Another aspect of anger in the minds we make.

The resistance is heightened. The already established mental structures ridden with cobwebs solidified, rigid, inflexible and stubborn, do not give up. Inertia proper. The high degree of its inertia, require enormous amounts of energy to shift it.

Copious quantities, that only anger can provide. Should not fret to express the anger, should let it be the force that will break up the mold, shift the mental structures. Anger, the outburst unleashed with the energy carried by the force ...

.. 'energy carried by the force',

... what are the implications of that phrase, taking it as far as universe creating energy. Energy by itself inert, the outburst being the big bang? Anger? Energy gathered up, reaching a critical point, in need to get unleashed, and it is unleashed via the forces? And the forces? Channel energy into paths that create forms? All kinds of forms?

And chaos's initial conditions, and its sensitive dependence due to the fact(?) that these initial conditions represent trajectories, or are connected with paths that the forces carrying the energy unleashed, attain the maximum levels possible?

The forces, the corridors for the energy to burst out?

Why making the familiar strange brings pain in your head

...

.. the pain in somebody's head when it is contemplating the strange ..

.. the drastic re-arrangement of the synapses in the brain? .. brings pain? ..

.. only minor adjustments are allowed

.. small ideas .. single .. simple ..

.. which require the change in a few synapses .. or even leave the existing synapses intact .. only create new synapses

.. a pain threshold of breaking a synapse? .. is it measurable .. just for a single synapse?

.. should be more as ideas or concepts must engage, include a lot more synapses, certainly more than one

.. ideas despite being simple they are nevertheless complex .. ideas emergent .. entities .. emergent systems .. lying upon vast networks .. of neurons .. underlying superstructure ..

.. larger ideas would involve a much bigger network of neurons with a lot more synapses

.. personal experiences .. testimonies


ideas? .. they come by themselves? Why? Because they come, from out of the system boundaries, the supersystem .. the inclusive system, the system including

the previous paths, the paths within the system are circumvented, they are not visited any more, they are not included in the paths taken, the new paths.

As the paths do not include the ideas, whose extent is confined within the system, that avoids clashes inherent in the system, only. The feeling of helplessness and loss disappears, it does not materialise.

Clashes ensue following the paradigm of Gödel, as they develop out of contradicting rules that nullify each other, as a result there is loss of consistency

"Gödel proved fundamental results about axiomatic systems showing in any axiomatic mathematical system there are propositions that cannot be proved or disproved within the axioms of the system."

To get away from the idea, that using Godel's theorems, outside what is meant to be in the first place, namely mathematical systems, or even the volumes of Principiae Mathematica, is wrong.

In the particular case, of states, governments and societies, they are all axiomatic. Being systems based on axioms, values that are evident, without further arguments. And they are axiomatic, as it is widely based on values that they are regarded as evident without proof or argument.

.. societies .. are based upon axioms

A chaotic mind's, Q & A session on unconscious learning.

thoughts I thought off in the past

these thoughts remain

they have accommodated themselves, they have built mental structures, no matter how solid and how clear and concise they might be

neural networks or better cell assemblies, John Holland's reverberated cell assemblies

the always on, the exclusive-or circuit, and their indefinite nature

and they are the structures that my unconscious mind is using

a well as my conscious mind

but my unconscious mind is faster (a quantum computer analogy?!)

unconscious learning? How? ....

since learning is directed focused attention driven

attributes of the conscious mind

or so we think it is only

but nevertheless, starting by accepting that this is the case, conscius directed learning,

How can we imagine unconscious learning to be?

Define the unconscious?

Delimiting conscious from unconscious?

Properties, attributes that apply to one but not the other?

for example attention, by virtue of the use of sense organs, vision, hearing, smell, only attributed to conscious processes. Only?

conscious awareness

conscious applying to the surface, unconscious deeper

hidden, buried deep into our brain.

The unconscious mind determines our actions, short-term acts, our reflexes.

the automated responses that we use to get by in life events

life events that require a quick response

not time to spent contemplating on our response

how to react to a given setup or situation

no-thinking involved or better thinking as a matter of contemplation, is not involved

which is slow very slow (ref)

modes of thinking, a matter of choice ... informed choice?!

chaotic mind engages the unconscious mind

because it's fast

synchronization? (another day)

may be unconscious learning, it is not learning, as it is not in the surface of my consciousness, it does not have direct access to the outside world, can not 'see' the objects that are necessary for learning to occur

for stimuli to engage upon, which without them the process of learning can not take pace

it is an indirect means for our consciousness to access the external environment

it requires our conscious mind to come in contact with the outside world

indirect learning?

our conscious mind offers the syllabus of what to be learned

that's another thought how are conscious mind is prone to manipulation

by societies, governments, states ... by companies, schools, pressure groups, peer pressure, (public opinion?), (common sense?), or other institutions tangible or not

our unconscious an agent of free will?

conscious mind the jailer?

conscious mind directs learning

limiting learning

our unconscious mind eager to learn more

it is restricted by the conscious mind, the conscious mind itself is under the influence of external pressures

unconscious mind might not exercise learning or exercise limited learning (as far as this session goes)

but it makes a more ( I would say even extremely) effective use of what has been leaned (let say in whatever way it has been learned)

because it is fast and because, everything (I would call it that) that has been leaned is retained

thanks to the always on, indefinite time stored, information, knowledge

the more the knowledge taken in

(another idea just struck me while thinking .....)

refusing to taken in knowledge, our conscious mind deems as unimportant, limits the layer(s) of knowledge our unconscious mind draws for the stuff to guide our reflexes

(oh, it would never stop. another idea just arrived)

synapses determine the availability of memories of information

the synapse directs towards the memories stored

synapse not in use is dismantled, paths to connected memories severed

memories are not lost, just they are not on, online

memories survive the severed channel event, they are just offline

unconscious mind have access to offline memories

The unconscious mind is a good learner and practices efficiently has been learned

Thinking and social engineering

.. thinking and social engineering

.. the website that claimed that the British state uses social engineering to pass into individuals the ways of thinking they find that it is worth of following

.. what I read in another website about thinking harms the health of individual

.. as far as I can remember it was not from a state website but one of the newspapers, the Telegraph I think

.. that means that the paper is into social engineering

.. or the paper played the role of spreading the doctrine of another group who had in their mind to influence, or stir away individuals from thinking

.. and why you find this contemptible?

.. it is down to an attempt to subdue individuals for the purpose of rendering them easy prey for the goals states and societies were built for, monetizing

.. if individuals stirred away, or stop thinking it makes it easier for the exploitation of the other individuals which their only purpose is to milk profits out of their societies

.. the source of the research, put it that way, is America.

.. these thoughts followed a feeling of disbelief, as why would anybody would want to do anything like that

.. meaning to want to influence the very deep function of any individual, the fundamental principle of the individual which is thinking. Thinking which leads or is instantiated by learning. Enhanced by learning.

.. so subtle the intervention that is barely noticed

.. it introduces elements of conspiracy


nothing is wasted?

Chaotic dynamics on a par with the genetic code, in evolutionary terms?

A claim is put forward in "Fractal Neurodynamics and Quantum Chaos: Resolving the Mind-Brain Paradox Through Novel Biophysics", in Chapter 6.2, Chaotic Excitability as a founding Eukaryote Characteristic,

"It is thus possible that chaotic excitation dates from as early a period as the genetic code itself and that the first eukaryote cells may have been excitable via direct electrochemical transfer from light energy, before enzyme-based metabolic pathways had developed."

Chaotic excitations preceding the evolution of enzyme-based metabolic pathways? Why not? Nowadays, sustaining complex life can not be imagined without the enzymes. Could life forms, before the advent of enzymes, have utilised the creative potential, inherent in chaotic dynamics?

It is mentioned further, that

"We have seen how chaotic excitation provides for exploration of phase space and sensitivity to internal and external fluctuations. "

Chaotic excitation provide the means to explore phase space. Phase space comprised by the vast range of existent states in the surrounding environment and chaotic excitation enabled early life forms to sense their surroundings, learn and adapt.

Chaotic processes created attractors, what materialised as stable physical structures. The features of life forms as they have developed by constant evolutionary transformations. Evolution processes materialised as permanent structures, the attractors, as the code written in genetic blueprints was instantiated?

Phase space comprised by the vast range of existing states, both in life forms and in the environment. Surrounding environment that a life form senses by electrochemical excitation. It is mentioned in the Electrochemistry Encyclopedia, that

"The conduction of electrochemical excitation must be regarded as one of the most universal properties of living organisms. It arose in connection with the need for the transmission of a signal about an external influence from one part of a biological system to another."

External influences as they are exerted by processes, constantly at play and simultaneously define the states that make up the chaotically explored phase space.

The surrounding environment, the atmospheric electrohemistry mentioned as:

"The existence of ions in the atmosphere is the fundamental reason for atmospheric electricity. The voltage between the earth's surface and the ionosphere is approximately 40 kV, which induces an electrical current of approximately 2000 A with a current density around 5 pA/m2 (1 picoampere = 10-12 ampere, one trillionth of an ampere per square metre)."

graphically describing

"The Earth is an "electrode" immersed in a weak gaseous "electrolyte," the naturally ionized atmosphere."

provide the context of the processes as well as the message carrier, electrical currents, which are detected, as

"The high sensitivity of the protoplasm and all cell organelles to any natural and chemical effect is the basis for excitability."

The high sensitivity, reminiscent of chaotic sensitivity as it responds to minimal changes with tantamount effects, triggers cell membranes, the boundaries of all life forms in all their evolutionary transformations, as a

"... change in trans membrane potential create a wave of depolarization, or action potential, that affects the adjoining, resting membrane."

Excitable membranes are ubiquitous in all evolved life forms, as it is further mentioned

"Nerve cells in animals and phloem cells in plants share one fundamental property: they possess excitable membranes through which electrical excitations, in the form of action potentials, can propagate. These propagating excitations are modelled theoretically as travelling wave solutions of certain parameter dependant nonlinear reaction-diffusion equations coupled with some nonlinear ordinary differential equations. These travelling wave solutions can be classified as single loop pulse, multiple loop pulses, fronts and backs, or periodic waves of different wave speed."

Chaotic dynamics created, brought life into existence and continue to guide life forms in their evolutionary journey.

"excitability: the disposition of a tissue or living cell to respond to a stimulus or change in the environment.
excitation: the act of producing or increasing stimulation; the immediate response of a cell or a tissue to a stimulus or change in the environment."

" subthreshold: (usually a stimulus that is) not strong enough to be perceived or to produce a response."

"At the cellular level, electrical potentials exist across membranes, and thus between cellular and specific compartments. Electrolytic species such as potassium, calcium, hydrogen, and chloride ions are actively involved in the establishment and modulation of electrical potentials."

The physical basis of meaning and paradigm shifts.

Mathematical neuron?

Or, a function, or even a group of functions in a neuron, or neurons, that perform mathematical processing?

The thought just came to me, as I was grappling with a task, a mathematical task, and found myself unable to comprehend the meaning contained within.

I further connected my inability, with a lack in my mind, of the necessary mental structures to employ and derive appropriate responses to this kind of stimuli. I did not have the appropriate mental tools in order to elucidate and achieve meaning pointed by the particular stimulus. Therefore these stimuli, despite being present were either totally ignored or not being given appropriate attention, or even being given an incorrect treatment, resulting in incorrect responses.

Stimuli, that represent every minute detail in our environment, are taken in and processed accordingly, only if there are appropriate mental structures built, in our minds. Mental structures amassed by learning. The enormous amount of information around us precipitates the necessity for continuous lifelong learning.

For each minute detail, the individual should have its very own way of approaching it, of dealing with it. It even points towards the notion of the human individual being a blank slate, a tabula rasa, since its birth and constantly inscribing, all through its lifetime records of its life events and ways to deal with them.

Which in the neuron level of our brains is translated into having the necessary synapses between the relevant neurons. Neural pathways created by synapses, and by being activated via synapses hence synaptic pathways.

These thoughts give 'meaning', as it is sought by individuals, a physical basis, which might be the only basis there is, none other. Based on brain states achieved as synaptic pathways are continuously created, a thought pointing towards constant learning, as the human individual never ceases to learn. A deeply felt process that leads to a state of fulfillment that invigorates the individual.

A human attribute epitomized in the phrase

'Γηράσκω αεί Διδασκόμενος'

attributed to the Athenian statesman and lawmaker, Solon (ancient Greek: Σόλων, c. 638 BC–558 BC), often credited with having laid the foundations for Athenian democracy, which literally means 'I constantly learn as I grow old', nullifying any notions of an individual going through its life time without searching the reasons for just 'being'.

Certainly that what is supposed to be regardless whether individuals adhere to it or not, for whatever reason this might be.

Which by itself, it might give rise to a deeper understanding of what a paradigm shift represents, in the context of the human mind, and by that analogy in all cases that paradigm shifts apply. As the old thought patterns instantiated as habits and guide the behaviour of a human individual, are abandoned. The processes employed to deal with stuff encountered in life, drastically change.

In the same way, (chaos self-similarity principle(?)) while an individual learns new knowledge, it means that the brain creates new synapses, new synaptic pathways. the old synaptic pathways which were used to deal with a particular situation are destroyed. As such it cuts off the synaptic pathway, there is no synaptic pathway to instantiate the particular train of thoughts any longer and all the previous modes of thinking cease to exist, which amounts to, completely forgotten.








around in itself points towards the necessity for each individual to amass an enormous amount of information to deal with each and every step of the mental processes it employs to deal with stuff in life.

Consciousness reassures us that the world is, as is.

It has been said over and over again(?), that the role consciousness can play, is in sorting out states the individual finds itself amidst. States being either world, or inner self, or states out of the interaction with other individuals. All that we have amassed as we delve deep, with our minds chaotic processes, into them states.

Checking out the things around us, reminding us what each thing is. That a tree is a tree, or a cat is cat. A reassurance of the content of concepts, the stuff they are made up of. Along with, that we put keys in such and such place and that when we need them, we will find them in such and such place. To preserve the continuity in our daily lives. Contiguity? Congruency?

Consciousness reassures us that the world is, as is. Checking up on the contents of the concepts we have learned at some point in time, along with all the properties and attributes each concept is associated with.