[Fis] FIS discussions. Other Info Conundrums

[Karl Javorszky]

If we had a catechism of zaragoza, it would be getting new lines

1. There are two interacting logical systems
2. Information being the description of what is not here (in logical system
A), it's being here (in logical system B) used to make us run in circles
3. Symbols always present carry no information
4. Symbols that refer not to states of the world are useless or worse
5. Useful are symbols that refer to changes in the world
6. Optimal useful are symbols that can be of two states (then up to 50% of
all alternatives can be pointed out as remaining alternatives: maximal
information content)
7. Useful yes practical not. A stone mason's chisel is useful when wanting
to carve hieroglyphs, but impractical if it can only chisel 0,1.
8. The elementar symbols 0,1 can not be related among each other, because
they lack properties that establish relationships.
9. What we look for are relationships among facts represented by symbols.
10. Because we agree that there are right and wrong ways to raise children,
by depicting relationships among facts . This in a consistent way, so that
they can understand, is the right way.
11. We of course assume that there are indeed relationships among facts (to
be taught to the children), we only have issues with the language.




jose luis perez velazquez <jlpvjlpv en gmail.com> schrieb am Fr., 25. Okt.
2019 16:13:

> Indeed, "It takes energy/information to rise well the kids", and for
> that matter, to do anything, for, as Ramon already pointed out a few days
> ago, Landauer's, and possibly others' , works showed that changes in
> information are accompanied by changes in energy... which perhaps are
> giving us a clue as to how to proceed to resolve the "information
> conundrum"
>
>
>
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> On Fri, Oct 25, 2019 at 3:04 PM Bruno Marchal <marchal en ulb.ac.be> wrote:
>
>> Hi Jose,
>>
>>
>> > On 24 Oct 2019, at 16:52, jose luis perez velazquez <jlpvjlpv en gmail.com>
>> wrote:
>> >
>> >  Hola.  I cannot help but commenting that, regarding your point 3- The
>> hypercommunication paradox, it is reminiscent of what we see in the nervous
>> system, too much communication (in our case we study synchrony) is bad, too
>> little is equally bad, healthy communication requires medium values...
>> Ramon and I expounded this topic in the last January's New year lecture, if
>> you may recall. I always enjoy when same phenomenon may emerge  in very
>> different levels, in this case  from neurons to "civilised” societies
>>
>> This reminds me a theory I made about good and bad parents.
>>
>> Bad parents are those who say always “No” to their kids, or always “Yes”.
>>
>> Good parents are those giving a reasonable amount of (senseful) “yes” and
>> “no”.
>>
>> I did not relate this with information content, but here too, things go
>> well when the kids get a reasonable amount of mixed “yes” and “no” (high
>> information content).
>>
>> To be sure there are also the ultra-bad (perverse) parents, which gives a
>> reasonable amount of “yes” and “no”, but in a perverse way making “yes” and
>> “no” losing their content. That case is more rare, of course.
>>
>> It takes energy/information to rise well the kids, but, fortunately
>> perhaps, it takes also energy/information for destroying them. Note that
>> only in the case of good and ultra-bad parent does the *content* of
>> information plays a role.
>>
>> Best,
>>
>> Bruno Marchal
>>
>>
>>
>>
>> >
>> >   Au revoir
>> >
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