Natural Laws in the Human Context:
Working Toward Comprehensive General Understanding
You know of
Psychology's Prime Law or Law of Effect - that you get more of what
you reinforce. You may have noticed that this law holds true not
only for humankind and animal behavior but for vegetation and indeed
for all of lifekind. Those of you who are into interference pattern
physics and Mandelbrot Set fractiles or Chaos Systems Theory (note:
all feedbacks are reinforcement!), also appreciate that this
same "first law" also defines the physics of how the universe
has organized itself into its incredible architectures and articulations.
--Even what that, in turn, says back to us as living human beings
and how we might find our way into better times and situations!
(Readers new to this area of inquiry, please regard this brief as
Prologue to the other papers following in this brief volume. Once
you read these, look again at the above. For now, though:)
between the "prime laws" of different fields are of interest.
Here we highlight the relationship between psychology's prime law,
as above, and the two prime laws of development for the brain and
nervous system. As it turns out, on inspection the two prime laws
of brain and neural development derive from or are particular
cases in the more general behavioral prime law. When we take these
three prime laws together in the same context, suddenly we are directed
to see some surprisingly obvious ways to improve normal and high
level human performance and capability in all fields. We are also
directed thereby to ways to remedy virtually every case of retardation
and brain damage, from mild to profound to even the long-term comatose.
No one need be left behind.
Law of Development of Brain and Nervous System: First find what
is working. Go to the boundaries of what's working and practice
there toward more and more refined responses. If you can barely
tell by touch two different grades of sandpaper, practice there
progressively toward the point where you can distinguish by touch
heads from tails or even read the date on a coin. (In the extreme
case of long-term comatose: even if the response is so tiny only
biosensory equipment can detect it - or if that response has to
be elicited by stimuli and pattern interrupts - reinforce those
responses, selectively in the direction of response which calls
more and more of the person back onto line.)
Law of Development of Brain and Nervous System: Feeling before
action. First get perception into a situation, then you can
act upon it. --As in getting feeling back into a leg which had "gone
to sleep" on you, before you can use it with normal skill.
This becomes a matter of how to create or refine any sensory function
(so that you receive the relevant feedbacks, so that your behavioral
"prime law" feedbacks "work " in that context),
in order to exert effects through and in relation to that area of
GBD.com without it costing you a dime. Learn
phenomena in all fields ordered by a few interrelated simple patterns
or "laws," concepts easily recognized and understood?
What can we do once we "get more perception into these?"
Just the three laws cited above, taken together, are the core of
a system now in design to meaningfully convey, in just a few pleasant
hours, the first 12 years or so of school math to pre schoolers.
--Better than those 12 years because at the core will be build up
a direct sense of quantity, numbers and of relationships instead
of rote operations. --And of another system being designed, to effectively
build Mozart-level musical skills in preschoolers. As these systems
develop, it's become increasingly apparent that virtually all skill
and performance areas of human activity may readily be similarly
addressed. And that is just from focusing on those three interrelated
On the sociological
level, the "Win/Win-Finder" turns out to be an expression
of the First Behavioral Law or psychology's prime law working in
terms of societal systems. To change those complexly homeostatic
systems (thereby solving the major problems which persist as such
systems), identify and intercept the feedbacks through which such
systems self-maintain. A LOT less costly than trying to override
those reflexive feedbacks.
broadly defined, also contains other absolutely fundamental laws,
not widely learned in American schools however essential, which
bear profoundly on how we view and treat one another. Example: the
whole context of 0-sum and non-0-sum games. Example: the distinction
between the roles we play and the people who are playing those roles.
On closer inspection, will these recognized patterns collapse back
into the above same fundamental laws?)
Range in a
continuum, left to right, these forms of energy: political power;
material wealth; heat energy; body or life energy/chi/pranha; "spiritual"
energy; information. ALL points along that continuum are
governed by two well-recognized but distinct sets of "natural
law:" the laws of scarcity, and the laws of abundance. Why
is it we don't have to tell you at which end of the continuum the
laws of scarcity predominate and at which end the laws of abundance
predominate? What are each of those two sets of natural law?
What will happen to people who assume only the one set of such laws
is present? Can in some way these patterns or "laws,"
in turn, be collapsed back upon the above core laws the same way
that all of biology, evolution and systems theory do, standing revealed
as but one single order of phenomena, a universe, and not
as many separate "fields?"
Our very series
of annual Double-Festivals (1st, 2nd or 3rd weekend each November
in the Washington, D.C. area--our Sixth Annual such Double-Festival
Conference is this Oct. 31-Nov. 2 weekend, see "events"
at http://www.winwenger.com) is but one application of one such
simple convergence. Six years ago we determined that "learning"
and "creativity" are essentially the same field, the same
set of phenomena. --Even though to this very day most people involved
in learning methods are wholly unaware of systematic creative methods
and most people involved in creative method are wholly unaware that
virtually everything they do there can be used to profoundly improve
and radically accelerate learning.
is my province" - Francis Bacon. Has modern specialization,
leaving our best people vulnerable to changes in the economy and
playing to the stakes of their narrowly specialized knowledge, resulted
from a true explosion of knowledge or a splintering of knowledge?
--Splintered by the difficulty of assimilating one-another's strained
explanations of things? --Strained because we don't take into account
what's obvious from nearby-but-different perspectives? Can the universe
indeed be comprehended by "ordinary" human beings? (--and
thereby, by the 2nd law of brain development, can we then take charge
of our own lives, our own destiny? --Or would you rather continue
to trust the course of our lives, and those of our children and
those of all we hold dear, to our political leaders our highest
representatives of whom currently are Clinton, Gingrich and Perot?!?)
--Another "natural law:" - "nature abhors a vacuum."
And, dear friend, not just our schools but we ourselves, what a
vacuum we've left for such to fill!
©1998 by Project Renaissance (regarding this internet version
only, other copyrights may apply). While we encourage the free distribution
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reach Win Wenger, please visit his website at Project
on the latest Double Festival is available here.
originally published on Anakin's
Brain (now Genius By Design)