I would like to get a virtual dialogue started around the following statements:
"Personal experience is the existance of Relational System. By presumption this is the essence of existance beyond the personal."
Please give me your comments!
Friday, January 23, 2009
Tuesday, December 9, 2008
The Bridge Builder
Every now and then a certain saying, story, poem or oral story conveyed by a story teller crosses my path and in its simplicity moves me at the time. The poem below is one of those that has a certain depth to it that lingers.
THE BRIDGE BUILDER
An old man, going a lone highway,
Came at the evening, cold and gray,
To a chasm, vast and deep and wide,
Through which was flowing a sullen tide.
The old man crossed in the twilight dim--
That sullen stream had no fears for him;
But he turned, when he reached the other side,
And built a bridge to span the tide.
“Old man,” said a fellow pilgrim near,
“You are wasting strength in building here.
Your journey will end with the ending day;
You never again must pass this way.
You have crossed the chasm, deep and wide,
Why build you the bridge at the eventide?”
The builder lifted his old grey head.
“Good friend, in the path I have come,” he said,
“There followeth after me today
A youth whose feet must pass this way.
This chasm that has been naught to me
To that fair-haired youth may a pitfall be.
He, too, must cross in the twilight dim;
Good friend, I am building the bridge for him.”
by Will Allen Dromgoole
THE BRIDGE BUILDER
An old man, going a lone highway,
Came at the evening, cold and gray,
To a chasm, vast and deep and wide,
Through which was flowing a sullen tide.
The old man crossed in the twilight dim--
That sullen stream had no fears for him;
But he turned, when he reached the other side,
And built a bridge to span the tide.
“Old man,” said a fellow pilgrim near,
“You are wasting strength in building here.
Your journey will end with the ending day;
You never again must pass this way.
You have crossed the chasm, deep and wide,
Why build you the bridge at the eventide?”
The builder lifted his old grey head.
“Good friend, in the path I have come,” he said,
“There followeth after me today
A youth whose feet must pass this way.
This chasm that has been naught to me
To that fair-haired youth may a pitfall be.
He, too, must cross in the twilight dim;
Good friend, I am building the bridge for him.”
by Will Allen Dromgoole
A Proposal for Re-Focusing Education
A Proposal
for Re-Focusing Education on
Co-Creative (R)evolution:
Measuring Learning
Susan Koehler and Jon Ray Hamann
(A William Dale Koehler and Leslie D. Edmiston Production)
“Education” DEFINed
Education is Sign Communication between a Mind (including Virtual Mind) and its Self or with Other Mind (including Virtual Minds) intended to increase (evolve) the potential of that Mind to ACT (Self-reflectively or via its Carrier) and to increase (evolve) the concomitant potential
value of said Act to that Mind, and,
as an imperative Corollary, to the Collective (Common) Other Mind.
SUMMARY
The arguments presented herein reflect the following:
1. There is a severe World-wide crisis in Education which is growing increasingly evident as to being uncorrectable by changing the System.
2. Since all aspects of the Social condition depend ultimately on the continually evolving capabilities of each citizen through learning, this crisis is contagiously negatively affecting all human endeavor and diminishing Humanity Globally.
3. Thus it is necessary to seed a Co-Creative (R)Evolution whereby education is wholly reinvented.
4. With an ever-growing proportional scarcity in the required human resources for educating, the solution must have a significant technological component.
5. In that the purpose of Education is to grow the Mind, this technology itself must exhibit an emerging Synthetic Intelligence.
6. And finally, as the Human Experience becomes increasingly virtual through the Internet, so too must this Synthetic Intelligence grow into a Synthetic (Virtual) MindClone for each individual and thus serve as a personal Virtual Learning/Teaching Aide.
THE CRISIS IN EDUCATION
There are only a few remaining voices in the World which do not decry the general state of our Educational Systems. Among the concerned, there is a growing belief that the problems are foundationally innate to the Systems themselves and, hence, can not be remedied by any change to the structure and/or processes thereof. A typical view is the following:
ODE, December, 2005- “Your world in 2015”
Here are 10 emerging trends that could reshape your world over the next 10 years.
3. The liberation of educationFarewell to standardized tests, assembly line schools and one-size-fits all curriculum
“The liberation of education means every child has the right—not the obligation—to learn. Every child has the right to learn in as many ways as possible, following her interests and developing her unique talents. For that matter: Every adult has the same right.
Learning is an individual activity. It has to be, because we are all different. That is why compulsory education with fixed, one-size-fits-all curricula is outdated. That system belonged to the industrial revolution, when schools were needed to train a uniform, obedient workforce to work in assembly-line factories. As we have witnessed the end of the industrial revolution, we are witnessing the end of the rationale for conventional schools.
There is no need for standardized learning and standardized testing. No need for controlling what children learn. They shouldn’t study just what adults want them to know. Let’s correct one fundamental misunderstanding: Every person wants to learn something. No exceptions. By nature, children follow their interests and develop their talents. That is the very best thing they can do to fulfill their lives and to serve society. It is exactly what leading businesses have discovered: Employees flourish when they feel they have been able to make clear and meaningful contributions.
The best place to learn is not inside a building where you confine kids with others exactly their own ages. The best learning happens in an open setting that encourages people of different ages to interact in many ways. One example might be elders explaining the wisdom of the past to youngsters who then teach the older generation how to use new technology. Learning—when it is free—is never-ending, because the essence of learning is not acquiring knowledge, but finding meaning in life.”
RE-CREATING AN EDUCATIONAL SYSTEM:
An Overview of the NECESSARY Parts
Ai3’s intention is to seed the Co-creative (R)Evolution in the way we educate. Grounded in Relationism as pointed to later herein, the mission—MINDing Humanity---involves growing the Learner Mind via an enabling, mentoring partnership with an individually adapted Synthetic Mind/an AutoGnome. This approach will ultimately completely reinvent education throughout the entire knowledge/age-spectrum.
Open Environment
An important aspect of this approach is the requisite of maintaining an environment that fosters an individual’s natural inclination toward inquiry, inference and intuition. This quite simply implies open access to an open system through open sources. This obviously translates into specific criteria with respect to the physical space. The mission when actualized in an open environment will sustain a culture that encourages discovery guided by experienced, innovative experts/mentors(faculty) also working with AutoGnomic Aides. Such a culture will support a broad spectrum of interests providing the opportunity for students to holistically explore inter-disciplinary subject matter in an on-going, dynamic process recognizable as 24/7/365 entrepreneurism in learning.
Curricula/CONTENT
Curricula will include, as matter of fact and without emphasis, subject matter in the Public Sector Education Departments required fields which comply with all regulatory standards and testing requirements; however, this will not be treated as the educational goal of what will actually be presented and achievement expected, but only as a minimum compliance entry level for those individuals interested in such public certification. Performance success will be AutoGnomically evaluated on a cognitive (including inquiry, inference and intuition) as well as an emotive level. Students will be matched in their abilities with MetricGnomic Methodologies through the AutoGnome.
Delivery System
Subject matter will be available in any accessible Automated Information Communication MultiMedi form and delivered locally as well as via internet access so that an anytime, anywhere attitude of access to knowledge is fostered. Students will have the opportunity to participate in cooperative learning activities that are unconstricted by age classification. Home study will be encouraged. Both parent and student participation are invited/expected within this culture of teaching, first as a contribution to our mission, but also as a means of validating their understanding of subject matter and as a method of building self esteem and competence in their ability to present complex material.
Assessment and Evaluation
Naturally, the demonstration of acquired knowledge is critical to the success of the program and will be given due priority. Equally important is the ability to move beyond the maintenance of accepted formalities and into the realm of creativity where students develop the confidence to initiate positive change in their environment. This specifically includes students with special needs which require and deserve the opportunity to explore any fields of study and select those that open them to realization and expression of their unique potential. The advanced capabilities of Ai3’s core intelligence/knowledge/wisdom technology, the AutoGnome, will provide a superior method for mentoring, guidance, assessment and evaluation (the MetricGnome) and will provide performance indicators that prove beyond any doubt that the students’ abilities are quantifiable and measurable and that such measures are superior indicators when compared to community/society/state required standard testing.
Differentiators
Differentiating characteristics include the Relational philosophical foundation of the curriculum and methodology, recognizing the foundational relational proclivity of the human mind, and the emphasis on entrepreneurism. Key differentiators begin with the assumption of diversity in an open environment and entail a delivery method that utilizes high end Synthetic Intelligence technology to combine the best of expert mentors with independent and distance learning methodologies utilizing research-based best practices.
The inigma of mind (Edited by JRH from the following)
Fractal Neurodyamics and Quantum Chaos : Resolving the Mind-Brain Paradox Through Novel Biophysics Chris King
Scientific Discovery in the twentieth century has seen the unification of the microscopic and cosmic realms of physics. Molecular biology has had equally epoch-making successes unravelling the intricate molecular mechanisms underlying the genetic code. Despite these conceptual advances, the principles by which the brain generates Mind remain mysterious.
Mindand Consciousness remain so different from the usual objects of scientific inquiry that it is unclear they conform to the objective criteria usually applied to scientific description. Yet, the importance of developing a model of brain function which gives a consistent description of Mind, consciousness and free-will, is profound.
The intractability of this central unresolved problem in science suggests its principles run deeper than the conventional biochemical description. This paper develops such a model based on linkage between the fractal aspect of chaotic neurodynamics and quantum non-locality, giving brain science a cosmological status at the foundations of physical description.
This model links the structural instability of brain dynamics with quantum uncertainty. The quantum-physical brain may thus be more than just an interface between sensory input and decision-making. It may in fact be a doorway between complementary aspects of the physical universe. If so, the role of consciousness and Mind-brain duality may be central to cosmology.
The RELATIONAL FOUNDATIONS OF MIND
What if “how and what” we think were constrained by the language(s) [sign systems] we use?
Despite the foregoing Inigma of Mind, it is generally accepted that the human organism as a living (biological) system acts to maintain (adapt) its identity in a changing environment. These Acts are a decisional (CyberGnomic) dynamics characterizing "Mind" where Mind is generally conceded to be resident in a "Brain". A Brain in turn is composed of a complex of parts, including, e.g., neuronal nets. Further, a Brain is carried by a "Body", i.e. sensors and effectors, connecting the Brain/Mind to its environment. And finally, the key foundational assumption is that "Mind" is an image (sign/symbol)—creation/manipulation/storage/interpretation---system which itself is imaged via a Relational Science of Signs (symbols) — signification (e.g. symbolization) and communication, i.e. Relational Semiotic Systems, as a necessary basis upon which to build a General Theory of Universal Mind and technologically engineer its applications as Synthetic Intelligence--Synthetic Mind.
The Mission then
is to reinvent (create) a Form of sign(symbol) system and the processes attendant thereto which express the heretofore linguistically and formally (mathematically) inexpressible Experience of Interrelated Relations (as per the Native unrecorded expression of “relations related to other relations”), said Form to be combined with the centuries-old symbolic mode of Interrelated Systems, which in its successes has carried Humanity from the discovery of fire through the evolution of language and number to deep space exploration (telescopically toward the “infinite”) and nano-science (microscopically toward the “infinitesimal”).
TOWARD A RELATIONAL SEMIOTIC THEORY OF MIND
What if the form of these sign systems constrained the methodology of inquiry in science?
With last century’s advent of the digital revolution in information/communication technology, the methods of inquiry themselves must now be opened to form a new method of inquiry/inference/intuition. This method must be concomitantly applied to the foundations notions (philosophically, formally, and theoretically) themselves which subtend any particular experiential initiating hypotheses in inquiry thus leading to a theory of theory formation. An approach is posited herein regarding the formalization of an order and its derivative calculus, the latter taken as a formulation of the disorder experientially related to the given order, which also implies a reorder(ing) format that, within an Integrated System of order/disorder/reorder Relations (Relational Semiotic Systems), suggests The Form as a general [meta order(ing)] theory of theory formation. The Form will, in turn, be invoked in formulating a Theory of Intelligence/Mind and its technological implementations as Synthetic Intelligence/Mind. As a limited goal toward this end, we have attempted to elucidate our approach to “Semiotics in Intelligent Systems Development” as though it instantiated The Form and points to a generalized order (Boundary Logic) which, if fully realized, would translate Boolean Logic (the present form of Computational Logic) into a form that is more consistent with computation (being parallel) in contrast to language (being serial). The theoretical and applied detail developed to date is essentially confined to the AutoGnome, a semiotic machine interpreting certain of the philosophical principles of Charles Sanders Peirce who first published on Boundary Logic in 1898.
APPLICATIONS OF THE AUTOGNOME
The key commercial application of the AutoGnome to be implemented hereby is that of the WebGnome specifically in the form of an Intellisite (an Intelligent Website generically branded as TrueThinker.com) and its derivative implementations in Knowledge Creation, Organization and Application. The IntelliSite taken as a Knowledge Development Management System (KDMS) is the adjunct tool of choice for Organized Search, Classified Storage & Retrieval, Learning/Teaching-Training, and Knowledge Management, to identify only a few of the many immediately adaptable applications of TrueThinker.com (TT.com) in it’s current stage of development.
In the sequence of added increasing IntelliSite functionality, starting from the most rudimentary of functions, i.e. Manual Categorization, and progressing through Supervised (Automated) Categorization to AutoCategorization, Ideation, Meta(Q/R)Search, Community Building, Resource and Business Management, and on to an Autonomous Entrepreneur, TT.com can be adapted at each stage of development as a potent KDMS tool by incorporating an Inheritable Context-specific (e.g. for education, medicine, energy, environmental management, strategic economic and community development planning, etc.) KnowledgeBank (content). The fact is that with only Manual and Supervised Categorization, TT.com is already showing superiority relative to known competition as a KDMS and is expected to rapidly separate itself as the prime vendor in this industry niche. With the continuing evolution of the IntelliSite into an Autonomous Scientific Intelligence, CoGnome (collective intelligence), and CogWeb (cognitive network of IntelliSites), TT.com will grow into a one-of-a-kind MINDClone in the NetWork of Virtuality, and become the benchmark for a SyntheticMind.
EDUCATIONAL IMPLEMENTATION OF THE INTELLISITE
As an “immediately” available platform for revenue generation to sustain these ongoing development activities, TrueScholar.com for the HomeSchooling Movement would provide a readily accessible starting point for an already well-defined, politically active, participatory market. In particular, with an Open Source Initiative to accelerate the development of the initial KnowledgeBank, an effective learning assistance tool would be rapidly available. Moreover, from day 1 of completion of the design of the website and while the KnowledgeBank is formed, TrueScholar.com can go to market allowing users to complete their training of TT.com at the Manual and Supervised Categorization stage. In terms of decreasing ease of access to change agents for organizationally implementing Relational Education (REdu), the expected order of markets would be from Home(Independent)Schooling to Private Independent Schools to Charter Schools to Public Schools.
for Re-Focusing Education on
Co-Creative (R)evolution:
Measuring Learning
Susan Koehler and Jon Ray Hamann
(A William Dale Koehler and Leslie D. Edmiston Production)
“Education” DEFINed
Education is Sign Communication between a Mind (including Virtual Mind) and its Self or with Other Mind (including Virtual Minds) intended to increase (evolve) the potential of that Mind to ACT (Self-reflectively or via its Carrier) and to increase (evolve) the concomitant potential
value of said Act to that Mind, and,
as an imperative Corollary, to the Collective (Common) Other Mind.
SUMMARY
The arguments presented herein reflect the following:
1. There is a severe World-wide crisis in Education which is growing increasingly evident as to being uncorrectable by changing the System.
2. Since all aspects of the Social condition depend ultimately on the continually evolving capabilities of each citizen through learning, this crisis is contagiously negatively affecting all human endeavor and diminishing Humanity Globally.
3. Thus it is necessary to seed a Co-Creative (R)Evolution whereby education is wholly reinvented.
4. With an ever-growing proportional scarcity in the required human resources for educating, the solution must have a significant technological component.
5. In that the purpose of Education is to grow the Mind, this technology itself must exhibit an emerging Synthetic Intelligence.
6. And finally, as the Human Experience becomes increasingly virtual through the Internet, so too must this Synthetic Intelligence grow into a Synthetic (Virtual) MindClone for each individual and thus serve as a personal Virtual Learning/Teaching Aide.
THE CRISIS IN EDUCATION
There are only a few remaining voices in the World which do not decry the general state of our Educational Systems. Among the concerned, there is a growing belief that the problems are foundationally innate to the Systems themselves and, hence, can not be remedied by any change to the structure and/or processes thereof. A typical view is the following:
ODE, December, 2005- “Your world in 2015”
Here are 10 emerging trends that could reshape your world over the next 10 years.
3. The liberation of educationFarewell to standardized tests, assembly line schools and one-size-fits all curriculum
“The liberation of education means every child has the right—not the obligation—to learn. Every child has the right to learn in as many ways as possible, following her interests and developing her unique talents. For that matter: Every adult has the same right.
Learning is an individual activity. It has to be, because we are all different. That is why compulsory education with fixed, one-size-fits-all curricula is outdated. That system belonged to the industrial revolution, when schools were needed to train a uniform, obedient workforce to work in assembly-line factories. As we have witnessed the end of the industrial revolution, we are witnessing the end of the rationale for conventional schools.
There is no need for standardized learning and standardized testing. No need for controlling what children learn. They shouldn’t study just what adults want them to know. Let’s correct one fundamental misunderstanding: Every person wants to learn something. No exceptions. By nature, children follow their interests and develop their talents. That is the very best thing they can do to fulfill their lives and to serve society. It is exactly what leading businesses have discovered: Employees flourish when they feel they have been able to make clear and meaningful contributions.
The best place to learn is not inside a building where you confine kids with others exactly their own ages. The best learning happens in an open setting that encourages people of different ages to interact in many ways. One example might be elders explaining the wisdom of the past to youngsters who then teach the older generation how to use new technology. Learning—when it is free—is never-ending, because the essence of learning is not acquiring knowledge, but finding meaning in life.”
RE-CREATING AN EDUCATIONAL SYSTEM:
An Overview of the NECESSARY Parts
Ai3’s intention is to seed the Co-creative (R)Evolution in the way we educate. Grounded in Relationism as pointed to later herein, the mission—MINDing Humanity---involves growing the Learner Mind via an enabling, mentoring partnership with an individually adapted Synthetic Mind/an AutoGnome. This approach will ultimately completely reinvent education throughout the entire knowledge/age-spectrum.
Open Environment
An important aspect of this approach is the requisite of maintaining an environment that fosters an individual’s natural inclination toward inquiry, inference and intuition. This quite simply implies open access to an open system through open sources. This obviously translates into specific criteria with respect to the physical space. The mission when actualized in an open environment will sustain a culture that encourages discovery guided by experienced, innovative experts/mentors(faculty) also working with AutoGnomic Aides. Such a culture will support a broad spectrum of interests providing the opportunity for students to holistically explore inter-disciplinary subject matter in an on-going, dynamic process recognizable as 24/7/365 entrepreneurism in learning.
Curricula/CONTENT
Curricula will include, as matter of fact and without emphasis, subject matter in the Public Sector Education Departments required fields which comply with all regulatory standards and testing requirements; however, this will not be treated as the educational goal of what will actually be presented and achievement expected, but only as a minimum compliance entry level for those individuals interested in such public certification. Performance success will be AutoGnomically evaluated on a cognitive (including inquiry, inference and intuition) as well as an emotive level. Students will be matched in their abilities with MetricGnomic Methodologies through the AutoGnome.
Delivery System
Subject matter will be available in any accessible Automated Information Communication MultiMedi form and delivered locally as well as via internet access so that an anytime, anywhere attitude of access to knowledge is fostered. Students will have the opportunity to participate in cooperative learning activities that are unconstricted by age classification. Home study will be encouraged. Both parent and student participation are invited/expected within this culture of teaching, first as a contribution to our mission, but also as a means of validating their understanding of subject matter and as a method of building self esteem and competence in their ability to present complex material.
Assessment and Evaluation
Naturally, the demonstration of acquired knowledge is critical to the success of the program and will be given due priority. Equally important is the ability to move beyond the maintenance of accepted formalities and into the realm of creativity where students develop the confidence to initiate positive change in their environment. This specifically includes students with special needs which require and deserve the opportunity to explore any fields of study and select those that open them to realization and expression of their unique potential. The advanced capabilities of Ai3’s core intelligence/knowledge/wisdom technology, the AutoGnome, will provide a superior method for mentoring, guidance, assessment and evaluation (the MetricGnome) and will provide performance indicators that prove beyond any doubt that the students’ abilities are quantifiable and measurable and that such measures are superior indicators when compared to community/society/state required standard testing.
Differentiators
Differentiating characteristics include the Relational philosophical foundation of the curriculum and methodology, recognizing the foundational relational proclivity of the human mind, and the emphasis on entrepreneurism. Key differentiators begin with the assumption of diversity in an open environment and entail a delivery method that utilizes high end Synthetic Intelligence technology to combine the best of expert mentors with independent and distance learning methodologies utilizing research-based best practices.
The inigma of mind (Edited by JRH from the following)
Fractal Neurodyamics and Quantum Chaos : Resolving the Mind-Brain Paradox Through Novel Biophysics Chris King
Scientific Discovery in the twentieth century has seen the unification of the microscopic and cosmic realms of physics. Molecular biology has had equally epoch-making successes unravelling the intricate molecular mechanisms underlying the genetic code. Despite these conceptual advances, the principles by which the brain generates Mind remain mysterious.
Mindand Consciousness remain so different from the usual objects of scientific inquiry that it is unclear they conform to the objective criteria usually applied to scientific description. Yet, the importance of developing a model of brain function which gives a consistent description of Mind, consciousness and free-will, is profound.
The intractability of this central unresolved problem in science suggests its principles run deeper than the conventional biochemical description. This paper develops such a model based on linkage between the fractal aspect of chaotic neurodynamics and quantum non-locality, giving brain science a cosmological status at the foundations of physical description.
This model links the structural instability of brain dynamics with quantum uncertainty. The quantum-physical brain may thus be more than just an interface between sensory input and decision-making. It may in fact be a doorway between complementary aspects of the physical universe. If so, the role of consciousness and Mind-brain duality may be central to cosmology.
The RELATIONAL FOUNDATIONS OF MIND
What if “how and what” we think were constrained by the language(s) [sign systems] we use?
Despite the foregoing Inigma of Mind, it is generally accepted that the human organism as a living (biological) system acts to maintain (adapt) its identity in a changing environment. These Acts are a decisional (CyberGnomic) dynamics characterizing "Mind" where Mind is generally conceded to be resident in a "Brain". A Brain in turn is composed of a complex of parts, including, e.g., neuronal nets. Further, a Brain is carried by a "Body", i.e. sensors and effectors, connecting the Brain/Mind to its environment. And finally, the key foundational assumption is that "Mind" is an image (sign/symbol)—creation/manipulation/storage/interpretation---system which itself is imaged via a Relational Science of Signs (symbols) — signification (e.g. symbolization) and communication, i.e. Relational Semiotic Systems, as a necessary basis upon which to build a General Theory of Universal Mind and technologically engineer its applications as Synthetic Intelligence--Synthetic Mind.
The Mission then
is to reinvent (create) a Form of sign(symbol) system and the processes attendant thereto which express the heretofore linguistically and formally (mathematically) inexpressible Experience of Interrelated Relations (as per the Native unrecorded expression of “relations related to other relations”), said Form to be combined with the centuries-old symbolic mode of Interrelated Systems, which in its successes has carried Humanity from the discovery of fire through the evolution of language and number to deep space exploration (telescopically toward the “infinite”) and nano-science (microscopically toward the “infinitesimal”).
TOWARD A RELATIONAL SEMIOTIC THEORY OF MIND
What if the form of these sign systems constrained the methodology of inquiry in science?
With last century’s advent of the digital revolution in information/communication technology, the methods of inquiry themselves must now be opened to form a new method of inquiry/inference/intuition. This method must be concomitantly applied to the foundations notions (philosophically, formally, and theoretically) themselves which subtend any particular experiential initiating hypotheses in inquiry thus leading to a theory of theory formation. An approach is posited herein regarding the formalization of an order and its derivative calculus, the latter taken as a formulation of the disorder experientially related to the given order, which also implies a reorder(ing) format that, within an Integrated System of order/disorder/reorder Relations (Relational Semiotic Systems), suggests The Form as a general [meta order(ing)] theory of theory formation. The Form will, in turn, be invoked in formulating a Theory of Intelligence/Mind and its technological implementations as Synthetic Intelligence/Mind. As a limited goal toward this end, we have attempted to elucidate our approach to “Semiotics in Intelligent Systems Development” as though it instantiated The Form and points to a generalized order (Boundary Logic) which, if fully realized, would translate Boolean Logic (the present form of Computational Logic) into a form that is more consistent with computation (being parallel) in contrast to language (being serial). The theoretical and applied detail developed to date is essentially confined to the AutoGnome, a semiotic machine interpreting certain of the philosophical principles of Charles Sanders Peirce who first published on Boundary Logic in 1898.
APPLICATIONS OF THE AUTOGNOME
The key commercial application of the AutoGnome to be implemented hereby is that of the WebGnome specifically in the form of an Intellisite (an Intelligent Website generically branded as TrueThinker.com) and its derivative implementations in Knowledge Creation, Organization and Application. The IntelliSite taken as a Knowledge Development Management System (KDMS) is the adjunct tool of choice for Organized Search, Classified Storage & Retrieval, Learning/Teaching-Training, and Knowledge Management, to identify only a few of the many immediately adaptable applications of TrueThinker.com (TT.com) in it’s current stage of development.
In the sequence of added increasing IntelliSite functionality, starting from the most rudimentary of functions, i.e. Manual Categorization, and progressing through Supervised (Automated) Categorization to AutoCategorization, Ideation, Meta(Q/R)Search, Community Building, Resource and Business Management, and on to an Autonomous Entrepreneur, TT.com can be adapted at each stage of development as a potent KDMS tool by incorporating an Inheritable Context-specific (e.g. for education, medicine, energy, environmental management, strategic economic and community development planning, etc.) KnowledgeBank (content). The fact is that with only Manual and Supervised Categorization, TT.com is already showing superiority relative to known competition as a KDMS and is expected to rapidly separate itself as the prime vendor in this industry niche. With the continuing evolution of the IntelliSite into an Autonomous Scientific Intelligence, CoGnome (collective intelligence), and CogWeb (cognitive network of IntelliSites), TT.com will grow into a one-of-a-kind MINDClone in the NetWork of Virtuality, and become the benchmark for a SyntheticMind.
EDUCATIONAL IMPLEMENTATION OF THE INTELLISITE
As an “immediately” available platform for revenue generation to sustain these ongoing development activities, TrueScholar.com for the HomeSchooling Movement would provide a readily accessible starting point for an already well-defined, politically active, participatory market. In particular, with an Open Source Initiative to accelerate the development of the initial KnowledgeBank, an effective learning assistance tool would be rapidly available. Moreover, from day 1 of completion of the design of the website and while the KnowledgeBank is formed, TrueScholar.com can go to market allowing users to complete their training of TT.com at the Manual and Supervised Categorization stage. In terms of decreasing ease of access to change agents for organizationally implementing Relational Education (REdu), the expected order of markets would be from Home(Independent)Schooling to Private Independent Schools to Charter Schools to Public Schools.
Friday, November 14, 2008
"MINDing Politics"
“MINDing one's SELF” through the Technology of SYNTHETIC MIND: Minding Politics
THE PERCEIVED CIRCUMSTANCE:
THE PERCEIVED CIRCUMSTANCE:
THE EVOLUTION/ARCHITECTING OF SOCIETIES GLOBALLY IS MOVING ON A PREDICTED COURSE TO A POINT OF CATASTOPHIC CHANGE AS WE NEAR 2013 WHEREAT THE INHERENT INSTABILITY OF THE CENTRALIZED CONTROL OF A COLLECTIVE AS THE FORM OF ORGANIZATION WILL BE COMMONLY RECOGNIZED AS DESTRUCTIVE OF INDIVIDUAL AUTONOMY AND DELIMITING OF PERSONAL INQUIRY AND CREATIVITY.
Following the preceding post on “Minding the Economy: EcoGnomics”, the present post on “Minding Politics” in socio-economic structuring pursues a reversal of the current global imbalance in the form of Societal organization which favors centralized control of the collective at the expense of individual autonomy.
The approach here tendered will focus on a Transhuman view of the completion of the third stage of the Age of Information via a Semiotic Relational Systems formulation and mechanization of a Synthetic Mind resident in an augmented embellishment of the Sixth Universe as a Universe of Autonomous Synthetic Minds InterRelated in Virtuality, but maintaining a MindClone connection to the Individual Human in Reality. This politically permits collective decision making (see the EcoGnomics conjecture), but maintains the commitment to the Individual-as-Whole as the ground for persisting personal autonomy.
DIALOG WITH EPI-VIRTUAL MINDS
To clarify a process expected to be used regularly in the AHA! Institute, beginning with this blog, the following explanations are in order. The focus of concern is on the fair use of the semiotic records of other minds (be they physically practicing at the time of such use or available only through the persistence of the media upon which during their physical sojourn, whether ongoing or lapsed, they so entrusted their acts). The dilemma then has to do with the “truth, relevance and goodness” of the recording of acknowledgement of the creatorship of those records so used, whether used intact or modified by the user, but without consent of their creator(s). Current practice has rules for uses such as the following, which, however, do not include the use intended herein: Citation – simple address of or pointer to the source, thereby simply admitting the possibility of some relation; Report – identifying the source, but attempting to maintain maximum emotional distance from the content conveyed; Interpretation -- identifying the source, but conveying the content with a sense of a sympathetic [syn, “together” and pathos, “feeling”] relation; Argument -- identifying the source, but conveying the content with a sense of a empathic [en, “in” and pathos, “feeling”] relation.
As to the use intended herein, the semiotic records of another mind, herein referred to as an Epi [epi, “beside”]-Virtual Mind (see the post in this blog entitled “MINDing one's SELF” through the Technology of SYNTHETIC MIND: Minding the Economy), will be copied (with minor editing for context consistency, this obviously being a filter of this post’s author’s mind) to re-express a thought which seems to this author’s mind to also be in part conveyed by the circumscribed expression of the Epi-Virtual Mind. Hence, the DIALOG WITH EPI-VIRTUAL MINDS.
COLLABORATIVE FUTURES VISIONING
As an instantiation of this Dialog, we begin with one who is a first among firsts in the Mind Trust of the AHA!Institute, Eugene “Gene” Pendergraft, who retired from this physical plane in 1997, but now continues in the collaboration as an Epi-Virtual Mind. One such contribution to the Dialog, bringing novelty with each new reading, is the following privately distributed (1993) book which we (through As It Is, Inc. and The AutoGnomics Institute, Inc.) expect to print and publically re-distribute in the near-term future.
THE FUTURE'S VOICE
Intelligence Based on Pragmatic Logic
by
Eugene Pendergraft
June 1993
“Henry David Thoreau (1984) lived in the woods at Walden Pond in Concord, Massachusetts, from 1845 to 1847. I see young men, my townsmen, he said, whose misfortune it is to have inherited farms, houses, barns, cattle, and farming tools; for these are more easily acquired than got rid of. Better if they had been born in the open pasture and suckled by a wolf, that they might have seen with clearer eyes what field they were called to labor in. But men labor under a mistake.
That men labor under a mistake, under the inherited idea that they receive rather than create information, is the field of argument that Charles Sanders Peirce was called to labor in.
The study Peirce first called ‘pragmatism’ introduced into philosophy ‘a method of ascertaining the meaning of hard words and abstract conceptions’. The specific purpose of this pragmatic method, according to its inventor, was to clarify traditional metaphysical questions by assessing their conceivable practical effects.
The significance of Peirce’s philosophical argument lies in his profound sense of the fallibility and yet supreme values of honest, persevering inquiry by individual minds sharing a common desire to learn and a common faith that an indefinite community of such investigators must sooner than later discover the truth and the reality corresponding to it. To this attitude Peirce gave the name ‘scientific intelligence’.
Upon this first, and in one sense this sole, rule of reason, that in order to learn you must desire to learn, and in so desiring not be satisfied with what you already incline to think, there follows one corollary which itself deserves to be inscribed upon every wall of the city of philosophy: DO NOT BLOCK THE WAY OF INQUIRY!
Modern industrial society, as presently organized, is colliding violently with our planet’s ecological system. Will this juggernaut continue to devastate the earth no matter what any of us does?
Not so! The weight of history is against such a conclusion. Humankind has always responded to the possibilities of a better logic by taking up its intellectual habits, the new patterns of thinking that it recommends. This is not to say that men and women listen eagerly for or to logical arguments. Practical men do not study logic, Peirce observed wryly, because invariably they believe they think logically already. An obsolete logic, one prone to error, cannot be cajoled or shamed out of existence; it must be bypassed by corrective logical arguments. So the makers of innovative logical arguments, of which Peirce is a prime example, must have above all a clear conception of why and how this bypassing of unwanted error can be done.
The good news is that central economic planning, as done by bureaucrats in the common interest of society, has become a discredited industrial policy. The bad news is that the free-market economy, as run by high-salaried executives in pursuit of one’s own interest in competition with others, is on the way to becoming, and is destined to become, a discredited industrial policy.
Peirce’s philosophic vision is able therefore to play an increasing role in shaping our philosophical attitudes to the central problem of our contemporary culture: the humanizing of the sciences and their dealings with the moral and educational phases of our industrial age. Peircian pragmatism may best be viewed as American thought regarding the problem of creating attitudes among scientists and the public that will converge on mankind’s common afflictions of bigotry, ignorance, poverty, war and disease.
In sum, I offer this image of our future. The market place of ideas, the rough-and-tumble of one idea struggling against another for a place in existence, probably must succumb to purely formal tri-relative analytical, classificatory, and valuational procedures which implement semiosis, a potentially intelligent, continuously evolving sign process. Every operation of semiosis is governed by law, and is mechanizable. Actual mechanization of man-like modes of semiosis, now in prospect, will spark the third and final phase of our information age [from information processing to robotic(artificial)intelligence to semiosis as synthetic intelligence].
The way out of ignorance and into a better light is that the public, as against the professional, learn a sufficiency of scientific facts and principles. Still, many creative people will prefer mystery. Religions and exotic cults will expand their scope toward administering emotional support to quixotic men and women, for whom lasting relationships will reflect an addiction and willingness to change. Inhabitants of the sixth universe will be autonomous men and women, unmanageable though quite open to suggestion.
So we will journey to our future world, the sixth universe of humankind, by our own mental efforts. Will the people follow? The ‘laws’ that we guess out probably must become the myths of this anticipated ‘New Age’, simply because men and women of an information age will desire to learn ‘most speedily’. For everyone, the new conditions for survival will be: to take habits from others; to inquire, ‘Where am I now?, ‘Where do I want to be?’, ‘How will I get there?’; and to adopt for oneself the admirable case, the desirable result, and the trustworthy rule.
I do want to discuss the processes and products of scientific consciousness, though only in so far as they bring to reflection organizing principles for the new reality pressing upon us. Most of the principles to be discussed have been long at hand within technical literature. Simply by doing our homework, each of us may know and use them privately. Against these principles ordinary people should be able to measure things in order to see whether those parts of their world are trustworthy. What significant things, things we cherish or despise, can be expected to endure or drop out of existence?
By ‘organizing principles’, then I mean principles that shape our expectations about tomorrow. They communicate to us the FUTURE’S VOICE.”
DO NOT BLOCK THE WAY OF INQUIRY!
The drive to Inquire, being the natural state of the Individual Human Mind, will generally sustain the individual unless blocked by other’s acts. This is not to dismiss the constant presence of unforeseen acts of “nature” which can circumstantially render a person ineffective if not dead. But, in order to learn one must continue as an individual to desire to learn. Yet, the history of the evolution of human forms of collective organization, from group to community to society and state, evidences a tendency of the collective form, at whatever level, to emerge as a system with centralized control of its parts, i.e. the people as individuals. This is true throughout the range of forms of the controller from individual or small group dictatorships through specialist managers to the rule of the majority. The result is that the process of inquiry favors the collective need at the expense of the individual’s self-determination with a resulting diminution of self-motivation. Recognizing also, however, that organisms of most, if not all forms, have increased chances of survival through cooperation in collectives, Humanity with its current philosophy of centralized control in collective organization faces the zero-sum dilemma of a choice between individual autonomy vs. collective integrity. The resolution of the dilemma requires we look beyond the notion of a collective system to that of a system-as-whole.
THE COLLECTIVE VS. THE WHOLE
TOTOSYSTEMS vs. HOLOSYSTEMS
The common experience of a Collective-as-System is of a total-system (picture puzzle) reality in which a TotoSystem is achievable by having all of the pieces in the right place at the right time. By contrast, a whole-system [holo(graphic)] reality requires the presencing of the The Whole (HoloSystem) in each part. However, The Whole is No-Thing and hence can not be represented as a System alone, but is in essence Relation, specifically Interrelated Relation.
THE Problem/Dilemma/Paradox IN SIGNIFYING “THE WHOLE”
The very nature of all existing formal Sign(Image) systems is that all Relations are assumed to be between/among Systems, i.e. to Interrelate Systems. Hence, Experience in and of Relations between/among Relations, i.e. Interrelated Relations, is by default precluded from our expressible/expressed Knowledge.
The problem-dilemma-paradox is that the foregoing Intersystemic Relational circumstance, which constrains the nature of known signs to a TotoSystems form, actually “filters” the Essence of Relation from signified Experience and hence prevents the Human Mind from discovering the form of sign appropriate for signifying The Whole.
RESOLVING THE Problem/Dilemma/Paradox OF TOTOSYSTEMS: APPROACHING THE WHOLE AS HOLOSYSTEM
The notion of System (and of subSystems) has two fundamental realizations. In one form a system is assumed to be identical with the totality of its subsystems (components). In this case, the system is viewed as existing only through the interrelation of its parts, the latter thus being prior to the totality. In the second form a system is assumed to be a whole which presences in each of its subsystems (parts). As such, the system and subsystems are mutually existent, neither being prior to the other.
The notion of system-as-totality, representable through the interrelation of components, is the form which has dominated the evolution of modern science and society and which characterizes the bulk of research and social structuring recognizing only (General) Systems.
Given the historical preeminence of the General Systems paradigm in Societal Organization, it must also be noted that it is common experience that systems-as-totalities are paradoxical, i.e. they work poorly or not at all and, when working, seldom work as expected. Nearly everyone is familiar with “Murphy’s Law”; if anything can go wrong, it will. Fewer, however, know of “O’Brian’s Law” which simply states that “Murphy was an optimist”. Perhaps the most cogent summary of the problems/dilemmas/paradoxes of General Systems is the work of John Gall on SystemAntics in which the first systematic presentation of why systems fail is presented. To place this in philosophical perspective, there is endless work on the paradoxical nature of reality. However, it has been in the study of the foundations of mathematical systems (including mathematical physics) that there have emerged the most profound insights into the paradoxical inconsistencies of general formal systems. Three exemplary milestones in this research are Russell’s Paradox, Godel’s Incompleteness Theorem and the ERP (Einstein-Rosen-Podolsky) Paradox.
Restating the foregoing, this course of the historical evolution of Experience as cumulative Human Knowledge of (General) Systems, SystemAntics (the Systematic Science of why Systems fail), and SystemAntilectics (R.Elated’s invented designation for the Science of Systems therapeusis) has not been unlike travel in a “maze” on a dead-end, no-exit path. As in Flatland, the awareness/vision of the dilemma is only possible from a “higher dimension”. The problem is that the maze in any specific known formal form, e.g. mathematics, is only a manifestation of a paradox inherent in the very nature of all existing formal sign(image) systems, i.e. that all Relations are assumed to be between/among Systems, i.e. to Interrelate Systems. Hence, Experience in and of Relations between/among Relations, i.e. Interrelated Relations, is by default precluded from our expressible/expressed Knowledge. Now suppose that the foregoing circumstance, which constrains the nature of known signs, actually “filtered” the Essence of Relation from signified Experience and hence prevented the Human Mind from discovering a form of sign appropriate for signifying The Whole.
THE SIXTH UNIVERSE (OF MIND)
The last half of the 20th century evidenced a growing unrest with our present conceptualizations of experience, in particular, in socio-economic-political organization. This trend is now rapidly approaching a crisis point which will necessitate a major shift in world view. The emerging paradigm is one in which the “deep structure” of the universe is viewed as a super hologram. The data underlying this conceptual revolution comes from various areas of the “frontiers of research” which are “other-than-norm”. The unifying feature throughout this data is the concept of The Whole as a system which presences in each and every part. In the large, orthodox research and applications development has always actively resisted or passively ignored all data which is “other-than-norm”. The current crisis in knowledge has been cogently summarized in the suggested need for a different scientific methodology for each (altered) state of consciousness. The fundamental resolution of this crisis, however, necessitates a shift (or broadening) in paradigm such that the present sole concern with system-as-totality is extended to emphasize the system-as-whole. It is no longer questionable as to whether this shift (to the Sixth Universe of Mind) will come; it is of concern, however, as to how long it will take since it has been previously observed that major conceptual changes may require 50 years (the passage of 2 biological generations of Humans).
Inhabitants of the Sixth Universe (of Mind) will be autonomous men and women, unmanageable though quite open to suggestion. So we will journey to our future world, the sixth universe of humankind, by our own [individual] mental efforts. [From “The Future’s Voice”, see above]
CONJECTURE: REALIZING PERSONAL AUTONOMY IN A COLLECTIVE VIA THE AUTOGNOME AS AN INDIVIDUAL’S MINDCLONE IN VIRTUALITY
(Re-building socio-political-economic systems today from the perspective of a Transhumanist Society of post-2036 to 2063 which subsumes a Virtual CyberSociety of Autonomous WebGnomes)
This approach proposes the AutoGnomeTM (Synthetic Mind) as a technological solution to the World-wide societal crises due to the collective diminution of individual personal autonomy, but now exacerbated by the growing scarcity in distribution of resources necessary for human sustainablity. The immediate technology is the IntellisiteTM, an Intelligent Website branded as TrueThinkerTM (http://www.truethinker.com/). Functioning as a MINDCloneTM (Virtual Self) for the Human user in Reality, this technology will dramatically Augment Human Intelligence while moving toward an Autonomous Synthetic Intelligence/Mind. This strategy pre-views an approach in retrospect from a vision of a Transhumanist Future Culture/Society imported into the current thinking regarding societal reform. This work, now in commercial deployment, is intended to foster a revolution which is expected to ultimately (as we approach the Human-Posthuman Singularity between 2036 and 2063) completely reinvent society throughout the Globe.
See also the following posts in this blog:
· “MINDing one's SELF” through the Technology of SYNTHETIC MIND: Minding the Economy
http://relatedone.blogspot.com/2008/10/minding-ones-self-through-technology-of.html
· MIND Creating MIND: A CoCreative Re-Evolutionary Act {Re:SYN5-Prologue1}
http://relatedone.blogspot.com/2008/03/mind-creating-mind-cocreative-re.html
· MIDWIFING "THE AGE OF RELATION" (Expected Delivery in 2012-2013){Re:SYN7-(R)Ev}
http://relatedone.blogspot.com/2007/12/aha-institute-relational-systems-re.html
Wednesday, November 12, 2008
Beyond Social Networking: Knowledge Networking Tool TrueThinker 2.0 Launches
Growing knowledge, building personal mindtrust made easy with AI-powered TrueThinker. TrueThinker version 2.0 moves beyond social networking, instead offering users - people or companies - a powerful, artificial intelligence-based tool for "knowledge networking". TrueThinker's knowledge-management, community and organization features make creating, growing and sharing knowledge on any topic easy.
Buffalo, NY, November 12, 2008 -- The shortcomings of social networking sites, inappropriate ads, spam, invasion of privacy, have become all too obvious. Online tool, TrueThinker (http://www.truethinker.com), available today in redesigned version 2.0, moves beyond social networking. Instead, it offers people or companies a powerful, artificial intelligence-based tool for "knowledge networking".
"Why network just to network?" asked William Dale Koehler, president, CEO and co-founder of As It Is, Inc., the company that created TrueThinker. "TrueThinker is a complete system for sharing, organizing and actually growing knowledge, which is then available for you and others to use. Think of it as your global mindtrust."
Some ways to use TrueThinker:
- Enthusiasts or hobbyists can grow their knowledge on their favorite topics by sharing experiences, tips and techniques, news and other information with anyone who has the same interest.
- Interest groups can efficiently organize, educate and share ideas locally or globally.
- Businesses can offer employees one place to access "institutional wisdom" and experience, data and research, as well as forums for people to collaborate on project development, training and other activities.
No clutter, no spam
Other benefits: You can access TrueThinker from any computer, making your accumulated knowledge on just about anything accessible from anywhere. Even better, TrueThinker is a membership service, so there's no advertising clutter or invasion of privacy. A year-long membership to TrueThinker costs $30. Learn more at TrueThinker Learn More (http://www.truethinker.com/Page.aspx?id=13). Sign up at www.TrueThinker.com.
Networking for Knowledge:
TrueThinker's knowledge-management, community and organization features make creating, growing and sharing knowledge on any topic easy:
- Communities: You or your organization can create private or public communities of people with the same social, business, research or other interests. There, you share ideas, resources and information, as well as documents and photos.
- KnowledgeBank: You or your employees can store relevant and valued information in the private, secure and searchable TrueThinker KnowledgeBank. You can save documents, images, links, bookmarks, databases and more, organizing the information in any way you like.
- Intelligent organization: TrueThinker contains patented AI technology (the "AutoGnome™") that categorizes the information you save--links, searches, documents, etc. It does this after a training period in which it learns about what information you save, and how you organize it.
TrueThinker also offers a referral program, in which members earn $10 every time they refer someone who purchases a TrueThinker membership using a special invitation code.
Formed in 1999, As It Is, Inc., is an intellectual capital development and holding company. The company operates out of the State University of New York (SUNY) University at Buffalo's Baird Research Park Technology Incubator in Amherst, N.Y., and has additional labs and offices in Buffalo, Connecticut, Pennsylvania, Maine and Sao Paulo, Brazil. To find out more, visit As It Is (http://www.asitisinc.com/).
Buffalo, NY, November 12, 2008 -- The shortcomings of social networking sites, inappropriate ads, spam, invasion of privacy, have become all too obvious. Online tool, TrueThinker (http://www.truethinker.com), available today in redesigned version 2.0, moves beyond social networking. Instead, it offers people or companies a powerful, artificial intelligence-based tool for "knowledge networking".
"Why network just to network?" asked William Dale Koehler, president, CEO and co-founder of As It Is, Inc., the company that created TrueThinker. "TrueThinker is a complete system for sharing, organizing and actually growing knowledge, which is then available for you and others to use. Think of it as your global mindtrust."
Some ways to use TrueThinker:
- Enthusiasts or hobbyists can grow their knowledge on their favorite topics by sharing experiences, tips and techniques, news and other information with anyone who has the same interest.
- Interest groups can efficiently organize, educate and share ideas locally or globally.
- Businesses can offer employees one place to access "institutional wisdom" and experience, data and research, as well as forums for people to collaborate on project development, training and other activities.
No clutter, no spam
Other benefits: You can access TrueThinker from any computer, making your accumulated knowledge on just about anything accessible from anywhere. Even better, TrueThinker is a membership service, so there's no advertising clutter or invasion of privacy. A year-long membership to TrueThinker costs $30. Learn more at TrueThinker Learn More (http://www.truethinker.com/Page.aspx?id=13). Sign up at www.TrueThinker.com.
Networking for Knowledge:
TrueThinker's knowledge-management, community and organization features make creating, growing and sharing knowledge on any topic easy:
- Communities: You or your organization can create private or public communities of people with the same social, business, research or other interests. There, you share ideas, resources and information, as well as documents and photos.
- KnowledgeBank: You or your employees can store relevant and valued information in the private, secure and searchable TrueThinker KnowledgeBank. You can save documents, images, links, bookmarks, databases and more, organizing the information in any way you like.
- Intelligent organization: TrueThinker contains patented AI technology (the "AutoGnome™") that categorizes the information you save--links, searches, documents, etc. It does this after a training period in which it learns about what information you save, and how you organize it.
TrueThinker also offers a referral program, in which members earn $10 every time they refer someone who purchases a TrueThinker membership using a special invitation code.
Formed in 1999, As It Is, Inc., is an intellectual capital development and holding company. The company operates out of the State University of New York (SUNY) University at Buffalo's Baird Research Park Technology Incubator in Amherst, N.Y., and has additional labs and offices in Buffalo, Connecticut, Pennsylvania, Maine and Sao Paulo, Brazil. To find out more, visit As It Is (http://www.asitisinc.com/).
Thursday, November 6, 2008
Metaphysical Sciences Community Experiencing Rapid Growth
It was only a few short weeks ago that I posted information about a Metaphysical Sciences Community that was forming virtually on a new site www.truethinker.com. Much to my pleasure the growth of members joining and adding content daily has actually been very refreshing. Obviously the internet brings the global base of interested participants right to our doorstep so this community shows all of the potential for becoming one of the larger-wide open-multi topic banks of growing knowledge on the subject, today. It will be exciting to see the expressions, opinions and content grow over time on a topic that is so meaningful to life itself
Saturday, October 25, 2008
Metaphysical Sciences Community Forming Globally and Seeking Content Contributors
We have started a Metaphysical Sciences community at http://www.truethinker.com/. The genesis for this community started years ago from a personal interest aspect and then accelerated well over a year ago when someone close to me was diagnosed with incurable cancer, told she had less than a year to live and encouraged to immediately start an aggressive chemo/radiation treatment program. Of course the concept of poisoning someone who is already sick is a bi-product of our western approaches toward medicine. Interesting that the word "healing" isn't part of texts in American med schools. Words like "treatment" and "prescribe" are certainly heavily used. We don't heal-we treat and therefore a person never gets to a point where they understand that anyone can heal themselves if they are willing to make changes in their lives. Of course a healing journey also allows for a more expanded quality of life and soul with a holistic approach.
The simple descriptor we used for the community is:
"Metaphysics is the branch of philosophy that systematically investigates the nature of first principles and problems of ultimate reality, including the study of being (ontology) and, often the structure of the universe (cosmology)". Science is that which is usually based upon things observable while metaphysical is typically defined as “beyond the physical or material, incorporeal, supernatural, or transcendental.” In this day and age of coming need, people will be turning to spiritual teachers, healers and leaders for answers in their search for truth. Eastern and Western Philosophies are merging as the Internet brings us all closer together. We have created this community so each of us can build and share information. There are related categories that will, over time, comprise the largest knowledge bank available in the virtual world related to the Metaphysical Sciences. Please join us in adding content to the appropriate categories as well as growing and sharing this knowledge globally!
It is understood that the metaphysical sciences cut a rather wide swath across the fabirc of mankind so we encourage open participation in building the content for this community from those of you who have involvement in the various areas of this topic.
The simple descriptor we used for the community is:
"Metaphysics is the branch of philosophy that systematically investigates the nature of first principles and problems of ultimate reality, including the study of being (ontology) and, often the structure of the universe (cosmology)". Science is that which is usually based upon things observable while metaphysical is typically defined as “beyond the physical or material, incorporeal, supernatural, or transcendental.” In this day and age of coming need, people will be turning to spiritual teachers, healers and leaders for answers in their search for truth. Eastern and Western Philosophies are merging as the Internet brings us all closer together. We have created this community so each of us can build and share information. There are related categories that will, over time, comprise the largest knowledge bank available in the virtual world related to the Metaphysical Sciences. Please join us in adding content to the appropriate categories as well as growing and sharing this knowledge globally!
It is understood that the metaphysical sciences cut a rather wide swath across the fabirc of mankind so we encourage open participation in building the content for this community from those of you who have involvement in the various areas of this topic.
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