‘The Philosophy of TROM’ by Dennis Stephens

This is a new edited transcription as discussed in a previous post.

You can download the 79Kb pdf file from this link

TROM is an acronym for The Resolution of Mind, the title of Dennis Stephens’ book and the system that he presented there. The subject of scientology fits almost entirely within TROM, the two subjects are almost fully consistent. The ony exception in Stephens’ opinion was Axiom 31 of scientology, which posited that goodness and badness are only relative and subjective. Hubbard’s view in 1954 when he wrote the axioms was that we have no objective criteria to judge right from wrong – just social agreements about rules that differ between societies.

Stephens’ position was that life contains an intrinsic standard of right and wrong, or good and bad, conduct; and that this can be confirmed by experience. He explained this in terms of constructive ‘life goals’ such as know, create, enhance or love; and destructive ‘non-life goals’ such as trap, degrade, compete or exploit. And the difference between a life goal and a non-life goal is not a matter of opinion. To begin with, non-life goals oppose the basic purpose of life: To Be. And if used in the therapy of TROM they will not erase, but only generate more emotional charge, mental mass and uncomfortable sensations.

To the extent that a person bases their life on non-life goals they will suffer. And to the extent that a society adopts non-life goals it will decline.


Competition considered in Stephens’ game theory

In human experience, competition could be seen as the essence of a game, and competing against rivals provides the quintessential game sensation. But competition is also a key concept in the biological sciences. Ever since Darwin, its primary importance in shaping the morphology and behaviour of organisms through natural selection has been recognised.

This note is an attempt at explaining competition in terms of Dennis Stephens’ theory of games, a theory that he developed quite independently of evolutionists like Lewontin (1961) and Maynard Smith (1982). In his view, any activity of humans – or other living things – can be analysed as a game consisting of conflicting purposes in the broadest sense of that word, or postulates in his terminology. Stephens did not directly address the subject of competition in his only published book (Stephens, 1979) or in any of his notes that have survived, apart from closely linking it to the idea of conflict. He dismissed ‘compete’ as a games goal along with ‘win’, ‘achieve’ and ‘succeed’. A games goal is one that is meaningful only inside a game, and is therefore irrelevant to understanding the mechanism of games as viewed objectively from the outside, which was the main thrust of his work.

Living organisms compete because all individuals are attempting to secure the finite resources that they need to live and reproduce. In biology, competition is most broadly defined as a reciprocal negative interaction between organisms (Connell, 1990), or more narrowly as the tendency of neighbouring organisms to utilise the same resources (Grime, 1973). It is strongest between the most similar organisms: individuals of the same age class and sex within the same species, because similar organisms make similar demands on their environment for resources. It occurs at a lower level between different species whose ecological niches coincide or overlap.

While a predator/prey relationship between two species implies a negative feedback loop tending to equilibrium, a competitive relationship is positive feedback that may end in the elimination of one species from the niche (Margalef, 1968).

A distinction can be made between tacit and explicit competition. Tacit, indirect or blind competition is a ubiquitous fact, as when two birds are foraging for the same food in the same habitat without being aware of each other, or when the root systems of two trees are tapping the same subsoil aquifer.

Explicit competition begins when one organism reacts to the other as a competitor with the triggering of functions or behaviour directed at the competitor. In the field of ethology, explicit or overt competition for resources among animals is called aggression.

Wallace (1889) considered every organism to be in contest with its whole environment, including both physical influences and the biotic influences of the other organisms present. This is tacit competition.

On the other hand, Darwin had emphasised explicit, direct competition; not surprising since he was a capitalist whose ideas were influenced by Herbert Spencer. But an organism is not operating with a goal “to compete”, even tacitly. Its behaviour or functions are directed toward maximising its exploitation of the necessary resources, and consequently denying them to its competitors. Similarly, when businessmen brag about being competitive, they really mean that they can break their rivals.

At the threshold between tacit and explicit competition the game escalates and might be described as compulsive as neither player can withdraw without defeat.

Here is an example of a Stephensian games matrix, for the goal ‘to know’.

Know                          Be known

Not know                    Not be known

Each of the four postulates has a complement facing it horizontally, forming the active and passive voices of a transitive verb. It also has an opposite (vertically in this matrix) and an opposition (diagonally). Here the difference between ‘opposite’ and ‘opposition’ is crucial! Games occur on the two diagonals between opposition postulates, so there are two games possible in this matrix: Know versus Not Be Known, and Be Known versus Not Know.

Two men might each want to know what the other is doing, without letting him know what they are doing. This would be a compulsive game where each is trying to get dominance over the other by having superior knowledge. Competition is a state where they both want to achieve the same goal but are in a relationship of rivalry rather than co-operation.

In a compulsive game, every postulate adopted by self has a corresponding exclusion postulate, which is the negative of its complement (Stephens, 1993). It is so called because it excludes self from the effect he’s trying to have on the opponent. The exclusion postulate corresponding to Know is Not Be Known, which applies to self while the Be Known postulate applies to not-self. Conversely, the exclusion postulate of Be Known is Not Know.

So their game play converges toward a balance between the dual intentions of achieving their own goal and blocking an opponent from theirs. Explicit competition arises in a compulsive game because of the exclusion postulate.

‘Eat/Be eaten/Not eat/Not be eaten’ is the ubiquitous games matrix in biology. To survive, anything needs to eat, and also to avoid being eaten until it has completed its life cycle. The feral doves that my wife feeds in the garden provide an example of explicit competition among animals engaged in a compulsive game about eating. A dove that is accustomed to being fed grain at a certain point will attempt to drive any other dove away from that place. Sometimes it will put so much effort into stopping the other from eating that it forgoes its own meal. Because it is a compulsive game player, it cannot rationally co-operate with the other bird to let them both eat in peace.

Competitors must be sufficiently similar before explicit competition is triggered: they must be in the same class for the purposes of the game. Runners in a race compete only against other registered entrants, paying no attention to dogs, spectators or birds even if these are moving faster than them. And those doves actively compete with other doves, but not with birds of other species that are eating the same food. I’ve often seen them ignoring the sparrows that eat their grain while they fight among themselves.

We can say, with Stephens and Wallace, that competition is just something perceived by the observer of a game and need not be consciously intended by the players. Tacit competition between organisms just happens, and if evolution can be said to be “trying” to do anything, it’s trying to minimise competition that causes waste and inefficiency.

There is no competition between individuals who have complementary postulates, such as ‘’control’ and ‘be controlled’. Nor is there competition if they have opposite postulates, like ‘eat’ and ‘not eat’. Competition only occurs between players who are trying to occupy the same role in a game that has become compulsive. Such a game is reduced to each player’s own postulate and its opposition, which is also their exclusion postulate.

Games begin between two different types of player (such as predator and prey, or businessman and customer) with distinctly opposed goals, but as the game becomes compulsive the players end up as rivals or competitors who are trying to reach the same goal. Predator and prey species both have the intention to eat but not to be eaten, and converge on strategies that maximise their chances of getting a meal without becoming a meal. Even in a ritualised game like football, success depends on a dual strategy of attacking one set of goal posts while defending a similar goal at the other end of the field.

This competitive state is exacerbated when their goal is a games goal such as ‘to win’ – as can be seen in every ritualised game from tiddlywinks to international politics. Anyone mired in a game that has become compulsive might agree with C.S. Lewis’ devil that “to be” inevitably means “to be in competition.”

Competition is characteristic of the final phase of a game where the games postulate and exclusion postulate have become condensed together. There is a cycle in a game that runs from co-operation between individuals with complementary roles, to conflict between individuals with opposing roles, to competition between individuals with identical roles.

In the final analysis, competition is just a subset of opposition. Stephens was right to dismiss it with scant attention.

References

Connell, J.H. (1990) Apparent versus “real” competition in plants. In Grace, J.B. & Tilman, D. Perspectives on Plant Competition. 9-26. (Academic Press: San Diego).

Grime, J.P. (1973) Competition and diversity in herbaceous vegetation – a reply. Nature 244: 310-311.

Lewis, C.S. (1942) The Screwtape Letters. (Geoffrey Bles: London).

Lewontin, R. (1961) Evolution and the theory of games. J. Theor. Biol. 1: 382-403.

Margalef, R. (1968) Perspectives in Ecological Theory. (University of Chicago Press: Chicago)

Maynard Smith, J. (1982) Evolution and the Theory of Games. (Cambridge University Press: Cambridge).

Stephens, D. H. (1979) The Resolution of Mind. (privately published: Sydney).

Stephens, D. H. (1993) The Exclusion Postulate. Tape recorded 20 April 1993.

Wallace, A.R. (1889) Darwinism. (Macmillan: London).


‘The Supermarket Paradox’ by Dennis Stephens

This is a new edited transcription of a talk by Dennis Stephens as discussed in a previous post.

You can download the 81Kb pdf file from this link

Stephens recorded this as background information to Level Three of TROM, and in particular to resolve an apparent paradox that people may encounter as they improve their ability to simultaneously view ‘then’ and ‘now’.

There are various theories about how memory works. How am I able to re-experience scenes from over sixty years ago with all perceptics in three dimensions, full colour and detail: familiar scratches and blemishes on plastic toys, pages of books, the smell of the old schoolroom, the grain of floorboards, our cat’s lank black fur, my first sight and taste of icecream while an electric clock ticked in Grandma’s kitchen, or the Queen’s coronation broadcast on BBC shortwave? These scenes represent more information than a lifetime of high-resolution DVDs. Where is it all stored, or is it stored at all?

The most naive explanation is that it’s physically stored in the brain as molecules or intercellular connections, as if a brain was a vast RAM chip. Yet no plausible mechanism for the permanent, integrated recording of multiple sense channels on this scale has been proposed. Stephens raises the further objection that this would involve an infinite recursion since a person’s own body, including their brain, is an element within each remembered scene.

Dianetics introduced a more sophisticated approach, attributing memory to mental image pictures that are automatically recorded and filed independently of the body as a linear timetrack like the tape in a Turing machine. This might be analogous to an external hard drive that everyone carries around in an invisible back-pack. Stephens shows the difficulties with this theory too. How can we see these past scenes from external viewpoints in addition to looking through our own eyes, and find things in them that we did not notice at the time?

The conclusion is that we don’t carry personal libraries of memory recordings. We just have the ability to perceive whatever we put our attention on, whether this is in present time or in the past. As C.S. Lewis wrote (in The Dark Tower, about 1938) “when we remember, we are not simply getting the result of something that goes on inside our heads. We are directly experiencing the past.”


On transcribing Dennis Stephens’ lectures – The Exclusion Postulate

This is the first of an occasional series of posts where I’m presenting some new, edited transcriptions of Dennis Stephens’ Supplementary TROM Tapes.

All that is known to exist of Stephens’ research notes consist of his published book and about 20 cassette tapes, most of which were not widely known until transcribed by Pete McLaughlin in 2012.

A few aricles by Stephens were published in 1994 and 1995 by International Viewpoints, who had his agreement to edit the spoken text into a more concise and formal style; it seems that due to fading eyesight he had to supply copy as audio and was unable to check proofs. The Supplementary TROM Tapes were recorded from late 1992 to late 1994, perhaps with a view to their eventual publication. They are mostly informal chats addressed to Greg Pickering, who had already edited The Resolution of Mind for publication, with digressions from his prepared notes. He frequently repeats statements several times and occasionally spells out a word to make sure the listener can duplicate it, corrects mistakes by leaving the incorrect phrase ahead of the corrected one or flicking the on-off button. A push-button cassette recorder didn’t provide much facility for tape editing!

Dennis grew up in the East End of London (Tottenham and later Edgware) and so his accent was basically East Ender although not Cockney. In 1957 he settled in Australia. Judging from these tapes he didn’t adopt many Australian idioms; for example, he still refers to Wellington boots instead of gum boots. But he picked up our Australian habit of flattening vowels: compared to the more musical sound of educated English, Aussie vowels tend to converge toward an indeterminate “uh”. So it may be hard for American listeners (for example) to catch all he says. Cairns might sound like ‘Cannes’, or cleft stick like ‘cliff stick’.

In these new transcriptions I’ve endeavoured to capture all the content that Stephens intended, as if editing them for hard-copy publication in a journal by:

deleting corrected phrases to leave the correction
deleting stumbles
deleting repetitions
reorganising sentences and correcting grammar where necessary
punctuating

The original audio can be found online at Tromology and Tromhelp.

In a letter tape of 6 May 1993 to Greg Pickering, Stephens said that the lectures The Unstacking Procedure, The Exclusion Postulate and Dissociation should be published for use by students on Level Five. By 16 November 1993 he’d reconsidered and told Terry Scott that the Supplementary TROM tapes should not be made public, at least at that time. However, in another tape to Scott on 19 January 1994 he said they are essential for students on Level Five, and would also be valuable for scientists interested in the logical basis of TROM.

-oOo-

The Exclusion Postulate by Dennis Stephens

You can download the 223Kb pdf file from this link

This lecture is about much more than its title suggests, and is Stephens’ major statement about the nature of postulates. He adopted L. Ron Hubbard’s non-standard usage of ‘postulate’ for a causative thought since English lacks a precise word for this. A postulate in this sense is a mental act, a decision such as “Apples must be known” or “All crows are birds”, directed as an intention or goal to bring something into existence, take it out of existence or relate it to something else.

The first big idea he presents is that postulates limit the possible and thereby define the reasonable, with a discussion of what we really mean by “reasonable” and why games are inherently unreasonable.

Then comes the defining law of this universe, that it’s possible to know anything that has been brought into existence to be known but nothing that has not been brought into existence. Consequently it’s futile to try knowing something that doesn’t exist, or not-knowing something that does. A thing cannot both exist and not exist simultaneously.

Next (and we’re still only up to the ninth page), Stephens explains the two other laws that apply to postulates but not to perceived objects within this universe.

Then follows the definitive explanation of how games become compulsive, in terms of double-binds or false identifications. The mechanism of exclusion postulates is not introduced until near the end, in a discussion of the practicalities of running Level Five of TROM.


How to erase an object from your mind

The universe in which we live consists only of life and postulates. The old word ‘postulate’ has recently come into use as an English-language equivalent of saṃskāra, in the sense of an act of will, decision, purpose, or causative consideration. Entities, identities, objects and masses are the product of postulates interacting in games, and can be resolved back into these postulates.

Stephens (1992) developed a process that demonstrates that anything we perceive as an object consists only of postulates. Resolve these postulates and it is found to disappear. Represented as an algorithm, the process is as follows:

1. Name the object, or living organism.

2. What is the function of a ­­­­­_____?

(or for an organism, What is the purpose of a ­­­­­_____?)

3. Timebreak anything that appears.

4. Return to 2.

If no more answers to 2,

5. What purposes have you had towards a _____?

6. Timebreak anything that appears.

7. Return to 5.

If no more answers to 5,

8. Return to 2

If no more answers to 2,

9. End

In steps 3 and 6, timebreaking is the basic process of handling memories by viewing them in present time as described by Stephens (1979). Essentially the person looks at the area of each purpose, perhaps asking themself “How do you feel about that?”, to find material to timebreak.

Although primarily a demonstration, this process may have some application in therapy. A person bothered by an irrational fear of spiders could erase “spiders” from their mind, and from their experience of the world. Or someone with a paraphilia for stiletto heels can erase “stiletto heels” – always supposing that they want to.

Stephens noted that it is quicker to erase an object by running it as the subject of the basic goals package (Know, Not Know, Be Known, Not Be Known), for example “Must know spiders” and so on. However, if the object is involved in gameplay with a junior goal such as ‘Eradicate’, it becomes imbued with a purpose from that goals package. It will not erase by making it the subject of the basic package as long as the person considers the junior goal to be separate from the basic package.

Finding all the purposes eliminates any junior goals packages that may involve this object. In the end you may be left with one of the four legs of the basic goals package as its “actual” purpose.

For example: Once I was bothered by recurring thoughts of a certain book that I had lost. I set out to erase this book from my mind using the algorithm above. The purposes that came off first were to do with the book as a collectible, as an ornament to admire, as a possession to be proud of, as property that might be sold at a profit. But the basic purpose of this book, or any book, is Be Known – it exists to make something known.

And whenever an object is erased, a complementary subject is necessarily erased as well. From the pratītyasamutpāda, we know that subjects and objects are mutually dependent. The observer and the observed form a unity (Spencer-Brown, 1969). So if a person runs the algorithm given above, the question “What purposes have you had…” will run out the postulates that they made in the class of self, just as “What is the purpose of …” runs out the complementary postulates that they consider the object to have. Erasing those scary spiders also erases the personality who was scared of spiders.

But don’t worry; everyone has a vast stack of personalities or selves that they have created by living out one game after another. Resolving the mind is like peeling pages one by one from a very thick notepad. If a person really did erase all their selves they would be in the condition that Buddhists call nirvāṇa; and I’ve never met anyone who has got that far.

-oOo-

References

Spencer-Brown, G. (1969) Laws of Form. (Allen & Unwin: London).

Stephens, D.H. (1979) The Resolution of Mind.

Stephens, D.H. (1992) The Unstacking Procedure. Audio recording of 3 November 1992, available here.


Two advantages of being inedible

A tweet from Patrick Moore to the effect that most of the pesticides present in the food we eat are produced by the crops themselves set me thinking about the “arms race” between plants to avoid being eaten and at the same time encourage herbivores to eat other competing species.

Eating or being eaten can be viewed as a very simple game. In order to survive, any plant or animal, any living organism, must eat. That is, take in from outside the substances that it needs to grow its own body and to provide energy to run its internal processes. It also must not be eaten if it is going to survive for long. Winning this leg of the game consists of convincing any predator that it cannot be eaten, to use the terminology of  Stephens (1993).

Plants have developed the ‘must eat’ game virtually to its limit by now. Housing symbiotic chloroplasts that fix carbon by photosynthesis, absorbing other nutrient elements, and the metabolic pathways that produce the whole plant have been established since the Palaeozoic. Even the later innovations of CAM and C4 photosynthesis have been around for millions of years.

Dennis Stephens (1994) further suggested that the main game among plants is ‘must not be eaten’ because they have not yet evolved as  far as they can go in that department. They are still in an arms race with herbivores, with pathogens and with each other. Plants may develop spines or other physically deterring outgrowths that convince hungry herbivores that they are not edible. They may use nectar to encourage ants to wander over their surface and clean up feeding insects. But most importantly, they may produce any of a vast range of chemicals (secondary metabolites) that make them bad-tasting or toxic to the particular herbivores that threaten them. These are all physical manifestations of the strategy of being inedible.

As an aside, it’s interesting that the development of toxic secondary metabolites is a speciality of the angiosperms or flowering plants that have dominated land vegetation since the Cretaceous age. Ferns can be inedible too, but they are much less rich in this kind of chemistry. And the notably toxic members of the gymnosperms are not the really ancient ones, but those that have diversified since the Cretaceous in competition with angiosperms – the cycads, Ephedra, Taxus and some related conifers.

So there is an evolutionary pressure on plants to not be eaten by convincing herbivores that they are inedible. The most obvious benefit from this – when it succeeds –  is that they do not lose biomass or get killed outright by herbivory.

But there can be a second advantage for the uneatable. Consider a three-way game between two plants and a herbivore, such as sheep grazing on a pasture of grass containing thistles. A thistle’s spines make it unpalatable; either totally inedible, or so hard for the sheep to eat that it will not be nibbled as long as any edible, palatable grass remains around it.

So the harder the sheep graze, the less the grass will compete with the thistles for light, water and ground space. The combination of grazing pressure and their spiny defence against being eaten has given them a powerful strategy in their own competitive game with the grass.

It’s also interesting to consider the strategy of the grass. It might actually derive some benefit from being grazed along with broadleaf weeds that lack the thistle’s defence, since it is better equipped to regrow after grazing than they are. But that’s another story.

-oOo-

References

Stephens, D.H. (1993) Expanding on Level 5, Sex. Letter tape of 6 May 1993.

Stephens, D.H. (1994) Postulates, Self and the Obsessive IP. Letter tape of August 1994.


Double bondings and feedback loops

Consider the double bonding A ⇒ B and B ⇒ A, or A ⇔ B. Double bonding is also known as the biconditional or XNOR connective in formal logic.

In a double bonding, the two fields A and B are co-extensive. If these are just two different names for the same thing, this is an innocent synonymy, as in the instances of nomenclatural synonymy in plant names. But if we consider them to be different (and by using the two names A and B we seem to be making that consideration), then it’s not at all innocent.

Then the statements A ⇒ B and B ⇒ A together create a paradox where A and B are both identical and different; this can only be represented by an imaginary Boolean value as defined by Spencer-Brown (1969). The double bonding contains the seed of a feedback loop to an imaginary value.

This imaginary value can be approached more stealthily by making a series of bondings such as A ⇒ B, B ⇒ C, C ⇒ D and then adding D ⇒ A to create what Hofstadter (1979) called a strange loop. In other words, a function that re-enters itself, in this case at the fourth level.

The possibility of double bondings as paradoxes or fallacies was noted by Lewis Carroll at the Mad Hatter’s tea party in Alice in Wonderland. Grammatically, “I see what I eat” could be equivalent to “I eat what I see.” But in English language syntax the order of antecedent and consequent expresses a convention that the first sentence means that Eat ⇒ See, but not that See ⇒ Eat.

-oOo-

References

Hofstadter, D. (1979) Gödel, Escher, Bach: An Eternal Golden Braid. (Basic Books: New York ).

Spencer-Brown, G. (1969) The Laws of Form. (Allen & Unwin: London).


Force or free will

The surest way to mess up someone’s mind is to force them to do something that they already want to do. Or to forcibly prevent them doing something that they don’t want to do. Either way, they have to make an intolerable choice between submitting to force, or acting against their own will.

This is the essence of insanity, this is a double bind. As L. Ron Hubbard said in one of his better moments, fundamental aberration is the enforcement of basic truth.

But the converse is also true. If your mind is doing things outside your control, for example bringing up unwanted images or emotions, the solution is to do deliberately and consciously whatever the mind has been doing automatically. This will bring that automaticity under control so it can be used, or not, as appropriate. If someone is haunted by an unpleasant memory, they need to recall that memory by their own free will until its apparent power over them vanishes.


What is a finite self?

Take a look at whatever you call your “self”. Is it an entity with hard, permanent boundaries?

In my own experience, awareness extends across conceptual spaces that could be called fields, divided by boundaries that might be called discontinuities in awareness.

Michael Polanyi described a particular type of boundary in a series of publications in the 1960s. He introduced the theory of tacit knowledge, where information tacitly known at one level of reality is the basis of explicit understanding at a higher level. For example, whenever we read a text we are tacitly perceiving all the letters but normally notice only of the words or sentences that they spell. Many such levels may exist in a hierarchy, such as letters forming words according to rules of spelling, that form sentences according to the rules of grammar, that in turn carry meanings according to semantic rules.

Each level is a field containing a consistent set of concepts that is incomplete in that it allows its boundary to be ruled by the next higher level. The lower or proximal field contains things known tacitly but the distal field consists of things that are known explicitly, or are still unknown. The proximal field is experienced as self, the distal field as not-self or in other words the external world. For the purpose of this discussion I’ll call these Polanyi boundaries.

The old truism that anything has both an inside and an outside aspect is rediscovered from time to time. For example, the botanist Agnes Arber wrote that “The fact that each organism is both a unity intrinsic to itself, and also an integral part of the nexus which is the Whole, informs it with a basic duality.”

The subjective experience of being a self and separate from an external world – that is, the rest of the universe – was analysed by Gerbode in terms of the theory of tacit knowing. We tacitly know such things as the movement of our voluntary muscles, ideas with which we have identified, skills that have been learned and experiences internalised. All these things are within the aggregate that we think of as self. The other things that we perceive are considered to be separate from the self and therefore parts of an external world.

Another type of boundary that exists between opposing postulates in the mind was described by Stephens as occurring where postulate pairs such as “must know” and “must not be known” meet head-on like opposite flows forming a ridge, a mass that we experience as sensation. Such ridges might be called Stephens boundaries. Moreover, since one self-consciousness cannot simultaneously hold contradictory postulates, the boundary may effectively divide the mind into two fields that function as if they were independent entities.

Please note that I’m using the term postulate here to mean a causative thought, following the usage of Stephens and Gerbode, and before them of Hubbard. This isn’t quite the usual meaning of the term in English. Unfortunately, English doesn’t have any word that captures this concept exactly, and the Buddha’s Pali term saṅkhāra would be more precise. In Buddhist philosophy, saṅkhāra does not depend on self-consciousness but is actually a precondition for that consciousness.

At first sight, a Stephens boundary appears to separate a pair of entities that are both on the same level. The pair of postulates that define their boundary are not immediately recognisable as a rule imposed from a higher level that defines the boundary of the lower one.

But a Stephens boundary can also be seen as an instance of a Polanyi boundary. Both types of boundary represent an inconsistency that marks the limit of an internally consistent field. In fact, the contradictions between postulates are the source of the incompleteness or inconsistency that marks the boundary.

A pair of exactly opposed postulates forms a unity, just like the two ends of the same stick. More importantly, any Stephens boundary actually has higher and lower sides like a Polanyi boundary. The stick has a proximal and a distal end relative to the observer’s viewpoint.

The proximal field is experientially a self, which is normally a lower level field than the corresponding not-self. Self (the field of what we tacitly know) is a small portion of the whole universe (the field of what we explicitly know + what we tacitly know + everything that exists beyond our knowledge). In our everyday experience, the universe of discourse is whatever we perceive as the whole world. Any thing that we can readily view, including ourselves, is much smaller than the universe. Brotherhood with the universe can be a heady feeling when meditating under the summer stars, but taking that feeling too literally is the road to megalomania.

Any thing that we call our tacitly known “self” is an instance of what Stephens called a junior universe – an object that is selected as one side of a dichotomy, leaving the rest of the universe on the other side. Compulsive game playing compartmentalises a person into progressively smaller junior universes by successive dichotomies.

Could it be that a subjective sense of self arises from opposed postulates? If one being cannot hold both postulates simultaneously, there would be a division into self and not-self. The field of not-self can then be subdivided into various objects and even other living beings known as “them” or “you”.

Conversely, resolving the postulate opposition would resolve the perceived boundary of a self. An experimental test of this hypothesis would be to erase some contradictory postulates from one’s mind and observe what happens to the sense of self. Does it expand?

-oOo-

References

Arber, A. (1954) The Mind and the Eye: A study of the biologist’s standpoint. (Cambridge University Press).

Gerbode, F.A. (2013) Beyond Psychology: an Introduction to Metapsychology. 4th edn (Applied Metapsychology International Press: Ann Arbor).

Polanyi, M. (1968) Life’s irreducible structure. Science 160: 1308-1312.

Stephens, D.H. (1979) The Resolution of Mind: A Games Manual. (privately published: Sydney).


Being

Further to the previous post, I’d been thinking about why the basic pair of complementary postulates in the mind is Know and Be Known, instead of anything else. Is this an arbitrary? Could it be something different in another universe?

But, of course!

Know and Be Known are the two essential properties of Life, the one thing that ultimately exists. They add up to BEING.

” … yet always a twoness in that many. And that twoness so near unite to oneness as sense to spirit, yet so as not to confound to unity the very heart and being of God, who is Two in One and One in Two.” – E.R. Eddison, The Mezentian Gate.

The duality of knowing and being known can explain the duality of self and not-self. Why am I sure that I exist? Because I can know (sense, see, feel, understand) things. Why am I sure that those things exist objectively outside me? Because they can be known (sensed, seen, felt, understood).

These are also are the two sides of the communication cycle: that is, receipt point and source point.

In Eddison’s novel The Mezentian Gate, Life has created a universe of experience by dividing itself into Love and Beauty, the knower and the known. Similarly, all our experience in this universe that we inhabit depends on a division into self and not-self. That division opens the door to the possibility of games, aberration and all the states of woe. But if the two were collapsed into one without division there would be no consciousness.