Part Nine – The Sigma Σ and the Omega Ω
A solid and strong foundation is vital to building anything
of lasting value.
The idea here is to learn a new method of evaluating
a given educational experience and/or program to, in the very least improve,
and in some cases, correct, that which is just not working. Or, the majority of students within a class are mostly failing, when the retention of the curricula is tested. Meaningful gain in knowledge is, it would
seem, not occurring.
From the Greek, English speakers, if not ALL mathematicians
who utilize the Greek alphabet, do so because certain symbols taken from that
symbol system, are, or can be, ascribed with meaning beyond the single symbol itself.
Σ (Sigma Major) is used to say, “the sum of all parts” within a
given broader calculation. It is, then,
a sort of shorthand and not really
something magical – nothing more than
accepted shorthand. Ω (Omega Major) would indicate the last, or final outcome of
a given calculation; in some instances Omega Major is also used to indicate the
highest state of any given concept.
In my own usage here, and yes, I do have the option of ascribing
my own meanings to symbols, if I remain consistent within my own designated
system. I feel the need to be
clear. In that, I use Ω Omega as both the highest
state and the end goal we
(all us educators, as it were) are attempting to achieve. In calculating the various inner systems, or workings, of each calculation are given the requisite sub-sets, such as the Audio stimuli and/or the Emotive stimuli. And, of course, each of these sub-sets, or workings, have a Sigma Σ, or the sum of all parts within in sub-set
calculation.
What is the goal? Is it to
achieve the greatest volume of facts within what is called “Long Term Memory”? I see this as kind of pointless, if that is
the goal. What I refer to as “The
Omega Mind”, is workable knowledge. Workable
Knowledge is a combination of memory and practical application of those memories - also known as knowledge.
What this says; “Omega Mind, or the state when the Mind is
in flow. Perception,
or the perception of all present stimuli, is clear. Meaning the Brain
is also in Omega and the stimuli are
being accurately read, or
interpreted.
The R (Recall) of
information required by a task-at-hand
is being accessed easily. Meaning that
the M, or Mind, is fully aware.
Therefore, the Brain (B) in Omega is factored by the
Mind (M) as fully aware or in Alpha.
1= 1(1•1)
1=1
Where this breaks down is when the subsets do not equate to 1 (one).
Or, that for R to be in Ω, each of the constants that can be calculated as affecting R in a given
task are equating to 1.
Or, if the A (Auditory) is heavily influenced (as written
in a previous chapter) by ambient
stimuli, then A would be noted as Aß , or equating to
2 (two). Since, at no time could there
be 0 (zero) ambient auditory, except in the condition of nothing (read – death).
Evaluating the sub-sets: Are there distracting posters on the walls, V = Vß (2)?
Flickering fluorescent lighting, also V = Vß
(2); meaning we actually then have V
= V/[ Vß (2) • Vß (2)] . Meaning that subliminally all the students in
that classroom are going to have, in the least, some amount of ambient visual distraction. Those students with a neural condition by
which they have high-scale visual sensitivity, are going to either have trouble
not going to sleep, or they will seem to suffer from ADD.
Of course, the posters can be taken down or, better, replaced with
ones that are in some way generic to the material being presented. Or,
if you are talking about French History and there are posters about American
History on the walls, that can produce ambient visual confusion. Especially for young persons. The lesson is on Napoleon and the
posters are Lincoln? When visual Art, or informative posters, are left up on the classroom wall for more
than Freshman to Senior year, they are
wallpaper.
I have found in my 30 years of teaching, when the topic of study
changes, it benefits the dynamic of the class to change the visual wall candy so that it is relevant.
My theory, in general, also follows the basic law of physics wherein the most stable geometric form is the triangle. Or, in the least all points of contact wherein vectors in response to pressure exerted in three dimensional space requires a prime number of vector points. One, as in a single, point can exist in space, but it is a single point. Two points remain two dimensional - defined as a line, even though those points can be rendered in an x,y,z grid. Further thought allows only prime numbers to transfer, or retain, stable polygonal form as unique units of data. Since all non-primes polygonal forms are divisible, and can therefore breakdown or reassemble into tessellations.
In essence, I speak (auditory) a statement of data, I then show (visual) a graphic in reference to that data, then I demonstrate the use of that data, in some manner, and/or the students write it down in daily notes (kinesthetic). I have found the hand writing of daily notes to be the best form of reenforcement. Keyboarding is not a good substitute for writing out by hand, as keyboarding data is a two step process (and therefore mentally two dimensional and not prime in function). More on that later.
My theory, in general, also follows the basic law of physics wherein the most stable geometric form is the triangle. Or, in the least all points of contact wherein vectors in response to pressure exerted in three dimensional space requires a prime number of vector points. One, as in a single, point can exist in space, but it is a single point. Two points remain two dimensional - defined as a line, even though those points can be rendered in an x,y,z grid. Further thought allows only prime numbers to transfer, or retain, stable polygonal form as unique units of data. Since all non-primes polygonal forms are divisible, and can therefore breakdown or reassemble into tessellations.
In essence, I speak (auditory) a statement of data, I then show (visual) a graphic in reference to that data, then I demonstrate the use of that data, in some manner, and/or the students write it down in daily notes (kinesthetic). I have found the hand writing of daily notes to be the best form of reenforcement. Keyboarding is not a good substitute for writing out by hand, as keyboarding data is a two step process (and therefore mentally two dimensional and not prime in function). More on that later.
Thank you for joining me here and joy be unto you.
All material in this blog is from “Equations for the Joyous Mind” © 2016 by Dale Clarence Peterson
dalepeterson.us
Just published “Twelve Roses for Kathy – A journey on a motorcycle out of the darkness of bipolar disorder”
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Please no profanity, bullying, epithets or manner of disrespect. Comments are expected to be considered and well thought out. Criticism is fine, but I'd prefer "constructive" criticism with an adult perspective.