Comparation in apprehensive imagination

نویسنده

  • Richard B. Wells
چکیده

ion in the Verstandes-Actus) but, rather, is only depicted by means of Comparation (and the other two acts of understanding). The form of nexus in the timescape of subjective time (figure 23) shows us the real context for this aspect of the Comparation property set. Referring to this and the schemata of Relation in figure 22, we can make out three topological forms of representation trajectories that Comparation must support. The first is called the modus of persistence-in-time. In the context of Comparation, this refers to everything that "fills" a particular timeline between the moments in time marked by the making of intuitions. In Critical epistemology, we say that a moment in time "grows out of" the immediately antecedent moment in time to which it is connected by a timeline. One analogy I tend to like is to envision each timeline as a kind of "pipe" through which comparand representations "flow" with the ends of the pipes aligning with the conscious moments in time. All the sensuous materia "inside the pipe" is then to be regarded as materia persistent in time. There are a couple of observations in regard to this metaphor that need to be set down. The first is that a timeline has no fixed duration. In Critical terminology, duration in the time of a thing is the measure of the magnitude of the Dasein (presence) of that thing insofar as it is a phenomenon [Kant (1783), 29: 842]. Representations "between moments in time" are not even conscious representations in relationship to intuition, much less representations of phenomena. Therefore, no idea of "duration" can be attached to the length of a graphical representation of a timeline. Timelines in subjective time are ideas of secondary quantities in the mathematical facet B of Reality-in-general. Of course, this does raise the issue of how a timeline is re-presented in a somatic embedding field graph, but this is not an especially difficult puzzle to solve. Draw a line underneath the timescape of figure 23 and call this line the somatic-objective-time timeline. This construct will stand as a principal quantity of facet B determinable, with respect to facet A, by measuring instruments ("clocks"). A moment in time is "where a pulse of consciousness takes place" and, to the extent that one can "clock" the presentation of a perception, those "clock moments" in the objective timeline can be defined as corresponding to moments in subjective time. The subjective-time timeline representations can then be "stretched or shortened" as appropriate to make their moments in time line up with those of the objective timeline. Stated in terms of the Comparation property set, Comparation requires a temporal synchronizing algorithm as part of its property set definition. The second observation is a reference to a particularly prescient conjecture Grossberg made in 1969 [Grossberg (1969); Wells (2011c)]. Grossberg observed that sensory experiences, while seeming to be spatio-temporally continuous, are also adequately describable by relatively discrete processes (e.g., by means of language). He concluded that "the discrete representation of continuous processes must be a universal representation of some kind." In our mental physics construct of "time pipes" and their context as a sensuous "persistent-insubjective-time," we find both the continuous and the discrete aspects of which Grossberg wrote. This tells us Grossberg's conjecture is objectively valid and his idea of a "pyramid of 86 Kant, Immanuel (1783), Metaphysik Mrongovius, in Kant's gesammelte Schriften, Band XXIX, pp. 745940, Berlin: Walter de Gruyter & Co., 1983. 87 For example, see Obhi, Sukhvinder S. and Patrick Haggard (2004), "Free will and free won't," American Scientist, vol. 92, no. 4, July-August, pp. 358-365. 88 Grossberg, Stephen (1969), "Embedding fields: A theory of learning with physiological implications," Journal of Mathematical Psychology, 6, 209-239. 89 Wells, Richard B. (2011c), "The applied metaphysic of the somatic code," available on the Wells Laboratory web site.

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

Validating the imagination questionnaire

The purpose of the present study was to validate the Liang, Su, Chang and Lin imagination questionnaire. The research method, correlation and statistical population of this study were all secondary school students in Ahvaz. 300 students (150 boys and 150 girls) were selected by multistage random sampling method. The Liang, Su, Chang and Lin imagination questionnaire were used to measure imagina...

متن کامل

“A Comparative Exploration of the Phenomenological Conception of Creative Imagination and Its Role in the Digital and Non-Digital Architectural Design Processes”

Imagination and its relation to creativity are among the most important issues related to the design category in various areas of architectural inquiry such as architectural design, whose function and role have changed in recent decades due to use and application of computers in the architectural design processes. Given all the changes occurred in the meaning and concept of architecture, by the...

متن کامل

Explaining the Role of Geometry and Imagination in Creation of Unique Architectures

A In this article the role of geometry and its interaction with imagination in creating the unique architectural will be explained. From long time ago philosophers and prominents have referred to important role that imagination and geometry have in the creation of universe. All over the universe, the emergence of geometry at beginning of creation is undeniable. Geometry with its manifestation a...

متن کامل

Teachers' Expectations of the Communication Apprehensive Child in the Elementary School

Two studies are reported indicating that teachers fonn negative expectations of children who are high communication apprehensives. These expectations are discussed in tenns of their probable effect on learning and the need to provide intervention programs for both children and teachers to overcome the potential negative impact of teachers' expectations on the learning of high communication appr...

متن کامل

ذخیره در منابع من


  با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

عنوان ژورنال:

دوره   شماره 

صفحات  -

تاریخ انتشار 2011