Monday, June 30, 2008

2 Philosophical Houses Of Fly Tying...

One of the guiding principles here at the AHA!Institute is that each person, regardless of their background or profession can make a meaningful contribution to the collective effort. Physicists have something to learn from Janitors and Janitors have something to learn from Physicists. My personal understanding of many of the weightier ideas expressed here may not always be immediate, but by staying present to the conversation quite often the underlining principles reveal themselves. Lately, I’ve been returning to the conversation many of the programmers are having in their attempt to construct the Autognome, the "learning" and “thinking” component of Ai3’s flagship Online Knowledge Management and Community Building Tool. The conversation as I interpret it goes something like this: “We are training the Autognome to look at sets of raw data/information. The Autognome logically forms "signs" with respect to this data/information and then groups those signs in terms of similarity into "classes (or categories)". These “signs” and "classes" form character sets for a "tentative language". The Autognome uses this language to interpret new data and then check its results for accuracy with respect to experience." With all of this in mind I have set out to apply a similar line of thought to my approach toward tying flies for competitive fly fishing. I will look at a set of data (fish feeding behavior); Form signs from that data (tie flies to invoke positive reactions); Cluster data (group positive reactions); Then apply those signs to new data, record, and modify for accuracy (use flies in different settings). This may not be Noble Prize winning work, but it could mean quite a bit to the angler. The basis for my quantitative work will stand on the theory of “Suggestive” rather than “Imitative” fly tying. There are generally 2 philosophical houses of fly tying: the first sets out to key reaction strikes based on stimuli such as shape, color, and size while the second seeks to reproduce fish forage as closely as humanly possible with artificial materials. Please look for updated reports on this “Query” in the upcoming weeks and months.
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ANNOTATED CHRONOLOGICAL RECORD OF POSTS

ANTICIPATING A PUBLICATION
(an EBOOK)
REPRESENTING THE POSTS AT
EACH SUBSEQUENT DATE
AT WHICH THERE IS COMPLETED
APPROXIMATELY 49 SEQUENTIAL POSTS
The Formulation and Initiating Construction of this Blog began in and was in process throughout the month of March, 2007. The postings for the first nine posts during that period were saved in reverse chronological (i.e. actual chronological) order by fabricating the date stamps from March 12th to March 4th. These dates were arbitrarily chosen simply to maintain the actual chronology of the construction events. From the Sunday, April 1, 2007 post and thereafter, the dated entries are the actual chronology.

Monday, March 12, 2007

AUDITION for the Ultimate VIRTUAL REALITY PLAY (See the following post, Adopt-a-Gnome, to sign up for an audition)

IN THE BEGINNING WAS THE WORD, AND---
(thinking and language are co-determinate)

Sunday, March 11, 2007

ADOPT-a-GNOME

WHAT IS A GNOME?
(a magical mind?!)

Saturday, March 10, 2007

RE-COGNIZING RELATION {Re:SYN1}

WHAT ARE THE TWO
FOUNDATIONAL NOTIONS
OF HUMAN EXPERIENCE?
(SYSTEM and RELATION)

Friday, March 9, 2007

RE-COGNIZING WHOLE/PART RELATIONS {Re:SYN1}

THE HOLISTIC PARADIGM SHIFT
(holism is becoming an experiental imperative)

Thursday, March 8, 2007

MINDing HUMANITY

AUTOGNOMIC (VIRTUAL) EDUCATION
(re-building education today from the perspective of a
transhumanist society of post-2063 which subsumes a
Virtual Autonomous CyberSociety of WebGnomes)

Wednesday, March 7, 2007

A PRAGMATIC ACTION METHODOLOGY

A METHODOLOGY FOR CO-CREATIVE (R)EVOLUTION

Tuesday, March 6, 2007

"LIFE ITSELF" AS IT IS {Re:Q1SYN4}

ON THE ORIGIN OF SIGN (=IMAGE)
AS A NECESSARY AND (POSSIBLY) SUFFICIENT
CONDITION FOR THE
EVOLUTIONARY ORIGIN OF LIFE

Monday, March 5, 2007

RELATIONAL SYSTEMS:Prolegomenon {Re:SYN1-RS Fdns}

FOUNDATIONS
(PERSONAL EXPERIENCE IS THE EXISTENCE OF
RELATION(AL) SYSTEM (R(S))
BY PRESUMPTION, R(S) IS THE ESSENCE
OF EXISTENCE (NON-EXISTENCE) OTHER THAN PERSONAL)

Sunday, March 4, 2007

MIND TRUST

THE RELATIONISTS
(the leaders of the Relational (R)Evolution in Gobal Society)

Sunday, April 1, 2007

AHA! INSTITUTE BLOG

INITIATING "DIABLOG"

Saturday, April 7, 2007

BEGINNING THE "RELATIONAL QUEST" {Re:SYN1}

IS THERE A NEED FOR URGENCY?
(in transitioning from a Systemic to a Relational paradigm)

Sunday, May 27, 2007

RELATIONAL SYSTEMS: Re-View {Re:SYN1-RS Fdns}

NOTIONAL FOUNDATIONS
(See also the posts on "Re-Cognizing Relation"
and "Relational Systems: Prolegomenon")

Friday, December 7, 2007

MIDWIFING "THE AGE OF RELATION" (Expected Delivery in 2012-2013){Re:SYN7-(R)Ev}

STRATEGIC ENVISIONING/ENACTMENT
of
RELATIONAL FUTURES
50 Years: 1963-2013


Sunday, March 9, 2008

ASITISINC.com: A Portal to the Future "AS IT IS/TO BE"{Re:SYN7}

MINDing the world through technology! SYNMIND

Monday, March 17, 2008

MIND Creating MIND: A CoCreative Re-Evolutionary Act {Re:SYN5-Prologue1}

SYNTHESIZING MIND:
A PERSPECTIVE

Wednesday, April 9, 2008

Without knowing that it is...


Monday, May 12, 2008

RE-CREATING SOCIETY: The Rural Perspective {Re:SYN7-RuralTransformations 1(RT1)}


Sunday, May 18, 2008

The Systems its members support...


Friday, May 23, 2008

Mapping the NEW (VIRTUAL RELATIONAL) WORLD: Formal/Theoretical Sketches Initially Focused on SynMIND {Re:SYN7-Maps}


Tuesday, May 27, 2008

From GROUPS to COMMUNITIES to SOCIETY: {Re:SYN7-Experiential Beginnings}

RE-CREATING SOCIETY
through the technology of
Synthetic Intelligence/Mind

Monday, June 9, 2008

My “mind of the known”


Monday, June 9, 2008

RELATIONAL EDUCATION

BACKGROUND LITERATURE
Relevant to
RELATIONAL EDUCATION

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Tuesday, June 24, 2008

FUTURES VISIONING: 1963-2013{Re:SYN7}

REVIEW OF SOME
SELECTED AFFILIATED LINKS

AS IT IS
RELATIONAL SYSTEMS (RS) (aka RELATIONISM) [http://www.relationalsystems.net/]
ODODU [http://www.ododu.com/ ]

AS IT IS, INC.
[http://www.asitisinc.com/]
and [http://nextgenerationartificialintelligence.blogspot.com/].


INTELLISITE [http://www.truethinker.com/]

TRUEFARMER / RURAL TRANSFORMATIONS
Begin with [http://relatedone.blogspot.com/2008/05/re-creating-society-rural-perspective.html]
and continue through [ http://www.reimaginerural.com/]
to [http://www.rurallearningcenter.org/]

AS IT IS/TO BE
MINDING HUMAN CULTURE AS A WHOLE [http://relatedone.blogspot.com/2008/03/asitisinccom-portal-to-future-as-it_09.html]
The VISION - “Midwifing the Age of Relation” - [http://relatedone.blogspot.com/2007/12/aha-institute-relational-systems-re.html]
The MISSION - Synthesizing MIND - [http://relatedone.blogspot.com/2008/03/mind-creating-mind-cocreative-re.html]
The STRATEGIC PLAN - 7SYNS = Strategic Viewpoints of Possible Relational Futures from 2008 to 2012-2013 [http://relatedone.blogspot.com/2008/07/co-creating-possible-universal.html ]
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Unfettered surprise and goodwill...

“AHA!” moments come to us in many different sizes and with varying frequency. Although there are certainly adults who strive to create new knowledge in their lives, it is most certainly the children among us who have the upper hand. This is not so much a case where the child “knows” less and thus has more to be surprised about, but that children have yet to develop the mask of “knowing” that inhibits adults from regular surprise. With each passing year the collective human experience seems to build a structure of “knowing” so large that moments of unseen inspiration can rarely find their way in. Any person who has traveled to a foreign city on vacation can evidence an instance of this dilemma. Walking on the streets of a new land we are open to see all the wonderful details. A bird nesting in a tree, cracks in the sidewalk, the way light shines through a café window. When we break our mask of “knowing” and “open” our minds to the present new and exciting details begin to emerge. Children seem to live this way every day. I recently held a backyard party for my son’s 3rd birthday party. One of his friends, a 4 year old, was eating chips from a large bowl. He would selectively choose a chip, take a bite, and then toss it back in the bowl. A few elders commented on his unusual behavior. The next time the 4 year old came around I said: “Did you know the rule is when you take a chip, you’re supposed to eat it and not put it back?” With a look of unfettered surprise and goodwill to my “rule making” the 4 year old said: “oh, ok!” and went back to play.
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Monday, June 16, 2008

Mapping the NEW (VIRTUAL RELATIONAL) WORLD: Foundational/Formal/Theoretical RS Development Outline-Part I {Re:SYN1-Maps}

RELATIONAL SYSTEMS
DEVELOPMENT
- Annotated Outline –
This post, again beginning with the identifier {Re:SYNx-Maps, where x=1to7}, follows our preceding posts, http://relatedone.blogspot.com/2008/05/mapping-new-virtual-relational-world.html


I. NOTIONAL FOUNDATIONS

EXPERIENTIALLY SPECIFIC:
Personal Experience is the Existence of RELATIONAL SYSTEM (RS).

PRESUMPTIVELY GENERAL:
By Presumption, RS is the Essence of Existence (Non-Existence) Other than Personal

General RS Presumptions:

1. SS (Relational Order 1 or RO1)-MonoRelational;
2. SR (Relational Order 2 or RO2)-BiRelational;
3. RR (Relational Order 3 or RO3)-TriRelational; and
4. R(S)-NESS (Relational Order 0 or RO0)-SelfRelational

General Philosophical Presumptions:

1. Existence <=> Cosmos
from
2. Existence (Non-Existence) <=> CosmiChaos


PRESUMPTIVELY SPECIFIC:

Specific RS Presumptions:

1. IaR (Inter (Actional) Relation) of I (Image) and/or S (SubSumption)

Specific RS Formation Assumptions:

1. Pragmatic Action Methodology (PAM) attending to Extensive Exclusivity while being Occam Simplistic in all RS Formations

2. The Form - OrderDisOrderReOrder (ODORO) - is Necessary & Sufficient in Forming both Relations and Systems in RS Theory Creation

3. RetroSpective Formulations are a vision of a Transhumanist Future Culture/Society imported into current strategic RS Applications Modeling

Philosophical RS Formation Notions:

1. S (Totality or Whole)/Field/Energy-Information

2. sS (Component or Part)/Particle/Atom (with 2 experiential characteristics) (sS corresponds to subSystem)

3. IaR of S's and sS's through I &/or S in SS, SR, RR, or R(S)-NESS

Formal RS Notions:

1. Mathematical: Focused on Multi – I &/or S in RS

2. Logical: Focused on Multi – IaR of I &/or S in RS

Theoretical RS Notions:

1. Heterarcical/Hierarchical Forms: Systemantilectical Resolutions of Systemantic Paradoxes implies a Taxonomy of Levels (…Formalons, Nuclons, Chemons, Bions, Psychons, Socions, GnosTekons,…)

2. Optimum Sytemic (subSystemic) Probability Inference (OS(sS)PI)

EXPERIENTIALLY GENERAL:

1. System - as - Totality
a. RO1 is sufficient

2. System - as - Whole
a. RO3 is necessary since a Whole is not a S (is no-thing)
b. Field is Wholing R of R's
i. Field is Formalized as Max Order of R's (via OS(sS)PI)
ii. Particles are Holographic

The following sections will follow as needed.
II. GENERAL RELATIONAL THEORY CONSTRUCTION

III. A SPECIFIC EXAMPLE OF RELATIONAL THEORY CONSTRUCTION

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The masterful competitor...

The French and Czechoslovakian National Fly Fishing Teams have been dominating International Competitive Fly Fishing since its inception in the 1980s. It is often said in competitive fly fishing circles: “a Frenchmen or Czech will catch almost every fish in any stream at any time.” As a competitive fly fisherman in training this proposition constantly wanders through my consciousness. To think that an angler could have such a high level of skill is intriguing. I have always been attracted to strategic games of the mind though. For a long time it was chess. I admired the player who could sit down with any person at any time and plot a concise win. In a way, these examples of masterful competitors intrigued me so, because they exemplified the potential of the human “mind” to map and solve seemingly unsolve-able problem sets. For me, the Chess board has been replaced by the Trout Stream. Trout are my worthy opponent. Water is my moving board. Rod, Line, and Flies are my pieces. Insects, light, and waves are the signs. Apply the right sequence of pieces to a certain set of signs and a fish is your reward. Miss one of those components and your net stays dry. Long ago I dropped my pursuit of mastering Chess because I read a book that outlined the variables. It was staggering and I thought I could never achieve that in my lifetime. However, I have come to learn, over the years, that many great competitors are not massive number crunching processors. Instead, they work off of simple proposition statements that prove their hypothesis. They continually digest pertinent information and then, to some extent, forget it. Play for the masterful competitor is just that, “play.” It comes easy. It is natural. A “mind” at play is much more apt to transform to changing variables. The goal now, is to piece together the great fragments of my life. To play a single game called my “life.”

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Monday, June 9, 2008

Mapping the NEW (VIRTUAL RELATIONAL) WORLD: Concept Maps {Re:SYN1-Maps}

CONCEPT MAPS
REMINDER: This continuing post, which will also always begin with the identifier {Re:SYNx-Maps, where x=1to7}, will concentrate only on annotated text outlines and/or charts or tables or other graphic formats, i.e. “Maps”.
While reading the present brief post which is constructed via excerpts from a paper of Novak and Cañas on “Concept Maps”, refer also to our preceding post, http://relatedone.blogspot.com/2008/05/mapping-new-virtual-relational-world.html

FRIDAY, MAY 23, 2008
Mapping the NEW (VIRTUAL RELATIONAL) WORLD: Formal/Theoretical Sketches Initially Focused on SynMIND {Re:SYN7-Maps}

specifically the section on Relationalgraphs. Note that the notion of “Relation” as in the present post with varying names such as relationships or connecting lines or links, in Relational Systems terminology is of the Mono-Relational Form. Contrast this with the defining form for Tri-Relation and imagine a further level either within a Concept Map or as an extended kind of Concept Map in which Relations may exist between these links. This will indicate (suggest or point to) what is expected as the ultimate form of signification (mapping) of the NEW (VIRTUAL RELATIONAL) WORLD.

THE THEORY UNDERLYING CONCEPT MAPS AND HOW
TO CONSTRUCT AND USE THEM
Technical Report IHMC CmapTools 2006-01 Rev 01-2008
Joseph D. Novak
Professor Emeritus, Cornell University
and
Senior Research Scientist
Florida Institute for Human and Machine Cognition (IHMC)
Alberto J. Cañas
Associate Director
Florida Institute for Human and Machine Cognition (IHMC)


Introduction

Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. Figure 1 shows an example of a concept map that describes the structure of concept maps and illustrates the above characteristics.

Fig 1

Revised January 22, 2008. Cite as: “Novak, J. D. & A. J. Cañas, The Theory Underlying Concept Maps and How to Construct and Use Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at:

http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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RELATIONAL EDUCATION

BACKGROUND LITERATURE
Relevant to
RELATIONAL EDUCATION

The intent hereof is to initiate a diablog regarding Relational Education respecting the introduction by way of the preceding post http://relatedone.blogspot.com/2007/02/minding-humanity.html identified by

THURSDAY, MARCH 8, 2007
MINDing HUMANITY

AUTOGNOMIC (VIRTUAL) EDUCATION
(re-building education today from the perspective of a transhumanist society of post-2063 which subsumes a Virtual Autonomous CyberSociety of WebGnomes)

and emphasizing the following definition therein:

  • Definition: Teaching/Learning, taken as a semiotic act, is most simplistically a sign communication between a Teacher-Mind and a Learner-Mind intended to increase (evolve) the potential of the Learner-Mind to act and to increase (evolve) the concomitant potential value of said act to that Learner-Mind, and, as an imperative corollary, to the Collective (Common) Other-Mind.
CHARLES SANDERS PEIRCE (and other pragmatists)
See Phyllis Chiasson on Relational Teaching

JEAN PIAGET
Structuralism; Genetic Epistemology

HENRI BORTOFT
The Wholeness of Nature: Goethe’s Way toward a Science of Conscious Participation in Nature

MARIA MONTESSORI
The Montessori Method

PAULO FREIRE
Pedagogy of the Oppressed; Ecopedagogy

and the following from a coming post entitled “Mapping the NEW (VIRTUAL RELATIONAL) WORLD: Concept Maps {Re:SYN1-Maps}”

THE THEORY UNDERLYING CONCEPT MAPS AND HOW
TO CONSTRUCT AND USE THEM

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My “mind of the known”

I recently spent a week fishing the West Branch of the Delaware River. A waterway widely known as holy land for the religion of fly fishing. Often difficult, never easy this river offers fly fishing people around the world a chance to test their wits and skills against wild trout with a prolific and quickly changing aquatic insect food base. For some time now my “fly fishing mentor” has been professing the effective importance of “Micro Nymphs” – tiny little mayfly imitations tied on minute hook sizes not even manufactured by many of the top suppliers. The hook is so small just an extra turn of thread will throw the proportions out of whack. While I wouldn’t even attempt to fish let alone tie these patterns 2 years ago - many months of patient practice at the fly tying bench and streamside have recently grown fruit. There are few feelings in the world as satisfying as the moment of unbridled discovery! I don’t mean the accumulation of a small solution or tool, but rather the moment when a discovery flies into your living radar screen from an origin you didn’t even know existed. Although my mentor could point the way, I would never have gained the mastery of this moment unless I spent those countless hours with the material of this epiphany. Now my vision has changed. I can see clearly a level of detail my “mind of the known” would never afford. The information was always there though …right in front of my eyes. I would like to increase the frequency of “aha” moments in my life. However, just like the computer processors of our world that will soon be outdated, my process of accumulating the knowledge necessary to spark “aha” moments is indeed outdated. If I could somehow increase the volume and scope of my “mind of the known”, I strongly believe true “aha!” moments could become a weekly or daily part of my experience.
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