Replying to LO29161 --
At and group,
I said previously:
Actually, I see entropy,
> >bifurcation, digestion and free energy as very basic
> >properties of time or change.
At responded:
> An intriguing point is whether time can have properties!
My comment:
The reason why I phrased it this way is that I see time as sequential
changes, where changes are beginnings of anything. When events take place,
time passes. Time exists because of change; they are two sides of the same
coin. I know for example, that before my own existence a certain number of
events preceded my own existence, such as the trail of my ancestors.
Similarly, I could say that a certain amount of time passed.
What I was getting at then is that entropy landscapes are subtle
attributes of sequences of change.
> >What do
> >you mean by "intensive (non-scalable) factor" and
> >"extensive (scalable) factor"?
At said:
> Consider any
> organisation with its organogram. Scale it by half or double it. Its
> heads of divisions and departments stay the same. Any mental
> difference between them will amount to entopic forces. However,
> their subordinates will scale accordingly. Thus leader-followers
> constitutes an entopic force-flux pair.
So if one leader hires two people, then we have:
1*2=2
But if 2 hires two each we have:
2*2=4
And if 3 hires two each:
3*2=6
Where 2, 4 and 6 is the total entropy?
By the way it seems that higher levels of knowledge are not always
intensive, but tend to be intensive for people who tend to stick to a
deductive approach to experimental science. For a more inductively
inclined person it would be on the contrary. So for the deductively
oriented you end up with many forces but not enough fluxes. A constant
tension with no release. No wonder there is a tendency for them to become
aggressively defensive. It is like having diarrhoea while trying to
impress a girl.
At said:
> Terje, I hope that these two examples are clear enough. Let us
> now go deeper into these entropic force-flux pairs in the
> instructional design of a course. Think of a kind of problem which
> you want the learners to solve. When scaling the course by halve
> or double, that kind of problem stays the same. The unsolved
> problem compared to the solved problem forms an entropic force.
> Only the number of permutations on it will scale. These
> permutations form the entropic flux.
I am not sure what you mean by "The unsolved problem compared to the
solved problem forms an entropic force." What solved problem?
As a slight aside: so thought-exchanging, problem-solving, game-playing,
exemplar-exploring, art-expressing are actually examples of force-flux
pairs?
Terje
--"Terje A. Tonsberg" <tatonsberg@hotmail.com>
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