This was NOT written by Jim Skipper, but is provided here for your edification.
1. Introduction to Living Intelligent Systems
2. Raw Data New view of our Universe; Five Senses are really Sixteen Data Physics yield 16 raw data types; Four Dimensional Truth Raw Data the source of all knowledge
3. Knowledge Processed Data; Software of Life Types of Knowledge; Problems with Information True and False Knowledge; Contradictions; Decisions Knowledge storage and language
4. Understanding The difference between knowledge and understanding Understanding Engines; Procedural Knowledge Knowledge Directs Understanding Affects Knowledge Circle of Life; The Doing Affector; Programmed Understanding
5. Issues Knowledge and Understanding working together Resolving Issues; The Ten Director knowledge contexts Ten Channel Brain; Subconscious use of Ten Directors Getting all the facts
6. Thinking New Thinking; Thinking Alike; Directored Thinking The Issue of Thought; Your new Issulizing Affector
7. Intelligent Systems Towards a New Understanding; Definition of Intelligent System Components of an Intelligent System; Manifestations Scope and variety of Intelligent Systems
1. Introduction
I am always amazed how the knowledge contained in this document could have been overlooked by human society for so long. There are literally no books on the subject of Living Intelligent Systems but yet there are intelligent systems everywhere. I think one of the missing components has been Data Physics because without this foundation of knowledge a complete understanding is not possible.
Enjoy learning a new perspective on Life.
2. Raw Data
To learn about life you must first learn about its raw data. This chapter presents a new way of categorizing and understanding the data that all living things process. This new way of looking at our universe may seem quite foreign to your current way of thinking and may require you to ponder its meaning for a while. It should be a good test for your open-mindedness in the area of science and technology. Eventually if others adopt this view of our universe we should have a more standardized language for discussing the raw data that we are all immersed in.
Data appears to us and other living things as shape, color, weight, size, sound, taste, etc. Our senses are the detectors of this raw data from our universe and our brain processes the data into knowledge. Life forms are data processors just like computers. A tiny bacterium must process data to identify the difference between food and waste. It must also process data to understand when to multiply or when to die. All this data comes to it from the same universe that we all live in and it is important that we understand our universe of data.
The first question we should ask about Our Universe is: What is it made of?
If you ask different people what our universe is made of you will probably get a variety of different answers. A physicist may say our universe is made up of atoms with protons and neutrons. A chemist may talk about different elements and molecules. These answers are true to a point but to most living things atoms are irrelevant; we can't see them or sense them in our universe. What is important to understand, is what our 'sensible' universe is made of. We can find this out by looking at the raw data. Our sensible universe is simply made up of four things; Mass, Energy, Space, and Time (MEST). These are the four things that form the basis of all the raw data that living things can sense. The program uses the abbreviation MEST to indicate this field of raw data that all living things can process to make knowledge appear in our universe.
If you try to precisely define Mass, Energy, Space, or Time you will find it difficult with our current language tools. But, we all know these four things intimately within ourselves. When we see a rock we know it has mass and takes up space. When we feel the warmth from a fire we are sensing pure energy. We also know that it takes time to do things. We know these things because we were born into this universe of MEST. Any other knowledge we have about our universe must come from information which is not raw data.
Historically we've been told we have just five senses: Seeing, Hearing, Smelling, Tasting, and Touching. Right off you should recognize that this is wrong because we are all aware of Timing too. Everything we do must be timed just right or we couldn't talk or walk as we do. So do we have six senses?
No, we actually have sixteen senses! And how do you get even six senses from the four elements of our MEST universe? Here we need to look closer at the mysterious nature of raw data.
What is mysterious about raw data is that it comes from the MEST in sixteen different types. The data we get from our universe needs a carrier as a means of transport to our senses. The data carriers for MEST are the same four things that makeup our universe namely mass, energy, space, and time.
So when we talk about raw data we are talking about a pairing of two each of the basic elements, one being the data, and the other being the carrier of that data. A single raw data type is designated with an acronym like type SE which means Spatial data is carried by Energy. Type SE data is what we commonly associate with seeing images. Type SE data is 'coded' in space (the image) and 'carried' by the energy of light. The light is not the image, the image data is conveyed in the way that the light is spread out across the space of the image. The energy of the light is benign to the actual data so the energy acts as a passive carrier.
What we are getting at here is the study of the physical nature of raw data as it exists in our universe. The study of the physical nature of data is called Data Physics and before we can understand how knowledge is created from data we must first understand data physics.
As you can see this program is starting to get a bit technical but as you read on you will find the technicalities fairly simple. We all live in the MEST universe and it is so common sense to us that we have simply ignored its physical nature for all this time. But now, in order to understand what knowledge is, we must first understand the data that we process.
Let's look again at type SE data, and have you witness it for yourself. Go to a room that you can make completely dark and look at the image of one of the walls. Now turn the light off and the image of the wall goes away. The type SE data has stopped because you have deprived it of its energy carrier (the reflected light). You know in the dark that the wall is still there because you have knowledge of the existence wall as a memory of the wall's image data. But, with no light there can be no type SE data.
Now if you had entered the room for the first time in total darkness you would have had no knowledge of the walls or what was in the room. Turning on a light makes possible the transmission of type SE data from the walls to your eyes. Once you have seen the light your brain can process the spatial image data of the walls and create knowledge of the nature of the room. You probably don't need to actually do this experiment because it is simply common sense and you know what to expect. Type SE data can be turned on and off with a simple light switch.
So now you know how to witness type SE data and there are only 15 other data types yet to explain. Let's take type SM data next; here the data is coded in Space and carried in Mass. This data type can be witnessed in a totally dark room. Imagine being in a totally dark room feeling around until you find an object you can pick up. With sensors in your fingers you are able to feel the shape of the object without ever seeing it. The shape you are feeling is spatial data that is carried to your fingers by the mass of the object. By feeling its shape, your brain can now process this type SM data into knowledge about that object in the room.
Physical objects that exist in our universe can exhibit multiple data types simultaneously. If while feeling an objects shape (type SM data) you were to turn on a light and look at the object and see its image in space, then you would be receiving both types SE and SM data from the object at the same time. This goes even further.
Let's say that the object you picked up was either cold or hot. This is type EM data in that the objects temperature is coded in energy and carried by the mass of the object. An objects temperature can also be sensed by our fingers but what you are sensing is energy not space like you sensed when you sensed the objects SM shape data.
Now let's examine your sense of time. If the object you picked up was the same temperature as the room you would have no idea how long it had been there in the room. If the object was very cold or very hot (EM data) that would tell you about how long the object had been in the room before you picked it up. This is type TM data; coded in time carried in mass. Your brain functions as your sense of time and time is generally computed from the physical properties of other data types. If it turns out that you recognize the object you picked up in the room as a dinosaur fossil then its shape (SM data) and it appearance (SE data) could be computed by your brain to yield TM data that tells you how old the object might be. Your sense of time comes from four different data types TM, TE, TS, and TT. A Morse code message sent with flashes of light (long dashes, short dots) is type TE data. TS data is your ability to sense the motion of an object, and TT data is simply a date or place in time like May 5, 2004.
Let's look again at that object we picked up in the darkened room. By picking it up you sense the objects weight, this is type MM data. If this object was very light and weighed only a couple of grams you would immediately know it wasn't a real dinosaur fossil, it must be a fake plastic copy. Even though the object had the shape and appearance of a fossil it's weight was wrong so your estimate of its age (time data) must also be wrong.
This is a first example of analyzing data to get at the truth about an object. Sensing just one or two data types from an object is not always enough to find the truth about what the object is. The more data you have about an object the more able you are to properly characterize it within our universe of MEST.
So after this brief introduction to data typing let's review what is going on and study all sixteen of our senses or data types in a little more detail. Let us say your eyes detect the raw data of red light. In and of itself the color red may not mean much but there is a clue in what was just said. The term 'red light' demonstrates a pairing of two different components of the universe of MEST. Red is actually a wave-length or spatial length of the light. And, light itself is pure energy. So to get 'red light' data you need a paring of the components of space and energy. Data comes to us as a paring of two of the four components of MEST. The raw data of 'size' is usually represented as a paring of mass and space. In these parings one component is the 'carrier' and the other is the 'code' or data. The 'size' or spatial displacement of a golf ball is 'carried' by the mass of the ball itself. No mass, no size data.
When you see an ordered paring of four things taken two at a time it makes sense that there should be just 16 fundamental data types. The 16 data types can be a bit confusing at first but eventually you should be able to witness most of them in your everyday life.
In order to keep track of the 16 different data types they needed unique names so a two letter acronym format was adopted. The first letter indicates coding element and the second the carrier element. The following text will briefly discuss each individual data type:
Type ES data: Coded in Energy carried in Space:
Light is electromagnetic energy that can be understood as a stream of photons. Each photon is considered to have an energy level proportional to its frequency or wavelength. We sense this energy of the photons as type ES color data with the cone receptors of our eyes.
Type SE data: Coded in Space carried by Energy:
This type manifests itself as visual images where energy (light) is spread out across one, two, or three dimensional spaces and is sensed by the spatial array of rod and cone sensors in our eyes. If you have the golf ball in a dark room you can see no SE data, but if you turn a light on, and illuminate the ball, the reflected light energy from the ball is type SE data. In this case it took the energy of the light to carry the image of the ball to your eyes.
Type SM data: Coded in Space carried by Mass:
This type of data is exhibited by shape or position of material objects. The mass of the object displaces space and you can sense this displacement with your hands. The mass also defines a place in space where the object is located. If you pick up a golf ball in a dark room your hands know where you picked it up at and your fingers can feel the shape and identify the object by its type SM data.
Type MS data: Coded in Mass carried in Space:
Type MS data refers to the properties of the actual mass being observed. If two objects have the same shape but one is gold and the other is silver, this fact that the two objects are of different kinds of mass is type MS data. Here the space or size of the object is irrelevant to the nature of the data, space is simply the carrier of the data.
Type ME data: Coded in Mass carried in Energy:
The property of a mass being either solid, liquid, or gas depends on its temperature or energy. Different masses have different boiling or freezing points depending on the specific properties of the mass. But, the energy is not the data, the data is the nature of the mass itself and this is type ME data.
Type EM data: Coded in Energy carried in Mass:
This data type corresponds to an objects momentum or temperature. If you catch a baseball you can sense its speed by how hard it hits your hand. This is your sense of the kinetic energy of the object and it is irrelevant to what the object is or is made of. Temperature (thermal energy) of an object is also carried in its mass. Our fingers can sense temperature of whatever they touch and here they are detecting type EM data.
Type TM data: Coded in Time carried by Mass:
When you hear a sound you are hearing a mass of air molecules pushing on your eardrum over a period of time. The frequency or duration of the air pressure on the eardrum is the type TM data.
Type MT data: Coded in Mass carried in Time:
A mass may contain data about events in its past like a fossil contains data about a plant or animal that died in that mass at an earlier time. It takes a trained eye to observe SE data reflected from a mass and sense the presence of type MT data. Since the fossil mass didn't change with time then time is the carrier of type MT historical data.
Type TS data: Coded in Time carried in Space:
This type is sometimes called kinematics and has to do with motion in space over a period of time. A motion picture or video camera records frames of time and the images carry the spatial data. Our brain can also remember the motion of an object and this is it sensing and recording of type TS data.
Type ST data: Coded in Space carried in Time:
Type ST data is a still image like a photograph that doesn't change with time. Most solid inanimate objects exhibit ST data if all they do is hold their shape for a period of time. The shape of the object or image on a photograph is a data record of the moment in time when it was created.
Type TE data: Coded in Time carried by Energy:
Your inner ear senses your rate of change of potential energy with respect to time and you use this TE data to keep your balance. If you were to sense Morse Code by either hearing tones or seeing flashes of light the duration in time distinguishes between dots and dashes. This time coding of energy is type TE data.
Type ET data: Coded in Energy carried in Time:
This is potential energy that stays constant in time like the lifting of a mass to a higher level or the electrical charge in a battery. We can remember ET data by remembering how much effort it took to lift an object.
It is the memory of the data, that is type ET data.
Type MM data: Coded in Mass carried in Mass:
In this type you get data about the actual structure of the mass. The nose and tongue are also sensors of type MM data in the form of smell and taste.
Both taste and smell come from molecules of actual mass directly touching the sensor which detects this type MM data.
Type EE data: Coded in Energy carried in Energy:
The intensity of light is measured as EE data where no distinction as to color, position, or duration is concerned. The rod sensors in the retina of the eye simply detect the total number of photons reaching the receptor. The skin also detects EE data in the form of infra-red or thermal radiation.
Electricity is yet another type EE data that can be carried by wires.
Type SS data: Coded in Space carried in Space:
This data type covers length, area, and volume measurements. If you use a ruler to measure a length of space this distance is type SS data. By processing type SE data the brain can sense the type SS size data of objects that it views. The hands can also sense type SS size data.
Type TT data: Coded in Time carried in Time:
This data type is simply a date or place in time like: September 11, 2001 that does not change with time. The fact that a date doesn't change over time implies that it is carried in an immortal time carrier. The date may be remembered as type MT (ink on a page) and seen as type SE (reflected light), but the fact that it is remembered in time regardless of its format is the key. The format of a date may change according to the plant or animal that records it but any memory of a point in time is a date of type TT data.
Each of these 16 data types rarely stand alone. When we look with our eyes we see types SE images, ES color, and type TS motion all at the same time.
Our brain needs to understand the different data types because they come from different sensors. To us its all summed up in concept of seeing. When we pick up a golf ball we feel types MS, ME, ET even in a dark room. We almost never detect just one type of data at a given time. As we stroll down a street our brain is constantly processing huge amounts of data of many different types. The data all originate from the four elements of our universe: mass, energy, space, and time called MEST. Strolling down the street is strolling through MEST from the perspective of our senses as they input raw data to our brain so it can perform it's usual task of data processing.
To understand all the data types you should try to witness each one individually for yourself. Each data type by itself is not enough to really find the truth about what you are experiencing. To find the truth about data you need to examine data in all four dimensions of MEST. If someone were to say to you "it is raining in Boston" how could you be sure that statement is true? If you were actually in the space of Boston you could go outside and feel the mass of rain coming down from the sky. If the mass is water then indeed it is raining. But if the mass is ice, it's not really raining, it's actually snowing. If the energy in the atmosphere is too low, rain can't happen. If when you walked outside you felt no mass falling from the sky but the ground was wet you would know that it had been raining in some past time. So now you have analyzed the statement for truth in four dimensions of MEST.
Modern weather radar as seen on TV or Internet displays the truth in four dimensions to confirm it is raining in Boston. The screen displays the space around Boston with shades of color indicating the mass density of rain or snow. Colors green or blue tell the energy that indicates rain or snow. The spatial motion of the radar display indicates the time and space where the rain or snow is happening. So, modern weather radar does display the truth in four dimensions. With practice you should be able to look for the truth about other things by analyzing the raw data from the four dimensions of MEST.
Now this may be the first chapter ever written on the subject of Data Physics but it should not be considered the last word on the subject.
Considerable research still needs to be done to mathematically characterize all sixteen fundamental data types. These sixteen types are not the only data that our universe of MEST presents but they are the only ones that our natural senses detect. There are apparently some 256 more rare forms of data produced by MEST that only scientific instruments can detect. Such data as:
permeability, permittivity, conductivity, resistivity, radioactivity, and relativity are all more exotic forms of raw data. These 256 rare data types are all mathematically related to the fundamental MEST universe that we all experience. It will probably be quite a while before we discover and characterize them all.
So now you should know a more about your universe of MEST where all life-forms exist. Raw data from MEST is the foundation of all knowledge. The sixteen data types correspond to our physical and mental sensors for these data types. When we are awake we travel from moment to moment through MEST while our brain is processing huge amounts of raw data to give us knowledge of our present place and time.
3. Knowledge
Now that you know a bit about the nature of raw data we can move on to discuss how data becomes knowledge. Brains process data and remember knowledge. Therefore; knowledge is simply processed data. Computers can process data too but in a much more limited way. Knowledge can be further processed into information that may be communicated or stored in a book.
Knowledge moves from one brain to another via information communication. We all know we have knowledge but we may not know how to think about it properly.
Knowledge is mysterious stuff that everyone thinks they know but few can define. Knowledge is the software of life and all living things use it to survive. Since this assimilation is ultimately about computer software it makes a good analogy to talk about knowledge in terms of computer software.
Historically humans learn about themselves from the things they build. After we learned how to build mechanical pumps we realized that the heart was a pump. Once we invented the first cameras we realized that the eye was like a camera. Now that we know how to build computers we can see that the brain is like a computer and likewise knowledge is the brains software.
The mysteries of knowledge are like the mysteries of computer software. If you pick up a computer disk and look at it you can not see the programs or data that are written on it. Even if you could see the type SM data under a microscope it would be meaningless. But when you place the disk in a computer, magic takes place and things begin to happen. The computer understands the data on the disk and runs the game or other program. A book is to a human much like a computer disk is to a computer. When you read a book you acquire knowledge and can then do what the book tells you to do.
The book presents knowledge in the form of information that you interpret with language and then remember as knowledge. It is rare that you actually remember the words of the book you remember the knowledge in a mysterious internal mental format. This knowing format can easily be converted back into information if you want to tell someone about your knowledge using your language.
If you were to look at a book objectively it is just a mass of SM data with dark masses of ink printed on the light mass of the paper. Your eyes see this SM data as SE data using reflected light energy. The SE data reveals the spatial shape of the letters that make up words. The words are ordered in the form of information in a specific language. To someone who can't read the language of the book, the information is meaningless. In fact the book contains no knowledge for the person who can't understand the language. To an understanding person the book can be read, understood, and knowledge remembered. A book can give you knowledge about how to bake a cake, plant a farm, or learn about someone else's life.
Say you want to learn how to bake a cake. Let's follow what happens and look for the knowledge. First your eyes collected type SE data from looking at the pages. The SE data is quickly converted to temporary knowledge of the shapes of the letters and the words they form. Next the brain processes the words of the language it understands. Finally after understanding the language text, the instructions for baking the cake are stored in memory as knowledge.
If you were to actually use the recipe instructions you read to bake a cake your new cake creation would now exist in MEST. You could look at the cake and see its shape and color. You could pickup the cake and feel how much it weighed. In doing this you would be gaining knowledge about the actual cake that you baked. Now the point here is that the knowledge of how to bake a cake is fundamentally different from knowledge of the existence of the cake itself that we get from looking at it and feeling its weight. This should give you a clue that there are fundamentally different types of knowledge in our brain. In one case there is procedural knowledge in the recipe that then becomes direct knowledge in looking at the cake. In fact there are quite a number of fundamentally different types of knowledge much like there are different types of data. Living things must instinctively know what type of knowledge they are dealing with before they proceed to use it. Here is a quick rundown of some different knowledge types:
Types of Knowledge
DIRECT KNOWLEDGE
Direct-knowledge is firsthand experience with data received through sensors like seeing, hearing, and feeling, smelling and tasting. Something feels hot, looks blue, tastes bitter, or smells bad are all data that can be remembered as Direct-knowledge.
INDIRECT KNOWLEDGE Indirect-knowledge is knowledge created by processing information. The processes of thinking, reasoning, and understanding produce indirect knowledge. Indirect-knowledge is second-hand and can not always be trusted because it depends on how the knowledge was understood in the first place.
INTUITIVE KNOWLEDGE Intuitive-knowledge is knowledge stored in subsystem memory that is not accessible to the higher brain functions. Intuitive-knowledge may be stored in DNA or a motor-control subsystem like the knowledge that controls walking. The autonomic nervous system uses intuitive knowledge to operate our basic bodily functions.
PROCEDURAL KNOWLEDGE Procedural-knowledge is the how-to instructions that tell step by step how to do something. Procedural-knowledge is like a recipe or computer program, it is a list of instructions needed to perform a specific task. Procedures are a sequence of knowledge events spaced out in time.
QUESTIONS Questions are knowledge in search of knowledge. A question is like a void of knowledge that needs to be filled. Questions can be stored in memory just like any other knowledge. Questions can initiate procedures to acquire the questioned knowledge.
DECISIONS Decisions are made of a combination of procedural knowledge and questions.
The question can cause the procedure to change with respect to the answer to the question. Knowledge of decisions can be a historical record of why certain procedures were executed in a certain way.
INFORMATION Information is a type of knowledge used to communicate other knowledge, and may or may not contain the knowledge actually communicated. The information 'that's hot' implies the communication of some direct knowledge about some unspecified thing being hot. Information uses languages that come in the form of Physical, Functional, or Symbolic. A wave of a hand or a spoken word communicates information. A type of behavior also communicates information.
Written and spoken languages are symbolic forms of information.
FIXED Fixed-knowledge is knowledge that comes from information in books or in DNA sequences that can not be changed. Laws and constitutions are written examples of the use of fixed knowledge to establish standards of behavior.
DYNAMIC Dynamic-knowledge is knowledge that is moving and changes with time like the position of the sun. Dynamic-knowledge can be tracked with mathematical equations, clocks, or by other means. Dynamic-knowledge is always changing and therefore can not be stored directly in memory. Knowing that things are changing may be all the knowledge necessary about a given subject.
TRUE or FALSE The concept of true and false knowledge can act as a preamble to other types of knowledge. An optical illusion can produce false direct knowledge. False indirect knowledge is evident when someone lies to you. False knowledge comes from misunderstanding, lying, miscommunication, or nonsense. True knowledge is usually the direct type but indirect knowledge can be proven true with logic or mathematics. A trick question could be considered false knowledge if there is no possible answer.
CONTRADICTION A contradiction is a type of knowledge used to change the state of some other knowledge from True to False or from False to True. Contradictions are used as a tool to decide whether certain knowledge is logically true or false.
PREDICTION A prediction or conjecture is knowledge of the future developed from processing current knowledge. Our brain can process dynamic knowledge to predict where we should be to catch a ball. We can also use our experience (knowledge) to predict the most likely outcome of current events.
NONSENSE Nonsense is knowledge that results from information purposely or inadvertently scrambled so that it confuses the brain. There are billions of reams of nonsense printed each day and it is very confusing. True knowledge can even appear as nonsense if the information is misunderstood. Indirect knowledge taken out of context also produces nonsense.
NO KNOWLEDGE or THE END The End is the empty-set of knowledge where no knowledge exists. Like the number zero is a very important place marker or indicator. The End marks the end of a stream of knowledge. If you say, 'I don't know' that is a statement that you have reached the end of your knowledge on that subject. All knowledge-based systems require an end to organize their memory structures.
All these knowledge types are stored in memory and provide the knowledge base that makes life possible. If a tiny bacterium had no knowledge about where food was, it would surely die. At the human level we must process huge amounts of data from MEST into knowledge of our surroundings before we can even stand up and walk. MEST gives us direct knowledge that humans used for millions of years. It was only when we learned to talk and write that we discovered information. It was probably very shortly after the first words were spoken that the first lie was told and humans discovered the true/false nature of knowledge and information.
Brains are designed to store knowledge not information. Brains can store knowledge of a language that can decode information and convert it into knowledge. Since information must be decoded by a language process before it becomes knowledge there is considerable room for error in this process. To make this worse most natural languages have multiple definitions for some of its words and if the reader or listener chooses the wrong definition the true meaning of the information is lost. Information is a poor quality, undependable source of true knowledge. This is why we have the old saying "seeing is believing" to reinforce our faith in direct knowledge. If you read a story about a great landmark like the Grand Canyon you might not believe what you read. But, if you go there and see it for yourself you can validate the information you read. Seeing direct knowledge from raw data can prove the accuracy of your understanding of the information you read.
You may have noticed the subject of truth keeps coming up; this is because it is one of the most important things to keep in mind when studying knowledge. Knowledge can be either true or false and brains have no way of knowing the difference. There is no such thing as a truth detector.
Trillions of humans and animals have died unexpectedly over the years due to the effects of false knowledge.
Living systems often fail due to false knowledge or a lack of knowledge.
Many sailors have died before they had knowledge of hurricanes. Children often get in trouble because they don't have the knowledge to predict the outcome of their actions. A system that acquires true knowledge has an advantage over any competitor with false knowledge.
Corporations can be destroyed by false knowledge. Recently many big corporations have collapsed do to false knowledge purposely placed in their balance sheets. Even governments like Soviet Communism have failed due to false knowledge. It was recently reported that the former Chairman Gorbachev admitted that the whole Russian communist system was based on lies. It is amazing that an entire human society, based on false knowledge, can exist and prosper for any length of time. But, if you look back you can see that most human societies were in fact based on some false knowledge.
The combination of false knowledge and fixed knowledge can be especially troublesome. If a society's founding documents produce false knowledge, and these can not be easily changed, the whole society may be set off in a wrong direction. Information in the Bible produces fixed knowledge that can not be changed or it would no longer be The Bible. Many wars have been fought and are still being fought over people's belief in some fixed knowledge that may or may not be true. Even today a significant portion of the world's population, believe that every word in the Koran is absolutely true, and that book's supposedly 'true knowledge' should rule everyone's lives. Humans have fought over what is true and what is false for eons of time.
You should notice that knowledge gained by reading books is by its very nature fixed knowledge because the words on pages of books are fixed with respect to time and space. This MT data may be interpreted differently from time to time but what is written on the pages never changes. Nowadays we have just begun use of the Internet as a main source of information. In this media knowledge no longer needs to be fixed with respect to time. Web pages can change from day to day on the Internet. It is not good to have too much faith in the longevity of Internet information.
Looking back ages ago before humans invented writing there was little or no information available to produce fixed knowledge and knowledge was communicated only by storytelling which can be dynamic much like the Internet. Ever since humans first developed writing they have worshiped fixed knowledge because it relieves a person from the responsibility of thinking themselves. The old saying "It is Written" has held up the standard for worshiping the rule of information and the resulting fixed knowledge.
Now as we move beyond the information age, knowledge will become dynamic again and the rule and worship of fixed knowledge should diminish. People will be more interested in what is happening now instead of what happened in the past.
Remember that knowledge controls everything that humans, animals, and plants do on this planet. Each species is controlled by fixed knowledge stored in their DNA sequences. This fixed DNA knowledge can eventually lead to species extinction if they are unable to adapt to the current state of MEST.
Millions of years of evolution have tried to perfect the truth stored in DNA but if the environment of MEST changes, that 'truth' is no longer valid and becomes false knowledge. Truth is dependant on time and when some knowledge's time has passed it becomes false. In order for a species to survive it must change its knowledge base with time.
Another problem we have with knowledge is with decisions that we all know can be either right or wrong. If you make a bad decision it can cost you your life. Decisions can determine which path through MEST you choose to take. With no clear view of a future time it is hard to determine ahead of time whether the decision will be good or bad. Remembering your experience with good and bad decisions can help to make better decisions in the future.
The quality of memory is very important to the study of knowledge. Brains are not very precise in their memory of data, information, or the resulting knowledge. If you try and remember a picture of the house you grew up in, you will find the image considerably compressed. Type SE image data is very complex and the brain would waste a lot of energy if it had to store every bit of data to remember images. If you think about early images in your life you may find them in black and white rather than color and the resolution is very poor. Then if you go to an old photo album and look at the picture you remembered you will see a much clearer image. This way you can compare your remembered image to the real image and understand the difference. This quality or memory issue really comes into play when you have an 'eye witness' to a crime that is expected to remember a face that they had only seen briefly.
Memory is also a quality that sets humans apart form other species because we have learned to store our knowledge outside our brains as information in books and computers. As stated before information is a poor quality version of true knowledge because it is open to different interpretations. But, this ability to increase our memory capacity and its longevity is a huge improvement over trying to remember everything in the brain itself.
The types of knowledge presented in this chapter are just the basic few.
More distinct types may be found in the future. The English language is a confusing mess of words with multiple definitions for the same word and multiple words with the same definitions. English also contains many recursive definitions that adds to the confusion and opens the door for false knowledge or nonsense to sneak in. It is very difficult to decide on which words are pure examples of the specific knowledge types but as we go forward the complete set will eventually be discovered. These knowledge types are fundamental to understanding how the software of the brain works.
With the new Language of ISSU being developed the problems with English will disappear and computers and brains will work in harmony on a fundamental basis of true knowledge.
4. Understanding
Understanding is you next step to learning about life. Understanding is very different from knowledge, even though it is actually made from knowledge.
Understanding is a process that takes time and requires energy. It is this physics of energy requirement that distinguishes it from knowledge and data.
For understanding to happen some active understanding engine is required to process the data and understand the knowledge. This understanding engine can be part of a DNA based life-form like a brain or it could be a computer's central processor. To understand life it is critical to understand the technical difference between knowledge and understanding.
Understanding is much like what computers do so we can use computer analogy to understand it. Knowledge is like the words stored in a database or the text written by a word-processor. Understanding is like the database program or the word processor program that processes the words. Understandings are like a computer's application programs and consist almost entirely of procedural knowledge. These programs or understandings are executed on a central processing unit or in the case of a human, in our brain. In either case energy is required to do the understanding. No energy, no understanding, you can't understand when you are asleep or dead.
At its lowest level understanding is simply data conversion from one type of raw data into another. Our eyes understand types SE, ES, and TS data and convert that data into type EE, and TE data that travels as electricity down the optic nerve to the brain. This conversion requires energy and with the eyes some of the energy comes from the light energy itself much like a solar cell converts energy from the sun into electricity. The molecular shapes of the rod and cone cells in the retina of our eyes perform this data conversion under direction of DNA programmed procedural knowledge. Whether this conversion requires additional energy from cellular glucose conversion, above and beyond the energy from the light itself, remains to be seen.
The way our eyes understand data is by the physical structure and layout of the rod and cone cells in the retina of the eyeball. The fact that there are millions of these cells spread out over the space of the retina make it possible for them to detect type SE data. Each cell of the retina is a separate understanding engine that understands the position and intensity or color of the photons of light hitting that part of the retina. The procedural knowledge that makes the understanding possible is manifest in the physical structure of the cells of the retina. Each photon of light energy follows a particular step by step procedure in its conversion to electrons that travel down the optic nerve as type EE electrical data. It's an amazing process all controlled by procedural knowledge stored in our DNA sequences.
Looking again at an understandings need for energy you see a living brain burning glucose for energy in order to understand data or knowledge. With a computer you see it using electrical energy to run its central processor. In both cases there would be no understanding without energy.
Now compare this with the nature of information stored in a book, it requires no energy and can last virtually forever. Books and computer disks store knowledge in the form of information without the need for the power of energy. This is the same for the brain; knowledge is stored in our memory cells in a way that doesn't require energy to maintain the memory. If this were not the case, then when as we went to school and learned more knowledge we would need to eat more energy food just to maintain that new knowledge.
It may take food to do the learning but it takes no extra energy just to remember what you learned. Understanding requires energy, knowledge storage does not.
Let's backup for a minute and look at this difference between knowledge and understanding more carefully. Using a computer analogy, you know that both programs and data can be stored on a computer's disk. Data on the disk is just a bunch of oddly arranged atoms representing ones and zeros. When the computer is powered up the programs on the disk are executed by the processor and the information on the disk is understood. If we look at just what is on the disk, nothing changed between power off and power on, but to the computer user a lot has changed. The screen lights up at power on and things start to happen. There is a big difference between a computer program simply residing on a disk and one that is actually running and using energy.
This difference between a program that is not running, and simply resides on disk and one that is running is very important. The program on disk is just knowledge the running program is understanding knowledge. This analogy applies to living creatures too.
In living creatures programs are called understandings. They are called 'an understanding' when they are not running, and 'understanding' when they are running. You can have 'an understanding' of golf even in your sleep, but unless you are actually golfing you are not using that understanding. There is a subtle difference in language here between being able to understand (not running) and actually understanding. You may be able to understand another language but unless you are actually hearing or reading that language you are not in the process of using that understanding. When an understanding is not being used it is just idle knowledge residing in your memory and not using any energy.
Human language is a key to understanding 'understanding'. In the previous paragraph golfing was mentioned. Golfing is an understanding and like a computer program on disk it is written in procedural knowledge. When you are golfing you are using that understanding, giving it energy to operate as you follow a procedure to play golf. In the English language words ending with 'ing' are indicative of understandings.
Here is a list of common understandings that most humans have: Eating, Sleeping, Seeing, Hearing, Breathing, Walking, Talking, Tasting, Smelling, Running, Throwing, Chewing, Swallowing, Kicking, Hitting, Cutting, Rolling, Watching, Loving, Praying, Writing, Reading, etc. There are hundreds more of these common understandings but you can't run them all at once. It is unlikely you eat and sleep at the same time but you can eat and walk at the same time. Humans are multi-tasking to some degree but there is a limit to which understandings can be operated concurrently. It generally takes multiple understanding engines to run multiple understanding processes at the same time.
Understanding-engines come in millions of different forms. Our eyes understand light. Our nose understands smell. Our ears understand sound. Our cells understand diseases. There are countless different methods of understanding different knowledge. It is important to know that all these understanding-engines need energy to operate and they are all directed by procedural knowledge stored in a memory as MT, ET, ST, or TT data. The knowledge may be stored in DNA, brains, books, or disks. This knowledge directs the operation of the life-form. Living systems consists of both knowledge and understanding engines and both are necessary for life.
In addition to using energy, understanding also uses time. It takes time to understand knowledge and process information. The mechanics of understanding engines determine the efficiency of their use of time and energy.
As you are processing this information you are functioning as an understanding engine, step by step reading each line of this page. It may seem like you are just one living organism, but in fact you are billions organisms all working together to accomplish the task of reading. Your eyes understand the type SE data from the page. Your brain cells recognize the information and decode its meaning. Your memory cells store the new knowledge. You may feel like just one person reading but there are literally trillions of operations going on that make this understanding possible.
Every cell in your body is doing its own thing, to understand knowledge, all to make it possible for you to sit and read this text.
As you read the next few lines there is one important line that you should memorize for the rest of your life. It is probably the most important line written in this text. The knowledge gained by understanding this one line will help you understand life in the world around you. The line you should memorize is:
KNOWLEDGE DIRECTS, UNDERSTANDING AFFECTS KNOWLEDGE.
This one line is like the secret to life itself. To understand life you should understand the process of living is a continuous cycle of this:
Knowledge directs, understanding affects knowledge directs, understanding affects knowledge directs, understanding affects knowledge. and so on until the end of life. All living things are doing this cycle all the time.
Let's look at what is happening in this cycle of life. Knowledge, as in procedural knowledge directs the way an understanding understands. When the understanding finishes running new knowledge is created and stored in memory. This new knowledge is then available to direct the next understanding that runs. As an example if you were brushing your teeth, you run this procedure until it is complete. Once you finish brushing your teeth, the new knowledge 'my teeth have been brushed' is created. This new knowledge then directs you toward your next task that may be combing your hair. It is the existence of the new knowledge that directs the next understanding. It is a cause and effect thing. Ours is a world of cause and effect. Knowledge is the cause. Understanding is the effect. Knowledge directs understanding affects.
To make life a little easier to understand we need to clarify our language just a bit. Look carefully at the difference between the verb 'understanding' and the noun 'an-understanding' they are easily confused. An Understanding is simply pure knowledge stored in memory and not doing anything.
Understanding is the process of this knowledge actually being used by some understanding engine that is actually doing something. As we said before words like Eating, Sleeping, Breathing, Thinking, Seeing, Hearing, Walking, and Working are all in our library of understandings. What we can to do is call these understandings in our library 'affectors' to eliminate the confusion between running and stopped programs. So an affector (a new word) is 'an understanding' and is the name of a not running set of procedural knowledge. So you could run one of your affectors like your eating affector to change your state of food knowledge from empty to full.
Now that you have been introduced to the concept of an affector we can talk about the prime affector. In living systems the prime affector is the 'Doing Affector', what you are doing is what you are doing. A friend may call you on the phone and ask: What are you doing? Your answer is the name of the current affector that is running, like reading. Doing is at the top of a hierarchy of knowledge based affectors in your brain memory. As long as you are alive you will always be doing some affectors. You may be eating, sleeping, breathing, and they are all prime affectors. Doing is a better word than running when it comes to describing which affector you are using.
Another name for understanding is a behavior but that word is limited by implying physical movement where understanding is usually seen as a mental process. Use of the term affector makes it possible to cover both physical and mental procedures as if they are one in the same. Both physical and mental processes have the same result of creating new knowledge. If you pick up a chair with your moving affector and move it to the other side of a room, then you affect the knowledge of where the chair is located.
Our understanding affectors are programmable by changing the procedural knowledge that directs them. We can change our eating affector by learning a new diet. We may be forced to change the procedural knowledge in our tooth brushing affector when we run out of toothpaste, or if we get a new electric toothbrush.
To really appreciate the affects of knowledge and understanding and how they work together in our day to day lives you need to witness them for yourself.
If you get knowledge that a tornado is headed your way, that knowledge will direct your actions. Unfortunately false knowledge directs people's action just the same as true knowledge. Keep your eyes and ears open so that you can notice when knowledge is directing people's new behavior. Then look for whether you think that knowledge is true or false.
5. Issues
So far this text has discussed data, knowledge, and understanding. The next step is to assemble these components into what we call an issue. An issue is a combination of both knowledge and understanding arranged in a specific way that helps us solve problems.
As humans we deal with hundreds of issues everyday and hardly even notice them. Issues come and go, as we have problems and then resolve them. Our environment presents us with these problem issues and we either resolve them or ignore them.
Let's look at the simple issue of a coin you notice lying on the ground. You notice the coin because it reflected type SE data into your eyes where you detected it and converted it to knowledge of the existence of the coin. Next your brain analyzed this knowledge in more detail to determine what kind of coin it was. Depending on its value you may decide to pick it up or ignore it. In either case the issue is resolved in moments.
The previous paragraph describes a simple issue that can be resolved in a couple of different ways. What seems so simple is actually a very complex operation that only a human or maybe a very well trained monkey could perform. Our brains are designed to resolve issues like this in a matter of seconds and then go on to resolving other issues. This chapter will introduce how knowledge is structured in an issue, and the process of resolving issues.
As you walked toward the coin you were operating your seeing and walking affectors. You're seeing affector is programmed to pick out unusual shapes in your field of vision and call them to your attention. From a child you were programmed to recognize the value of a coin, so knowledge of the coin caught your attention and became an issue for you to resolve. For this issue you are the understanding engine that understands the knowledge that comes from the data in your MEST environment.
To resolve the issue of the coin on the ground your brain needs to access knowledge about the configuration of the coin and also the value of the coin before deciding whether you should go to the trouble of picking it up or not. Configuration and Value are two different knowledge contexts that are important to examine before making the decision. A knowledge context defines a scope or grouping of knowledge concepts. Back in the second chapter the four elements of our universe of MEST was described which included 16 data types. Each of these data types is essentially a data context that can contain an infinite number of different possible coding schemes. In the domain of knowledge there are at least ten different contexts that living systems use to organize and manage knowledge. Configuration and Value are just two of the ten knowledge contexts.
If you look down at the coin you recognize its value as only a penny, your decision may be not to pick it up. But if it were a dollar coin then its value would encourage you to pick it up. On the other hand if its configuration is that it is stuck in some tar or cement, your decision would be not to pick it up even though its value was considerable. From this example issue you can see how your brain analyzes knowledge from different contexts in order to adjust its procedures for resolving the issue. You should also note how the knowledge in one context can overrule knowledge in another when making a decision.
Following is a list of the ten standard knowledge sub-contexts that living systems use to make decisions. In many issues some of these contexts may be void of knowledge and can be ignored. As we learned in the last chapter; knowledge directs understanding affects. To remember this fact we call the list of ten knowledge sub-contexts the Ten Directors because they direct the understanding and resolution of an issue.
The Name Director The name context stores knowledge about the main identifier of the overall context of the issue. In the human arena if you can't name it, it doesn't exist. Names like; Lost Coin, The Abortion Issue, Fixing the Window, Marriage, and Diet, are all names of different common issues. In the preceding paragraphs we talked about the lost coin issue, but in that case the name is of little importance. To the issue of you yourself, your name is very important to you. Many issues involve improving specific affectors like the issue of exercising. Knowledge of the name of an issue is the way the brain separates one issue from another.
The Author Director The author context stores knowledge about who is involved in the issue and who created it. If your spouse crashed the car they would be an author of that issue. Knowledge of who the author is effects the way you think about an issue. When told you must learn a new issue you may at first question the credentials of the author before you accept the new knowledge about that issue.
The Purpose Director The purpose context stores knowledge about the purpose of the issue. If one of your current issues is 'exercising' then the purpose would be to improve your exercising affector's procedural knowledge. For the 'abortion issue' the purpose depends on which side you are on. On one side the purpose is to stop abortion on the other side it is to make it free and available. An issue of the same name can have a different purpose to different people.
The Environment Director The environment context stores knowledge about the environment of the issue.
An issue's environment can be physical, social, political, financial or whatever. Knowledge of the environment is knowledge of the external forces that influence the issue. If it is snowing in your environment, this knowledge directs the procedures that may affect your 'exercising' affector.
The Language Director The language context stores knowledge about all the special words that are associated with a specific issue. Your 'exercising' issue may use special words like pushups, pull-ups, knee-bends, squats and so forth that only apply to that particular issue. Knowledge of the meaning of these words is necessary to understand the issue.
The Configuration Director The configuration context stores knowledge of the exact configuration of elements of the issue. If the issue is a 'car wreck' then the shape of the car and where it is located is part of its current configuration. If the issue were a 'new house' then its current state of construction would be part of its current configuration. In the issue of 'yourself' knowledge of the way you dress or how much money you have is part of your configuration director's knowledge base.
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The Operation Director The operation director is very important for here is where all the procedural knowledge of an issue is stored. This is knowledge of the exact procedures used in an issue like 'exercising' and these procedures are what make it an affector. Your 'exercising' affector has sub-affectors like running, swimming, golfing, that have their own procedural knowledge.
Procedural knowledge defines the operation of the issue.
The Owner Director The owner context is similar to the author context in that it contains knowledge about the people that are involved in the issue. In this case the concept of ownership is involved. You own your own 'exercising' issue but you may not own the gym where you exercise. If the issue is a 'new house' do you own it or do your parents? The owner of an issue is a very strong influence on how you think about an issue.
The Market Director The market context stores knowledge about what or who benefits from the actions spawned within an issue. If you have a 'car wreck' then you may personally benefit from getting the car fixed. You are part of the market that appreciates it when the issue is resolved. Your spouse and others may also be a market for the resolution of the issue. Knowledge of how the market will respond to a particular resolution procedure directs your decisions on how to resolve an issue.
The Value Director The value context stores knowledge of the quality or desirability of the outcome of an issue. Knowledge of value directs how decisions are made that determine the resolution of an issue. In the 'coin pickup' issue the value of the coin could effect your decision on whether to pick it up or not.
Knowledge of the value of the coin was acquired directly from processing the type SE data you received at the moment you first saw the coin. You then use this knowledge of value to direct your decision making.
The ten director knowledge contexts are higher level contexts than the basic four data contexts of MEST. The contexts of MEST can be considered sub-contexts of the ten directors. For each director there can be direct knowledge remembered, related to our universe of MEST. In the Author director there may be some previous authors that may have died but could still be remembered as being an original author of an issue. This 'historical' context within the author director could be based on the sub-context of time which is part of MEST. All ten directors have the potential of remembering historical knowledge of the state of that director at some previous time. They also remember direct knowledge relating to the conditions of MEST that are pertinent to the issue.
Now may be a good time to begin memorizing the names of the Ten Directors.
Memorize: Name, Author, Purpose, Environment, Language, Configuration, Operation, Owners, Market, and Value. Say it over and over again until you have it for good. This knowledge will be necessary for you to move beyond the information age to a new age where people use a more structured approach to resolving issues. Eventually every school kid should be able to recite the ten directors much as they now can recite the alphabet. This new knowledge about how their ten channel brain works will make the next generation of humans much more advanced than that of previous generations.
Our brains are organized around the ten director knowledge contexts, we use them every time we deal with an issue and we deal with hundreds of issues everyday. Our brains are so hardwired into these ten contexts that we are usually completely unaware of their operation. Think of the simple issue involved in shopping at a grocery store and of deciding what items to buy:
As you are moving down the isle of groceries your eyes are scanning the shelves for products you may need or want. If you happen to see a new product that you don't recognize you may stop, pick it up, and try to decide whether or not to buy it. This is where the Ten Directors come into play. In just a few seconds your brain analyzes the name (do you like it), then the author (who makes the product), the purpose (what the product is supposed to do), the environment (where the product is to be used), the language (what special words are associated with the product), the configuration (the products size and shape), the operation (how the product works), the owners (who will the product belong to), the market (who will use the product), and the value (what benefits will buying the product yield). All this happens so fast that you don't even notice it happening. This is because your brain is designed to do just this with every issue that it comes across and do it subconsciously. The ten directors are like ten channels of knowledge that define the basic organization of the brains knowledge memory structure.
Where the brain gets into trouble is when false knowledge is injected into the buying decision. False knowledge gets into the issues of things we buy by false advertising, deception, nonsense, and misunderstanding. Some product manufacturers take advantage of the brains susceptibility to false knowledge to sell their products. We have all been tricked by some product that we thought would do what we want only to find out that it didn't. It's good that many stores allow you to return a product that doesn't do what you want. Truth in advertising has always been a desired goal.
The fact that the brain uses the ten director contexts subconsciously to manage its knowledge base explains why it took so long to discover them.
This is the first text to document the discovery of the ten directors, yet when you look around you see evidence of their existence almost everywhere you look. Even when you look at the management structure of a typical corporation you see the pattern of the ten directors as its top management structure. The ten directors were discovered while designing the computer software program called ISSU.
This subconscious use of the ten directors reveals the fact that they are universal constants that are the foundation of all life-forms. Even the function of a tree and its very existence is under control of the ten directors. Without purpose even a tree cannot exist. When you see animals become extinct it is because their knowledge base cannot change fast enough to cope with changes in their environment director. You will find that most dysfunctional humans have problems managing their knowledge base. Knowledge of the existence of the ten directors may eventually help in treatment of mental health issues.
This is a good time to sit back and use your common sense to examine the ten directors and see if you can recognize their affect on issues around you.
You may notice issues where a certain director such as purpose has been ignored. You might not be aware of the true purpose of an issue. The more you practice using the ten directors the more you will learn to understand their purpose. Knowing the ten directors can help you improve your thinking that will in turn help you succeed at most everything you do in life.
Now to correctly resolve your issues you need to look to fill in the knowledge in all ten directors' knowledge contexts. There are usually many different ways to resolve an issue but the best resolution comes when you have filled true knowledge in all ten directors. Only when an issue's knowledge is complete and true can a best resolution decision be made. It's important that you have all the facts before you make a final decision. In the next chapter we will discuss specific procedures for resolving issues by proper thinking.
6. Thinking
Getting this far, you have covered much of the basic knowledge necessary to assimilate a new way of thinking. It is now time to put all this knowledge together and establish a new thinking affector. From the previous chapters you should have learned a new way to think about the chapter's subjects:
Chapter 2 taught you how to think about data physics and how we live in a universe of MEST, spending our time processing up to sixteen types of data.
Chapter 3 taught you to think differently about knowledge with all its different types and whether the knowledge is true or false. Chapter 4 taught you to think about understanding differently from knowledge and understand that understanding uses time and energy to affect knowledge. Chapter 5 taught you a new way to analyze your issues. You learned the ten director knowledge contexts and how these subconscious contexts guide the brain in everything you think or do. Now you are ready to study thinking in particular.
The first part of this text assumed that you think like most people and really don't know much about how you are actually thinking. Subconsciously you are using the ten directors but you were not aware of them. The big difference between you're old way of thinking and this new way of thinking is that now you are aware of the ten directors and you can use them to properly guide your thinking. Awareness of the ten directors gives you the ability to think correctly about any subject and be sure that you have covered all the bases. Forgetting to include one or more of the directors in any thought process can lead to faulty conclusions and the creation of false knowledge and bad decisions.
In the future children will be taught the 'proper' way to think using the ten directors. We will have a changed society from then on. This may seem like a pie-in-the-sky impossible undertaking but in fact teaching people to think alike has been done many times before.
When you first get your drivers license you are trained to think like other drivers. Driving on today's highways is a critical issue that must be done correctly else your life or the lives of others could be in jeopardy. As a result of driver training we now have a society where millions of people drive everyday in safety and comfort. This is because these drivers have learned specific procedural knowledge that causes them to all think alike when it comes to driving on our highways. Of course there are always a few oddballs that refuse to follow the proper driving procedures and end up causing accidents.
Driving an automobile is a good example of how we can teach virtually everyone to think alike and do the right thing on critical issues. Our population density will continue to increase and we will have more critical issues where we will need people to think alike in order to resolve them peacefully. If we don't learn to think alike we will be doomed to chaos and anarchy.
The new thinking process that we all need to learn can be accomplished by simply memorizing the ten directors and going over them as you think about an issue. Memorize: Name, Authors, Purpose, Environment, Language, Configuration, Operation, Owners, Market, and Value. That is all there is to learning this new thinking process. When it comes to critical issues you may want to type the ten directors into your word-processor so you can see them all at once and begin filling in what knowledge you have about each director. Being able to focus your thoughts on each director individually is a powerful tool to discovering what knowledge you have or don't have about an issue.
Now that you have been introduced to this new way of thinking, let's use this new procedure to analyze the general issue of Thought. The following is a breakdown of the knowledge base of the Thought issue into the ten director format:
NAME (Thought): = Thought. Thought is the name of an issue that includes the following understanding affectors: thinking, reasoning, wondering, researching, justifying, verifying, pondering and others. We really don't need any of those affectors beyond just thinking so go ahead and delete the dubious affectors like reasoning and pondering and any other names you can find that are just pseudonyms for thinking or Thought. Notice how the entire subject of this paragraph deals only with the name of the issue and the names of its affectors. The name director should only contain knowledge in the context of name.
AUTHORS (Thought): = You, Me. Just as there are dubious overlapping understandings in your thought process there are probably many different authors involved in your current thinking. Authors like yourself, your parents, your friends, your teachers, your religion, your mate, your political party, and even your country have all been involved in trying to get you to think the way they want. This text recommends you trim this list. Go ahead and delete any authors of your thinking beyond just you and me. Eventually you can forget me, and the only authors of your new thought process should be yourself and the ten directors.
PURPOSE (Thought): = Good Living through Proper Thinking. The purpose of proper thinking is to create new knowledge, learn new understanding affectors, resolve issues, earn a living, make friends, inspire confidence, reduce stress, solve problems, and please others. What more could you want for the purpose of thought?
ENVIRONMENT (Thought): = Thinking is a process that goes on in your brain when you are awake. Your internal state of mind can have an effect on your thinking. If you are stressed or are running your worrying affector, it can have a negative effect on proper thinking. Your external environment can also have a negative effect if there is a lot of noise or you keep being interrupted to deal with other issues.
LANGUAGE (Thought): = Thinking, ten directors, understanding affectors, true knowledge, MEST data, four dimensional truth, questions, contradictions, decisions, procedural knowledge, and nonsense. This list of words is probably not the language of Thought that you had before you read this text, but this is the language you should now be using when involved in proper thinking.
CONFIGURATION (Thought): = The Thought issue is configured just like any other issue with knowledge directors and understanding affectors. The Thought issue especially focuses on the thinking affector because that is the most dominant affector running during any thought process.
OPERATION (Thought): = To think properly you should first know the difference between knowledge and understanding and that thinking is an understanding affector. You should know that thinking is made up of procedural knowledge stored in an operation director like this one. The procedure for proper thinking is: 1. Assemble all relevant knowledge and sort into the ten director contexts. 2. If possible examine the knowledge in each director for truth in four dimensions and look for any contradictions.
3. The operation director is where you will decide on what procedures or actions you are going to take, and what affectors you are going to operate.
4. Finally, you observe the knowledge that results from your actions and decide whether the issue is resolved or not. If the issue is not resolved, you must go back to step 1 and begin again.
OWNERS (Thought): = You are owner of your personal thinking affector and you use it to make your living. If you have a job you sell part of the time that you use your thinking affector to your employer. When you are at work you should be thinking about work, when you are at home you should be thinking about your home projects. Controlling your thinking like this can be difficult. There are many other people that would like to take control, and become owners of your thinking. Commercials on radio, television, newspapers, magazines, and billboards are all vying to own a part of your thinking process. They want you to think about something that will make them money. When you catch yourself thinking about something you heard on a commercial you should know that they now own a piece of your mind.
MARKET (Thought): = There are many markets for your thinking and understanding; you, your spouse, your boss, your community, your society, and even your animals all want some of your thinking time. On any issue that you might be thinking about there should be knowledge about the market for that issue. If there is no market for an issue, the market must be developed by selling knowledge of the issue to prospective users.
VALUE (Thought): = A quality thought process like your thinking affector can be a very valuable thing. Proper thinking can: calm your fears, save you time, improve your relationships, make you money, and help you better control your mind. These desirable features portray the value of proper-thinking to any person.
This is an example of proper-thinking about the issue of Thought. As you can see the proper method of thinking is to go through and study the knowledge in all ten directors before you commit to an understanding of an issue. If you understand this example and believe the knowledge is true then you may now change your old thinking process to this new one.
In order to really learn any new affector you need to practice it over and over. Put together a list of issues that are important to you at home and at work and begin studying them more carefully. It is good to list the ten directors on the blank page and start filling in what you know about the issue. Eventually this will give you confidence that you are using all of the ten directors in all of the thinking you do. Remember that forgetting to consider knowledge from even one director context can be a deadly mistake and lead to bad decisions.
As you become more familiar with the concept of using the ten directors to guide your thinking you can use this knowledge to analyze issues you see other people involved in. Look to see if they are considering all ten director knowledge contexts correctly. Many times you will see people espousing some issue and you will wonder what the purpose is. Sometimes people don't know the purpose or they want to keep it a secret so a potential customer for the issue is fooled into becoming involved. Look carefully for any hidden agendas (affectors) that may be used to control your thinking in a way the other person or corporation wants.
The more you use the ten directors to direct your thinking the more you will learn to appreciate the value of this new way of thinking, but there is a possible dark side. If you use this new thinking on your boss or spouse you may get some negative effects. This powerful new tool of yours may threaten their old way of thinking and make them react emotionally. On the other hand you may gain their respect and get promoted for your new higher quality of thinking. It's good to use the ten directors carefully at first when dealing with other people who have no idea that you now think differently from the way they do.
If you want a new name for this new thinking affector it is called issulizing which implies that you have carefully analyzed an issue using the ten director contexts. Issulizing should now be added to your list of other 'ing' words that comprise your knowledge library of understanding affectors.
Issulizing can have an immediate affect on you life or just prepare you for the future. Eventually the word issulizing may become part of the standard human lexicon and be used to identify a proper thinking process.
7. Intelligent Systems
This chapter brings up the issue of the intelligent-system.
Intelligent-system is the name of this issue. The words intelligent, like its companion term intelligence, are purposely vague terms that people use to describe a desirable operation of people and machines. With no proper definition these words are a popular catch-all for all types of behavior and so it makes sense to use intelligent to describe the systems you are about to read about. The word system is defined as an 'assembly of parts' that form a complete unit. But for the purpose of this text the precise definition of the term intelligent-system will be given as 'a system of both knowledge and understanding' with knowledge and understanding being the two major parts of the system.
If you remember; understanding is something that must always use energy in order to operate and knowledge is the stuff that can be stored in memory without power. Therefore there must be some physical manifestation of an intelligent-system for it to have a place in space for its memory, and it must also be expected to use energy while it is operating. This definition of intelligent-system applies to all living things including both plants and animals and here the word intelligent defines a certain respect for any life-form that can make a living for itself here on Planet Earth.
Now it may be easy to see that life-forms are intelligent-systems but it maybe more difficult to see that a marriage or a web-page are also manifestations of intelligent-systems.
A marriage is an intelligent-system of two understanding engines, a man and a woman usually assembled for the purpose of caring for children. Both partners' brains function as the knowledge memory for the intelligent-system. The available actions of the combined union of partners form the basic understandings of the marriage or family.
Some fixed knowledge in the form of a marriage license along with societies written laws also govern the functions of the institution of marriage.
Knowledge stored in these documents is expected to be remembered by both partners. Now 'marriage' is just an idea for people who are not married because it has no physical manifestation and no energy consumption. The idea (the knowledge) of a marriage becomes a reality at the very moment when two people 'tie the knot' as they say. Now the knowledge of the marriage has acquired two understanding engines and it becomes a complete intelligent-system containing both knowledge and understanding.
A web-page is an example of an intelligent-system that is potentially accessible by billions of people all over the planet. Primarily the web-page contains the knowledge and the web-master (the person or corporation that runs the web-site) and the user, is providing the understanding. But, there is a lot more going on here than meets the eye. The web-page itself contains procedural knowledge written in a computer programming language usually called HTML. This procedural knowledge combined with the understanding engine of the web-server computer, allow the web-page to understand text and mouse clicks from the user of the page. In a way you could say the web-page is alive since it understands and responds to input from its environment.
Actually, the web-page and its understanding-engine server are not alive, but when you add in the people that use and maintain the web-page you have a complete living intelligent-system. The group of people with their computers is a living intelligent-system much in the same way that partners in a marriage form a living intelligent-system.
If we look at the lifetime of a living intelligent-system involving a web-page we can see that it is 'born' the day it is put up on a server, and it 'dies' when it is removed. Even though all the people who were ever involved with the web-page may still be alive, the intelligent-system no longer exists. This is the same with a marriage. A marriage begins with 'tying the knot' and ends in divorce or when either one of the partners dies. A divorce is a fixed knowledge set of documents that define the end of a marriage.
The preceding examples are just two of trillions upon trillions of intelligent-systems that operate here on Planet Earth. Every living thing is an intelligent-system, every group of living things working together are living intelligent-systems, every thing you do or think about is an intelligent-system, and even your body is built up of billions of intelligent-systems including many sub-systems within every cell of your body.
You may think that intelligent-system is just another term to describe classic life-forms but that is not quite the case. There are intelligent-systems that are sub-systems of classic life-forms and there are life-forms that are sub-systems of intelligent-systems. If you go to work for a corporation you become a sub-system of the larger intelligent-system that is the corporation. Intelligent-systems cover all systems that contain both knowledge and understanding, where the word understanding implies that the system does use energy.
You should understand that you are an intelligent-system made up of billions of sub-systems and you yourself are a sub-system of numerous larger systems that make up our society.
In the earlier chapter you learned about issues, but issues are actually intelligent-systems with a life of their own. All issues are intelligent-systems up until the point where they are resolved and no longer require energy. Issues are usually short lived and may live only a couple of seconds as intelligent-systems. For some issues like religious issues, they can live for thousands of years and never be resolved. An issue is alive as long as there are energy consuming understanding-engines available to understand update and maintain the knowledge base of the issue.
Just as a reminder: Books do not have issues and they are not intelligent-systems because books do not use energy. Books store fixed knowledge in an unreliable type called information that must be processed through a language before its knowledge can be revealed. Errors in the language processing of the one who is reading the book can result in false knowledge.
A book only becomes an issue when someone begins reading it. This is because they are using the understanding-engine of their reading affector and it consumes energy. By reading, they form an intelligent-system between the reader and the book. The book is the knowledge and the reader is understanding. While reading the book the issue is alive but when done reading the issue is resolved.
The chapter on issues discussed the example issue of finding a coin on the ground and deciding whether or not to pick it up. It takes an intelligent-system to resolve an issue like this. From the moment you noticed the coin on the ground a new intelligent-system was born. The brain began assembling the knowledge and understandings necessary to resolve the issue. In just an instant the brain can decide on a path of resolution. It may or may not run the picking affector that grabs the coin. Instead it may run it's ignoring affector. In either case the issue is resolved in a matter of seconds and the intelligent-system is put to rest. This is an example of an intelligent-system that was designed, constructed, and used in a very small space over a very short period of time. Once the issue was resolved the intelligent-system was forgotten, discarded, or deleted from the brain and no longer needs energy.
It is not only humans that have issues; some very small creatures have issues of their own. The smallest independent life-forms are usually considered bacteria or yeast cells. If you were to take apart a single-celled life-form you would find numerous intelligent-systems at work.
The intelligent-system that builds the cell wall of a tiny creature has a high level of sophistication developed over millions of years of evolution.
Knowledge stored in the cell's DNA sequences direct energy consuming understanding-engines to assemble molecules of protein to form a cell wall.
If the cell wall were to get damaged that would be an issue for the intelligent-system to resolve.
The intelligent-system that builds the cell wall of a bacterium actually has many issues to resolve during its life time. The cell wall senses data from MEST, allows the passage of food in one direction and waste in the other, it shrinks and expands to provide locomotion, and divides itself for reproduction. Each one of these functions is an issue for the intelligent-system to maintain and resolve. Each issue must confront the same ten directors and use that knowledge to adapt its understandings to the nature of its environment. The ten directors are universal even at the scale of a bacterium because life is a complex issue.
On the other end of the scale of space, intelligent-systems can be extremely large. The intelligent-system of the United States of America as a large country is governed by director knowledge where some is stored as fixed knowledge in its founding documents. The Americans act as understanding-engines of this knowledge and perform the functions (understandings) that keep America alive. On a scale of size, the U.S.A. is nowhere near the largest intelligent system. Spatially the United Nations organization is actually larger than the U.S.A. but that's not all.
If you measure an intelligent-system by the reach of its sensors then robotic space projects are the largest human intelligent-systems. The Cassini spacecraft now orbiting Saturn brings us data from sensors far from Earth. The Cassini space project is an intelligent-system consisting of a spacecraft connected to a team of engineers and scientists here on Earth via a radio link transmitting type EE data. The spacecraft has an energy sub-system that powers its understanding engines to convert type SE and other data types from its cameras and other sensors, to the type EE data of the radio link. On Earth, people and computers process this data into knowledge and understanding of Saturn and its moons. Fixed knowledge of the nature of Saturn's space is then made available on the Internet for all to read. You should note that without the radio link to the spacecraft the intelligent-system would fail and cease to exist. This is the same with our Mars Rovers, if we loose contact with the hardware the intelligent system fails. The spacecraft and rovers are not independent intelligent-systems and would die immediately if they lost contact with their understanding-engines here on Earth. Computers and spacecraft can only survive as a sub-system of a larger human intelligent-system. So far we have not been able to develop any intelligent-systems that can live independently, without the support of human intelligence.
In this discussion of the size and life-time of intelligent-systems we have been alluding to what is called the scope or configuration of the intelligent-system. Knowledge in the context of the configuration director defines the scope of an intelligent-system. The scope of the configuration should be defined in four dimensions of MEST.
So to review the scope of intelligent-systems: Their space extends from below the size of a bacterium all the way to beyond the size of our solar system. Their mass extends from bacteria (billionths of a gram) to the weight of something like the Intelligent-system of China. Their Energy extends from a billionth of a calorie used by a single cell's sub-system to the intelligent-system of America that uses billions of kilowatts of energy every day. Their life Time goes from the milliseconds of swatting a fly to the thousands of years of the existence of intelligent-systems like Christianity. This is the truth of the extent of the scope of the configuration of intelligent-systems in the four dimensions of MEST.
Now you own knowledge of the term intelligent-system, that can be used in describing all life-forms including sub-systems of life-forms, and even describing systems that are a combination of both humans and computers. This knowledge a key to moving beyond the information age to an age where the definition of what life is becomes broader. In the new age, intelligent-systems will be given the same respect we now give to plants and animals. As people learn to recognize and respect intelligent-systems as important structures to nurture and maintain, the world will evolve a much more advanced civilization. In this new age civilization, serious issues will be resolved in minutes by millions of caring people working together over the Internet. Wasteful habits of driving to work and congregating in cities will become unnecessary and the human race will be better off for it.
Let's review what we just learned about intelligent-systems.
Intelligent-systems are systems of both knowledge and understanding. Issues are usually short-lived intelligent-systems. Intelligent-systems have a much broader scope than what is commonly referred to as a life-form but they do have a life of their own. Intelligent-systems no matter what their scope should be given the same respect as any living thing. Understanding intelligent-systems gives you a much broader vision of what Life on Earth really means.
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