Sistema ConceptualSistema Conceptual

THE CONCEPTUAL SYSTEM AS INTUITIVE COGNITIVE METHODOLOGY

Addressed to: anybody who has something to learn; anybody (from the Public Administration, an institution, professor,…) who has to teach something, parents of young children and children.

The conceptual system builds a structure to concepts and knowledge following intuitive/s pontaneous processes of our psyche.

It is intuitive because it is about the management of semiologically compatible information with the psychomotor management of the psyche, a natural process which is vital in superior animals. The same thing occurs with the numbers of the decimal positional system, which allow any quantity, no matter how big, to be immediately represented and/ or understood, as well as to do operations among them, unlike other systems like the Roman (which would be the equivalent to the current alphabetical strategies in use). See "Què és la intel·ligència?" (=What is intelligence?), "Què és la conscienciació?" (=What is consciousnness?) and "El kerigma del pensament" (=The kerygma of thought) and the demonstrations “Demo fenomenologia.pdf” (=Demo phenomenology.pdf), “Demo terminacions lingüístiques.pdf” (=Demo linguistic terminations.pdf), ...
 

THE DEVELOPMENT OF INTUITION AND INTELLIGENCE

Addressed to: anybody who values his/ her intellectuallity, parents of young children and children, psychologists, pedagogues/ teachers.

The intuition, a non-emotional feeling, is the paradigm of the “methodological transfer” phenomenon, to which the unconscious effects/expertise of the phenomenological perception are added.

The intelligence, derived from the intuition, is the relational faculty that can be, therefore, developed to the limit of the neuronal interconnections developed by the person, a factor which allows us to disregard any genetic heritage

The ability to establish relationships, which characterizes the conceptual system and its intrinsic nature (with regards to the faculties of the psyche as well as the phenomenology that it represents), make it the best stimulus of these two faculties, independently of any affective factors. See  "Què és la intel·ligència?" (=What is intelligence?),  "Els drets dels nens" (=The rights of children) and also the demonstrations “Cerca talents.pdf” (=Talent search), ...


SELF-LEARNING : NAVIGATION THROUGH THE SPACE OF KNOWLEDGE

Addressed to : anybody who has something to learn, anybody (institution, professor,...) who has something to teach.

The intuitiveness facilitate the self-learning. This way, the teacher can assume his/ her primary function of guidance (=“Educere”), of orientation, of providing criteria and methods, without the servitude of having to transmit all the information.

The capacity of the conceptual system of establishing relationships allows the navigation through the totality of the cognitive space at the will/ interest of the user, who, thanks to its tridimensional spacial structure and its topology, can always know where he/ she is, without getting lost.

Any process of training and/ or re-training can be optimised with the support of the conceptual system and its methodologies, which are the mere simulation of the natural/ intuitive cognitive faculties. The newer the subject of learning, the more supportive the conceptual system will be.

The speed of learning and the acquisition of new concepts and knowledge, as well as the quality of the understanding, are spectacularly multiplied. See "L'ús dels diccionaris: ludoteca, botànica, i signatura" (=The use of dictionaries: toy library, botanics and signature) in "Triptic" (=Triptych).

You can find examples of the learning processes of science concepts at “Demo Fenomenologia.pdf” (=Phenomenology Demo), "Demo Fisica Quimica.pdf" [Mecànica, Termodinàmica, Mecànica quàntica] (=Physics Chemistry Demo [Mechanics, Thermodynamics, Quantum mechanics]); “Estel.pdf” [Astronomia] (=Star [Astronomy]) and “Radiacions Ionitzants 1996.pdf” [Higiene de les radiacions ionitzants i protecció radilògica] (=Ionising radiations; Hygiene of the ionising radiations and radiological protection). “Element Nilpotent.pdf” (=Nilpotent Element) is an example of mathematical learning.


APPLICATION TO THE LANGUAGE (SEMIOLOGY, GRAMMAR, SYNTAXIS …)

Addressed to: Parents of young children; Anybody who values his/ her intellectuality, psychologists, pedagogues/ teachers; linguists, mathematicians, advanced software developers.

It is difficult to separate thought and language, even though they are two different cultural abilities. It is like «what comes first, the chicken or the egg?». The thought  -an interior process-  needs a language –a communication process which provides the essential processes of consciousnness-  to progress and mature.

The language used by a person conditions and limits the thought, starting by the underlying semiology, a discipline which has been merely ornamental until today and that needs to be re-written from an intrinsic perspective. The intrinsic semiology (together with the phenomenological perception) allows us to understand the syntaxis (and the grammar):

See also “Double sheet.pdf”, "...DEACON..." and "L'ús dels diccionaris: ludoteca, botànica, i signatura" (=The use of dictionaries: toy library, botanics and signature) in "Triptic” (=Triptych), “Demo Fenomenologia.pdf” (=Phenomenology Demo), “Demo Terminacions.pdf” (=Terminations Demo), “ISER”, “Traduccions.pdf” (=Translates), “Les relacions del llenguatge” (=The language relationships), "Marketing relacional.pdf", ...


SUPPORT TOOLS FOR EDUCATION AND LEARNING

Addressed to: developers of didactic software («e-leaning»); anybody (Public Administration, institution, professor, ...) who has something to teach.

A software «engine» based in cognitive methodologies of the Conceptual system is the departure point for specific and efficient applications within the educational and didactic environment (for the «ICT» [=“Information Communication Technologies”]).

See “Double sheet.pdf”, "L'ús dels diccionaris: ludoteca, botànica, i signatura" (=The use of dictionaries: toy library, botanics and signature) part III of "Tríptic" (=Triptych),  ...

In addition to the possible indirect contribution through software tools, the conceptual system, as representation of the cognitive processes, provides methodologies and direct application criteria to the education system: from the same elaboration of university and school «curricula» [see for instance [.30] “Un exemple sobre el sistema educatiu” (=An example of the education system) in “Intel·ligència” (=What is intelligence?); “Brief comments” )], the treatment of any specific school subject (specially the language, the syntaxis and the grammar, as well as mathematics), to the treatment of the cognitive causes of school failure. 

Activities like the synthesis work or the interdisciplinary work find the ideal support for their development. See "Double sheet.pdf", “Introducció” (=Introduction) in "Tríptic” (=Triptych),  "Gramàtica.pdf" (=Grammar), "Sintaxis.pdf" (=Syntaxis), "Normalització.pdf" (=Standardization),  ... 

See also “Demo Fenomenologia.pdf” (=Phenomenology Demo); “Demo Terminacions lingüístiques.pdf” (=Linguistic terminations Demo), ISER, "Demo física química.pdf" (=Physics Chemistry Demo), “Traduccions.pdf” (=Translations), “Les relacions del llenguatge” (=The language relationships), “ISER”,   "El kerigma del pensament" (=The kerygma of thought), “Què és la conscienciació?” (=What is consciousnness?), ...


HELP MENUS TO SOFTWARE PROGRAMS

Addressed to: software developers of any kind of programs; anybody who likes to find out the reason of things. 

The «Help Menus» of the programs try to help solve the problems that the user of the program encounters with its use. A problem is solved with one or different pieces of knowledge (which belong to an intrinsically relational structure).

The «drop-down menus» of the programs are concept trees. We cannot represent knowledge (which has a different structure, of the “aRb” type) nor the problems derived from its ignorance, with either of these concepts nor with a tree structure. We can only solve the problem efficiently from a relational structure based in the conceptual system.

See “Double sheet.pdf”, “Ajuts.pdf” (=Helps), ...


SOFTWARE ENGINE AND SUPPORT TOOLS FOR EXPERT SYSTEMS (4th GENERATION TOOLS “4GT”)

Addressed to: developers of programming tools and software “engines”; advanced software developers

The core of the conceptual system and its methodologies are a complementary engine to any software engine which has to interact with the user through an interface.

The proliferation of the programs (=software) and/ or the extension of any software application is evident in the increasing processing memory requirements (today we have «Gigs», which a few years ago was unimaginable). This is not due to the complexity of the software applications but rather the increasing lower efficiency (low relationship between the functions carried out and the elaboration requirements) of the programming/implementation of the new software applications.

A software application is like a big library where every «book» must be able to be read repetedly by anybody else. Any sofware development department (the developers) has serious management problems of their own know-how.

The complexity of any corporate software implementation (with its international and intercultural logistics), the frequent «re-engineering» processes, the not unfrequent failures, ... are proof of this.

The expert systems are almost always characterized by the fact that they have to manage huge volumes of information («Data Warehouse», «Business intelligence», «Data mining», ...). The applications for the classification and reuse of the information provided by the conceptual system, and their ability to be related, make possible to usefully apply its cognitive/relational methodologies to multiple situations of the software engineering process.

See “Double sheet.pdf”, “Memoria in extenso de la patente WO 03 054835 A2” (=In extenso memory of the patent WO 03 054835 A2). See also the application “Cercadors d’Internet” (=Internet search engines-www) and “Classificació de la informació” (=Classification of the information). 


CLASSIFICATION AND REUSE OF THE INFORMATION (DATA BANKS, DOCUMENTATION CENTRES, LIBRARIES, ENCYCLOPEDIAS, DICTIONARIES) 

Addressed to: Scientists, researchers, documentarians, anybody who searches information often and/or wants to be informed; «internet users», either mere users, sales people, providers and/ or developers of «search engines».

“Classificacio.pdf” (=Classification of the information)

The classification of information used to be the resource that allowed it to be reused more easily afterwards. It was done by the documentarians of every library/data bank. Today, with the internet, each user is like a library, but it is not possible to force the users to classify their own information as a documentarian would have done.

This classification task could be done in an almost automatic way with the support of a Conceptual system. We would only need to use it as  a reference, as a corrector (not only ortographic, but also of the text content), which as well as the automatic classification, would guarantee our correct/unequivocal expression, so that everybody could understand us and, at the same time, it would allow to translate correctly any text to any language

With the little help of the reference process (an operation as simple as the ortographic correction), at least of the most representative parts (index, summary, ...), we would be able to obtain three important added values: automatic classification, expression correction/ disambiguation and translation.

See  “CercaTalents.pdf” (=Head hunter) “Micronet.pdf”, “Encarta.pdf", "Language 2.pdf", "Enciclopèdia catalana.pdf" (=Catalan Encyclopedia), ... and also  “Cercadors d'Internet-www” (=Internet-www search engines).


INTERNET SEARCH ENGINES (REUSE OF THE INFORMATION II))

Addressed to: internet users, such as mere users, sales people, providers and/ or  developers of «search engines».

See "Search-congress conference (Barcelona 2009-01-30)", “Cercadors d'Internet-www.pdf” (=Internet-www search engines), “Classificacio.pdf” (=Clasification),

Looking for images of galaxies to illustrate this website (images incorporated to the “Proposal”), I had to give up doing my search in Catalan due to the limited response received, and the same in Castilian (=Spanish), so I had to end up doing it in English using the word “galaxy”. The first problem is the language. We use necessarily the words of a language as we still don’t know how to use concepts directly. See under the “FAQ” section questions like:

“If computers manage virtual structures, like the knowledge structures which are also virtual, … why …?”,
“If we already know that in the brain there are no alphabetic structures… why…?” 

Despite this, I had to choose a few images which were minimally useful among many images that were totally unrelated to what I was looking for, because most of the images were about a car with the said model name, then a few other people who called themselves «Galaxy» also appeared, etc, etc, etc...

More than 25 years ago  -the «Web» wasn’t even science fiction-  I used to consult scientific data bases on different subjects (PASCAL, ENVIROLINE, ...). If as an answer I had obtained at least one minimally valid document of every 10 or of every 50 documents provided by the software system, the documentarian responsible for the only computer terminal in Barcelona would have been killed (one could not even use the system him/herself) and/or the databank would have fallen into disuse or become unpopular in a few days.

Today, the technological support of the web is of a level totally unimaginable 30 years ago: hardware, communication technologies, hardware technologies (hard disks, ...), program technologies (indexation and extraction techniques, ...), ... However, the strict information technology, which supports the information methodologies and strategies, is a pitiful technology. And the worst is the worrying conformism, on the one hand due to the fascination caused by the already-mentioned  hardware technologies, and on the other, by the worrying culture of the new generation of users, created only from little moments here and there playing at «marcians» games.

This scandalous contrast between the impressing support technology and the «pitiful» information technology is similar to the contrast between the knowledge of the external reality and the ignorance about the way men can create and manage this knowledge, as already mentioned in the “Introduction” section of this site. This analogy is useful, because solving the second contrast automatically leads to the resolution of the first one: forgetting about what is extrinsic (alphabets, languages, words, ... icons, colours) and using methodologies that manage the intrinsic information (the concepts, the intrinsic relationships, ..., the knowledge).

Finally, there is the quality of the contents found. The fact that today anybody can express their opinions openly is a very positive thing. But this implies servitude of having to choose what interests us, among tons and tons of «rubbish» information. ¿Is there an information methodology that allows to filter the contents according to their quality and seriousness? If this is possible, this would solve a problem that is becoming more and more unbearable every day and, at the same time, it would encourage the internet users to make an inmediate effort to say fewer stupidities and platitudes, only expressing and showing to the others their more positive aspects.


THE HOLISTIC THEORY (PSYCHE, GENETICS, MATTER AND QUANTUM MECHANICS)

Addressed to: scientists, researchers; anybody who likes to know the reason of things.

The holistic Theory integrates all the phenomena, the material, the biologic and the psychic, giving them continuity through the interactions of information and energy. It explains everything and much better.

This integration and continuity surprises even more when you consider that, up until now, the partial attempts of physics to unify the force of gravity with the other “forces” have not been successful. Maybe this has been the mistake of physics: its partiality, its limited ambition, giving up on the interdisciplinary approach, a perspective which has become indispensable among all sciences.

The summary of the theory, explained in “Els simbolismes pre-materials; una perspectiva holística per a les teories de gran unificació de les quatre forces” (=The pre-material symbolisms; a holistic perspective for the theories of great unification of the four forces”) (2004) continues to be fully up to date, without the need of having to change even a colon, but its presentation in its globality was initially written to interest physicians. Therefore, it would be convenient to have a complementary wider presentation, and, at the same time, more “heuristic”, that is, with the historical perspective of the process as it happened, to have a more objective and colder reflection and valuation. It is the document “Teoria holística” (=Holistic theory), which leads to the said document, “Els simbolismes...” (=The Symbolisms…)”.

The first time the application of the «Holistic Theory» to physics was discretely mentioned (then there were only a few intuitions, surprising to even myself) was made on the occasion of a course of radioprotection and hygiene against the ionising radiations* in 1996. The reiterated discoveries of physics that kept pointing at the success of this surprising theory, gave me the courage to re-write and update my old notes from eight years before on the “Pre-material symbolisms/ codification”. This courage was necessary to be outside the “system”, outside the “orthodoxy”, and to contradict all the usual approaches which were usually accepted by physics.

* In the “Manual d’higiene de les Radiacions ionitzants” (=Manual of Hygiene of the ionising radiations), made as a course guide.

“Els simbolismes ...” (=The symbolisms…) was the resulting document, which I translated patiently into French to attract the attention  –pointlessly-  of a Nobel Prize and a French publisher. In this document the word “theory” doesn’t appear, it is called “perspective”, and in the summary, “hypothesis”, because even I thought it was pretentious to call it a “theory”.

Working on this subject allowed me to understand that, beyond the popularization and disclosure of certain alleged “truths” like the “theory of the strings”, many scientists disagreed openly with it and provided solid arguments to prove it wrong. That is, in the case of the “strings”, neither the theory –because it still resists the gravity- nor the hypothesis are justifiable. Even worse, every day there are more questions and fewer answers. On the contrary to the intuitions of 1996, because they continued to provide more and more coherence to new appearing behaviours, which were “incomprehensible” from the point of view of the then current physics. And this not only with regards to the quantum physics, but also with regards to the new contributions of genetics!!

Soon there will have elapsed four more years, and more arguments supporting this new “theory” have appeared. I call it “theory” as it is already verifiable. The same happened one year ago with the predictions on genetics made in “L’exactitud a les ciències” (=The exactness of sciences) In science what matters is the certain knowledge, and even more the predictions of new phenomena, independently from appearances, opinions, surprises, beliefs or the number of defendants. “E pur, se muove”.