tecnológicos se orienten a promover la igualdad social, II) avanzar en la concreción de un acuerdo tecnológico – social que considere la posibilidad de una renta básica universal para la región; tratando así de disminuir la amplia brecha existente entre las economías emergentes y las más avanzadas y III) fomentar el acceso universal a una educación de calidad que desarrolle la capacidad de pensar diferente; cualidad fundamental para los trabajos del futuro, las cuales permitirán a los trabajadores una mejor transición hacia nuevas ocupaciones.  Estas tres aristas requieren y generan aun más intensa y frecuentemente comunicaciones inter-disciplinarias, y muy posiblemente investigación e incluso educación inter-disciplinaria, las cuales, ambas, requieren a su vez de comunicación inter-disciplinaria tanto, ESCRITA Y VERBAL.