{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T17:26:32Z","timestamp":1754155592773,"version":"3.41.2"},"reference-count":43,"publisher":"Emerald","issue":"6\/7","license":[{"start":{"date-parts":[[2015,6,1]],"date-time":"2015-06-01T00:00:00Z","timestamp":1433116800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2015,6,1]]},"abstract":"<jats:sec>\n               <jats:title content-type=\"abstract-heading\">Purpose<\/jats:title>\n               <jats:p> \u2013 The purpose of this paper is to propose a model of education that is non-reproductive; that is, productive of non-trivial machines. The reason for this is the postulate that society\u2019s main problems are second-order deficiencies, which cannot be fixed by doing what we do better or more intensely, but rather by changing what we do. <\/jats:p>\n            <\/jats:sec>\n            <jats:sec>\n               <jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title>\n               <jats:p> \u2013 This paper proposes several guidelines for non-reproductive education based on Von Foerster\u2019s concept of a non-trivial machine and of legitimate questions, and Ashby\u2019s law of requisite variety. The ideas presented are corollaries and the result of a philosophical fleshing-out of said concepts and laws. <\/jats:p>\n            <\/jats:sec>\n            <jats:sec>\n               <jats:title content-type=\"abstract-heading\">Findings<\/jats:title>\n               <jats:p> \u2013 In order to have a non-reproductive education, it is necessary to limit the role of central control and promote self-evaluation in education at every level of recursion: that is, in the relationship between state and educational institutions, educational institutions and teachers, teacher and students and students as evaluators of themselves. <\/jats:p>\n            <\/jats:sec>\n            <jats:sec>\n               <jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title>\n               <jats:p> \u2013 First, the concept of genuine self-evaluation is proposed, to distinguish this from what is currently called self-evaluation; which, it is shown, is not truly so. Second, the concept of authentic research is proposed, as distinguished from original research. This is useful for seeing how legitimate questions work at all levels of education. Third, a number of relationships between cybernetics and philosophical thought are established. Fourth, a model for non-reproductive education is proposed.<\/jats:p>\n            <\/jats:sec>","DOI":"10.1108\/k-11-2014-0254","type":"journal-article","created":{"date-parts":[[2015,9,25]],"date-time":"2015-09-25T04:26:13Z","timestamp":1443155173000},"page":"913-925","source":"Crossref","is-referenced-by-count":2,"title":["Towards a non-trivializing education"],"prefix":"10.1108","volume":"44","author":[{"given":"Germ\u00e1n  Ulises","family":"Bula","sequence":"first","affiliation":[]}],"member":"140","reference":[{"key":"key2020122322103827000_b1","unstructured":"Arendt, H.\n                (2005), \n                  Eichmann en Jerusal\u00e9n\n               , Lumen, Barcelona."},{"key":"key2020122322103827000_b2","doi-asserted-by":"crossref","unstructured":"Au, W.\n                (2007), \u201cHigh-stakes testing and curricular control: a qualitative metasynthesis\u201d, \n                  Educational Researcher\n               , Vol. 36 No. 5, pp. 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