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Threshold of Comprehensibility: a fourfold minimal system?

Part 4 of Development through Alternation. Augmented version of a paper originally prepared for Integrative Working Group B of the Goals, Processes and Indicators of Development (GPID) project of the Human and Social Development Programme of the United Nations University (UNU). This document was originally distributed as a separate monograph in 1983. The paper provides a structure linking reviews of alternation as it emerges in studies from a wide range of sources. The paper is in 9 separate parts [searchable PDF version]

0. Introduction / Abstract

1. Monopolarization
1.1. Questionable answers
1.2. Forms of truth
1.3. Accumulative answers
1.4. Developing a new "meta-answer"
1.5. Decodification of analyses of capital accumulation
1.6. "New International Conceptual Order"
1.7. Accumulation and development
1.8. Development of accumulation
1.9. Domains of significance

2. Antagonistic dualities: polarization and paradox
2.1. Oppositional logic
2.2. Polarity
2.3. Paradoxes and antinomies

3. A third perspective
3.1. Beyond method
3.2. Constraints on a meta-answer
3.3. Meta-answer patterning
3.4. Containing discontinuity through aesthetics
3.5. Observer entrapment and micro-macro complementarity
3.6. Order through fluctuation: dissipative structures
3.7. Opening and closing: alternation for discontinuous learning
3.8. Third-perspective "containers": patterns of alternation
3.9. Revolutionary cycles of alternation
3.10. Trialectics: a logic of the whole

4. Threshold of comprehenisibility: a fourfold minimal container?
4.1. Omnitriangulation: interlocking cycles
4.2. Number and time
4.3. Logos and lemma for interparadigmatic dialogue
4.4. Epistemological mindscapes
4.5. Complementary languages
4.6. Nonlinear cybernetics
4.7. Modes of managing

5. Further constraints on conceptual container design
5.1. Cyclic self-organization requirements
5.2. Encompassing system dynamics
5.3. Encompassing varieties of form

6. Comprehension and learning
6.1. Non-comprehension "holes"
6.2. Discontinuity: comprehension and internalization
6.3. Pattern accumulation in a learning society

7. Complexification of integration
7.1. General systems and holonomy
7.2. Cognitive systematization
7.3. Wholeness and the implicate order
7.4. Health and space-time
7.5. Dissonant harmony and holistic resonance

8. Development of comprehension and compehension of development
8.1. Interwoven alternatives: organizational tensegrity and resonance hybrids
8.2. Non-comprehension as a structuring characteristic of a learning society
8.3. Learning cycles
8.4. Patterns of alternation: a musical key from a political philosopher
8.5. Patterns of alternation: an agricultural key from crop rotation
8.6. The entropic crisis and the learning response
8.7. Alternation between energetic expansion and mentalistic reduction
8.8. Uncertainty: the source of meaning
8.9. Morphic resonance
8.10. Toward an enantiomorphic policy
8.11. Game comprehension and identity transformation
8.12. Ecodynamics and societal evolution
8.13. Language of probabilistic vision of the world

9. Implications
9.1. Implications for agreement and consensus
9.2. Implications for action formulation
9.3. Implications for values and norms Implications for values and norms
9.4. Implications for organizations
9.5. Implications for unemployment
9.6. Implications for the developmental responsibility of answer domains
9.7. Implications for forms of presentation
9.8. Implications for information processing
9.9. Implications for the human self-image

10. Conclusions


It has been sufficient to present the argument in terms of learning "cycles". But such cycles are rather abstract concepts. They may constitute good descriptive "geometry", but the challenge is to find additional features whereby the abstract geometry is geared or anchored into the complexities of perceived reality. Additional design constraints are required to relate any such cycle to its environment and prevent it spinning out of control or losing its integrity. This question can be examined in very different ways, each of which, as a "language", throws a different light on the relationships and significance of the dimension required to structure a minimally comprehensible system of adequate complexity. For this reason the arguments of the following authors are presented at some length.

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