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A Polychromatic Description of Symbolic Learning
By: Jerry LR Chandler on: Thu 12 of Mar, 2009 [00:14 UTC] (1111 reads)

A Polychromatic Description of Symbolic Learning from Neonatal Innocence through Development.
Jerry LR Chandler, Krasnow Institute for Advanced Study, George Mason University. Fairfax, VA. (photo age 12)

Learning symbol systems is essential to personal and human cultural development. I propose a self-reflexive biochemical description for learning of symbol systems based on synductive logic and binary codes. The general premise is that the basic anatomy and physiology of the body of a neonate is, as a biochemical system, naturally posed to learn. The essential new ideas are three. The first is the physiological necessity for co-communicants to share informative / exformative pairs of a symbol of a symbol system. The second is the concept of learning being implemented as a “rotator” over a chaotic field that chooses a path within the combinatorial linkage space of the neuronal system. The third is a new mathematical concept of a combinatorial perplex number field, originating in the genetic code and the codes of the ecosis (the situation or surroundings). Philosophically, the description draws from polychromatic views of ontology,

1. A view of signs as the biological analogy of invariance for creating habits of the mind,
2. A view of communication that necessitates a pair of hemi-cycles between co-communicants,
3. A view of the co-communicant’s co - processing of symbols by functionally coded pathways,
4. A view of invariance as a source of stability for constructing hierarchical dynamical systems,
5. A distinctive view of dual causality as a necessity for the encoding of learning in chaotic fields,
6. A view of diagrammatic logics of C. S. Peirce and of modern category theory as symbolic invariants,
7. A view of the perplex number system as the generative source of biogenesis from atomic numbers,
8. A view of synductive inferences as created by the co-causality of biogenerative invariances.

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Learning is viewed as a component of normal biochemical functioning at the molecular level. Hence genetic particularity of individuals is essential. That is, all processes are mutually co-dependent on the interior codes and access to exterior codes. (This is an irreducible causal dualism that distinguishes the generosity of a life from merely quantum mechanical or thermodynamic processes.)

The perplex number system describes abstract logical operations on units and integers as abstractions of electrical particles. Living systems construct a particular field as a consequent of dual causality. (Jerry LR Chandler, An Introduction to the Perplex Number System, Discrete Applied Math., 2009).

Human communication, in contrast to machine communication, requires that sensory impressions be encoded into perplex information, followed by processing and re-encoding as exformation before expression through various physiologic processes of the anatomy of motor systems. Although each synthetic symbol system is distinctive, several symbol systems may use the same exformative symbol to express different meanings in different systems. The necessity for the clear and distinct separation of a number symbol as used in atomic numbers as contrasted with the use of a number symbol in mathematics was one of the motivations for constructing this model of learning.

From an abstract ontological perspective, learning the perplex number system is a self-reflexive process. It generates itself. This self-reflexivity, as part of biological information theory, may have practical implications for pedagogy.

The contributions of Fred Abraham, Andree Ehresmann, Doris Fromberg, Martin Gardiner, Paul Kainen, Karen Vander Ven and Susie Vrobel are very gratefully acknowledged.
McLean, VA. March 11, 2009.

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