Adonis Diaries

Archive for December 22nd, 2009

587.  Efficiency has limits within cultural bias; (Dec. 10, 2009)


588.  “Sophie’s World” on Hellenism; (Dec. 11, 2009)


589.  “Adon’s World” way of life; (Dec. 12, 2009)


590.  Unorthodox mathematical demonstration: Grigori Perelman; (Dec. 13, 2009)


591.  “Sophie’s World” on Indo-European and Semitic civilizations; (Dec. 15, 2009)


592.  Immortal mortals in 2100; (Dec. 17, 2009)


593.  ICT: Transmitter of crisis and catalyst of global economic restructuring; (Dec. 19, 2009)


594.  First “mathematical” philosopher: Descartes; (Dec. 20, 2009)

First “mathematical” philosopher: Descartes; (Dec. 20, 2009)

Theoretically, Descartes started by doubting all previous knowledge handed down since Antiquity. The philosophical structures of Plato and Aristotle were good historical knowledge, but were of no use in comprehending the universe, the natural world, and the connection between body and mind.

Obviously, the mathematician Descartes of the 17th century could not doubt everything, otherwise, he would have no ground to start his modern “philosophical system”.

Philosophical systems, like mathematics, must be constructed from fundamental building blocks or propositions that we are certain that are real and exist. A few fundamental evidences or axioms had to be established:

The first evidence was that he doubted. Since he doubted, then Descartes proved that he was a thinking man: “I think, thus I exist”

The second evidence is that we cannot trust our senses for certainties: Since our dreams are more real and more vivid than our waking impressions then the conscious senses should not be trusted.  This evidence was known by most philosophers but they failed to go any further in their investigations.

The third evidence is that Descartes had a distinct idea of a “perfect entity” since childhood. His question was “how can an idea of a perfect entity be generated by an imperfect man”?  (I would be interested if someone can mail me an experiment that shows at what age a child construct an idea of a “coherent world”.  For me, that would be the stage when the brain has already built the main structure for perceiving the universe as a perfect entity.)

The fourth evidencewhat we grasp with our reason is more real and tenacious than what we grasp with our senses”: we know that, as individual men, we are more real than the material world since we feel and sense a wide array of pains and emotional experiences.

The fifth evidence is that the outside world (example, sun, moon, and stars) is real when we can quantitatively measure the properties and characteristics of the outside world which is the realm of reason and not of perceptual senses. Galileo was the first scientific empiricist when he wrote “Measure everything that can be measured. What is not measurable then make it measurable”

When you work out a mathematical problem you are guided by rules of thinking that symbols help redirecting the correctness of our logical system.  In philosophy, there are no symbols that can be used mathematically.

Descartes started coherently, but got diverted from pursuing his logical reasoning out of loss of patience or because he died at the age 54 and could not re-think his system: he jumped to the conclusion that God exists and he is the reason why we recognize the universe as a perfect entity.

From then on, Descartes was just stating corollaries; for example that mind is a distinct substance than the body.

“Adon’s Philosophy”; (Dec. 12, 2009)

            The rationale for this philosophy is that, at an early age, the brain gets connected and trained to perceive the world from repeated signals and impressions from the outside material world, nature, community, and interactions; your brain is learning to perceive the world as a “coherent entity” or a “perfect entity”, a world that seems to be governed by activities of cause and effect.  After puberty, the brain is mostly engaged in re-structuring and maintaining what has been stored and registered: Synapses keep rejuvenating and neurons start to be transferred from one part of the brain to other more active specialized sections.

            The developing brain at early age trains the control mechanisms in order to guide your well oiled “common sense” practices; your brain will be better equipped to orient your decision away from rash decisions and to plan for the longer term pleasures of the mind.  After puberty we no longer have to suffer pain or try to endure it if we have treatments to alleviate it because pain is totally counterproductive in all mental or physical activities.

            Staying alive is the main learning process at early age in brain development. Thus, overindulgence after puberty is the ruin of health, confusion in the mind, and proliferation of worries and problems with no return for brain development.  The following ideas set the stage for a stable and rich development of the mind:

            One, “Indulge entirely in the whole array of the sensory material world (that does not kill you or maim you) till the age of puberty; then desist indulging on sensual pleasure to the bare necessity.  Family and community have to consciously learn not to interfere in this aesthetic stage.  Indoctrination of customs, traditions, and set of values has to be relegated to after puberty.” 

            Two, “Be exposed to all kinds of pains (that do not kill or maim you) till the age of puberty and then flee any pain like the plague”. 

            Three, “Learn not to fear the Gods even when you grow up.” If you survived till your brain was properly trained and adapted to reflect, study, and control your behavior then your well developed “conscience” is a good moral guidance to rely on.

            Four, “Learn not to worry about death even after you grow up.” Children need to be exposed to seeing death of relatives.  It is part of strengthening common senses for existential situations: survival is the name of the game.  You are already a happy reflecting independent mind and you will adapt to happy philosophies that do not dwell so long on what happens after death. Fight against the “valleys of tears” teachings. Since it is a matter of belief, then pick the positive and pleasurable belief.

            Five, “The individual is a whole and integral microcosm of the universe and he is holy.” Do struggle for the dignity of the individual, his well being, and equality in human rights.  We were all born to be free from oppressions and crimes against humanity and we must enjoy opportunities to be freed from oppressive environments.

            Six, “Spirit and matter are one entity; the world of ideas and the material world are perception of our brain.”  Our brain has learned to unite these two worlds as a “coherent whole” and he may also dissociate them at will if necessity for survival arises. Thus, every individual creates a world as he perceives it; there are as many worlds as living human beings. Listen to the other point of view carefully: the world of your discourser is as real and viable as yours.

            Seven, “If you are an introvert then enjoy your seclusion in good conscious. If you are an extrovert then go into politics with good conscious.” Do not fight your naturally acquired behavior; what was not rectified before puberty has no chance to be corrected. Your job is to investigate the best alternatives that extend your behavior.

            Eight, “Do not worry about your neighbor until he asks for aid; then, extend a helping hand with all your might and energy”. Respect your neighbor’s sense of dignity and his individuality. Your neighbor might be your best resource to re-structuring your brain.

            Nine, “Constantly work on improving your body, mind, and the pursuit of continuing education.” You have to learn to enjoy physical exercises, mental problem solving, and living in nature.

            Ten, “Refrain from over indulgence in everything”: it is an ugly sight dying looking constipated. Moderation is the optimum strategy for a happy, durable, comfortable, and healthy life.”

            Eleven, “You are a perfect atheist if you failed believing in the dignity of your own soul” Your job is to gain confidence in the value of your holy person.

            Twelve, “Never shirk the concept that you may once experience a fusion with the “cosmic spirit”, the “cosmic consciousness”, and feeling one with God.” Keeping the highest expectations in your mind and working on viable solutions will bring the best results in health, comfort, and pleasurable activities.”

            Thirteen, “Refrain from extreme positions unless your goal is to reach a consensus for a working resolution.” Dialectical processes of thesis, antithesis and then synthesis of extreme concepts work in the long term; time for reaching a consensus can be shortened commensurate to world knowledge development. Thus, if you encourage the middle ground do not discourage extreme positions: the necessity of survival will select the appropriate period for social development.

            Fourteen, “Once a grown up individual dies then an entire universe vanishes. Once the brain is dead then the one of the worlds dies. Your friends will remember your good deeds and keep your memory alive.” Nothing is lost, the interactions of the dead individual played the catalyst to changing lives and transforming views on the universe. Knowledge is propagated and developed.

            Fifteen, “The drive of individual for personal freedom and independence set the stage for securing financial stability. Economic sufficiency is the pre-requisite condition for moving to the ethical stage in personal development. The individual is thus positioned, if he chooses, to get immersed in community ethics, customs, values, and traditions. He is ready to select the facilities of his choice for improvement toward quality of life and preserving human dignity against famine, pain, sickness. He is ready to safeguard the rights of the community and promote responsibly.”

            Sixteen, “The individual may choose to cross to the stage of faith, the period of wise behavior where rational logic make room for compassion, forgiveness, broadmindedness. He promotes attitudes that preserve the peace, quietude, and appreciating alternative life styles.”

            Seventeen, “Schools have to initiate students to rhetoric: the brain is fundamentally oriented to working with associations, analogies, metaphors, metonyms, and other processes that encourage intuitive, deductive, and inductive processes.  Most concepts and inventions are part of the processes of the rhetorical mind”




December 2009

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