100.010 Awareness of the Child

100.010 Awareness of the Child

100.010

Awareness of the Child: The simplest descriptions are those expressed by only one word. The one word alone that describes the experience “life” is “awareness.” Awareness requires an otherness of which the observer can be aware. The communication of awareness is both subjective and objective, from passive to active, from otherness to self, from self to otherness.
Awareness = self + otherness
Awareness = observer + observed

100.011

Awareness is the otherness saying to the observer, “See Me.” Awareness is the observer saying to self, “I see the otherness.” Otherness induces awareness of self. Awareness is always otherness inductive. The total complex of otherness is the environment

100.012

Universe to each must be
All that is, including me.
Environment in turn must be
All that is, excepting me

(Compare Secs. 264.10 and 1073.12.)

100.013

Life begins only with otherness. Life begins with awareness of environment. In Percival W. Bridgman’s identification of Einstein’s science as operational science, the comprehensive inventory of environmental conditions is as essential to “experimental evidence” as is the inventory of locally-focused-upon experimental items and interoperational events.

100.014

The child’s awareness of otherness phenomena can be apprehended only through its nerve-circuited sense systems and through instrumentally augmented, macro- micro, sense-system extensions__such as eyeglasses. Sight requires light, however, and light derives only from radiation of celestial entropy, where Sunlight is starlight and fossil fuels and fire-producing wood logs are celestial radiation accumulators; ergo, all the sensings are imposed by cosmic environment eventings.

100.015

The child apprehends only sensorially. The combined complex of different sensorial apprehendings (touch, smell, hear, see) of each special case experience are altogether coordinated in the child’s brain to constitute “awareness” conceptions. The senses can apprehend only other-than-self “somethings”__for example, the child’s left hand discovering its right hand, its toe, or its mother’s finger. Brains differentially correlate the succession of special case informations communicated to the brain by the plurality of senses. The brain distinguishes the new, first-time-event, special case experiences only by comparing them with the set of all its recalled prior cognitions. 100.011 100.011 100.010 Awareness of the Child

100.016

Although children have the most superb imaginative faculties, when they explore and arrive at new objective formulations, they relyspontaneously and strategicallyonly upon their own memory of relevant experiences. With anticipatory imagination children consider the consequences of their experiments, such as a physical experiment entailing pure, unprecedented risk yet affording a reasonable possibility of success and including a preconception of the probable alternative physical consequences of their attempt. For example, they may conceivably jump over a ditch today even though it is wider than any over which they have previously leapt. They only make the attempt because they have also learned experientially that, as they grow older and bigger, they are often surprised to find that they can jump farther and higher than ever before. “How do all my muscles feel about it now?” and “Shall I or shall I not try?” become exquisitely aesthetic questions leading to synergetically integrated, physical-metaphysical, split-second self-appraisals and exclusively intuitive decisions. If it’s “Everything go!” all thoughts of negative consequences are brushed aside.

100.017

Children conduct their spontaneous explorations and experiments with naive perceptivity. They have an innate urge first subjectively to sort out, find order in, integratively comprehend, and synergetically memory-bank their experience harvests as intertransformability system sets. Thereafter they eagerly seek to demonstrate and redemonstrate these sets as manifest of their comprehension and mastery of the synergetic realizability of the system’s physical principles. Consequently children are the only rigorously pure physical scientists. They accept only sensorially apprehensible, experimentally redemonstrable physical evidence.

100.018

Things = events = patterns = somersaults = intertransformability systems … that’s what delights a girl as she accepts her uncle’s invitation to face him, take hold of his two hands, walk up his front until, falling backwardand still holding his handsthe child finds herself looping the loop, heels over head, to land with feet on the ground and head high… “Wow, let’s do it again!“

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