A series of articles has recently appeared in which implications of second-order cybernetics for the practice of family therapy have been discussed. In this article, we attempt to advance the discussion by addressing ideas that we think have not been adequately emphasized thus far. Specifically proposed are ideas about conditions that might facilitate the emergence of consciously pragmatic strategy informed by the kind of systemic wisdom that delicately balances natural systems without the benefit of human planning. It is argued that a shift in the personal habits of knowing and acting that typically organize individual human experience is required. After attempting to specify what this shift might involve, implications of these ideas for the practice of family therapy and for human action in general are discussed.

We argue that while work to optimize the accessibility of the World Wide Web through the publication and dissemination of a range of guidelines is of great importance, there is also the need for a more holistic approach to maximizing the role of the Web in enabling disabled people to access information, services and experiences. The persistently disappointingly low levels of usability of Web content for disabled people indicates that focusing on the adoption of accessibility guidelines by content authors, tool developers and policy makers is not sufficient for a truly inclusive Web. This approach fails to acknowledge the role of the Web as an enabler in a broader context and may stifle creative use of Web content and experiences to enhance social inclusion. Using e-learning as an example, and describing current metadata developments, we present a framework that will guide Web authors and policy makers in addressing accessibility at a higher level, by defining the context in which a Web resource will be used and considering how best existing or new alternatives may be combined to enhance the accessibility of the information and services provided by the site in question. We demonstrate how guidelines such as those produced by the W3C's Web Accessibility Initiative have a role to play within this wider context, along with metadata and user profiling initiatives.

Reservations about qualitative research often center around contentions that, since qualitative methods are so subjective and uncontrolled, the results of qualitative research are not valid and reliable. While many qualitative researchers in education have attempted to improve the trustworthiness of their results by making their methods more systematic, we argue that qualitative researchers cannot establish the trustworthiness of their findings, regardless of the methods they use. Rather, the legitimization of knowledge requires the judgment of an entire community of stakeholders. In the absence of certainty, knowledge is an ethical matter, one in which the judgement of each stakeholder must count.

Among recent philosophers of science, a trend has emerged that has been described elsewhere as a movement beyond objectivism and relativism, Within the field of family therapy, a parallel movement can be observed that has been promoted by the constructivist implications of contemporary cybernetics. Together, these trends have called into question traditional notions of objectivity. In this paper, research implications of the emerging alternative epistemology are propose& JrilrOdUCtiOn At the 1982 annual meeting of the American Family Therapy Association, Alan Gurman organized a panel of researchers that offered two different views of how to study family therapy. More recently, Gutman has characterized these contrasting approaches as "old hat" and "new wave" research (Gutman, 1983). Proponents of these respective views (Kniskern, 1983; Tomm, 1983) have asserted that their differences are not simply a matter of emphasis regarding specific research methods used but rather arise from fundamental

This paper presents a family therapy training model that can be used to teach conceptual and executive skills to beginning therapists in community and academic settings. The model is based on the organization and philosophy of family therapy teams and the methods of live supervision. The goals, structure, and leadership of traditional family therapy teams are discussed and contrasted with the proposed team training model. Pragmatic details of the training program are described and advantages and disadvantages explored. Team leadership skills are categorized by context and future directions proposed.