Dear Organlearners,
David Novick <David.Novick@West.Boeing.com>
> What interested me here was the description about how you learn, any
> topic, not just the seven essentialities. It caught my attention because
> the description fits how I approach learning. Thus, it occurred to me
> that studying the framework might be fruitful in developing further
> insight to the seven essentialities. And so I create here a list of the
> essentialities from your note.
Thank you very much for your notes which I had to snip. I have
enjoyed them very much. However, there was one sentence which
I could not snip.
> But, if I suddenly insert work on a totally unrelated problem, such as a
> real time manufacturing or engineering design problem, I actually find it
> clears my mind of unidirectional focus that may be narrowing my thoughts.
It is exactly the same with me. In fact, I have learnt that when it
appears to me that I got stuck into a problem, I go to the
university's library, begin to browse through the shelves on any one
of its five levels (any subject), taking any book of which the title
interest me, and begin to browse through it. If my interest dwindles
after a couple of minutes, I put the book back and take the next one
which catch my attention. Usually, after not more than 5 books, I
find one which interests me deeply. I usually spend too much time on
the book, thus upsetting my schedule.
> When I return to the original study I normally have a much fresher outlook
> that incorporates a better ability to recognize interrelationships between
> issues, greater ability to work around previously blocked insight and
> sudden realization of previously unrecognized truths which in turn results
> in an improved motivation to continue. (introducing wholeness, liveness)
But, like you have noted, it is time well used. I usually hurry back
to my office to work on the original problem, new possibilities
flowing through my mind. Sometimes I perceive the solution even
before I had the opportunity to work is out formally.
> Some people call the process a "reality break."
It is a breaking of synapses in the brain which got stuck - the
becoming of mind grinding to the standstill of being. It is like
closing an application on a computer which has freezed and opening
it afresh. It is like giving somebody a gift - breaking new ground
through old habits.
David, you also write:
> Finally, in putting this together I have come to realize, once one passes
> through a bifurcation point, the system returns to a stable point and the
> cycle begins again.
Maintaining the cycle, swinging between the edge of chaos (where
emergences happen) and the valey of tranquility (where these
emergences mature), is very important. The key to it all is "free
energy" (that quantity which we get when combining total energy and
entropy). Any behaviour at the edge of chaos draws very much on free
energy since the free energy have to sustain the chaos by dispersing
itself. In other words, living at the edge of chaos is like steeping
on the accelerator pedal of a car - the tank soon becomes empty. The
tank has to filled up again. This happens in the valey of tranquility
(and not at the edge of chaos) by way of digestions - a growth of the
bare emergent's structure into a mature form.
> Thus the more static part of the flux-force pairs
> reappear, but as you said in your comment on "being-becoming-being," the
> result is not symmetrical about the becoming. Thus the learning cycle
> appears as:
You will find this cycle (almost as depicted by you) in my book (when
that will happen).
The chain of cycles is like a vortex. With each complete cycle we are
a little bit higher in complexity when compared with the previous
cycle.
Best wishes
--At de Lange Gold Fields Computer Centre for Education University of Pretoria Pretoria, South Africa email: amdelange@gold.up.ac.za
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