Imagine a vast wheat field

Imagine a vast wheat field. Any sensory input is akin to someone walking through that field. Every time it’s repeated the path becomes more visible (actually making it quicker to walk the path). That path will lead to somewhere within the field and the more people there the larger that space becomes.

Other paths, also formed by sensory inputs, criss cross the field and interconnect creating a large network of paths that lead to various centres in the field.

These paths create what are variously known as instinct, habit, reactions. Interestingly, as many if not more people are returning down the path from the centre to create action in various parts of the body.

Essentially, knowledge expands through sensory inputs creating wider paths, largers centres and greater interconnections.

It’s no coincidence a map of the universe, a country and the brain look similar, large centres of energy with mutliple connecting strands.

Yours truly,

Sivashanmugam. P.,

2, First street, New Colony,
Tiruchirappalli – 620020 – India

Mobile: +91-9655666148

My Nature, Your Nature and the Nature of Everything

30 April, 2011 14:21

Is not that knowledge encompasses itself within the spectra of natural laws, it happens to be the opposite, the laws of nature are part of our knowledge. Knowledge can include abstract/ambiguous terms as well, terms that have nothing to do with nature and its laws.

Yours truly,

Sivashanmugam. P.,

2, First street, New Colony,
Tiruchirappalli – 620020 – India

Mobile: +91-9655666148

My Nature, Your Nature and the Nature of Everything

Your Knowledge is constituted by the laws of nature

My knowledge comes in through sensory organs and is mediated by my conscience. I suppose the things I sense and have ideas about are subject to the laws of nature so it creates a mind in which things are basically matched to the laws of nature. The important and distinctive aspect of the human brain is the ability to see things symbolically, which can in some ways suspend and delay those laws and consider other (im)possibilities

Yours truly,

Sivashanmugam. P.,

2, First street, New Colony,
Tiruchirappalli – 620020 – India

Mobile: +91-7305737337

Unit of Basic Human Understanding

Forgive me but this is how I philosophize on forums. I will go into something very particular of a topic rather then generalise it. Feel free then to respond to this specific aspect of this topic.

(The Unit of Basic Human Understanding) (The Line).

(Basics-) Not Complex but perhaps that is of an Interest)

This is quite interesting I have to say. I think we can take a brief look at these different concepts. Let’s start with divisibility. We need to define this. What were dealing with here is separation in given things but to understand that we must understand what makes it a thing in that we define it as a totality of separate divisible sectionalities we’ll say.
Lets take zebra or animals and general. How do we define it as an animal why is it we separate it from other things. Say you’re an infant and you see a dog. We notice basic things like structure and colour in that animal or entity will say at best here.
But how do we develop it’s separation. First lets deal with the most basic forms of speration. Line and colour. Line cant exist without colour. To know a line we must be able to differentiate colours or shades at least. There is of course the smallest measurement of line possible. But how do we recognize this basic "point" we’ll say. Without knowing this most basic point all other forms of like measurement are impossible. Lets look at this? If we take a larger point or “point line” we’ll say. To know that we must know it’s basic count of any such point line of any limit that is. This is basic mathematics and is not complicated. However no matter the size of a point line we need to know the concept of "count" without this the idea of a point line is impossible.

(Complex) (More Interesting here as you go into it)

-You could say without it you could not differentiate point lines in measurement. But to differentiate here we must see each point line before we can differentiate all those point lines. Let’s not go into this to much. Differentiation can only be done of the differentiation of the same kind of thing. Points here that is. Or at least that ‘s the kind of differentiation were dealing with. Lets call this basic differentiation. (K)" But basic differentiation builds always in one sense but not in the other. I’ll explain this? Say we take a 8cm line. We cannot know a 10 cm line before we know a 9 cm line. As a 10 cm line is made up 1,2,3,,4,5,6,7,8,9,10 cm. But if we learn 9cm for the first time only by seeing a 10 cm line we could call this "multiple inner aspect learning" or MIAL.
We must think as the MIAL as a “arising of thought” on the nature or sub nature of a concept. It is a learning of the nature or sub nature of a concept in that that is the first time the person or “subject” we’ll say recognizes those aspects in that they could be “first recognized or learned that is” in that concept or another.
However for that subject they are recognized in that concept. While another subject could recognize it in another concept. So subject A recognizes for the first time 9 and 10 cm in a 10 cm line while subject B that is rather in a 12cm line. They subject B that is were thinking here recognizes 9cm and 10 cm for the first time in the 12 cm line.
(N)MIAL does not go hand in hand with a concept in that every person learns that MIAL "content learning" we could say to that concept in that concept rather then another. The same “MIAL” content learning could happen for different people in different concepts as said. We call this “patterned MIAL differentiation primary concept recognition”.
What I mean by "content learning" is this. Take the concept "10 cm line". The MIAL"to that" person "to that" concept is 9cm and 10 cm. In that this is the first time they’ve recognized these thing and it happens that for them it was in that concept. Rather then say the concept 12cm where another person might of recognized that same "content learning" 9 cm and 10 cm in that rather as the first time they’ve recognized it. A concept has numerous possible "content learnings" each of which are possible and each happen inevitably to different people. So the concept 10 cm could made of "possible content learnings" of "combinations" – (1,2)(1,2,3)(1,2,3,4)(5,6)(5,6,7) and so on. A concept may have content of which was not first learned in or it may in fact that it may have been first learned in it. So concept 10 cm might be made up say in part of 1,2,3 cm but though this is “recognized” by subject A in it. (J)This “content learning” was not part of it in that it did not belong to an MIAL to that subject of that concept. In simplier words those elements of the concpet were not first learned in that concept but were at least recognized that is for that subject in that concept. With that in mind we could have a “Continuation MIAL” for a subject in a particular concept. By that I mean in concept 10cm 1,2,3 cm are recognized in it in that they are already learned for them in say concept 3cm. But now we could have a ”Continuation MIAL”in concept 10 cm for that subject in that because we already have 3cm recognized we can now have the MIAl for that concept(possible for that concept) that can come from that previous recognition that now in fact exists in “that” concept. We’ll look at the “Continaution MIAL” basically this way.
With a “Continuation MIAL” there in it’s given Concept there is the “Primary Recognition” and the “Continuation MIAL” that comes from this. The primary recognition is what has been previously learned by a given subject in another concept. Why does the “Continuation MIAL” come from this “Primary Recognition”. To know the “Continuation MIAL” we must know it’s “Primary Recognition” no matter the concept of a concept category be the concept, 10cm, 17cm or so on. This is because they follow the “same differentiation rule”. That is the Primary Recognition which is “Part” of the “Continuation MIAl”. In that the measurement CM of all sorts is based on a common “differentiation rule”. In that to know 9cm(Continuation MIAL) we must know 8cm (Primary recognition) in that both are know through the differentiation of the same thing. CM.. This basic point. Because of this to know any Greater unit of this differentiation we must know all it’s lesser units. Because they share a common method or actual means of differentiation. This is a basic rule of any kind of measurement.
It is probably easier to look at different concepts as being the same category. Such as different cm lines. As such then these lines by being all part of the same category bring with it the possibility of more or less that is possessing the same “possible content learning’s”. In that because as such since 15cm line and 20 cm line both belong to the category CM Line they may both have the same possible content learnings in that both these lines whereby both could have a human subject learn first time that is 14cm in either the 15cm line concept or 20 cm line concept.
However the basic rule is a particular subject will learn a MIAL content learning from one concept over another and not any other concept. This is the case for each subject. While the same MIAL content learning can come from different concepts for that is different subjects. But only from concepts of the same basic category. Such as CM line.

An MIAl therefore can belong in terms of an arising in different concepts for different subjects but only of concepts of the same basic category. We’ll call this the “Category Rule”.

As for a subject learning the same MIAL from different concepts we’ll call this the “MIAL Concept Rule”. This rule is evident and part of the “Category Rule”.

We must think as the MIAL as a “arising of thought” on the nature or sub nature of a concept.

So lets look at it basically like this.

There is subject, concept, MIAL..

First we have various human subjects. To different human subjects the same MIAL will arise in different concepts but only of the same concept category.

Forgive the stupid and simplified math if you call it that. But I did this to outline basically what I’m saying here.

So A-subject – MIAL(x) belongs to Concept(y) of ConceptCatgoryP.

In that MIAL(x) PB(possibility belongs) to , m,n,l,r of ConcpetCatogory P.

So what are we dealing with here. Were dealing with in particular the concept of the line. And the line is part of a concept category. We could have various coloured lines all of which are part of a particular concept category “line” and these various lines could individually be made of the same colour or various other colours. Right so getting back to what were dealing with here. Forgive me but this is how I philosophize on forums. I will go into something very particular of a topic rather then generalise it. Feel free then to respond to this specific aspect of this topic.

So were dealing with the concept of colour and line the basic unit of understanding of every visible and if you look carefully audible thing. This is the very basics of Human Differentiation. And relates to every concept of knowing that was said here in StellaMonika’s post that is.

So feel to respond on this most basic unit of understanding.

List of Concepts Where to Find.


(N)Content Learning

(J)Continauation MIAL

Meme – ?

•a cultural unit (an idea or value or pattern of behaviour) that is passed from one person to another by non-genetic means (as by imitation); "memes are the cultural counterpart of genes"

•The term Internet meme is a phrase used to describe a catchphrase or concept that spreads quickly from person to person via the Internet, much like an esoteric inside joke. …

•Any unit of cultural information, such as a practice or idea, that is transmitted verbally or by repeated action from one mind to another. …

•Richard Dawkins’s 1976 coinage, on the analogy to gene (with a little aid from mime and mimic), for a cultural copying unit, such as the word or melody that is mimicked by others.

•An idea or concept that attains online popularity. Popular Internet memes include “All your base are belong to us,” ,” and the goatse man.

•An idea that self-reproduces like a virus; a catchphrase or concept, or other unit of social currency. Example: "Where’s the beef?"

•A term coined by Richard Dawkins, who defines it as "a unit of cultural inheritance, hypothesized as analogous to the particulate gene and as naturally selected by virtue of its ‘phenotypic’ consequences on its own survival and replication in the cultural environment."

•Leftist pseudo-intellectualese or linguistic affectation, generally used in the pejorative, employed to designate a commonly held position, thought or expression as worthy of or susceptible to attack or denigration by superior leftist "critical thought" which the employer possesses in abundance.

•A postulated unit or element of cultural ideas, symbols or practices, which is transmitted from one mind to another through speech, gestures, rituals, or other imitable phenomena.

•a cultural item or idea that is transmitted by repetition in a manner analogous to the propagation of biological genes. 10

Michael Polanyi

I should probably stay out of this… but my favourite philosopher is Michael Polanyi and in his discussion of Tacit Knowing and Emergence, he describes how an idea is created as an ordered structure of parts. It is like a person collects facts and repeatedly rearranges them until they fit into an ordered integral structure like an equation that the human mind is designed to read. This structure can then be added to or modified on the surface like a background, but the basic structure stays the same. It can also be communicated efficiently at that point and might be accurately fit the common definition of a meme, a contageous idea. Then you have to follow this idea and its growth in the context of the concept of History of Consciousness, because an idea may well exist for a long time before it spreads or is used.
Now there is another aspect to this as well, since humans are made both of nature and nurture. So look at C. D. Darlington’s ideas on the Evolution of Man and Society. He would tell you that there is a large genetic componenent to knowledge and culture and in the time of the cities that has grown based on the genetic comings together of different peoples. In the West the first civil populations fo Sumeria, created by the joining of three tribes, were conquored by the Semites (Sargon the Great) that added a military caste to the civil social system as well as their genetic component that hybridized in over time. Other tribes were assimilated, but that culture in turn was dominated by the Indo European horse herders such as the Ayrans, Ionians and Dorians, the the Romans and Eutustrians (maybe not Indo European those). But it was when those Western societies hybridized with the Celts that the true change occured that created a new dynamicism that led not only to science, but modern society as well.
Then the philosophy of Science asks if Science is progressed by groups of researchers exploring a field of research or is it one person exploring their inspiration. I would answer that it is both.
Perhaps it is instinct of an individual that knows when humanity has a need and they respond with leadership to create the required answers.
Perhaps it is for the pursuit of the attendant wealth that new knowledge can produce.
Perhaps it is sometimes just serendipity.
Really though, the interesting thing to me is how new we humans are to all this. We are children walking out of a forest of out animal past, but still in woodlands. Some get arrogant and claim great wisdom, but I must doubt. Being a biologist, I look at longer time periods of life. I think we have far more to learn.

What is biochemistry?

•the organic chemistry of compounds and processes occurring in organisms; the effort to understand biology within the context of chemistry

•Biochemistry is the study of the chemical processes in living organisms. It deals with the structure and function of cellular components such as proteins, carbohydrates, lipids, nucleic acids and other biomolecules.

•Biochemistry is a peer-reviewed academic journal in the field of biochemistry. Founded in 1962, the journal is published weekly by the American Chemical Society, with 51 annual issues. The journal’s 2007 impact factor was 3.368, and it received a total of 93,411 citations in 2007. …

•The chemistry of those compounds that occur in living organisms, and the processes that occur in their metabolism and catabolism; The chemical characteristics of a particular living organism; The biochemical activity associated with a particular chemical or condition

•biochemist – someone with special training in biochemistry

•biochemical – of or relating to biochemistry; involving chemical processes in living organisms

•The chemistry of living things, including the structure and function of biological molecules and the mechanism and products of their reactions.

•Not cyanogenic. Alkaloids present (commonly), or absent. Iridoids detected; Route I’ type (normal and seco). Verbascosides detected (4 genera). Cornoside detected (Forsythia). Proanthocyanidins absent. Flavonols resent, or absent; quercetin, or kaempferol and quercetin. …

•The welter of molecular transformations of organic compounds that for the basis of living systems. Examples include the synthesis and degradation of proteins, lipids, polysaccharides, and nucleic acids, and the metabolism of various foodstuffs.

•the branch of chemistry that deals with plant and animals and their life processes

•A molecular structure or site on the surface or interior of a cell that binds with substances such as hormones, antigens, drugs, or neurotransmitters.

•biochemical – refers to those chemical processes involving human biological function.

•biochemical – A chemical that occurs naturally in an organism, or an identical substance that has been made artificially.