It's Elemental

Tag: transformation

  • Thinking Through Infinity with Projective Geometry

    Thinking Through Infinity with Projective Geometry

    whence-and-where-to
    Quita Brodhead. Whence and Where To. 2000. Oil on canvas. 36-1/4 x 48 inches. Courtesy of Hollis Taggart Galleries, New York, and the Estate of Quita Brodhead

    I’d like to offer something from the realm of projective geometry, with respect to infinity, that is (believe it or not) very practical.  I have found that projective geometry offers something that is frankly unparalleled: a way to think towards infinity which is, at every step, clear and exact, brooks no nonsense, and is communicable and hygienic to boot.  If you follow the exercise, I guarantee you will learn something about infinity.  You will learn something of its signature, to use an esoteric term, and be able to recognize it when it shows up in other forms and within other processes. Also you can blow your friend’s minds at your next get-together if you lead them through this process, and spark some fascinating discussion that will leave everyone better than they were before.

    In order to think towards infinity we have to change the habitual patterns of thinking that are called forth and repeatedly solidified through the way we usually make sense of our daily interactions with the world.  We can, however, be led through a transparent process that requires no faith, no gaps or hidden elements, to push our mental conceptions to their limit, even to invert them.  It is a process that requires participation and fails when we feel like we “have it” or have reached an answer.  The change of perception only happens in the way the exercise functionally changes our ability to, if I may put it poetically, m/a/e/ssage our consciousness across the infinite boundary.  It only works while we are doing it: once we only remember what we have experienced afterwards as a (fallen) fact, we have lost the essential nature stirred momentarily to life in our awakened thinking.

    That’s just a little preparation.  There are many ways to do this with projective geometry, but the simplest requires only three elements: two lines and a point.

    Let us imagine: line (a) stretching, as it were, horizontally on the ground in front of you, spanning left and right into the distance. 

    Now remove everything but the line and enter the Platonic space of the form itself, with no other entities in this universe. Let this universe be uncurved across all scales (we could curve it later if we wish).

    Now imagine point P not on line (a).
    Draw a line (z) through P such that it intersects line (a) perpendicularly.
    Note lines (a) and (z) now intersect in a new point, X.

    This is the setup. 
    Now, rotate line (z) in a counterclockwise fashion around point P– not too fast, slowly at first, and note the change of position of X relative to P.
    Continue the counterclockwise rotation of (z) around P, pinning the origin of your focus to P while following exactly what is happening to X.

    Soon you will start to lose your sense of the exact position of X; you won’t be able to encompass it’s relative position to P in the same way that you could earlier, when it was “closer.”  This is the beginning point of transforming your relationship with infinity in reality.

    Continue the exercise, filling in with a more exact imagination the relationship of the geometric elements wherever your attention loses focus.  Meditate it.

    Now, rotate (z) until you reach the point of parallelality. 

    Notice. Notice your noticing and what has changed in it, when you reach this moment.

    What has happened to X?

    If you were to point to it, how exactly would you do so?

    Please, do your best to not make any jumps; no leaps or gaps — if you find yourself making such shifts, do your best to fill in the process with clear, exact thinking. If you find your lines starting to make strange bends, whip them back into their perfectly unwavering straightness and try again.

    Now let us reverse the process and rotate (z) clockwise around P until we feel we are back in a manageable situation that we can fully encompass with no loss of clarity at any point.

    Rest in this more normal situation for a moment.

    Now continue the clockwise rotation until we again approach “the problem” of parallelality.  

    Approach it with a fierce consciousness.

    Euclid got here, but he failed to follow the inherent logic he himself had already set up.  Perhaps his imagination was not sufficient to follow it through, completely, continuously, and coherently.  Also, infinity is scary. In his frustration, Euclid had to add postulate #5 that forever haunted him: the parallel postulate, which he avoided for as long as he could, invoking it only when he had no other choice.

    Notice newly: as (a) and (z) approach parallelality, X approaches infinity.
    Can we do more than “approach”? Can we “arrive”?  How?

    Notice that as X gets farther and farther away from P we must slow down the rotation of (z) in order to continue following it with the same exactness we did when it was closer.  As X goes on its infinite flight, every minor angle of rotation of (z) produces bigger and bigger effects, until … 

    Place your attention upon the situation where the angle between (a) and (z) is infinitesimally close to zero… the smallest possible further rotation will make them parallel.

    What can you say about this situation?
    Can you point to X?

    Now let us allow ourselves a little leeway, and rotate (z) through the moment of parallelality so that now we are infinitesimally rotated past parallel, without requiring ourselves to account for the position of X exactly at every moment of this smallest–and yet biggest–of journeys.
    Now point to X again.

    Let us now hone in on the “problem” of parallelality by saturating our attention on the oscillation of (z) around the moment of parallelality with (a).
    See X “jumping” from left to right and back again.
    Really push for the smallest imaginable angle away from parallelality and oscillate your attention around it, making the change in angle between (a) and (z) shrink and shrink, all the while following X.

    With this saturated consciousness, rest in the moment of parallelality.
    Now point to X again.
    In what direction are you required to point?

    Let us say now that X is “at infinity.”
    The finite position of X, made from the intersection of two non-parallel lines, is somehow now an infinite position, still made by the intersection of two lines: two parallel lines.
    Lines (z) and (a) never stop meeting; they never cease having a relationship that forms a unique and singular point, even when parallel. 

    Two lines meet in a point; it’s as simple as that.

    Notice now that point P can be anywhere. 
    Move point P away from line (a).

    Does this change anything essential about the situation?
    Where do you have to point to find X when (a) and (z) are parallel but farther apart?
    What about if you move P infinitely far away from (a)?  Does this change anything?

    See that all lines that are parallel to each other share a single point at infinity.

    Let this sink in.

    And now let us speed up and go farther:

    We could have placed our original line in any orientation.  Let us place a new line (a’) orthogonally to (a) and repeat the experiment with parallel line (z’) meeting in X’.

    See that when (a’) and (z’) are parallel, X’ is a different point at infinity than X.  What is different is its direction

    Let us be clear: we are now speaking about the very nature of directionality; its source.  Remember–no–see that the distance between (a) and (z) is irrelevant.  Every line that is parallel to (a) meets at the single point X at infinity.  We can “fill in” the plane entirely with lines parallel to (a): they all meet at X.  We can even fill the volume of three dimensional space with more parallel lines, all of which still meet at a single point.  The same continuation to higher flat dimensions holds (infinitely).

    The point X, when it is at infinity, defines an infinite space of directionality. We can say that directionality is constituted solely and essentially by a single point at infinity that defines it–that direction.

    But that direction, seen from “here,” from anywhere that is not at infinity, holds within itself a kind of strange duality. Normally when speaking of “a direction” we mean precisely the lack of every other direction. This only works when we ignore infinity. To include it requires that a single direction encompasses what is apparently its exact opposite: for any point X at infinity, it is simultaneously in two precisely opposing directions. Or perhaps it is better to say that every ‘single’ direction becomes its opposite through infinity. Another way to say this is that point X at infinity connects to itself through ‘finity’ via all possible lines parallel to and including (a). A given line “here” is nothing other than a unique token of the way directionality is made manifest from its single point at infinity. The single point at infinity X, unfolded into finity, is a line.

    Place yourself now at point X at infinity. You’ll have to jump there, if you can.
    Can you feel what it is like to inhabit this point?
    Where, now, is the line for which you are the point at infinity?

    Can you feel how there is an inversion that happens?
    To ‘get’ to infinity we cannot simply move along the line… this would require infinite time to accomplish.
    We have to flip over into infinity. Our consciousness cannot maintain coherence through this flip — it goes dark; there is a kind of threshold that prevents us from maintaining the same kind of wakefulness that lawfully got us to the moment of the flip. We have to abandon the very process that was the only reliable source of coherence in order to cross this threshold. But having trained ourselves via the process, we find that what meets us at the threshold is itself lawful, and that to pass through it our consciousness must perform a lawful act. This act is a kind of inversion; an insiding-out/outsiding-in, not just of consciousness but of space itself. It is making all the previous distinctions newly, but inversely. What was once approach is now recession. The center and the periphery have flipped into each other.

    When looking “from here” we can count steps of a process, we can traverse more or we can traverse less, we have extension and duration and all that comes with relating those together with finite means.

    When looking “from infinity” any step is a step “into” the non-infinite, an inversion into space and into process, into differentiable uniqueness. At infinity, uniqueness is, as it were, collapsed into itself; it is no longer expressed outwardly but only inwardly. All the potency spread out through space “here” is concretized inwardly at the infinite. From infinity the whole universe is found infinitely far within.

    Pause for a moment.

    Let us return and gain further contextualization.

    And as we have seen, parallel lines (a’) and (z’) meet in a different point at infinity, X’, which then constitutes the way that all possible space is contextualized from that specific (dual) direction.

    And see now that we must go further, and point out that X and X’ are two distinct points, which as we know, can be connected by a single line.

    Where is this line (x), that connects the two points at infinity X and X’?
    Can you point to another point on this line?

    See that any direction in the plane shared by (a) and (a’) has its point at infinity that lies on this new line (x).

    We must say that line (x) is a line at infinity, and that every point on this line is likewise at infinity.

    Can you imagine walking along this line at infinity?
    Can you feel something of the nature of this line at infinity, something of its character, its gesture?

    Place yourself at point X at infinity, and now look at point X’ at infinity — what direction is it in?
    If you wanted to reach it, how could you do so? What possible moves can you make and not fall back into non-infinite space?

    There is only one possible move, and that is to move orthogonally to the direction of the line (a), whose point at infinity you are. But you will have to move infinitely far along the orthogonal direction.

    See how infinity becomes contextualized by orthogonality in addition to directionality.

    Like any line, between any two points lie an infinity of other points. Let us imagine one such point X” between X and X’. Notice that no matter how close you place this new point X” to X, the two points are infinitely far away from each other along line (x). Notice that from “here” we meet line (x) always orthogonally, no matter which direction in the plane we point.

    Now we can see that just as the single point X at infinity concretizes itself across the infinite boundary as a line, so too the line (x) at infinity concretizes itself across the infinite boundary as a plane. A line at infinity is a plane “here.”

    We see that there is a tendency to think of this line at infinity as a kind of circle. It is the only form that we can recognize as having similar properties. The line at infinity surrounds us; I can point in any direction in the plane and will meet the line at infinity orthogonally to my pointing. Despite this, the line is always and only ever straight. It does not curve, waver, or fold. It is exactly as much a line as any other, constituted precisely by the way all its points share directionality. But we see that this directionality at infinity is always orthogonal to all directions by which its points are reached from “here.” When we follow our pointing from “here” to X and then to X” we can measure some precise angle swept by our arms (for remember, we must point in two directions simultaneously). It would seem then that if we meet the line (x) at infinity along direction (a) orthogonally, then change the angle of our pointing, surely we must now meet (x) at some angle other than 90 degrees? Yet this is not the case; we always meet it, in every direction, orthogonally to our pointing, and the line never curves to accommodate our limited thinking. It remains straight, and infinitely so.

    If you are on line (x) at infinity and wish to point in any direction other than along line (x), you must do so at 90 degrees to (x). All points not on line (x) are infinitely far away in the orthogonal direction, a direction shared across every point on line (x).

    Yet your intuition that the line (x) at infinity is a circle is, in a way, quite correct. In fact, the line (x) at infinity is an infinite circle whose center is everywhere.

    We cannot stop only at the line at infinity. Notice that there are infinitely many lines at infinity, each with their own unique directionality. Notice how any two lines that share a point define a plane. Notice how every line at infinity shares a single unique point with every other single line at infinity, and thus defines a single, unique plane at infinity? While it is possible “here” to have lines that are skew to each other and thus share no common point “here,” their respective points at infinity lie on a line at infinity, and this line is always a part of the same unique plane at infinity.

    Let this sink in. Just as there exists a single line at infinity for a given plane, that in some sense surrounds the plane and enfolds it within itself, so too there exists a single plane at infinity for a given volume, which surrounds that volume and enfolds it within itself. The line at infinity is the boundary of the two-dimensional plane; the plane at infinity is the boundary of the volume of three-dimensional space.

    From your position “here,” look in any direction. Follow this direction to infinity and you meet the unique, singular plane at infinity, and you meet it always and only orthogonally. Pascal gave no mere poetic turn of phrase when he said “Nature is an infinite sphere of which the center is everywhere and the circumference nowhere” — this is an exact imagination. Every place “here” is equidistant from the infinite plane at the periphery, and is thus equally the center as every other place “here.” The circumference of the infinite sphere is the plane at infinity, whose circumference is literally no-where; to be at infinity is to not have “a” place, to have no “here.” Infinity is an inversion of space, or perhaps its enfoldment within itself.

    Euclid illuminated the basic logic of relations between point, line, and plane “here,” but he could not encompass infinity with the same logic. Yet it is by logic that we ourselves can go deeper than Euclid, to see precisely and exactly what is required of us if we are to penetrate to the inner nature of infinity. Along the way we find that we must speak of the reality of directionality, orthogonality, and inversion as essential inner aspects of infinity.

    Follow the exact imaginative exercises presented here again and again until infinity saturates your consciousness; you will find that your phenomenological discoveries will forever recontextualize your relationship with what before was vague, confusing, and mysterious. The mystery, however, will only deepen.

  • Patterns in Process: Transdisciplinarity as a Background for Working with the Elemental Cycle of Transformation

    Patterns in Process: Transdisciplinarity as a Background for Working with the Elemental Cycle of Transformation

    Elemental Cycle Abstract

    This essay outlines connections between the Elemental Cycle as an archetype of transformation, transdisciplinarity, and  cybernetics.  A number of questions are addressed: the nature and importance of connecting these fields, an examination of resources and the dominant disciplinary discourses for the associated fields, and a critical examination of my assumptions, beliefs, and position.

    Introduction

    How often do we find ourselves in a position of not being able to see something unless it is first pointed out to us?  This happens all the time with the visual and other physical senses, but of course also occurs in our thinking; certain concepts seem to hide in plain sight, and unless we are cued into where and how to look for (or to think about) them, they slide on by as a part of the undifferentiated background of conceptual life.  Usually we are introduced to these sorts of concepts just like we are to new people, through a third party who is already familiar with each of us: “Seth, I’d like you to meet Recursion; Recursion, this is Seth.”  Often with this sort of introduction comes an experience: “Oh hello Recursion!  You know, I feel like you must hang out at some of the same coffee-shops as I do, but we’ve never been formally introduced.”  And so a relationship begins with a concept, and just as with human beings, you can become more intimate and familiar, get into fights, seek new levels of understanding, and go on adventures. (more…)

  • A Theoretical Beginning

    A Theoretical Beginning

    Every moment of transformation enacts an epistemology.  Part of what it means to be human is to have the potential to awaken to this fact, and more: to recognize that the recognition of the inescapable relation between action and epistemology leads to the unfolding of a life-long quest and question: how do I know? Exploration of this question, always implicitly present but seldom asked, yields consequences for the entirety of human life, from the most mundane actions to the deepest soul struggles.  Once one sees that it is impossible, as a living system, to escape epistemological concerns at even the most trivial level, such concerns form an ever-present background to the unfolding of one’s life. (more…)

  • Blow your mind with epistemology and ontology!

    Blow your mind with epistemology and ontology!

    To begin in the middle:

    –          There is no “it”, but there is talk about “it”.  Ultimately the talk about “it”, the pointing to “it”, is more fundamental to “it” than anything else, because it is the RELATIONS that are primary: thingness is a subset of relatedness.  Relations are not between two “things” but are recursively self-generated between other relations – things fall out of relations (things = Earth, relations = Water).  Relations themselves are a precipitate of tension between complementarily opposing potentials (Air).  Relations are to opposing potentials as things are to relations.  Opposing potentials are themselves a precipitate of the whole, and work alongside each other within the whole simultaneously.  Each step from the whole is a step-down transformation, we could say that beginning with level N, we move to level N-1.  Each level is pulled out of simultaneity by an act of distinction within the whole, of the whole, by the whole.  A cascading of levels of distinction yields the ontology of “things”, and simultaneously an epistemology of “knowing” activity, which together yield the whole of cosmology.

    –          This can be approached in another way.  We can begin first with a problem of the modern condition, made apparent most strongly by both postmodernism and deconstructionism.  The problem is that language is (more…)

  • Transformative Learning

    Transformative Learning

    “What is the connection between a transformative learning approach and the sense of one’s own spirituality? In what way does transformative learning nurture the spirit any more than any other learning style does?”

    There are many styles of transformative learning. In general, however, one key aspect of transformative learning the explicit recognition that learning is not an activity that only takes place at a specified time and place built specifically for “learning”. Rather, learning is understood to be a life activity, and as such should be connected to all aspects of life in an integral way. The old, medieval style of education based on disciplinary structures that still dominates Western culture is fraying at the edges — thankfully.

    Much of traditional academia is dominated by approaches where one learns “about” topics and ideas. In transformative learning, one learns “with” and “through” ideas by embodying them outside the classroom, in one’s daily life and work. The best transformative learning closes the loop by reciprocally inviting one’s outside activities into the classroom. This sets up a recursive relationship that helps unlock avenues for creative, integral inquiry that otherwise get stifled by a need to fit within an established epistemology, such as the kind implicit in most traditional educational offerings.

    Transformative learning styles nurture the spirit because room is made both implicitly and explicitly for what we could call the appearance of the unknown. What you know limits your knowing, and making space for the arising of what is beyond one’s current understanding is central to any transformative process. You can’t fill a cup that is already full, and transformative learning styles take advantage of this wisdom directly by integrating opportunities for unknowing. What is spiritual in the human being is nurtured more by unknowing than by the addition of data to an already established way of being. Transformation occurs not when we change our ideas, but when we change how we know. Learning styles that are transformative in nature utilize this principle directly.

    “Is there a place in the workforce for transformative learning? In what way might it be applied on the job?”

    What we have to realize is that transformative learning is not just another system of facts and ideas that can be “applied on the job” without a recursive feedback effect on the business itself. It’s not like you can go to work and have an isolated “moment of transformative learning” to fulfill that week’s quota — transformative learning is more like an attitude than a specific system of ideas or practices, and as such it bleeds beyond borders. Most of the techniques and methods used in transformative learning approaches are designed to loosen us from our habitual ways of being in the world. They recognize, for example, that pretty much all the interesting stuff happens at the boundaries. This is where the juice is: where systems, ideas, events, and (most importantly) people meet and interact. Providing avenues for a greater diversity of interactions yields far more than a directed process where the outcome is dictated in advance. That’s good for building widgets, but not so good for the spirit. This has been known in some education circles (like Waldorf education) for about a century: play is not an activity for recess, but a core mode of learning that is, by its nature, transformative. A stick becomes a magic wand, a tent-pole, a sword, a sand-writing tool, and so forth in a dynamic flow. Only the adults, stuck with their more rigid, non-experimental epistemologies, see “just a stick”.

    My father, who has been a business consulting psychologist for 25 years with the top management of major corporations like Best Buy, summed up his entire job to me recently by saying that his most important function has been to help his clients learn how to learn. This is an explicit recognition of the difference between the first-order concept of “learning” and the second-order concept of “learning how to learn”, which Gregory Bateson identified decades ago as a key to understanding complex goal-directed systems. In second-order learning, the snake bends back to bite its own tail and in so doing initiates a process of self-digestion. This self-digestion is a part of what is necessary to create the space for something new to arise, and is a stage on the way to an “adult” way of playing that is called “creative inquiry” and “transdisciplinarity” in academic circles.

    Transformative learning invites higher-order transformation: not simply a change in what we think and do, but in how we think and how we carry out our actions. More businesses are starting to recognize the value of spaces (both physical and metaphorical spaces) that are not already locked into a pre-defined form, but which invite modification and multiplicity. This is a way of calling attention to and allowing human beings to bring forth the parts of themselves that get excited and passionate when they are simply given the space to be so. Some places, like Google, MIT, and other “big names” consciously utilize principles of transformative learning as a way to nurture diversity, openness, interaction, experimentation, and transformative involvement at various levels. The next level is when businesses begin to re-humanize their practices with the attitude that every “worker” or “employee” is first and foremost a whole human being. But to get there our whole understanding of business will have to transform as well…

  • Alchemical Transformation: Principles, Goals, and Methods – Mind Map

    Alchemical Transformation: Principles, Goals, and Methods – Mind Map

    I’m sure this is incomplete, but may give a brief overview and sense of alchemy.  Each item would, of course, deserve quite a bit of explication, and only the broadest aspects are indicated here.  Please feel free to comment on this post with ideas for additions and revisions!

    <Click for larger version! Or download here.>

  • Workshop – Elemental Transformation: Changing How We Work with Change

    Workshop – Elemental Transformation: Changing How We Work with Change

    Unfortunately, the workshop has been cancelled.
    It will be rescheduled this Summer; keep an eye out here for the announcement!

    Form / Re-Form / In-Form / Trans-Form

    Elemental Transformation: Changing How We Work with Change

    A hands-on/minds-on workshop with Frank Chester and Seth Miller

    Saturday, March 20th
    9 am – 5 pm
    Live Oak Charter School Petaluma, CA

    Pre-registration is required.
    All workshop materials provided. Cost: $100

    This all-day workshop will combine hands-on geometry with dynamic presentations and experiential exercises designed to help you deepen your relationship with transformation.  You will leave this workshop with a physical form of your own creation and a more subtle and complex understanding of how transformation unfolds according to the archetypal patterning of the four elements: Earth, Water, Air, and Fire. Our goal is to inspire you and enliven your own everyday transformative work.  This workshop is perfect for parents, teachers, therapists, social workers, and anyone interested in transformation. There will be a one hour period for lunch. You can bring your own lunch or drive off-site for lunch.

    Frank Chester is an artist, sculptor, geometrician, and teacher based in San Francisco.  He has been working with the four elements for over 10 years, having used them as an integral part of the research that led him to the discovery of a brand-new seven-sided form that has deep connections to the human heart. Frank travels widely, giving dynamic presentations connecting form, geometry, and spirit.

    Seth Miller has taught physics and many other subjects in Waldorf schools across the West.  With a Master’s degree in consciousness studies, he is passionate about bringing forth tools for transformation; his specialty is the alchemy of the four elements. He is currently developing this work in a PhD dissertation, which weaves together alchemy, cybernetic epistemology, Goethean phenomenology, and anthroposophy.