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An Article in Philosophy of Educology
International Journal of Educology
2004, Volume 18, Number 2
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The Educative Experience in Developing Democracies in the World
(An Essay in Philosophy of Educology)
James E. Fisher
President, ERA/USA
Columbia, South Carolina, USA
Introduction by Co-Editors
This paper is in philosophy of educology in that it inquires into knowledge about the educative
experience and its connection to the educational process.
Introduction by Author
The Institute of History and Philosophy of Educology for Developing Democracies in the World
(the Institute), an initiative of Educology Research Associates/USA, Columbia, South Carolina,
USA, has the mission of conducting and publishing the results of empirical philosophical research
into the nature of the educative experience and into how this experience is, and ought to be better,
integrated into the educational process as this process is conducted in homes, schools, and
communities in the cultures of developing democracies in the world.
At the Institute, the meaning of the words ‘educative experience’ is used to refer to the experience
of authentically learning of something, in contrast to the inauthentic learning of something, i.e. in
contrast to mis-educative experience, whereby, the educative experience is the outcome of
reflectively experiencing the correspondence, or lack of correspondence, between the imagined
and actual consequences of chosen actions in indeterminate situations, whether in personal,
occupational, or professional life endeavors. The presupposition is that educative experiences, as
the outcome of reflective thinking experiences, ought to be better integrated into the school
educational process in developing democracies in the world so that the youth, in their personal
life endeavors in schools, authentically learn from experiencing the actual, sometimes pleasurable
and sometimes painful, consequences of their chosen conduct within the organization of school
curriculum courses of study, selected and structured from the perspective of philosophy of
educology.
The philosophy of educology perspective is that the educative experience: (1) is the authentic
knowing experience; (i) conducted as the reflective thinking experience, and, (ii) organically
connected to, in, and with the general unified communication system in nature; (2) is involved in
and effects the open synergetic quality of nature, i.e. is involved in and effects the open
complementary relationship between the cooperative and competitive features in nature; (3) is the
experience through and from which cultures are made and changed by the bio-socio- semiosically
enculturalization of physical inorganic and organic, physiological organic, mental organic, and
dispositional organic circumstances in nature’s environment; (4) is the experience that is
integrated well or ill into the school educational process; (5) is the subject matter of educological
inquiry and this inquiry’s knowledge claims; (6) is, from the cultural perspective, the outcome of
the reflective thinking experience involving meaning as trans-actively conducted in the conscious
pursuit of knowledge by humans, with and amongst other humans, as persons, and; (7) is the
necessary experience for bettering the growth of the culture of developing democracies in the
world.
Part 1
The Open Synergetic Quality of Nature and
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the Educative Experience, as the Knowing Experience, and, as the Outcome of the Reflective
Thinking Experience
The open synergetic quality of nature, as the open complementary relationship between the
cooperative and competitive features in nature, inheres in: (1) the physical existence aspect of
nature: (i) as the physical organic aspect of nature, (ii) as inter-connected with the physical
inorganic aspect of nature, (iii) as the established subject matter of the science of bio-ecological
inquiry, and, (iv) as the established object of bio-ecologically oriented proportionate knowledge
claims, and; (2) the bio-socio-semiosical cultural making, aspect of nature, as involving meaning
existing, (i) as the established subject matter of the science of bio-socio-semiotical inquiry, and,
(ii) as the established object of bio-socio-semiotically oriented proportionate knowledge claims,
whereas; (3) both natural aspects of which, from the philosophy of educology perspective, are
synergetically involved, in and effected by the educative experience, as the outcome of the
reflective thinking experience, however well or ill it is culturally integrated into the educational
process as this process is conducted in homes, schools, and communities in developing
democracies in the world.
The Physical and Bio-Socio-Semiosical Cultural Aspects of Nature as they Inhere in the Open
Synergetic Quality of Nature
The physical existence aspect of nature will be considered, immediately below, as it is involved
in the open synergetic process of trans-duction and the bio-socio-semiosical culture making
aspect of nature will be considered later as it is involved in a synergetically unified
communication system.
The physical existence aspect of nature, as inhering in the open synergetic quality of nature, as
this quality is involved in and effected by the reflective thinking experience, the outcome of
which is the knowing experience, i.e. the educative experience, from the bio-ecological
perspective, exists as the energy involved in the trans-ductive process in nature as a process of
human body behavior in its physical organic open synergetic inter-connection with the physical
inorganic circumstances of nature’s inter-actively behavioral environment.
The Trans-ductive Process as Involved in and with the Open Synergetic Quality of Nature
The trans-ductive process is an open synergetic process in nature’s inter-actively behavioral
environment, whereby, physical energy is changed from one form to another, i.e. it is a process
involving the trans-formation of physical energy to other forms of physical energy and the transmission
of this energy to a source. From the bio-ecological perspective, used at the Institute,
trans-duction synergetically functions: (1) to trans-form physical inorganic energy into physical
organic energy, and; (2) to trans-mit the physical organic energy to the physical organic nervous
system internal to the human body, out of which external human body inter-active behavioral
movements arise.
A model case of the open synergetic trans-duction of physical inorganic energy into physical
organic energy is that of the trans-formation of the physical inorganic energy of light as it is
changed into the physical organic energy of electrical impulses, whereas, these impulses exist as
internal to human body behaviors. The physical inorganic energy of light, as waves and/or
particles, is emitted from the sun and detected by the surface of the human body, specifically, by
the physical inorganic light sensory receptor cells located in the physical organic organ of the
human body’s eyes, whereby, in these sensory receptor cells, it is trans-formed and trans-mitted
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by neural cells, i.e. by neurons, located in the physical organic nervous system of organs internal
to the human body, wherein, it becomes physical organic energy in the form of electrical
impulses. The physical inorganic energy of light, then, is trans-formed into electrical organic
energy through physical organic sensory organs of the body and becomes physical organic
energy, in the form of an electrical impulse, that is trans-mitted to and through neural cells to
synapses where it continues its trans-mission by neurotrans-mitting chemicals, i.e. by physical
organic chemical inter-active events, that form a continuity of inter-connections with and between
the neural cells of the nervous system as internal to human body behavior.
The point is that trans-duction is a open synergetic process in nature that functions, and only
functions, for example: (1) in the case of the experience of the eyes detecting physical inorganic
light waves and/or particles, as well as; (2) in the cases of the experience of the ears detecting
physical inorganic sound waves, the nose detecting physical inorganic odor molecules, the skin
detecting physical inorganic contact points, and the tongue detecting physical inorganic taste
molecules, i.e.: (3) in the cases of the experience of the five sensory oriented receptor organs
located on the surface of the human body; to trans-form physical inorganic (nonliving) energy in
nature’s external to the human body’s physical inorganic (nonliving) behavioral environment into
physical organic (living) energy in nature’s internal to the human body’s physical organic (living)
behavioral environment.
The Experience of the Trans-ductive Process as it is Involved in and with the Open Synergetic
Quality of Nature
From the bio-ecological perspective, trans-duction establishes the open synergetic quality in
nature of the cooperative, inter-dependent, and inter-active connection of: (1) the organic physical
circumstances as internal inter-active behavior of the human body, with; (2) the inorganic
physical circumstances as external to the human body inter-active behavior.
Bio-ecologically, the human body is organically and synergetically a part of nature’s inter-active
behaviors, whereby, trans-duction synergetically and physically inter-connects the physical
inorganic circumstances of nature’s environmental inter-active behavior of the human body with
the experience of the human body’s five sensory organs as the surface of human body inter-active
behavioral experiences, which are, from the perspective of the Institute, that which is referred to
by the meaning of the word ‘sensception’.
Sensception, then, as, and only as, the inter-active behavioral experience of the physical organic
seeing, hearing, smelling, touching, and tasting sensory organ experiences of the human body’s
surface, involving the physical organic nervous system in the trans-formation of physical
inorganic energy into physical organic energy, is a physically organic (living) natural inter-active
behavioral experience. The meaning of the word ‘sensception’, at the Institute, then, is used to
refer to, and only to, physical organic (living) inter-active behavioral experience, as inter-active
behavior of the human body in its open synergetic and inter-active behavioral connection with the
physical inorganic inter-active behavioral circumstances of nature’s environment, so as to make a
distinction between the existence of the sensceptual experience, as a natural form of experience in
nature’s inter-active behavior, and the recognizing experience, i.e. the experience of identifying
what exists in nature’s environment, as inter-dependent conduct of the human body and human
reflexive awareness in their synergetically oriented inter-active and trans-active connection with
the inorganic circumstances of nature’s environmental behavior, as the existence of another
organic (living) and natural form of experience in nature’s behavior referred to by the meaning of
the word ‘perceptual experience’.
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At the Institute, the distinction, between the meanings of the words ‘sensceptual experience’ and
‘perceptual experience’ is made: (1) through the distinction between the meanings of the words
‘signal’ and ‘sign’, and; (2) within an inter-related viewpoint of inter-active human behavior and
trans-active human conduct as involved in the open synergetic quality of nature.
At the Institute, then, the viewpoint that distinguishes, and then inter-relates, inter-active human
behavior and trans-active human conduct, as they are inter-dependently and inter-actively
involved in the trans-ductively oriented open synergetic quality of nature’s behavior and effected
by reflective thinking experiences of which the outcome is knowing experience, i.e. educative
experiences, is a viewpoint that is set in the context of bio-ecological knowledge about the
internal to the human body’s nervous system as a physical organic system of internal to human
body inter-active behaviors: (1) composed of a central physical organic nervous sub-system and a
peripheral physical organic nervous sub-system, and; (2) accounted for, from the perspective of
physically oriented information theory, as inter-related with the perspective of physically oriented
energy theory.
Physically Oriented Information Theory as Synergetically Connected with Physically Oriented
Energy Theory
Behavioral movement is the common factor in both of these theories and it is this factor that
inter-relates them. From the physically oriented energy theory perspective, the physical
inorganic energy: (1) of light waves and/or particles from the sun, as their source; (2) of sound
waves from physical events, as their source; (3) of odor molecules from physical objects, as their
source; (4) of contact points from physical objects and events, as their source; (5) of taste
molecules from physical events, as their source, and; (6) all inter-actively and behaviorally move
within and create the physical inorganic external to human body environment of nature and
become synergetically, inter-actively, and behaviorally connected with internal to human body
inter-active behavioral movement by being detected by the sensceptual experiences of the surface
of the human body’s sensory organs and transformed, through the open synergetic process of
trans-duction, into physical organic energy of electrical impulses as internal to the human body
inter-active behavioral movements. Whereby, then, from the physically oriented energy theory
perspective, the electrical impulses, as physical organic energy arising from the source of the
sensceptual experience, are entered into the body’s internal nervous system, from which external
human body inter-active behavioral movements arise.
This synergetics, then, of the physical inorganic energy in the physical environment of nature’s
inter-active behavioral movements as involved in being trans-ducted into physical organic energy
as internal to and inter-active behavior of the human body, from which external human body
inter-active behavioral movements arise, from the perspective of physically oriented
information theory, is interpreted as a characteristic of nature’s communication system, a
system that exists as it involves the physical inorganic aspect of the environment of nature’s interactive
behavioral movements and the physical organic aspect of the human body’s surface
sensory experiences, i.e. the sensceptual experiences, of the inter-active behavioral movements.
Bio-ecologically, then, from the perspective of physically oriented information theory the
external to the human body physical inorganic environment of nature’s inter-active behavioral
movements, i.e. inter-active movements of light waves and/or particles, sound waves, odor
molecules, contact points, and taste molecules, are accounted for as forms of physically oriented
information movements that are in sensceputal experience oriented communication with the
physical organic human body’s surface sensory receptor experiences, i.e. sensceptual experiences,
of detecting the physically oriented information, and, through the open synergetic process of
trans-duction, these external to the human body inter-active behavioral movements, i.e. these
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external to the human body forms of physically oriented information, are trans-formed into the
internal to the human body inter-active behavioral movements of electrical impulses, i.e. into the
internal to the human body forms of physically oriented information, from which external
human body inter-active behavioral movements arise.
Synergetically, therefore, from the perspective of physically oriented information theory, physical
inorganic energy and its inter-active behavioral movement in the trans-ductive process, hence, its
being trans-formed into physical organic energy through the sensceptual experience, is accounted
for as physical information: (1) without discernment between two forms of information as
physical inorganic information and physical organic information, and their inter-active behavioral
movement in the detection and trans-mission processes as sensceptually experienced, and; (2)
without consideration of the behavioral movement of physical information in the trans-ductive
process as sensceptually experienced. And, this account is made in consideration of nature’s
communication system, as, a system that synergetically, inter-connectedly, and inter-actively
exists involving the sensceptual experience in nature.
Nature’s Communication System as Synergetically Connected with Physically Oriented
Information Theory
Nature’s communication system synergetically exists when physical information is behaviorally
and inter-actively moved through a physical system composed of a physical source, a physical
channel, and a physical destination, wherein, as interpretatively alluded to above: (1) no
discernment is made between two forms of information as physical inorganic information and
physical organic information, and their inter-active behavioral movement in the detection and
trans-mission processes as sensceptually experienced, and; (2) no consideration is made of the
inter-active behavioral movement of physical information in the open synergetic process of transduction
as sensceptually experienced.
Nature’s communication system, then, is involved, for example, when accounting for the
synergetics of the physical inorganic energy emitted by the sun: (1) whereby; (i) the sun is the
physical inorganic source of the inter-active behavioral movement of physical information
(physical inorganic energy) that exists in nature; (ii) the physical information (physical inorganic
energy) is behaviorally and inter-actively trans-mitted to and through the atmosphere, wherein,
the atmosphere is a physical channel that exists externally to the human body in nature, and; (iii)
the physical information (physical inorganic energy) is behaviorally and inter-actively received at
the physical organic destination of the sensory organ receptors in the human body’s eyes that
exist on the surface of the human body as they are involved in the human body’s sensceptual
experience of external to the human body physical information in nature, and; (2) whereby; (i) the
sensory organ receptors in the eyes that exist on the surface of the human body are the physical
source of the inter-active behavioral movement of physical information (physical organic energy)
as sensceptually experienced in nature; (ii) the physical information (physical organic energy) is
behaviorally and inter-actively transmitted to and through the nervous system, wherein, the
nervous system is a physical channel that exists organically and internally to the human body
and is involved in the sensceptual experience in nature, and; (iii) the physical information
(physical organic energy) is behaviorally and inter-actively received at the physical destination
of the nervous system organs of the human spinal cord and the human brain that exist organically
and internally to the human body and physically and organically inter-active behaviorally with
the sensory organ receptors, as both, the surface to human body sensory organs and the internal to
the human body nervous system organs, are involved in the sensceptual experience of external to
the human body physical information (physical inorganic energy) in nature.
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This example of how nature’s communication system synergetically and inter-connectedly, interactively,
and behaviorally exists as a physical system in nature, from the perspective of physically
oriented information theory, can, but will not here, be extended to include the surface to the
human body sensory organ receptors in the ears, nose, skin, and tongue: (1) as they are physically
and organically inter-connected and inter-act behaviorally with the internal to the human body
nervous system organs of the spinal cord and brain, and; (2) as they are involved in the
sensceptual experience of physical information (physical inorganic and organic energy) that
exists internally and externally to the human body.
Nature’s communication system, from the perspective of the synergetics of the physically
oriented information theory, necessitates that the meaning of the word ‘signal’ be used to refer to
that which the meanings of the words ‘physical inorganic and organic energy’ and ‘physical
information’ refer to, hence, wherever the meaning of the words ‘physical information’ is used in
the above example, the meaning of the words ‘signal’ can be substituted with no loss or gain of
meaning, as demonstrated below.
Nature’s communication system, then, is involved, for example, when interpreting the physical
inorganic energy emitted by the sun: (1) whereby; (i) the sun is the physical source of the interactive
behavioral movement of signals (physical inorganic energy) that exist in nature; (ii) the
signals (physical inorganic energy) are behaviorally and inter-actively transmitted to and through
the atmosphere, wherein, the atmosphere is a physical channel that exists externally to the
human body in nature, and; (iii) the signals (physical inorganic energy) are behaviorally and
inter-actively received at the physical destination of the sensory organ receptors in the human
body’s eyes that exist on the surface of the human body as they are involved in the human body’s
sensceptual experience of external to human signals in nature, and; (2) whereby; (i) the sensory
organ receptors in the eyes that exist on the surface of the human body are the physical source of
the inter-active behavioral movement of signals (physical organic energy) as sensceptually
experienced in nature; (ii) the signals (physical organic energy) are behaviorally and interactively
transmitted to and through the nervous system, wherein, the nervous system is a physical
channel that exists internally to the human body and is involved in the sensceptual experience in
nature, and; (iii) the signals (physical organic energy) is behaviorally and inter-actively received
at the physical destination of the nervous system organs of the human spinal cord and the human
brain that exist internally to the human body and physically and organically inter-connect with the
sensory organ receptors, as both, the surface to human body sensory organs and the internal to the
human body nervous system organs, are involved in the sensceptual experience of an external to
the human body signals (physical inorganic energy) in nature.
Whereas, the meaning of the word ‘signal’ is necessitated by physically oriented information
theory, the meaning of the word ‘sign’ is necessitated by culturally oriented signification theory,
wherein, the culturally oriented signification theory also is involved in nature’s communication
system.
Nature’s Communication System Energetically Connected with
Culturally Oriented Signification Theory
Synergetically, from the culturally oriented signification theory perspective, signification is a
process in nature involving the conceptual experience of meaning in trans-active conduct between
and amongst human beings as persons reflectively experiencing as knowing experiencing i.e.
educatively experiencing, themselves, in cultural association with other human beings as persons
being reflexively and culturally aware of, i.e. as persons being conscious of: (1) their and other
human bodies and human reflexive awareness as they experientially engage the psychology of the
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mentality, the outcome of which is the educative experience; (2) themselves as makers of
nature’s cultural environment, through the use of the psychology of the mentality of all persons as
individuals in the culture, involved in conducting the logical phases of the reflective thinking
experience, the outcome of which is the educative experience, and; (3) of the fact that it is
meaning, represented by signs, in trans-active conduct, synergetically connected with signals, in
inter-active behavior, that makes nature’s cultural environment.
In trans-active conduct between and amongst human beings as persons consciously engaging the
psychology of the mentality of all persons as individuals in the culture, involved in the conduct of
the logical phases of the reflective thinking experience, the outcome of which is the reflective
thinking experience as the knowing experience, i.e. as the educative experience, meaning is
assigned to signals making signals, then, function as signs, therefore, the signification process is
an open synergetic conjunction of the information process in accord with nature’s communication
system, whereby, this system: (1) accounts for the information process in nature as a process
experienced by the sensceptual experience as inter-active behavior involving persons’ human
bodies, in nature’s physical environment, wherein, physically oriented information is interpreted
as signals, and; (2) accounts for the signification process in nature as a process experienced by the
conceptual experience as trans-actively conducted involving persons reflexively aware of, i.e.
conscious of, their bodies and reflexive awareness of experientially engaging the psychology of
the mentality of all persons at all times as individuals in the culture, wherein, culturally oriented
signification is interpreted as involving the trans-formation of signals so that they function as
signs representing meaning.
In these synergetically, conjoined, and inter-connected information and signification processes in
nature’s communication system: (1) signals exist as physical inorganic and organic objects and
events when they appear, or, in principle, can appear in nature as conditioned by light waves
and/or particles, sound waves, odor molecules, contact points, and/or taste molecules, whereby,
they can be sensceptually experienced, i.e. experienced by the sensory receptors in the eyes, ears,
nose, skin, and tongue as sensations, and; (2) signals function as signs when they, appearing as
physical inorganic and organic objects and events, through the trans-active conduct of the
conceptual experience of intellection as a feature of the reflective thinking experience, the
outcome of which is the educative experience, have meaning assigned to them.
Meaning assigned to signals by the conceptual experience of intellection in the reflective thinking
experience transforms signals to make them function as signs, hence, signs are both,
synergetically: (1) sensceived by the experience of sensation, i.e. by the experience of sensory
organs in eyes, ears, nose, skin, and tongue, as signals, and; (2) conceived by the experience of
intellection as signs representing meaning in nature’s communication system. Synergetically,
both the sensceptual and conceptual experiences are engaged in the perceptual experience,
wherein, the perceptual experience is the experience of recognizing what exists in nature’s
environment as what exists is involved in the conduct of the breadth of experiences engaged in
the reflective thinking experience, i.e. in conduct of the breadth of experiences the outcome of
which is the educative experience, by which what exists in the full scope of nature’s environment
is recognized.
An example of a signal actually appearing in nature as a physical object that can be and is
sensceived is that of the physical object that is referred to by the meaning of the English word
‘cat’ and the French word ‘chat’.
Physically, the words are different, whereas, culturally, the meanings are the same. Physically,
the English word ‘cat’, as it occurs in the sentence above, can be described as containing the
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letters ‘c’, ‘a’, and ‘t’, and as possessing the characteristics of being shorter than the word ‘chat’
and of being black in color, whereas, physically, the French word ‘chat’, as it also occurs in that
sentence, can be described as containing the letters ‘c’, ‘h’, ‘a’, and ‘t’, and, as possessing the
characteristic of being longer than the word ‘cat’ and of being red in color. These descriptions of
these words are the descriptions of the physical characteristics of the words, not the cultural
characteristic, i.e. not the meaning of the words, and, from the information theory perspective, the
physical characteristics of the words ‘cat’ and ‘chat’ form signals that are detected by the
sensceptive experience as they are involved in the full scope nature’s communication system.
Also, physically, the words ‘cat’ and ‘chat’ are not the physical object referred to by the meaning
of the words. The physical object referred to by the meaning of the words ‘cat’ and ‘chat’ does
not contain the letters ‘c’, ‘a’, and ‘t’ or the letters ‘c’, ‘h’, ‘a’, and ‘t’, though it may possess the
physical characteristics: (1) of being black in color and/or being red in color, i.e. examples of
characteristics in traditional empirical philosophy considered to be secondary qualities of physical
objects, and; (2) of having weight, mass, length, breadth, and shape, i.e. examples of
characteristics in traditional empirical philosophy considered to be primary qualities of physical
objects. Also, as the physical characteristics of the words ‘cat’ and ‘chat’ form signals, the
physical characteristics of the physical object referred to by the meaning of the words ‘cat’ and
‘chat’, form signals, that, from the information theory perspective, are detected by the sensceptive
experience in the full scope of nature’s communication system.
The physical characteristics of words ‘cat’ and ‘chat’ and the physical characteristics of the
reference of the meanings of words, then, exist as physical characteristics of objects forming
signals, that, from the information process perspective, are detected by sensation as involved in
the sensceptually oriented inter-active behavioral experience in nature’s communication system,
however, it is the cultural characteristic of words, i.e. it is the characteristic of the meaning of
words, when assigned to physical objects, be they words or physical objects referenced by the
meaning of words, forming signals, that trans-form signals, again be they formed from words or
physical objects referenced by the meaning of words, to function as signs representing meaning,
whereby, then, from the signification process perspective, meaning is intellected as involved in
the conceptually oriented conduct of the trans-active experience and represented by signs in the
full scope of nature’s communication system.
Summary of Part 1
The philosophy of educology perspective, as has been accounted for in Part 2, is that the
educative experience, as the authentic knowing experience, and, as the outcome of the reflective
thinking experience: (1) is connected to, in, and with a general unified communication system in
nature; (2) is involved in and effects the open synergetic quality of nature, wherein, this quality of
nature is the cooperative feature in nature complementarily related to the competitive feature in
nature; (3) is the experience through and from which cultures are made and changed by the biosocio-
semiosically enculturalization of physical inorganic and organic, physiological organic,
mental organic, and dispositional organic circumstances in nature’s environment; (4) is the
experience that is well or not well integrated into the educational processes conducted in home,
school, and, other community institutions in a culture, and (5) is the experience as it is well or not
well integrated into institutions in a culture, that educology is knowledge about, wherein,
educology is constituted; (i) as logical knowledge about semiosical processes involving meaning
states in persons’ minds, in the conduct of the phases, and, (ii) as psychological knowledge about
the mental processes involving the mental events of images, feelings, and urges to move in
persons’ psyches, in the conduct of the phases of the reflective thinking experience as the
knowing experience, i.e. as the educative experience.
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In regard to this philosophy of educology perspective, then, in Part 2, accounts were give for: (1)
the physical and bio-socio-semiosical cultural aspects of nature as they inhere in the open
synergetic quality of nature, in which; (i) the trans-ductive process, and, (ii) the experience of the
trans-ductive process are involved in and with the open synergetic quality of nature; (2) the
physically oriented information theory as synergetically connected with physically oriented
energy theory, and; (3) nature’s communication system as unified by the conjunction of; (i)
physically oriented information theory, and, (ii) culturally oriented signification theory.
Part 2
Nature’s Synergetically Unified Communication System and the Educative Experience as the
Knowing Experience, and, as the Outcome of the Reflective Thinking Experience
In consideration of the cultural aspect of nature, from the signification process perspective,
signals, functioning as signs representing meaning, constitute the object of signification theory,
whereas, in contrast, from the information process perspective, signals constitute the object of
information theory. It is the case, however, in nature’s communication system, through which
cultures are made and changed that signals functioning as signs, representing meaning, in open
synergetic and complementary inter-connection with signals, constitute the object of bio-sociosemiotic
theory, i.e. theory in which the culturally oriented signification process and the
physically oriented information process are unified as the synergetically and organically oriented
bio-socio-semiosical process in the full scope of nature’s communication system.
As involved in the conduct of the reflective thinking experience, i.e. in effect, the conduct of the
educative experience, signals, as physical objects, involved in nature’s synergetically unified
communication system, have the effect of attracting the attention of human beings, whereby,
signals, as existing in the external to the human body physical circumstances in nature’s
environment, are detected by the sensations involved in the sensceptual experience engaged in the
reflective thinking experience, i.e. in effect, engaged in the educative experience.
Signals, then: (1) stimulate the sensory organ receptors in the eyes, ears, nose, skin, and tongue of
the human body that are bio-ecologically referred to by the meaning of the word ‘extero-ceptors’,
and, through these extero-ceptors; (2) stimulate the inter-active behavioral response of attracting
human attention to the signals, to which meaning is assigned in the trans-active conduct of the
intellect, as the intellect is involved in the conceptual experience engaged in the reflective
thinking experience, i.e. in effect, engaged in the educative experience.
In this conceptual experience, meaning is assigned in the inter-related viewpoint of (1) transactive
conduct and (2) inter-active behavior as both are synergetically, complementarily, and
inter-connectedly involved in the physical and cultural circumstances in nature’s environment as
conditioned by a synergetically unified communication system.
Enculturalized Physical Circumstances as Conditioned by a Synergetically Unified
Communication System in Nature’s Environment and the Educative Experience as the Knowing
Experience, and, as the Outcome of the Reflective Thinking Experience
From the viewpoint of trans-active conduct and inter-active behavior being inter-related in
nature’s synergetically unified communication system, it is the case: (1) that the physical inorganic and organic circumstances are enculturalized, and; (2) that in the enculturalized
physical inorganic and organic circumstances, in nature’s environment human attention is
attracted to signals in nature’s synergetically unified communication system; (3) therefore, (i)
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signals, detected by extero-ceptors as sensory receptors that are involved in the sensceptual
experience of sensation, (ii) are transformed into signs representing assigned meaning as meaning
is involved in the conceptual experience of intellection, whereby, (iii) this transformation exists in
the enculturalized physical inorganic and organic circumstances in nature’s environment as
conditioned by a synergetically unified communication system.
Extero-ceptors, then, are sensory receptors existing on the surface of the human body, i.e. existing
in the eyes, ears, nose, skin, and tongue, that, synergetically detect, and, by means of the
sensation of the stimulus-response reflex arc relationship, inter-act behaviorally with physical
signals in nature’s communication system as signals existing externally to the human body in the
enculturalized physical inorganic and organic circumstances of nature’s environment as this
environment is conditioned by a synergetically and bio-socio-semiosically unified
communication system, wherein signals: (1) are experienced as objects or events with physical
characteristics, by the sensceptual experience of sensation, as involved synergetically in and with
the internal to the human body’s nervous system, and; (2) are experienced as objects or events
with cultural, i.e. meaning, characteristics, by the conceptual experience of intellection, as
synergetically involved in and with the reflective thinking experience, the outcome of which is
the educative experience.
In regard to extero-ceptors in the culturalized physical inorganic and organic circumstances of
nature’s environment as it is conditioned by the synergetically unified communication system,
they are sensory receptors that, also, by means of the experience of the sensation of the
synergetically determined stimulus-response reflex arc relationship, inter-act behaviorally with
sensory receptors that, in bio-ecology, are referred to by the meaning of the word ‘intero-ceptors’
and others that are referred to by the meaning of the word ‘proprio-ceptors’.
Intero-ceptors and proprio-ceptors, as do extero-ceptors, involve the experience of the sensation
of the synergetically determined and behaviorally inter-active stimulus-response reflex arc
relationship, however, whereas, extero-ceptors involve the experience of the sensation of this
relationship as it exists externally and internally to the human body enculturalized physical
inorganic and organic circumstances, intero-ceptors and proprio-ceptors involve the experience
of its existence internally to the human body enculturalized physical inorganic and organic
circumstances in nature’s environment, as these circumstances are conditioned by a
synergetically unified communication system, in its full scope and breadth of experience.
The Full Scope of and Breadth of Experience in the Synergetically Unified Communication
System in Nature’s Environment and the Educative Experience as the Knowing Experience, and,
as the Outcome of the Reflective Thinking Experience
The unified communication system in nature’s environment is one in which the information and
signification processes are synergetically and complementarily inter-connected with each other
through the bio-socio-semiosical process, i.e. the process by which, from the information theory
perspective, signals, are transformed, from the signification theory perspective, into signals that
function as signs that represent meaning, whereas, signs, as that which represent meaning, are that
which exists in the bio-socio-semiosical process in nature’s environment that enculturalizes the
existence of physical circumstances in nature’s environment.
The full scope of and the breadth of experience in the unified communication system in nature’s
environment, then, includes signals, and, their experience in the trans-formation into signs
representing meaning as a bio-socio-semiosical process that enculturalizes the physical
inorganic and organic circumstances in nature’s environment.
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Bio-ecologically, from the perspective of the reflective thinking experience, i.e. in effect, from
the perspective of the educative experience, as the essential experience involved in the use of
meaning to reference, hence, to enculturalize, the physical inorganic and organic
circumstances of nature’s environment, signals have been accounted for above as existing
externally to the human body as physical inorganic detected and trans-mitted energy that is transducted
and further trans-mitted into the nervous system that exists internally to the human body,
as physical organic energy through the sensceptual experience involving the sensation of exteroceptors
with the stimulus-response reflex arc inter-actively determined behavioral relationship
with the effect of attracting the attention of human beings and of engaging the relationship in the
perceptual experience of recognizing the existence of the signals as physical objects and/or
events.
Then, with attention attracted to the signals as physical objects, through the conceptual
experience of intellection, attention is focused by meaning that is assigned to for referencing
signals, hence, enculturalizing the signals as physical inorganic and organic objects and/or
events, as constituting physical inorganic and organic circumstances in nature’s environment,
trans-forming them into signs representing meaning as that which bio-socio-semiosically exists
and does the enculturalizing of physical inorganic and organic circumstances in nature’s
environment, whereas, then, with attention attracted and focused, the perceptual experience is
engaged. With the perceptual experience engaged it is recognized, by human beings, that
physical and physiological signals exist within the full scope of nature’s communication system
and a breadth of experiences is conducted in the reflective thinking experiences within the full
scope of nature’s communication system.
Also, bio-ecologically, it is the case that, in regard to the full scope of the unified communication
system in nature’s environment, signals also exist as internal to the human body forms of
physiological organic energy that are detected and trans-mitted, through the experience
referenced, at the Institute, by the meaning of the words ‘kinceptual experience’, another
experience in the breadth of experiences conducted in the reflective thinking experience, into
the internal to human body nervous system, as physiological organic sensations of interoceptors
and proprio-ceptors with the stimulus-response reflex arc inter-actively determined
behavioral relationship effect of attracting the attention of human beings for being focused on and
being engaged by the perceptual experience of recognizing the existence of the signals as
physiological organic events, and, also, through the conceptual experience of intellection,
meaning is assigned to for referencing, hence, enculturalizing, the signals as physiological
organic events, trans-forming them into signs representing meaning as that which bio-sociosemiosically
exists and does the enculturalizing of physiological organic circumstances in
nature’s environment, whereas, also, through the engagement of the perceptual experience, it is
recognized by human beings, in their reflective thinking experience, i.e. in effect, their educative
experiences, that meaning bio-socio-semiosically exists, enculturalizes physiological organic circumstances in nature’s environment, and with its assignment to signals as physiological
organic events, signals as physiological organic events are transformed into signs representing
meaning, i.e. representing aspects of the enculturalized physiological circumstances in nature’s
environment.
The kinceptual experience, then, bio-ecologically, from the perspective of the Institute, is the
experience of the internal to human body sensations as involved in the intero-ceptors and proprioceptors,
and, in the enculturalized physical inorganic and organic and physiological organic
circumstances of nature’s environment, it is the case that: (1) intero-ceptors involve the
sensations of the physiological organic events internal to, for example, the human body’s; (i)
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digestive system organ of the stomach as stomach aches, i.e. as stomach pains, and, as stomach
gastronomic pleasures, (ii) nervous system organ of the head as head aches, i.e. as head pain, (iii)
reproductive system organ of the genitals as orgasm, i.e. as genital pleasure; whereby, then,
intero-ceptors involve the sensations of the physiological organic events of pain and pleasure as
internal to, and, aspects of, the human body, and; (2) proprio-ceptors involve the sensations of the
physiological organic events as internal to, and, as aspects of, the human body, for example; in
the enculturalized physical organic circumstances of nature’s environment; (i) the sensation of
the human body in equilibrium and not in equilibrium, and , (ii) the sensation of human body
muscle urges to move and to relax, and, (iii) the sensation of the human body in actual
movements, whether as in inter-active behavior and/or trans-active conduct.
The full scope of and breadth of experience in the unified communication system in nature’s
environment, therefore, includes physical inorganic and organic objects and events as signals,
existing externally and internally to the human body and experienced by the sensation of the
stimulus-response reflex arc inter-actively conditioned behavioral, hence, synergetic, relationship
of these signals, with the effect of attracting and focusing human attention on them as they are
involved in sensceptual experience, and, it also includes physiological organic events as signals
existing internally to the human body and experienced by the sensation of the stimulus-response
reflex arc inter-actively conditioned behavioral, hence, synergetic, relationship of these signals,
also, with the effect of attracting and focusing human attention on them as they are involved in
kinceptual experience.
Existing in the full scope of and the breadth of experience in the unified communication system
in nature’s environment, then, are physical inorganic and organic signals and physiological
organic signals experienced, respectively, by sensation involved in the sensceptual and kinceptual
experiences of the stimulus-response reflex arc inter-actively conditioned behavioral
relationship with the effect of attracting human attention to signals as-and-only-as signals, not
signals functioning as signs representing meaning. It is the bio-socio-semiosical existence of
meaning in the full scope of and the breadth of experience in the unified communication system
in nature’s environment experienced by intellection through reflexive awareness, i.e.
consciousness, as involved in the trans-active conduct of the conceptual experience of assigning
meaning to signals, i.e. of using meaning to reference signals, in the reflective thinking
experience, the outcome of which is the educative experience, that has the effect: (1) of making
the physical inorganic and organic signals and physiological organic signals, not only attract
attention to, but, also, to focus attention on the signals by which they are transformed into the
function of signs representing meaning, and; (2) of enculturalizing the physical inorganic and
organic and physiological organic circumstances, i.e. of creating culture, in nature’s
environment.
Along with the: (1) open synergetic existence of physical inorganic and organic objects and
events and physiological organic events as physical signals and physiological signals,
experienced by the sensations of the stimulus-response reflex arc inter-actively determined
behavioral relationship of these signals in the respective experiences of sensception and
kinception, there, also; (2) synergetically exists the mental organic events of mental organic
images, mental organic feelings, and mental organic urges to move, as mental organic signals
experienced, respectively, by the experiences of the sensations of the stimulus-response reflex arc
inter-actively determined behavioral relationship of these signals in the experiences of
imagination, emotion, and conation, as these mental organic events, as signals; (3)
synergetically exist to attract attention in the reflexive awareness experience, i.e. in the
experience of consciousness, as this experience involves the intellectual experience of the
conception of meaning as well as the experience of reflexive awareness, and that: (4)
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synergetically exist, so that mental organic events, as signals, through the bio-socio-semiosical
process, in nature’s unified communication system, can have meaning assigned to them, i.e. can
be referred to by the use of meaning, hence, significantly effecting the transformation of mental
organic events, as signals, into signs, representing meaning.
With this transformation, in the full scope of and the breadth of experience in nature’s unified
communication system: (1) of physical inorganic and organic objects and events, as forming
signals; (2) physiological organic events, e.g. body pain, pleasure, and equilibrium, as forming
signals and; (3) mental organic events, e.g. mental organic images, feelings, and urges to move,
as forming signals, all of which, when they are assigned meaning, i.e. referred to by the use of
meaning, function as signs in nature’s unified communication system, through the intentionconsequence
reflexively aware trans-active conduct relationship, i.e. the relationship existing
in nature’s communication system that makes the reflective thinking experience, hence the
educative experience, to be conducted in nature’s environment with the significant effect of
enculturalizing physical, physiological, and mental circumstances in nature’s environment, i.e.
with the significant effect of creating and changing culture.
Whereas, (1) the stimulus-response reflex arc inter-actively determined behavioral
relationship (herewith, shorted to the reflex arc relationship); (i) as it exists in the physical
inorganic and organic circumstances that form signals, (ii) as it exists in the physiological organic
circumstances that form signals, (iii) as it exists in the mental organic circumstances that form
signals, whereby, all of these kinds of signals exist and form synergetically determined
relationship in nature’s unified communication system, that are experienced by the sensations
involved, respectively, in the sensceptual, kinceptual, imaginative, emotional, and conational
experiences in which the significant effect is that of attracting human attention to the signals, it
is the case, however, that; (2) the intention-consequence reflexively aware trans-actively
determined conduct relationship (herewith, shortened to the reflexively aware relationship), as
it exists in the bio-socio-semiosical circumstances, by which signals are transformed into signs, is
a synergetically determined relationship in nature’s unified communication system, that is
experienced by the intellections involved in the conceptual experiences as these experiences are
engaged to the sensceptual, kinceptual, imaginational, emotional, and conative experiences,
whereby, the engagement is within the perceptual experience, from which the significant effect is
focusing human attention on signs as it is involved in the recognition; (i) of the existence of
meaning, as meaning is intellectually experienced by conception, and, as it is represented by
signs; (ii) that signs, as the representatives of meaning, are also the function of signals, whereby,
signals are formed from physical inorganic and organic objects and events, physiological organic
events, and mental organic events, in nature’s unified communication system; (iii) that physical
signals are experienced by the sensations involved in sensception; (iv) that physiological signals
are experienced by the sensations involved in kinception, and, (v) that, the mental signals of, (a)
the events of mental organic images are experienced by the sensations involved in imagination,
(b) the events of mental organic feelings are experienced by the sensations involved in emotion,
and, (c) the events of mental organic urges to move are experienced by the sensations involved in
conation.
Essential to the reflex arc and reflexively aware relationships, from the perspective of information
theory, is the existence, in nature’s unified communication system, of dispositional states
possessed as characteristics of: (1) the physical inorganic and organic objects and events as
energy in the inter-active behavioral movement of physically existing signals; (2) the
physiological organic events as energy in the inter-active behavioral movement of physiologically
existing signals, and; (3) the mental organic events as energy in the inter-active behavioral
movement of mentally existing signals; whereby, a dispositional organic state is an involuntary or
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voluntary tendency of physically, physiologically, and mentally existing signals to move, not the
actual movement of signals, in which the reflex arc relationship determines involuntary
tendencies of signals to actually move, and, the reflexively aware relationship determines the
voluntary tendencies of signs to actually move.
As to the reflex arc relationship, as it determines involuntary tendencies of signals to actually
move, and, as to the reflexively aware relationship, as it determines voluntary tendencies of signs
to actually move, both exist in nature’s unified communication system as the system that unifies
the disposition of signals to move and the actual movement of signals with signals’ function as
signs, within nature’s open synergetic quality, as this quality is accounted for in bio-ecology that
is oriented by information theory and in bio-socio -semiotics that is oriented by signification
theory, in nature’s environment, wherein, these relationships are influenced by cause-effect forces
in nature and these forces are accounted for by a philosophy that is oriented by an experiential
causation theory that accounts for both relationships.
The experiential causation theory is the theory that there are two kinds of cause-effect
relationships: (1) the reflex arc relationship that is formed in the inter-active behavior of a
stimulus, as a cause, and a response, as an effect, and; (2) the reflexively aware relationship that
is formed in the trans-active conduct of an intention, as a cause, and a consequence, as an effect.
The reflex arc relationship is the relationship formed in the information process involving the
stimulus of physical, physiological, and mental signals, as the cause, and the sensation of signals,
by extero-ceptors, inter-ceptors, and proprio-ceptors as human body receptors of signals involved,
respectively, in the sensceptual, kinceptual, imaginative, emotional, and conative experiences, as
the response, hence, effect, wherein, these experiential responses, as effects, determine the
involuntary behavioral movement in the open synergetic driven inter-activity of signals as they
are involved in the reflective thinking experience of human beings. In the reflex arc relationship,
signals are not transformed into signs, in that they actually move and stimulate the response of
other signals. In the reflex arc relationship, signals are not intellected and formed into signs
representing meaning, as they are in the reflexively aware relationship.
The reflexively aware relationship is the relationship formed in the signification process
involving the intention of human beings, as the cause, and, the intellection of meaning
represented by signs, as the consequence, hence, the effect, determining the voluntary movement
in the synergetically driven trans-activity involved in signals functioning as signs in the reflective
thinking experience of human beings. In the reflexively aware relationship, signals are
transformed into signs, i.e. signals’ stimulus (cause)-and-response (effect) determined actual
involuntary movements are transformed into signs’ intention (cause)-and-consequence (effect)
determined actual voluntary movement.
It is the signification process, synergetically united with the information process in nature’s
communication system, in which the reflexively aware relationship is effected by the use of the
meanings assigned to the physical characteristics of a small set of words, whereby, these physical
characteristics are experienced by sensations as physical signals involved in the sensceptual
experience of the words, hence, attracting attention to the physicality of the words by, for
example, the eyes. The words in this small set are; ‘I’, ‘myself’; ‘you’, ‘yourself’; ‘her’,
‘herself’; ‘him’, and ‘himself’, whereby, through the bio-socio-semiosical process the physicality
of the words are transformed into physical signs with the bio-socio-semiosical characteristics of
meanings: (1) experienced by intellections involved in conception, and; (2) used to make such
reflexive statements as “I am aware of myself.” “You are aware of yourself.” “She is aware of
herself.” and, “He is aware of himself.”
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From the perspective of English grammar, the use of the meanings of these words are known as
the use of personal and reflexive pronouns, and, from the perspective of bio-socio-semiotics their
meanings have been used to enculturalize the physical characteristics of words, whereby, the
physical characteristics of words: (1) that are the kind of physical signals that stimulate, through
eyes, ears, nose, skin, and/or tongue, and attract the attention of human beings: (2) that are
involved in the reflex-arc relationship, i.e. the relationship that determines the actual movement in
inter-active behavior, and; (2) that become transformed into physical signs, the meanings of
which are intellected and focused for use by human beings that are involved in the reflexively
aware relationship, i.e. the relationship that determines the actual movement in trans-active
conduct.
Through the movement of actual human inter-active behavior and trans-active conduct, as
determined, respectively, by the reflex arc and reflexively aware relationships as these
relationships are accounted for by the experiential causation theory of the cause-effect forces in
nature’s environment, it becomes the case that dispositional states, from this human movement,
exist: (1) as tendencies for involuntarily human movement, as oriented for continuation by the
inheritance of genes, i.e. physically oriented tendencies, and; (2) as tendencies for voluntarily
human movement, as oriented by the enculturalization of habits, i.e. culturally oriented possible
human movements, not actual movements, as tendencies synergetically connected with physically
effected tendencies.
Dispositional States as Innate Propensities for the Continuation of Involuntary Human Movement
Dispositional states, existing in nature’s unified communication system as tendencies oriented to
continue involuntary human movement: (1) are dispositional states as innately existing
propensities for mechanically motivated movement, as determined by the reflex-arc relationship,
not the reflexively aware relationship, hence; (2) are innately existing propensities as tendencies
for not conducting reflective thinking experiences, hence, not for conducting educative
experiences, therefore: (3) are, essentially, the object of bio-ecological knowledge oriented by
genetics as knowledge about genes.
Dispositional States as Non-innate Habits for the Continuation of Voluntary Human Movement
Dispositional states as non-innate habits for continuing voluntary human movements are
accounted for as existing as two determinates, as follows.
Determinate 1 dispositional states are: (1) non-innately existing habits effected for conducting
bio-ecologically and bio-socio-semiosically conditioned reflective thinking experiences,
(educative experiences, knowing experiences) but not conducting them well, hence, only
conducting them for the purpose of knowing what repetitive movements to make, therefore; (2)
essentially, the object of bio-socio-semiotical knowledge oriented by memetics as knowledge
about memes, wherein, memes are meanings that are imaginatively managed for the use of
copying established meanings, (i) as involved in continuation of meanings, and, (ii) as involved
in the origination of new meanings, by, (iii) the involvement in mutational change as
determined by the reflex arc relationship, synergetically connected with the determination of
reflexively aware relationship of, i.e. in a quick, accidental, and even physical violent change
of, the enculturalization of nature’s environment through nature’s unified communication system.
Determinate 2 dispositional states are: (1) non-innately existing habits effected for conducting
bio-ecologically and bio-socio-semiosically conditioned reflective thinking experiences,
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(educative experiences, knowing experiences), and, conducting them well, hence, conducting
them for the purpose of knowing what repetitive, contemplative, and deliberative movements to
make, therefore; (2) essentially, the object of bio-socio-semiotical knowledge oriented by logic as
knowledge about sememes, wherein, sememes are meanings that are imaginatively managed for
the use of copying established meanings, (i) as involved in the continuation of meanings, and,
(ii) as involved in the origination of new meanings, by, (iii) the involvement in co-mutational
change as determined by the reflex arc relationship, synergetically connected with the
determination of the reflexively aware relationship, i.e. in a slow, intentional, and even
physically non- violent change of, the enculturalization of nature’s environment through
nature’s unified communication system.
Determinates 1 and 2 dispositional states exist, but, not as physical inorganic and organic objects
and events, physiological organic events, or mental organic events formed as signals within the
scope of nature’s synergetically unified communication system that are directly experienced,
respectively, by the sensations involved in sensceputal, kinceptual, imaginative, emotional, or
conative experiences, all of which exist in the breadth of experiences, as they: (1) are engaged
by the perceptual experience of recognizing what actually exists, and; (2) are engaged in the
reflective thinking experience, the outcome of which is the educative experience, hence,
experiences that exist in nature’s synergetically unified communication system.
Determinates 1 and 2 dispositional states are not directly experienced by the intellections
involved in the conceptual experience as meanings are directly experienced as established
meanings represented by established signs in the full scope of and breath of experiences in
nature’s unified communication system, wherein, established signs are transformed from extant
signals experienced by sensations, as an experience within the breath of experiences in nature’s
communication system..
These two determinates of dispositional states in human beings exist as habits, i.e. as tendencies
of human movements, not actual human movements, and, are indirectly experienced by
inference, as a conceptual experience, of what possibly exists in movements, including human
movements, in nature’s unified communication system, from perceptual experiences of what
actually exists in movements, including human movements, in nature’s unified communication
system.
Within the domain of human movement, as a domain that is synergetically involved with the
domain of all other movements in nature’s environment, the perceptual experience of actual
human movements, be they movements of inter-active behavior or as trans-active conduct, is the
experience of the recognition of what actually exists, as human movements and all other
movements, from which the experience of conceptually inferring what possibly exists, as habits
of human movements, i.e. the experience of conceptually inferring possible human
movements, is conducted, as an experience in the breadth of experiences, in the reflective
thinking experience, the outcome of which is the educative experience as determined by the
reflex arc and reflexively aware relationships, i.e. synergetically related relationships in nature’s
communication system.
Synergetically connected, then, are the full scope of what exists as signals and the breadth of
experiences of the existence of the full scope of signals in natures communication systems,
wherein: (1) the full scope of what exists includes signals, whereas: (i) the existence of signals
includes; (a) physical inorganic objects and events and physical organic events (b) physiological
organic events (body organic pains, pleasures, and equilibrium), and, (c) mental organic events
(mental organic images, feelings, and urges to move), and, (d) dispositional organic states
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(organic tendencies to involuntarily and voluntarily to move), and; (2) the breadth of
experiences of the existence of the full scope of signals includes, respectively; (i) sensations
involved in sensceptual, kinceptual, imaginative, emotional, and conative experiences of signals,
and, (ii) intellections of meanings involved in the conceptual experience, hence, transforming
signals to function as signs, and, (iii) inferences of dispositional states involved in the conceptual
experience. The breadth of experiences of the full scope of what exists as signals are involved
in the recognition of what exists as the perceptual experience, whereas, the perceptual experience
is essential to the knowing experience, i.e. to the reflective thinking experience, the outcome of
which is the educative experience.
The human conduct of the knowing experience (reflective thinking experience, educative
experience), as conducted within the breadth of experiences and the full scope of what exists as
signals and disposition and perceptually experienced, is determined by both the inter-active
behavior oriented reflex arc stimulus-response relationship, and, the trans-active conduct oriented
reflexively aware intention-consequence relationship, wherein; (1) the former relationship
determines the involuntary human body movements, and; (2) the latter relationship determines
the voluntary human reflexively aware, i.e. conscious, movements in the conduct of the reflective
thinking experience (educative experience, knowing experience)
These two determinates of human dispositions to move are involved in the human conduct of the
reflective thinking experience, the outcome of which is the knowing experience (educative
experience).
Determinate 1 Dispositions: These dispositions of human movement, as stated earlier, are:
“(1) non-innately existing habits effected for conducting bio-socio-semiosically
conditioned reflective thinking experiences, (educative experiences, knowing
experiences) but not conducting them well, hence, only conducting them for the purpose
of knowing what repetitive movements to make, therefore; (2) essentially, the object of
bio-socio-semiotical knowledge oriented by memetics as knowledge about memes,
wherein, memes are meanings that are imaginatively managed for the use of copying
established meanings, (i) as involved in continuation of meanings, and, (ii) as involved
in the origination of new meanings, by, (iii) the involvement in mutational change as
determined by the reflex arc relationship, synergetically connected with the
determination of reflexively aware relationship of, i.e. in a quick, accidental, and even
physically violent change of, the enculturalization of nature’s environment through
nature’s unified communication system.”
Determinate 2 Dispositions: These dispositions of human movement, also, as stated earlier, are:
“(1) non-innately existing habits effected for conducting bio-ecologically and bio-sociosemiosically
conditioned reflective thinking experiences, (educative experiences,
knowing experiences), conducting them well, hence, conducting them for the purpose of
knowing what repetitive, contemplative, and deliberative movements to make, therefore;
(2) essentially, the object of bio-socio-semiotical knowledge oriented by logic as
knowledge about sememes, wherein, sememes are meanings that are imaginatively
managed for the use of copying established meanings, (i) as involved in the
continuation of meanings, and, (ii) as involved in the origination of new meanings, by,
(iii) the involvement in co-mutational change as determined by the reflex arc
relationship, synergetically connected with the determination of the reflexively aware
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relationship, i.e. in a slow, intentional, and even physically non-violent change of,
the enculturalization of nature’s environment through nature’s unified communication
system.”
These two determinates of dispositions to move have points in common and points not in
common, as outlined below..
Points in common:
(1) the habit of movement in the conduct of the reflective thinking experience (knowing
experience, educative experience);
(2) the habit of having a purpose for knowing something;
(3) that habits exist as the objects of bio-socio-semiotical knowledge;
(4) the habit of being involved in the bio-socio-semiosical process, i.e. the habit of being involved
with the use of meaning, nature’s unified communication system, and;
(5) the habit of being involved in the continuation and change of the enculturalization of nature’s
environment through nature’s unified communication system.
Points not in common:
(1) the habit of wellness of movements in the conduct of the reflective thinking experience
(knowing experience, educative experience), whereas;
(i) determinate 1 is the habit of these movements being not well conducted, and,
(ii) determinate 2 is the habit of these movements being well conducted:
(2) the habit of purpose of the movements in the conduct of the reflective thinking experience
(knowing experience, educative experience), whereas;
(i) determinate 1 is the habit of movement for the purpose of knowing only what
repetitive movements to make, and,
(ii) determinate 2 is the habit of movement for the purpose of knowing what
repetitive, contemplative, and deliberative movements to make:
(3) the habit of using meaning as involved in the bio-socio-semiosical process as the object of
knowledge, whereas;
(i) determinate 1 is the habit of using memes, as the object of memetical knowledge,
whereby, memes are meanings that are imaginatively managed for the use of repeating
for copying established meanings as involved in
(a) the continuation of, and, also as involved in
(b) the origination of new meanings, as they are involved in
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(c) mutational change of, i.e. a fast, accidental, and even physically violent
change, determined by the stimulus-response reflex arc inter-actively
determined behavioral relationship that exists as involuntary human, in
open synergetic connection with the intention-consequence reflexively aware
trans-active conduct relationship that effects voluntary human movements in, the
enculturalization of nature’s environment through nature’s unified
communication system, hence, since mutational change is accidental change, the
conduct of the reflective thinking experience (knowing experience, educative
experience, being done not well is indicated.
(ii) determinate 2 is the habit of using sememes, as the object of logical knowledge,
whereby, sememes are meaning that are imaginatively managed for the use of repeating
and copying established meanings for contemplating and deliberating with them, as
involved in
(a) the continuation of, and, also as involved in
(b) the origination of new meanings, as they are involved in
(c) co-mutational change of, i.e. slow, intentional, and even physically nonviolent
change determined by the stimulus-response reflex arc inter-active
behavioral relationship that exists as involuntary human movements, in
open synergetic connection with the intention-consequence reflexively aware
trans-active conduct relationship that effects voluntary human movements, in the
enculturalization of nature’s environment through nature’s unified
communication system, hence, since co-mutational change is intentional change,
the conduct of the reflective thinking experience (knowing experience, educative
experience, being done well is indicated.
Human beings, as persons, then: (1) when enculturalized by Determinate 1 dispositional states of
movement, effect the conduct of the reflective thinking experience (knowing experience,
educative experience), using meaning as memes, i.e. using meaning in association with the
imaginative management of repeating for non-contemplatively and non-deliberatively copying
established meanings as existing in and being involved in the mutational change of culture, i.e. in
the quick, accidental, and even physically violent change of culture, however; (2) when
enculturalized by Determinate 2 dispositional states of movement effect the conduct of the
reflective thinking experience (knowing experience, educative experience) using meaning as
memes and sememes, i.e. using meaning in association with imaginative management of
repeating for contemplatively and deliberatively copying established meanings as existing in and
being involved in the co-mutational change, i.e. in the slow, intentional, and even physically nonviolent
change of culture.
Summary of Part 2
Part 2: (1) accounts for nature’s synergetically unified communication system and the educative
experience as the knowing experience, and, as the outcome of the reflective thinking experience;
(2) accounts for this experience; (i) as being conducted in nature’s environment, (ii) as being
conducted through the full scope and breadth of nature’s unified communication system, (iii) as
being conduct that enculturalizes the physical circumstances of nature’s environment, (iv) as
being conduct that is determined by, (a) the stimulus-response/reflex arc/inter-active behavioral
relationship, in synergetic connection with; (b) the intention-consequence/reflexively aware/trans83
active conduct relationship, and, through, these relationships, (v) as being conduct that is
determined by, (a) dispositional states as innate propensities for the continuation of involuntary
human movement, in synergetic connection, with, (b) dispositional states as non-innate habits for
the continuation of voluntary human movement.
Also, accounted for, by their statement in Part 3, are dispositional states as follows.
(1) dispositional states as innate propensities for the continuation of involuntary human
movement in the conduct of the logical phases of the reflective thinking experience as the
knowing experience, i.e. as the educative experience, as dispositional states, exist in nature’s
unified communication system as tendencies oriented to continue involuntary human movement:
(i) are dispositional states as innately existing propensities for mechanically motivated movement,
as determined by the reflex-arc relationship, not the reflexively aware relationship, hence; (ii) are
innately existing propensities as tendencies for not conducting reflective thinking experiences,
hence, not for conducting educative experiences, therefore: (iii) are, essentially, the object of bioecological
knowledge oriented by genetics as knowledge about genes, and; (2) dispositional states
as non-innate habits for the continuation of voluntary human movement as dispositional states
exist in nature’s unified communication system as non-innate habits for continuing voluntary
human movements are accounted for as existing as two determinates, as follows.
Determinate 1 dispositional states that: (1) non-innately exist as habits effected for conducting
bio-ecologically and bio-socio-semiosically conditioned reflective thinking experiences,
(educative experiences, knowing experiences) but not conducting them well, hence, only
conducting them for the purpose of knowing what repetitive movements to make, therefore; (2)
essentially exist as the object of bio-socio-semiotical knowledge oriented by memetics as
knowledge about memes, wherein, memes are meanings that are imaginatively managed for the
use of copying established meanings, (i) as involved in continuation of meanings, and, (ii) as
involved in the origination of new meanings, by, (iii) the involvement in mutational change as
determined by the reflex arc relationship, synergetically connected with the determination of
reflexively aware relationship of, i.e. in a quick, accidental, and even physical violent change of,
the enculturalization of nature’s environment through nature’s unified communication system.
Determinate 2 dispositional states that: (1) non-innately exist as habits effected for conducting
bio-ecologically and bio-socio-semiosically conditioned reflective thinking experiences,
(educative experiences, knowing experiences), and, conducting them well, hence, conducting
them for the purpose of knowing what repetitive, contemplative, and deliberative movements to
make, therefore; (2) essentially exist as the object of bio-socio-semiotical knowledge oriented by
logic as knowledge about sememes, wherein, sememes are meanings that are imaginatively
managed for the use of copying established meanings, (i) as involved in the continuation of
meanings, and, (ii) as involved in the origination of new meanings, by, (iii) the involvement in
co-mutational change as determined by the reflex arc relationship, synergetically connected with
the determination of the reflexively aware relationship, i.e. in a slow, intentional, and even
physically non- violent change of, the enculturalization of nature’s environment through nature’s
unified communication system.
Determinate 2 dispositional states, then, are the dispositional states of model persons conducting
the logical phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience, and, conducting them well.
Part 3
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The Logical Phases of the Reflective Thinking Experience (Knowing Experience, Educative
Experience)
The Perceptual Experience
The perceptual experience, i.e. the experience of recognizing what exists in the full scope of
signals of nature’s unified communication system, as it exists in the breadth of experiences,
composes: (1) the experiences of sensation as they are involved in the sensceptual, kinceptual,
imaginative, emotional, conative experiences as direct experiences, respectively, of physical
inorganic and organic objects and events as signals, physiological organic events as signals, and
mental organic events as signals, and; (2) the experiences, (i) of the intellection of the bio-sociosemiosical
characteristics of signals, as direct experiences of meaning, that transform signals into
signs through the bio-socio-semiosical process, and, (ii) of inference of dispositional states, i.e.
inference of possible movements, as indirect experiences, that signify what is possible to exist
from what actually exists, as both intellection and inference are involved in the conceptual
experience, whereas the; (3) the experiences of sensation, intellection, and inference are logically
phased into the conduct of the reflective thinking experience (knowing experience, educative
experience).
The perceptual experience is a compositional experience in which the recognition is made of
experiences that exist in the breadth of experiences of what exists in the full scope of nature’s
unified communication system: (1) as signals directly experienced by sensations involved in the
experiences of sensation, kinception, imagination, emotion, and conation; (2) as meanings
directly experienced by intellections involved in the experience of conception, and; (3) as
dispositions indirectly experienced by inferences, also, as involved in the experience of
conception.
The perceptual experience, as the experience of recognizing what exists in nature’s unified
communication system, then, is essential to, but not identical to, the conduct of the knowing
experience (reflective thinking experience, educative experience) as an experience: (1) that is
based on, and proceeds from, the perceptual experience, i.e. based on, and proceeds from, the
recognition of what exists and of how what exists is experienced, and; (2) that proceeds in
accordance with the existence of the logical phases of the reflective thinking experience (knowing
experience, educative experience), whereby, the perceptual experience and the logical phases
both inhere in nature’s unified communication system as this system enculturalizes nature’s
environment.
The Perceptual Experience and the Logical Phases
The perceptual experience: (1) as a compositional experience, and; (2) as being essential to the
conduct of the logical phases of the reflective thinking experience (knowing experience,
educative experience) can be considered from the perspectives of Determinate 1 dispositional
states and Determinate 2 dispositional stages.
The Perspective of Determinate 1 Dispositional States
From this perspective the perceptual experience does not recognize the existence of: (1) biosocio-
semiosical meaning, as represented by signs, nor, dispositional states as human non-innate
habits, i.e. that which, respectively, is experienced by intellection and inference as they, both, are
involved in the conceptual experience, nor; (2) the logical phases of the reflective thinking
experience (knowing experience, educative experience), as the phases that encompasses the
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breadth of experiences, and, if the existence of (1) and (2) is recognized, the significance of the
existence is not recognized.
The significance of (1) is that, if the existence of, (i) bio-socio-semiosical meaning, as
represented by signs, and, of, (ii) dispositional states, as human non-innate habits, and, their
intellection and inferential conceptual experiences are not recognized, then, the perceptual
experience will be limited to the sensceptual, kinceptual, imaginative, emotional, and conative
experiences, all of which become conflated to exist and only exist as the perceptual experience,
with no recognition of the sensceptual, kinceptual, imaginative, emotional, and conative
experiences as different experiences, and, with no recognition of the conceptual experience.
The significance of (2) is that if the existence of the logical phases of the reflective thinking
experience (knowing experience, educative experience) are not recognized, then, the perceptual
experience becomes the knowing experience, whereby, the experience of knowing is a direct and
immediate experience of recognition, and, therefore, wrongly accounted for, rather than the
experience of knowing as an indirect and mediated experience of reflection, as rightly accounted
for, and, as conducted in accordance with logical phases of the reflective thinking experience
(knowing experience, educative experience).
The general significance of (1) and (2), then, is that, with no recognition of the existence of the
conceptual experience nor the existence of the logical phases of the reflective thinking experience
(knowing experience, educative experience), the logical phases are conducted, but, they are not
conducted well, i.e. they are not conducted with recognition of the significant aspects of the
experience of conception, and, of the experience of the logical phases in the conduct of human
experiences.
The Perspective of Determinate 2 Dispositional States
From this perspective the perceptual experience does recognize the existence and significance of:
(1) bio-socio-semiosical meaning, as represented by signs, and, dispositional states as human
non-innate habits, i.e. that which, respectively, is experienced by intellection and inference, both,
of which are involved in the conceptual experience, and, of; (2) the logical phases of the
reflective thinking experience (knowing experience, educative experience), as the phases that
encompasses the breadth of human experiences.
The significance of (1) is that, as the existence of, (i) bio-socio-semiosical meaning, as
represented by signs, and of; (ii) dispositional states, as human non-innate habits, and,
respectively, their intellectual and inferential conceptual experiences are recognized, then, the
perceptual experience and the sensceptual, kinceptual, imaginative, emotional, and conative
experiences are not conflated to exist and only exist as the perceptual experience, hence, there is
recognition of them as different experiences, and, recognition of the conceptual experience.
The significance of (2) is that, as the existence of the logical phases of the reflective thinking
experience (knowing experience, educative experience) is recognized, then, the perceptual
experience is not the knowing experience, whereby, the experience of knowing as a direct and
immediate experience of recognition is wrongly accounted for, and, the experience of knowing as
an indirect and mediated experience of reflection, is rightly accounted for, and, conducted in
accordance with the logical phases of the reflective thinking experience (knowing experience,
educative experience).
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The general significance of (1) and (2), then, is that with the recognition of the existence of the
conceptual experience and the existence of the logical phases of the reflective thinking experience
(knowing experience, educative experience), hence, the logical phases are conducted, and,
conducted well, i.e. they are conducted with the recognition of the significant aspects of
conception and logical phases in human experience.
In that the perspective of Determinate 2 dispositional states is the perspective of how to conduct
the logical phases of the reflective thinking experience (knowing experience, educative
experience), and, of how to conduct them well, it will be considered as a model persons’ case
and accounted for, as follows.
A Model Persons’ Case of the Conduct of the Logical Phases of the Reflective Thinking
Experience as the Knowing Experience, i.e. as the Educative Experience
From the perspective of a model persons’ case of Determinate 2 dispositional states, the
logical phases, as a procedure for the guidance of the conduct of the indirect and mediated
knowing experience, exist, in general, in two stages. As being conditioned by the bio-sociosemiosical
process, i.e. as being conditioned by meaning, throughout the logical phases, the two
stages are: (1) the stage in the conduct of the reflective thinking experience (knowing experience,
educative experience) in which meaning; (i) as involved in the choice of what is proportionately
true, as a hypothesis; (ii) is abductively and deductively reasoned with, whereby, this stage will
be called, in short, the theoretical stage, and; (2) the stage in the conduct of the reflective
thinking experience (knowing experience, educative experience) in which meaning; (i) as
involved in the choice of what to do, (ii) is inductively reasoned with and about in respect to
the vindication of the choice of what is true, as a hypothesis, whereby, this stage will be called, in
short, the practical stage.
The Theoretical Stage
In consideration of a Determinate 2 model persons’ case: (1) the use of meaning, in the logical
phases of the reflective thinking experience (knowing experience, educative experience), as
involved in its use in abductive and deductive reasoning with and about the choice of what is
proportionately true, as a hypothesis, necessarily involves; (2) the use of meaning to construct the
signs of words and numbers into sentential meaning for forming meaning to be used to
abductively and deductively reason with so as to implicate plausible alternative solutions to a
problem, whereby, it is the case, then, that, using sententially formed meanings to implicate
alternative plausible solutions to a problem is its use in Phases 1 through 8 in the logical phases of
the theoretical stage, as follows.
Phase 1: In regard to the Determinate 2 model persons’ case, this phase emphasizes the fact of
human existence, whereby, human beings as living persons exist, and, are: (1) effected by the
stimulus-response/ reflex arc/inter-active behavior relationship, a relationship that determines
involuntary human movement, and; (2) effected by the intention-consequence/reflexive
aware/trans-active conducted relationship, a relationship that determines voluntary human
movement, as both determinates are synergetically connected in and with nature’s unified
communication system.
In, through, and by nature’s unified communication system, then, a Determinate 2 model
persons’ case of persons exists, whereby, it exists as a case of persons’ involuntary and voluntary
moving as synergetically conducting themselves in: (1) the breadth of experiences of; (2) the
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existence of the full scope of signals, as transformed into signs representing a bio-sociosemiosically
processed context of meanings that has enculturalized; (i) a set of, (a) physical
inorganic and organic objects and events, therefore, formed as signals functioning as signs, (b)
physiological organic events, therefore, formed as signals functioning as signs, (c) and mental
organic events, therefore, formed as signals functioning as signs, and, also; (ii) a set of
dispositional organic states, therefore, formed as signals functioning as signs; constituting (iii) a set of circumstances in nature’s unified communication system, whereby, creating cultural
situations in which human beings, as living and experiencing persons, exist as; (a) reflexively
aware (conscious) beings, and, (b) reflectively thinking (knowing, educative) and experiencing
beings, possessing, in this model persons’ case, (iii) Determinate 2 dispositional states.
In their consciousness of themselves and others, in a Determinate 2 model persons’ case,
persons exist, in cultural situations, reflexively aware of themselves and others, as perceptually
experiencing human beings recognizing what exists and how what exists is experienced, as the
recognition of: (1) the existence of breadth of experiences of the full scope of signals, as
transformed into signs, in nature’s unified communication system, hence; (2) the existence of; (i)
the sensations involved in (a) the sensceputal experience of attracting persons’ attention to
physical inorganic and organic existence, (b) the kinceptual experience of attracting persons’
attention to physiological organic existence, (c) the imaginative experience of attracting person’s
attention to the existence of mental organic images, (d) the emotional experience of attracting
person’s attention to the existence of mental organic feelings, and,(e) the conative experiences of
attracting person’s attention to the existence of mental organic urges to move, and, the existence
of (ii) the synergetically connected (a) intellectual experience of meanings, that focuses persons’
attention, and, (b) the inferential experience of organic dispositions, that enact persons’ attention,
both of which are involved in the conceptual experience.
In that, in this section, Determinate 2 dispositions, i.e. Determinate 2 non-innate habits, are being
considered as a Determinate 2 model persons’ case, (1) and (2), immediately above, are, in
general, the recognition of living persons existing as disposed by non-innate habits, i.e. by
learned habits, to conduct the logical phases of the reflective thinking experience (knowing
experience, educative experience), and, to conduct them well.
In this Determinate 2 model persons’ case, then, human beings as persons exist reflexively
aware of themselves and others, through the bio-socio-semiosical process, i.e. through the use of
meaning: (1) as beings experiencing, by the composite experience of perception, the recognition
of what actually exists as directly experienced by sensations, the affect, i.e. the influence of the
emotional mental organic feeling of lure, of which is the attraction of persons’ attention; (2) as
beings experiencing, also, by the composite experience of perception, the recognition of what
actually exists and directly experienced by intellection, the affect, i.e. the influence of the
emotional mental organic feeling of curiosity, of which is the focusing of persons’ attention, and;
(3) as beings experiencing, again, also, by the composite experience of perception, the
recognition of what possibly exists as indirectly experienced by inference, the affect, i.e. the
influence of the emotional mental organic urge to speculate, of which is the experience of the
disposition that enacts the intellectually experienced focus of persons’ sensationally experienced
attracted attention.
In this Determinate 2 model persons’ case of Phase 1 of the Theoretical Stage of the conduct
of the reflective thinking experience (knowing experience, educative experience), then, what is
emphasized is the model persons’ case of Determinate 2 habituated human beings, as habituated
persons, existing as beings reflexively aware in the reflective thinking experiences (knowing
experiences, educative experiences): (1) of their physical, physiological, and mental sensations
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that attracts attention; (2) of their semiosical, i.e. meaning, intellections that focuses attention,
and; (3) of their dispositional inferences that speculates about the enactment of attracted and
focused attention. Phase 2: This phase emphasizes the Determinate 2 model persons’ case of persons existing in
and experiencing a cultural situation, i.e. experiencing the context of meanings, as represented
by signs: (1) that have been transformed from signals, and; (2) that have enculturalized the set
of circumstances, in which live experiencing persons conduct their lives in accordance with the
logical phases of the reflective thinking experience (knowing experience, educative experience),
and, conducting these logical phases well.
Such a Determinate 2 model persons’ case considers the case of human beings reflexively
aware of the perceptual experience: (1) as a compositional experience that is; (2) essential to the
conduct of the logical phases of the reflective thinking experience (knowing experience,
educative experience), hence, reflexively aware of the perceptual experience of what is extant,
including the existence of themselves and other selves, as persons’ in determinate cultural
situations and/or indeterminate cultural situations.
Perfectly Formed Determinate Cultural Situation: In consideration of the persons’
perceptually experiencing existence in determinate and/or indeterminate cultural situations, a perfectly formed determinate cultural situation will be illustrated, first, after which an
imperfectly formed determinate cultural situation will be illustrated..
A perfectly formed determinate cultural situation, thusly, illustrated, is one in which the
context of meanings has enculturalized a set of circumstances, such that there exists, in the
context of meanings in the culture, no fallacies, no lying, and no ignorance in the use of
meaning in the Determinate 2 model persons’ case of all persons at all times existing in the culture, hence, there exists, for common examples, the model persons’ case of all persons at all
times in the culture committing: (1) no fallacies of relevancy, therefore, no use of sententially
formed meaning to assertively; (i) appeal to force, (ii) abuse persons, (iii) appeal to special
consideration, (iv) argue from ignorance, (v) appeal to pity, (vi) appeal to mental imagery,
feelings, and urges to move, (vii) appeal to authority, (viii) argue from a single instance to a
general instance, (ix) make hasty generalizations, (x) argue that an earlier event is necessarily the
cause of a later event, (xi) beg the question, (xii) ask complex questions, or, (xiii) make irrelevant
conclusions, and; (2) no fallacies of ambiguity, therefore, no use of sententially formed meaning
to assertively (i) equivocate, (ii) make amphibolies, (iii) make contradictions, (iv) shift meaning,
(v) argue the whole exists necessarily as the parts of the whole exists, and, (vi) argue the parts of
a whole exists necessarily as the whole exists.
Also, in the Determinate 2 model persons’ case of a perfectly formed determinate cultural
situation, all existing persons would use sententially formed meaning: (1) to assert no lies, i.e. to
assertively use meaning, consciously, i.e. to assertively use meaning as determined by the
reflexively aware relationship to, not tell the truth, and; (2) with no asserted ignorance, i.e. with
no asserted false use of meaning.
The Determinate 2 model persons’ case, of all persons at all times existing in and being
experientially involved in such a perfectly formed determinate cultural situation, then, biosocio-
semiosically is a case in a cultural situation in which the use of meaning, by all persons at
all times existing in the culture, is with sententially formed meaning to assert no fallacies, no lies,
and no ignorance, i.e. to assert only non-fallacious, honest, and true sententially formed
meanings, in the conduct of the phases of the reflective thinking experience (knowing experience,
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educative experience) in the culture. Therefore, bio-ecologically and bio-socio-semiosically, the
connection between: (1) the logical conduct of asserting only non-fallacious, honest, and true
sententially formed meanings by all persons at all times in the culture, and; (2) the psychology of
the mentality of all persons at all times as individuals in the culture, is determined by a closed
synergetic connection, rather than an open synergetic connection.
To account for the closed open synergetic connection between (1) and (4), above, it is necessary
to discern that the logical conduct of asserting only non-fallacious, honest, and true sententially
formed meanings by all persons, at all times, in the culture is: (1) the conduct of incorrigibly
knowing Truth, and; (2) the conduct of valid deductive reasoning with the Truth, i.e. the
conduct of being perfectly rational, whereby; (1) the conduct of incorrigibly knowing Truth is
the conduct of persons’ minds directly and immediately apprehending Truth as Truth exists
innately in persons’ minds to be recalled and reasoned with (Plato), or, Its existence is
immediately and directly intellected and reasoned with by persons’ minds (Aristotle), in either
case Truth is intellected a-priori (Kant) and represents Reality as an Absolutely Unchanging
Established Existence, transcendent to (Plato), or, inherent in (Aristotle) nature’s environment,
and; (2) the conduct of valid deductive reasoning with Truth is the conduct of the logical use of
asserted sentential meanings to, and only to, coherently relate Truths to other Truths, in persons’
minds, in accordance with the principle of validation, i.e. the principle guiding the rules of apriori
proofs of validity, referred to in deductive logic books by the meanings of the words
‘modus ponens’, ‘modus tollens’, ‘hypothetical syllogism’, ‘disjunctive syllogism’, ‘constructive
dilemma’, ‘absorption’, ‘simplification’, ‘conjunction’, and ‘addition’.
All persons, at all times, conducting themselves by being perfectly rational persons, then, are not
involved in conducting a-posteriori reasoning (Kant), but, are involved in: (1) conducting a-priori
incorrigible direct and immediate knowing of Truth, and; (2) conducting a-priori valid deductive
reasoning with Truth, in the culture.
Such perfectly rational conduct involves all persons’, at all times, using the closed synergetically
movement of sententially formed meaning: (1) to affirm the Absolutely Unchanging Established
Existence of a Reality transcendent to or inherent in nature’s environment that is the conduct of apriori
incorrigible, direct, and immediate knowing Truth as non-hypothetical, i.e. non-conditional,
within the fixed forms of deductive reasoning and; (2) to deny the proportionately changing
established existence of the set of physical, physiological, mental, and dispositional
circumstances in nature’s environment that is the conduct of a-posteriori corrigible, direct, and
immediate knowing meaning for truthfully referencing circumstances in nature’s environment, as
hypothetical, i.e. as conditional, within the open patterns of deductive, abductive, and inductive
reasoning with meanings.
With such closed synergetic, i.e. perfectly rational, movement of meanings, so illustrated, in this
Determinate 2 model persons’ case of all persons, at all times, conducting the logical phases of
the reflective thinking experience (knowing experience, educative experience, being involved in a
perfectly formed determinate cultural situation, denied, as being positively involved in
knowing Truth as the Representative of Reality, hence, affirmed, as being negatively involved in
knowing Truth as the Representative of Reality, would be: (1) persons’ sensations in the
experience of the unsettlement of their mental organic events of mental organic images, mental
organic feelings, or mental organic urges to move, and; (2) persons’ sensations in the experience
of settlement of these mental organic events, as mental organic events, formed as signals, and,
transformed into signs through the bio-socio-semiosical process, as perceptually recognized, for
examples, in List 1, as follows:
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List 1
(i) to exist as the unsettled mental organic events of mental organic feelings existing in persons’
psyche, as referred to, for example, by the meanings of the English words, ‘upset mental
feelings’, ‘worried mental feelings’, ‘bothered mental feelings’, ‘concerned mental feelings’,
‘perturbed mental feelings’, ‘disturbed mental feelings’, ‘agitated mental feelings’, ‘alarmed
mental feelings’, ‘annoyed mental feelings’, ‘interrupted mental feelings’, and ‘muddled mental
feelings’;
(ii) to exist as the settled mental organic events of mental organic feelings existing in persons’
psyche, as referred to, for example, by the meanings of the English words, ‘tranquil mental
feelings’, ‘calm mental feelings’, ‘serene mental feelings’, ‘peaceful mental feelings’, ‘still
mental feelings’, ‘relaxed mental feelings’, ‘quiet mental feelings’, ‘restful mental feelings’,
‘soothing mental feelings’, ‘composed mental feelings’, ‘unruffled mental feelings’, ‘unperturbed
mental feelings’, ‘unflustered mental feelings’, ‘laid-back mental feelings’, and, ‘placid mental
feelings’;
(iii) to exist as the unsettled mental organic events of mental organic images existing in persons’
psyche, as referred to, for example, by the meanings of the English words, ‘blurred mental
images’, ‘indistinct mental images’, ‘hazy mental images’, ‘distorted mental images’, ‘faint
mental images’, ‘foggy mental images’, ‘cloudy mental images’, ‘murky mental images, ‘blurry
mental images’, and ‘misty mental images’;
(iv) to exist as the settled mental organic events of mental organic images existing in persons’
psyche, as referred to, for example, by the meanings of the English words, ‘distinct mental
images’, ‘discrete mental images’, ‘lucid mental images’, ‘translucent mental images’, ‘clear
mental images’, ‘lucid mental images’, ‘cloudless mental images’, and, ‘bright mental images’;
(v) to exist as the unsettled mental organic events of mental organic urges to move existing in
persons’ psyche, as referred to, for example by the meanings of the English words, ‘dynamic
mental urge to move’, ‘lively mental urge to move’, ‘active mental urge to move’, ‘energetic
mental urge to move’, ‘vibrant mental urge to move’, ‘forceful mental urge to move’, ‘vigorous
mental urge to move’, ‘vivacious mental urge to move’, ‘spirited mental urge to move’, and
‘animated mental urge to move’.
(vi) to exist as the settled mental organic events of mental organic urges to move existing in
persons’ psyche, as referred to, for example by the meanings of the English words, ‘static mental
urge to move’, ‘stilled mental urge to move’, ‘stationed mental urge to move’, ‘inert mental urge
to move’, ‘fixed mental urge to move’, ‘stagnant mental urge to move’, ‘inactive mental urge to
move’, ‘unchanging mental urge to move’, ‘languid mental urge to move, and ‘apathetic mental
urge to move’.
Imperfectly Formed Determinate Cultural Situation: A Determinate 2 model persons’ case
of persons existing in an imperfectly formed determinate cultural situation, that will now be
illustrated, is one in which the context of meanings of such words, above, are used by persons’
conducting the logical phases of the reflective thinking experience as involved in the positive
knowing experience, i.e. the educative experience, and conducting them well, at many times to
refer to their own unsettled and settled mental organic events, hence, they are meanings that: (1)
enculturalize their own organic psyches, i.e. their psyches as organizations of their own mental
organic events, and; (2) determine what they perceptually experience in their recognition of what
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exists, to which the meanings refer, as, i.e. that which is extant, as, nature’s mental organic
circumstances.
In an imperfectly formed determinate cultural situation, then, nature’s environment as: (1)
constituted by mental organic circumstances is enculturalized by the meanings of words persons’
use, at many times, to refer to their own mental organic events in their psyches, as, also; (2)
physical inorganic and organic, physiological organic, and, dispositional organic environments
are enculturalized by meanings of words persons’ use to refer to the physical objects and events,
physiological events, and dispositional states in nature’s open synergetic environment, as
meanings are used involuntarily and voluntarily in their open synergetic movements as involved
in the inter-active behavior and trans-active conduct engaged by persons’ in their conduct of the
reflective thinking experience (knowing experience, educative experience), and conducted well,
as considered in the Determinate 2 model persons’ case of a perfectly formed determinate
cultural situation.
Also, considered in this illustration of an imperfectly formed determinate cultural situation is
the fact that the open synergetic movement, involving mental organic events in persons’ psyches,
is a different kind of open synergetic movement than that involving semiosical organic meanings
in person’s minds, whereby, the difference is that: (1) mental organic events, qua, mental organic
events, cannot, hence, do not involuntarily or voluntarily move and exist inside of and outside of
persons’ organic psyches, whereas, (2) semiosical meanings, qua, semiosical meanings, can and
do involuntarily and voluntarily move and exist inside of and outside of persons’ organic minds.
In consideration of the fact that mental organic events cannot exist inside of and outside of,
therefore, can only exist inside of persons’ organic psyches, the involuntary and voluntary
movements, of the mental organic events of mental organic images, feelings, and urges to move,
exist only as intra-active conduct, in contrast to trans-active conduct, in that their movement is
confined to exist within persons’ psyches, however, though thusly confined, they, also, associate
with semiosical meanings, as meanings exist within persons’ minds.
In the association of mental organic events, in persons’ psyches, with semiosical organic
meanings, in persons’ minds:
(1) it is a fact that involuntary and voluntary movements as organized in persons’ psyches
involve; (i) mental organic images intra-actively behaving with themselves and with mental
organic feelings, and, (ii) mental organic urges to move intra-actively behaving with themselves
and with mental organic images and feelings;
(2) it is a fact that involuntary and voluntary movements in person’s psyches’ are effected by the
determination of; (i) the stimulus-response/ reflex arc/inter-active behavior relationship, in open
synergetic connection with, (ii) the intention-consequence/reflexively aware/trans-active conduct
relationship;
(3) it is a fact that, through this open synergetically determination of these relationships, mental
organic events, in persons’ psyches, and, semiosical organic meanings, in persons’ minds,
associate by mutually forming, i.e. trans-forming, each other, however, also;
(4) it is a fact that, whereas, (i) mental organic events are intra-actively confined to persons’
psyches, in the mutual formation with semiosical organic meanings, it is the case that, (ii)
semiosical organic meanings are not so intra-actively confined in persons’ minds, in that;
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(5) it is a fact that semiosical organic meanings, through the bio-socio-semiosical process as this
process is, (i) engaged in the conduct of the reflective thinking experience (knowing experience,
educative experience), hence is, (ii) involved in nature’s unified communication system, and, (iii)
enculturalizes physical inorganic and organic objects and events, therefore, also, (iv) semiosical
organic meanings and physical inorganic and organic objects and events mutually conform each
other, whereby, then;
(6) it is a fact that semiosical organic meanings exist inside of persons’ minds and they also exist
outside of persons’ minds as they mutually form, i.e. as they enculturalize, the physical inorganic
and organic circumstances in nature’s open synergetic environment;
(7) it is a fact that, whereas, (i) mental organic events, in the organization of persons’ psyches,
and semiosical organic meaning, in the organization of persons’ minds, mutually form each other
in persons’ potential or actual reflexive awareness, i.e. potential or actual consciousness, and,
whereas, (ii) in this mutual conformation, mental organic events are restricted to intrabehaviorally
exist in and only in persons’ psyches;
(8) it is a fact that semiosical organic meanings are not restricted to intra-behaviorally exist in and
only in persons’ minds as mutually formed with intra-behavioral existing mental organic events
restricted to exist in persons’ psyches, and;
(9) it is a fact that semiosical organic meanings, unrestrictedly move inside of and outside of
persons’ minds: (i) to mutually associate with and form, i.e. enculturalize, the human psyche, and,
to mutually associate with and form, i.e. enculturalize, the other aspects of nature’s open
synergetic environment, and; (ii) to be used to trans-actively conduct, with reflexive awareness,
i.e. with consciousness, the reflective thinking experience (knowing experience, educative
experience) as included in the full scope of signals of nature’s unified communication system and
as experienced, respectively, by the sensations of sensception, perception, imagination, emotion,
and conation in the breadth of experiences in nature’s open synergetic environment, as
involving foundational postulate 1.
Foundational Postulate 1: This is the foundational postulate, based on the above set of facts that
support the illustration of a Determinate 2 model persons’ case, as a case involved in an
imperfectly formed determinate cultural situation. It postulates that Perfect Rationality does
not exist, hence; (1) the implications of the postulate are that; (i) the open synergetic reality of
nature’s open synergetic environment is such that neither, transcendent to it or inherent in it,
exists an Absolutely Unchanging Established Existence, i.e. a Reality, that is Represented by;
(ii) the conduct of incorrigibly knowing Truth as the conduct of persons’ minds directly and
immediately apprehending Truth as Truth exists innately in persons’ minds to be recalled and
reasoned with (Plato), or, Its existence is immediately and directly intellected and reasoned with
by persons’ minds (Aristotle), in either case Truth is intellected a-priori (Kant), and that; (2) the
corollaries to the postulate are that; (i).what disturbingly affects all existing persons’ reflexive
awareness, i.e. what unsettles the mental organic events of mental organic images, mental organic
feelings, and mental organic urges to move in all persons’ consciousness, is the a-posteriori use of
semiosical organic meanings by persons’ who exist as humans, by their very nature, that are not
perfectly rational, and, (ii) what satisfactorily affects these mental organic events, i.e. what
settles these mental organic events, in persons’ reflective awareness, i.e. in persons’
consciousness, as; (a) persons’ who by nature are not perfectly rational, are, (b) persons’ using
meanings, as well as meanings can be used a-posteriori, in the conduct of the logical phases of the
reflective thinking experience for the purpose of conducting the knowing experience, i.e. for the
purpose of conducting the educative experience.
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Foundational Postulate 1 is based on the bio-socio-semiosical fact that: (1) meanings exist as a
context of meaning in nature’s unified communication system, a system in which; (2) meanings
exist as involved in the bio-socio-semiosical process, as; (i) a process that enculturalizes, hence,
transforms, (a) physical inorganic and organic objects and events formed as signals to function as
signs, (b) physiological organic events formed as signals to function as signs, (c) mental organic
events formed as signals to function as signs, and, (d) dispositional organic states formed as
signals to function as signs, and, (ii) a process that, (a) effects person’s organic propensities to
acquire and develop the habit of conducting the reflective thinking experience, hence, a process
that, (b) creates the existence of persons’ minds, and, (c) develops persons’ minds, whereby, then
(d) the existence and development of persons’ minds are synergetically associated with the
existence and development of persons’ psyches, i.e. persons’ mental organic images, feelings, and
urges to move, in (e) persons’ reflexive awareness, i.e. persons’ consciousness, and, experienced
by persons’ perception, and, that; (3) meanings move within persons’ minds out of persons’
minds as meaning enculturalizes, i.e. mutually forms or trans-forms, the physical, physiological,
mental, and dispositional circumstances of nature’s open synergetic environment.
The bio-socio-semiosical fact, then, in the Determinate 2 model persons’ case of an
imperfectly formed determinate cultural situation, is that persons’ minds do not exist innately
in persons’ pre-reflexive awareness, i.e. sub-consciousness, as do muscle urges to move exist
innately in the persons’ bodies, rather, persons’ minds and psyche, through their open synergetic
connection with each other, bio-socio-semiosically evolve in association with each other, out of
an innate propensity of the physical inorganic and organic objects and events, physiological
organic events, and the mental organic events into dispositional organic states, formed as signals
to be transformed into signs representing meanings in nature’s unified communication system.
Persons’ minds are bio-socio-semiosical evolutionary creations from meanings that exist in the
context of meaning in nature’s unified communication system in which subsist the meanings of
words for reflexive referencing, i.e. for self referencing, e.g. by the pronouns I’, ‘myself’; ‘you’,
‘yourself’; ‘her’, ‘herself’; ‘him’, and ‘himself.’ Through the use of these self-referencing
meanings, in the well or not well conduct of the phases of the reflective thinking experience
(knowing experience, educative experience) along with a large set of other meanings of words,
persons’ minds become created and developed, i.e. persons minds evolve, and, persons’ become
reflexively aware, i.e. become conscious, of themselves and other selves, hence, persons’
become able to perceive the existence of persons’ minds, i.e. the existence of a bio-sociosemiosical
organization of meanings, that is experienced by intellection as involved in the
conceptual experience, in open synergetic association, with the existence of the psyche, i.e. the
existence of a bio-socio-mental organization of the mental organic events of mental organic
images, feelings, and urges to move, that is experienced by sensation as involved, respectively, in
imaginative, emotional, and conative experiences.
The significance of foundational postulate 1, then, is that persons’ minds affect persons’ psyches,
i.e. persons’ minds, as an organization of semiosical meanings, synergetically influence, by
unsettling and/or settling persons’ psyches, i.e. by unsettling and/or settling persons’ organization
of mental organic events, as both organizations (mind and psyche) exist in persons’ reflexive
awareness, i.e. in persons’ consciousness, wherein, persons’ minds and psyches, are involved in
persons’ conduct of the reflective thinking experience (knowing experience, educative
experience) within nature’s unified communication system as this system enculturalizes nature’s
open synergetic environment, hence, as this system creates and develops cultures, i.e. as this
system evolves cultures, in nature’s evolving open synergetic environment.
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Also, the significance of foundational postulate 1 is that persons’ psyches affect persons’ minds,
whereby, then, persons’ psyches, i.e. persons’ organization of mental organic events,
synergetically influence persons’ minds, i.e. persons’ organization of meanings, by reorganizing
and reconstructing them as they are involved, as stated above, in persons’ conduct of the
reflective thinking experience (knowing experience, educative experience) within nature’s unified
communication system as this system enculturalizes nature’s open synergetic environment, hence,
creates and develops cultures in nature’s open synergetic environment, i.e. as this system evolves
cultures, in nature’s evolving open synergetic environment.
It is the case, then, as sententially asserted by the meanings formed in foundational postulate 1,
that persons’ minds exist and influence, by settling and/or unsettling, the existence of mental
organic events in persons’ psyches, and visa versa, persons’ psyches exist and influence, by
reorganizing and reconstructing, the existence of semiosical meanings in persons’ minds, and,
further it is the case that persons, are reflexively aware of, i.e. are conscious of, perceptually
experiencing these mutual influences as they are involved in persons’ conduct of the reflective
thinking experience (knowing experience, educative experience) in nature’s unified
communication system as a system that enculturalizes nature’ open synergetic environment.
In the Determinate 2 model persons’ case, as a case involved in an imperfectly formed
determinate cultural situation, as directed by foundational postulate 1, then, what is being
emphasized in this illustration are model persons’ perceiving this mutual open synergetic
connection between their and others’ minds and psyches, as they exist in their and others’
reflexive awareness, i.e. in their and others’ consciousness and as they are involved in the conduct
of the reflective thinking experience (knowing experience, educative experience).
Also, being emphasized, in this illustration is the fact that, in the conduct of the logical phases of
the reflective thinking experience as the knowing experience, i.e. as the educative experience, in
nature’s unified communication system, the open synergetic movements involving mental organic
events in persons’ psyches exist as different kinds of open synergetic movements involving
semiosical meanings in person’s minds, whereby, the differences involve: (1) different kinds of
movements, in that; (i) the mental organic events are restricted to only moving inside of persons’
psyches, however, (ii) the semiosical meanings are un-restricted in their movement in that they
can and do move inside of and outside of persons’ minds, hence, they, (iii) enculturalize or
mutually form, i.e. transform, physical, physiological, mental, and dispositional circumstances of
nature’s open synergetic environment; (2) different kinds of experiences, whereas; (i) persons’
psyches involve the experiences of the sensations of mental events, as they exist and move
restrictedly in persons’ psyches, and, (ii) persons’ minds involve the experiences of the
intellection of semiosical meanings, as they exist and move un-restrictedly in and out of persons’
minds, and; (3) different kinds of affects of experiences, whereas; (i) persons’ minds affect, by
unsettling and settling the organization of mental events in, persons’ psyches, and, (ii) persons’
psyches affect, by reorganizing and reconstructing semiosical meanings in, persons’ minds.
Summary of Illustrations of Perfectly and Imperfectly Formed Determinate Cultural
Situations: The summary of these illustrations will be outlined below as to their points in
common and points not in common.
Points in Common
1. Both are in regard to a formed determinate cultural situation.
2. Both are in regard to human beings as:
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(i) persons’ existing as experiencing being, and,
(ii) persons’ experiencing cultural situations.
Points not in Common
1. Whereas:
(1) a perfectly formed determinate cultural situation involves the Absolutely
Unchanging Established Existence of Reality that is:
(i) Transcendent to nature’s open synergetic environment, or;
(ii) Inherent in nature’s open synergetic environment, it is the case, however,
that,
(2) an imperfectly formed determinate cultural situation;
(i) does not involve such an Absolutely Unchanging Established Existence
of Reality, in that,
(ii) it involves a proportionately changing established existence of the
reality of circumstances in nature’s open synergetic environment.
2. Whereas:
(1) an Absolutely Unchanging Established Reality involves, either;
(i) an innate mind in which exists Knowledge of Reality, whereby this
Knowledge is directly recalled to Mind and Represents the Reality
Transcendent to nature’s open synergetic environment, or;
(ii) a non-innate Mind that directly intellects Knowledge of Reality,
whereby, this Knowledge Represents the Reality Inherent to nature’s open
synergetic environment, it is the case, however, that
(2) a proportionately changing established existence of reality involves;
(i) innate body urges to move and experience the existence of the reality of
circumstances in nature’s open synergetic environment, through nature’s unified
communication system, and, a
(ii) non-innate semiosical organic experiencing mind that has evolved, and
is evolving, in nature’s open synergetic environment through the semiosical
process as this process is necessarily involved in the conduct of the reflective
thinking experience as the knowing experience, i.e. as the educative experience,
of the existence of the reality of circumstances in nature’s open synergetic
environment, through nature’s unified communication system.
3. Whereas:
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(1) in a Perfectly Formed Determinate Cultural Situation, to conduct the synergetically
closed movement of sententially formed semiosical meanings, in the reflective thinking
experience as the knowing experience, i.e. as the educative experience, and to conduct it
well, requires;
(i) the conduct to be understood and accepted as Perfect Rational
Conduct involving all persons at all times, and;
(ii) the conduct to be an a-priori, incorrigible, direct, and immediate
knowing Truth as non-hypothetically, i.e. non-conditionally, oriented
conduct within absolutely closed forms of deductive reasoning, it is the
case, however, that,
(2) in an imperfectly formed determinate cultural situation, to conduct the
synergetically open movement of sententially formed semiosical meanings, in the
reflective thinking experience as the knowing experience, i.e. as the educative
experience, and to conduct it well, requires;
(i) the conduct to be understood and accepted as imperfect rational
conduct involving all persons at all times, and;
(ii) the conduct to be an a-posteriori, corrigible, direct, and immediate
knowing meaning for truthfully referencing the reality of circumstances in
nature’s open synergetic environment as hypothetically, i.e. conditionally,
oriented conduct within the proportionately open pattern of phases involving
abductive, inductive, and deductive reasoning with meanings in accordance with
theoretical and practical stages of the reflective thinking experience as the
knowing experience, i.e. as the educative experience.
In the Theoretical Stage, a stage being considered to this point, and, a stage in which abductive
and deductive reasoning are focused on in the logical phases in the reflective thinking experience
as the knowing experience, i.e. as the educative experience: whereas, Phase 1, of this stage,
emphasizes the fact of human beings as existent persons, and; Phase 2 emphasizes the fact of
persons existing and perceptually experiencing enculturalized circumstances in nature’s open
synergetic environment, i.e. perceptually experiencing culture situations, it is the case that; Phase
3 emphasizes the fact of persons existing and perceptually experiencing meaning used to refer to
unsettled and settled mental organic events constituting a quality inherent in the set of
circumstances forming indeterminate and determinate cultural situations, whereas, perfectly
formed determinate cultural situations do not exist, and indeterminate cultural situations exist as
imperfectly formed determinate cultural situations that have been illustrated above.
Phase 3: Phase 3 is specifically grounded in Foundational Postulate 1, i.e. as stated earlier:
“the postulate that Perfect Rationality does not exist, hence; (1) the implications of the
postulate are that; (i) the open synergetic reality of nature’s environment is such that
neither, transcendent to it or inherent in it, exists an Absolutely Unchanging Established
Existence, i.e. a Reality, that is Represented by; (ii) the conduct of incorrigibly knowing
Truth as the conduct of persons’ minds directly and immediately apprehending Truth as
Truth exists innately in persons’ minds to be recalled and reasoned with (Plato), or, Its
existence is immediately and directly intellected and reasoned with by persons’ minds
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(Aristotle), in either case Truth is intellected a-priori (Kant), and that; (2) the corollaries
to the postulate are that; (i).what disturbingly affects all existing persons’ reflexive
awareness, i.e. what unsettles the mental organic events of mental organic images, mental
organic feelings, and mental organic urges to move in all persons’ consciousness, is the aposteriori
use of semiosical organic meanings by persons’ who exist as humans, by their
very nature, that are not perfectly rational, and, (ii) what satisfactorily affects these
mental organic events, i.e. what settles these mental organic events, in persons’ reflective
awareness, i.e. in persons’ consciousness, as; (a) persons’ who by nature are not perfectly
rational, are, (b) persons’ using meanings, as well as meanings can be used a-posteriori,
in the conduct of the logical phases of the reflective thinking experience for the purpose
of conducting the knowing experience, i.e. for the purpose of conducting the educative
experience.”
Meanings and Their Connection in and with the Open Synergetic Reality of Nature’s
Environment
Implied by the corollaries of Foundational Postulate 1, then, is that, meanings, as they are
connected with the open synergetic reality of nature’s environment, exist: (1) in and through the
semiosical process, as this process is involved in the logical phases of the conduct of the
reflective thinking experience as the knowing experience, i.e. as the educative experience, as
conducted by persons’ conducting the phases as well as they can, in nature’s unified
communication system; (2) in and through the semiosical process, thusly involved in persons’
conducting the phases as well as they can, and, as these phases are involved in the
enculturalization of the physical, physiological, mental, and dispositional circumstances in
nature’s open synergetic environment, and; (3) organically associated with that which they have
enculturalized, i.e. organically associated with the circumstances in nature’s open synergetic
environment.
The essential feature of nature’s open synergetic environment is that between the extant stability
and the extant instability involving the set of physical, physiological, mental, and dispositional
circumstances as determined by: (1) the stimulus-response/reflex arc/inter-active behavior
relationship, in open synergetic connection with; (2) the intention-consequence/reflexively
aware/trans-active conduct relationship.
Stability and Instability as Determined by the Stimulus-Response/Reflex Arc/Inter-active
Behavior Relationship: The extant stability, as determined by this relationship, is that of the
existence of physical inorganic and organic objects, in contrast to physical inorganic and organic
events. Physical inorganic and organic objects, though determined by this relationship, hence,
then, determined to proportionately move and change, exist stable enough such that they can and
do persist in spatial and temporal continuity as the qualities of shape, size, and mass in nature’s
environment. Whereas, however, physical inorganic and organic events, though determined by
this relationship, hence, then, determined to proportionately change, do not exist stable enough
such that they can and do persist in spatial and temporal continuity as the qualities of shape, size,
and mass in nature’s environment, therefore, they exist determined to be unstable circumstances
in nature’s environment.
Also, besides physical inorganic and organic events, it is also the case that physiological organic
events and mental organic events exist as proportionately unstable circumstances as determined
by this relationship in nature’s environment, whereas, however, dispositional organic states exist
as proportionately stable circumstances as determined by this relationship in nature’s
environment. Dispositional organic states existing as habits and propensities in persons, for
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example, though not existing in spatial proportionately stable continuity as the qualities of shape,
size, and mass in nature’s environment, they do exist in temporal proportionately stable
continuity as the quality of being longer-lasting than physical, physiological, and mental
inorganic and organic events.
Physical inorganic and organic objects and dispositional organic states, then, have the
characteristic of being proportionately stable, whereas, however, physical inorganic and organic
events, as well as, physiological and mental organic events have the characteristic of being
proportionately unstable, as determined by the stimulus-response/reflex arc/inter-active behavior
relationship in nature’s environment.
Stability and Instability as Determined by the Intention-Consequence/Reflexively
Aware/Trans-active Conduct Relationship: Whereas, the stimulus-response/reflex arc/interactive
behavior relationship determines physical, physiological, and mental inorganic and organic
objects and events, as to their proportionately stable and/or unstable existence in nature’s
environment, it is the case that, the intention-consequence/reflexively aware/trans-active conduct
relationship determines the proportionately stable existence of semiosical organic meanings,
themselves, existing, as do dispositions exist, also, as organic states, i.e. as semiosical organic
states, rather than existing as a physical, physiological, or mental inorganic and organic objects or
events. As do dispositional organic states, semiosical organic states exist in temporal
proportionately stable continuity as the quality of being long-lasting, though not existing in
temporal and spatial proportionately stable continuity as the qualities of shape, size, and mass in
nature’s environment.
Semiosical organic states, then, have the characteristic of being proportionately stable, as
determined by the intention-consequence/reflexively aware/trans-active conduct relationship.
The essential feature of nature’s open synergetic environment, then, is the open synergetic
connection that exists between: (1) the proportionately stable circumstances of; (i) physical
inorganic and organic objects, e.g. respectively, mountains and forests, (ii) dispositional organic
states, i.e. habits and propensities, and, (iii) semiosical organic states, i.e. meanings, and; (2) the
proportionately unstable circumstances of; (i) physical inorganic and organic events, e.g.
respectively, earthquakes and child birth; (ii) physiological organic events, e.g. body pleasures
and pains, and, (iii) mental organic events, e.g. mental images, feelings, and urges to move, as
these proportionately stable and unstable circumstances contribute, respectively, to determinate
and indeterminate cultural situations in nature’s environment.
Proportionately stable and unstable circumstances exist, as synergetically connected in,
respectively, determinate and indeterminate situations in nature’s environment, an environment in
which model persons exist organically connected in, and in which model persons perceptually
experience, the existence of the proportionately stable and unstable circumstances through
determinate and indeterminate cultural situations, i.e. through proportionately stable and unstable
circumstances that have been enculturalized by meanings being assigned to the circumstances
through model persons’ conducting the logical phases of the reflective thinking experience as the
knowing experience, i.e. as the educative experience, as determined by the semiosical process.
It is the perceptual experience of the sensations of the mental organic events in model persons’
psyches that can be truly referred to by the meanings of the words ‘settled’ and ‘unsettled’, or
their cognates as found in List 1, for examples, in and by model persons’ minds involving
sententially formed meanings, that model persons’ recognize the existence, respectively, of
determinate and indeterminate cultural situations.
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Specifically, in accordance with Foundational Postulate 1: (1) it is the existence of the sensations
of mental events organized internally, and only internally, to model persons’ psyches that can be
truly referred to by the words ‘settled’ and ‘unsettled’, or their cognates, that; (2) are affected by
the existence of intellections of consistent and inconsistent sententially and non-sententially
formed meanings organized internally to and externally to person’s minds, whereas, both
kinds of existences are recognized by model persons’ existing in, and perceptually experiencing
themselves and other selves as organically connected to, circumstances that form culturally
determinate and indeterminate situations, i.e. as model persons’ organically existing in nature’s
environmental circumstances that have been determinately and indeterminately enculturalized
with and by organic meanings existing internally to the organizations of model persons’ minds,
as well as, meanings existing externally to the organizations of model persons’ minds, i.e.
meanings existing as assigned to circumstances that exist externally to model persons’ minds,
through the conceptual experience of intellection involved in the conduct of the logical phases of
the reflective thinking experience as the knowing experience, i.e. as the educative experience.
It is the conceptual experience of intellection that assigns meanings to signals, whereby: (1)
signals are formed from physical, physiological, mental, and dispositional objects, events, and
states, through nature’s unified communication system, and; (2) signals are transformed into signs
representing meanings in nature’s unified communication system. And, it is the symbolic signs
of words and numerals, along with the symbolic signs of composition and punctuation marks,
that, through the conceptual experience of intellection, are assigned meanings, hence, it is
symbolic signs that possess both physical and semiosical characteristics, i.e. characteristics that
are involved in the sentential formation of meaning.
Also, besides signals formed from physical, physiological, mental, and dispositional objects,
events, and states being transformed, through nature’s unified communication system, into
symbolic signs involved in the sentential formation of meanings, signals are also transformed,
through this system, into indexical signs involved in the non-sentential formation of meanings,
whereby, then: (1) proportionately stable physical inorganic objects as signals are assigned
meanings to them as indexes forming meanings, not as symbols forming meanings, e.g. the
physical inorganic objects referred to by the meanings of the words ‘mountains’ and ‘rivers’,
become enculturalized by these meanings and exist as indexes or indicators forming meanings,
not as symbols forming meanings, as words and numbers are symbols forming meanings; (2)
proportionately stable physical organic objects as signals are assigned meanings to them as
indexes forming meanings, not as symbols forming meanings, e.g. the physical organic objects
referred to by the meanings of the words ‘plants’ and ‘animals’, become enculturalized by these
meanings and exist as indexes or indicators forming meanings, not as symbols forming meanings,
as words and numbers are symbols forming meanings; (3) proportionately unstable physical
inorganic events as signals are assigned meanings to them as indexes forming meanings, not as
symbols forming meanings, e.g. the physical inorganic events referred to by the meanings of the
words ‘earthquake’ and ‘volcano’, become enculturalized by these meanings and exist as indexes
or indicators forming meanings, not as symbols forming meanings, as words and numbers are
symbols forming meanings; (4) proportionately unstable physical organic events as signals are
assigned meanings to them as indexes forming meanings, not as symbols forming meanings, e.g.
the physical organic events referred to by the meanings of the words ‘child birth’ and ‘human
death’, become enculturalized by these meanings and exist as indexes or indicators forming
meanings, not as symbols forming meanings, as words and numbers are symbols forming
meanings; (5) proportionately unstable physiological events as signals are assigned meanings to
them as indexes forming meanings, not as symbols forming meanings, e.g. the physiological
organic events referred to by the meanings of the words ‘body pain’ and ‘pleasure’, become
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enculturalized by these meanings and exist as indexes or indicators forming meanings, not as
symbols forming meanings, as words and numerals are symbols forming meanings; (6)
proportionately unstable mental organic events as signals are assigned meanings to them as
indexes forming meanings, not as symbols forming meanings, e.g. the mental organic events
referred to by the meanings of the words ‘mental images’, ‘mental feelings’, and ‘mental urges to
move’, become enculturalized by these meanings and exist as indexes or indicators forming
meanings, not as symbols forming meanings, as words and numerals are symbols forming
meanings, and; (7) proportionally stable dispositional organic states are assigned meanings to
them as indexes forming meanings, not as symbols forming meanings e.g. the dispositional
organic states referred to by the meanings of the words ‘habits’ and ‘propensities’, become
enculturalized by these meanings and exist as indexes or indicators forming meanings, not as
symbols forming meanings, as words and numerals are symbols forming meanings.
It follows from the above, that: (1) indexical signs; (i) trans-formed from physical, physiological,
and mental objects and events, possess; (a) physical object characteristics that are proportionately
stable, physical event characteristics that are proportionately unstable, and, semiosical state
characteristics that are proportionately stable; (b) physiological event characteristics that are
proportionately unstable and semiosical state characteristics that are proportionately stable, and;
(c) mental events characteristics that are proportionately unstable and semiosical state
characteristics that are proportionately stable, and; (ii) trans-formed from dispositional states
possess dispositional state characteristics that are proportionately stable and semiosical state
characteristics that are proportionately stable, and, that; (2) symbolic signs as, for example,
words, numerals, and other compositional and grammar marks, possess physical object
characteristics that are proportionately stable and semiosical state characteristics that are
proportionately stable.
It is the case, then, that: (1) determined by the intention-consequence/reflexively aware/transactive
conduct relationship is the existence of the proportional stability of the semiosical organic
states of meanings; (i) that are sententially and indexically formed, and, (ii) that enculturalize that
which is; (2) determined by the stimulus-response/reflex arc/inter-active behavior relationship as;
(i) the existence of the proportional stability of, (a) physical inorganic and organic objects, and,
(b) dispositional states, and, (ii) the existence of the proportional instability of, (a) physical
inorganic and organic events, (b) physiological events, and, (c) mental events, all of which
constitute a set of circumstances that contribute to the existence of the formation of determinate,
i.e. formation of stable, and the formation of indeterminate, i.e. formation of unstable, cultural
situations, along with model persons’ experience of the existence of these openly and
synergetically connected cultural situations.
In the Theoretical Stage of the logical phases of the reflective thinking experience as the
knowing experience, i.e. as the educative experience, as conducted within the determinates of the
open synergetic connections in nature’s environment, through nature’s unified communication
system: Phase 1 has been accounted for as a phase emphasizing the fact that humans beings
exist as model persons; Phase 2 has been accounted for as a phase emphasizing the fact that
human beings exist as model persons who perceptually experience the existence of semiosically
enculturalized circumstances; Phase 3 has been accounted for as a phase emphasizing the fact
that human beings exist as model persons who perceptually experience the existence of
semiosically enculturalized circumstances as these circumstances form determinate and
indeterminate cultural situations, and; Phase 4 will account for the phase that emphasizes the
facts involved in the perceptual experience of this kind of existence.
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Phase 4: From the bio-ecology perspective, prior to the semiosical enculturalization of
circumstances in nature’s environment, as determined by the intention-consequence/reflexively
aware/trans-active conduct relationship, physical inorganic and organic objects and events existed
and were sensceptually experienced by pre-semiosical enculturalizing beings, i.e. pre-human
beings as pre-persons, i.e. sub-human beings, and, these sub-human beings were effected by the
synergy involved in, and only in, the determinates of the stimulus-response/reflex arc/inter-active
behavior relationship, hence, they were determined by, and only by, the information process in
nature’s communication system, not by this process unified with the signification process in
nature’s unified communication system.
These pre-human beings as pre-persons, i.e. these sub-human beings: (1) through the sensceptual
experience involving the extero-ceptors as sub-human beings’ body surface receptors they were
actually able; (i) to experience the sensations of the external to their bodies’ existence of
inorganic and organic objects and events that formed the physical inorganic and organic existence
of external to their bodies’ circumstances in nature’s environment, and, they were able, (ii) to
experience these physical sensations as, and only as, these objects and events, from within
nature’s non-unified communication system, were trans-ducted into and through the eyes, ears,
nose, skin, and tongue, as physical inorganic signals, and, further, trans-formed into the physical
organic signals of electrical impulses moving through the nervous system to the brain, with the
effect of involuntary physical body movements, and; (2) through the kinceptual experience
involving intero-ceptors and proprio-ceptors they were actually able; (i) to experience the
physiological sensations of the internal to their bodies’ existence of the organic events of (a) pain
and pleasure, (b) equilibrium and non-equilibrium, (c) muscle urges to move and relax, and, (d)
actual movements of the human body, and, they were able, (ii) to experience these physiological
sensations, as and only as, these events, from within nature’s non-unified communication were
trans-ducted as physiological organic signals, and, further, trans-formed into physiological
organic signals of electrical impulses moving through the nervous system to the brain, with the
effect of involuntary physical body movements, whereby, both the sensceptual and kinceptual
experience were determined by the stimulus-response/reflex arc/inter-active behavior
relationship, synergetically connected in, to, and with the physical and physiological
circumstances of nature’s environment.
However, though they were actually able to sensceptually and kinceptually experience the
physical and physiological circumstances of nature’s environment: (1) they were only potentially
able, through their propensities, to imaginatively, emotionally, and conatively experience,
respectively, mental images, mental feelings, and mental urges to move, as organized into
persons’ psyches, and; (2) they were only potentially able, through their propensities, to
conceptually experience; (i) intellectually the meanings, (a) involved in the semiosical process,
and, (b) organized into persons’ minds, and; (ii) inferentially, the dispositions, (a) as propensities
involved in the inter-active behavior, and, (b) as habits involved in trans-active conduct, whereby,
these imaginative, emotional, conative, and conceptual experiences are involved in the conduct of
the logical phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience, in nature’s environment.
From the bio-ecological and bio-socio-semiosical perspectives, then, pre-human beings as prepersons,
i.e. sub-human beings, had the above actual abilities and potential abilities to experience
what existed in nature’s environment, whereas, the potential abilities were realized as actual
abilities, in persons’, through experiences involved in the evolutionary process as this process
proceeded through a synergetically connected set of circumstances in nature’s environment to the
point of persons’ existing with the ability to perceptually experience, within their conduct of the
reflective thinking experience as the knowing experience, i.e. as the educative experience: (1)
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their existence as being determined by the existence of both; (i) the stimulus-response/reflex
arc/inter-active behavior relationships, and, (ii) the intention-consequence/reflexively aware,
trans-active conduct relationship, hence; (2) their existence in both; (i) determinate cultural
situations, and, (ii) indeterminate cultural situations, in nature’s environment, therefore; (3) their
existence in both; (i) determinate non-cultural situations, and, (ii) indeterminate non-cultural
situations.
Pre-evolutionary persons’, then, only existed in: (1) determinate non-enculturalized situations in
nature’s environment effected by the physical inorganic and organic proportionately stable
objects, hence, existing unaffected by sensations of that which would attract their attention, and;
(2) indeterminate non-enculturalized situations in nature’s environment effected by physical
inorganic and organic and physiological organic proportionately unstable events, hence, existing
affected by sensations that only attracted their attention and determined involuntary movement,
excluding, therefore, intellections that focus attracted attention and determine voluntary
movement in a nature’s non-unified communication system consisting of only the information
process.
Whereas, however, evolved model persons’, exist in: (1) determinate enculturalized situations in
nature’s environment effected by; (i) physical inorganic and organic proportionately stable
objects, (ii) dispositional organic proportionately stable states, and, (iii) the semiosical organic
proportionately stable states, hence, existing unaffected by sensations that attract attention,
intellections that focus attention, or inferences that speculate about the enactment of attracted and
focused attention, and; (2) indeterminate enculturalized situations in nature’s environment
effected by; (i) physical inorganic and organic proportionately unstable events, hence, existing
affected by sensations that attract attention, intellections that focus attention, and inferences that
speculate about the enactment of attracted and focused attention, hence, effect both involuntary
and voluntary movements in nature’s unified communication system consisting of both the
information process and the signification process.
In that the complete perceptual experience is an experience recognizing what exists, as composed
by: (1) sensations involved in the sensceptual and kinceptual experiences; (2) sensations involved
in imaginative, emotional, and conative experiences; (3) intellections involved in the conceptual
experience, and; (4) inferences involved in the conceptual experience, it follows, then, that preevolutionary
persons’ were limited to the incomplete perceptual experience of sensations
involved in the sensceptual and kinceptual experiences, whereas, evolved model persons’ are not
so limited as they have complete perceptual experiences of sensations involved in the sensceptual,
kinceptual, imaginative, emotional, and conative experience and of intellections and inferences
involved in the conceptual experiences.
Phase 4, then: (1) emphasizes the fact of model persons’ evolved such that they have the
complete perceptual experience of the existence of semiosically enculturalized circumstances as
these circumstances synergetically connect determinate, i.e. stable, and indeterminate, i.e.
unstable, cultural situations; (2) emphasizes the Determinate 2 model persons’ case of evolved
model persons’ conducting the logical phases of the reflective thinking experience as the knowing
experience, i.e. as the educative experience, as well as they can be conducted by model persons,
and, it also; (3) emphasizes Foundational Postulate 1, i.e. the postulate that involves the fact of
model persons’ evolved such that they exist with; (i) the sensations of mental events organized
and existing internally, and only internally, to model persons’ psyches to which the meanings of
the words ‘settled’ and ‘unsettled’, and their cognates, can truly be used to refer to, and, that are,
(ii) affected by the existence of intellections of consistent and inconsistent symbolically and
indexically formed meanings organized internally to and externally to model persons’ minds.
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There are two levels at which symbolically, i.e. sententially, and indexically, i.e. non-sententially,
formed meanings can be intellected by the conceptual experience: (1) the first level is that of the
apprehension of these kinds of formed meanings, i.e. the immediate intellection of the meanings
without reflexive awareness of them being conceptually experienced, and; (2) the second level is
that of the comprehension of these kinds of formed meanings, i.e. the mediated intellection of
these meanings with reflexive awareness of them being conceptually experienced.
Apprehension Level of Intellection: At the apprehension level of the intellectual experience, it
is possible that: (1) attention is not attracted to the consistencies and inconsistencies in
symbolically and indexically formed meanings, i.e. not attracted to the consistencies and
inconsistencies in semiosical characteristic of the symbolic and/or indexical signs, and; (2)
attention, also, is not attracted to the physical characteristics, i.e. the signal characteristics of the
symbolic and/or indexical signs, for examples, using case illustrations:
(Case 1) is the case that; (i) the symbolically formed meaning, i.e. the semiosical characteristic, of
the physical object, i.e. physical word ‘car’ may be experienced by apprehension, with no
attention attracted to its consistency or inconsistency in use, whereas, however; (ii) the physical
event of misspelling or mispronunciation of the physical word ‘car’ may be experienced by
sensation, with no attention attracted to its consistency or inconsistency in use;
(Case 2) is the case that; (i) the indexically formed meaning, i.e. the semiosical characteristic, of
the physical object car, may be experienced by apprehension, with no attention attracted to its
consistency or inconsistency in use, whereas, however, (ii) the physical event of the physical
object car being used in a “wrecking derby” physical event may be experienced by sensation,
with no attention attracted to its consistency or inconsistency in use;
(Case 3) is the case that; (i) the symbolically formed meaning, i.e. the semiosical characteristic, of
the physical word ‘car’ may be experienced by apprehension, with no attention attracted to its
consistency or inconsistency in use, and; (ii) the physical event of misspelling or
mispronunciation of the physical word ‘car’ may be experienced by sensation, also, with no
attention attracted to its consistency or inconsistency in use; and, also; (iii) the indexically
formed meaning, i.e. the semiosical characteristic, of the physical object car, may be experienced
by apprehension, with no attention attracted to its consistency or inconsistency in use, and, also,
again, (iv) the physical event of the physical object car being used in a “wrecking derby” may be
experienced by sensation, with no attention attracted to its consistency or inconsistency in used,
whereas, however;
(Case 4) is the case that; (i) the indexically formed meaning, i.e. the semiosical characteristic, of
the mental image event, i.e. the mental event of a mental image of the physical word ‘car’, in
model persons’ psyches, may be experienced by apprehension, in model persons’ minds, with no
attention attracted to its consistency or inconsistency in use, whereas, however, (ii) the mental
image event of the physical object car being used in a “wrecking derby” physical event, in
association, i.e. in mutual formation; (a) with the mental image event of, (aa) memory of the
self’s own body being crippled, associated with, i.e. mutually formed with, (aaa) memory of
self’s own body’s intense physiological pain, involved in such a physical event, and, (b) with the
mental feeling event of unsettlement, associated, i.e. mutually formed, (c) with the mental urge to
move event of inhibition, all being experienced by sensation, with attention attracted to its
consistency or inconsistency in use.
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Whereas, Cases 1, 2, and 3 are cases illustrating examples of model persons’ attention not being
attracted, by either: (1) the experience of the apprehension of the consistencies and
inconsistencies of semiosical states, i.e. consistencies and inconsistencies of meaning states, or;
(2) the experience of the sensation of the consistencies and inconsistencies of physical objects in
physical events, Case 4 is a case illustrating an example of model persons’ attention not being
attracted by (1) or (2), however, it is a case illustrating an example of, (i) model persons’
attention not being attracted by apprehension of consistencies and inconsistencies of meaning
states, but, then, (ii) model persons’ attention being attracted by sensation of consistencies and
inconsistencies of mental events associated with, i.e. mutually formed with, physiological events.
Case 4 is an example of: (1) model persons’ mental image event of the physical word ‘car’; (i) as
an indexical sign, with its semiosically formed characteristic, i.e. meaning formed characteristic,
(ii) being experienced by apprehension in model persons’ minds, with, (iii) attention not being
attracted, whereas, however; (2) model persons’ mental image event of; (i) the physical object
car involved in a physical event, in which (ii) the mental image event of memory involves (a)
model persons’ self’s own body being crippled, and, (b) model persons’ self’s own body
experiencing the sensation of intense physiological pain, and; (3) model persons’ mental feeling
event of unsettlement, e.g. (i) upset mental feelings, (ii) worried mental feelings, (iii) bothered
mental feelings, (iv) concerned mental feelings, (vi) perturbed mental feelings, (vii) disturbed
mental feelings, (viii) agitated mental feelings, (ix) alarmed mental feelings, (x) annoyed mental
feelings, (ix) interrupted mental feelings, and (xii) muddled mental feelings’) associated with, i.e.
mutually formed with; (4) person’s mental urge to move event of inhibition, e.g. (i) static mental
urge to move, (ii) stilled mental urge to move, (iii) stationed mental urge to move, (iv) inert
mental urge to move, (v) fixed mental urge to move, (vi) stagnant mental urge to move, (vii)
inactive mental urge to move, (viii) unchanging mental urge to move, (ix) languid mental urge to
move, and, (x) apathetic mental urge to move, being; (5) being experienced by sensation in model
persons’ psyches, with; (6) attention being attracted, wherein, the attracted attention can be
referred to by the meaning of the words ‘apprehensive level of sensation’.
Apprehensive Level of Sensation: It is significant to note, at this point, the fact that the words
‘apprehension’ and ‘apprehensive’, as enculturalized by the symbolic meanings, i.e. the
semiosical characteristics, formed in the English language, though consistent in their spellings as
‘apprehension’ and apprehensive’, i.e. consistent in their physical characteristics, they are
inconsistent in their symbolic meanings, i.e. inconsistent in their semiosical characteristics: (1) in
that for the word consistently spelled ‘apprehension’, as a noun, has: (i) the meaning of “the act
of the trans-active conduct of the immediate intellection of meanings without reflexive awareness
of the meanings being conceptually experienced existing as consistent or inconsistent semiosical
states”, and, also; (ii) the meaning of “the act of the inter-active behavior of the immediate
sensation of mental feeling of unsettlement about the future with reflexive awareness of the
mental feelings being affectively experienced and existing as inconsistent mental events ”, and;
(2) in that for the word consistently spelled ‘apprehensive’, as an adjective, has: (i) the meaning
of “the effect of immediate understanding of the trans-actively conducted acts of intellections of
meaning without reflexive awareness of the immediate understanding of the existence of
consistent or inconsistent semiosical states”, and, also; (ii) the meaning of “the effect of
immediate affection of the inter-active behavioral acts of the sensations of mental feelings of
unsettlement about the future with reflexive awareness of the immediate affection of the existence
of inconsistent mental events”.
The meanings of the words ‘apprehension’ and ‘apprehensive’, as these meanings are formed
above, signify that the inconsistency in the meanings: (1) is that between immediate acts of transductive
conduct and inter-active behavior and the immediate effect of these acts, and; (2) is that
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between being reflexively aware and not being reflexively aware of these immediate acts and the
immediate effects of the immediate acts.
Comprehension and Apprehension Levels of Intellections: The comprehension level of
intellection compares with the apprehension level of intellection in that both are acts of
conceptual experiences, whereas, however: (1) they contrast in kinds of acts in that; (i)
comprehension intellections are reflexively aware trans-actively conducted mediated acts of
conceptual experience, hence, model persons’ conduct these acts with their attention attracted to
the consistencies and inconsistencies in symbolic and/or indexical meanings, and, (ii)
apprehension intellections are non-reflexively aware trans-actively conducted immediate acts of
conceptual experience, hence, model persons’ conduct these acts with their attention not
attracted to the consistencies and inconsistencies in symbolic and/or indexical meaning; and,
also; (2) they contrast in the kinds of effects from the acts in that; (i) acts of comprehension
intellections effect a comprehensive understanding of the existence of consistently organized
meaning states that focus attracted attention in model persons’ minds, to be completely
perceptually experienced as the recognition of the existence of determinate, i.e. settled and stable,
cultural situations, and, (ii) acts of apprehension intellections effect an apprehensive affection of
the existence of the inconsistently organized mental feeling events that attract attention in and to
model persons’ psyches, to be completely perceptually experienced and focused on in and by
model persons’ minds as the recognition of the existence of indeterminate, i.e. unsettled and
unstable, cultural situations.
Essential to the Theoretical Stage of the conduct of the logical phases of the reflective thinking
experience as the knowing experience, i.e. as the educative experience, then, is that of the
conceptual experience of comprehension by intellection of symbolic and indexical meanings: (1)
as these meanings are inconsistently organized and exist internally and externally to model
persons’ minds in enculturalized circumstances of nature’s environment; (2) as they are
associated with, i.e. mutually formed with, and affect; (3) by unsettling the organization of mental
events in model persons’ psyches, hence; (4) as the meanings attract attention to themselves, by,
(5) model persons’ be reflexively aware of and completely perceptually experiencing their
inconsistent existence, in; (6) the conduct of Phase 4 in the Theoretical Stage as well as they, as
model persons’, can conduct the phase, in; (7) indeterminate cultural situations.
In the Theoretical Stage of the logical phases of the reflective thinking experience as the
knowing experience, i.e. as the educative experience, as conducted within the determinates of the
open synergetic connections in nature’s environment, through nature’s unified communication
system: Phase 1 has been accounted for as a phase emphasizing the fact that humans beings
exist as model persons; Phase 2 has been accounted for as a phase emphasizing the fact that
human beings exist as model persons who perceptually experience the existence of semiosically
enculturalized circumstances; Phase 3 has been accounted for as a phase emphasizing the fact
that human beings exist as model persons who perceptually experience the existence of
semiosically enculturalized circumstances as these circumstances form determinate, i.e. settled,
stable, and indeterminate, i.e. unsettled, unstable, cultural situations, and; Phase 4 has been
accounted for as the phase that emphasizes the facts involved in the perceptual experience of
this kind of existence; Phase 5, then, will be accounted for as emphasizing the fact of the need
for problematics as knowledge about problems perceived as existing in life’s personal and
career experiential challenges involved in the Theoretical Stage of the conduct of the logical
phases of the reflective thinking experience as the knowing experience, i.e. as the educative
experience, as well as model persons can conduct the phases in indeterminate, i.e. unsettled,
unstable, cultural situations.
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Indeterminate, i.e. unsettled, unstable, cultural situations are synergetically connected with
determinate, i.e. settled, stable, cultural situations through meanings represented by signs in
nature’s unified communication system, hence, model persons conducting the reflective thinking
experience as the knowing experience, i.e. as the educative experience, as well as they can, in
their complete perceptual experiences, recognize that the existence of mental feelings of
unsettlement, referred to by meanings of words that truly reference the feelings of unsettlement,
are mental indexical signs representing meanings, involved in and with physical, physiological,
and dispositional indexical signs representing meanings, nature’s unified communication system,
that signify the existence of a problem needing to be formed in symbolic signs, i.e. needing to be
sententially formed, as to kind of problem it is so as to successfully meet life’s personal and
career experiential challenges involved in the Theoretical Stage of the conduct.
In problematics, it is known that the logical phases of the reflective thinking experience as a
knowing experience, i.e. as an educative experience: (1) have been successfully conducted by
model persons in meeting specialized life’s career experiential challenges to the point that there
exists a context of sententially formed meanings that has enculturalized a set of circumstances
that form indeterminate cultural situations in nature’s environment, hence, has enculturalized a set
of stock problems that specialized model persons’: (i) must learn to have their attention
affectively attracted to, (ii) must learn to have their attention understandingly focus on, and, (iii)
must learn, practice, and implement a corresponding set of methods for solving the problems in
model persons’ chosen careers, such as, for example, careers in government, business, teaching,
science, technology, politics, military service, agriculture, religion, mathematics, philosophy,
languages, etc, however, the logical phases; (2) have been unsuccessfully conducted by
unspecialized model persons in meeting ordinary life’s personal experiential challenges, hence,
there exists no context of sententially formed meanings that has enculturalized a set of
circumstances that form indeterminate cultural situations in nature’s environment, hence, has
enculturalized a set of stock problems that unspecialized model persons’: (i) must learn to have
their attention affectively attracted to, (ii) must learn to have their attention focused on and in the
comprehension level of intellection, and, (iii) must learn, practice, and implement a
corresponding set of methods for solving the problems in meeting model persons’ personal life
experiential challenges.
Specialized life’s career experiential challenges, using the logical phases of the reflective thinking
experience as the knowing experience, i.e. as the educative experience, in Phase 5 of the
Theoretical Stage, have been assisted by following the Forming of Problem in Sentential
Meaning Rule, i.e. the rule that directs model persons’ to form the unsettling mental feeling,
experienced by immediate sensation, that is the indexical sign suggesting a problem inherent in
indeterminate cultural situations into the sententially formed meanings, experienced by the
comprehension (mediating) level of intellection, of an interrogative formation of meanings,
whereby, then, the mediate meanings forming the problem, in association with, i.e. in mutual
formation with, the immediate unsettling mental feelings suggesting the problem in Phase 5 can
be consistently followed by the comprehension (mediating) level of intellection of a-posteriori
deductive implications of meanings forming the problem, and, though synergetically
connected with, will not be inconsistently followed by the immediate sensation of affective
suggestions of meanings forming the problem, in the challenge of solving the problem
attention is focused on for proportionate truth, not Absolute Truth.
Phase 6: Phase 6, then, in the Theoretical Stage, emphasizes the fact that, in the challenge of
solving the problem interrogatively formed in meanings, implied by the meanings are plausible
solutions to the problem, hence, model persons involved in specialized and/or ordinary life’s
experiential challenges and conducting the logical phases in the Theoretical Stage of the
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reflective thinking experience as the knowing experience, i.e. as the educative experience, follow
the A-posteriori Deductive Implication and Affective Suggestion of Solutions Rule, i.e. the
rule that directs model persons to focus their attention on the use of a-posteriori deductive implications in reasoning, i.e. the use of the a-posteriori deductive comprehension
(mediating) level of intellection, in using meanings to a-posteriori deductively reason out
plausible solutions to the problem that attention is focused on, for proportionate truth, not
Absolute Truth, in synergetic association with, i.e. in synergetic mutual formation with, the
immediate affective suggestions of imagination, i.e. the use of the immediate affective
sensation.
In general, as: (1) problems, (i) are signified by meanings represented by the indexical signs of
mental feeling events in model persons’ psyches, and, synergetically, (ii) become formed in the
sentential form of interrogatively formed symbolic meanings in model persons’ minds, so; (2)
solutions to problems, (i) are implicated by the interrogatively formed symbolic meanings in
model persons’ minds, and, synergetically, (ii) become imagined as to the consequences of the
solutions’ in model persons’ psyches.
Phase 6, in accordance with the A-posteriori Deductive Implication and Affective Suggestion
of Solutions Rule, is the phase in the Theoretical Stage in which mental indexical signs,
representing meanings, signify a problem which is formed in interrogative symbolic signs,
representing meanings in Phase 5, are a-posteriori deductively reasoned with, at the a-posteriori
deductive comprehension (mediating) level of intellection, and, are imagined with, by the
immediate sensation of imagination, so as to perceptually experience: (1) Phase 6a the existence
of plausible solutions, as hypotheses, to the problem; (2) Phase 6b in light of imagined
consequences of each of the plausible solutions.
Phase 6, in the Theoretical Stage, then, divides into Phase 6a and Phase 6b, wherein: (1) Phase
6a emphasizes model persons’ perceptually experiencing their minds a-posteriori deductively
reasoning out plausible solutions from the meanings in the interrogatively formed problem, in
synergetic connection with; (2) Phase 6b which emphasizes model persons’ perceptually
experiencing their psyches affectively imagining the consequences to each of the a-posteriori
deductively reasoned out plausible solutions, in preparation for Phase 7, i.e. the phase that
emphasizes the perceptual experience of choosing a plausible solution, as formed in declarative
sentential meanings, with which to abduct deductively implicated meanings to inductively reason
with so as to test for the proportionate truth, not Absolute Truth, of the correspondence between
the actual consequences and the imagined consequences to the enactment of the plausible
solution, as a hypothesis.
Phase 7: In the Theoretical Stage, this phase builds on: (1) the perceptual experiences; (i) in
Phase 6a, i.e. the perceptual experiences of persons’ minds a-posteriori deductively reasoning out
plausible solutions (hypotheses) by and through meanings used to interrogatively form a problem,
and, (ii) in Phase 6b, i.e. the perceptual experiences of persons’ psyches of imagining
consequences to each of the deductively reasoned out plausible solutions, and, emphasizes; (2)
the perceptual experience in Phase 7, i.e. the perceptual experiences; (i) of choosing a plausible
solution to the problem, (ii) of forming it in declarative sentential meanings, (iii) of abductively
reasoning with the deduced implications of these meanings; with, (iv) the imagined
consequences, (a) for inductively reasoning with meaning, and, (b) for testing the proportionate
truth, not the Absolute Truth, of the plausible solution as a hypothesis, in the Practical Stage of
the conduct of the logical phases of the reflective thinking experience as the knowing experience,
i.e. as the educative experience, hence, to perceptually experience the existence of the
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proportionate truth, not the Absolute Truth, of the correspondence between the actual
consequences and the imagined consequences.
Listed below is a brief review of phases in the Theoretical Stage leading up to Phase 8.
List 2
Phase 1 has been accounted for as a phase emphasizing the fact that humans beings
exist as model persons;
Phase 2 has been accounted for as a phase emphasizing the fact that human beings exist
as model persons who perceptually experience the existence of semiosically
enculturalized circumstances;
Phase 3 has been accounted for as a phase emphasizing the fact that human beings exist
as model persons who perceptually experience the existence of semiosically
enculturalized circumstances as these circumstances form determinate, i.e. settled, stable,
and indeterminate, i.e. unsettled, unstable, cultural situations, and;
Phase 4 has been accounted for as the phase that emphasizes the facts involved in the
perceptual experience of this kind of existence;
Phase 5, has been accounted for as emphasizing the fact of the need for problematics as
knowledge about problems
Phase 6 has been accounted for, as divided into:
Phase 6a that accounts for model persons’ perceptually experiencing their minds
a-posteriori deductively reasoning out plausible solutions from the meanings in
the interrogatively formed problem, in synergetic connection with;
Phase 6b that accounts for model persons’ perceptually experiencing their
psyches affectively imagining the consequences to each of the a-posteriori
deductively reasoned out plausible solutions, in preparation for the next phase;
Phase 7 accounts for model persons’ perceptual experience of choosing a plausible
solution, as formed in declarative sentential meanings, with which to abduct deductively
implicated meanings to inductively reason with so as to test for the proportionate truth,
not Absolute Truth, of the correspondence between the actual consequences and the
imagined consequences to the enactment of the plausible solution, as a hypothesis.
In regard to the conduct of the logical phases of the reflective thinking experience as the knowing
experience, i.e. as the educative experience, implicit in the above phases of the Theoretical
Stage, as well as the phase that follows in this stage, and, as well as the phases that follow in the
Practical Stage, are philosophies: (1) of experience of what exists; (2) of knowledge as the
outcome of the conduct of logical phases of the reflective thinking experience as the knowing
experience, i.e. as the educative experience; (3) of persons’ minds in synergetic connection with
persons’ psyches; (4) of the logics of the deductive, abductive, and inductive reasoning as using
sententially formed meanings; (5) of the complete perceptual experience; (6) of semiotics and
ecology; (7) of nature’s unified communication system, and; (8) of determination by two
relationships in nature’s environment.
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Philosophy of Experience of What Exists: This is a philosophy of experience as the organic
and synergetic connection: (1) of the experience of sensations of what exists as physical objects
and events, physiological events, and mental events, experienced respectively by the sensations
involved in the sensceptual, kinceptual, imaginative, emotional, and conative experiences, and;
(2) with the experience of intellections of what exists as dispositional states and semiosical
(meaning) states, experienced respectively by the apprehension and comprehension levels of
intellections involved in the conceptual experience.
Philosophy of Knowledge as the Outcome of the Conduct of the Logical Phases of the
Reflective Thinking Experience as the Knowing Experience, i.e. as the Educative
Experience: This is the philosophy that knowledge is what persons’ acquire from the conduct of
the logical phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience, wherein, the phases involve: (1) the philosophy of experience of what
exists, as organically and synergetically connected in and with; (2) the theoretical and practical
stages in the conduct of the logical phases.
Philosophy of Persons’ Minds in Synergetic Connection with Persons’ Psyches: This is a
philosophy of: (1) persons’ minds: (i) being organizations of, and only of, semiosical meanings
that exist internally and externally to persons’ minds, related to, and only to, other semiosical
meanings that, also, exist internally and externally to persons’ minds, and, exist as; (a) being
synergetically connected with, i.e. (b) being associated with, i.e. (c) being mutually formative
with; (2) persons’ psyches, which exist as; (i) being organizations of and only of the mental
events of mental images, feelings, and urges to move, that exist internally, and only internally, to
persons’ psyches, whereby; (3) the organizations of both persons’ minds and persons’ psyches
exist; (i) within the organization of persons’ reflexive awareness, (ii) within nature’s unified
communication system, (iii) within nature’s environment, and, (iv) within the conduct of the
logical phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience.
Philosophy of the Logics of Deduction, Abduction, and Induction: This is a philosophy of the
logics of the movements of meanings in the conduct of the logical phases as: (1) involving the
symbolic, i.e. sentential, and indexical, i.e. non-sentential, formations of movements of meanings,
and; (2) involving the use of sententially formed meanings as they move in the logics of
deductive, abductive, and inductive reasoning, within the conduct of the logical phases. A
general account of each of these logics, follows.
Deductive Logic: The correct use of sententially formed meaning in deductive logical
reasoning is determined by the formal proofs of validity, referred to, in deductive logic
books, by the meanings of the words ‘modus ponens’, ‘modus tollens’, ‘hypothetical
syllogism’, ‘disjunctive syllogism’, ‘constructive dilemma’, ‘absorption’,
‘simplification’, ‘conjunction’, and ‘addition’, hence, the movement of meanings is that
which is conducted within the forms of, and only of, validity, whereby, the meaning of
the word ‘validity’ is used to implicate the coherency relationship between, and only
between, meanings used in deductive reasoning.
Inductive Logic: What is not implicated by the meaning of the word ‘validity’, is the
relationship between the correct us of coherently related sententially formed meanings
and their true reference, i.e. their true correspondency relationship, which is implicated
by the meaning of the word ‘verification’, whereby verification of the correspondency
relationship between correct coherently related sententially formed meanings and their
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true reference, is determined by probability calculus, referred to, in inductive logic books,
for example, by the meanings of such words as; ‘joint occurrences of events’, ‘alternative
occurrences of events’, and, ‘expected value of occurrences of events’, therefore, the
correct movement of sententially formed meanings in deductive logic is guided by the
forms determining valid coherency of the movements between sententially formed
meanings, and, the true movement of sententially formed meanings in inductive logic is
guided by the forms determining verified true correspondency of the movements of
sententially formed meanings with their reference to aspects of the set of physical,
physiological, mental, and dispositional circumstances in nature’s environment.
Abductive Logic: Whereas: (1) valid coherency determines the correct movement of
meanings in deductively conducted logical reasoning in the reflective thinking
experience, and; (2) verified correspondency determines the true movement of meanings
in inductively conducted logical reasoning in the reflective thinking experience, it is; (3)
vindicated adherency that determines the effectual movement of meanings in abductively
conducted logical reasoning in the reflective thinking experience.
However, though rules of valid coherency in deductive logical reasoning and a calculus
of verified correspondency in inductive logical reasoning are both accounted for in
established deductive and inductive logic books, it is the case that, the criteria of
vindicated adherency in abductive logical reasoning, qua abductive logical reasoning, in
the conduct of the reflective thinking experience, are not accounted for in established
abductive logic books.
What is established in deductive and inductive logic books, however, are criteria for vindicating
the abduction of hypotheses, hence, essentially, in that the criteria of vindicated adherency is the
criteria for vindicating the abduction of hypotheses, whereby, hypotheses involve the effectual
movements of their implicated meanings being guided by the rules of valid coherency and the
calculus of probable correspondency, the criteria of vindicated adherency, in deductive and
inductive logic books are relevant to abductive reasoning, as referred to by the meanings of the
words ‘relevancy of hypotheses’, ‘testability of hypotheses’, ‘compatibility of hypotheses with
previously well established hypotheses’, and, ‘predictive value of hypotheses’.
Specifically how: (1) the rules of valid coherency in deductive logical reasoning; (2) the calculus
of verified correspondency in inductive logical reasoning, and; (3) the criteria of vindicated
adherency in abductive reasoning are integrated into the conduct of the logical phases of the
reflective thinking experience as the knowing experience, i.e. as the educative experience, has not
been accounted for above, and will not be accounted for in this paper. Making account of such is
work being done in the Institute.
Philosophy of the Complete Perceptual Experience: This is a philosophy of the complete
perceptual experience: (1) as the synergetically connected experience of what exists, (i) in the
conduct of the logical phases, as these phases exist, (ii) in nature’s unified communication
system, and, as this system exists, (iii) in nature’ environment, and; (2) as the experience of
recognizing what exists, as composed by; (i) the experience of the sensation of the existence of
physical object and events and of physiological events, involved in the sensceptual and kinceptual
experiences, (ii) the experience of the sensations of the existence of mental events, involved in
imaginative, emotional, and conative experiences, (iii) the experience of the immediate
(apprehension) and mediated (comprehension) levels of intellections of the existence of
semiosical states (meaning states), involved in the conceptual experience, and, (iv) the experience
of the inferences of the existence of dispositional states, involved in the conceptual experience.
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Philosophy of Semiotics and Ecology: This is: (1) a philosophy of semiotics as knowledge
about meanings as they are organically involved in the semiosical process as synergetically
connected in nature’s unified communication system, and; (2) a philosophy of ecology as
knowledge about live beings, including, especially, human beings as persons organically and
synergetically involved in nature’s environment, through the reflective thinking experience as the
knowing experience, i.e. as the educative experience, as conducted in logical phases in nature’s
unified communication system.
Philosophy of Nature’s Unified Communication System: This is a philosophy of nature’s
communication system as the synergetic unification of: (1) the information process and the
signification process by interrelating; (2) the information theory and the signification theory,
through; (3) the discernment of signals, in the information process, and signs, in the signification
process.
Philosophy of Determination by Two Relationships in Nature’s Environment: This is a
philosophy of determination in that nature’s environment is determined by two relationships in
synergetic and organic connection with each other; (1) the stimulus-response/reflex arc/interactive
behavioral relationship, in synergetic and organic connection with; (2) the intentionconsequence/
reflexively aware/trans-active conduct relationship, both of which are involved in
the enculturalization of nature’s environment, through the logical phases of the reflective thinking
experience as the knowing experience, i.e. as the educative experience, as these phases are
conducted in nature’s unified communication system.
What has been accounted for above in Philosophy of the Logics of Deduction, Abduction, and
Induction is, generally, how the logics of deductive abductive, and inductive reasoning are
involved in the conduct of the phases and what will be accounted for, generally, below is how the
logic of inductive reasoning with sententially formed meanings is involved in the conduct of the
Phase 8, the last phase of the Theoretical Stage.
Phase 8: Considering Phase 7, in preparation for testing, by inductive reasoning with sententially
formed meanings, for the proportionate truth, not the Absolute Truth, of the hypothesis, Phase 8
emphasizes the fact of the need for choosing to construct a plan, in the Theoretical Stage, for
enacting inductive reasoning with sententially formed meaning to test for the proportionate truth,
not the Absolute Truth, of the hypothesis that has been deduced from meanings symbolically
formed into a question representing a problem signified by the indexical sign of unsettled mental
feelings, and, that has been chosen for abduction to the point of conducting the practice of testing
the hypothesis for proportionate truth, not for Absolute Truth, in the Practical Stage of the
conduct of the reflective thinking experience as the knowing experience, i.e. as the educative
experience.
Plan for Enacting the Inductive Reasoning with Sententially Formed Meaning Test of
Hypotheses: The construction of this plan is the emphasis of Phase 8 and the focus is that the
construction should be conducted so as to adhere to the criteria for vindicating the chosen
hypothesis, as formed in sentential meaning states, by testing it, in persons’ perceptual
experiences, for its proportionate truth or falsity, not its Absolute Truth or Falsity, i.e. to
perceptually experience the existence of the degree of correspondence between the imagined
consequences and the actual consequences, when the plan is enacted. The purpose of the test is to
perceptually experience the degree of wellness, i.e. to perceptually experience how well, the
semiosical (meaning) states, sententially forming the hypothesis, refer to (correspond with)
predicted events as aspects of the set of circumstances effecting an indeterminate, i.e. unstable,
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unsettled, cultural situation so as to effect a determinate, i.e. stable, settled cultural situation, to
exist as measured to be a satisfactory or unsatisfactory degree, i.e. the purpose of the test is to
establish proportionate knowledge states that determine, i.e. stabilize, settle, indeterminate, i.e.
unstable, unsettled, cultural situations, perceptually experienced to exist.
Also, emphasized in Phase 8 is the fact that the plan is constructed within a context of bio-sociosemiosical
(meaning) states that have enculturalized the existence of the set of circumstances, i.e.
the existence of organic and synergetic inter-connections of the physical objects and events,
physiological events, mental events, dispositional states, and semiosical (meaning) states, through
the distinction between signals and signs, formed into nature’s unified communication system,
within which the problem was detected through the experience of the sensation of unsettled
mental events that exist in, and only in, persons’ psyches that are organically and synergetically
associated with, i.e. persons’ psyches that are in organic and synergetic mutual formation with,
the semiosical (meaning) states that exist internally and externally to persons’ minds, whereby,
then these persons’, with their psyches and minds, perceptually experience the stimulusresponse/
reflex arc/inter-active behavioral relationship, organically and synergetically connected
with the intention-consequence/reflexively aware/trans-ductive conduct relationship that
determines nature’s environment, through persons’ conducting the logical phases of the reflective
thinking experience as the knowing experience, i.e. as the educative experience, and, as model
persons’, with their psyches organically and synergetically connected with their minds,
conducting the logical phases well.
As emphasized in Phase 8, organically and synergetically connected in nature’s environment,
through nature’s unified communication system, then, starting with the reflexive awareness of
model persons’, are: (1) model persons’ psyches and model persons’ minds; (2) model persons’
minds and the indeterminate and determinate culture situations in which model persons’ conduct
the logical phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience, and; (3) indeterminate and determinate culture situations and nature’s
environment.
Practical Stage
As stated at the beginning of the account of the Theoretical Stage:
“the perspective of a model persons’ case of Determinate 2 dispositional states, the logical
phases, as a procedure for the guidance of the conduct of the indirect and mediated knowing
experience, exist, in general, in two stages. As being conditioned by the bio-socio-semiosical
process, i.e. as being conditioned by meaning, throughout the logical phases, the two stages are:
(1) the stage in the conduct of the reflective thinking experience (knowing experience, educative
experience) in which meaning; (i) as involved in the choice of what is proportionately true, as
a hypothesis; (ii) is abductively and deductively reasoned with, whereby, this stage will be
called, in short, the theoretical stage, and; (2) the stage in the conduct of the reflective thinking
experience (knowing experience, educative experience) in which meaning; (i) as involved in the
choice of what to do, (ii) is inductively reasoned with and about in respect to the vindication of
the choice of what is proportionately true, as a hypothesis, whereby, this stage will be called, in
short, the practical stage.”
In consideration of a Determinate 2 model persons’ case in the practical stage: (1) the use of
meaning, in the logical phases of the reflective thinking experience (knowing experience,
educative experience), as involved in its use in inductive reasoning with and about the choice of
what is proportionately true, as a hypothesis, necessarily involves; (2) the use of meaning to
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construct the signs of words and numbers into sentential meaning for forming meaning to be used
to inductively reason with so as to implicate a plan to enact a test of the chosen hypothesis as a
solution to a problem, whereby, it is the case, then, that, using sententially formed meanings to
implicate such a plan of enactment is its use in Phases 9 through X in the logical phases of the
practical stage, as follows.
Phase 9: This phase emphasizes the fact of the need for model persons: (1) to decide to adhere to
the plan for the enactment of the test of proportionate truth of a chosen hypothesis, and; (2) to
decide to make adjustments to the plan in accord with: (i) the rules of valid coherency in
deductive logical reasoning; (ii) the calculus of verified correspondency in inductive logical
reasoning, and; (iii) the criteria of vindicated adherency in abductive reasoning, as, (iv) these
rules, calculus, and criteria are integrated, implicitly and/or explicitly, into the conduct of the
logical phases in the practical stage of the reflective thinking experience as the knowing
experience, i.e. as the educative experience.
Phase 10: This phase emphasizes the fact of the enactment of the decisions made by model
persons in Phase 9. It is the phase that enacts the decisions, in a specific organically and
synergetically inter-connected indeterminate, i.e. unstable, unsettled, cultural situation with a
determinate, i.e. stable, settled, cultural situation, wherein, then, the enactment of decisions made
in Phase 9 is an enactment of model persons conducting a test of the proportionate truth or falsity
of a chosen hypothesis organized into sententially formed meaning states: (1) having been
involved in their actual movements, in and by the rules of deductive reasoning and the criteria of
abductive reasoning in the theoretical stage of the conduct of the logical phases of the reflective
thinking experience as the knowing experience, i.e. as the educative experience; (2) to being
involved in their actual movement in the calculus of inductive reasoning in the practical stage of
the conduct of the logical phases of the reflective thinking experience as the knowing experience,
i.e. as the educative experience.
The enactment of the decisions made by model persons in Phase 9 is an enactment of a phase in
the practical stage of the reflective thinking experience as the knowing experience, i.e. as the
educative experience: (1) as this phase involves; (i) proportionately long-lasting dispositional
states as stabilizing, i.e. settled, circumstances that exist as the model persons’ habits, (ii)
proportionately long-lasting semiosical states as stabilizing, i.e. settled, circumstances that exist
internally and externally to the model persons’ minds, along with, (iii) proportionately longlasting
physical objects as stabilizing, i.e. settled, circumstances that exist externally to the model
persons’ body and mind, all of which are stabilizing, i.e. settled circumstances that contribute to
the determinate, i.e. stable, settled, cultural situation, and; (2) as this phases, also, involves; (i)
proportionately short-lasting mental events as unstabilizing, i.e. unsettled, circumstances that
exist in, and only in, the model persons’ psyches, and, (ii) proportionately short-lasting physical
and physical events as unstabilizing, i.e. unsettled, circumstances that exist outside of model
persons’ psyches and minds, all of which are unstabilizing, i.e. unsettled, circumstances that
contribute to the indeterminate, i.e. unstable, unsettled cultural situation in which the enactment
of this phase is conducted, wherein, the indeterminate and determinate cultural situations are
organically and synergetically inter-connected in nature’s environment.
Phase 10, then, emphasizes the fact that the model persons’ enactment of the plan to inductively
verify, by the perceptual experience, a deductively validated and an abductively vindicated
chosen hypothesis, in the practical stage of the conduct of the logical phases of the reflective
thinking experience as the knowing experience, i.e. as the educative experience, is conducted in
organically and synergetically connected determinate-indeterminate cultural situation, and leads
to Phase 11.
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Phase 11 is the phase that emphasizes the fact of model persons’ perceptual experiences of the
actual consequences of the enactment of the plan to inductively verify the deducted, abducted,
and chosen hypothesis. From the enactment of the plan by model persons’, actual consequences:
(1) are effected in the determinate-indeterminate cultural situation, and; (2) are perceptually
experienced by the model persons, in Phase 11 that leads to Phase 12.
Phase 12 is the phase that emphasizes the: (1) the fact of model persons’ conducting perceptual
experiences involved in comparing and contrasting the actual consequences, from the practical
stage involvement, with the imagined consequences, from the theoretical stage involvement, in
the conduct of the logical phases of the reflective thinking experience as the knowing experience,
i.e. as the educative experience, in the determinate-indeterminate cultural situation; (2) the fact of
model persons’ conducting perceptual experiences involved in the calculations of the degree of
correspondence between the actual practical consequences and the imagined theoretical
consequences, i.e. the calculations involved in the perceptually experienced verification of the
proportionately true correspondence between the two kinds of consequences, and; (3) the fact of
focusing on selected experiences in (1) and (2) by model persons’ conducting of complete
perceptual experiences.
As stated earlier:
“a complete perceptual experience is recognizing what exists, as composed by: (1) sensations
involved in the sensceptual and kinceptual experiences; (2) sensations involved in imaginative,
emotional, and conative experiences; (3) intellections involved in the conceptual experience, and;
(4) inferences involved in the conceptual experience.”
In Phase 12, in regard to the fact of model persons’: (1) when conducting the perceptual
experience that is involved in comparing and contrasting actual practical consequences with
imagined theoretical consequences, the fact is that the selected experiences focused on in the
complete perceptual experience are those of unspecialized model persons; (i) conducting the
experience of the sensation of objects and events, and, (ii) of the experience of the intellection of
the symbolic signs of words and numbers with non-statistical meaning states assigned to them,
and; (2) when conducting the perceptual experience that is involved in calculating the degree of
correspondence between the actual practical consequences and the imagined theoretical
consequences, the fact is that the selected experience focused on in the complete perceptual
experience are those of specialized model persons’; (i) conducting the experience of the sensation
of objects and events, and, (ii) of the experience of the intellection of the symbolic signs of words
and numbers with statistical meaning states assigned to them.
Phase 13, then, follows Phase 12 in that it is the phase that emphasizes the fact that, from the
specialized model persons’ calculations, involving the experience of the intellection of statistical
meaning states assigned to words and numerals, of the degree of correspondence between the
actual practical consequences and the imagined theoretical consequences, involving the
experience of the sensations of objects and events, in the enactment of the inductive test of a
deducted and abducted chosen hypothesis, a decision is made, in accordance with a standard used
in the calculus used in the inductive test, as to the significance of the degree of correspondence.
If the decision, in accord with the standard used in the calculations, is made that the perceptually
experienced degree of correspondence between the actual practical consequences and the
imagined theoretical consequences, is significant, then, if this significance is understood,
accepted, and appreciated by specialized model persons’ involved in the enactment of the
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inductive test of the hypothesis, then, these specialized model persons’ can make the decision that
the correspondence is satisfactory, i.e. they can make the decision that effects in them a stable, i.e.
a settled, state of mental events in their psyches, hence, they have established a determinate
cultural situation in the determine-indeterminate cultural situations in the enculturalized
circumstances in nature’s environment, i.e. they have established a state of knowledge in the
culture as the knowledge is the outcome of the conduct of the logical phases of the reflective
thinking experience as the knowing experience, i.e. as the educative experience.
Summary of Part 3
Part 3 accounts for the logical phases of the reflective thinking experience as the knowing
experience, i.e. as the educative experience: (1) as these logical phases are conducted in; (i) the
theoretical stage as the stage of eight logical phases, 1 through 8, in which semiosical (meaning)
states, (a) are involved in the choice of what is proportionately true, as a hypothesis, and, (b) are
abductively and deductively reasoned with, and; (ii) the practical stage as the stage of five logical
phases, 9 through 13, in which semiosical (meaning) states, (a) are involved in the choice of what
to do, and, (b) are inductively reasoned with and about in respect to the vindication of the choice
of what is true, as a hypothesis; (2) as these logical phases involve the complete perceptual
experience as the experience recognizing what exists, as composed: (i) by sensations involved in
the sensceptual experiences, (a) of physical inorganic object and events that exist externally to
model or non-model persons’ bodies, (b) of physical organic events that exist internally to model
or non-model persons’ persons’ bodies, (ii) by sensations involved in the kinceptual experiences
of physiological events that exist internally to model or non-model persons’ persons’ bodies, (iii)
by sensations involved, (a) in imaginative experiences of mental image events that exist internally
to, and only internally to model or non-model persons’ psyches, (b) in emotional experiences of
mental feelings that exist internally to, and only internally to, model or non-model persons’
psyches, and, (c) in conative experiences of mental urges to move that exist internally to, and
only internally to, model or non-model persons’ psyches, and ; (iii) by intellections involved in
the conceptual experiences of, (a) apprehension, as the direct and immediate intellection of
semiosical (meaning) states, that exist internally and externally model or non-model persons’
minds, and, (b) comprehension, as the indirect and mediated intellection of semiosical (meaning)
states, that exist internally and externally model or non-model persons’ minds, and; (iv) by
inferences involved in the conceptual experience of dispositional states that exist, (a) as
involuntary movements of model or non-model persons’ bodies, psyches, and minds, as
determined by the stimulus-response/reflex arc/inter-active behavioral relationship, synergetically
connected with, (b) voluntary movements of model or non-model persons’ bodies, psyches, and
minds, as determined by the intention-consequence/reflexively aware/trans-active conduct
relationship, and; (3) as these logical phases are conducted by model persons disposed by
Determinate 2 dispositional states, hence, by persons’ conducting the logical phases well.
Model persons’, then, conduct of the logical phases of the reflective thinking experience,
reflexively aware that: (1) they are conducting the knowing experience, i.e. reflexively aware that
they are conducting the educative experience, and; (2) they are conducting an indirectly and
mediatedly experience, rather than a directly and immediately experience, though the conduct
does involve the direct and immediate experience of semiosical (meaning) states through the
apprehension experience as the first level of the experience of intellection. Also, model persons’
are reflectively ware that the conduct of the indirect and mediated intellection of semiosical
(meaning) states is the experience of comprehension, wherein, the semiosical (meaning) states
that are directly and immediately apprehended are contemplated on for understanding how they
can and are being used indirectly and mediatedly in model persons’ conduct of the logical phases
of the reflective thinking experience as the knowing experience, i.e. as the educative experience.
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The experience of the apprehension of semiosical (meaning) states, by model persons in the
conduct of the logical phases of the reflective thinking experience as the knowing experience, i.e.
as the educative experience, then: (1) is not the direct and immediate intellection of the truth of
the reference of the meaning, i.e. of the correspondency between the meaning and what the
meaning is used to refer to; (2) is not the direct and immediate intellection of the validity of the
coherent use of meaning in its truthful referential use, and; (3) is not the direct and immediate
intellection of the vindication of the adherency of the meaning used referentially for truth,
however; (4) it is the direct and immediate intellection of semiosical (meaning) states, that
provides for; (i) the existence of determinate, i.e. stable, settled, cultural situations synergetically
connected, (ii) the existence of indeterminate, i.e. unstable, unsettled, cultural situations,
whereby, (iii) both of these kinds of cultural situations to exist in nature’s environment as an
environment; (a) that has been enculturalized by semiosical (meaning) states that establish
democracy as it is developing as a form of government and way of life in the world., and, (b) that
has been enculturalized by semiosical (meaning) states that establish a democratic form of
government and way of living.
Part 4
The Educative Experience in Developing Democracies in the World
This part of the paper is being read, separate from Parts 1-3, because of the length of the paper,
and, shortness of time for reading, in the UNESCO International Scientific Conference on
Learning to Live Together: Problems and Solutions in the XX1 Century, presented by the
UNESCO Chair in Culture of Peace and Democracy at the Law University of Lithuania on 21-22
October, 2004, in Vilnius, Lithuania, dedicated to the United Nations Day, and, sponsored by the
Ministry of Education and Science of the Republic of Lithuania, the United Nations Development
Programme, and Educology Research Associates/USA. Parts 1-4, along with Part 5, can be
obtained off of the internet at ERA/USA’s website www.era-usa.net or by e-mailing me, Jim
Fisher, at fisher_james@msn.com.
The meaning of the words ‘educative experience’, in Part 5, as developed in Parts 1-4 above, and,
being developed in ERA/USA’s Institute of History and Philosophy of Educology for Developing
Democracies in the World (the Institute), is used to refer to the knowing experience as conducted
in the logical phases of the reflective thinking experience, an experience that is integrated, well
and/or ill, into the educational process as this process is conducted in home, school, and
community institutions in developing democracies in the world, whereby, then, the logical phases
of the conduct of the educative experience, as it is and ought to be integrated into the educational
process in institutions in developing democracies in the world, is the subject matter of educology.
Included in the subject matter of educology, along with the logical phases of the conduct of the
educative experience, is the subject matter of the psychology of the logical phases of the conduct.
Educology, then: (1) is constituted of logical knowledge about the semiosical (meaning) states
that exist internally and externally to minds, and; (2) is constituted of psychological knowledge
about the mental events that exist internally, and only internally, to psyches, of persons’ as they
conduct the phases of the educative experience, and conduct them well or ill in the educational
process in home, school, and community institutions in countries being enculturalized by
democracy as it is developing as a form of government and way of life in the world.
From the philosophy of educology perspective, used at the Institute, implicit in educology, as
constituted by logical and psychological knowledge, are philosophies: (1) of experience of what
exists; (2) of knowledge as the outcome of the conduct of logical phases of the reflective thinking
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experience as the knowing experience, i.e. as the educative experience; (3) of persons’ minds in
synergetic connection with persons’ psyches; (4) of the logics of the deductive, abductive, and
inductive reasoning as using sententially formed meanings; (5) of the complete perceptual
experience; (6) of semiotics and ecology; (7) of nature’s unified communication system, and; (8)
of determination by two relationships in nature’s environment, whereas, these “philosophies of”
will be briefly accounted for, after a brief review account of the logic and psychology of the
phases of the educative experience as the knowing experience, and, as the outcome of the
reflective thinking experience conducted in the psychologies of model and non-model persons.
Logic and Psychology of the Phases in their Theoretical and Practical Phases
Logic of Phases in the Theoretical Reflective Thinking Stage
The logic of the phases in the theoretical reflective thinking stage of the educative experience as
the knowing experience, and, as the outcome of conduct of the phases in the reflective thinking
experience is the logic of the order, not the psychology of the order, of the phases, as follows:
Logic of Phase 1 is a phase emphasizing the fact that humans beings exist as persons possessing
a psychology of their existence in which they have formed habits of thinking about their existence
as persons, while experiencing life as being enculturalized by democracy as it is developing as a
form of government and way of life in the world.
Logic of Phase 2 is a phase emphasizing the fact of persons who perceptually experience the
existence of semiosical (meaning) states as that which exists that enculturalizes physical,
physiological, mental, and dispositional objects and events, forming circumstances in nature’s
environment marked off by country lines on a world map,
Logic of Phase 3 is a phase emphasizing the fact that human beings exist as persons who
perceptually experience the existence of semiosical (meaning) states that enculturalize the objects
and events forming circumstances that exist as determinate, i.e. settled, stable, and indeterminate,
i.e. unsettled, unstable, cultural situations, and;
Logic of Phase 4 is a phase emphasizing the facts involved in the perceptual experience of the
existence of determinate and indeterminate cultural situations;
Logic of Phase 5 is a phase emphasizing the fact of the need for problematics as knowledge
about problems in the perceptual experience of the existence of determinate and indeterminate
cultural situations;
Logic of Phase 6 is a phase divided such as to emphasize the facts that, in determinate and
indeterminate cultural situations:
Logic of Phase 6a accounts for persons’ perceptually experiencing their minds aposteriori
deductively reasoning out plausible solutions from the meanings in the
interrogatively formed problem, in synergetic connection with;
Logic of Phase 6b that accounts for persons’ perceptually experiencing their psyches
affectively imagining the consequences to each of the a-posteriori deductively reasoned
out plausible solutions, in preparation for the next phase;
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Logic of Phase 7 is a phase emphasizing the fact of persons’ perceptual experiences of choosing
a plausible solution, as formed in declarative sentential semiosical (meaning) states, with which
to abduct deductively implicated meanings to inductively reason with so as to test for the
proportionate truth of the correspondence between the actual consequences and the imagined
consequences to the enactment of the plausible solution, as a hypothesis.
Logic of Phase 8 is a phase emphasizing the fact of persons’ choosing to construct a plan, in the
Theoretical Stage, for enacting inductive reasoning with sententially formed meaning to test for
the proportionate truth, not the Absolute Truth, of the hypothesis that has been deduced from
meanings symbolically formed into a question representing a problem signified by the indexical
sign of unsettled mental feelings, and, that has been chosen for abduction to the point of
conducting the practice of testing the hypothesis for proportionate truth, not for Absolute Truth,
in the Practical Stage of the conduct of the reflective thinking experience as the knowing
experience, i.e. as the educative experience.
Logic of Phases in the Practical Reflective Thinking Stage
The logic of the phases in the practical reflective thinking stage of the educative experience as the
knowing experience, and, as the outcome of conduct of the phases in the reflective thinking
experience is the logic of the order, not the psychology of the order, of the phases, as follows:
Logic of Phase 9 is a phase emphasizing the fact of persons’: (1) deciding to adhere to a plan for
the enactment of the test of proportionate truth of a chosen hypothesis, and; (2) to decide to make
adjustments to the plan in accord with; (i) the rules of valid coherency in deductive logical
reasoning; (ii) the calculus of verified correspondency in inductive logical reasoning, and; (iii) the
criteria of vindicated adherency in abductive reasoning, as, (iv) these rules, calculus, and criteria
are integrated, implicitly and/or explicitly, into the conduct of the logical phases in the practical
stage of the reflective thinking experience as the knowing experience, i.e. as the educative
experience.
Logic of Phase 10: This phase emphasizes the fact of the enactment of the decisions made by
persons in Phase 9. It is the phase that enacts the decisions, in a specific organically and
synergetically inter-connected indeterminate, i.e. unstable, unsettled, cultural situation with a
determinate, i.e. stable, settled, cultural situation, wherein, then, the enactment of decisions made
in Phase 9 is an enactment of persons conducting a test of the proportionate truth or falsity of a
chosen hypothesis organized into sententially formed meaning states: (1) having been involved in
their actual movements, in and by the rules of deductive reasoning and the criteria of abductive
reasoning in the theoretical stage of the conduct of the logical phases of the reflective thinking
experience as the knowing experience, i.e. as the educative experience; (2) to being involved in
their actual movement in the calculus of inductive reasoning in the practical stage of the conduct
of the logical phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience.
Logic of Phase 11 is the phase that emphasizes the fact of persons’ perceptual experiences of the
actual consequences of the enactment of the plan to inductively verify the deducted, abducted,
and chosen hypothesis. From the enactment of the plan by persons’, actual consequences: (1) are
effected in the determinate-indeterminate cultural situation, and; (2) are perceptually experienced
by the model persons, in Phase 11 that leads to Phase 12.
Logic of Phase 12 is the phase that emphasizes: (1) the fact of persons’ conducting perceptual
experiences involved in comparing and contrasting the actual consequences, from the practical
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stage involvement, with the imagined consequences, from the theoretical stage involvement, in
the conduct of the logical phases of the reflective thinking experience as the knowing experience,
i.e. as the educative experience, in the determinate-indeterminate cultural situation; (2) the fact of
model persons’ conducting perceptual experiences involved in the calculations of the degree of
correspondence between the actual practical consequences and the imagined theoretical
consequences, i.e. the calculations involved in the perceptually experienced verification of the
proportionately true correspondence between the two kinds of consequences, and; (3) the fact of
focusing on selected experiences in (1) and (2) by persons’ conducting complete perceptual
experiences.
Logic of Phase 13, then, follows Phase 12 in that it is the phase that emphasizes the fact that,
from the persons’ calculations, involving the experience of the intellection of statistical meaning
states assigned to words and numerals, of the degree of correspondence between the actual
practical consequences and the imagined theoretical consequences, involving the experience of
the sensations of objects and events, in the enactment of the inductive test of a deducted and
abducted chosen hypothesis, a decision is made, in accordance with a standard used in the
calculus used in the inductive test, as to the significance of the degree of correspondence.
If the decision, in accord with the standard used in the calculations, is made that the perceptually
experienced degree of correspondence between the actual practical consequences and the
imagined theoretical consequences, is significant, then, if this significance is understood,
accepted, and appreciated by persons’ involved in the enactment of the inductive test of the
hypothesis, then, these persons’ can make the decision that the correspondence is satisfactory, i.e.
they can make the decision that effects in them a stable, i.e. a settled, state of mental events in
their psyches, hence, they have established a determinate cultural situation in the determineindeterminate
cultural situations in the enculturalized circumstances in nature’s environment, i.e.
they have established a state of knowledge in the culture as the knowledge is the outcome of the
conduct of the logical phases of the reflective thinking experience as the knowing experience, i.e.
as the educative experience.
Now, consider a brief account of the psychology of the logic of the order of the phases of the
educative experience as the knowing experience, from the perspective of the psychology of model
and non-model reflexively aware persons conducting the logical order.
Psychology of the Logic of Phases in the Theoretical Reflective Thinking Stage
Psychology of Phase 1 emphasizes the psychology of reflexively aware persons and their
proportionate knowledge about the conduct of the logical phases of the reflective thinking
experience as the knowing experience, i.e. as the educative experience, and, their reflexively
aware formed habits of conducting the logical phases as they are being enculturalized by
democracy as it is developing as a form of government and way of life in the world.
Model persons, being enculturalized as such, are persons reflexively aware of themselves, with
proportionate knowledge about the logical phases, and, with formed habits of conducting the
logical phases, whereas, non-model persons are persons reflexively aware of themselves, without
proportionate knowledge about the logical phases, and with no reflexively aware formed habits of
conducting the logical phases.
Psychology of Phase 2 emphasizes the psychology of reflexively aware persons and their
proportionate knowledge about the perceptual experience of the existence of semiosical
(meaning) states.
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Model persons are persons reflexively aware of themselves having conducted educative
experiences such that they can and do perceptually experience the existence of semiosical
(meaning) states, as states of meaning that enculturalize themselves as they are incorporated into
states of meaning that have enculturalized physical, physiological, mental, and dispositional
objects and events, forming circumstances in nature’s environment marked off by country lines
on a world map, whereas, non-model persons are persons reflexively aware of themselves, but,
not having conducted these educative experiences.
Psychology of Phase 3, emphasizes the psychology of reflexively aware persons and their
perceptual experiences of the existence of semiosical (meaning) states: (1) as states of meaning
that enculturalize themselves, and, other persons, as they are incorporated into states of meaning
that have enculturalized physical, physiological, mental, and dispositional objects and events,
forming circumstances in nature’s environment, and; (2) as states of meanings that have
enculturalized these circumstances to exist as indeterminate, i.e. unsettled, unstable, and,
determinate, i.e. settled, stable, cultural situations.
Model persons are persons reflexively aware of themselves, perceptually experiencing their
existence in indeterminate and determinate cultural situations, whereas, non-model persons are
persons aware of themselves, but, not perceptually experiencing the existence of indeterminate
and determinate cultural situations.
Psychology of Phase 4 emphasizes the psychology of reflexively aware persons perceptually
experiencing the existence of the mental effects of the existence of indeterminate and determinate
cultural situations as the perceptual experience of the existence of the unsettlement and settlement
of the mental events of mental images, feelings, and urges to move that exist internally, and only
internally, to their psyche, and are associated with, i.e. mutually formed with, the semiosical
(meaning) states that exist internally and externally to their minds.
Model persons are persons reflexively aware of themselves, perceptually experiencing the
existence internally to, and only internally to, their psyches of the mental events of unsettled and
settled mental images, feelings, and urges to move as signs signifying, respectively, indeterminate
and determinate cultural situations, as they are being enculturalized by democracy as it is
developing as a form of government and way of life in the world, whereas, non-model persons are
persons reflexively aware of themselves, not perceptually experiencing this existence internally
to, and only internally to, their psyches.
Examples of these unsettled and settled mental events in persons’ psyches that model persons’
perceptually experience as signs that signify, respectively, indeterminate and determinate cultural
situations are those:
(1) that exist as the unsettled mental events of mental feelings existing in persons’ psyche, as
referred to, for example, by the meanings of the English words, ‘upset mental feelings’, ‘worried
mental feelings’, ‘bothered mental feelings’, ‘concerned mental feelings’, ‘perturbed mental
feelings’, ‘disturbed mental feelings’, ‘agitated mental feelings’, ‘alarmed mental feelings’,
‘annoyed mental feelings’, ‘interrupted mental feelings’, and ‘muddled mental feelings’;
(2) that exist as the settled mental events of mental feelings existing in persons’ psyche, as
referred to, for example, by the meanings of the English words, ‘tranquil mental feelings’, ‘calm
mental feelings’, ‘serene mental feelings’, ‘peaceful mental feelings’, ‘still mental feelings’,
‘relaxed mental feelings’, ‘quiet mental feelings’, ‘restful mental feelings’, ‘soothing mental
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feelings’, ‘composed mental feelings’, ‘unruffled mental feelings’, ‘unperturbed mental feelings’,
‘unflustered mental feelings’, ‘laid-back mental feelings’, and, ‘placid mental feelings’;
(3) that exist as the unsettled mental events of mental images existing in persons’ psyche, as
referred to, for example, by the meanings of the English words, ‘blurred mental images’,
‘indistinct mental images’, ‘hazy mental images’, ‘distorted mental images’, ‘faint mental
images’, ‘foggy mental images’, ‘cloudy mental images’, ‘murky mental images, ‘blurry mental
images’, and ‘misty mental images’;
(4) that exist as the settled mental events of mental images existing in persons’ psyche, as referred
to, for example, by the meanings of the English words, ‘distinct mental images’, ‘discrete mental
images’, ‘lucid mental images’, ‘translucent mental images’, ‘clear mental images’, ‘lucid mental
images’, ‘cloudless mental images’, and, ‘bright mental images’;
(5) that exist as the unsettled mental events of mental urges to move existing in persons’ psyche,
as referred to, for example by the meanings of the English words, ‘dynamic mental urge to
move’, ‘lively mental urge to move’, ‘active mental urge to move’, ‘energetic mental urge to
move’, ‘vibrant mental urge to move’, ‘forceful mental urge to move’, ‘vigorous mental urge to
move’, ‘vivacious mental urge to move’, ‘spirited mental urge to move’, and ‘animated mental
urge to move’.
(6) that exist as the settled mental events of mental urges to move existing in persons’ psyche, as
referred to, for example by the meanings of the English words, ‘static mental urge to move’,
‘stilled mental urge to move’, ‘stationed mental urge to move’, ‘inert mental urge to move’, ‘fixed
mental urge to move’, ‘stagnant mental urge to move’, ‘inactive mental urge to move’,
‘unchanging mental urge to move’, ‘languid mental urge to move, and ‘apathetic mental urge to
move’.
Psychology of Phase 5 emphasizes the psychology of reflexively aware persons needing and
using knowledge about problems.
Model persons are reflexively aware persons, perceptually experiencing the existence of the need
and use of knowledge about problems, specifically, the knowledge about how to form problems
into interrogative sententially meaning formations internally and externally to their minds, as they
are indicated by the existence of unsettled mental events in their psyches, i.e. knowledge of how
to form: (1) the events mentally signifying problems, into: (2) semiosical (meaning) states as
formed in interrogative sentences, whereby, model persons use this knowledge.
Non-model persons are reflexively aware persons, not perceptually experiencing the existence of
this need for or use of this specific knowledge about problems.
Psychology of Phase 6a emphasizes the psychology of reflexively aware persons, perceptually
experiencing the existence of their minds as organs, i.e. as organizations, of semiosical (meaning)
states involved in the educative experiences as the knowing experience, in which the a-posteriori
deductively reasoning out of plausible solutions, formed by semiosical (meaning) states in
declarative sentences, to a problem is done, wherein: (1) the problem is formed by the semiosical
(meaning) states formed in an interrogative sentence, and; (2) the problem is signified by the
signs of unsettled mental events in the psyches of reflectively aware persons.
Psychology of Phase 6b emphasizes the psychology of reflexively aware persons, perceptually
experiencing the existence of their psyches as organs, i.e. as organizations, of mental events
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involved in the educative experience as the knowing experience in which reflexively aware
persons imagine the consequences associated with, i.e. mutually formed with, a-posteriori
deducted plausible solutions to the semiosically (meaning) formed problem.
Model persons using the psychology of phases 6a and 6b, reflectively aware persons, perceptually
experiencing their minds, as organs, i.e. as organizations, of semiosical (meaning) states
associated with, i.e. mutually formed with their psyches, as organs, i.e. as organizations, of
mental events, whereas, non-model persons are reflectively aware persons, not perceptually
experience their minds and psyches as such.
Psychology of Phase 7 emphasizes the psychology of reflexively aware persons, perceptually
experiencing the existence of the fact of choosing a plausible solution, as formed in semiosical
(meaning) states to deductively, abductively, and inductively reason with so as to test the
plausible solution, as a hypothesis, for the proportionate truth of the correspondence between the
actual consequences and the imagined consequences to the enactment of the plausible solution.
Model persons are persons reflexively aware, perceptually experiencing the existence of the fact
of the choice of a plausible solution, as a hypothesis to test, whereas, non-model persons are
persons reflexively aware, not perceptually experiencing the existence of this fact of choice.
Psychology of Phase 8 emphasizes the psychology of reflexively aware persons, perceptually
experiencing the existence of the fact of choosing to construct a plan, in the Theoretical Stage, for
enacting inductive reasoning with sententially formed meaning to test for the proportionate truth,
not the Absolute Truth, of the hypothesis that has been deduced from meanings symbolically
formed into a questions representing a problem signified by the indexical signs of unsettled
mental feelings, and, that has been chosen for abduction to the point of conducting the practice of
testing the hypothesis for proportionate truth, not for absolute Truth, in the Practical Stage of the
conduct of the reflective thinking experience as the knowing experience, i.e. as the educative
experience.
Model persons are persons reflexively aware of perceptually experiencing the existence of the
fact of choosing to construct the above plan, whereas, non-model persons are persons reflexively
aware, not perceptually experiencing this fact of choice.
Psychology of Phases in the Practical Reflective Thinking Stage
Psychology of Phase 9 emphasizes the reflexively aware person, perceptually experiencing the
existence of the fact of (1) the decision to adhere to a plan for the enactment of the test of
proportionate truth of a chosen hypothesis, and; (2) the decision to make adjustments to the plan
in accord with; (i) the rules of valid coherency in deductive logical reasoning; (ii) the calculus of
verified correspondency in inductive logical reasoning, and; (iii) the criteria of vindicated
adherency in abductive reasoning, as, (iv) these rules, calculus, and criteria are integrated,
implicitly and/or explicitly, into the conduct of the logical phases in the practical stage of the
reflective thinking experience as the knowing experience, i.e. as the educative experience.
Model persons are reflexively aware persons perceptually experiencing the existence of the fact
of these choices, whereas, non-model persons are reflexively aware persons, not perceptually
experiencing the existence of the fact of these choices.
Psychology of Phase 10 emphasizes the psychology of reflexively aware persons, perceptually
experiencing the existence of the fact of the enactment of the decisions made in Phase 9.
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Model persons are reflectively aware persons, perceptually experiencing the existence of the fact
of the enactment of these decision, whereas, non-model persons are reflectively aware persons,
not perceptually experiencing the existence of the fact of the enactment of these decisions.
Psychology of Phase 11 is the phase that emphasizes the psychology of reflexively aware
persons, perceptually experiencing the actual consequences of the enactment of the plan to
inductively verify the deducted, abducted, and chosen hypothesis.
Model persons are reflectively aware persons, perceptually experiencing the existence of the fact
of the actual consequences from the enactment of the above plan, whereas, non-model persons are
reflectively aware persons, not perceptually experiencing the existence of the fact of the actual
consequences from this enactment.
Psychology of Phase 12 emphasizes the psychology of reflexively aware persons, (1) conducting
perceptual experiences involved in comparing and contrasting the actual consequences, from the
practical stage involvement, with the imagined consequences, from the theoretical stage
involvement, in the conduct of the logical phases of the reflective thinking experience as the
knowing experience, i.e. as the educative experience, in the determinate-indeterminate cultural
situation; (2) conducting perceptual experiences involved in the calculations of the degree of
correspondence between the actual practical consequences and the imagined theoretical
consequences, i.e. the calculations involved in the perceptually experienced verification of the
proportionately true correspondence between the two kinds of consequences, and; (3) focusing on
selected experiences in (1) and (2) from the perspective of complete perceptual experiences.
Model reflexive persons, perceptually experience the above conduct involved in comparing and
contrasting, calculating, and the focusing, whereas, non-model reflexive persons do not.
Psychology of Phase 13 emphasizes the psychology of reflexively aware persons, perceptually
experiencing the existence of the fact that, from persons’ calculations, involving the experience of
the intellection of statistical meaning states assigned to words and numerals, of the degree of
correspondence between the actual practical consequences and the imagined theoretical
consequences, involving the experience of the sensations of objects and events, in the enactment
of the inductive test of a deducted and abducted chosen hypothesis, a decision is made, in
accordance with a standard used in the calculus used in the inductive test, as to the significance of
the degree of correspondence.
If the decision, in accordance with the standard used in the calculations, is made that the
perceptually experienced degree of correspondence between the actual practical consequences
and the imagined theoretical consequences, is significant, then, if this significance is understood,
accepted, and appreciated by specialized model persons’ involved in the enactment of the
inductive test of the hypothesis, then, these persons’ can make the decision that the
correspondence is satisfactory, i.e. they can make the decision that effects in them a stable, i.e. a
settled, state of mental events in their psyches, hence, they have established a determinate cultural
situation in the determine-indeterminate cultural situations in the enculturalized circumstances in
nature’s environment, i.e. they have established a state of knowledge in the culture as the
knowledge is the outcome of the conduct of the logical phases of the reflective thinking
experience as the knowing experience, i.e. as the educative experience.
Model reflexive persons, perceptually experience the above decision, whereas, non-model
reflexive persons do not.
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With these brief accounts of the logic and psychology of the order of phases in the conduct of the
educative experience as the knowing experience, and, as the outcome of the reflective thinking
experience, the “philosophies of” that are implicit in the logic and psychology of the order of
phases, from the perspective of philosophy of educology, as being developed in the Institute, and,
as developed in previous chapters in this paper, will now be briefly accounted for.
Philosophy of Experience of What Exists: This is a philosophy of experience as the organic
and synergetic connection: (1) of the experience of sensations of what exists as physical objects
and events, physiological events, and mental events, experienced respectively by the sensations
involved in the sensceptual, kinceptual, imaginative, emotional, and conative experiences, and;
(2) with the experience of intellections of what exists as dispositional states and semiosical
(meaning) states, experienced respectively by the apprehension and comprehension levels of
intellections involved in the conceptual experience.
Philosophy of Knowledge as the Outcome of the Conduct of the Logical Phases of the
Reflective Thinking Experience as the Knowing Experience, i.e. as the Educative
Experience: This is the philosophy that knowledge is what persons’ acquire from the conduct of
the logical phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience, wherein, the phases involve: (1) the philosophy of experience of what
exists, as organically and synergetically connected in and with; (2) the theoretical and practical
stages in the conduct of the logical phases.
Philosophy of Persons’ Minds in Synergetic Connection with Persons’ Psyches: This is a
philosophy of: (1) persons’ minds: (i) being organizations of, and only of, semiosical meanings
that exist internally and externally to persons’ minds, related to, and only to, other semiosical
meanings that, also, exist internally and externally to persons’ minds, and, exist as; (a) being
synergetically connected with, i.e. (b) being associated with, i.e. (c) being mutually formative
with; (2) persons’ psyches, which exist as; (i) being organizations of and only of the mental
events of mental images, feelings, and urges to move, that exist internally, and only internally, to
persons’ psyches, whereby; (3) the organizations of both persons’ minds and persons’ psyches
exist; (i) within the organization of persons’ reflexive awareness, (ii) within nature’s unified
communication system, (iii) within nature’s environment, and, (iv) within the conduct of the
logical phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience.
Philosophy of the Logics of Deduction, Abduction, and Induction: This is a philosophy of the
logics of the movements of meanings in the conduct of the logical phases as: (1) involving the
symbolic, i.e. sentential, and indexical, i.e. non-sentential, formations of movements of meanings,
and; (2) involving the use of sententially formed meanings as they move in the logics of
deductive, abductive, and inductive reasoning, within the conduct of the logical phases. A
general account of each of these logics, follows.
Deductive Logic: The correct use of sententially formed meaning in deductive logical
reasoning is determined by the formal proofs of validity, referred to, in deductive logic
books, by the meanings of the words ‘modus ponens’, ‘modus tollens’, ‘hypothetical
syllogism’, ‘disjunctive syllogism’, ‘constructive dilemma’, ‘absorption’,
‘simplification’, ‘conjunction’, and ‘addition’, hence, the movement of meanings is that
which is conducted within the forms of, and only of, validity, whereby, the meaning of
the word ‘validity’ is used to implicate the coherency relationship between, and only
between, meanings used in deductive reasoning.
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Inductive Logic: What is not implicated by the meaning of the word ‘validity’, is the
relationship between the correct us of coherently related sententially formed meanings
and their true reference, i.e. their true correspondency relationship, which is implicated
by the meaning of the word ‘verification’, whereby verification of the correspondency
relationship between correct coherently related sententially formed meanings and their
true reference, is determined by probability calculus, referred to, in inductive logic books,
for example, by the meanings of such words as; ‘joint occurrences of events’, ‘alternative
occurrences of events’, and, ‘expected value of occurrences of events’, therefore, the
correct movement of sententially formed meanings in deductive logic is guided by the
forms determining valid coherency of the movements between sententially formed
meanings, and, the true movement of sententially formed meanings in deductive logic is
guided by the forms determining verified true correspondency of the movements of
sententially formed meanings with their reference to aspects of the set of physical,
physiological, mental, and dispositional circumstances in nature’s environment.
Abductive Logic: Whereas: (1) valid coherency determines the correct movement of
meanings in deductively conducted logical reasoning in the reflective thinking
experience, and; (2) verified correspondency determines the true movement of meanings
in inductively conducted logical reasoning in the reflective thinking experience, it is; (3)
vindicated adherency that determines the effectual movement of meanings in abductively
conducted logical reasoning in the reflective thinking experience.
However, though rules of valid coherency in deductive logical reasoning and a calculus
of verified correspondency in inductive logical reasoning are both accounted for in
established deductive and inductive logic books, it is the case that, the criteria of
vindicated adherency in abductive logical reasoning, qua abductive logical reasoning, in
the conduct of the reflective thinking experience, are not accounted for in established
abductive logic books.
What is established in deductive and inductive logic books, however, are criteria for
vindicating the abduction of hypotheses, hence, essentially, in that the criteria of
vindicated adherency is the criteria for vindicating the abduction of hypotheses, whereby,
hypotheses involve the effectual movements of their implicated meanings being guided
by the rules of valid coherency and the calculus of probable correspondency, the criteria
of vindicated adherency, in deductive and inductive logic books are relevant to abductive
reasoning, as referred to by the meanings of the words ‘relevancy of hypotheses’,
‘testability of hypotheses’, ‘compatibility of hypotheses with previously well established
hypotheses’, and, ‘predictive value of hypotheses’.
Specifically how: (1) the rules of valid coherency in deductive logical reasoning; (2) the
calculus of verified correspondency in inductive logical reasoning, and; (3) the criteria of
vindicated adherency in abductive reasoning are integrated into the conduct of the logical
phases of the reflective thinking experience as the knowing experience, i.e. as the
educative experience, has not been accounted for above, and will not be accounted for in
this paper. Making account of such is work being done in the Institute.
Philosophy of the Complete Perceptual Experience: This is a philosophy of the complete
perceptual experience: (1) as the synergetically connected experience of what exists, (i) in the
conduct of the logical phases, as these phases exist, (ii) in nature’s unified communication
system, and, as this system exists, (iii) in nature’ environment, and; (2) as the experience of
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recognizing what exists, as composed by; (i) the experience of the sensation of the existence of
physical object and events and of physiological events, involved in the sensceptual and kinceptual
experiences, (ii) the experience of the sensations of the existence of mental events, involved in
imaginative, emotional, and conative experiences, (iii) the experience of the immediate
(apprehension) and mediated (comprehension) levels of intellections of the existence of
semiosical states (meaning states), involved in the conceptual experience, and, (iv) the experience
of the inferences of the existence of dispositional states, involved in the conceptual experience.
Philosophy of Semiotics and Ecology: This is: (1) a philosophy of semiotics as knowledge
about meanings as they are organically involved in the semiosical process as synergetically
connected in nature’s unified communication system, and; (2) a philosophy of ecology as
knowledge about live beings, including, especially, human beings as persons organically and
synergetically involved in nature’s environment, through the reflective thinking experience as the
knowing experience, i.e. as the educative experience, as conducted in logical phases in nature’s
unified communication system.
Philosophy of Nature’s Unified Communication System: This is a philosophy of nature’s
communication system as the synergetic unification of: (1) the information process and the
signification process by interrelating; (2) the information theory and the signification theory,
through; (3) the discernment of signals, in the information process, and signs, in the signification
process.
Philosophy of Determination by Two Relationships in Nature’s Environment: This is a
philosophy of determination in that nature’s environment is determined by two relationships in
synergetic and organic connection with each other; (1) the stimulus-response/reflex arc/interactive
behavioral relationship, in synergetic and organic connection with; (2) the intentionconsequence/
reflexively aware/trans-active conduct relationship, both of which are involved in
the enculturalization of nature’s environment, through the logical phases of the reflective thinking
experience as the knowing experience, i.e. as the educative experience, as these phases are
conducted in nature’s unified communication system.
Conclusion of Part 4
Philosophy of educology is constituted of logical and psychological knowledge and of several
“philosophies of,” hence, it is a complicated way of philosophically thinking about knowledge
about education.
From the perspective of the Institute, however, it is a complication that must be met as a
challenge to philosophically oriented reflective thinking persons so as to truly understanding what
knowledge about education is, i.e. to truly understand what educology is, and, what its
significance is for developing democracies in the world.
A developing democracy, as a form of government and as form of living, more than any other
form of government or form of living, clearly more than a totalitarian from of government and
way of living, developmentally depends on those who govern in the democracy and those who are
citizens in the democracy be “well educated.” And, from the perspective of the Institute to be
“well educated” is to conduct the educative experience in life, with reflexive awareness, and to
conduct it well.
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The Institute is working toward the knowledge “to live the well life,” and, we in the Institute
invite you to participate in this work. You may contact us at the website and e-mail addresses
found at the beginning of this part of the paper.
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