Exploratory psychosocial reframing of Feynman diagrams

Potential of Feynman Diagrams for Challenging Psychosocial Relationships? (Part #7)

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The question raised here is whether Feynman diagrams constitute a pattern language which can be understood more generically -- as offering a metaphor, an analogy, or suggesting a degree of isomorphism or cognitive mirroring, as yet to be fully comprehended.

This exploration therefore draws on the insights recently offered by Douglas Hofstadter and Emmanuel Sander (Surfaces and Essences: analogy as the fuel and fire of thinking, 2013), as a further development of Hofstadter's earlier work (Gödel, Escher, Bach: an Eternal Golden Braid, 1979; Fluid Concepts and Creative Analogies,   1995; I Am a Strange Loop,  2007). Hofstadter and Sander have also recently summarized their argument (The talent so fundamental that it is fuel to our minds, New Scientist, 4 May 2013). The methodology of a pattern language, and the possibilities of its use as a metaphorical template, is inspired by the work of Christopher Alexander, as separately discussed and explored experimentally (5-fold Pattern Language, 1984).

Can very familiar experience, intimately known, be fruitfully mapped onto the diagrams -- usefully imbuing their elements with distinct experiences? However, rather than being being a static representation, the question is whether the dynamic of that experience (as a process) can be felt to be associated with the pattern -- an articulation of process thinking (Ann Langley, Process Thinking in Strategic Organization, 2007). The experience of the "geometry" of communication space has been fruitfully articulated by the mathematician  Ron Atkin (Multidimensional Man; can man live in 3-dimensional space? 1981), as separately summarized (Comprehension: Social organization determined by incommunicability of insights).

As indicated above, the following images are adapted from Let's draw Feynman diagrams  (Quantum Diaries, February 2010). The Diaries are a project of Interactions.org, a network of physics laboratories.

Feynman diagrams of psychosocial significance?
	Electrons (denoted by e-) accelerate (change direction of motion) by (a) absorbing or (b) emitting a photon (denoted by the Greek letter gamma: ?).
	?
	Positrons (e+) can accelerate (change direction of motion) by (a) absorbing or (b) emitting a photon (?). Positrons are moving from left to right, implying that the positron is an anti-particle.
	?
	Exchange of a photon (?) between an electrons (e-) and a positron (e+), both traveling from the left to the right -- lack of explicit distinction between whether the electron is emitting or absorbing is intentional.
	?

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	Annihilation of an electrons (e-) and a positron (e+) into a photon (?) that then produces an e+e- pair. Note: All particles depicted travel from left to right.
	?
	Annihilation of an electrons (e-) and a positron (e+) into a photon (?) that then produces a muon (µ-) and anti-muon(µ+) pair.
	?
	Annihilation of an electrons (e-) and a positron (e+) into a photon (?) that then produces a bottom quark (b) and anti-bottom quark (b) pair.
	?
	Annihilation of an electrons (e-) and a positron (e+) into a photon (?) that produces a bottom quark (b) and anti-bottom quark (b) pair, which then radiate gluons (blue).
	?

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	Aannihilation of an electrons (e-) and a positron (e+) into a photon (?) that produces a bottom quark (b) and anti-bottom quark (b) pair. These quarks then radiate gluons (blue), which finally pair-produce into quarks.
	?
	Annihilation of an electrons (e-) and a positron (e+) into a photon (?) or a Z boson (Z) that produces a bottom quark (b) and anti-bottom quark (b) pair. These quarks then radiate gluons (blue) and a W boson (W), both of which finally pair-produce into semi-stable multi-quark systems known as hadrons (J/? and p).
	?

The diagrams are presented here as a challenge. The temptation to interpret psychosocial equivalents has been indicated by a question mark at this stage.

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