Now, the sort of Investigation mentioned in the title of this paper, cannot but take us into a Wholly New Realm! Though, it must also be clearly emphasized that it involves an absolutely imperative change in the way all of The Sciences MUST, henceforth, be conducted.For, the Greek Intellectual Revolution of 500 BC, though undoubtedly an absolutely essential Step Forward in Mankind's Thinking, also achieved - what all such innovations of that kind invariably also install - the usual Inevitable Diversion into misleadingly inadequate Over-Simplification!
Many Inevitable & Damaging Detours are always totally unavoidable as a necessary Unifying Product of the very same Commonly related Developments - for Mankind - is embodied in attempting to understand the processes, which ultimately will totally leave unaddressed the very processes that have produced the investigators too! Think where that omission positions the Investigators, and their employed means...
But, the increasingly evident superiority of the Investigators, unavoidably would be distorted by their clear differences to absolutely Everything else: and, the most obvious conclusion would always be that THEY were specifically included, as some sort of Reflection of an all-powerful Creator!
So, they certainly never saw themselves as a mere part of the remarkable Vista (which they were increasingly converting to Their Own Uses), but outside of it somehow (Idealism): and by their Analyses and Explanations they revealed ever-more about The Supposed Supreme Creator of it all - and especially as they, in their own way, were revealing The Creator's Intentions!
Frida Kahlo, Moses, 1945,
The separation of Theory & Practice was physically embodied, for centuries, with Many Different (currently dominant) Social Classes, wherein all the Practical Work (and even New Inventions), were unavoidably-situated with the Skilled Workers, which I term "Artisans", while whole "Explanations" of the World were reserved for the Educated Class of Owners.
So, the many mismatches between these two Class Worldviews (and Approaches), were to some extent softened, by the somewhat privileged positions bestowed upon the Very Best Artisans. Indeed, perhaps surprisingly, easier ways of advancement were afforded to the best Soldiers (for example), and on which side they used their skills against their own Class!
But apart from the "Privileges" that certain highly skilled soldiers could achieve, real Class Mobility was not possible then - prestigious Positions, could happen, as long as they didn't have to Read & Write! But, even that was too much of an economic disadvantage in the end, so the tendency became increasingly to Educate the Working Classes, but to still maintain Class Differentials, as far as possible.
I can speak with some authority on this subject, as I came from an unskilled Working Class background, and after getting Eye Glasses, following General Tests within All Schools in the 1940s, I soared across most of the Qualifying Hurdles, including to everyone's surprise, Passing the 11-Plus Examination to win a place at a prestigious Manchester Grammer School! Where, over the next 7 years, I had an illustrious Career, finally winning a place at University in Leeds! And following an extra year in Leicester University to Qualify as a Teacher, I started out upon a Teaching Career first in a Middle School, then a Grammar School, and finally in a Further Education College.
Schoolboys at Manchester Grammar
It is easy to explain, by the subsequent perpetrators, by adding that I just wasn't up to the task: but a continuing extension of successes elsewhere certainly didn't confirm their prejudiced conclusions. For, having learned to Read & Write long ago, before I was 5 years old, I was, always, an avid regular visitor to any Local Public Library, and the always assumed usual Lack of Knowledge, that was usual in my Class, was certainly NOT the case with me!
I had realized their purposes, and then by-passed them, by thereafter following any success I had achieved, by an immediate move to another institution. And it worked very well until a post in a University, when a few days off with an old illness gave them the chance to try to terminate the job by asking me to resign! But this, I refused to do - and after confirmation of the non-terminal and easily coped-with nature of my illness by a Harley Street Surgeon, I obtained a Full Early Retirement, and, instead, returned to continue my prior Researches into Motion Study, for the next 10 years, with my Dance colleague, and all that despite an Aneurysm, which did lose me a couple of years!
I finally realized that I had to take a termination of those Researches, when I was presenting a Paper upon my work on the Laban Pure Form, at a Conference in Athens (Greece), when it was finally clear that my eyesight was critically impaired, so that all my usual activities depending critically upon that Sense, would have to cease forthwith!
Jim Schofield presenting his research into the Laban Pure Form
Indeed, for the first time in my career, I was able to pursue, Full Time, the many differences that have emerged in my Academic Interests, that had become evident in my very first Term at University, when I had begun to attend to study Physics, at the very beginning of my career. And, it was clear to me, from the very outset of that Physics Course, their whole approach was damagingly mistaken!
For, in the early 20th century two different kinds of Physical Law had been reliably begun to be revealed: the first was the traditional Causal Laws, which concentrated upon being able to Explain Why things behaved as they did. But, increasingly, there had begun also to also be revealed Solely Empirical Laws, which related measured quantities, BUT explained absolutely Nothing!
Now, these were clearly true! No matter how many times they were repeated, the exact same results would always be delivered. But the Results from the solely Empirical Laws could never be associated with any single Property - so they explained Nothing!
Much later, it was decided that the numeric results DID NOT refer to any Single Known Property: BUT, instead, to a whole set of very different and, as yet, currently Entirely Unknown Properties COMBINED via their numeric Effects alone. And, as we didn't know exactly what they did, OR how much of each were involved, Absolutely NO Crucial Individual Contributions were available!
Indeed, only a combined purely Qualitative overall Effect, in a single associated overall quantity would be available. But, without a breakdown into Individual Qualitative Effects, and the proportions delivered to each, it could still explain Nothing!
Indeed, for these to be combined purely Quantitatively, it also indicated that these combined numeric contributions were of THE VERY SAME THING! It wasn't of different effects, but something common to them all: like Temperature, or some similar accompanying and definitely additive quantity.
Clearly, the 2,500 year old method of carrying out Experiments, supposedly to deliver what happens in Reality-as-is, has been a catastrophic Failure for our Understanding, even though it was completely adequate for accurately guiding Production. Indeed this Wholly Pluralist Mistake has been profoundly misleading in Absolutely All Attempts to Explain Anything!
However, the Theories of Physics DID NOT soundly inform the Processes of Engineering: indeed, it was the Practices of Engineering which ultimately determined the Theories of Physics!
The Full Physical Theories of Reality-as-is are still Unknown! Neither Physics nor Engineering currently deal with any Reality beyond our Technological Control - which instead creates a new Reality that we routinely mistake for Reality-as-is.
To maintain this effective illusion they must be always strictly limited-to Methods & Materials that can be relied upon to perform as our scientific Disciplines require, and hence always demand Absolutely NO self-modifying Techniques have ever been built into our constructions! When they fail, they Fail!
And, without extensive reflections of True Reality-as-is in our constructions and methods, many limitations within these edifices will NEVER be allowed-for, and the necessary, indeed, the whole constructional (and even medical) built-in changes instituted - due to appropriate continual monitoring, and consequent triggered remedial corrections, will NEVER have even been considered.
Take the obvious medical requirements of at-risk-patients: instead of nurses carrying out somewhat irregular testing: these could be permanently in place, with even immediate automatic changes in treatment coupled with detailed results sent direct to those responsible & capable of checking and in instituting the necessary modifying treatments. But, clearly, Research and Development teams would have to be radically expanded in the range of Disciplines, and Particular Skills present in the team, or available very close at hand.
For 7 years, in two British Universities, I made myself available to all active Researchers, across the institution, as a ready-and-waiting Highly Skilled & Experienced Programmer, to assist them where I could. And these were absolutely NEVER mere technological interventions.
Perhaps the most surprising was in Dance Performance and Choreography, which actually won a British Interactive Video Award in 1989. While another transformed the attempts of a Biologist to Classify (and easily identify) the World's Tardigrades, which was highly successful. With another Intervention I helped a Mathematician, who was attempting to model The Actions of The Human Heart, wherein my help revealed both the equivalents of both Fibrillation and even Heart Attacks in his suggested model.
Many other valuable contributions proved possible, and these were only available from an able Computer Programmer: yet I can think of many other Disciplines even more appropriate in many such Researches. And having specialized in both suggesting and joining such teams, the gains made have been so remarkable, but generally were still very rare at that time, and that where such have been attempted successfully, there has still been a dominating reluctance to recognize where the credit should be both admitted and celebrated!
Interestingly, in one post, I had a visit from the Local Examinations Organisation, because they couldn't understand why my students were so much better than literally all the rest in our Region, and certainly absolutely no credit was allocated within the Institution where I worked! Indeed, the Examination Board also asked me to become their Chief Examiner in my Subject, as part of a concerted effort to increase standards generally: but, at an Assessment Meeting the Teachers involved thought the the Level achieved by my classes were due to favoritism! But, the scores in question, commenced long before I was Chief Examiner, when I could do Nothing about the marks awarded... Meanwhile nobody elsewhere within my own institution were at all aware of the success either!
So, the question arises - "How can such successes be used to encourage successful means across involved instutions generally?" It surely has to be regular Informative & Celebratory Events, and maybe even consequent courses, along with sample materials, exhibitions, and even awards for success, by the Board, for informing & helping interested Teachers.
Now, these things are never as straight-forward, as they should be, Research can never be entirely limited to a Single Discipline, and even when it does involve a measure of co-operation with experts from other Departments, it is NEVER usually officially organised and involving a truly Joint Team! For, the inter-Department-rivalries for difficult-to-obtain Research Funding always puts paid to such official forms of collaboration. Funding is always allocated-to individual Departments, and cross-department co-operations are always strictly ad hoc, and residing in a Single Department officially. Projects involving people from several different Departments are invariably Unofficial, AND always fraught with difficulties!
Indeed, even this solution ran into difficulties, as Computer Centres in Educational Institutions were invariably islands of Electrical Engineers in an Institution of Academics: and they didn't like what was happening to Their Ground! There was undoubtedly a Class dimension to this too
Indeed, in retrospect, it surprises me that Computer Centres were ever willing workers in Projects dominated by Organisers and Academics! They were only really happy looking after machines and keeping them working...
This paper is taken from the ongoing publication The Systems Theory of Everything.