EVOLUTION, DESIGN AND THE ABSOLUTE
A PROGRAM OF
DEVELOPMENT, PRODUCTION & PUBLICATION
BINDER
PP & Sections Needed
1: P. Cover; outline
2: P. Preface & purpose of binder at this time (10/95)
3: ¤: Overall program. Emphasize "nonlinear"
Support issues: Appendix A
All phases; support & action
4: ¤: Concept & name
4.1: Concept of the work; self-knowledge
4.2: Concept of the content/implementation
= Name
5: Outlines
5.1 Making the outlines, considerations, etc.
5.2 Outlines
General outline/tentative ATT (10/95)
Details (inter/long) later
Considerations on details may be entered now…
6: A program of learning, experience, writing, & application
6.1 Learning & experience
= Reading list
6.2 Writing
6.3 Application
7: Production
8: Publication
9: Appendix A: support issues: all phases
CONCEPT OF THIS WORK: " etc. (because it's my nature)
________________________________________________________________________________
$, a SELF-KNOWLEDGE issue here (if only surface), the depth of knowing (U) through self [i.e., the set of awareness directly (if circuitously but not hypothetically or inferentially available at this time (period)] which, although it will not affect, be a factor in judging the validity/quality of the "K BPR, may be a factor in influencing the validity/quality that results from my effort. These self-knowledge factors É
= ontological psychology (Blue, but should this be highest or truest being?)
= parent, competition & combination/project to society
Every [animal (including sentient animals) (plant)] being has a (means of) distinction: being/other. The nature, quality and content of that distinction can and may be conditioned and taught.
________________________________________________________________________________
In its unity & diversity
Relation between unity & diversity
A loose system
: with a tight core
" levels of detail
Practical & day-to-day "applications"
= Of all levels
= Implications at least of the higher levels
= "Applications" in quotes because in principle it's a flow
= " applications: in principle
…Because it's a loose system: the core is tight but open &
a radiating umbrella that contains potential elements4
How will we know it: " modes of knowledge
________________________________________________________________________________
"Integrity" means wholeness… When you are looking to understand, know something, it is automatic, integral if you are whole & self-consistent (you truly are looking for knowledge, not just a facsimile to content yourself or something to gain a reputation, a salary, a position, mere influence or control… ). Then it is automatic, integral that the knowledge you are seeking is "correct". Of course, there is the mode of living as flow at which level knowledge is inherent, intrinsic, unmentioned… whether you are/are not conscious. At the conscious, free level the closest you come to flow is integration of desire for validity with desire for knowledge: it's there even when for its sake you go out on a limb (hypothesis, speculation) you know you will come back or leave open your hypothesis… to criticism & even your hypothesis, speculations are the best you can do given your knowledge (information), your situation (how imperative is judgment. Two extremes: the roulette
game & ideal science) -- and you might provide a knowledge of hypothesis, labeling all knowledges to your estimate… Newton was well aware of the issue of rigor & even if his formal _______ were, although not completely accepted, one spark to development… the professional "rigorousness" came later.
________________________________________________________________________________
In so far as rigor is concerned, one objective is to label and establish as far as
is possible the degree and type of rigor, but not to exclude…4
It is also my objective to examine the concept of rigor (rigorous about rigor)4
This includes different types of argument, persuasion (proof, explanation,
plausibility, heuristics, intuition, poetry… fact, hypothesis, probability,
experiment, guess,5 induction… the choice to enter the game.
= The human vs the animal modes (human É animal).
Language, self reference (of languages) ground.
= Self-knowledge included in dimensions of "rigor"
= As does questioning the nature of the knowledge/human/
MN/MK
enterprise
Not just is the content of it correct
Is it "correct"/right: what are we being
FUNDAMENTALS…CONCEPT OF THE WORK…PHILOSOPHY…SELF-KNOWLEDGE
These all come together in the idea that truth is putting one's life on the line…(a) in terms of sacrifice to follow a path (b) in terms of conflicts which involve risk vs. essential compromise (c) in that this an aspect of real philosophy and (d) in that we don not completely escape from the contemplate ® act cycle even I we try to let "our theories die for us"
FUNDAMENTAL CONCEPT OF THE WORK
_____________________________
Our objective is not to make each statement
true in its meaning as an atomic synthetic
structure in its correspondence with reality
But to sufficiently signify implicitly or explicitly its
degree [of] truth whatever its mode
of expression so as to give it value.
EDA.
SK.
SOME SELF-KNOWLEDGE/CRITICISM ISSUES
PRELIMINARY
¥ This is "P.I" of the self-knowledge "quest"/aspect of EDA and is a fundamental part of F.DEV.
It is placed here became pertinent issues arose in relation to the "concept of the work (EDA)".
¥ In E&D this would be part of Area 1.
In the outline for a generic text (Assist. IV) this would be area/Ch. 4: Origins
Origins include: personal & other
informal formal
"literature"
personal "professional"
It is the personal that enters directly as S-K
(self-knowledge) into "origins"
and "other" enters indirectly
In the tentative outlines of EDA from JQ 93 & 94 supplements, S-K enters under
Area 1 "Personal".
All of these arrangements are under review
and clearly restructuring is possible and in order. Additionally there is
a convenient, perhaps, arbitrariness to the distinctions
personal/other
origins/body of text/review/future
This is under review.
EDA.
SK.
NOTE: The following is tentative and needs definition/redefinition and recategorization along with -- naturally -- rethinking/reconceptualization.
SELF-KNOWLEDGE & ANALYSIS
PURPOSES
1. Reference to "The Elements of My Life" Self-knowledge appears as integral to the "doing" side of my life… It may also be useful and naturally preliminary to the "being" side… In the "being" side it occurs without programmatic necessity… The future-development program appears as the primary element of the "doing" side since Journey Quest, although shown separately as one of (the) "three" important goals, can be seen as (and is) part of future-development… .: self-knowledge, the Evolution & Design Program F-K, E&D, the point of view labeled the Absolute, Horizon Research Institute: etc., Journey Quest, society = experience and knowledge of social elements (and others: set, "the elements… ) are tied together as an integral whole with future-development and this is tied in with (:integrated) the being mode of my life.
Self-knowledge is also, has been an intrinsic value. That I emphasize it underlines its continuing importance as an intrinsic reward and for its relation with the other elements.
Goal #1: Being comes before and after the other goals. The paradox of this being a goal is discussed elsewhere: the goal of "no goals" of "any goal" of get up and leave, of "detachment from the fruits of action", of enjoying the process… &… there is a vague and very incomplete analogy with "retirement". Retirement comes at the end (for many) whether desired or not. It may be looked forward to without being a goal… but: why wait to the end; disengage, break off from the money (etc.) Ú work exchange and be now.
As far as ED&A is concerned, I don't want to burden others with "my inner life". And I don't want the "internal" quest to "obstruct" the "external" one. But the two are mirror images (metaphorically) of each other. Each sheds light upon, enhances the other (kept in balance) and for the reader, the follower of my work: the inner story may reveal insights into the outer -- for my work and for their own life and relation to their work and world.
The impersonal mode "it was found…" lends a sense of objectivity (Blue : Commentary on Text 5). But the open text is naturally open to revision; in a progression of the styles of "rigor" this may be seen as a culmination:
technical-> content-> form;
the next step however
> display of process
which illuminates and opens up the writer, the text, and the audience.
LEGEND: MAINSTEPS IN (NL) SEQUENCE/ PP. REQ'D
|
For EDA Program
of Development & Production
>-->-->-->-- line with multiple arrows = PRIMARY FLOW
ÙÙÙÙ
10.19.95
(BEGIN)->->{EDA: Prog. of Dev & [Prod]
& Publication
}
¯
inextricably combined with ELM (É F DEV) but whereas BE : "
modes &c…
here the emphasis is expository ¯
communication, "edification" Goals 1,2,3
"instruction", sharing… (É design for) ¯
external action Þ APPLICATION 1 É 2 É 1 (different emphasis)
Þ ENTER : EML
Review JQ95, esp pp R.9-R.13
overall (OA Prog: nonlinear) ->->->->
{OA: NL} Ú {SUPPORT ISSUES - " PHASES (Appendix?)} Ú ((APPS))
What is the meaning of action/
application/prob etc in "ABS" frame. What are the apps…
ACTION/APPLNS but not
Implementation ----> HRI "Field Div"
= Prog of Learning: exp & writing
to É exp. ABS 1= ° , 0 Ú 3
= Prod: may combine with computer
>->->-> {CONCEPT}
(1) Of the work (É the form) [interrelated with (2)]
1¡: Ext/ int purpose
¯
COMMUNICATION IMP:F.DEV (EML) Concept of the work (A) É concept
& ACTION of the content (B), but (B) É ® modes
.: BPR:K -> ¬|® perspective
2¡:… on what the work is can be/do
its role, purpose, significance
(2) Of the implementation/content
1¡: (for now) E = E&D
O = see ((APPS)) above
A = EDA
2¡:…
ß
NAME: E&D2, EDA…
NAME: E&D2, EDA…
Subtitle <-> Concept of the work
¯¯
Content? Example only: An Understanding/Outline… of ______
¯ with: Implications/Significance for (Ext) Action
Communication … with Applications…
¯
Advertisement (Rhetoric)
P.R.13 Making the Outlines ->
>->->-> {OUTLINES of EDA}
¯
>Back of [P. "What Am I Here For" 10.14.95] - First Version
¯
: Combine E&D/EDA __ possibly : incorp EDA into E&D outline
>Levels
>Recombine : Give: Different perspectives
>Sources: Assist, Blue, JQ, JQ93, JQ94, E&D esp E&D8, Bib, Supps … & JQ95!
>EB/E&D.4, E&D Supp - outlines of "K"
>THINK
:
>->->-> {PROGRAM OF LEARNING, EXPERIENCE, & WRITING & (new for EDA)
APPLICATION} ¯ ¯
¯(Conceptual)
See JQ95, esp pp R.9-R.13; esp R.9 - why write now; R.10/10.1 - a judiciously chosen
sequence of studies (how, why?) and R.13: Learning - reading, study… (P.R.13)
>->->-> {PROGRAM OF CONCEPTUAL STUDIES: MODES: K : B-R-P; DISCIPLINES
& ----> EXP. (esp. NEW MODES & ABS)}
¯
See ((APPS)) above
>->->-> {READING LIST (esp. NEW MODES & ABS)}
>Incl: Synopsis & reviews
>combine with ASSIST.4.2 in which reading
exp.
>->->-> {WRITING}…>(And PRODUCTION & PUBLISHING) :
See ASSIST
>->->-> {PRODUCTION} ->-> {PUBLISH}
¯ ¯
¯ Tools: Pen & paper
{APPLICATION}Style
Hardware/Soft Associate etc.
Incl: Concept, Theory, Details… of
New since 10.14.95
Mutual loop back