Rheostasis and Homeostasis LO25525

From: Leo Minnigh (l.d.minnigh@library.tudelft.nl)
Date: 10/25/00

Replying to LO25399 --

Dear LO'ers, dear At and Winfried,

Winfried asked a question, where At replied:

> >Is the best use of a homeostat to serve as food for the
> >digestive learning of other, more complex systems?
> Yes, although I would rather say to maintain conditions favourable for
> digestive learning. However, as soon as the homeostasis begins to prevent
> emergent learning as in the case of modern education and training, then it
> becomes rather a "worst use". I hope the example of my own diabetic
> condition illustrated the point. I wish some fellow learner would come up
> with a more frequently experienced example.

I could not give a direct example. But I think I could give an indication.

Based on the exposee of At in LO25371 on the characteristics of
homeostasis [Y(2)-Y(1)] = 0, one may conclude that due to a lack of a
force no flow and thus no entropy production occurs.
If we project this idea to persons who are in a homeostatic state of
equilibrium, one may conclude tha there is a lack of a 'will' to learn.
Reparing the homeostat means that we should concentrate our efforts to
this 'will'.

There are in principle two way to think of.
1. increasing the 'pressure' from outside to overcome the resistance of
the person, or
2. decreasing the 'pressure' inside the person (decreasing the
resistance) so that the outside could flow inward the person.

In the first case it means that we could overwhelm the learner with an
avalange of information. We take our information rifle and shoot the
information bullets and try to hit the person with our rote-methods. At
has again and again put our attention to the very bad effects of this
method. In my personal 'translation' it is another example of the bad side
of pushing.

So, in the second case should lie the solution of a healthy repair of
the homeostasis. How could we decrease the resistance against learning
within a person? How could we manage conditions that a flow of
information is running into that person, so that he/she will be an
authentic learner? It means that we should increase the 'will' to learn,
so that new information from the environment is 'sucked'. In my opinion
it means that the curiosity of that person must be stimulated. Curiosity
is an other word for 'sucking'.
And if we think of the five sustainers of creativity of At de Lange, all
of them ae trigger different sides of curiosity in a person.

In here must be the recipee.

Leo Minnigh


Leo Minnigh <l.d.minnigh@library.tudelft.nl>

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