The special issue “Autopoiesis: Foundations of Life, Cognition, and Emergence of Self/Other” is devised to host an interdisciplinary forum on scientific research based on autopoiesis and its role for undestanding life, cognition, the emergence of self/other, and related issues. It is open to various approaches, targets, and goals, all having autopoiesis as common denominator, sharing and applying its core concepts to face novel problems, perspectives, and activities.

We suggest interested Authors to manifest their interest by contacting the special issue Editors, providing a title and (preferably) an extended abstract (around 500 words) about the topic they intend to approach and other methodological details before May 31, 2022.

More at: www.journals.elsevier.com

SFI Complexity Interactive (SFI-CI) combines the dynamic interactions of an in-person course with the flexibility to learn from anywhere in the world. This three-week, part-time, online course offers participants a theory- and applications-based view of complexity science. Complexity Interactive provides a foundation for thinking broadly about complex systems, encouraging participants to explore syntheses across systems in an open dialog with SFI faculty. The program’s size is limited to ensure everyone has ample opportunity to discuss with faculty and with each other.

In 2022, the curriculum will explore scaling, robustness, and feedbacks, with a particular focus on sustainability and climate change.

More at: www.santafe.edu

The 2021 GESDA Science Breakthrough Radar provides an overview of science trends and breakthrough predictions at 5, 10 and 25 years in 24 science and technology areas, a synthesis of the related fundamental debates in society, and an exploration of opportunities for concerted action through initial contributions on the implications for international affairs, global challenges, and the SDGs.

Read the full article at: radar.gesda.global

This year’s Laureates – David Card, Joshua Angrist and Guido Imbens – have provided us with new insights about the labour market and shown what conclusions about cause and effect can be drawn from natural experiments. Their approach has spread to other fields and revolutionised empirical research.

Many of the big questions in the social sciences deal with cause and effect. How does immigration affect pay and employment levels? How does a longer education affect someone’s future income? These questions are difficult to answer because we have nothing to use as a comparison. We do not know what would have happened if there had been less immigration or if that person had not continued studying.

However, this year’s Laureates have shown that it is possible to answer these and similar questions using natural experiments. The key is to use situations in which chance events or policy changes result in groups of people being treated differently, in a way that resembles clinical trials in medicine.

Using natural experiments, David Card has analysed the labour market effects of minimum wages, immigration and education. His studies from the early 1990s challenged conventional wisdom, leading to new analyses and additional insights. The results showed, among other things, that increasing the minimum wage does not necessarily lead to fewer jobs. We now know that the incomes of people who were born in a country can benefit from new immigration, while people who immigrated at an earlier time risk being negatively affected. We have also realised that resources in schools are far more important for students’ future labour market success than was previously thought.

Data from a natural experiment are difficult to interpret, however. For example, extending compulsory education by a year for one group of students (but not another) will not affect everyone in that group in the same way. Some students would have kept studying anyway and, for them, the value of education is often not representative of the entire group. So, is it even possible to draw any conclusions about the effect of an extra year in school? In the mid-1990s, Joshua Angrist and Guido Imbens solved this methodological problem, demonstrating how precise conclusions about cause and effect can be drawn from natural experiments.

“Card’s studies of core questions for society and Angrist and Imbens’ methodological contributions have shown that natural experiments are a rich source of knowledge. Their research has substantially improved our ability to answer key causal questions, which has been of great benefit to society,” says Peter Fredriksson, chair of the Economic Sciences Prize Committee.

Read the full article at: www.nobelprize.org

Lead instructors: Sarah Maurer and Chris Kempes

This course aims to push the field of Origins of Life research forward by bringing new and synthetic thinking to the question of how life emerged from an abiotic world.

This course begins by examining the chemical, geological, physical, and biological principles that give us insight into origins of life research. We look at the chemical and geological environment of early Earth from the perspective of likely environments for life to originate.

Taking a look at modern life we ask what it can tell us about the origin of life by winding the clock backwards. We explore what elements of modern life are absolutely essential for life, and ask what is arbitrary? We ponder how life arose from the huge chemical space and what this early ‘living chemistry’ may have looked like.

We examine phenomena, that may seem particularly life like, but are in fact likely to arise given physical dynamics alone. We analyze what physical concepts and laws bound the possibilities for life and its formation.

Insights gained from modern evolutionary theory will be applied to proto-life. Once life emerges, we consider how living systems impact the geosphere and evolve complexity. 

The study of Origins of Life is highly interdisciplinary – touching on concepts and principles from earth science, biology, chemistry, and physics.  With this we hope that the course can bring students interested in a broad range of fields to explore how life originated. 

The course will make use of basic algebra, chemistry, and biology but potentially difficult topics will be reviewed, and help is available in the course discussion forum and instructor email. There will be pointers to additional resources for those who want to dig deeper.

This course is a Complexity Explorer Frontiers Course.  The goals of a Frontiers Course are to share the excitement and uncertainty of a scientific area, inspire curiosity, and possibly draw new people into the research community who can help this research area take shape.

More at: www.complexityexplorer.org