Communicating the Unspeakable: Linguistic Phenomena in the Psychedelic Sphere

Psychedelics can enable a broad and paradoxical spectrum of linguistic phenomena from the unspeakability of mystical experience to the eloquence of the songs of the shaman or curandera. Interior dialogues with the Other, whether framed as the voice of the Logos, an alien download, or communion with ancestors and spirits, are relatively common. Sentient visual languages are encountered, their forms unrelated to the representation of speech in natural language writing systems. This thesis constructs a theoretical model of linguistic phenomena encountered in the psychedelic sphere for the field of altered states of consciousness research (ASCR). The model is developed from a neurophenomenological perspective, especially the work of Francisco Varela, and Michael Winkelman’s work in shamanistic ASC, which in turn builds on the biogenetic structuralism of Charles Laughlin, John McManus, and Eugene d’Aquili. Neurophenomenology relates the physical and functional organization of the brain to the subjective reports of lived experience in altered states as mutually informative, without reducing consciousness to one or the other. Consciousness is seen as a dynamic multistate process of the recursive interaction of biology and culture, thereby navigating the traditional dichotomies of objective/subjective, body/mind, and inner/outer realities that problematically characterize much of the discourse in consciousness studies. The theoretical work of Renaissance scholar Stephen Farmer on the evolution of syncretic and correlative systems and their relation to neurobiological structures provides a further framework for the exegesis of the descriptions of linguistic phenomena in first-person texts of long-term psychedelic selfexploration. Since the classification of most psychedelics as Schedule I drugs, legal research came to a halt; self-experimentation as research did not. Scientists such as Timothy Leary and John Lilly became outlaw scientists, a social aspect of the “unspeakability” of these experiences. Academic ASCR has largely side-stepped examination of the extensive literature of psychedelic selfexploration. This thesis examines aspects of both form and content from these works, focusing on those that treat linguistic phenomena, and asking what these linguistic experiences can tell us about how the psychedelic landscape is constructed, how it can be navigated, interpreted, and communicated within its own experiential field, and communicated about to make the data accessible to inter-subjective comparison and validation. The methodological core of this practice-based research is a technoetic practice as defined by artist and theoretician Roy Ascott: the exploration of consciousness through interactive, artistic, and psychoactive technologies. The iterative process of psychedelic self-exploration and creation of interactive software defines my own technoetic practice and is the means by which I examine my states of consciousness employing the multidimensional visual language Glide

An Investigation of Cognitive Implications in the Design of Computer Games

Computer games have been touted for their ability to engage players in cognitive activities (e.g., decision making, learning, planning, problem solving). By ‘computer game’ we mean any game that uses computational technology as its platform, regardless of the actual hardware or software; games on personal computers, tablets, game consoles, cellphones, or specialized equipment can all be called computer games. However, there remains much uncertainty regarding how to design computer games so that they support, facilitate, and promote the reflective, effortful, and conscious performance of cognitive activities. The goal of this dissertation is to relieve some of this uncertainty, so that the design of such computer games can become more systematic and less ad hoc. By understanding how different components of a computer game influence the resulting cognitive system, we can more consciously and systematically design computer games for the desired cognitive support. This dissertation synthesizes concepts from cognitive science, information science, learning science, human-computer interaction, and game design to create a conceptual design framework. The framework particularly focuses on the design of: gameplay, the player-game joint cognitive system, the interaction that mediates gameplay and the cognitive system, and the components of this interaction. Furthermore, this dissertation also includes a process by which researchers can explore the relationship between components of a computer game and the resulting cognitive system in a consistent, controlled, and precise manner. Using this process, three separate studies were conducted to provide empirical support for different aspects of the framework; these studies investigated how the design of rules, visual interface, and the core mechanic influence the resulting cognitive system. Overall then, the conceptual framework and three empirical studies presented in this dissertation provide designers with a greater understanding of how to systematically design computer games to provide the desired support for any cognitive activity

Cognitive Activity Support Tools: Design of the Visual Interface

This dissertation is broadly concerned with interactive computational tools that support the performance of complex cognitive activities, examples of which are analytical reasoning, decision making, problem solving, sense making, forecasting, and learning. Examples of tools that support such activities are visualization-based tools in the areas of: education, information visualization, personal information management, statistics, and health informatics. Such tools enable access to information and data and, through interaction, enable a human-information discourse. In a more specific sense, this dissertation is concerned with the design of the visual interface of these tools. This dissertation presents a large and comprehensive theoretical framework to support research and design. Issues treated herein include interaction design and patterns of interaction for cognitive and epistemic support; analysis of the essential properties of interactive visual representations and their influences on cognitive and perceptual processes; an analysis of the structural components of interaction and how different operational forms of interaction components affect the performance of cognitive activities; an examination of how the information-processing load should be distributed between humans and tools during the performance of complex cognitive activities; and a categorization of common visualizations according to their structure and function, and a discussion of the cognitive utility of each category. This dissertation also includes a chapter that describes the design of a cognitive activity support tool, as guided by the theoretical contributions that comprise the rest of the dissertation. Those that may find this dissertation useful include researchers and practitioners in the areas of data and information visualization, visual analytics, medical and health informatics, data science, journalism, educational technology, and digital games

The matrix revisited: A critical assessment of virtual reality technologies for modeling, simulation, and training

A convergence of affordable hardware, current events, and decades of research have advanced virtual reality (VR) from the research lab into the commercial marketplace. Since its inception in the 1960s, and over the next three decades, the technology was portrayed as a rarely used, high-end novelty for special applications. Despite the high cost, applications have expanded into defense, education, manufacturing, and medicine. The promise of VR for entertainment arose in the early 1990\u27s and by 2016 several consumer VR platforms were released. With VR now accessible in the home and the isolationist lifestyle adopted due to the COVID-19 global pandemic, VR is now viewed as a potential tool to enhance remote education. Drawing upon over 17 years of experience across numerous VR applications, this dissertation examines the optimal use of VR technologies in the areas of visualization, simulation, training, education, art, and entertainment. It will be demonstrated that VR is well suited for education and training applications, with modest advantages in simulation. Using this context, the case is made that VR can play a pivotal role in the future of education and training in a globally connected world

Interactive Text-image Conceptual Models For Literary Interpretation And Composition In The Digital Age

This dissertation focuses on text-image conceptual models for literary interpretation and composition in the digital age. The models investigate an interactive blend of textually-based linear-sequential approaches and visually-based spatial-simultaneous approaches. The models employ Gestalt-inspired figure-ground segregation models, along with other theoretical models, that demonstrate the dynamic capabilities of images as conceptual tools as well as alternate forms of text. The models encourage an interpretative style with active participants in openended, multi-sensory meaning-making processes. The models use the flexible tools of modern technology as approaches to meaning-making with art strategies used for research strategies as well as a means to appreciate reading and writing in the context of an increasingly visual environment

The application of OOAD to "organizational learning, adaptation, and management support system"

Doğan, Fırat (Dogus Author)Bu çalışmanın amacı nesne temelli analiz ve tasarım teknikleri kullanılarak organizasyonel öğrenmeyi sağlayacak bir öğrenme modelinin oluşturulmasıdır. Çalışmaya temel oluşturması amacıyla yönetim trendleri, öğrenme teorileri, öğrenme yöntem ve araçları, ve öğrenen organizasyonlar gibi temel konular üzerinde derinlemesine bir kaynak araştırması gerçekleştirilmiştir. Aynca Peter F.Senge, Michael J.Marquardt, Russel L.Ackoff, Chris Argyris gibi yönetim teorisyenlerinin oluşturdukları modeller detaylı olarak incelenmiştir. Çalışmada temel alınan Ackoff un "organizasyonel öğrenme, adaptasyon ve yönetim destek sistemi" nesne temelli analiz teknikleri ile geliştirilmiş ve genelleştirilmiş modelleme dili ile modellenmiştir. Modellemede Microsoft Visio 10.05 modelleme paket programı kullanılmıştır. Çalışmanın sonunda sonuçlar özetlenmiş ve ileride yapılabilecek çalışmalar belirtilmiştir.This study aims to develop an object oriented analysis and design based model that facilitates organizational learning. To form a basis for the study a thorough literatüre survey is performed on the subjects of management theories, learning theories, learning methods and tools, and learning organizations. Moreover the learning models that are developed by the management theoricians, Peter F.Senge, Michael J.Marquardt, Russel L.Ackoff and Chris Argyris are analyzed in detail. Ackoff’s "organizational learning, adaptation, management support system" model is improved with the use of object oriented analysis and design technique and is modelled with unified modelling language. Microsoft Visio 10.05 modelling package is used as a tool for modelling and the study is concluded with the summary of results and the statement of future studies.PREFACE, ii -- ÖZET, iii -- SUMMARY, iv -- LIST OF CONTENTS, v -- LIST OF FIGURES, ix -- LIST OF TABLES, xi -- ABBREVIA TIONS, xii -- 1. INTRODUCTION, 1 -- 2. MANAGEMENT, 3 -- 2.1. Definition of Management, 3 -- 2.2. History of Management Thought, 4 -- 2.2.1. Preclassical Contributors, •, 5 -- 2.2.2. Classical Viewpoint, 5 -- 2.2.2.1. Scientific Management, 6 -- 2.2.2.2. Bureaucratic Management, 6 -- 2.2.2.3. Administrative Management (Principles), 7 -- 2.2.3. Behavioural Viewpoint, 8 -- 2.2.4. Quantitative Management Viewpoint, 9 -- 2.2.5. Contemporary Viewpoints, 10 -- 2.2.5.1. Systems Approach, 10 -- 2.2.5.2. Contingency Approach, 12 -- 2.2.5.3. Total Quality Management, 12 -- 2.3. The Paradigm Change in Management, 13 -- 3. LEARNING CONCEPT, 16 -- 3.1. The Definition of Learning, 16 -- 3.2. The Basic Aspects of Learning Process, 20 -- 3.3. Recepti ve Processes, 22 -- 3.4. Classification of Learning According to Levels Approach, 22 -- 3.4.1. Individual Learning, 23 -- 3.4.1.1. lndividual Learning Process, 24 -- 3.4.1.2. Learning Theory and Approaches, 25 -- 3.4.2. Learning in Teams, 33 -- 3.5. Classification of Learning According to Type, 37 -- 3.5.1. Adaptive and Productive Learning, 38 -- 3.5.2. Single and Double Loop Learning, 39 -- 3.5.3. Deutero Learning, 42 -- 3.5.4. Conceptual and Operational Learning, 44 -- 3.5.5. Strategic and Tactical Learning, 44 -- 3.5.6. Low Level and High Level Learning, 45 -- 3.6. Organizational Learning, 45 -- 3.6.1. Learning among Organizations, 50 -- 3.6.2. Organizational Learning Models, 51 -- 3.6.3. Organizational Learning Process, 54 -- 4. LEARNING ORGANIZATIONS, ', 57 -- 4.1. Evalution of Learning Organizations, 57 -- 4.2. Learning Organizations-Definitions and Characteristics, 60 -- 4.3. The Culture of Living Together, 63 -- 4.4. Different Aspects of Learning Organizations, 64 -- 4.4.1. Differences from Individual Learning, 64 -- 4.4.2. Differences from Other Organizations, 65 -- 4.5. Why Learning Organizations are Desired, 66 -- 4.6. Responsibility in Learning Organizations, 67 -- 4.6.1. Responsibilities of the Organization, 67 -- 4.6.2. Responsibilities of Employees in the Organization, 67 -- 4. 7. The Fifth Discipline of Senge, 68 -- 4.7.1. Systems Thinking, 68 -- 4.7.2. Modelling, Simulation, Microworlds and Learning Laboratories, 69 -- 4.7.3. Personal Mastery, 71 -- 4.7.4. Mental Models, 75 -- 4.8.5. Shared Vision, 79 -- 4.8.6. Team Learning, 81 -- 4.8. Marquardt's Learning Related Systems Organization Model, 81 -- 4.8.1. Learning Subsystem, 82 -- 4.8.1.1. Basic Strategies Directed To Learning Sub System, 82 -- 4.8.2. Organization Subsystem, 83 -- 4.8.2.1. Basic Strategies Directed to Organization's Subsystem, 84 -- 4.8.3. Human Subsystem, 84 -- 4.8.3.1. Main Strategies Directed to Human Subsystem, 85 -- 4.8.4. Information Subsystem, 85 -- 4.8.4.1. Obtaining Information, 86 -- 4.8.4.2. Production of lnformation, 86 -- 4.8.4.3. Storage of lnformation, 87 -- 4.8.4.4. Transformation and Recycle of lnformation, 87 -- 4.8.4.5. Basic Strategies of lnformation Subsystem, 87 -- 4.8.5. Technological Infrastructure, 88 -- 4.8.5.1. lnformation Technology, 88 -- 4.8.5.2. Technology Based Learning, 89 -- 4.8.5.3. Electronical Performance Support Systems, 89 -- 4.8.5.4. Basic Strategies for Technological Infrastructure, 91 -- 5. THE APPLICATION OF OOAD TO "ORGANIZATIONAL LEARNING, ADAPTA TION, AND MANAGEMENT SUPPORT SYSTEM", 94 -- 5.1. Object Oriented Analysis and Design: Model ofReality, 95 -- 5.1.1. Define Use Cases, 95 -- 5.1.2. Define a Domain Model, 96 -- 5.1.3. Define Interaction Diagrams, 96 -- 5.1.4. Define Design Class diagrams, 96 -- 5.2. What is UML?, 97 -- 5.2.1. A Conceptual Model of the UML, 97 -- 5.2.1.1. Building Blocks of the UML, 98 -- 5.2.1.2. Diagraıns in the UML, 98 -- 5.3. Implementation, Control and Learning, 99 -- 5.4. Application of OOAD to Ackoff’s Learning Model, 100 -- 5.4.1. Business process and requirement analysis of the OLAMS system, 102 -- 5.4.1.1. Use case model of the OLAMS system, 102 -- 5.4.1.2. Sequence diagram of the "OLAMS" system, 106 -- 5.4.1.3. Domain Model: Visualizing concepts of the OLAMS system, 106 -- 5.4.1.4. Noun phrase identification of OLAMS system, 108 -- 6. CONCLUSION, 113 -- REFERENCES, 115 -- APPENDIX: MODEL EXPLORER, 119 -- AUTOBIOGRAPHY, 12

Spatial Aspects of Metaphors for Information: Implications for Polycentric System Design

This dissertation presents three innovations that suggest an alternative approach to structuring information systems: a multidimensional heuristic workspace, a resonance metaphor for information, and a question-centered approach to structuring information relations. Motivated by the need for space to establish a question-centered learning environment, a heuristic workspace has been designed. Both the question-centered approach to information system design and the workspace have been conceived with the resonance metaphor in mind. This research stemmed from a set of questions aimed at learning how spatial concepts and related factors including geography may play a role in information sharing and public information access. In early stages of this work these concepts and relationships were explored through qualitative analysis of interviews centered on local small group and community users of geospatial data. Evaluation of the interviews led to the conclusion that spatial concepts are pervasive in our language, and they apply equally to phenomena that would be considered physical and geographic as they do to cognitive and social domains. Rather than deriving metaphorically from the physical world to the human, spatial concepts are native to all dimensions of human life. This revised view of the metaphors of space was accompanied by a critical evaluation of the prevailing metaphors for information processes, the conduit and pathway metaphors, which led to the emergence of an alternative, resonance metaphor. Whereas the dominant metaphors emphasized information as object and the movement of objects and people through networks and other limitless information spaces, the resonance metaphor suggests the existence of multiple centers in dynamic proximity relationships. This pointed toward the creation of a space for autonomous problem solving that might be related to other spaces through proximity relationships. It is suggested that a spatial approach involving discrete, discontinuous structures may serve as an alternative to approaches involving movement and transportation. The federation of multiple autonomous problem-solving spaces, toward goals such as establishing communities of questioners, has become an objective of this work. Future work will aim at accomplishing this federation, most likely by means of the IS0 Topic Maps standard or similar semantic networking strategies

On the Evolution of the Heavenly Spheres: An Enactive Approach to Cosmography

The ability to view the world from multiple perspectives is essential for tackling complex, interconnected challenges. Yet conventional academic structures are designed to produce knowledge through ever-increasing specialization and compartmentalization. This fragmentation is often reinforced by tacit dualistic assumptions that prioritize linear thinking and abstract ways of knowing. Though the need for integrated approaches has been widely acknowledged, effective techniques for transcending disciplinary boundaries remain elusive. This thesis describes a practical strategy that uses immersive visualizations to cultivate transdisciplinary perspectives. It develops an enactive approach to cosmography, contending that processes of visualizing and interpreting the cosmos iteratively shape ‘views’ of the ‘world.’ The archetypal trope of the heavenly sphere is examined to demonstrate the significance of its interpretations in this history of ideas. Action research and mixed methods are employed to elucidate the theoretical considerations, cultural relevance, and practical consequences of this approach. The study begins with an investigation into the recurring appearance of the heavenly sphere across time, in which its embodied origins, metaphorical influence, and material embodiments are considered. Particular attention is given to how cosmographic tools and techniques have facilitated imaginary ‘flights’ through the heavens, from the ecstatic bird’s eye view of the shaman to the ‘Archimedean point’ of modern science. It then examines how these cosmographic practices have shaped cosmological beliefs and paradigmatic assumptions. Next, the practical utility of this approach is demonstrated through the development of cosmographic hermeneutics, a technique using visual heuristics to interpret cosmic models from transdisciplinary world views. Finally, the performative practice of cosmotroping is described, in which cosmographic hermeneutics are applied to re-imagine the ancient dream of the transcendent ‘cosmic journey’ within immersive vision theaters. This study concludes that the re-emergence of the heavenly sphere within the contemporary Digital Universe Atlas provides a leverage point for illuminating the complexity of knowledge production processes. It is claimed that this research has produced a practical strategy for demonstrating that the ultimate Archimedean point is the ability to recognize the limits of our own knowledge, a crucial first step in cultivating much-needed multi-perspectival and paradoxical spherical thinking

Second grade life science curriculum design using Howard Gardner\u27s theory of multiple intelligences

The purpose of this project is to bring the subject of life sciences to second grade students through a diverse curriculum design. The theory of multiple intelligence and the principles of brain-based learning areused to incorporate elements that will reach each student on an individual basis