"The Particle Adventure"

http://particleadventure.org/index.html

As far as there is a lot we still have to discover in the sphere of the "Material Plane", it is overweening to make any final judgement along the "Spiritual Plane"...

The Magical Number Seven, Plus or Minus Two

The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information[1]

George A. Miller (1956) Harvard University

First published in Psychological Review, 63, 81-97.

"And finally, what about the magical number seven? What about the seven wonders of the world, the seven seas, the seven deadly sins, the seven daughters of Atlas in the Pleiades, the seven ages of man, the seven levels of hell, the seven primary colors, the seven notes of the musical scale, and the seven days of the week? What about the seven-point rating scale, the seven categories for absolute judgment, the seven objects in the span of attention, and the seven digits in the span of immediate memory? For the present I propose to withhold judgment. Perhaps there is something deep and profound behind all these sevens, something just calling out for us to discover it. But I suspect that it is only a pernicious, Pythagorean coincidence."

Scientific Research Sources

(in a way for the "Harmony Model"*):

http://psychclassics.yorku.ca/Miller/

http://en.wikipedia.org/wiki/7_(number)

http://web.missouri.edu/~cowann/docs/articles/in%20press/Cowan%20et%20al,%20Tall%20tales%20in%20press.pdf

http://www3.interscience.wiley.com/cgi-bin/fulltext/121360014/PDFSTART

***

"In the psychology of information processing the number 7 is a somewhat “magical” invariant:

According to Miller (1956) it manifests itself as a constraint of the span of absolute judgment,

the span of immediate memory, and of the span of attention. This limit (or these limits?) of about

seven, plus or minus two, has (or have) since figured prominently in information processing

theories. Miller (1956: 91) warned against assuming “that all three spans are different aspects of

a single underlying process”. But “generality” is a relevant dimension of empirical progress.

Thus it is still tempting to search for one “underlying process” or for one “covering law” for

several regularities corresponding with each other in a certain respect.

Arguments presented in Fenk-Oczlon & Fenk (2001a,b) point to the behavioral relevance

of the magical number 7 in general - independently of the sense modality of the input or even

independently of whether the respective activity is of rather afferent/perceptual or

efferent/motoric nature, and independently of whether one analyzes activities of human beings

or non-human animals. As suggested by the experimental findings by Köhler (1952) with birds and

by Brannon & Terrace (2000) with non-human primates, this limit of about 7 is no specific

characteristic of human information processing. A fascinating finding is reported by Kareev

(2000): Small series of about 7 plus minus 2 data pairs produce stronger correlations between the

respective variables than the population. This would mean that a span of comprehension

comprising about 7 elements or chunks of elements does not reflect a rather arbitrary cognitive

limit, but that there must have been a selective advantage and selective pressure for pushing up

the limit to this region where minimal indications and minimal contingencies can be detected

with a minimum of “computational” work.

All these findings were discussed as indicating some general, extralinguistic or prelinguistic

cognitive preconditions of language, i.e. some sort of “matrix” allowing for as well as

constraining the evolution of our complex language system. Is it possible to see some more

specific communalities, if one concentrates on those limits that seem to occur in different fields

of linguistic research?

Linguistic information is a special type of message processed by our cognitive apparatus. If

the number seven marks some general limits of this apparatus, it should also show in languages,

because language must have developed in adaptation to the general constraints of this apparatus

(Fenk-Oczlon & Fenk 2001a)." (My emphasis)

http://wwwu.uni-klu.ac.at/gfenk/magical.pdf

*http://berhane-hilina.blogspot.com/2007/11/purpose-of-l-i-f-e-quintessence-purpose.html

"Consciousness Revolutions"

http://www.naturalism.org/reviews.htm

"The Ego tunnel"

http://www.naturalism.org/metzinger.htm

http://mbdefault.org/9_passage/default.asp

The Four Pillars of Education and "The Harmony Model"

The Quintessence of Life lies on:(cf. the Harmony Model)

(“The Four Pillars of Learning”/ cf. UNESCO*)

I. The social plane

1.“Learning to do”

Family, Community, State :

The process of “learning to do”

begins in the family, extends

in the community and obtains its

sublime nature in the state.

II. The cultural plane

2.“Learning to live together”

Love, Ethics, Laws:

The fundamentals of “Learning to live

together” takes its initials in love, begins

to take norms in moral ethics of the

community to sublime in the laws of

the “democratic”state.

III. The Material plane

3.“Learning to know”

Mankind, Nature, The Universe:

“Learning to know” mankind, nature and

the universe at large is the basics of Life

escorting man from the cradle up to the

depth of That Beyond.

IV. The Spiritual plane

4.“Learning to be”

Conscience, Religion, Faith:

“Learning to be” is the ultimate

purpose of life, be it to take its final

or intermittent expression in a healthy

social conscience, tolerant religion or faith,

philosophically sound to sublime in the

maturity of the Human.

*The Harmony model I like to promote, as demonstrated here in short, happens to go with

“UNESCO’s “The Four Pillars of Education” (J. Delors).

From the Four Pillars of Education (UNESCO)

From the Four Pillars of Education (UNESCO):

http://www.unesco.org/delors/delors_e.pdf

Learning to be

http://www2.unescobkk.org/elib/publications/LearningToBe/index.htm

"....

education should contribute to every person's complete development - mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality. All people should receive in their childhood and youth an education that equips them to develop their own independent, critical way of thinking and judgement so that they can make up their own minds on the best courses of action in the different circumstances in their lives.

......

This human development, which begins at birth and continues all through a person's life, is a dialectic process which is based both on self-knowledge and on relationships with other people. It also presupposes successful personal experience. As a means of personality training, education should be a highly individualized process and at the same time an interactive social experience."

http://www.unesco.org/delors/delors_e.pdf

Learning to Live together:

"Learning to Jive together in peace and harmony is a dynamic, holistic and lifelong process through which mutual respect, understanding, caring and sharing, compassion, social responsibility, solidarity, acceptance and tolerance of diversity among individuals and groups (ethnic, social, cultural, religious, national and regional) are internalized and practised together to solve problems and to work towards a just and free, peaceful and democratic society.
This process begins with the development of inner peace in the minds and hearts of individuals engaged in the search for truth, knowledge and understanding of each others cultures. and the appreciation of shared common values to achieve a better future.
Learning to live together in peace and harmony requires that quality of relationships at all levels is committed to peace. human rights, democracy and social justice in an ecologically sustainable environment."

http://www2.unescobkk.org/elib/publications/LearningToLive/LearningToLive.pdf

Learning to DO:

http://www.unevoc.unesco.org/fileadmin/user_upload/pubs//LearningToDo.pdf

On Violence

http://www.hannanewcombe.com/category/001book-2/?pg=17

From:

Hanna Newcombe

The remedy? (We did say that peace research aims to prevent, not only predict, the ravages of disease.) First, the bringing up of children in a loving, caringly permissive, and consistent moral environment, in which adults set good examples rather than merely preaching about right conduct and character.

Secondly, avoiding propaganda attempts to dehumanize anyone, even if it at first sight some individual leaders seem to deserve it; and resisting mentally the influence of such propaganda if it is beamed at us. (“The truth shall set you free”, says the Bible.)

Thirdly, never performing acts that we are ordered to do without first measuring them against the yardstick of our moral conscience, regardless of the exalted or superior social positions of the person ordering it. This may involve active civil disobedience at times, even at great personal danger; but we are obliged to do it under the higher law of the Nuremberg War Crimes Tribunal’s precepts.

Fourthly, trying to prevent crises or stressful situations or mutual frustrations; this may involve international (United Nations) mechanisms of preventive diplomacy or preventive peace-keeping.

Fifthly, staying away from fanatical beliefs of any kind; never claiming absolute truth for which we must fight, perhaps even giving up on the Utopia of a future perfect world. Leonard Cohen (“The Future”) warns us: “Forget your perfect offering…There is a crack in everything…that’s how the light gets in.”

From:

How Things Come Together is a collection, in three parts, of essays and occasional writings by Hanna Newcombe.

http://www.hannanewcombe.com/

How Things Come Together

How Things Come Together is a collection, in three parts, of essays and occasional writings by Hanna Newcombe.

http://www.hannanewcombe.com/

NINE AXIOMS*

The nine axioms of algebra are:

1. Associativity (distributive law)

2. Identity element for addition (e.g. zero)

3. Identity element for multiplication (e.g. 1)

4. Additive inverses (i.e. negatives)

5. Multiplicative inverses (i.e. reciprocals)

6. Commutative law for addition

7. Commutative law for multiplication

8. Total ordering

AND

9. (Least) upper bounds for sets.

The (8 + 1) dimensions of social reality:

1. State and Laws

2. Community and Ethics

3. Family and Love

4. Human and Hope

5. Mankind and Conscience

6. Nature and Religion

7. Universe and Faith

8. God and Deliverance

AND

9. Beyond dimension

We shall not cease from exploration

And the end of all our exploring

Will be to arrive where we started

And know the place for the first time.

T.S. Eliot

* The sequence of the nine Axioms is from Hanna Newcombe