2007
Edition
A dialog, forum, editorial page of the
Blueberry Brain Institute
Including titles, commentary, and abstracts
for the coming
2007 Winter Chaos Conference
March 29 – April 2, 2007
The Puerto Rico Athenaeum, San
Juan & the Arecibo
Observatory , Arecibo
Puerto Rico
The Blueberry
Brain Institute is joined this year by the following co-sponsors:
Co-auspiciado por el (co-sponsored
by the) Proyecto de Destrezas de Pensamiento; el Departamento de Ciencias
Físicas;
y el Decanato de la Facultad de
Estudios Generales del Recinto de Río Piedras de la Universidad de Puerto Rico.
Links to individual contributions:
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Linguistic Chaos 17th
Century Caribbean |
Logics of Synthetic Symbol
Systems |
Evolution in Language &
Life |
Evolution and Long-Term
Memories |
Self-Organization & |
The Ecology of Education |
Matthijs
Organizational Change |
|
Interference in L2 production |
In Memoriam |
Arts for Critical Thinking |
Leadership
Management Complexity |
Implexi Mundi |
Education & Climate |
Developmental Theories &
Education |
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Pseudoscience & |
Evolution of Consciousness |
Teaching English |
Teaching Science |
Education & |
Teaching Ethics |
Fred EEG, & Cognition |
Ivelisse
Lazzarini
Ivelisse Lazzarini, OTD, OTR/L,
Creighton University
School of Pharmacy & Health Professions
Dept. of Occupational Therapy
Omaha, NE 68178
Learning: The Self-Organization and Nature of
Meaningful Information
The quest for understanding the self-organization and
meaning making of social systems necessitates a metaphorical overhaul of our
illusions and assumptions of power and control. Instead of viewing social
systems as Newtonian-like controlled machines whose dynamics need to be
predicted, uncovered, and controlled, we must understand social systems as
self-organizing entities whose properties emerge from interactions among agents
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Roulette William Smith, Ph.D.
Institute for Postgraduate Interdisciplinary Studies
Palo Alto, CA 94306-0846 USA
najms@Postgraduate-Interdisciplinary-Studies.org
Here are links to a short bio and a longer bio, both of which are fascinating reading. I’ll put other people’s bio’s on if they wish.
Longer bio, including some of his school projects
On the Biogenesis, Development and
Evolution of Common Sense and Spirituality:
Implications for Critical Reasoning in the
Sciences, Religions and Society
Roulette Wm. Smith, Ph.D.
Insititute for Postgraduate
Interdisciplinary Studies
P. O. Box 60846
Palo alto, California 94306-0846 USA
E-Mail: najms@humanized-technologies.com
Abstract
Three seemingly disparate research
interests reached remarkably confluent during the past five years. In 1979, I
proposed that DNA is the likely repository of long-term memories in living
systems (LTM; Smith, 1979). That report focused on roles of slowly infectious
pathogens (e.g., lentiviruses and prions) in dementia, ‘immune dementia’ (e.g.,
HIV/AIDS), and evolution. A second set of reports explored aberrations in
common sense in a cohort of elementary school children, and, ostensibly, the
association between ‘aberrant’ common sense and transmissible negativism
‘psychoviruses’ (TN; Smith, 1987; Smith, 1988). Then, after reports of two
human genome projects revealed tht the human proteome (i.e., gene-coding region
of the genome) comprises approximately 1.2% of the human genome, (Nature,
Feb. 15, 2001, 409; Science, Feb. 16, 2001, 291, 5507)I
undertook an exploration of implications of the ‘DNA as LTM’ hypothesis for LTM
I brain and evolution (Smith, 2003; Smith, 2006). These reports noted that
crude measures of nurturance could be reflected in changing Guanine*Cytosine ::
Adenine*Thymidine rations in selected regions in brain , and particularly in
non-proteomic regions of the genome.
This presentation focuses on implications
of the ‘DNA as LTM’ hypothesis for molecular and biological aspects of common sense
and spirituality. If common sense is defined a core nurturance and mental
speciation, and if spirituality is defined as mental speciation beyond common
sense, we then consider the following questions: How ‘common’ are sense and
spirituality? Is there an underlying molecular basis for either or both? Are
there common changes in DNA associated with common sense and/or spirituality?
If so, are those changes likely to be reflected in proteomic or non-proteomic
regions of the genome? Because TN is implicated in ‘aberrant’ common sense,
what factors contribute to alterations in common sense?
In addition, we explore themes emerging
from an analysis of the notion of common sense in more than 40 languages. We
also provide preliminary results from a study of the evolutionary impact of
World War II on common sense among Germans and Holocaust survivors in the USA
and Israel. These data and the TN data implicate war and trauma as factors
contributing to divergences in common sense, thereby revealing concrete consequences
of peace.
We conclude our report with analyses of
broad implications of research on common sense and spirituality. Among these
topics are: critical reasoning; common sense in science in contrast to
“scientific methods;” similarities and differences in sciences and religions;
and general social and evolutionary implications (e.g., for curriculum and
instruction; economics; political science; disease and public health; and,
systems research and chaos theory).
References
Smith,
R. W. (1979). Long-Term Memories: Where Does the 'Buck' Stop? —
Toward
a Testable Theory of Debugging the Molecular Basis of Long-Term
Memories
in Living Organisms. Abstracts, Seventh Meeting of the
International
Society for Neurochemistry [Jerusalem, ISRAEL — September
2-6],
p. 590.
Smith, R. W. (1987). The National Impact of Negativistic
Leadership: A Need for
National Caveats Emptor. In Abstracts, 1987 Annual Meeting
of the Western
Political Science Association [Anaheim, CA — March 26-28], p. 28.
Smith, R. W. (1988). Transmissible Negativism and Its Possible
Relation to
Irrational Behavior and Poor Common Sense. Presented to the XXIV
International Congress of Psychology [Sidney, AUSTRALIA — August 28 -
September 2].
Smith, R. Wm. (2003). Revisiting the Molecular Biology, Genetics
and Genomics
of Long-Term Memory in Living Systems. Abstracts, XIX
International
Congress of Genetics [Melbourne, AUSTRALIA – July 6-11], Abstract
#5.C.0802, p. 133.
Smith, R. Wm. (2006). Evolution and Long-Term Memories in Living
Systems:
Using molecular biology to resolve three great debates … Lamarck
versus
Darwin, Nature versus Nurture, and The Central Dogma. Webcast
Presentation to the San Francisco Tesla Society
(<www.sftesla.org/Newsletters/newslett2006.htm>) [San Francisco, CA –
February 12].
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Dan Miller, Clinical Psychologist,
Brooklyn, In Memorium
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Dan |
Dan on
the edge of chaos |
Reconstructing the Functions and
Architecture of Consciousness: With Psychology, Science & Homeodynamics
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Jerry Chandler, WESS (Washington Evolutionary Systems Society)
On the Systems of Logics of Synthetic Symbol Systems
Jerry LR Chandler
Research Professor
Krasnow Institute for Advanced Studies
George Mason University
Fairfax, Virginia
Jerry_LR_Chandler @
Mac.com
703-790-1651
Of the many forms of human communication, the symbols used in
written messages play a special role in psychological, social and cultural
evolution. Synthetic symbol systems express human values (emotional, ethical
and epistemological) in grammatical forms.
The logics of various symbol systems will be approached from the necessity to construct systems of cues and codes that can be interpreted by recipients of the intentional messages. The focus will be on the potential for commutative diagrams among alphabetic, mathematical, chemical and genetic codes.
Alternative Abstract
In this paper, I introduce the elements
of a meta-symbol system for associating symbolic logics in four linguistic
domains, those of natural language, mathematics, chemistry, and biology, in
order to show the unique and shared features among them. This meta-symbolic
system should prove generalizable to all linguistic and scientific domains. The
logical goal is to separate the mechanisms of pairings of symbols used in constructing
messages such that the presuppositions of the statements are unambiguous. It is
desirable that the architecture of the graphic structure of the meta symbol
brings to mind a distinguishing feature of the symbolic logic. With these goals
in mind, I designed a suitable architecture for each abstract meta-symbol such
that a form of a logical distinction is innate in the structure.
Key Words: Meta-symbols, Logic, Mechanisms of Symbolic
Pairings, Associations.
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Myriam C.
Melga
Astra
Zeneca
Leadership…Management…Complexity
Much has been written about the self-organizing dynamics of
managing institutions comprise of ever changing human minds. However, in times
when the concepts of merging, changing, replacing, regrouping, remodeling,
shuffling, and the piloting of new ideas is part of the everyday vocabulary
viewed as seemingly inconsequential, how do managers keep up with the changing
landscape at hand? How can managers afford those with distinct learning
pathways and less flexible basins accept the overwhelming variations in
managerial propositions lacking the understanding of the concepts expressed by
complexity. In this presentation, I would like to propose and discuss some of
the present and immediate situations faced by those managing change when suddenly change is habit!
Ivy writes: Myriam is originally
from Panama (many 'winds' ago), she is an Executive leading Clinical Trials in
Astra Zeneca [international pharmaceutical company] and a family member. She attended
a seminar with Eoyang about 3 years ago and is interested in continuing
learning the dynamics of leadership/management. I have invited her to
participate in our gathering and put together a discussion/presentation
regarding Management and Change.
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Kathleen
Wall
Evolution
of Consciousness
Psychospiritual Integration and Transformation (PSIT): An integration of
psychologicaland spiritual growth
Psychospiritual
Integration and Transformation (PSIT) integrates psychotherapy and spiritual
practice. The evolution of consciousness is the theoretical foundation.
Integral Yoga (Sri Aurobindo and The Mother) provides the basis for spiritual
evolution, complemented by Jean Gebser’s socio-historical theory of the
“Structures of Consciousness.” Integral Yoga and Psychosynthesis (Assagioli)
provide clinically essential approaches to transforming the ego-centered
personality and providing for unique expressions of transpersonal
consciousness. Theory, practice, research and professional education of (PSIT)
will be presented.
Biography: Kathleen Wall, Ph.D. Associate Professor the Institute of Transpersonal Psychology, board member of American Psychological Association Div. 32 (Humanistic Psychology), a licensed psychologist, she was the founding Executive Director of the Mental Health Resource Center, Jacksonville, Florida, and the Director of Counseling Services at San Jos’e State University, Ca. She is currently conducting research on the integration of spirituality in psychotherapy and spirituality and health to add to the evidence base on transpersonal psychotherapy. She co-authored with Gary Ferguson, Lights of Passage: Rites and Rituals for the Problems and Pleasures of Modern Life and Rites of Passage: Celebrating Life's Changes (1998) translated into French (2005) and with Olga Luchakov Evolution of consciousness in response to terrorist attacks: Towards a transpersonal theory of cultural transformation, The Humanistic Psychologist, 30 (3) Fall, 2002 252-273. She is in private practice of PSIT. kwall@sbcglobal.net 800-910-2345.
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Bob Porter (abstract: philosophy and practice of science)
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Bob Porter, Clinical and Consulting Psychologist, Tampa,
Florida; Clinical Psychologist and Outpatient Therapist, Directions for Mental
Health, Clearwater, Florida; Professor Emeritus of Psychology, University of
New Orleans.
rjporter@mindspring.com, www.mindspring.com/~rjporter
IxM
Introducing Implexi Mundi: Collaborative Internet — Worlds of
Complexity
Bob Porter, Michael Pilling, & Fred Abraham
Bob is announcing the embryonic Implexi
Mundi, a Wikipedia of Dynamics and Complexity created by Bob, and by Michael, a
Wiki guru (Michael will participate on-line, and Fred Abraham, Terry Marks
Tarlow, and Grant Brenner. Bob writes:
Michael will contribute some material he
has developed in the past. I will massage it into a coherent presentation
< 40 min. bob and Fred can ad-lib specifics of Implexit Mundi
(IxM?). Hopefully we may be able to make it actually available for people
to play with at the conference site and, of course, have it accessible via the
web for participants afterwards. I am hoping people will be interested in
making contributions/comments re their and other's presentations at IxM. We are
hoping Michael can actually be present via internet or speaker phone.
There are two articles so far in IxM, by Terry and Fred. IxM invites your participation with comments and edits for improvements and new contributions.
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Martin Gardiner
Arts for Critical Thinking
I
wanted to mention to you that in my talk I would like to focus on a book I am
writing. Part I (about 150 pages) is finished and we (a nonprofit called
Arts for Critical Thinking (ACT) is in the process of publishing it. It
presents lessons linking arts training to training in every major topic in both
math and language arts in Elementary School. Nothing at this level of detail is
yet around, as far as I know. Part I contains some essays and 42 lesson plans
intended for the classroom teacher. Each lesson is about 20 minutes long so
that it can be easily integrated with other curriculum. Though the focus is on
the arts, this gives me an opportunity to also reexamine how language arts and
math skill and understanding can be promoted with training similar to what I
also advocate for music and visual arts. I can send you more information if you
wish. As you might expect, I am building on Dewey, but with more focus on
specific topics, and research and theory about how the brain organizes what it
does pressing in from the background.
You
might want to think about writing some lessons for more advanced
students I can see us beginning to publish lessons by different authors
under their names. Right now we are focused on Elementary Grades, but going to
later grades is certainly in our planning too.
Fred’s
response: I don’t know if I can pull it off, but I have some embryonic ideas
that potentially could contribute to Martin’s book. These arise from my
experiences with special teaching projects in elementary and middle schools in
Vermont and the Philippines (where I hope to resume them soon). In Stowe Middle
School I used computer programming, logic, and mathematical reasoning (early
dialect of Basic) as part of a program to instill both scientific curiosity and
critical thinking. One year this was done in collaboration with the art
teacher, and some of the programming (other methods as well) involved making
artistic images; it went on display in the local art museum along with an
annual student art show. In the Philippines, at Silliman High School, we did
art, and in the elementary school (grades 4-6) we did similar programs. As much
of the computer work was based on Logo, it has a music tool, and I loosed the
students on that. I emphasized not learning basic elements of music, with which
they were not familiar, but just let them create sound as they liked, ad lib
via programming, so to speak. The creativity was fantastic, not being bound by
usual rules (an idea that in some respects goes back to Galileo’s dad). (click
my blueberry home page just below, then synergistic dynamics and Silliman menu
items).
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Carlos Torre Yale and Southern Connecticut
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Carlos at Snowflake 2004 |
Kai y Carlos, Puerto Rico, |
The Ecology of Education: A
Look at Shared Accountability
Carlos Antonio Torre
2765 Yale Station