Scientific method is presented not as a means for investigating a true and objective character of universal reality, but as a metaphorical tool applied for mutual co-ordination of experiences. By acknowledging the co-orientational and metaphoric roots of science, religion, arts, and ordinary linguistic communications alike, potential for their fruitful interdependent application becomes apparent. References to the paradigms of constructivism and objectivism are drawn in parallel in outlining the tracks along which the proposed concept of co-creation of experiential qualities is arrived (...) at. Systemic reasoning based on analogies between different levels of complexity of natural systems emanates as an imaginative aspect of creative thinking. (shrink)

Scientific articles have been traditionally written from single points of view. In contrast, new knowledge is derived strictly from a dialectical process, through interbreeding of partially disparate perspectives. Dialogues, therefore, present a more veritable form for representing the process behind knowledge creation. They are also less prone to dogmatically disseminate ideas than monologues, alongside raising awareness of the necessity for discussion and challenging of differing points of view, through which knowledge evolves. Here we celebrate 250 years since the discovery of (...) the chemical identity of the inorganic component of bone in 1769 by Johan Gottlieb Gahn through one such imaginary dialogue between two seasoned researchers and aficionados of this material. We provide the statistics on ups and downs in the popularity of this material throughout the history and also discuss important achievements and challenges associated with it. The shadow of Samuel Beckett’s Waiting for Godot is cast over the dialogue, acting as its frequent reference point and the guide. With this dialogue presented in the format of a play, we provide hope that conversational or dramaturgical compositions of scientific articles—albeit virtually prohibited from the scientific literature of the day—may become more pervasive in the future. (shrink)

Each type of learning is proposed as being a three-stage process, composed of: (i) recognition of a perceptual situation and performance of an action corresponding thereto; (ii) observation of a deviation of the action result from an expected outcome; (iii) re-arrangement of the conceptual framework of reasoning to meaningfully assimilate the observed deviation. In order to evaluate a general, systemic significance of the concept of learning proposed hereby, the latter is assessed from perspectives that correspond to diverse levels of organizational (...) complexity of Nature. Thermodynamic concepts, constructivist and autopoietic frameworks of analysis of cognitive phenomena, and the aspects of social sciences are intertwined so as to support the all-encompassing meaning of the general pathways of learning proposed herein. Numerous ethical consequences, with a particular emphasis on educational approaches, are derived from accepting such a general nature of learning and development. Naturally implied dialectical form of evolution, according to which prosperous and favorable features of human creativity arise solely from problem-solving situations, is further discussed. (shrink)

Reinvention of the form of expression is a conceptual approach characteristic for the evolution of all arts. This research study provides one such step forward in the advancement of scientific paper, a standard form of expression in natural sciences, toward more progressive terrains. The paper adopts the form of a theatrical play where a scientific family of four attempts to find the way around a writer’s block (Act I). Their idealess sense of confinement is overcome through arts or, more specifically, (...) through scientific research implementing the aesthetics of music as its key element. The characters record compositions differing in the degrees of consonance, rhythmicity and tonality, and play them to birds to observe their vocal and behavioral responses (Act II). They note that the birdsong volume drops significantly when the piano tunes, especially the compositionally complex ones, are played to the birds and increases signifcantly when the white noise of ocean waves is played. The bird count experiment proves indirectly that the birdsong volume reduction is an auditory response of the birds to music rather than the effect of their migrating to or away from the sound source. This science with the flavor of art elevates the characters beyond the limits of their confinement and they, exalted and uplifted, gain ideas for creative research in their own disciplines of biomedical science (Act III). They relinquish the newly gained freedom in favor of embracing love for humanity that underlies medical research and return to their confinement, where they conduct, in the coda of the paper, a series of experiments that venture beyond musicology and ornithology and fall in the domains of tissue engineering and drug delivery, but also psychology (Act III). First, sparrow nests are used as templates for tissue engineering constructs, which facilitate the growth of human fibroblastic cells better than their artificial, gridded replicas. Next, the shell of an Easter egg, predominantly calcite in composition, is used with success as a drug delivery carrier. Lastly, the bird nest drawing experiment demonstrates a greater mental health of children than that of the adults, correlating with one of the overarching points of the paper, which is to present children as a model for grownups to follow rather than the other way around. Over the course of the play, the characters discuss the value of the various fusions between art and science, question the limits of human language and repeatedly go off-topic to celebrate the freeness of the creative thinking process. The play reports on real-life research methods and scientific results through a narrative, without diminishing their empirical rigor and analytical accuracy. (shrink)

In the first half of 2009 I organized a series of talks at University of California, San Francisco. The series was dedicated to observing science from a wider perspective and figuring out where its trains and we as scientists in it are heading to. The final presentation in the series I envisaged as the one drawing threads between love and science. However, my aim was neither for that particular talk to be the one of explaining sensations of love using scientific (...) language nor to be based on pastoral and pathetic eruptions of love about science. What I had in mind was a description of an adventurous quest to find love at the core of our scientific endeavors. As my attempts to find an appropriate lecturer failed, I decided to engage myself in such an adventure. This is how this article sprang into life. In it, I slowly tread the way towards realizing that the heart of love beats at the core of the scientific enterprise of humanity. To reach this centre, I have travelled through the intricate forests of discoursing on the concept of experiential co-creation, the uncertainty principle, the dichotomy between Empiricist and Renaissance scientific methods, the tautological character of logical inferences and scientific descriptions as pragmatic sets of metaphors or pointers used in the mutual coordination of experiences at the social level, having ocean waves, seashore pebbles, corals, fish, atoms, gramophones, pine trees and stars passing me by, and yet managed to emerge back to light with the treasure in my hands. (shrink)

Cognitive sciences have been interminably in search for a consistent philosophical framework for the description of perceptual phenomena. Most of the frameworks in usage today fall in-between the extremes of constructivism and objective realism. However, whereas constructivist cognitive theories face difficulties when attempting to explain the experiential commonality of different cognitive entities, objectivistic theories fail in explaining the active role of the subject in the formation of experiences. This paper undertakes to compare and eventually combine these two major approaches to (...) describing cognitive phenomena. It is argued that constructivist explanations inevitably refer to a `hidden' ontological source of experience, and that a compromise between the constructivist and realistic standpoints presents a natural basis for understanding cognitive phenomena. A view of all experiences as co-created through an interplay between a constructivist creativity and a realistic source of perceptual stimuli is proposed. A middle ground between the hardly compatible constructivist and objectivistic approaches to experiential realities is proposed from the standpoint of experiential co-creation. Traditionally divided, idealistic and realistic philosophical stances may thus become merged into a single consistent epistemological framework. Many favorable cognitive and psychosomatic consequences may arise from acknowledging the balance between `inner' and `outer' creativity proposed by the co-creational thesis. (shrink)

Scientific papers written as dialogues evoke Platonist philosophical discourses and are foreseen as elementary forms of expression in neoclassical scientific renaissance. Here we report on a study of the Brazil nut effect in a series of macroscopic and microscopic systems in the form of a play in three acts. The nut effect predicting the segregation of smaller grains at the bottom of the mixture and larger ones at the top was observed in a polydisperse mix of manually shaken playground pebbles, (...) albeit following different kinetics than in an agitated pile of chess pieces. Common sense predicts that vertical, gravity-driven segregation in colloidal dispersions with heterogeneous particle size distributions is such that larger particles would settle toward the bottom and the lighter ones cream at the top. Here we refute this expectation and demonstrate that segregation of colloidal particles in the vertical direction conforms to the Brazil nut effect when the agitation is delivered in the forms of vortex mixing or audio vibration, but not when the colloids are manually shaken. The effect is demonstrated on aqueous dispersions of hydroxyapatite and iron oxide nanoparticles. Kinetic experiments showed that segregation increases with the agitation time in mixtures of pebbles and with the post-agitation aging time in fine particle colloids. The particle size gradient established due to agitation-induced segregation led to a corresponding gradient in optoelectronic properties—band gap, conductivity, lattice acoustics—in the vertical direction of the colloidal column for both types of nanoparticles. Such morphological gradients induced by the Brazil nut effect can be harnessed as affordable and facile templates for the synthesis of functionally gradient materials. Discussion of the mechanism and the application potential of the observed effect in colloidal and coarse systems is enriched with a literature review of this curious effect and entwined with the literary elements of the dramaturgical narrative involving a family of scientist in exile from mainstream scientific institutions: the mother, the father, an elementary school boy and a kindergarten girl. The narrative conforms in its structure to the shape of a Brazil nut and presents the first research study whose findings are enacted through a dream. The play questions the humaneness and creative prospects of modern science and celebrates children’s science projects performed with meager resources and a plentiful of imagination, showing that they could be gateways to important scientific discoveries. (shrink)

In the past few hundred years, science has exerted an enormous influence on the way the world appears to human observers. Despite phenomenal accomplishments of science, science nowadays faces numerous challenges that threaten its continued success. As scientific inventions become embedded within human societies, the challenges are further multiplied. In this critical review, some of the critical challenges for the field of modern chemistry are discussed, including: (a) interlinking theoretical knowledge and experimental approaches; (b) implementing the principles of sustainability at (...) the roots of the chemical design; (c) defining science from a philosophical perspective that acknowledges both pragmatic and realistic aspects thereof; (d) instigating interdisciplinary research; (e) learning to recognize and appreciate the aesthetic aspects of scientific knowledge and methodology, and promote truly inspiring education in chemistry. In the conclusion, I recapitulate that the evolution of human knowledge inherently depends upon our ability to adopt creative problem-solving attitudes, and that challenges will always be present within the scope of scientific interests. (shrink)

Presented is a discourse on the contextual nature of physical qualities. The realistic and observational contexts in which a system exists are demonstrated as equally involved in defining its qualities. Each quality could be consequently considered as natural and experiential at the same time. The subsequently proposed thesis of the contextual co-definition of natural/experiential qualities in the relationship between the human mind and Nature is shown to possess numerous favorable ethical and aesthetical implications. The contextual nature of experiential qualities is (...) further correlated with the holistic character of natural systems and events, which is illustrated by several real-life examples. A systemic approach to knowledge is shown to naturally emanate from the acceptance of the contextual definition of physical qualities and the holistic nature of experiences. Methodological problems of the standard, reductionist explanatory frameworks are additionally discussed with an emphasis on the major descriptive flaws of quantificational approaches and in respect to cybernetic and autopoietic organization of physical and biological systems. (shrink)

Elaborated in this discourse is the idea that identifying with a punk persona is a necessary step in the ethical development of an individual. Offered are various ethical corollaries of standing on the punk philosophic grounds, including: abomination of the art of following, appreciation of creative aspirations more than the technique, the necessity for the constant shift of the epistemic grounds on which one stands, revival of the aesthetics of Speer’s theory of ruin values, revitalization of language via its destruction, (...) and embracement of anarchic revulsion of the concept of authority as a pathway to excellent educational efforts. It is also mentioned that science is inherently a systematic rebellion against stale, prejudiced thinking, and that, as such, it is intrinsically the endeavor of intellectual punks. The final summersault in the course of the philosophical gymnastics class of the hour pertains to realization that the anarchistic ideals underlying the punk culture foster ultimate freedoms that make even the abolition of these very same freedoms and obedience to any rules or principles legitimate. The failure of all the ideologies of the 20th century has been in favor of the anti-ideology of authentic anarchism, and yet this ideology not only insists on ruining the relevance of any ideologies out there, but also calls for the deconstruction of itself, wherefrom the freedom to follow any ideologies under its umbrella naturally emanates. (shrink)

Watching children at play is favorite pastime for many elderlies. However, the growing safety concerns have prompted parents to become increasingly resistant to the idea of having strangers watch their children in parks and playgrounds. This creates an intergenerational gap in communication with potentially detrimental consequences for all social groups. Oral interviews were conducted and written surveys distributed that validated the hesitance of seniors, especially in the United States, to spend time at children’s playgrounds despite their finding the vicinity of (...) children stimulating. Behavioral observations were conducted at playgrounds to quantify the positive and negative effects of supervisors’ ages on children’s play and thus indirectly assess whether there can be mutual benefits of making the presence of older people at playgrounds, which is customary in many countries, more culturally acceptable. Observations focused on the behavior of a pair of siblings showed that there is an increased probability of both conflicts and joyful expressions when the children were in the presence of a middle-aged person than when they were watched over by the elderlies. This has suggested that freer expressions stimulated in the presence of parent-like figures simultaneously induce the undesired and the desired behavioral patterns in the form of propensities for conflict and propensities for expressions of joy, respectively. This has confirmed that the observational stance has a critical effect on the observational outcome and that the age of the watchers has an effect on the behavior of children at play, with the age correlating directly with the calmness of the play, but also with a lower degree of exhilaration. (shrink)

Cognitive sciences have been interminably in search for a consistent philosophical framework for the description of perceptual phenomena. Most of the frameworks in usage today fall in-between the extremes of constructivism and objective realism. However, whereas constructivist cognitive theories face difficulties when attempting to explain the experiential commonality of different cognitive entities, objectivistic theories fail in explaining the active role of the subject in the formation of experiences. This paper undertakes to compare and eventually combine these two major approaches to (...) describing cognitive phenomena. It is argued that constructivist explanations inevitably refer to a `hidden' ontological source of experience, and that a compromise between the constructivist and realistic standpoints presents a natural basis for understanding cognitive phenomena. A view of all experiences as co-created through an interplay between a constructivist creativity and a realistic source of perceptual stimuli is proposed. A middle ground between the hardly compatible constructivist and objectivistic approaches to experiential realities is proposed from the standpoint of experiential co-creation. Traditionally divided, idealistic and realistic philosophical stances may thus become merged into a single consistent epistemological framework. Many favorable cognitive and psychosomatic consequences may arise from acknowledging the balance between `inner' and `outer' creativity proposed by the co-creational thesis. (shrink)