This book can create problems to the majority of readers. The main problem is
connected to the assimilation mode of new knowledge. The usual way, promoted
by the educational system at all levels is assimilation of story-type models
(logically structured or not)in an image type environment.
This book offers no chance to those who expect a story-type model associated
with image models. It cannot be in any way associated to any image model. The
book presents a single symbolic model; it has to be understood as it is, as a
whole, based on logic.
The basic requirement is to have the capacity to build and operate symbolic
models. People who work in positive sciences (physicists, mathematicians,
engineers...) are favoured, while others have little chance to understand
anything.
Some 'test' readers of the book were displeased by the repetition of several
issues in different contexts. This method is mandatory when a new symbolic
model has to be assimilated.
The persons who have the tendency to build story-type models will be very much
disturbed by the repetitions, as the repetition sends them back to the point
where the statement appeared for the first time. This will fragment the story-
type model. Once fragmented, it cannot be continued and a new story-type model
has to be built. This produces irritation in this category of readers.
On the contrary, those who build normal models will consider repetion as
positive, as it reconfirms the correctness of the assimilated normal model.
The model is logical and thus can be developed by anybody who has abilities in
building and operating symbolic models.
A short summary has been given at the beginning of the book. Based only on
this summary and a few observations based on external reality, anybody could
rewrite, maybe even better than I, this whole book. The reason is that any
symbolic model is developed univocally based on logic.
Another aspect I want to underline is that this is a fundamental model. Based
on it, one can build an unlimited number of local models associated with
specific problems. Anybody who has assimilated the model can develop it with
his/her own resources for specific problems. E.g. this fundamental model can
generate a new positive science called "psychology".
Children starting with age 12 can understand the book. At this age, children
can build and operate relatively complex symbolic models, including computer
programming.
Humans have a basic problem related to the perception of the external reality.
I have discussed with several people who have not been disturbed by the fact
that, e.g. in psychology, the terms used have no normal definitions (only
descriptive ones). There are people who believe that a positive science is a
science that uses apparata and gives precise results of some measurements.
Even among physicists problems exist, most don't even realize that what they
are doing is integrated into symbolic models. They know very well the models
they build and operate, but some do not know the term 'symbolic model'. Many
do not realize that any symbolic model is integrated into another symbolic
one, until a fundamental symbolic model can be reached.
Example: Many will be surprised to find out that any computer program is a
symbolic model. A program written e.g. in Java, is a symbolic model. The Java
language itself is a symbolic model. Java is probably included in the symbolic
model called C++. C++ itself is included in Assembler, which on its turn is
included, together with all the programs, which have ever been written, and
any program which will ever be created, in the fundamental symbolic model
called machine language.
Whatever the level we are on, a computer program starts with the construction
of the symbolic model. This means that we need to declare the elements, their
properties and the fundamental relations in between them. This is valid for
languages based or not on algorithms. Anything which follow is called
simulation on models. Properties of elements or of relations can be changed,
and we can see what happens. Once this symbolic model is stable (has no
logical contradictions), it has to be calibrated, i.e. needs to be verified on
cases where the result is known. In most cases, the calibration implies a
larger effort than building the model.
What we obtain from any computer program is a prediction of the model. If the
program is stable (logical) and if it passed the calibration tests, then its
predictions will be compared with the external reality. We remind here that
the assembly of all predictions of a symbolic model is called reality
associated to the model.
It is not at all surprising that, in the same way as with the brain, terms as
truth or reality can be associated to a computer program, with the definitions
from MDT theory of the brain. The reason is easily understandable: we extend
to the exterior our own structure of models of the brain. Seems to be
impossible to do anything except this!
The above statement is interesting also under another aspect. Thus, no
connection exists between the basic functions of the brain and a computer.
However, we use computers to extend to the exterior the functions of our
brain.
MDT makes a few predictions that are very difficult to accept. The educational
system is based on assimilation of image and symbolic models, and verifying of
the assimilation in specific tests.
This method has a problem. Based on the theory, those who have abilities to
assimilate models have reduced qualities in building new models. The problem
is related to the fact that the level of consciousness depends on the capacity
to build new models. Thus, school has the tendency to promote individuals with
reduced level of consciousness.
MDT shows that there are people knowledge-oriented and action-oriented. The
action-oriented are not favourised by the educational system, and the ones
oriented to knowledge are overappreciated. The action-oriented people move the
society forward, and the educational system does not understand this many
times.
The theory defines schizophrenia as the incapacity to build and operate long-
range models. Long-range models are required not only for the formation of
consciousness but also for the prediction of problems that might occur in the
future. The schizophrenic method is to solve the problems as they appear, one
step at a time. An 'elaborate' form of schizophrenia is called pragmatism.
The normal way of interaction with external reality is to have long-range
models associated with the external reality. These models can predict the
occurence of future problems which can be prevented before their appearance.
Here is the English version of my book "Creierul o Enigma Descifrata" (in
Romanian) which is also available in the frame of Gutenberg Project. I want to
thank to Dr. Angela Vasilescu and Adrian Moisa for their help in the
translation.