Dear Gordana,
1. Yes it is nuomena
2. Distinguish their types and kinds
3. Toddlers playing with nuomena
4. Technological advances allow recognising patterns
5. The idea of connection as string, chain, filament
6. Rules of arithmetics
7. Collaborative effort
1. Yes it is nuomena
Thank you for giving the name to the concept. What we talk about is the
abstract idea of an element of Nature, of which we traditionally presuppose
nothing, and as such can be symbolized by the idea of “1” as an
arithmetical entity.
2. Distinguish their types and kinds
New is that we assume two kinds of nuomena (called “a” and “b”) and we
allow for each of the kinds to have 16 different types (symbolized by the
natural numbers from 1 to 16). We assemble a collection of paired nuomena.
This appears to us as summands (a,b) in the addition “a+b=c”. So we have
136 different abstract unit we play with. (The summands in the additions
from 1+1= to 16+16=32, a <= b).
3. Toddlers playing with nuomena
Placing nuomena in a sequence according to their size is an innocent
pastime for small children. Indeed, grown-ups also like to have their stock
of nuomena ordered according to some ruiles (e.g. the names in one’s
telephone book one likes to be ordered for practical reasons.) Toddlers may
also play with reordering their nuomena. (We also find it sometimes
practical to reorder train timetables from date/time to location of
stations near to specific places and the other way around.)
4. Technological advances allow recognizing patterns
No toddlers and no grown-ups could have previously driven attention to the
typical patterns that appear as one resorts nuomena, because the number of
possible patterns overloads the capacities of the human brain. (Although
one would be able to say that railway station X is farther away down the
line than railway station Y, because the train arrives there later, this is
not the current method of establishing distances between railway stations.)
However, the use of computers as potent reincarnations of paper and pencil
allows grown-ups to observe that there exist patterns in such reorderings,
which are different to renamings.
5. The idea of connection as string, chain, filament
The toddler could cry out: “Ach, this is what they mean by ‘logical
connection’”, if he knew the words, while doing reorderings of the nuomena
he plays with. We are familiar with games where pushing blocks around in a
maze, or solving the Rubik cube, involves sophisticated sequences of steps.
Those nuomena that move together while a reorder is done constitute a
logical connection and appear in the physical world as strings, filaments,
paths. This is the novelty content of the invention. This has not been
observed before, because the accounting power of computers has not been at
the disposal of thinkers heretofore.
6. Rules of arithmetics
The patterns that the toddler observes and tries to tell the grown-ups
follow rules that are not yet codified in the body of laws that are
accepted as rules of arithmetics. The rules of reorder are there and are
recognizable to all. They deserve being included into the codified body of
arithmetics. The more so, as they allow – among others – logical and
numeric support to the Minkowski model of space-time, and help explaining
why the genetic information is packed in triplets and how to decipher its
grammar. Resorting is the Rosetta stone of the genetic language.
7. Collaborative effort
The intellectual pleasure of ‘getting’ how space and mater are stitched
together and how overcrowding in a spatial segment contrasts to dark matter
and black holes, just to mention a few of the riddles solved by watching
patterns that are observable while resorting nuomena, is one thing. Playing
with the Mother of All Sudokus is nice and rewarding for the intrepid
toddler. If the grown-ups decide that the incessant cries of the toddler
are indeed a sign for it having found something worth looking into, then
the grown-ups can also share the intellectual pleasure. If I was a police
dog tasked with “go sniff and hunt, find the combinatorial-accounting
solution to the problems of theoretical genetics, go, go” and kept barking
for attention for 15 years, after having hunted it down, maybe some of the
clever among the keepers would go the lengths of checking what this
brouhaha is all about. Maybe it has indeed found something.
2013/8/30 Gordana Dodig-Crnkovic <gordana.dodig-crnko...@mdh.se>
>
> Dear Karl,
>
> It was an interesting thought about nuomenon as Musil's man without
> properties.
>
> Also about natural information that is not Shannon information as Shannon
> information is abstract and natural information is physical.
>
> To me (as a physicist) it looks like plausible to think about nuomenon as
> a thing with many more properties than we know.
>
> If I do not think of nuomenon as abstraction but as the concrete physical
> world before anyone interacts with it.
>
> Before we observe the world, it is untouched in its original state. We
> change the world through interactions.
>
> Quantum mechanics and chaotic systems are good examples how observation
> causes changes.
>
>
> Physically, nuomenon exists and it is not without properties but with
> properties which we cannot know directly through our senses.
>
> We only imagine that the color we see is property of the world. It is the
> property of our interaction with the world.
>
> We found many ways around the problem of learning about properties of the
> world, not only via our senses but through extended cognition -
>
> instruments and theories. However we can never be sure how much more there
> is to uncover.
>
>
> By our increasingly more complex relationships with the nuomenon we
> capture completely new phenomena
>
> that without our interaction would newer be uncovered. We co-produce
> phenomena through the interaction with nuomenon.
>
> Physical nuomenon (unlike the concept of nuomenon) can be seen as an
> inexhaustible source of possible phenomena.
>
> What do you think?
>
>
> Best regards,
>
> Gordana
>
>
>
>
> From: Karl Javorszky <karl.javors...@gmail.com>
> Reply-To: "karl.javors...@gmail.com" <karl.javors...@gmail.com>
> Date: Friday, August 30, 2013 11:26 AM
> To: "Pedro C. Marijuan" <pcmarijuan.i...@aragon.es>, Krassimir Kostadinov
> Markov <i...@foibg.com>, John Collier <colli...@ukzn.ac.za>, Joseph
> Brenner <joe.bren...@bluewin.ch>, Gordana Dodig-Crnkovic <
> gordana.dodig-crnko...@mdh.se>, Michel Petitjean <
> ptitj...@itodys.jussieu.fr>, fis <fis@listas.unizar.es>, Gara Péter <
> g...@eik.bme.hu>, Gyorgy Darvas <darv...@iif.hu>
> Subject: Re: [ITHEA ISS] Computer Science Open Educational Resources
> Portal
>
> Dear Colleagues,
>
> maybe there is a European institutoion, or a collection of European
> individuals, whoi can manage and cooperate in a projecdt of science? If
> not, the development of this approach to - among other concepts - dark
> matter, dark energy, unified field theory, genetic information transfer,
> atc. will be offered to those who have a tradition of seeing advantages in
> action.
>
> I'm prepared to contribute to a workshop on how to use tha accounting
> machine in Madrid.
>
> Hoping that there is a spirit of entrepreneurship also in Europe, I look
> forward your suggestions.
>
> Karl
>
>
> Letter to Darina (not yet sent)
>
> Dear Darina,
>
> Thank you for the informative link to your institution. I'd like to ask
> you a question re your resources and willingness to participate inb a
> development project.
>
> Your post has reached me as I am a member of ITHEA. Into ITHEA I got
> included by reason of being a founding member of FIS (Foundations of
> Information Science). This is a chat room dedicating itself to - well -
> information science.
>
> There is a new algorithm that appears to be rather useful. (Being its
> inventor, I'm of course less than exactly impartial in judging its possible
> and potential uses.) The basic idea is combining the use of the logical
> operators {<|=|>} and {+} on the same data set. (This is the idea that got
> discouraged at Elementary School, as we were instructed to disregard the
> differences between additions as long as their result is the same.)
>
> There is a literature to this idea and also some tables, computer graphics
> and so on. The project is presently at the nerd-working-in-garage-level, as
> its novelty has prevented mainstream institutions from dedicating resources
> to it. (Some may also hint at human nature being such as it is, not really
> flexible in some respects.)
>
> Now the time appears to become ripe for actually contemplating something
> different to the methods used so far; a Conference titled "Natural
> Information Technologies" being called for end September in Madrid. My
> Essay was accepted for presentation at this Conference.
>
> Although I'd prefer to have as partners in development a European setup,
> for many reasons, there is no denying that entrepreneurship and
> open-mindedness is a more general strait in the US than in the EU.
>
> So, I'd like to make you the offer to participate in the development of
> the idea. I'll enclose the Essay; in there you will find a link to a series
> of e-lectures I had given to FIS last semester titled "Learn to Count in
> Twelve Easy Steps", and the site where the data tables and the amateurish
> graphics are accessible.
>
> I hope that the subject attracts your interest and you see a way for your
> institution to be engaged.
>
> Best regards:
>
> Karl Javorszky
>
>
> Am 29.08.2013 17:09 schrieb "Dicheva, Darina" <diche...@wssu.edu>:
>
>> Dear Colleagues,
>>
>> We are happy to announce that the Computer Science Open Educational
>> Resources Portal (CS OER Portal) (http://iiscs.wssu.edu/drupal/csoer )
>> is now open to the public. The Portal hosts a rich collection of links to
>> open teaching/learning materials targeted specifically the area of Computer
>> Science. It provides multiple ways for locating resources. Users can
>> filter the search results by CS categories, by material type, media format
>> level, etc. In addition, users can browse by institutional collections; by
>> the ACM/IEEE Computer Science Curriculum or by Computer Science Categories.
>> A recommendation of courses/resources similar to the found one is provided.
>>
>> We would like to invite you to visit the CS OER Portal and hope you will
>> find useful materials. Please also share the information with your students.
>>
>> As always, we will appreciate your feedback.
>>
>> Darina
>>
>> ----------
>> Darina Dicheva
>> Professor of Computer Science
>> Winston-Salem State University
>> 3206 E.J. Jones Computer Science Bldg
>> 601 S. Martin Luther King Jr. Drive
>> Winston Salem, NC 27110
>> Phone: 336-750-2484
>> http://myweb.wssu.edu/dichevad/
>>
>>
>>
>>
>> _______________________________________________
>> ITHEA-ISS mailing list
>> ithea-...@ithea.org
>> http://www.ithea.org/mailman/listinfo/ithea-iss
>>
>
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