Literacy and Numeracy: Stone Axes and Bone Knives

stonetoolsboneknives

Ultimately, everything is metaphor, whether we relate a taste to a strawberry or a color to a sound.  I use the word synesthesis broadly to describe the mechanism in memory that makes this possible.  The more I read, the more I am discovering that the structure is relatively the same in most individuals, but the perceptual history of every individual shapes the content of this structure differently.

There is some research that shows identical twins when together take different paths, however separated identical twins take similar paths.  You can find this in the work of Steven Pinker.

What is known is multiple sensory cues are better than individual sensory cues.  A visual cue will have a synergistic effect in memory when accompanied by other sensory cues including what I call the “cognitive sense”.  This being the case, the classroom is a terrible environment for learning and it is generally better to be immersed and learning in an environment with as many real sensory cues as possible right from the start.  This is why immersion is regarded as the best way to learn language although there are some caveats.

Steven Pinker has found that restricting language does limit people in their thinking, however in a generation the children build complete grammars with the language they are given and even coin new words as their experience dictates.  Language is a living, evolving thing within and across generations and cannot be contained in a 1984 fashion.  Nor is it wise to attempt to freeze a language you are studying, because it is a moving target.  Spelling guides, pronunciation keys, dictionaries, thesauruses, quotations, encyclopedias, news was never meant to police your thinking, but to equip you to think more broadly than your current abilities.  You weren’t meant to follow these books, you were meant to read to lead.  The books were meant to follow you.

Memory is infinitely flexible.  We are continually living a life where our mental data is accumulating and where we encounter crisis, climax and resolution or some variation mentally and we make the mental leap or stand on the cliff edge unable to evolve and cornered by our past.

Physics, Chemistry, Chronology, Geology, Psychology, Biology, Mathematics are the foundation stones of our sensory perception and our symbol systems and every one of these symbol systems evolves as we accomplish a phase change in any one due to an accumulation of exceptions until the system on which the symbols are based breaks down.  We call these phase change points “zero” and “infinity”, but zero and infinity are only place holders on a continuum be it linear, geometric, exponential or hyperbolic that has yet to show a limit of any kind.  All they mark are phase changes.

As Goedel demonstrated mathematically no system is complete, therefore no symbol system is complete.  There will always be phenomena that have yet to be represented and cannot be represented by the present system.  This is true for any language as well.  Listen to the phenomenal aural vocabulary of our youth as they imitate the sounds of their environment such as instruments and devices that our previous generation never heard.  Can we capture those “sound effects” with our current alphabet or icons?  I listen to children and youths communicating without uttering a single word in any language.  They communicate in the sounds and visual action of their home entertainment systems!  Anime is creating a world of children who speak a language their parents cannot fathom unless they are watching what their children watch.

And don’t be surprised to find children are no less intelligent than we were.  They don’t need the literacy we had to function in their environment quite effectively.  Measures of literacy and numeracy are irrelevant justifications for perpetuating an obsolete educational system.  The problem isn’t your children, it’s your educators.  Your children will define what communication will be in the future and we have to learn their lingua, not teach them ours.  Educators refusing to make the leap are, as Elliot said, “hollow men”.  Our children’s communication tools and cognitive abilities are in many ways superior to the cognitive tricks we use to think literally and mathematically with alphabets and numbers.  And that is all they are, a bag of tricks hammered into us for over twelve years.  Our literacy and numeracy tools are like stone axes and bone knives compared to what our children are using now.  Children can compose in video, audio, events, graphics, text, gesture and digits faster than we ever could read, rite and rithmatic with our pencils.  What makes our technology so exceptional or even worth preserving?  Are you still using a stone axe?

Welcome to the world of Marshall McLuhan.  Make the leap and learn the new media.  Let your children get on with computing.

The next time your child gets poor results on a literacy or numeracy test, tell the teachers to get their shit together and teach new media or find another job.

Love your children not your herd teachers.

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Implicity and Explicity

Nothing can be so amusingly arrogant
as a young man who has just discovered an old idea
and thinks it is his own.
Sidney J. Harris

By now I think I have established the legitimacy of the Six Hats, Six Coats Framework and I am presenting it here in what I am going to consider its final form:

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Every notational technique is a combination of two or more of the Six Coats. What we are working toward ultimately is a language to interrelate all Six Hats and Six Coats at once.

In this post I want to think about the terms “implicit” and “explicit” and how they relate to the Six Hats, Six Coats Framework. For the purpose of this framework implicit is defined as unchanging and invisible; explicit is defined as changing and visible.

Every entity, relationship, attribute, constraint, definition and manipulation has an implicit and explicit name. As well, every motive, locale, object, method, person and event has an implicit and explicit name. An implicit name is unique and once assigned cannot be changed. An explicit name is unique, but it can be changed. The implicit name is not visible to the user. The explicit name is visible to the user.

An entity which contains its own primary key is an implicit entity. An entity which contains a key from another entity in its primary key is an explicit entity.

A relationship that connects one entity’s primary key as part of the attributes of another entity is an implicit relationship. A relationship that connects one entity’s primary key as part of another entity’s primary key is an explicit relationship.

If the primary key is never made visible to the user and cannot be changed it is an implicit primary key. If the primary key is visible and can be changed as long as it is unique it is an explicit primary key.

Attributes that are foreign keys are implicit attributes. Attributes that are non-key are explicit attributes.

Constraints are implicit when they are data listed in a foreign entity. Constraints are explicit when they are a datatype.

Definitions are implicit when they protect explicit child tables. Definitions are explicit when they cascade manipulations.

Implicit manipulations maintain an audit trail. Explicit manipulations do not maintain an audit trail.

So, what is the purpose of implicity and explicity? Primarily it is strength and flexibility. Implicit design results in rigid, but more integral systems. Explicit design results in flexible, but less complete systems. For example, in an office you have work to rule, which is implicit, and work to allow, which is explicit. Ultimately, in dealing with implicity and explicity it is best to strike a balance. No system is fully normalized or fully exceptionalized. It is necessary to allow for both normality and exceptions as no system is fully closed or fully open.

Implicity and Explicity