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Re-Creating Science in Higher Education: Exploring a Creativity Philosophy

By Michael A. Wride

There is a perception by the general public and students, as well as some scientists, that science is not creative. Views of the ‘official’ scientific method as ‘linear’ and ‘mechanical’ may be partly responsible for these views, as well as the way science is taught. Creativity, including imagination, insight and intuition are all involved in developing scientific hypotheses and theories for example, but are not necessarily acknowledged as implicit in the method.


Robert Hartman discovered a value intelligence inherent in all life as early as the 1950's but he was ahead of his time.  Now learn how this value lens is formed within and how we can access it using the HVP.

Using the Hartman Value Profile as used in coaching by Hirst she discovers the absolutely unique inner landscape within that each individual has developed, we discover the world of values and value dynamics/intelligence from which we human beings and perhaps all organisms find effective action for life and living.

Cosmos Editor's Intro of Paper:What is Life

Hirst’s paper, which is partly autobiographical, describes an intellectual adventure to find a place in a scientific world for values and meaning. What this adventure revealed was that mainstream science, mathematics, logic and philosophy mutually support each other to promote a comprehensive materialist world-view that has no place for meaning for creativity. In this journey Hirst discovered the work of Rosen, and concluded, as Rosen had, that a new metaphysics is required. In this paper he uses Peirce’s notion of ‘abduction’ to justify the speculative presentation of an alternative, process organismic world-view, a form of process metaphysics. While strongly influenced by Alfred North Whitehead and scientists influenced by him (especially the biophysicist Mae-Wan Ho), it is an original synthesis. This synthesis is then contrasted with ‘materialism’. This highlights the way diverse ideas cohere to display the real alternatives, revealing thereby that what are often regarded as obvious, theoretically neutral ideas actually provide the foundations for a particular perspective of the world. Against the background of the account of materialism, Hirst argues that advances in biology herald the move towards a process organismic world-view. However, this is being blocked not only by mathematical ideas, but more fundamentally by mainstream ideas in logic. In identifying blockages to this revolution in thought Hirst is particularly concerned with the influence of extensional logic, which, like the mathematical formalism attacked by Rosen, effectively eliminates meaning and creativity. What is called for, he argues, is a new logic adequate to the creativity of life.

The Peircian semiotician floyd merrell has recognized in Rosen’s and Hirst’s critique of mainsteam thought justification for his own philosophy as a solution to problems they have revealed. In a massive trilogy (Signs Becoming Signs, Semiosis in the Postmodern Age, and Signs Grow), merrell developed a coherent Peircian cosmology advancing Peirce’s most radical ideas on the semiotic nature of all reality, fusing the customary distinctions between life and non-life, mind and matter, self and other, appearance and ‘reality’. In his contribution Merrell further explicates Peirce’s philosophy, revealing how radical his ideas really were, and in doing so, offers the basis for the development of the kind of logic Hirst argued is required to understand life.


Norm's paper What Is Life? published in Cosmos and History - The Journal of Natural and Social Philosophy

What is Life? - Part I
Life here means the organizing principles that are creating all forms of life. And all forms of life are organisms and they obey universals.  These principles obey very different kinds of logic than that known in scientific materialism of physics.  To understand life, a new foundation of metaphysics with matching logic is required.
What is Life? - Part II
...Nature’s way of management or solving problems is to create societies of living entities. Thus in this world of overwhelming variety there are uncountable societies.
Education and Learning
To relate the latest key research from past decade on "How Living Organisms Function" to traditional US education, and how the nature and value of the Riley School approach to education is closely aligned with latest Living Organism research.
Life as Field Being - Part I
Recent experiments of the past 20 years in physics and biophysics are producing results that cannot be explained with the traditional worldview of science and philosophy.  A new worldview is required. The old worldview of "matter as a fundamental reality" does not work.
Life as Field Being - Part II
Inquiry probably begins in art, but for my purpose here I will start with the second step; philosophy. Philosophy is done in natural language that is shared in an observer community.  That which is being searched for is not every-day objects of experience but, what can be discerned as constants of experience, what might be called universals.
The New Emergent Life-itself Paradigm Requires Understanding of Values
Today there are many experiments in biophysics that defy explanations in terms of what we have known. That is a hopeful sign. The old and dominant worldview of matter, mechanisms, determinism, and reductionism provided no room for values.