Pattern completion

Periodic Pattern of Human Life (Part #5)

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The succession of elements in the Periodic Table corresponds to the progressive completion of external electron shells (or atomic orbitals) within each period -- or to the completion of inner orbitals prior to continuing with completion of the outer ones. With respect to learning, the contrast between these two forms of completion has been discussed separately (Fundamental learning distinction: Understanding vs Comprehending? 2007), notably:

The lesson here is that the superficial regularity -- congenial to comprehension by the mind -- may obscure more fundamental processes of completion. The ability of scandium to "remember" that it has unfinished business thus offers a contrast between superficial metaphysical comprehension of any whole and development at a more fundamental level -- perhaps the essence of the experience of understanding. Comprehension may indeed see a pattern, but runs the risk of premature closure -- perhaps reinforced by groupthink. Understanding, however, embodies that pattern in application. This is a form of "maturity" that recognizes a more fundamental form of balance that needs to be kept.

Any such understanding may even be usefully considered as an accumulation of unconscious learning -- in contrast to the primary modes of interaction with the world characterized by the learnings of the outermost orbital shells.

The pattern of the Periodic Table reinforces the implication that learning throughout life involves a succession of "completions". When learning at a particular stage is completed, it is possible to "move on" -- whether or not an analogous learning situation occurs at a later period, at a higher turn of the spiral. Of course a form of "completion" through the formation of molecular bonds is fundamental to chemical processes sustaining life. Such completion is also achieved through partnerships between people or cognitive modes that "complement" each other.

Given the popularity of the phrase "moving on", preceded by "drawing a line", the emphasis here is rather on "completing a cycle". The implications of such geometric metaphors have been explored elsewhere (Engaging with Globality -- through cognitive lines, circlets, crowns or holes, 2009; Metaphorical Geometry in Quest of Globality: in response to global governance challenges, 2009). These stress the significance to comprehension of circles and spheres which relate more closely to the understanding of an orbital. Of course the cycle characteristic of circles is appreciated in the most widespread of spiritual mnemonic aids (Designing Cultural Rosaries and Meaning Malas to Sustain Associations within the Pattern that Connects, 2000).

Sustainable new learning is then to be understood in terms of orbital completion. The process might be compared to the pattern completion game of Tetris (see applet version by Melinda Green). This involves a random sequence of tetrominoes (sometimes called "tetrads" in older versions) -- shapes composed of four square blocks each -- which fall down the screen representation of "playing field" (a rectangular vertical shaft, called the "well" or "matrix"). The object of the game is to manipulate these tetrominoes as they fall, by moving each one sideways and rotating it by 90 degree units, with the aim of creating a horizontal line of blocks without gaps. When such a line is created -- completion of the row it disappears. Many variants exist, including a 3D version.

Completion of learning orbitals within a circular framework also recalls meditative interaction with a mandala and any progressive increase in insight regarding the segments in its concentric domains. Indeed a mandala could be understood as a form of circular periodic table.

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