Archive for August, 2003

Front Page

Friday, August 29th, 2003

This is the fourth in this week’s series of essays on conflict: 1) Conflict: The Norm of Current Civilization  2) Programmed for Conflict and 3) When Lose/Win becomes Lose/Lose.

Remember CONFLICT is the struggle to avoid loss — the struggle to avoid being hurt.


Leap Forward or Perish

Barry Carter

In addition to having been conditioned for a lose/win environment we have also evolved from it. Lose/win is our reality. As we look at the animal world and all of nature we see lose/win. One animal must die in order for another to live. Eat or be eaten is the rule. Within groups of animals there is a control hierarchy and pecking order, just like society and companies. Lion prides continuously battle for territory with other lion prides and hyena packs. This battling occurs with what appears to be the same fierce hatred as that which we’ve witnessed between racial, religious and ethic groups. This is the reality from whence we evolved. Though advanced society is separate from this activity, our paradigm and social institutions still reflect this reality. Lose/win then is our evolved reality from millions of years of evolution. With lose/win being our reality, how is it possible to change this reality?

Break Points and Paradoxes

Evolution puts forth the concept of adapt or die. It clearly shows that species must adapt to new and changing environments or cease to exist. Win-win cannot be done half way. It’s “win-win or no deal.” This then is our challenge. We must adapt for a new win-win environment or face extinction, or at best a giant leap backwards and maybe another chance in another thousand years. As radical as it sounds, it appears as though humanity must have some type of evolutionary leap forward. Humanity must have a break with the lose/win reality of the past, in order to continue moving ahead.

The latest theories about evolution put forth the concept that evolution works in leaps and bounds, not in slow, steady change. It is not such a radical thought that as the universe evolves into consciousness and intelligence, at different points in this evolution there must be radical breaks with the past–breakpoints where the old rules are simply not applicable anymore. When a being cannot make a break with the past as the environment dictates, it ceases to exist. We appear to be at one of these breakpoints in our evolution. It appears that we either are on the verge of a mass spiritual awakening, driven by needs at the top of the hierarchy, or we are on the verge of mass annihilation as shown in Infinite Wealth.

Point of Decision and Our Dilemma

Today, as we are poised on the verge of an Information Age, the environment we face is one driven by freedom of the individual customer. What is a customer driven movement which works based upon partnering, trust and win-win, other than the golden rule, “Do unto other as you would like to have them do unto you.” Since wealth creation, business and work is all about meeting human needs, it ties directly into the golden rule. As everyone becomes a customer, supplier and partner and we shift to win-win and abundance, the golden rule must be the new rule.

Our paradox, however, is as follows:

The individual and individual customer is being empowered by the knowledge power through information technology, of an Information Age.
In order to exceed continually rising individual customer’s expectations, there must be the tremendous individual freedom and intelligence of free humans to trade their work, ideas, creations and knowledge freely with no restrictions.
In order to handle the level of individual freedom required, humanity needs higher levels of emotional and spiritual intelligence.
In order to attain the higher levels of emotional and spiritual intelligence we must see the win-win, abundant, infinite wealth reality before us. People are not likely to give up lose/win behavior and reality if they think it will cause them to lose; doing so is not practical.
It, however, seems impossible to see the win-win in front of us, when lose/win is reflected virtually everywhere throughout the world, regardless of where we look.

The Solution

In order to see the win-win before us we must take a leap forward out of the lose/win reality from where we evolved. We must “see things differently.” We must have a miracle “a shift in our perceptions; a metanoia ” a shift of mind. It is possible because our expectations create reality. This can happen in many ways. Mass privatization can help us see the win-win reality because of the directness and practical reality of the win-win structure.

Copyright 2000 by Barry Carter


About Barry Carter.  

Infinite Wealth is available at the author’s website, and can be purchased in bookstores everywhere including Amazon and Barnes & Nobel. There is also an abbreviated free online version, which has been reposed at Future Positive:

See: 1) The Rise of a Win Win Civilization  2)  A Personal Journey of Discovery 3) Why Corporations Don’t Work 4) The Emancipation of Capitalism  5) Mass Privatization: Organizing in the Information Age  6) Decentralized Wealth Creation  7) The Infinite Wealth Potential of Liberated Humans 8) The Mandate for Win-Win Wealth Creation  9) Breakpoint: Why You Must Act Now  10) SYNOCRACY: True Democracy Through Synergy 11) THE SHIFT: Awaking to a Win-Win World  12) The Synthesis of a Win-Win World and 13)Vision for a Synergic Transition.

Reason Wilken’s Review of Infinite Wealth

Advanced Papers of Barry Carter

Front Page

Wednesday, August 27th, 2003

This is a followup to the previous essays Conflict: The Norm of Current Civilization and Programmed for Conflict.

Remember CONFLICT is the struggle to avoid loss — the struggle to avoid being hurt. Here humans must fight and flee to stay alive, and they do. Always ready at a moments notice to go tooth and nail to avoid losing — to avoid death. Losers/winners is the harshest of games. Winning is always at the cost of another’s life. The loser tends to resist with all of his might occasionally prevailing by killing or wounding his attacker. So both parties can lose, turning the game — losers/winners into losers/losers. If we analyze adversary relationships, we discover that individuals are less after the relationship. (1+1)<2. In the adversarial world where the loser forfeits his life (1+1)=1. Or in the end game of losers/losers, both adversaries may die in battle, then (1+1)=0.


When Lose/Win becomes Lose/Lose

Barry Carter

If we go into an Information Age and develop no more emotional intelligence and spiritual awareness than we have today, then we’ll simply destroy ourselves out of the fear derived from our lose/win paradigm. Today we are like a group of five year olds who are having our Play Dough replaced with plastic explosives. We are in fact a civilization of children with enormous potential to destroy or create.

False neural associations are why we can see the irrationality behind someone else’s actions when they cannot see it. Others can see our irrational behavior and we cannot see it. To the person performing the irrational behavior, it is perfectly rational. His or her brain is simply calculating from its false neural associations and therefore the action appears logical.

The person viewing the irrational behavior does not have the same false neural associations. He is able to see the irrational behavior clearly. It is not uncommon to hear someone in this position ask, “Why in the world would he behave this way?” Paradigms tell us that there are different realities depending upon one’s perspective. Our false neural associations create paradigms and our different realities.

As we watch a gang member on news programs and listen to their rationality, we easily see where it is warped. We also see the gang member’s logic. We can see from his conviction that there is clear logic and reasonableness from his paradigm. We can see this in the Mid-East conflict. We saw it with Hitler, as well as slavery, South Africa, and the holocaust of the Indians.

Though there are many extreme cases, the vast majority of our problems stem from our small daily conflicts and mis-perceptions. This is because all people have false neural associations. They effect us, and hold us back in many ways. Though they helped us survive in a lose/win era, today they have become destructive, self-destructive and self-defeating. Our false neural associations are, therefore, today threatening society with death by a thousand cuts.

Most of us today are routed for lose/win because this has been humanity’s experience and conditioning for tens of thousands of years. More immediately, however, we as individuals were raised in a lose/win society. Lose/win is the clouded window from which most of us see. However, there is a growing number for which this is shifting to lose/lose, as our overflowing prisons reflect.

In a society of lose/win, somebody has to lose. Some people and groups lose all of the time. The people who continue to lose develop “loser” neural associations and pass these on to their children. This has posed little threat to civilization in the past, however, it does now.

“Knowledge is power.” As the saying goes, a little knowledge is dangerous. As we are at the infancy of a Knowledge Era, we today have just enough knowledge to be dangerous. Humanity has evolved to a point where we can no longer get away with what we could when we were younger and less mature. Marianne Williamson, in one of her lectures, makes the point that when we, as individuals, were younger we could get away with a lot of things that age and maturity no longer allows. One could abuse one’s body or stay out all night drinking and get up and go to work the next day. However, with maturity one has less ability to do this. It is time for humanity to grow up, we have no choice.

What we are witnessing is the metamorphosis of wealth creation from lose/win to either win-win or lose/lose. We can no longer maintain the lose/win human relations norm of our entire human history. As we press the accelerator to propel our lose/win civilization, it is disintegrating before our eyes. We must provide it with more power in order to continue driving our complex civilization, however the more we accelerate the lose/win system, the more hell we create for ourselves in crime, violence, war, terrorism, welfare and so on.

As long as wealth creation and spiritual awareness remain misaligned we likely will not be able to break our lose/win norm. As long as our wealth creation reality is one where I must win at your expense we are trapped in a lose/win reality. Lose/win wealth creation has in fact created our present worldview and without a change to a win-win wealth creation worldview we are likely doomed.

We must shift to the win-win paradigm based upon collaboration in aligned structures. We’ve already tried helping other people to win in unaligned lose/win structures and the result has been welfare and massive failure. The last resort is to do what most of us presently are doing–ignore the trends and attempt to stick with the lose/win competitive paradigm. This will lead directly to lose/lose as losing individuals are empowered in a knowledge era.

Copyright 2000 by Barry Carter


About Barry Carter.  

Infinite Wealth is available at the author’s website, and can be purchased in bookstores everywhere including Amazon and Barnes & Nobel.

There is also an abbreviated free online version, which has been reposed at Future Positive: 1) The Rise of a Win Win Civilization  2)  A Personal Journey of Discovery 3) Why Corporations Don’t Work 4) The Emancipation of Capitalism  5) Mass Privatization: Organizing in the Information Age  6) Decentralized Wealth Creation  7) The Infinite Wealth Potential of Liberated Humans 8) The Mandate for Win-Win Wealth Creation  9) Breakpoint: Why You Must Act Now  10) SYNOCRACY: True Democracy Through Synergy 11) THE SHIFT: Awaking to a Win-Win World  12) The Synthesis of a Win-Win World and 13)Vision for a Synergic Transition.

Reason Wilken’s Review of Infinite Wealth

Advanced Papers by Barry Carter

Front Page

Monday, August 25th, 2003

This is a followup to last week’s essay Conflict: The Norm of Current Civilization. Remember our definition of CONFLICT as the struggle to avoid loss — the struggle to avoid being hurt.


Programmed for Conflict

Barry Carter

The primary problem with wealth creation systems of the Win/Lose Era is that they have limited the levels of emotional and spiritual intelligence in people. This is because wealth creation in this era has been fear based. The desire to control others comes directly from fear and mistrust.

For our present level of maturity if the consequence of losing did not exist, the drive to win would not be so important. When humans were in the hunter gather era and the rule was “Eat or Be Eaten,” losing could mean death or pain. If losing had meant no discomfort then winning would not have been so important. The fear of losing, at least in the Win/Lose Era, makes winning extremely important. It forces us reactively and defensively to look for ways not to lose first as opposed to looking for ways to proactively win. This rule still holds true in our Industrial Age based civilization.

Fear, therefore, is the primary motivator in the win/lose era. This fear-based paradigm is deeply ingrained within human’s today. Our normal view of human nature is that of humans being competitive, selfish, judgmental, greedy, sinful, lazy and violent. Our thinking is that humans must be restrained against their natural tendencies through rules, regulations, discipline, punishment and must be managed, regulated and led by strong men. Our paradigm of human nature is, however, merely a reflection of our finite wealth creation, win/lose paradigm based upon fear.

Our wealth creation paradigm is a scarcity paradigm. Win/lose activity, fear and competitiveness drove wealth creation. Our fear based insecurities drove people to compete. These insecurities, however, breed low emotional intelligence and spiritual awareness. They breed victims. A finite wealth era in fact is fueled by mass victimization.

Our scarcity and mass victimization paradigm actually worked to created wealth in the win/lose era with such institutions as serfdom and representative public work. Today as we near breakpoint, victimization limits and subtracts from wealth creation. Books such as A Nation of Victims, Culture of Complaint, or Content of our Character show just how pervasive victimization is. Many believe that we only recently became a society of victims. What has happened, however, is that victimization has recently become dysfunctional. Rather than contributing to the growth of society, it today has begun to subtract from it.

A society filled with victims simply does work very well today. Perhaps it never did for most people. Nonetheless society was able to advance significantly in the past and progress from mass victimization. Today the old paradigm of wealth creation based upon mass victimization is too weak to support a civilization at our level of advancement. This paradigm presently falls short of fulfilling human needs and thus builds deficits.

Programmed for Win/Lose

We, in essence, have been programmed for a win/lose reality. Our brain is made of billions of neurons which communicate with each other as we learn things. When we experience something, we create a physical connection between neurons called neural connections. These connections form neural networks. Whatever environment we spend our time in forms our neural network. It becomes our reality. It forms the window or paradigm from which we see the world.

I recently read about a study of kittens in The Dynamics of high Self-Esteem by Marvin Fremerman. One group spent a year (starting at birth) in a white room with only vertical lines. A second group grew up in a room with only horizontal lines. A third group grew up in a plain white room. All of the kittens were then put into a normal room. The kittens from the horizontal line room kept bumping into vertical objects such as chair legs. The kittens from the vertical line room kept bumping into horizontal objects. The kittens from the plain white room bumped into horizontal and vertical objects. They had difficulty perceiving what was not in the paradigm because they had not developed the necessary neural connections.

Our environment has been one of win/lose and scarcity–the fear of defeat and the drive to win. Scrapping over-limited resources has been the norm. Win/lose is filled with loss, pain and the fear of losing. A single painful event can produce what has been called a false neural association, distress pattern or habit pattern. It later produces behavior consistent with this original neural network, when this group of neurons is called on by the individual. Many times this behavior is destructive to the individual or others, but the individual usually cannot perceive the irrationality. If we spend time in a bad, warped, painful, destructive or win/lose environment, our neural connections get mapped this way, just like the kittens. We then see all of life through this extremely clouded and distorted window, based upon fear. We all, to varying degrees, have been programmed to see through a win/lose fear based window. This is our victim window and in many cases it limits our self-awareness and blinds us from seeing the roles we play in creating our own problems.

Today we are addicted to the win/lose and victimization paradigm. It is a key element of wealth creation in the finite wealth era. As we look back at history, a key to winning and prospering has been seeing from one’s own limited paradigm. It has been the key to surviving and thriving in the win/lose era. Our scarcity based competitive civilization is driven by the inability to see from other’s perspectives–to disconnect, to objectify, to blame and judge. If one empathizes with one’s opponent too much one may lose. This could mean loss of a job, it could mean poverty or even death in the Win/Lose Era.

When a lion kills its prey it does not think of or care that this is another living, feeling being. The lion objectifies the animal. To see it as a living, feeling being could cause the lion to hesitate and starve. In a Win/Lose Era, in order to survive one had to see primarily from one’s own perspective and ignore other’s perspectives. One had to be able to objectify, shut off feeling and not empathize very much with the opponent. In the win/lose paradigm it is, therefore, more important to get one’s own point across than to listen and attempt to hear another’s perspective.

Today, when one gang member kills another or someone rapes or murders someone, the perpetrator must objectify the victim. In war, business competition and sports, we take the same win/lose objectification approach. We must be desensitized to the other’s feelings in order to perform the heinous act. We see only from our perspective. We’re the good guy and they’re the bad guy, or a mere object.

Our society is obsessed with the good guy/bad guy division as our movies, television programs and children’s cartoons reflect. Exactly the same process operates within our win/lose companies. A product line fails to meet the production and quality rates and the Process Engineer finds one hundred valid reasons why it is Production’s fault. Production likewise finds a hundred valid reasons why it is Process Engineering’s fault. They both are correct, but the problems persist.

There is a continuing search for who is the bad guy and good guy by all parties. There is continuous judgment. There is always the absolute belief by the individual that “I am the good guy.” There is always the victimization cry of “Look what he did to me.” Both parties can only see from their own perspective. Both parties clearly and correctly see the other person’s flaws but not their own. With our limited emotional intelligence, we therefore require bureaucrats to judge the situation.

The good guy/bad guy syndrome is so pervasive that it is not uncommon for two opposing sports teams to pray to the same god to allow them to defeat one another. In fact, all of our society is based upon win/lose judgment from companies, to religion, to schools, to the judicial system and more. “My way is the only way.” “If you don’t believe in my religion you’re going to hell.” Many people even believe in a God who will judge them in death. Ours is a judgmental worldview.

Entire nations of people have been able to see other nations or races through a paradigm that viewed the other people as mere objects, bad, evil or worthy of a harsh wrath. Americans saw and still see the conquering of North America as a good thing done by brave men. This comes from our ability to see only from our perspective. They, “the Indians,” were the bad guys and we “white Americans” were the good guys. We saw the mass genocide of Native Americans as a good thing, with a holocaust of over 9.6 million out of 10 million Native Americans killed or murdered, as we stole their land.

Even today we still glorify the people who committed this genocide as heroes. We live in denial regarding this holocaust and the feelings of the people on the other side. This ability for denial is rooted in our evolved ability to only see events from our limited perspective. It is rooted in our neural connections. Ask 100 Americans what percent of the Indians were eliminated in the conquering of North America and likely none will say 96% or 9.6 out of 10 million. This is because we live in denial and this denial allows us to cope with the things we must do to survive in a win/lose finite wealth worldview.

If the Native Americans had won the war and repelled the invasion from Europe, those like Geronimo would likely be seen in the same light as a George Washington. Those like Columbus would likely be in a classification alongside Hitler. If Hitler had won the war, he likely would be seen as the hero who set us on our present path. We today would be evolving into an Information Age and away from all totalitarian organizations. We would likely credit him with setting us on this path. There would be denial of the six million Jews which were killed. This is true today with many of his followers as they live in denial.

The fear paradigms created in the Win/Lose Era are passed from parent to child as we socialize children to survive in the Win/Lose Era. They are passed from generation to generation through learned behavior. Though much of the parental and social conditioning is unintentional it is still passed on. We spank and yell at our kids, we drive them to compete, we toughen them to survive a tough world.

Our ability to see only our reality served us well in the win/lose paradigm of the past, where we needed to deny the pain of others in order to live. The clouded window of only seeing from one’s own paradigm must be replaced in order for us to survive the transition we face.

Win/Lose Wealth Created from Fear and Victimization

The ability to focus only from one’s own perspective is driven by fear. It is driven by the fear of losing what one has. This even includes the aggressor. The lion fears losing her own life if she is unable to make the kill. The aggressor can even feel victimized because the prey will not submit. When I was sixteen I used to deer hunt with my father and a group of about thirty hunters. We hunted Southern style with a pack of dogs, CB radios, four wheel drive trucks and, of course, alcohol for courage. We’d turn the dogs loose on a country road. They’d go in and flush out the deer. No matter which way the deer ran we’d hear the dogs barking, communicate this to each over CB radios, drive to that section of the road and form a line along the road. We’d then shoot the deer as he crossed–execution style.

We had everything in our favor, plus the fact that none of us were going to go hungry if we didn’t make a kill. Even with everything in our favor our behavior was driven by fear. One day I witnessed an event that took me many years to figure out. A deer had been wounded. As the deer thrashed around, struggling to get up, it sat head upright and alert but immobilized. The fellow who had wounded him was absolutely enraged. He stomped around, screaming, yelling and cussing, “____damn, mother____ing, son of a bitch.” The rage went on for a while before he pumped two more rounds of buckshot into the deer’s neck from about two feet away. I could not figure out why he was so angry. Was the deer supposed to beat his head against a tree and kill himself? Why was the hunter feeling so helpless, angry and weak? Why was he acting from insecurity and anger?

I believe that the hunter had been socialized with the necessary dysfunctions, insecurities and low emotional intelligence to survive a win/lose era. It is nothing knew that powerlessness produces rage. I believe that the hunter’s rage came from a sense of powerlessness to make the kill. Even though the hunter was the one doing the victimizing, he felt so weak as to bring out this rage. The powerlessness of the mass victimization era was a requirement of survival. It provided the drive for humans to perform the many brutal and horrible win/lose acts needed to survive. Our denial and inability to see or feel from the other party’s perspective then allows us live with it. Even today, as we daily kill millions of animals for food the denial trait allows us to ignore the pain of these living and feeling beings.

Perhaps we needed this feeling of weakness, fear and insecurity in order to drive us to survive in a Win/Lose Era. Though the hunter was not in fear of starving, as he may have been prior to the Agricultural Age, the same insecurities were needed for survival in a win/lose Industrial Age. The fear of losing is a prime motivator in a Win/Lose Era.

Children, through varying degrees of abuses or conditioning from dysfunctional families and societies, are provided with the necessary dysfunctions and insecurities to survive in an immature win/lose world. As we do what is necessary to survive in a win/lose worldview we drive our children to insanity in order to live in an insane world. Today we see these as dysfunctions because they are beginning to no longer work in society.

Those like John Bradshaw in Creating Love and his PBS specials on the family and Leo Buscalgia and many, many others are documenting these dysfunctions. We were taught to judge, blame and not to listen to others, because we were judged, blamed and not listened to. We pass these win/lose survival traits down from generation to generation. The result now is a world on the verge of a win-win paradigm shift, which is still entrenched in win/lose habit patterns.

We see this phenomenon with adults who were abused as children. It is quite regular for these people to abuse their children. The third generation then grows up to abuse the next generation. The habit pattern is passed from generation to generation. It wasn’t very long ago that a man could beat and abuse his wife and children as desired. The PBS special Violence : An American Tradition stated that it was legal for a man to beat his wife as long as he used a stick no larger than his thumb. I guess this was the rule of thumb!! Beatings were the social norm and the legal system did not interfere. The brutality of the finite wealth era made us tough in order to survive in a brutal world. As boys we are taught to be tough. We are taught to shut off our feelings and emotions. “Be a big boy, don’t cry. What are you a sissy?”

The ultimate win/lose activity is war. We socialize young men with the necessary insecurities and dysfunctions to survive this ultimate win/lose reality. We send boys to boot camp for basic training. These boys, for several weeks, are intentionally verbally and mentally abused. This abuse desensitizes, toughens and deadens the recruits. It lowers their emotional intelligence and spiritual awareness and forces them to see from the most limited and narrow of perspectives. It provides them with the necessary dysfunctions to objectify their enemy. The last thing one wants to do is to empathize with one’s enemy. We intentionally induce distress patterns or false neural associations. We intentionally build a strong win/lose paradigm. War amplifies our distress patterns greatly.

When these boys come back from wars, like Vietnam, many try to repair this warped view of reality with support groups. Huge numbers of Vietnam veterans wander through society today unable to function because of the distress patterns induced. When we look at the bigger picture, becoming hard and calloused is not a good thing. It is very easy to be tough. A rock is tough. It has no feelings. It is also not alive. As we have adapted for the finite wealth creation era we are simply less conscious. We are less alive and self-aware of the effects of our actions. We see ourselves as victims even when our actions are in reality creating our problem.

Individuals are not willing to understand others because, from our win/lose paradigm, there seems to be little in it for the individual. In addition, individuals are too insecure because they have not, themselves, gotten enough understanding and empathy. Since being heard and understood is a human need, the result is a world of scarcity filled with people starved to be heard and understood, with everybody talking and few people listening.

The bottom line is that a finite wealth paradigm operated based upon win/lose competition, mass victimization and fear. The science of breakpoint shows that as one approaches breakpoint, inertia and mass increases and if the old system isn’t abandoned, one must eventually hit a brick wall–a violent breakpoint.

In order for humans to interconnect and tap the infinite wealth of an Information Age, we must have far higher levels of emotional intelligence and spiritual awareness than we’ve had to date. Our high levels of fear and obsession with win/lose make us like children who have not yet fully developed and therefore must be watched, supervised and regulated. And this is what controlled economies do for us. Fear keeps us from fully developing. The greed and selfishness of humanity, which many see as human nature, is simply the immaturity of humanity in our evolutionary trek. This immaturity has been maintained by our paradigm of finite wealth and scarcity.

If we go into an Information Age and develop no more emotional intelligence and spiritual awareness than we have today, then we’ll simply destroy ourselves out of the fear derived from our win/lose paradigm. Today we are like a group of five year olds who are having our Play Dough replaced with plastic explosives. We are in fact a civilization of children with enormous potential to destroy or create.

Copyright 2000 by Barry Carter


About Barry Carter.  

Infinite Wealth is available at the author’s website, and can be purchased in bookstores everywhere including Amazon and Barnes & Nobel.

There is also an abbreviated free online version, which has been reposted at Future Positive: 1) The Rise of a Win Win Civilization  2)  A Personal Journey of Discovery 3) Why Corporations Don’t Work 4) The Emancipation of Capitalism  5) Mass Privatization: Organizing in the Information Age  6) Decentralized Wealth Creation  7) The Infinite Wealth Potential of Liberated Humans 8) The Mandate for Win-Win Wealth Creation  9) Breakpoint: Why You Must Act Now  10) SYNOCRACY: True Democracy Through Synergy 11) THE SHIFT: Awaking to a Win-Win World  12) The Synthesis of a Win-Win World and 13)Vision for a Synergic Transition.

Reason Wilken’s Review of Infinite Wealth

Advanced Papers by Barry Carter

Front Page

Thursday, August 21st, 2003

The adversary world is a game of with losers and winners. This is a world of fighting and flighting — of pain and dying. To win in this game someone must lose. Winning is always at the cost of another. All humans living in the adversarial world are struggling to avoid losing — struggling to avoid being hurt.

CONFLICT —def—> The struggle to avoid loss — the struggle to avoid being hurt.

Here humans must fight and flee to stay alive, and they do. Always ready at a moments notice to go tooth and nail to avoid losing — to avoid death. Losers/winners is the harshest of games. Winning is always at the cost of another’s life. The loser tends to resist with all of his might occasionally prevailing by killing or wounding his attacker. So both parties can lose, turning the game — losers/winners into losers/losers. If we analyze adversary relationships, we discover that individuals are less after the relationship. (1+1)<2. In the adversarial world where the loser forfeits his life (1+1)=1. Or in the end game of losers/losers, both adversaries may die in battle, then (1+1)=0.


Conflict: The Norm of Current Civilization

Barry Carter

When we look at the underlying norms and thinking that employment and our entire Industrial Age systems rest upon, we find a win/lose norm. The controlled economy and other Industrial Age systems were not the start of win/lose norms and systems. Serfdom, slavery and monarchy of the Agricultural Age were also based upon win/lose norms and prior to this so to was tribal life and customs. Controlled economies are merely the latest in a series of perhaps progressively improving win/lose systems.

The inherent win/lose nature of slavery and serfdom is self-evident, however, how is a controlled economy inherently a win/lose system? Any economy that must be controlled to maintain order is one based upon fear not love. The former Soviet Union controlled its economy because it feared what free humans would do without control, likewise so do companies. Only systems and actions that come from a love paradigm can be win-win. Actions and systems from an authoritarian control or fear paradigm are inherently based upon win/lose and scarcity.

The heart of the controlled economy is its win/lose compensation system. Controlled economies operate based upon standardized compensation – salaries and wages. Regardless of the value one adds the controlled economy pays the same within a relatively narrow range. With standardized compensation the more you make the less the organization makes and vise-versa. I must lose in order for you to win and vise-versa.

The controlled economy is based upon adversarial human relationships. At a tangible level we see a win/lose system as CEO’s salaries explode while they layoff record numbers of people. Managers and the company makes more by holding down wages and salaries; the more the employee makes the less the company makes and vise-versa. The more vacation and benefits the employee gets the more it cost the company. There is also win/lose competition for limited positions. The primary job of most managers is to get more work out of people for less money. Unions who represent employees (a check and balance bureaucracy) have the job of getting more money and benefits for employee at the owner’s expense. Externally controlled economies compete with other controlled economies for survival, customers, growth, resources and prestige.

Most of the rest of society is geared towards socializing people to survive in this win/lose system. Wealth creation is at the center and all other institutions must evolve to match it because it is the system that produces the stuff (food, shelter, money, etc) that allows us to survive. It, therefore, takes top priority. With our scarcity paradigm of finite wealth and our win/lose wealth creation system virtually all of our social systems, as well as thinking, support this win/lose norm.

Win/lose is so pervasive in our civilization that we aren’t even aware that we live in a win/lose norm. We are like the fish who, when asked what it’s like to live in water, say, “What water?”

We’ve even made win/lose activity fun. Win/lose competitive sports, for example, are presently one of our most enjoyable activities and few things in society have as much popular support. Competition is so much a part of our civilization that it is invisible and thought of as the only way things can work. Even those diligently working to build the new win-win civilization dogmatically resist seeing competitive sports as win/lose activity. However, any human activity where one person loses in order for another to win must fall into the win/lose category. Competitive sports serve an important role in a fear based win/lose civilization. They socialize us with the driving motivation to win and to lose gracefully. Losing gracefully is as critical as winning, since a win/lose civilization cannot advance if the losers are poor losers and become destructive when losing.

All one has to do is watch the faces of both teams after an important competitive event, to understand what is being taught. The losing side, in pain and anguish, is taught to suck it up, swallow the pain of losing, lose with grace and come back and try harder next time. However, watching the jubilation of one team at the expense of the other team’s pain and anguish tells us that something is gravely wrong with this system. We see the same looks on the faces of two opposing groups at war as one is defeated and one wins or two opposing gangs. Likewise with a criminal and victim when a huge sum of money has been stolen.

What other lessons are taught with competitive sport; focus on ourselves regardless of the pain others are in, make others feel the way we do not want to feel, do it unto them before they do it unto us, get your needs met at other people’s expense, don’t care about the feelings of the other person. When we see gangs, criminal and thugs operating by these same rules, regarding others in society, for some reason we are appalled. We ask in surprise and denial, “Where did they learn such values?”

As children we start with cartoons that are biased toward a win/lose reality. There are good guys and bad guys seeking to win and to cause the other side to lose. The first thing a child does when watching a new cartoon is to figure out who the good guy and bad guy is. Without this reference the story has little meaning. In criminal justice both opposing sides are focused on winning for their side and causing the other side to lose. Only a small percentage of the effort is focused on the truth. In representative government, the politician’s top priority and primary focus is on winning the next election and causing the opposing politician to lose. How the politician votes is dependent upon whether it will help him win and his opponent lose in the next election. He or she is not primarily focused on doing the right thing for the situation.

We take all of the above and the rest of our win/lose civilization as absolute and the only way things can work. However, this is not the only way things can work, especially as we move into an Information Age. The win/lose controlled economy paradigm is but one paradigm. As knowledge decentralizes power to the individual in society win/lose human relations can no longer be sustained as the evidence all around us is beginning to show. There is simply too much power in the hands of individuals, in an Information Age, for a win/lose civilization to be practical. The losers in an Information Age are gaining the power to cause the winners to lose, with the result being lose/lose as we see with terrorism, gangs and hate groups.

The 911 operator answers the phone. There is a frantic lady barely understandable screaming. “They’re in my house.” The operator says, “Slow down, I can’t understand you, what’s the problem?”

Caller: “They’re killing my kids.”

Pop-pop goes a gun in the background.

Operator: “Who’s killing your kids? Gang members?”

Caller: “Please get someone over here.”

Again pop-pop.

Caller: “Oh no, oh no please don’t kill me, please, please don’t kill me–no, no please let me live.”

The caller begs for her life for thirty seconds before the gang members spare her, however, her three children ages ten, seven and five are dead; killed execution style shot in the back of the head. This is a true story and we see rising violence like this increasingly on the news and television daily, and it is only one symptom of our dying Industrial Age civilization.

What does the death of these three children and increasing violence and disorder have to do wealth creation and the Information Age transition? Everything! As our wealth creation system becomes more dysfunctional the social chaos will continue to increase. This is because all of our institutions are interconnected into one cohesive whole. When we analyze crime and violence by looking at it separately from everything else in society we see no connection. When we synthesize and look at how all of our social systems and norms fit we see that it is all interconnected. We must see the connections before we will solve our Industrial Age problems. The book Infinite Wealth is intended to help you see from the Information Age paradigm and help the connections crystallize before our eyes.

Copyright 2000 by Barry Carter


About Barry Carter.  

Infinite Wealth is available at the author’s website, and can be purchased in bookstores everywhere including Amazon and Barnes & Nobel.

There is also an abbreviated free online version, which has been reposed at Future Positive: 1) The Rise of a Win Win Civilization  2)  A Personal Journey of Discovery 3) Why Corporations Don’t Work 4) The Emancipation of Capitalism  5) Mass Privatization: Organizing in the Information Age  6) Decentralized Wealth Creation  7) The Infinite Wealth Potential of Liberated Humans 8) The Mandate for Win-Win Wealth Creation  9) Breakpoint: Why You Must Act Now  10) SYNOCRACY: True Democracy Through Synergy 11) THE SHIFT: Awaking to a Win-Win World  12) The Synthesis of a Win-Win World and 13)Vision for a Synergic Transition.

Reason Wilken’s Review of Infinite Wealth

Advanced Papers by Barry Carter

Front Page

Tuesday, August 19th, 2003

This morning we feature a classic from the history of synergic science. Along with Alfred Korzybski, R. Buckminster Fuller, Arthur Young and N. Arthur Coulter,  Edward Haskell was one of the leading pioneers of synergic science. His books have been out of print for many years. It is an honor to again make one of the classics of synergic science available. The following is the introduction to the first chapter of Full Circle: The Moral Force of Unified Science.


Unified Science

Harold G. Cassidy 

I would like, first, to summarize briefly the theoretical ideas present in Haskell’s work as I have observed them appear and develop over the last twenty years to their present fruition. Then I would like to suggest in summary their meaning for the field of Education.

In my opinion, Haskell has discovered a scientifically-based pattern of a universal kind which is displayed in some respect by all of human knowledge and experience of Nature and Man. This is a large statement. Propositions of this kind have been advanced since the earliest days of philosophy, and in view of the signal lack of agreement among philosophers throughout the ages and today, it behooves us to be extremely wary of such statements. Yet strange things have been happening in science; and if I say that, in my opinion, this pattern that Haskell has discovered (and such discovery inevitably involves a degree of creative invention) constitutes an invariant-relation that enables translation between various developing fields of knowledge and experience, then at least metaphorically one can understand me to mean that like the Lorentz Transformations it makes the applicable relativity tolerable.

I assume then, that my task is to summarize the theoretical and empirical bases of this statement. That is, to give support to the hypothesis that Haskell has here a universal pattern; to show its nature and empirical reference; and to make it plausible for scientists to give it their attention. The pattern with which we are concerned is made up of several sub-patterns. I shall summarize each of these, as I see them, then put the whole together.


PERIODICITY

We are celebrating the centenary of Mendeleev’s Periodic classification of the chemical elements. I need not remind you in detail of this work: you have before you (in the fold-out chart at the rear) a modern version of part of his Table. Essentially, what he did was to recognize a key variable, by classifying which other properties of the things classified fell into orderly patterns. This variable was atomic weight, and as you know it has been replaced by the more operationally constant property atomic number. Periodicity is displayed by the properties of the chemical elements when the elements are arranged according to increasing atomic number-and incidentally the evolutionary sequence of the production of elements must also display such periodicity. What Haskell has done is to find evidence that not only the Kingdom of Atoms, but that of Nuclei, of Plants, of Animals, of Cultures, displays a periodicity provided that the essential variables are properly chosen. This choice depends on cybernetic analysis, and its application leads directly to a sub-pattern known as `Coaction.’

Cybernetic Basis

The essential points needed to show the relevance of a cybernetic analysis in Haskell’s work can be developed with the aid of a simple diagram. Cybernetics, “the science of communication and control in the animal and the machine,” as Norbert Wiener defined it in a fatherly way, deals with processes. These are analyzed in terms of the variables that change as the process occurs. That which is undergoing the process is a system.

Consider a system such as an animal organism undergoing processes which we summarize by saying it is alive. It exists in a habitat which affects it (by inputs) and which it affects through outputs. The inputs comprise work-factors such as food, air, water, and so on, depending on the organism and controls upon them, as well as contingent factors over which the animal has little control until they impinge on it. The outputs are linked retroactively by feedback to the work components. In this feedback loop, and controlling it, is the governing factor. It receives information about the state of the output, and about the state of the habitat, and by its behavior can control, through the work components, the direction of the output.

Figure I-1 System.

Information and control are clearly linked in the cybernetic analysis. It is the case that a system may comprise small or large groups of processes; from some ultimately single and simple process such as the reaction of two chemical substances, to the complicated, interlocked system of an unknown number of homeostatic and other processes called a living organism and, indeed, beyond to the behaviors of groups of organisms. It is the case also, that a factor that in one system is an output may exercise a governing function in an interlocking system, or may function as work component in another. This is in agreement with what we observe in the world around us.

Coaction

In the cybernetic analysis of the more complex and organized systems we recognize two distinct kinds of factors. There is the work component or components, which we shall designate X, and the governor, or controller, which we shall designate Y. Of course, the governor does work too (the strategic work), and we have simplified the relationships very greatly. There will be cases of a system made up of sub-systems, one controlling in some respects, not in others, and so on. Let us stay with the simpler case. Now, the processes that characterize X may, in the interaction with Y, be accelerated or in some way enhanced ( + ), or may be unaffected ( O ), or may be decreased ( – ). Similarly, the processes that Y undergoes. When the possibilities are cross-tabulated, it becomes evident that there are nine and only nine of these qualitatively different `coactions.’

Figure I-2 Cross-tabulaion of two coacting entities.

In ( + , + ) both gain. If X and Y represent two organisms, this might be called symbiosis, or mutualism. The relation ( + , O ) may be illustrated by the case of an older brother (Y) who, without knowing it ( O ), sets a constructive example ( + ) to a younger (X). This may be called commensalism. It is important to notice that by this classification Haskell discovered three new coactions, ( O , + ), ( – , O ), ( O , – ), which occur widely but had not been recognized before. To me, it is very impressive when a theory makes possible the discovery of new relationships, and especially when it completes a set of philosophical categories.

We know, of course, that there are infinite varities of coactions, both within the qualitative differences, and quantitatively. This fact is dealt with by geometrizing the Table.

Geometric Representation

When the Table is put into a coordinate system of a special kind that you have before you, several new features appear. Eight of the coactions fall neatly upon the axes or in the quadrants, as shown1. The ( O , O ) coaction may be placed at the origin if there are no coactors. But in actual systems it must be interpreted as a third “axis,” the Scalar Zero circle. This, I think, was a stroke of genius on Haskell’s part. How do you decide whether a coaction has net ( + ) or ( – ) or ( O ) effect? You must have a reference, which is the state of the system before the coaction is initiated, or a reference point must be picked. This then establishes the ( O , O ) state and is, of course, neutral to all coactions. Its value is thus plotted as the radius of a circle, the Zero-Zero circle ( O , O ).2

Figure I-3 The Periodic coordinate system: One Period.3

As an example, in labor-management relations there is a profit-sharing arrangement known as the Scanlon Plan. An essential feature of the Plan is to have a reference period before it is put into operation, so that one will know whether there is actually a profit or loss under the Plan and how much it is. The value or range of a variable, measured at this time, would serve to place the ( O , O ) circle in the upper right half of the manifold, and of net ( – ) within the reference ( O , O ) in the lower left. This yields a `Coaction Cardioid.’ Along the Axis of Atropy bisecting quadrants 2 and 4, the magnitudes of x and y are equal, but the signs are opposite, so the net coaction is zero. To the right and above this axis is what the philosopher Braithwaite calls the `cooperator’s surplus.’ Once more we complete the philosophical categories by calling attention to the `conflictor’s deficit,’ as we name it, in the lower left, net ( – ) part of the manifold.3

SYSTEM-HIERARCHY

A second sub-pattern is hierarchical. It is related to periodicity. The archetypical structure is that of the electron energy-level structure of atoms. Consider the structures of the first few members of the Periodic Table, arranged in the form of a System-hierarchy. Here System refers to the whole Kingdom, and the terms `Period ‘, `Stratum,’ and `Substratum’ have the following significance.

Figure I-4 Part of the Kingdom of Atoms. Major Structure 2.

In this particular Kingdom, Period 1 contains one Stratum (the `shell’) and one Substratum, the orbital. Period 2 contains two Strata, the closed first shell and a second shell which shows three possible Substrata, the three orbitals. Period 3 contains three Strata, the closed first and second shells and a third, which contains five Substrata. And so on. This structure exemplifies a System-hierarchy, which has the characteristic that each higher Period comprises all previous Strata plus one new Stratum, which modifies and is modified by the others.4 This important last characteristic is shown by Period 2, for example. The first shell of electrons is modified by the presence of increased nuclear charge and also of the second shell of electrons.

In the cases of plant and animal Kingdoms, the conventional taxonomic classification is not suitable for constructing System-hierarchies, nor for displaying periodicity. Haskell has therefore offered the additional classification scheme below which offers new insights, it seems to me. This scheme is based on cybernetic analysis. Essentially, the Periods are distinguished by a sharp change in the organism’s control of its habitat. The whole scheme is based on this relationship, central to evolutionary changes in all natural Kingdoms.

Figure I-5 Part of the theoretical System-hierarchy, show the logical necessity of distinguishing habitat from environment. See Chapter 11.

The steps in the hierarchy occur with changes from control-by-habitat to control-by-organism.

For example, the System-hierarchy of the Kingdom of Plants begins in Period 1 with the Protophytes and Thallophytes. These simplest living things could colonize bare rock, and convert the surface, as they grew, multiplied, and died, into a kind of ’soil.’ Thus they changed their habitat. At the same tie this new habitat could select for new kinds of plants. Period 2 is recognized as comprising the Bryophytes and lichens which, having roots or their equivalents, could draw nourishent from the ’soil.’ At the same time they sheltered the Period 1 plants which were becoming modified too. In Period 3, the Pteridophytes, a great increase in control over the habitat came with the development of vascular tissues, stems, and leaves. Here the energy source of the sun could be more efficiently exploited, and nutrients better distributed longer distances in the plant. Finally, Period 4 plants, the seed plants, are characterized by any improvements of the habitat, including in various cases improved selective fertilization procedures; protection of the zygote in a shell; increasing its survival chances by including with it a source of nutriment.

Figure I-6 Kingdom of plant ecosystems. Major Stratum 5.*

* Editor’s Note. Missing from this figure are the Sub-strata. These would, if entered, appear on the right, as they do in Figure I-4. Sub-strata represent the plant’s ontogenetic stages. In accordance with Haeckel’s Law, each Stratum (which developed phylogenetically) is composed of its own number of (ontogenetically developed) Sub-strata. See Chapter II. This structure may, for some people, be obscured by the fact that the controlling Stratum develops species whose adult forms occupy lower Stratum niches. Modern shrubs and grasses, for example, (Stratum 4), often occupy what used to be, in ancient times, fern niches (Stratum 3). What were once fern lands are now, in many places, grass lands. Nature, as Einstein said, is subtle. To those who see her subtlety, as Einstein did, she is not vindictive.

This additional type of classification opens new avenues for experimentation such as are suggested by terms like `input,’ `output,’ `feedback,’ and so on. At the same time it brings this Kingdom into the pattern of the Periodic Coordinate System. A similar approach deduces a System-hierarchy for Animal and one for Human ecosystems. (Chapters II and IV).

We have, then, a grand pattern which consists of the Periodic Coordinate System for the description of the state, and changes in state of systems, subsystems, and very subordinate systems, in any given Period. Each Kingdom, from Particles to Human Cultures, comprises a System-Hierarchy, each Period of which is describable in coaction terms. Superimposed on all of this is a System-Hierarchy of Kingdoms.5 Here we are not certain about the numbering of Periods. However we do know that Particles and Atoms must have lower numbers, increasing in that order, than Molecules, Geoid Systems, Plants, Animals, and Human Cultures.


EVOLUTIONARY TREND

It is evident, as time has passed in the history of our world, that there has been a trend from the most chaotic state of primordial matter via a gradually habitable Earth, and the first appearance of Life, to our present state. It can be asserted, in broad terms, that two time-related phenomena are visible here. There is the Second Law of Thermodynamics which says that in any closed system undergoing process, a quantity called the entropy tends to be maximized. As far as we can judge this is a law without any exceptions-almost certainly without terrestrial exception. At the same time, we observe the appearance of organized, information- and control-employing creatures. These are always associated with open systems, and they decrease net entropy at the expense of their habitat. We must thus confirm, as many others have suggested, that there is also a drive in a direction which, since it has led to our existence, we can only speak of as `upward’; that is, to increased complexity and the organisation needed to keep it viable.6 These two directions are symbolized by Haskell in the diagrams, taking a leaf from Teilhard de Chardin, as `Alpha,’ A, and `Omega,’ . They confer limits and rational bias on the entire formulation.


MEANING

What I wish to have made clear is that we have here an ambitious attempt at a Grand World-view. Haskell has provided us with a pattern of invariant-relations, the System-hierarchies and Periodic coordinates, which enable us to translate between all the sciences; he has provided us with a set of compatible interconnected frames of reference.


IMPLICATIONS FOR EDUCATION

Very basically, the essential problems in education are those of our whole culture: communication, control, and direction. Education depends in considerable part on rational discourse, though there is also a large and important non-rational component that is learned by non-verbal means: by example, and “showing how.” We have seen how Haskell has discovered an overall pattern that comprises compatible frames of reference (Periodicity and Stratification) for all the sciences. This pattern, couched in operationally constant language, allows translation between the present languages of the sciences, and so should counter the present ever-increasing fragmentation among disciplines.

We see in this work the potential for improved communication, for control and direction in education. The improvement in communication comes from the use of operationally constant concepts. Words like `conflict,’ used commonly and confusingly for ( – , + ), ( – , – ), and ( + , – ) coactions, can be cleared up. The people who use them can be led out of the semantical swamps in which they flounder under such usages. Precise use of words and symbols can be encouraged, and made to yield positive, constructive results.

Control is important too. To obtain an holistic education, an education that opposes fragmentation of the curriculum, and alienation and loss of integrity in the student, the education must have a rational structure. It must depend on many constraints such as always trying to tell the truth in clear and precise language. If the truth cannot be communicated in this way then the teacher must be constrained to alert the student. It should have an orderly sequence of progression that is constrained to fit the stage of physical, mental, and spiritual growth of the child. It should have an intellectual skeleton that is capable of supporting a wide variety of features as it is fleshed out with educational growth. What I am suggesting is that Haskell’s world-view provides just such an intellectual skeleton. We know that the concept of coactions can be grasped by very young children–Haskell has demonstrated this. A young child can grasp, even if in a very simple way, some of his interrelations with his habitat. The thing we must be wary of, however, is the tendency in education to idolize a theory. We must engineer into any application of this work an openness to rational change, an opportunity for a variety of approaches and interpretations, and a self-revising feedback.

One implication for education that comes from this work is not only that the curriculum must be given an holistic structure, but the administrative side also. Application of systems theories is already showing remarkable results in certain school systems at the primary and secondary levels. It should be applied at the college level.


ADDENDUM

Empirical examples of the calculation of coactions may be helpful. Two aspects of the general coaction problem may be mentioned, of which the first only is dealt with here. The first is calculation from raw experimental data to a form that may be plotted in the Periodic Coordinate System. This takes care of data within Periods. But transition from one Period to another (up or down) in a System Hierarchy will probably require the use of step functions of some kind, and are not dealt with here.

We take our examples from the work of Gause7. Gause studied the growth behavior of protozoa, yeasts, and other organisms as they were cultured on liquid media, controlled as needed with respect to temperature, composition, pH, availability of oxygen, and accumulation of waste products. Conditions were such that the population of protozoa (or other organism) would reach a fixed level and remain there indefinitely. This was the saturation population (K) and represented a steady state with respect to the volume, or bio-mass, of protozoa present per unit volume of culture. The organisms were grown separately, and in mixture. Figure A-1 is a reproduction of Gause’s Figure 10, p. 31.

Figure A-1 Growth of the population of Paramecium caudatum and P. bursaria (nutrients: S. exiguus + B. pyocyaneus). From Gause.7 Figure 10, p. 31. K is the total volume of individuals of the particular kind in 1 cc at the steady state level.

In one method of calculation we utilize Gause’s K values. This gives an end-result of the processes traced in Figure A-1. One might, of course, calculate every point on the curves of mixed growth and thus trace out a line of behavior that ends at the steady-state values K (shown in Figure A-3).

Figure A-2 The data of Figure A-1 are plotted to show the calculation of the coaction vector ‘c‘.

From Figure A-1 we see that, grown separately, caudatum (Y) attains the volume of individuals per cc 107. This is yo. Similarly, bursaria (X), attains the value xo = 85. As a result of the interaction when the two are grown together, the steady state that is reached shows the values yn = 90; xn = 22. These values are plotted in Figure A-2 in the usual way. They define two vectors ro and rn. The coaction vector is measured as c = (xn, yn) – (xo, yo), the Vector difference between ro and rn. The direction of this vector shows (as the numerical data showed) that mutual depression ( – , – ) has occurred. From the above data the components of c (a, b), may be calculated by the usual method to be a = – 63; b = – 17. By trigonometry,

c calculates to 65.3 units of magnitude (the squares dispose of the negative signs). The angle of c calculates, from the tangent and inspection of the direction, to be 195∞7′ (which preserves the negative direction). This places the coaction vector in quadrant III, i.e., between 180∞ and 270∞. We must then assign to c the negative sign: – 65.3 units.

Coaction is always plotted relative to the (O ,O) reference circle. This is a circle with radius ro (Figure A-3). The value ro is thought of as a magnitude only. Moreover the symbols ( O ,O ) are related to the symbols ( + ) and ( – ), and are not numerical zeros.

Figure A-3 The RO circle [reference zero , or ( O , O )] of radius ro is shown together with a plot of the line of behavior of the system from (xo,yo) to (xn,yn) in the phase space of Quadrant III ( – , – ). The data are from Gause(1), Figure 10, p. 31. The wide fluctuations in the first few points are well within experimental error that goes with the presence of only a few organisms. The Axis of Atropy error is shown, -.-.-.

The Periodic Coordinate System is not Cartesian, though it does resemble the Cartesian in quadrant I. The axes are calibrated numerically from the origin outward. However, the X axis is interpreted to be directed from left to right; the Y from below to above. There are singularities in quadrants II and IV. These are two points which, with the origin define an axis, the Axis of Atropy, along which at any point the magnitudes of x and y are equal but their signs are opposite, so that the net coaction is zero (Figure A-3). Now, because of the defined directions of the X and Y axes, ro takes on the property that, on the net negative, or left-hand, part of the manifold it is directed toward the origin while in the other half it is directed away from the origin. This makes it so that if c is added to ro (which takes the same angle as c) the resultant vector R will fall within the ( O , O ) circle of radius ro when the coaction is net negative. It will extend outside of the ( O ,O ) circle when the coaction is net positive. As we said, coaction is always relative to the ( O ,O ) or RO circle. Thus all net positive coactions (a + b > O ) will lie outside of the R0 circle, and all net negative coactions (a + b < O ) will lie inside of the circle. Where a + b = 0, we have the intersection of R0 and the axis of atropy. This formulation causes the net plus and net minus phase spaces to stand out clearly and strikingly.

Figure A-4 Relative curves of coexistence of P. caudatum and P. aurelia. The solid line is from experiment; the dashed lines are from theory. P. aurelia eventually completely replaces P. caudatum under all conditions of relative abundance present at the start of the experiment. From Gause (1), Figure 4, p. 19.

As another experimental example we take the case where P. aurelia grown in the presence of P. caudatum is found to completely displace caudatum (Figure A-4). Grown separately aurelia (Y) attains a steady state of 105 volume units per 0.5 cc; caudatum (X) under the same conditions attains 64 volume units per 0.5 cc. Grown together, the steady state is reached with yn = 105; xn = 0. Then ro = 123; (a,b) = (- 64,0) and c is -64. R then is 59 at the angle 180∞.

We have gathered in Table A-I data from two experiments of Gause and from two of his theoretical calculations. Because we are dealing here with different organisms, the problem of how to calibrate the X and Y axes arises between experiments and within experiments (the problem is that of `utilities’ in economics). We have arbitrarily “normalized” the data to the value ro = 100 for all the data, which is why these numbers are different from those quoted above which were taken directly from experiment. This may not be the best way to make comparisons, but it serves until a better is found. This new coordinate system cries for mathematical sophistication.

Table A-I Data from Gause (1,2) and calculated values of coaction

Figure c a b R Coaction
A-6 +39.2    27    28.5   46∞15′ 139 ( + ,+ )
A-5 - 31.0    29.6      9.85 161∞35′ 69 ( – ,+ )
A-4 - 52 - 52      0 180∞ 48 ( – ,O )
A-3 - 48 - 12.4 - 46 195∞7′ 52 ( – ,- )

Note. The data have all been calculated for ro = 100 units (volume of organism per cc). c represents coaction; a and b are the ordered pair that describe the vector c; is the angle of this vector (tan = b/a) relative to the X axis; R is the resultant of the vector addition ro + c; the Coactions are those in Figure 2 of this chapter.

It should be noticed that the resultant vector R is not a coaction, but a convenient means for visualizing the interaction. The values of R from Table A-I are plotted in Figure A-5.

Figure A-5 Summary of data from Table A-I.

In summary, the coaction is calculated in a conventional way to give a coaction vector c with length ¦c¦ and direction F. The sign of the value of c as determined from the relation c is ( + ) when (a + b) (the ordered pair that describes c is (a,b)] is larger than zero; minus when smaller, and zero when a and b are equal in magnitude and opposite in sign. For a perfectly symmetrical figure, c is (+) over the range of angles from = 0∞ to 135∞ and from 315∞ to 0∞; c is ( – ) from 135∞ to 315∞. At angles of 135 and 315, ¦c¦ = R.

Figure A-6 This is the lower part of Figure 4 from Gause & Witt8, p. 604. The coaction is mis-named commensalism by these authors. The distance from the origin Z is our ro; that to the focus of the curves at the steady state, is our ro. This figure is drawn according to the theory and does not describe an experiment.

Figure A-7 This is the upper part of Figure 4, Gause & Witt8, p. 604, see Figure A-6 for definition of terms.

NOTES


1. Editor’s Note. The first quadrant is Cartesian, but the other three are not: Two of the axes are directed inward. A method of calculation is shown in the Addendum to this chapter.
2. Editor’s Note. Also called the Circle of Atropy, relative to which entropy and its opposite, ectropy, can be represented and measured, as discussed below.
3. Editor’s Note. The limits of the Periodic coordinate system are thus obviously the point of maximum entropy A and the region of maximum ectropy .
4. Editor’s Note. This Period-Stratum relation has no fundamental exception throughout unified science Its analogous Sub-stratum-Stratum relation has an exception: its second Stratum has 3 Sub-strata (instead of 2), the third Stratum has 5 (instead of 3), the fourth has 7 (instead of 4), etc. In the atomic case, not one but two Sub-strata characterize each additional Stratum.
5. Editor’s Note. Also called Major Periods: just as Sub-strata build up into Strata, and Strata into Periods, so Periods build up into Major Strata (Natural Kingdoms), and these build up into Major Periods (Natural Empires). The Major Periodic Table is the natural classification of Unified Science. (Chapters IV and V.)
6. Editor’s Note. The term ectropy was suggested for this process by Willard V. Quine in a discussion following this symposium. Its brevity and elegance have led to its adoption throughout this book. The term atropy was coined by Haskell a few days later. The relations of concepts entropy, atropy, ectropy are shown in the Periodic coordinate system above.
7. G. F. Gause, Verifications ExpÈrimentales de la thÈorie mathÈmatique de la Lutte Pour Ia Vie. Hermann, Paris, 1935.
8. G. F. Gause & A. A. Witt, The Armrican Naturalist 69, 596 (1935).


About Edward Haskell.

Full Circle: The Moral Force of Unified Science

Read more about Haskell’s work in UnCommon Science 
Also see:  The Relationship Continuum and Understanding Order

Front Page

Monday, August 18th, 2003

Reposted from a year ago … Today we finish our series of excerpts from Barry Carter’s book Infinite Wealth with the thirteenth essay. See: 1) The Rise of a Win Win Civilization  2)  A Personal Journey of Discovery 3) Why Corporations Don’t Work 4) The Emancipation of Capitalism  5) Mass Privatization: Organizing in the Information Age  6) Decentralized Wealth Creation  7) The Infinite Wealth Potential of Liberated Humans 8) The Mandate for Win-Win Wealth Creation  9) Breakpoint: Why You Must Act Now  10) SYNOCRACY: True Democracy Through Synergy 11) THE SHIFT: Awaking to a Win-Win World and 12) The Synthesis of a Win-Win World

“Breakpoint change abruptly and powerfully breaks the critical links with the past. What we are experiencing today is absolutely un­precedented in all of humanity’s recorded history. We have run into change so different from anything pre­ceding it that it totally demolishes normal standards. It has swept us into a massive transformation that will completely reorder all we know about living in this world. It demands totally new rules for suc­cess”.

— George Land and Beth Jarman, Breakpoint and Beyond


Vision for a Synergic Transition

Barry Carter

Since we still operate on second wave Industrial Age systems is there hope for us entering the Wisdom Age—the fourth wave in our life times? Yes, as Figure 12 shows the waves start slowly and overlap. Though we are still operating upon Industrial Age systems and are likely years from breakpoint to the Information Age, we have already begun the assent up the Age Wave curve to the Wisdom Age.  In addition, the waves have accelerated their pace. The Hunter Gatherer Age lasted tens of thousands of years. The Agricultural Age lasted about ten thousand years. The Industrial Age lasted only a couple hundred years. Today we see the Information Age and Wisdom Age moving at us at the same time starting only a couple of decades apart. In this book I, therefore, make little distinction between the third and fourth waves, because they both shift us from the Win/Lose Era to the Win-Win Era—both driven by intangible wealth.

The Need for Vision

The single most important thing required for a successful transition to an Informa­tion Age is a powerful vision of what is occurring and where we are going. Without a vision a successful transition shall be much more difficult and painful. What happens when you turn off the lights at night in your house? With no vision you stumble in the dark bumping into things and hurting yourself. In the transition from the Win/Lose Era the stumbles, bumps and pain come in the form of lost wealth, bankruptcy, death, destruction, terrorism, crime, corruption, social collapse and perhaps even a second dark ages. This is something that you and your family must avoid.

Our vision must be one of win-win and abundance enjoyed by an inter­connected humanity. It must be a vision of knowledge-based wealth-creation, with responsible individ­uals who own and, therefore, are responsible for the wealth they create. It must be a vision of a Wisdom Age fueled with emotional and spiritual intelligence. It must be a vision of a new civilization that rests upon a foundation and structure of information technology, family, intelligence, individual freedom, personal re­sponsibility and caring for others.

Since society will only begin to work well when there is a critical mass of the new systems in place, we must all, as individuals, be working on our “piece.” No longer can we blame politicians, welfare recipients, bureaucrats, managers, employees, oppressors, foreign com­petitors or cheap foreign labor. Today everyone is a leader. If we are not leading to­wards the new civilization then we are pulling against it. The absence of positive contri­bution to the new civilization is active resistance against it. There is no neutral ground. Where there is no passion, there is no love, and the absence of love is fear.

Today if we are not actively, passionately and lovingly working to build a win-win knowl­edge-based civilization, we are fiercely and auto­matically opposing it. The wait and see, go slow approach is a recipe for disaster. There are no objective observers and no middle ground. The following is a list of things that you can begin doing to create the win-win world and win big for yourself:

Σ        If you are an employee begin making tangible plans to shift from the prostitution of your talents towards Mass Privatization and begin tapping your infinite potential thus creating the wealth you deserve. As the great Martin Luther King, Jr. said, “ a man can’t ride your back unless it is bent,” (King 1963, p31). You are worthy of more than being a cog in an Industrial Age machine. You are pure creativity able to create anything you desire and worthy of all of the material and non-material wealth of the universe (Chopra, 1993). Try Network Marketing, become a NeuroNet partner, let NeuroNet help you start your own Mass Privatization enterprise, start your own business. Help lead the greatest peaceful revolution is history, remembering, “a true leader is not the one with the most followers but one who creates the most leaders”  (Walsch, 1997). Mass Privatization is about turning everyone into a leader creating Businesses without Bosses.

Σ        If you get the Mass Privatization message pass it along. “ A true teacher is not the one with the most knowledge but the one who causes the most others to have knowledge.” (Walsch, 1997).” “When information flows cash flows,” and Mass Privatization is a knowledge flow system producing the Intelligent Enterprise.

Σ        If you are already self-employed connect with others on the Internet and form into a networked organization of teamnets for leverage, synergy and increased wealth through The TeamNet Factor.

Σ        If you are a small business owner restructure your baby bureaucracy into a Mass Privatization enterprise for leverage, synergy, creativity, customization, speed, growth and increased wealth. Produce The End of Bureaucracy and The Rise of the Intelligent Organization.

Σ        Understand and perpetuate the role of information technology in liberating humanity and Building a Win-Win World.

Σ        Learn computers, get on the Internet and begin networking producing The Death of Distance.

Σ        Support progressive programs within organizations creating a Higher Standard of Leadership. Work to integrate and synthesize these programs towards Mass Privatization, creating Visionary Business as opposed to using the fad of the month approach.

Σ        As a customer, demand quality, service, customization and speed from your suppliers creating The Accelerating Organization. Help push them beyond the capabilities of their control-based systems. Sometimes we change only through crisis.

Σ        Develop your creative and intuitive abilities The Artist Way. Start by reading books on these subjects. (See the NeuroNet web page under reading list.)

Σ        Expand your vision and thus your wisdom—make it 2020 Vision for Conscious Evolution. Learn to synthesize and think systemically. Start by reading books on these subjects. (See the NeuroNet web page under reading list.)

Σ        Increase your emotional and spiritual intelligence using books, support groups, through teams and networks. Begin Putting Emotional Intelligence to Work. (See the NeuroNet web page under reading list.) Practice Stephen Covey’s Seven Habits of Highly Effective People and move on to deeper material such as Thomas Riskas’ Working Beneath the Surface or Marianne Williamson’s Return to Love and many others. (See the NeuroNet web page under reading list.)

Σ        Begin working where your passion is. Do What You Love and The Money Will Follow.

Σ        Embrace diversity and understand how and why it is needed for mass customization, your growth and wealth. Join The Web of Inclusion.

Σ        Improve your ability to empathize and see from others perspective. Understanding that empathy is the key to Mass Customization and meeting others’ needs and your wealth.

Σ        Become a life-long learner. Read, Read, Read! Listen to audio tapes while you drive. Remember that knowledge today is wealth and directly convertible to dollars. As you begin working in Mass Privatization communities, the more knowledge you have to draw from the more wealth you can create in The Knowledge Economy.

Σ        Support expanded social and economic freedoms at every opportunity with Liberation Management.

If you decide to voluntarily accept the challenge of leading the creation of a new win-win civilization beware.


“There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success than to take the lead in the introduction of a new order of things.”

Niccolo Machiavelli, The Prince

Conclusion

Our social institutions are dying. The pain we feel is the pain of death and birth simultaneously, the death of one civilization and the birth of a new one. We have entered a pe­riod where the conservative, non-risk taker requiring stability has become the risk taker, the radical and the gambler. A pe­riod where the one who refuses to change will surely be the one who loses the most in the coming years. There is no going back to the way things used to be. “Back to the basics” is a failed policy. The future has already begun and the trend is clear.

Starting today you must have a completely new outlook on life. You must be responsible. You can no longer depend on employers, unions or governments to look out for your economic well being, to provide you with a job, retirement, social security, health care or a safety net.

From this day forward you, and your global network of partners, are responsible for cre­ating work and wealth for yourself. If you have no network you have no security. All of the rules have changed. The guarantees and promises made to you by Industrial Age society are null and void and will be breached.

The government and controlled economies have no choice as the power bestowed upon them in the Industrial Age slips away to you the individual supplier and customer. Likewise you the individual supplier and customer have no choice as to whether or not to accept this responsibil­ity. Mass victimization is no longer an option.

As most companies and employees are not seriously preparing, the number of companies which will fail to make the transition could be extremely high. And there likely will be no unemployment benefits, no Welfare and no Social Security safety nets to catch those who fall. Your network is your security. As we stand poised on the edge of the great­est advancement and growth boom in history, we may stumble. Many may lose life, fortune, standard of living and suffer tremendous hardship.

We, the individuals, are the only ones who can make the change. Our corporate and political leaders have neither the power, vision or intelligence needed to address the root causes. We, the people, must wake up from our Industrial Age sleep, which our factory style schools, jobs, and governing system have lulled us into. We must come out of our defined cubbyholes and take responsibility. Our leaders cannot do what needs to be done to correct our problems, for this responsibility lies not in their bureaus of specialty. It is not in their job descriptions.

Based upon history, real change usually only comes through crisis. The evidence shows that the crisis has begun. Tens of thousands are dead from the transition. We can possibly lessen or prevent the crisis if we align ourselves with the change. Today we have the technology, knowl­edge, power, ability, intelligence, and willingness to move faster towards win/win wealth-creation.

We must use intelligence to recognize what is occurring and move with the natural flow of things and with all deliberate speed. Either way, we will have to make the transition. Mean­dering along simply means that we shall pay a higher price in life, death, suf­fering, standard of living and debt for our children. Meandering also risks complete collapse and a possible dark millennium.

The universe does not guarantee our standard of living or our survival. Perhaps our ances­tors had to meander during periods of social transition because there was little or no precedence, as well as little knowledge to use what precedence there was. We are fortu­nate because we can learn from their mistakes. As the late Carl Sagan said, “we see further be­cause we stand on their shoulders.”

Getting aligned with the coming change will allow us to avoid the pain and prosper significantly. Let’s get on with it. Let’s stop the bleeding and start the fun, passion and living! This shall be the most fun and exciting time of our lives!

Copyright 2000 by Barry Carter


Next: Advanced Papers by Barry Carter

About Barry Carter.  

Infinite Wealth is available at the author’s website, and can be purchased in bookstores everywhere including Amazon and Barnes & Nobel. There is also an abbreviated free online version.

Reason Wilken’s Review of Infinite Wealth

Front Page

Wednesday, August 13th, 2003

Today, we complete the series on Understanding Nature: See: 1) The Macroscope, 2) Looking through the Macroscope, 3) System Science, 4) Energy & Survival, 5) Information and the Interactive Society, 6) Time and Evolution, 7) Values and Education


Scenario for a New World

Jo”l de Rosnay

I should like this final chapter of the book to be an opening onto the future, not a conclusion. Every criticism, every thorough examination of one type of society and its scale of values ought to lead us toward a new design for society. How can we discern the major features of this society through the gropings of social innovation–the experiments, the successes, the failures that we witness? From what point of view can we formulate and represent such a design?

I propose to reassemble in condensed form the principal themes of the preceding chapters. There are several ways of doing this. One can apply classical methods of forecasting and then try to describe in detail one aspect of the future society. One might, for example, project a small number of tendencies from among the most marked. Or one might adopt the “prospective” attitude, studying the present from the viewpoint of a desirable future in order to determine the meaningful events of today.

One can also try to confront the principal themes of the main currents of contemporary thought that I have presented by adopting a descriptive attitude, the most objective possible. Or, on the other hand, one might choose a normative attitude and orient the proposition in terms of a personal position or an ideology.

Beyond the normative and the objective there are also the expedients of science fiction, political fiction, and utopian writing. All these methods are well known to planners and futurologists and are widely used.

In terms of my own objective, however, the one method that appears to combine them advantageously is the method of “scenarios.” The principle of that method is that the future is never given in its totality; it can be determined only through choices made by people devoted to building their future. Thus there is an infinite number of possible “futures,” and a scenario is nothing but a more or less detailed description of some of them. A scenario clarifies decisions and facilitates choices.

But a scenario does not describe what is probable or even what is possible. For between the probable and the possible there is political will as much as there is chance, catastrophe, global crisis, or revolution. A scenario describes situations as they might be, situations that are plausible in a given context and in terms of what one knows of the evolutionary tendencies of the principal elements of the system under study. In this respect the scenario is quite like a game; one acts as though the description were possible and one had some relation to it.

Every scenario is a bit biased, as is the case with the present one. First because it is unique, whereas usually the rule insists that one compare several scenarios (for example, the pursuit of unrestrained growth; the slowing of economic growth while the present pursuit continues; catastrophes; the global crises of the economies; wars and other conflicts but such a comparison would take too long. Secondly because one again encounters several of the ideas, suggestions, and theses that I propose and defend in this book. (It will be easy for you to pick them out, recognize them, and criticize them.) My purpose, I recall, is to stimulate thought and reflection, not to attempt to impose my opinions. In order that you may use your imagination as you will, this scenario voluntarily assumes the somewhat dry form of an outline: I have conceived it in the form of notes sent by a reporter to a large weekly news- magazine. The details are left to you to invent.

When will the scenario take place? Does it refer to a particular country or to a composite of several countries? It is neither possible nor even necessary to be precise. Some of the situations described in the scenario could exist in the 1980s, others not before the end of the century–and only in the so-called developed countries.

Travel Notes in Ecosocialism (August 12 to October 15,  8 A.C.)[1]

Ecosocialism, ecosociety, ecocitizen, ecocommunications, ecohealth, ecocongress…. This is not a new “ecocult”! The prefix “eco” symbolizes here the close relationship between economy and ecology; it puts the accent on relationships among men and between men and what they call their “home,” the ecosphere.

At the time of the first electronic referendum taken on individual terminals the ecocitizens preferred, instead of a national anthem, a quotation from Dennis Meadows, an American university professor who in 1971 had called attention to the need for limiting growth ( see notes ).

After two centuries of growth, we are now burdened, in the natural and social sciences, with blind decisions and obligations. At the present time, there is no economic theory of a society founded on technology where the rules of interest lead to zero, where the productive capital does not lead to accumulation, and where the main concern is about equality rather than growth. There is no sociology of balance which is interested in the social problems of a stabilized society where men and women of an older age are in the majority. There is no political science of equilibrium capable of enlightening us on the means of exercising the democratic choice in a society where short-term material gain would cease to be the criterion of political success. There is no technology of balance which gives absolute priority to the recycling of all forms of material; to the use of solar energy which is not a pollutant; to the minimization of flows of material as well as energy. There is no psychology of the state of stability which lets man find a new image of himself or allows him to find other means of motivation in a system where material production would be constant and balanced according to the limited resources of the earth.

This would be the great challenge to each of our traditional disciplines: to elaborate on the project of a society which finds its material motives and its attractiveness in a state of equilibrium. The task would be heavy with technical difficulties and concepts. The solutions would not only be more satisfactory to the spirit but would also be an immense advantage to society in general.

The coming of ecosociety took place in three main stages, each founded on a type of economy that corresponds to a given environment: the economy of survival (primitive society), the economy of growth (industrial society), and the economy of equilibrium (postindustrial society or ecosociety).

The economy of equilibrium (or stationary economy) that characterizes ecosociety today does not imply–as some believed in the late 1970s– a “zero growth.” The limiting of choice to two alternatives, “growth at any price” and “halting growth,” was probably the result of the preponderant use of a logic of exclusion peculiar to that period, a type of logic that eliminated any nuance of meaning, any complementarity. It was obvious that the real question was not one of growing or not growing but rather the problem of how to reorient the economy to serve better at the same time human needs, the maintenance and evolution of the social system, and the pursuit of true cooperation with nature.

The economy of equilibrium that characterizes ecosociety is thus a “controlled” economy in the cybernetic sense of the term. Some sectors can pass through phases of growth, others are kept in dynamic equilibrium, and still others maintain a “negative” rate of growth. The “equilibrium” of the economy results from the harmony of the whole. As in life, this stationary state is a controlled disequilibrium.

One model of society proposed during the 1970s came close to ecosociety; this was the convivial society of Ivan Illich ( see notes ). But this model was also far from it when one considers certain aspects that I shall describe. First we must recall the meanings according to Illich of the two fundamental concepts of conviviality and radical monopoly.

A society in which modern technologies serve politically interrelated individuals rather than managers, I will call “convivial.” . . . I have chosen “convivial” as a technical term to designate a modern society of responsibly limited tools.

The man who finds his pleasure and sense of balance in the use of the convivial operation is austere. Austerity does not have the connotation of isolating nor of enclosing oneself. Austerity according to Aristotle and to Saint Thomas Aquinas was founded on friendship.

The establishment of radical monopoly happens when people give up their native ability to do what they can do for themselves and for each other, in exchange for something “better” that can be done for them only by a major tool…. This domination assures obligatory consumption and subsequently restrains the autonomy of each individual. It is a particular type of social control reinforced by the obligatory consumption of mass production that only the heavy industries can provide.

Illich in his model appears to have underestimated certain technologies whose development was slowed neither by crises nor by changes of government: the telecommunications explosion, the miniaturization and decentralization of data processing, and mankind’s mastery of certain natural processes, particularly in biology and ecology. Telecommunications and microcomputers have thus permitted the creation of decentralized networks of “distributed knowledge” controlled by the users themselves. This progress had been made possible by a closer association between the human brain and the computer. This association, founded on voice recognition, handwriting recognition, pattern recognition, and a verbal dialogue with the computer, has gradually changed the computer into a veritable intellectual assistant.

The mastery and the imitation of some natural processes were achieved at the industrial level through the use of microorganisms and enzymes in the production of food, medicines, and chemical substances useful to society, and at the ecological level through the control and regulation of natural cycles with the objective of increasing agricultural production or eliminating more efficiently the wastes of social metabolism. These techniques of bioengineering and ecoengineering opened the way to new industrial processes that are less polluting, that use less energy, and that are easier to control and decentralize than were the old procedures of mass production.

Lenin used to say, “Communism is the Soviet people plus electricity.” By the same token, ecosociety is conviviality plus telecommunications! For the great economic crises and the technological breakthroughs transformed the classical industrial society by means of a double movement: a decentralization (or differentiation) leading to the mastery and control of modern tools and a refocusing (or integration) resulting principally from progress in telecommunications and microcomputers.

This double movement fostered an increase in the effectiveness of community management at the base level (and consequently the progressive disappearance of certain “radical monopolies”) and an increase in each individual’s participation at all levels of the social system.

Decentralization is based on individual responsibilities, while participation allows a regulation of the metabolism of society (from the decentralized level to that of the great macroscopic feedback control loops). Clearly this reestablishment of the balance of powers is accompanied by deep modifications in the political, economic, and social structures.

Contrary to the industrial societies of the classical type, structured “from top to bottom,” ecosociety is structured from “bottom to top,” from the individual and his sphere of responsibilities through the organization of communities of consumers who guarantee the decentralized management of the principal organs of the life of the society–notably the energy transformation systems, the educational systems, and the electronic systems for communication, participation, information processing, and (in certain sectors of industry) production.

Ecosociety acknowledges the coexistence of private ownership and state ownership of production systems. In the extension of the liberal regime ecosociety favors innovation and the ability of free enterprise and free competition to adapt. However, it submits businesses to strict control by the communities of consumers and users. These communities work closely with political leaders at the national level through a participatory planning system that allows the selection of the major objectives and the determination of the principal deadlines.

“Social feedback,” which takes place at all hierarchical levels of society allows the control and the application of participatory planning as well as the adaptation to new conditions of evolution.

The main feedback controls apply for the most part to energy consumption, the investment rate, the population growth rate, and the principal cycles corresponding to the functions of supply, production, consumption and recycling.

Energy consumption is maintained at the level that existed at the beginning of the 1980s. This is not monastic austerity; the energy is better distributed, better conserved, and more efficiently used.

Investments in new production capacity serve to balance the obsolescence of machines and buildings and to open up new areas according to social needs.

The birth rate is maintained at a level that equals the death rate of the population; this guarantees a stationary state.

The cycles of supply, production, consumption, and recycling were completely reorganized. The creation of channels of recovery and decentralized systems for sorting materials have enabled the metabolic cycles of the social organism to be connected again with the natural cycles of the ecosystem.

Ecosociety is decentralized, community-minded, participative; individual responsibility and initiative really exist. Ecosociety rests on the pluralism of ideas, styles, and ways of life. As a result equality and social justice are making progress, and there are changes in customs, ways of thinking, and morality. People have invented a different life-style in a society in equilibrium. They have realized that the maintenance of a state of equilibrium is more delicate than the maintenance of a state of continued growth.

With the help of a new vision, a new logic of complementarity, and new values, the people of ecosociety invented an economic doctrine, a political science, a sociology, a technology, and a psychology of the state of controlled equilibrium.

This other way of life is expressed in all social activities, especially in the organization of cities, work, human relationships, culture, customs, and manners. (The total integration of telecommunications in everyday life is significant here.)

The cities of ecosociety have been thoroughly reorganized. The oldest sections were restored to the people, free of automobiles. There the air is again fit to breathe and silence is respected. Pedestrian ways are numerous; on the streets and in the parks the people take their time.

The new cities are broken into multiple communities made up of interconnected villages. It is a “rural” society, one that is integrated through an extraordinary communications network that does away with needless travel and enables many people to work at home.

In business and industry many employees are no longer required to spend long hours at rigorous work. The extension of methods for managing working time has brought about a veritable liberation of time. The breaking up of individual hours and the synchronization of activities that results from it were balanced by the accountability of a “collective time” that permits a better distribution of work both in industry and in society. The management of time also affects other periods of life: vacation time, education, professional training, careers, and retirement.

Ecosociety catalyzes the appearance of service activities–the almost total dematerialization of the economy. A large percentage of social activities is based on mutual services and the exchange of services. The matching of people and ideas is facilitated by the new communications networks–intellectual endeavor through decentralized computer systems.

Industrial societies formerly were unable to support the exorbitant increase in the costs of education and health, and the quality of these services deteriorated. Ecosociety started again from the nodes of the human network. Mutual instruction and mutual medical assistance were achieved on a grand scale. Whereas the mastery of the megamachine of the industrial societies required an advanced education, specialized instruction in ecosociety is considerably reduced. It is now more global, more practical, and more meaningful. Meanwhile, people consume less drugs, call their doctors less often, and go to hospitals only in exceptional cases. Living is healthier, the methods of preventing illnesses more effective. More time is devoted to stimulating natural immunities than to controlling diseases by means of “outside” chemical agents. Balanced nutrition and exercise are key factors in self-management of health.

Oil and energy are still widely used in ecosociety, but their use has been stabilized at a level that permits an equitable distribution of resources. This has led to deep modifications. Programs for putting into operation new nuclear power centers have been dropped. The decentralization of energy transformation plants has led to the exploitation of new energy sources. Above all, energy conservation and the general struggle against waste have made it possible to stabilize energy consumption. Society has learned to use the internal energy of social systems, energy that was formerly expended only in periods of crisis–war or revolution.

Motivation that leads to action used to be inspired by self-interest (money, honors), by constraint (regimentation, fear of fines), and occasionally by the comprehension of the usefulness of one’s action and a sense of social responsibility. The “transparency” of ecosociety, better information, and more effective participation have led gradually to the bringing into play of the two latter motivations, without which there is no real social cohesion.

In industry and farming the energy-intensive procedures were replaced by soft technologies and natural processes. In some transformation industries, such as petrochemistry, activities that had high energy costs were abandoned. The recycling of calories and raw materials is practiced on a wide scale. Manufactured products are more durable and easier to repair; thus maintenance and repair have become revitalized activities. Craftsmanship has been reborn, and objects are personalized rather than standardized.

The biotechnological revolution radically modified agriculture and the food processing industry. New bacterial species have become man’s allies in production and recycling. Artificial enzymes are used to produce fertilizers and foods. But there are still restrictions because of the thoughtless waste of the previous industrial society.

Ecosociety is an explosion of quality and feeling, the exploration and conquest of inner space. Less preoccupied with economic growth, and producing and consuming less, people have again found time for themselves and for others. Human relationships are richer and less competitive; people respect the choices and freedoms of others. Everyone is free to pursue pleasure in all its forms: sexual, aesthetic, intellectual, athletic. Individual creativity and personal accomplishment play an important role in the community. People admire the unique and irreplaceable character of a work of art, a scientific discovery, or an athletic achievement.

Scientific progress was marked by the prodigious development of biology. Yet more than ever there are problems in the relationships between science and politics, science and religion, science and ethics. A “bioethic” reinforces the new morality of ecosociety. It is founded on respect for the human person; it orients and guides one’s choices. For the people of ecosociety have amazing power at their disposal: hormonal and electronic manipulations of the brain, genetic manipulations, syntheses of the genes, chemical actions on the embryo, in vitro culture of the embryo, choice of sex, and control of the processes of aging.

The relationship between man and death has evolved; death is accepted and reintegrated into life. The aged participate in social activities, and they are the object of respect and consideration.

A religious feeling (an emergent religion, not merely a revealed religion) enriches all activities of ecosociety. It supports and validates action; it offers the hope that something can be saved because there exists in every one of us a unique power of creation and because the outcome of society rests in collective creation.

This is one scenario from among many, for one world among many. Is it a dream for the most part? Perhaps. But it is important to dream. And why cannot dreams be taken for realities . . . long enough to build a new world?

Paris, September 1978

Copyright © 1977 by Jo”l de Rosnay


Jo”l de Rosnay, Docteur ‘s Sciences and scientific writer, is presently President of Biotics International, a consulting company specialized in the impact of new technologies on industries, and Special Advisor to the Director General of the CitÈ des Sciences et de l’Industrie at La Villette  of which he was Director of Forecasting and Assesment until June 2002. From 1975 to 1985 he was Director of Research Applications at l’Institut Pasteur (the Pasteur Institute in Paris). Read more about Jo”l de Rosnay. Visit his website: Crossroads to the Future.

Read his online book: The Macroscope

Front Page

Tuesday, August 12th, 2003

We continue from our earlier series on Understanding Nature: See: 1) The Macroscope, 2) Looking through the Macroscope, 3) System Science, 4) Energy & Survival, 5) Information and the Interactive Society, 6) Time and Evolution


Values and Education

Jo”l de Rosnay

Our education remains hopelessly analytical, centered on a few disciplines, like a puzzle whose pieces overlap rather than fit together. It is an education that prepares us neither for the global approach to complex problems nor for the interplay between them.

Nevertheless the present generation of eighteen- to twenty-five-year-olds itself poses problems globally. It seems that through a thousand parallel channels, passing from the traditional media to those of the counterculture by a sort of osmosis with nature and society, the young people have learned to discover for themselves a form of the systemic approach. In their own way they are applying it to the resolution of problems that previously defied the analysis and logic of their elders. Quite naturally they have taken advantage of the macroscope as a commando weapon.

Yet this emergent thought, this new manner of seeing and judging the world, is not the monopoly of one generation alone. Other men and women, of all ages and at all levels of society, share it today. Thus I prefer to call it simply the “new way of thinking.”

Birth of a Global Vision

The new vision of the world is not the effect of a single cause but the result of the convergence, integration, and interdependence of a large number of factors.

Some observers emphasize the catalytic effect of communications. Others underline the sudden realization, brought on by the environmental crisis, of the limited character of our planet. Others stress the clarity of the political critics of the industrial society and the analysis of its far-reaching ecological, economic, and human effects. And still others single out the postwar population explosion in the industrialized countries for having conferred a global “class consciousness” on an entire generation.

It is impossible to dissociate these elements from one another. However we can try to distinguish in the global vision the influence of cultural and psychosociological factors as well as that of external factors associated with the phenomenon of evolution in its most general sense.

Certain great scientific discoveries have contributed, perhaps more than anything else, to expanding our vision of the world and to opening people’s minds to the global approach. We must cite first the two most influential ideas bequeathed us by the nineteenth century: the idea of evolution in biology and the idea of entropy in thermodynamics. We have seen how they made it possible to integrate “vertically” the different levels of complexity in nature. But we must also cite new disciplines born out of the confusion of the 1940s: cybernetics, information theory, systems theory, and computer science. They insert themselves like wedges in the cracks between our partitioned but disjointed representations of the world, and they break apart our restricted and fragmentary vision of nature and society.

The plunge into the immense past of man, life, and the earth, as represented by the generalized study of evolution, leads to another confusion, this time of philosophical character. It traps such observers as us in our own objectivity.

Thanks to what science has taught him about the mechanics of its own evolution, the subject can now “put himself in nature’s place,” ask questions about the “logic of the living,” and see himself in the “mirror of objectivity.” The observer has cast his net over nature, thinking he could remain outside the phenomena he studies, a neutral, impartial, incorruptible spectator. But in his net he recognizes another aspect of himself, connected by his own fibers to the life and matter that preceded him on earth.

In this context we are led again to the eternal questions of our origin the meaning of life, the consequences of our actions, our destiny. In the global context these questions appear in an entirely different light. The new vision no longer wants to–no longer can–separate object from subject. It cannot separate the certainty of the experiments accomplished patiently by science from the meaning and the finality of the conscious and creative action that transforms the world.

These upheavals in science and philosophy, joined to the major political ideologies of the nineteenth century (inspired as much by materialism as by spiritualism), have helped to facilitate the emergence of the new way of thinking. They brought to our lips the questions we are asking about the reasons, the motives, and the finality of our activity and our education .

Until very recently we were blind and deaf to the changes and the pulsations occurring in this great social organism of which we are the cells. We lacked the necessary perspective to discern its structure; we lacked the time to follow its slow transformations or to take apart its functioning machinery embedded in duration; we lacked instruments and methods for approaching the complexity of its organization and its processes.

Today, suddenly, everything is changed. The explosion in the means of communication, the acceleration of evolution, and the interplay of energy and economics have torn away the veil that hid the planetary totality from our eyes. At the same time the derisive and limited view of “spaceship Earth” made its dramatic appearance.

We see with our own eyes, with all the force of “live” broadcasting, the image of our planet as seen from the moon through the television cameras of the astronauts. A strange mirror: at the very moment that humanity regards itself, it could almost “wink an eye” by turning out all the lights of a large city.

This narcissistic vision prolongs and reinforces itself in time. Every day the newspapers publish photos, taken by meteorological satellites, of the cloud cover above the oceans and the continents. Geographical and geological satellites detect the smallest pollution of the seas–these lakes on whose borders we dwell–and send back pictures whose precision surpasses that of all the maps made from surface surveys.

Huge international organizations, travel agencies, airlines, hotel chains, and international expositions and sports events maintain a worldwide network that ensures the mobility of men and ideas. By sending us facets of our own image, these multiple mirrors force us to assume a global consciousness of both our diversity and our profound unity.

There is a close relationship between the speed of the diffusion of ideas and the collective perception of a “now” in the world. Fashions, the moral revolution, and technical breakthroughs spread with epidemic speed. Ideas have the “infectious power of viruses,” as Jacques Monod has said. When the terrain is ready, it is invaded totally. The influence exerted by the young people is felt at once throughout the world–and on all the major problems: human rights, women’s liberation, the protection of nature, economic growth, and the place of art, religion, and subjectivity in the industrial society.

The meeting of civilizations and cultures brings about an integration of the values of civilization and a complementary differentiation of cultural values. Through “world public opinion,” “collective consciousness”–and even the “collective unconscious”–we see the outline of an emergent “psychology” of the noosphere gradually taking shape.

We never realize fully the importance of the vital functions of society until one of them slows down or we are deprived of them altogether.

Perhaps the best example of this simple observation is that offered by the energy crisis. Just as we discovered the pervasive role of energy in society, we realized suddenly the complexity of its distribution and utilization networks–for large industries, for small companies, for each one of us individually. As a consequence the worldwide interdependence of manufacturing industries and the interdependence of national economies were brought to light.

More important, we suddenly became aware of our power as individuals to act collectively through complex control systems over which we thought we had no influence. It was probably a revelation for many of us to discover the far-ranging effects on the economy of one country of the restrictions on automobile travel and the potential efficiency of systems for the salvage and recycling of discards–all dependent on the efforts of each individual.

The global perception of the functioning or malfunctioning of the social organism depends on many other positive and negative factors. Among them are breakdowns, such as the famous blackout of the east coast of the United States in 1965, and strikes of international impact, such as postal strikes, airline strikes, slowdowns by flight control operators at international airports, and walkouts by computer operators in banks. These strikes affect entire regions and countries, thereby reinforcing a sense of worldwide social interdependence.

Natural catastrophes such as droughts, floods, tornadoes, earthquakes, epidemics, and famines are as much emergencies as they are aggressive forces that make us consider, in spite of ourselves, the problems of others–and draw us more closely together, no matter what may be said. Violence in all its forms–repression, guerrilla warfare, terrorist activities, airplane hijackings, the taking of hostages–mobilizes the attention of millions of persons simultaneously throughout the world. Nuclear testing in the atmosphere unites in opposition to it countries of very different customs and ideologies, and it focuses world opinion.

The economy, through its planetary dimension, contributes perhaps even more to this global perception of functions. The fluctuation of prices on the major stock exchanges, losses or lower prices in commodity markets, runs on gold, variations in the exchange rates among currencies, and the interdependence of problems that arise from food shortages, energy crises, and inflation–all these factors help to strengthen our sense of participation in the vital functions of an organism that surrounds us, that we do not see, but whose pulse of life we feel.

The acceleration of evolution culminates today in the still greater acceleration of the social system of the developed countries ( see notes ). The awareness of this acceleration contributes to the development among young people of a sense of impatience and a sense of the obviousness of the evidence.

Consider the sense of impatience. More than ever young people are measuring the gap between their expectations and the inertia of institutions, the disparity between what they learned in school, the world as they see it, and what the world could be. This impatience has been a part of every “new generation” whatever the period, but today it is heightened by the acceleration of events. Never has the future seemed so hazardous and so uncertain. Everything is possible: the collapse of the economic system, wars, dictatorships. Why then should one study patiently to accumulate knowledge that will be out of date when one is ready to use it? Why devote long preparation to careers that may be nonexistent in ten or twenty years? Why, as do so many adults today, live a boring existence in an office or a factory? Extreme attitudes often influence the responses to these questions: rather than try to integrate oneself into a social system that may be living out its last years, one should appropriate as soon as possible those things that one considers valuable, for nothing is guaranteed. We also see the beginning of a marginal class and marginal crafts, perhaps foreshadowing certain traits of the postindustrial society.

Consider, too, the sense of the obviousness of the evidence. For the acceleration of history is extraordinarily revealing. Like a film that has been speeded up, it discloses evidence of direction or purpose. Better informed through their many parallel channels of communication, observation, and mutual education–and more open, too–young people discern much better than their elders the occurrences, the developments, the situations that often escape the notice of experts and specialists. Each of these raw events is placed in a wider context that clarifies it and gives it its true meaning. The sense of priorities intensifies the feeling of impatience in the face of inaction, impotence, or resignation.

Could it be such a connection between a more global vision of the social organism and a more acute perception of the effects of acceleration that confers on the new way of thinking a gift of insight? In place of the ability to analyze, there seems to have been substituted a new faculty, that of pattern recognition. The new way of thinking appears to have taught people to view the world through the macroscope, to detect and recognize its grand patterns. This global vision has led to the substitution of the systemic for the analytical, shared subjectivity for noncommunicable objectivity.

The extensive modifications of our representations of the world are produced with such rapidity and lead to collective movements of such breadth that we confuse them most of the time with fads. Most social scientists neglect to study them or to analyze them by traditional methods. Only a few sociologists and some enlightened journalists have known

how to integrate, by means of a more global approach to problems, the new dimensions of a world in acceleration. This has helped them to explain these changes better and to place them in the context of the general evolution of customs, values, and culture.[1]

The contribution of these sociologists or journalists has very often been criticized by their more traditionalist colleagues. For their approach is very different; like the generation they observe, they use the same faculties of pattern recognition. They look at things through the macroscope, using a systemic approach that allows them to integrate facts in multiple facets that enlighten their words and reveal their meaning. Some of their interpretations inevitably contain weaknesses, gaps, even errors, but their contribution complements that of the classical sociologists.

Today the “marginal” sociologists exercise a strong influence on a generation that recognizes itself in the mirror set before it. Their vision catalyzes and strengthens a universal movement whose breadth surpasses current fads and poses clearly the real problems of civilization.


The Emergence of New Values

One very profound criticism of society and the nature of human relationships is elaborated in the turmoil of modern society. This is chiefly the fact of a generation that is often as foreign to traditional customs and values as the inhabitants of another world would be, were they suddenly dropped in our midst. It is difficult to regroup the principal criticisms and to identify the basic values on which the new way of thinking rests. Nevertheless I should like to try to do this, but not without taking some precautions.

These new values are not destined to be substituted abruptly for the old; there is no linear or sequential evolution here. But there is juxtaposition, coexistence, and sometimes complementarity, according to the degree or the speed of evolution of the various social groups for which the new values are relevant.

In attempting to answer the question so often asked by the generation in power–”What do the young people of today offer in place of what they are trying to destroy?”–I shall consider the major criticisms that the new way of thinking directs at contemporary society. Later in the chapter I shall bring them together in a summary table that stresses the main points of transition between traditional values and emergent values ( see page 205 ). The character of this presentation may be somewhat schematic, but its purpose is to allow a reexamination of the relationship between the aspirations of a generation and the education we propose for it.

Criticism of Authority

Criticism of authority is linked to criticism of the legitimacy of power as we perceive it. This power is symbolized by the “nine pillars” that, since the beginnings of civilization, have maintained law, social and moral order, and security in human societies: the State, the Church, the Family, the School, the Courts, the Military, the Police, and–more recently– Business and Medicine. Authority manifests itself in the orders (or resolutions invested with the authority of whoever holds the knowledge or the divine right) of “the chief”: the president, the clergyman, the father, the teacher, the judge, the general, the policeman, the boss, the family doctor (Fig. 95).

These guardians of the moral and social order were accepted by earlier generations in the same way that the institutions they represented were accepted. None was disputed; everyone accepted their commands and deferred to their authority. Today, however, we question the legitimacy of power and its applications. To action through influence and motivation, we oppose the direct exercise of power. For influence implies freedom of choice rather than physical constraint. And there are roughly just two ways of moving things and people: direct exercise of power and influence.

The direct exercise of power can depend on physical force or on psychological and moral constraints. Its legitimacy rests in the power conferred by the possession or control of an energy or money capital. Influence depends on the force of idea and example; it often has recourse to “knowledge capital.” The first approach generally acts on structures in order to change people, and the time between the application and the result is relatively short. The second approach tries to modify people’s minds in order to change structures, and the time involved is obviously much longer.

Great leaders are perhaps those who know how to measure out the two approaches in the light of the time and the circumstances. Totalitarian dictatorship would thus seem to be the political caricature of the direct exercise of power, while the caricature of indirect action through influence might be the form of intellectual dictatorship practiced in some elite educational and religious orders.

The new way of thinking questions all forms of the abuse of power. Attempting to avoid abuses, the new way of thinking tries to oppose institutional hierarchy and the centralization of power with the continuous evaluation of a hierarchy based on competence and the decentralization of responsibilities. The traditional pyramid of authority, rank, discipline, and domination is transformed into a more “horizontal” organization that resembles a living cell. In this type of organization, power, elitism, sense of duty, and adversary relationships are replaced by shared obligations, participation, interior motivation, and partnership. This is the reverse of traditional power and authority; it is management by the base, by interdependent communities. This reversal is foreshadowed in the proliferation of words prefixed with “self-” or “co-” whose power lies in the ability to evoke action: self-determination, self-management, self-discipline; co-ownership, co-responsibility, cooperation, and co-decision.

Criticism of Work

The essential criticism of work goes beyond simple disrespect for its value, and questions its ethic. It attacks the conditions, the environment, and “the rules” of work–not in order to praise idleness (as one might often think, judging from some extreme attitudes) but in order to liberate working time so that each individual may again govern his own time, work under his own conditions, at his own rhythm, and for irregular periods–so that each person may personalize his work.

Why produce so much when we no longer have the time to consume what we have produced and when what we produce irreversibly degrades nature? Why work so hard to accumulate material goods if we no longer have the time to fulfill ourselves in our relationships with others?

This criticism has repercussions for a whole set of conformities, practices, and rules that have always been taken for granted: diplomas, the career, competition, success. And it brings out the hypocrisy of the “work alibi.”

Diplomas. No longer considered the keys to social success, diplomas are the means of defining, in terms of one’s own deadlines and one’s own potential, the personal rules by which one learns to organize oneself, to enrich one’s mind, and to see oneself through. After the confrontations of the late 1960s, the students of the 1970s appeared to be concentrating more than ever on their studies and their diplomas. They became selfcentered, they worked for themselves.

The career. It seems delusive to spend a large part of one’s life preparing for duties that will no longer be the same when one is ready to assume them. Instead of a single linear career, one may prefer a series of multiple trajectories. One may even interrupt one’s professional preparation for a period of reflection and commitment.

Life is a succession of choices and objectives. Adaptation is the rule. In a changing environment the laws of cybernetics bring out the efficiency of servomechanisms, which are capable of adapting themselves, and the failure of programmed mechanisms. Because of the acceleration of evolution, no career can be programmed. The choice of a career should no longer be the major decision of one’s life.

Competition. Up to now professional competition has appeared to be a healthy motivation for success. The new way of thinking rejects all competition that is heir to the traditional “struggle for existence” and spurns any notion of simplistic comparison founded on “excellence” and “merit.” For such comparisons generally lead to the arbitrary classification of individuals and to value judgments that limit and impoverish human relations.

It is the refusal to join the rat race. To finish or simply to hold one’s own in this race requires the elimination of every human obstacle that appears before one. Today many people are rejecting competition for the “marginal” professions, where one finds now and then the warmth of human relationships and the time for reflection.

In a somewhat naive manner, society, freed from the notion of competition, no longer sees itself as a jungle but as a community of interests whose evolution depends on helping one another, on cooperation, shared education, and partnership.

Success. Social success, too, has long been considered the principal motivation of the professional life and an indirect factor in economic and social progress. With success come honors, attention, respect, position, security, material well-being, and power. These are the essentially selfish values of a civilization founded on the conquest and domination of nature and the servitude of one man to another.

In the new way of thinking, success is based on personal accomplishment. It is the enrichment of experience that one feels in one’s contacts and interactions with other persons and other cultures, the pleasure that comes from work well done, the sense–still so difficult to achieve in the context of our societies today–of the usefulness and the effectiveness of one’s actions. People are looking for a “role,” an involvement, a cause, rather than the specialized but ultimately insignificant job that modern society all too often offers.

The hypocrisy of the “work alibi. ” Perhaps even more than it criticizes the diploma, the career, competition, or success, the new way of thinking criticizes the hypocrisy of rules stemming from work that has become an end in itself, that produces its own immaterial rules and develops a logic unrelated to real life.[2]

Outward signs of wealth are deservedly taxed, but we exaggerate the value of “outward signs of work.” In many organizations, especially in Europe, one is still judged–and promoted–on the basis of the thickness of one’s reports, the quantity of notes, memos, and letters produced daily, the number of meetings and telephone conversations, and the length of one’s working day. Each of us in his professional life has known at least one incompetent boss who was incapable of making a decision or motivating those who worked with him but who nevertheless held on to his position because, raised in the same environment, he had the same values and the same ethic as those who admired his “work pattern” and his “devotion to duty.”

We confuse feverishness and efficiency. Our remaining methods of control are based more on the quantitative than on the qualitative, which is harder to evaluate.

Already the image of the tired businessman or the overworked executive is no longer a source of respect but one of pity. Their excessive activity and the pressures they must endure are in many cases justified, made necessary by the responsibilities or the special conditions of a particular situation. But doesn’t this activity often mask marital or family problems that one is trying to forget or to escape? “Exaggerating the value of work can hide a flight from reality,” Denis Vasse points out in The Time of Desire. “Work can be the most deceitful alibi of man”; “the need to work lends itself to any subconscious justification.” And there are the usual cliches: “I can’t take a vacation, I’m swamped with work”; “I don’t see my children because I never get home before nine”; “He’s a slave driver, but you have to excuse him–he is overworked.”

These are no longer acceptable excuses, for they denote a refusal to accept full human responsibility. And many young people today are declining to squander their energy in a sterile and empty contest in which appearance has the advantage over reality, where the image that one creates counts more than what one actually does.

Criticism of Reason

It was in the name of reason and logic that political and industrial leaders influenced by scientific and technological achievements created the civilization of progress, economic growth, and the domination of nature.

The new way of thinking distrusts reason and logic. Of course the analytical method, Cartesian logic, and the principle of sufficient reason have been indispensable tools in man’s attainment of a certain level of development; everyone recognizes this. But these methods, principles, and postulates are no longer the only bases of knowledge. To objective knowledge we can now oppose subjective experience; to “life” defined in scientific terms, the experience of having lived and the quality of that experience.

To emphasize the necessity of such an advance, I offer as example the replacement of the logic of exclusion (to which our education has accustomed us) by the logic of association. The logic of exclusion leads to reasoning in opposing and mutually exclusive terms such as true or false, good or bad, black or white. It leads to the well-known dichotomies of thought in which certain ideologies inherited from the nineteenth century take refuge. The class struggle (in the Marxist view) and economic competition (in the capitalist view), for example, opposed as they are in fact two sides of the same coin. Both are derived from the Darwinian concept of the struggle for existence, and this struggle is everything or nothing, life or death. On concepts of this kind we build a scale of values that determines our action or our opinion with respect to others: if I am right, you are wrong; if I win, you lose. This is the zero sum in game theory. It leads, as we discover every day, to sectarian and intransigent attitudes.

Biology and ecology show us that there are no such entrenched oppositions in nature. Every relationship or equilibrium is founded on pluralism, diversity, mutual causality. There is no logic of exclusion or opposition but there is a logic of association or complementarity. Thus biological or ecological thinking leads to the emergence of associative values that foster tolerance, the respect for other ideas and cultures.

The logic of exclusion, associated with a causal, analytical, sometimes reductionist conception of society and its evolution, has led numerous political and industrial leaders to be concerned only with objects (things, people) and to disregard subjects (persons, life). We train men to manufacture material objects or to manage people conceived as objects situated in large organizations.

Today this basic criticism also applies, in a vague way, technical progress, to the finalities of research or economic growth. From this comes the extreme antiscientific, antitechnological, antirational attitude that one finds on so many university campuses.

We look for a social role for science. Great universities traditionally dedicated to teaching and research now add “services” to their agenda, helping–for example–municipalities or government agencies to approach social problems of such complexity that their solution warrants multidisciplinary cooperation.

Such criticism of reason often leads to attitudes that are now and then extreme or naive. Yet these attitudes indicate a willingness to be open toward subjectivity–what observers sometimes interpret as an “escape” into the irrational or into mysticism: the infatuation with Oriental religions, astrology and magic, the rediscovery of Jesus, and even a sort of ecological pantheism verging on an “ecocult,” or a devotion to the great cycles of nature.

Criticism of Human Relationships

It seems intolerable to the new way of thinking that those who trust in an all-powerful authority, in the value of work, in reason and logic, can, in the name of law and order, cover up crimes against a country and allow repression, hypocrisy, lies, and the manipulation of consciences to be used widely. The most recent history has shown us how the very people who deplored the erosion of traditional values, the lack of idealism in young people, the disintegration of manners and morality where the first to corrupt and pervert human relationships in major government bodies or in business, through their untruths and their egotistical, partisan attitude.

Seen in such a context, the pressures exerted by American youth on the media and on Congress in order that justice be rendered in the Watergate affair could be the transposition to the level of political morality of the struggle they led against big business at the end of the 1960s to establish a new environmental morality.[3]

Human relationships, at all levels of society, ought to be founded not only on a morality for individuals but on a new morality for the groups among them, one compatible with that for individuals. This group ethic, an essential intermediary between the morality of the species and that of individuals, has yet to be created.

One way of creating the new ethic is to go beyond one’s own interests in order to understand other people better. The only real way of communicating with others, according to Charles Reich, is to be true to oneself first ( see notes ). One must succeed in defining one’s own values, goals, and lifestyle, at the same time accepting and respecting those of other people. This point of departure brings out dramatically the poverty of human relations in contemporary society–the injustice, the privilege, the intellectual and material conformity, the segregation of old people, the lack of affinity between education and real life.

Criticism of the Plan for Society

Clearly we must try to go beyond the forum of the traditional political critics of society to indicate the directions that the new way of thinking is taking. Once again extreme attitudes and caricatures run the risk of concealing meaningful movements.

It has become almost commonplace to proclaim the failure of two plans for society, that offered by unrestrained capitalism and that offered by bureaucratic communism. But it is more difficult to define the “third direction,” in which the new way of thinking is headed. Beyond the Chinese model, beyond Illich’s conviviality, beyond ecologism, or Naderism, how can we integrate into the postindustrial society what each of these directions brings, while avoiding being taken in by the ideology under attack?

I am aware of the difficulties of the task, and following this chapter I shall try to describe in broad terms the likely structures and functions of such a society, using an indirect method, that of the “scenario.” But at the critical level we must first reconcile the fundamental points that the new way of thinking will emphasize: centralization of power, bureaucracy, the descending flow of information, growth and consumption, the quality of human relations, dogmatism in science, anarchy in technology, the inadaptability of institutions, and deficiencies in education.

It is an account of failure–the failure of the application of science and technology to make us masters of nature, the “failure of the dreams of Descartes and Faust,” as Roger Garaudy has said so aptly ( see notes ).

To formulate a new plan for society, we must start with new relationships among men, between man and nature, and between man and his future. We must call on the creative talent of the individual and respect of his independence, his pursuit of happiness, his search for pleasure, and his desire for personal accomplishment. Inevitably this requires, alongside the traditional “liberty, equality, and fraternity,” pluralism, personalization, responsibility, and participation.

To clarify the values on which a new plan for society might be founded, I offer the following table, which contrasts traditional values with emergent values. Of course this is not a matter of mutual exclusion, but one of complementary enlightenment.

Traditional Attitude
Emergent Attitude
CRITICISM OF AUTHORITY
Authority founded on power, secrecy.
Authority founded on influence, openness of motives, competence.
Respect for institutional hierarchy, devotion to established institutions, sense of duty, sense of obligation.
Continuous evaluation of a hierarchy based on competence, institutional innovation, personal motivation.
Elitism and dogmatism, centralization of power, conflicts of powers.
Participation, openness, criticism; decentralization of responsibility, relations based on competence.
CRITICISM OF WORK
Importance of diplomas; responsibility based on age, theoretical knowledge, social rank.
Importance of participative experience; responsibility founded on ability to resolve problems and motivate people.
Linear career, programmed progression, competition, honors, success.
Multiple careers, succession of choices and objectives; cooperation, personal joy, personal accomplishment.
Prizing of contribution and personal effort, hard work, devotion to an organization; exaggerated valuation of “outward signs of work.”
Prizing of creativity and collective merit; creative work at one’s own rhythm, commitment to a cause, efficiency in accomplishing a given objective.
Material job security, need for hierarchical domination and discipline; specialized jobs.
Liberty achieved through acceptance of risk and through diversity of functions; need for cooperation and communication, “role” of social responsibility.
CRITICISM OF REASON
Logic of exclusion (Manichaeism); unidirectional, causal, sequential.
Logic of association (ecosystemic), mutualist, globalist.
Principle of sufficient reason, postulate of objectivity, analytical method.
Contribution of shared subjectivity, complementarity of objective facts and lived experiences, systemic method.
Pure knowledge.
Inventive thought.
Defense of finalities in science and technology.
Criticism of finalities in science and technology.
Acceptance of technical progress, economic growth and power, the domination of nature.
Acceptance of technical progress as a function of social need, equilibrium and sharing, partnership with nature.
CRITICISM OF HUMAN RELATIONSHIPS AND THE PLAN FOR SOCIETY
Partisanship, stubbornness.
Tolerance.
Aggression, cynicism, skepticism.
Openness, naivete, enthusiasm, sense of usefulness.
Use of others for personal ends; projecting an image of force and strength.
Respect for others, being true to oneself.
Domination, private interests.
Cooperation, sharing of interests, search for a group ethic.
Uniformity, homogeneity.
Pluralism.
Quantitative.
Qualitative.
National power, individual well-being, economic growth.
National involvement, individual improvement, balance and sharing.
Patriotism, chauvinism, nationalism, imperialism.
Internationalism, interdependence of nations and cultures, religious and philosophical contributions.
Unrestrained capitalism, bureaucratic communism.
Conviviality, leftism, Maoism, ecologism, radicalism.

A collection of new values does not make a political ideology. The emergent values could very well be rearranged; for example, at the individual level (morality, ethics, religion), at the cultural level (philosophy, science, technology, art), or at the political, economic, and social levels.

Such a regrouping would place them in a hierarchy and bring out their dominant values, but it could also lead to repetition and would require too normative an approach.

We must not founder in a smug idealism, seeing the remedies for all our ills in the new generation. The important thing is to notice–in the absence of any clearly recognizable manifesto, politics, or practice– how its ideas and its values modify modern society. More than through a coherent and even shared political approach, it is through example, influence, individual action, collective movements, life-styles, and behavior that the new way of thinking will slowly but profoundly change our industrial society.

On the other hand, what appear as independent actions or fashions belong in the coherent global context that I have tried to describe and explain.

We are also witnessing the birth of a new religion founded not on “revealed truth” but on a truth compatible with our objective knowledge of the world. It is an emergent religion that results from a collective creation and that accepts the immersion of the spirit in matter.

In all their diversity, the ecological movement, the search for a spirituality drawn from Oriental religions, the T’ai Chi movement, and the human potential and awareness movements that still flourish on the California coast all denote a search for a global vision of the universe that is compatible with a personal ethic and individual and collective action.

We find the most exaggerated contrasts at the level of life-styles and behavior. To make them more personal, we might enjoy comparing (admittedly a somewhat simplistic contrast) the “technocratic” style and the “hippie” style of the 1960s. What could be more revealing than the study of these two extremes? For technocrats, the only thing that matters is action–doing and making do, through reason and technology. For hippies, what counts is feeling, relationships with others. One can contrast the two attitudes by referring to the discussion of the various criticisms and the table of the preceding pages. One will find, in varying degrees and with many shades of meaning, this characteristic contrast of the two life-styles.

Are we moving toward a schizophrenic world divided between those who believe themselves invested with a mission to push the world forward and those who prefer to profit from it–between robot actors and pleasure- loving spectators? To avoid such a division, we must be more attentive than ever to the gropings of the new way of thinking. We must define, along with the young people of today, free of all demagogy and paternalism, the main directions of the education that they need to face the twenty-first century.


Systemic Education

The emergence of new values changes each personality even as that personality is modifying its relations with others and with the world. What does modern education propose in the face of the demands of an entire generation? Far from helping it adapt to a new environment will it constitute a cultural aggression? Or, as Marshall McLuhan calls it, a new “tribalization”?

For some years efforts have been made through traditional instruction to integrate the disciplines and to increase motivation and participation among students. Yet new methods and techniques still do not offer a global approach based on the systemic approach. That is why I want to try to outline the basic principles of a systemic education and to suggest several new approaches that might be integrated with traditional instruction. [4]

One way to evaluate what a systemic education can achieve in comparison with traditional instruction is to start with an extreme, almost exaggerated point of view, that traditional instruction is based in part on principles and methods inspired by those used to increase productivity in shops and factories. In education the division of work is replaced by the division of knowledge. Thus we can appreciate the limits of traditional instruction, its approach, its means, and its methods. This instruction emphasizes, essentially, seven principles that I might define in a very irreverent manner:

Basics: Knowledge that one must master before knowing how it will be useful.

Subjects: That which each of us must assimilate in small quantities in order to acquire a “minimum knowledge.”

Program: Organization of subjects in time in order to increase the efficiency of the process of acquiring knowledge. (That which is not in the program obviously has no educational value.)

Course length: The theoretical minimum time needed to assimilate a given quantity of information.

Equality: The principle that says that everyone shall receive the same amount of information in a given time (too bad for the slow ones, too bad for the bright ones).

Fields: Processes of “fractional distillation” in which each plateau represents a school year and through which an individual has to specialise for his entire life.

Examination: An initiation rite invented by adults, in the course of which the student demonstrates (so that he may quickly forget) what he has temporarily learned, in order to obtain in exchange a passport for entry into active life, called a diploma.

In all countries, clearly, efforts are being made to bring greater flexibility to this rigid framework of instruction. Numerous innovations have already upset traditional methods. But without the global approach the various attempts to modernize instruction are perhaps doomed to failure. Among the most striking innovations are the audiovisual method, the multidisciplinary approach, teaching machines, programmed textbooks, and computer-assisted instruction. Each of these means is often considered an educational innovation in itself; suitable for accelerating the process of acquiring knowledge, and therefore an efficient means. Yet if one were to evaluate the systemic impact (in relation to all other forms of instruction) of each of these methods, one would see that their incorporation in an educational process that remains basically unchanged does not lead to the “educational revolution” that people expect.

The Illusions of Educational Technology

The audiovisual method has immediate pedagogical utility only to the degree that the student himself repeats what he has just seen on the screen. (Piaget noticed this long ago ( see notes ). That is how the student registers new facts. Knowledge is not a “carbon copy of reality”, it is an “operative process” that ends in transforming what is real into action or thought, in acting on objects in order to transform them. Thus the feedback loop between observation and action, of which I have spoken repeatedly, ought to be found again at the instructional stage. Without feedback, isolated audiovisual instruction risks being only “another verbalization of a picture.” To avoid this, the audiovisual presentation must be filled out with individual action, group participation, and the simulation of reality.

The purpose of the multidisciplinary approach is theoretically to permit the solution of complex problems by benefiting from the illumination of several disciplines and the complementarity of their methods and techniques. But without a systemic approach to blend and integrate the respective contributions of each discipline, the multidisciplinary approach never goes beyond the mere juxtaposition of disciplines. A true multidisciplinarity cannot arise from the a priori juxtaposition of specific disciplines on the same campus or in the same university building- it must be the result of a purposive organization, made necessary by problem solving. Experience shows that multidisciplinary cooperation is more effective in systems design (convergence of disciplines) than in systems analysis (divergence of disciplines). When we disregard these facts, we only mingle the researchers of various disciplines, believing we are leading them to collaborate. We create a disparate organization, not a judiciously integrated functional system.

About fifteen years ago educators (and private companies) had great hopes for “educational technology”: programmed textbooks, teaching machines, and computer-assisted instruction. Thanks to the works of Skinner and Crowder on programmed instruction, the techniques of linear and branched programs allowed professors to dissect their courses and to give their students a “predigested” instruction that was entirely new. But the use of the new techniques was never as important as their promoters had predicted. Programmed texts in general had little attraction–as little for those who edited them as for those who used them. As for the teaching machine, it was too costly to be used on a wide scale, and it did not adapt well to student work habits.[5]

The computer represents, in principle, the ideal extension of the programmed text and the teaching machine. We can write programs, simulating a dialogue between teachers and students, that broaden the scope of programmed courses and give them more flexibility. Since 1960 experiments in computer-assisted instruction have been made in several American and European universities. They have shown that it is possible to use the computer to individualize instruction, to control a multimedia environment, to communicate with hundreds of students at the same time, to test and mark students, and to suggest further reading to supplement their knowledge.

Unfortunately, the cost of computer-assisted instruction at present is much too high; systems in operation are too expensive to be merely “turning the pages of a good programmed book.” And the results that have been achieved in student interest and educational effectiveness have been little more than modest. Today, apart from some significant results we cannot say that computer-assisted instruction represents, for the moment, a direction as promising as we thought it at the end of the 1960s.

The relative failure of these new educational methods emphasizes the need to decentralize technical means and to increase student participation. It is clear that the new educational technology follows in the direct line of the traditional unidirectional courses, of which it is more often than not only a straight technological transposition.

The Basis of Systemic Education

The systemic approach in education cannot be substituted for the traditional approach, nor can it resolve magically its principal problems. The systemic approach is an indispensable complement to traditional education. But the effective implementation of this complementarity necessitates both a simplification and an enrichment of present-day instruction. A simplification of our instruction because if we continue in the analytical approach, there will be (there is already) too much to learn. And an enrichment because the systemic approach, uniting facts in a coherent set, creates a conceptual frame of reference that can facilitate learning by traditional methods.

Systemic education must also define its principles and its methods by beginning with biological facts and psychosociological fundamentals– not to impose a certain kind of education that would be the same for all students, but on the contrary, to help all people, whatever their age or educational attainment, to acquire new knowledge and to make more effective use of it. It seems to me that systemic education should try to benefit, more than it does at present, from our knowledge of the functional organization of the brain and the basic components of human nature.

Recent research on the organization of the brain has revealed a pronounced functional difference between the two cerebral hemispheres. Because of the reversal of the nerve fibers that occurs in the corpus callosum, it is the left side of the brain that controls the right side of the body, and vice versa. And it is the left hemisphere of the brain that controls verbal activities such as reading and speaking, while the right hemisphere controls the perception of spatial relationships and pattern recognition.

The solution of problems requires two kinds of cerebral functions. The analytical function processes information sequentially; the intuitive function processes information simultaneously.

In other words, the left side of the brain, the location of the processes that govern reading, speaking, and calculating, is a tool of precision and analysis. It is the logical and rational part of the brain. In a complementary way, the right side of the brain is a tool of integration and synthesis. It enables one to recognize a pattern or a melody, and it controls the sequence of coordinated movements that one employs in sports or in dancing. It confers the sense of timing and it dominates artistic creation. Through the use of symbols, analogies, visual representations, and models, it is the framework of intuition.

We still cannot explain why evolution produced such a differentiation in the brain. But we recognize that our education seems to favor the left side of the brain disproportionately over the right side. That is, it favors analytical thought over systemic thought; rational thought is emphasized rather than intuitive thought. Doubtless at some time in the evolution of man and humanity the analytical, logical, and rational approach was one of the conditions for the survival of the species and for the domination of nature. This may no longer be true today.

The great constants of human nature are expressed as needs or drives at the biological, intellectual, social, and symbolic levels. But I prefer to speak here of components (which introduce the idea of properties) rather than traditional needs, which seem to be too closely linked to a given socioeconomic context. The four fundamental components are: the biological, in which the organism is the unit; the intellectual and behavioral, in which the person is the unit; the social and relational in which the citizen is the unit; and the symbolical, in which the being is the unit. These four components are integrated in the totality that is the multidimensional man. Systemic education must also take into account this multiplicity of human dimensions.

The Principles of Systemic Education

On the practical level, how can we formulate and then apply the basic rules of systemic education?

One experiment has served as my model in formulating such principles. This experiment, the Unified Science Study Program (USSP), was conducted at MIT between 1967 and 1972 and was then taken up by numerous American universities. I was part of the teaching staff. Its “guinea pigs” were a hundred volunteers, eighteen-year-old freshman students. The original particulars of the program were that the students would study fundamental subjects (mathematics, physics, chemistry, biology, the humanities) related to a multidisciplinary project chosen from a list prepared by the team of fifteen teachers. In his own way the student would arrange to do his bibliographical research and then his laboratory experiments. Courses were prepared in cooperation with the teaching staff; some students would teach other students, and there would be no formal examinations. The student could demonstrate his command of the subject matter in four ways: the preparation of a minithesis; an oral or written examination; a presentation before the staff and students- a proposal for study that included a justification of the pertinent materials and the subsidy required for continuing the research.

The program was divided into five interdependent levels: atomic, molecular, biological, social, and ecological systems. The dynamics of these systems would be taught through simulation and teaching games, facts through self-instruction techniques (quizzes and self-teaching guides). There would be a “dry” laboratory for physics studies and a “wet” laboratory for chemistry and biology. Finally, one day a week would be given to reevaluating the program in the presence of both staff and students.

The general approach of the new education is clearly that of the systemic approach discussed in the second chapter. I simply want to add a few considerations of a practical nature that apply particularly to the first chapter, which was of a more pedagogical nature.

1. Avoid the linear or sequential approach. The traditional approach consisted of treating A in detail in order to understand B, which was then studied in detail in order to approach C. One never knows what the teacher wants to achieve; one only hopes it will ultimately be useful.

On the contrary, the systemic approach in education involves returning several times at different levels to whatever is to be understood and assimilated. It approaches the subject matter through progressive steps. Following a spiral passage, student and teacher take a preliminary look at the entire subject in order to define it, to evaluate the difficulties and the unknown areas, and then return to it in greater detail, even at the risk of some repetition.

2. Beware of overly precise definitions that may polarize and dry up the imagination. A new concept or law ought to be studied from various angles and seen in many contexts. This leads to the mutual enrichment of concepts through indirect illumination rather than the automatic use of a definition.

3. Emphasize the importance of mutual causality, interdependence, and the dynamics of complex systems by stressing disciplines that integrate time and irreversibility, such as biology, ecology, and economics. Even at the elementary level, the bases of systemic education could be represented by descriptive models or reasoning models used in these disciplines; they would complement the traditional instruction of mathematics, physics, and chemistry.

4. Use themes of vertical integration, general themes that make it possible to integrate several disciplines and several levels of complexity around a central axis. This is what I have tried to do in the chapters on energy, information, and time. Depending on the relevant levels of knowledge, one can even use more specific themes.

Here are several examples taken from the natural sciences. Around the concept of continental drift it is possible to teach the complementary aspects of geography, geology, biology, and ecology; at a higher level, geophysics, paleontology, genetics, and climatology. Using blood and hemoglobin as a central theme, one can bring out many of the fundamental laws and principles of physics, organic chemistry, biochemistry, molecular biology, physiology, cybernetics, and genetics. The theme of the origin of life can bring together astrophysics, physical chemistry, geology, molecular biology, biochemistry, and the theories of evolution and ecology. With the help of a theme such as farm products (food or animals), one can integrate elements of microbiology, nourishment and diet, hygiene, the process of fermentation, and the prevention of illness.

5. Keep in mind that the acquisition of facts cannot be separated from the understanding of the relationships that exist among them. This principle is valid for all levels of instruction; only the resources change and adapt themselves to the levels of knowledge.

The Methods of Systemic Education

The first rule of systemic education is to let the student learn at his own speed (the principle of self-learning). The resources used will vary with the level of instruction. One might employ self-teaching modules that are made up of questions and answers but differ from programmed textbooks in that they permit greater flexibility. One might even use a computer-assisted instruction program specialized in a specific application.

The learning of the course material is supplemented by teaching kits that make it possible to perform simple experiments. The kits may include slides, 8mm film loops synchronized with texts recorded on cassette tapes games, and models. This is the multimedia “package.” The audiovisual thus has its place in these packages, where it is part of a whole educational system.

The second rule is interaction; its most often used resource is simulation. Simulation is building a model of reality and making it function as though it represented one aspect of that reality ( see page 82 ). In education simulation can take several forms.

Noninteractive simulation[6] is represented by films, especially animated films, that communicate the dynamic elements of a complex process (chemical reactions, physical and mechanical laws, the functioning of a machine, biological and social processes, industrial growth, etc.). A computer equipped with a graphic output or visual displays and a camera can produce animated films. These films result from the synthesis of images rather than the filming of a subject in reality. Computer-made animated films will no doubt have considerable educational impact in the coming years.

Simulated games, with or without the help of a computer, are a basic method of systemic education. Very generally, a game can be defined as an activity taking place between two or more decision makers who try to attain their objectives (win the game) while taking into account various constraints and limitations (the rules of the game) ( see notes ). Thus the game is a model of processes and rules that correspond to real events, situations, and objectives.

The educational simulation game takes various forms ranging from games in cardboard boxes to business games that utilize computers. In the latter each player has a role that corresponds to a real-life function: general manager, financial or marketing director, foreman, and so on. He formulates strategies, trades with others, forms partnerships, makes decisions, and evaluates in real time the consequences of his action– thanks to the information that is fed back to him from his environment.

While classical instruction concentrates on the events themselves, simulation affords an ideal way to facilitate the perception of the dynamic relationships that exist among the elements of a complex system. It is very difficult–if not impossible–to describe in words, spoken or written, simultaneous and interdependent interactions. It is much easier to understand the rules of a game, whether it be football or bridge, when one has seen it played or tried to play it oneself.

Simulation games can train one to find intuitive solutions to complex problems, to perceive opposition, conflict, balance of power, delay. The design and construction of a game also offers considerable educational value; one must first carry out a detailed system analysis, then execute the model. Consequently one must interrelate variables and then question their limits and the effects of their interrelationships.

Today simulation games are used on many occasions in business schools, industries, universities, and elementary schools. The “case study,” often used in preparatory courses in business management, is another kind of game, but it cannot take advantage of the complexity of interactions in real time.

It is likely that the new generation of miniature computers or microprocessors will help to develop new interactive educational games in a decentralized and easy-to-use form that makes use of the ordinary television set.

Finally, computer simulation, when it is possible, is the indispensable complement to the acquisition of facts. Its principal advantages were listed earlier ( see page 82 ). Experience shows that students who have made a model of the system they are studying are led, as in a game, to ask “good questions”–the limits of variability in the parameters of a system, the precision of basic data to be introduced into the model. Now they look for these facts in specialized books, when formerly they did not feel motivated by the traditional course that consisted of learning a collection of unrelated rules and facts without first having a use for them. Model building and the writing of computer simulation programs are therefore particularly educational, especially when the programming language and the symbolism used are simple.

Education must first teach young people to create rather than to copy faithfully what has been created by others. They must also learn to understand the role of time’s duration, which is part of any new work and gives it its unique character and its value. Traditional education has too often neglected this fundamental point–that there is no true original creation without the integration of time.

Obviously the arts lend themselves better to creative activity than do the sciences or technology, where it is difficult to create something entirely new. Traditional arts such as painting, music, and poetry are now part of the curriculum, but the accent is chiefly on the fidelity of the copy rather than on the process of artistic creation.

More modern forms of art such as photography, film, and the production of synchronized slide tapes can also offer students the means of creating original programs and performances. Dance, choreography, film direction, and all forms of artisan creation develop the sense of harmony of form and movement, the sense of timing, the precision and certainty of action. These activities balance the role of the right side of the brain vis-a-vis that of the left side.

Education must also provide the means of relating what has been learned to the immediate environment, to society, and to the world. The reintegration of newly acquired knowledge in its human, social, or economic context tends to reinforce the sense of responsibility and social utility. This re-creates the bond between pure fact and the milieu that makes it meaningful and (as Piaget would say) “operative.”

This concern for the connection between theory and practice, integrated into the curriculum, is now to be found in several universities and an increasing number of countries as alternate instruction. In the course of studying for their degrees, students take paying jobs in business, then return to their universities to complete their formal studies.

Some cities are trying to interest students in municipal activities in order to enhance their sense of social responsibility. The sorting of household wastes, the recycling of materials, and the restoration of natural sites harmed by industry allows them to participate in a useful social activity and to relate their efforts to the ecological cycles.

Other experiments, especially in Canada and in France, have given high school students the opportunity to prepare, with the help of portable television equipment, documentaries and newscasts for local stations and cable television.

One of the surest ways to master a new subject is to teach it to others. Thus students may teach the basics of a course to younger or even older students–and in this way instruction can “snowball.”

This form of mutual instruction can be replaced or supplemented by a rather peculiar type that involves a teaching machine. When a student writes even a simple program for the computer (a very dumb machine that has to have everything explained to it), the student learns to be simple and specific and at the same time to generalize the facts, rules, and restraints that he prepares and puts into the machine. Abstract concepts that are often difficult to assimilate–concepts such as variables, equations, derivatives, asymptotes–take on their full meaning when the student succeeds in “teaching” them to the computer by programming it.

The new approach, then, tries to reverse the unidirectional flow of ideas from the teacher to the class. Now it is up to the students to organize their knowledge from component materials provided by the teacher. At present, paradoxically, it is the teacher who performs the most creative part of the work–in preparing the materials for the course. The students find themselves in the uncomfortable position of having to reassemble the pieces as accurately as possible.

Possible Structures of Parallel Education

The structure of education today takes the form of a tree; we acquire the basics by following a common trunk, then we specialize in order to find a career. Backstepping is impossible or certainly very difficult.

The structure of systemic education would take the form of a pyramid; we would enter at the top through what is most general, most common, even most intuitive in elementary education, then we would define in broad terms the goals of our own education and move toward the base of the pyramid to obtain essential knowledge. Ultimately, everything we learn would be related to action (or the simulation of action).

Are today’s centralized structures of instruction ready for such an upheaval? And what methods might be used alongside traditional methods?

Mutual instruction. Each individual is the center of a communication network and consequently a potential source of knowledge or knowhow. Mutual instruction on the most varied subjects will be developed and applied only at the level of small communities managed by the participants themselves–cultural associations, social clubs, business groups, and senior citizen associations. In the very long term its effectiveness might be greater with computer selective matching and “horizontal” communication networks.

The university without walls. This is already a reality for many people receiving their initial training or a continuing education. The way was led by the Open University in the United Kingdom. The development of cable television and videocassettes will probably enlarge on an educational process that is already bearing fruit and help to make it more widespread in many countries. Media other than radio and television are beginning to cooperate in long-distance instruction. In some California towns the local newspapers publish entire sections devoted to courses for which students can obtain credits at the nearest university or take their examinations.

Free access to knowledge. To extend the notion of self-service to all educational material it is not necessary to wait for the installation (perhaps only hypothetical) of computer data banks for public use or selective information access systems (described in the fourth chapter). Ordinary libraries clearly act as self-service centers for education. And some university libraries, especially in the United States, have an audiovisual center where one can find slides, film loops, tapes, models, and games, depending on the specific programs and courses. Such a center is transformed into a learning center when the student can project the films and slides he chooses. Sometimes students can interact with a computer controlling a multimedia terminal.

Why would it not be possible to have self-service stores devoted exclusively to educational products? It would be like filling a basket in a supermarket, but instead of food or soap powder the basket would contain educational “packages” of books, magazines, games, models, and audiovisual materials.

The computer center. Another form of free access, the computer center of many universities and engineering schools in the United States and (more recently) Europe, tends to become an “open house.” The computers of the data processing department are available to students at night and on weekends as well as during the usual hours of courses. Students learn “on the spot,” working with their own problems, as much about data processing as about their own fields. Thus they can quickly apply their knowledge and verify its range. The role of the more experienced student to whom the novice students address questions is also important. This education is empirical: the theory arrives afterward, the computer acting as a catalyst that accelerates the acquisition–and especially the integration–of knowledge in a greater, more comprehensive system.

Instantaneous feedback. Interaction in real time allows one to learn through trial and error with the help of feedback. The need for this led to the study and the installation of systems of interrogation, communication, and participation adapted to different environments. For some time there have been classrooms equipped with automatic response systems. These systems function by means of keyboards placed at students’ desks; each of the several keys corresponds to one answer to a multiple-choice question asked by the teacher. All answers (and in some equipment the response times) are recorded on a terminal at the teacher’s desk. Such techniques develop slowly, for they limit the students’ choice and they depend too much on the way in which questions are phrased.

Commercial firms are already selling interactive participation systems to universities (for seminar courses, round-tables), businesses (for boards of directors, management meetings, workgroups), and international symposiums (for questions, comments, seminars). These mini networks use miniaturized response terminals that can be held in the hand of each participant; a microprocessor and a giant screen make it possible to tabulate and display the results. In this way we have the use of a continuous opinion poll, made necessary by the increasing effectiveness of group work or collective creation.

Educational parks. These parks could be created by town councils in cooperation with private businesses. Planned in the manner of amusement parks or wildlife parks where animals wander in freedom, these parks would be an extension of the science museums. Young people could play while observing nature and participating in real experiments. Educational parks would try to avoid the disciplinary approach; they would bring together the exact sciences, the human sciences, and technology in order to emphasize not only their complementarity but the importance of a common ground where new methods and techniques could be used to try to resolve complex problems.

The role of industry. The privileged center of professional training and continuing education, industry is probably the level at which systemic education will come to occupy–and more quickly than elsewhere–a choice location. The global model that business represents lends itself particularly well to the description and the assimilation of basic systemic facts (see p. 33). It is not a question of adding a new discipline (such as data processing or marketing) but of learning to collect, integrate, and rank the quantities of information that come continuously from the environment in which one lives. It is thus a matter of synthesizing rather than absorbing ready-made “recipes,” often poorly applied for lack of a general frame of reference.

Numerous educational seminars already solicit business personnel. Perhaps we should try to take advantage of the possibilities offered by the extension of flexible working hours. A special card (like that inserted in electronic terminals for recording work hours) would make it possible for members of a given company to earn an “education credit” by attending at times of their choice (lunch hour or off-peak hours) continuing courses taught right in the company. This education “canteen” is possible today through models of audiovisual classes that permit students to take these courses on a continuous basis, answering the programmed questions and thereby accumulating credits that can be recorded from week to week.

Senior citizen universities. In a society of growth and consumption there is little room for the aged. Youth seems to take precedence over the experience of age. The hiding of death in our society leads to the hiding of old age. But everything can be modified in a society of stationary population and economy. The decline of the birth rate in the developed countries is already changing the pyramid of age and leading to an increase in the population of the aged. Because of the appearance of new values introduced into a society with a stationary economy (such as respect for experience and for those things that endure and perpetuate themselves), we can expect that senior citizens will strengthen their position in tomorrow’s world. Perhaps they will find again the happiness and respect that aged people enjoyed in ancient societies or the prestige of the elders in so-called primitive cultures.

In place of the open conflict between the generations that is customary today (accompanied by the scorn and selfishness of youth and the barriers raised by older people trying to defend their privilege) we must perhaps anticipate and prepare for an unprecedented cooperation between youth and the aged. As older people take advantage of the educational opportunities open to them, as they reflect on and synthesize newly learned material, their minds will accept the general ideas and global approaches with greater facility. This is the role that the universities for senior citizens must take up in order to arrive at a more equitable sharing of powers in a more balanced society.

[1] I am thinking particularly of the work of Jacques Ellul, Marhall McLuhan, Herbert Marcuse, Margaret Mead, Edgar Morin, Charles A. Reich, Jean-Francois Revel, and Alvin Toffler (see bibliography).

[2] Obviously this criticism and rudimentary analysis applies chiefly to salaried work symbolized by ”the office.”

[3] Traditional morality (in politics, for example) was founded all too often on such principles as “the law of the stronger,” “the end justifies the means,” “out of sight, out of mind,” and “never admit anything.”

[4] The principles of this approach pertain to various levels of instruction: primary, secondary, advanced, continuing, and adult.

[5] Programmed texts and teaching machines are nevertheless used regularly today, and some editors have succeeded in preparing excellent manuals for specific applications.

[6] The creation of educational films by students can be considered a form of interactive simulation.

Copyright © 1977 by Jo”l de Rosnay


Jo”l de Rosnay, Docteur ‘s Sciences and scientific writer, is presently President of Biotics International, a consulting company specialized in the impact of new technologies on industries, and Special Advisor to the Director General of the CitÈ des Sciences et de l’Industrie at La Villette  of which he was Director of Forecasting and Assesment until June 2002. From 1975 to 1985 he was Director of Research Applications at l’Institut Pasteur (the Pasteur Institute in Paris). Read more about Jo”l de Rosnay. Visit his website: Crossroads to the Future.

Read his online book: The Macroscope

Front Page

Monday, August 11th, 2003

We continue from our earlier series on Understanding Nature: See: 1) The Macroscope, 2) Looking through the Macroscope, 3) System Science, 4) Energy & Survival, 5) Information and the Interactive Society.


Time and Evolution

Jo”l de Rosnay

Everything is linked to time, even the full meaning of words. Any vision of nature and society that wants to be comprehensive cannot ignore the vast problem of time; it determines even our manner of thinking.

The contrast between physical time, a frame of reference that is outside events and phenomena, and psychological time, which is rich with the intensity of living experience, reveals itself in everyday language as well as in the languages of organization and data processing. We speak of time gained or lost, of shared time and real time, of free time and the lack of time.

Beyond the difference between physical and psychological time lies a fundamental question: Do not many of our understandings and irreconcilable points of view arise from the use of strongly “polarized” concepts through implicit reference to a privileged direction of the flow of time? These concepts have an entirely different emotional meaning, depending on whether the unconscious reference is to time that aims toward entropy or toward organization–according to a causal explanation (”pushed” by the past) or a final explanation (”pulled” by the future). Does this also explain the unreconcilable conflicts–between determinists and finalists, for example, or between materialists and spiritualists–that spring up as soon as the discussion turns to evolution?

To go beyond such conflicts, we must free ourselves from what I call our chronocentrism. The term may seem a bit strange; I use it here in relation to two better-known terms, geocentrism and anthropocentrism. Thanks to the theories of Copernicus and Galileo we have succeeded in getting rid of our geocentrism, the stifling idea that the earth is the center of our world. It was just as difficult to escape anthropocentrism, which put us at the center of all living things. Thanks to the theory of evolution, man is again one species among thousands.

Yet the most difficult threshold remains to be crossed. We are prisoners of time and words. Our logic, our reasoning, our models, our representations of the world are hopelessly colored by chronocentrism (as they formerly were by geocentrism and anthropocentrism). From chronocentrism come the conflicts that paralyze our thinking. Can we free ourselves from them?

It is difficult and dangerous to tackle the concept of time. Each of us feels deep inside that he must struggle fiercely, step by step, to preserve the concept, to continue to let himself be guided by this vital thread to which we cling as though it held our universe together. To break the thread would be to risk undoing, stitch by stitch, the net woven by preceding generations, the web in which our past is imprinted and our future constructed.

Nevertheless we must pull gently on this thread to see where it leads and to learn whether it forms a closed loop. To study the world through the macroscope is to try to perceive, beyond details, the great principles that tie us to the universe. Without the attempt to leave the tunnel that time has drawn us into, there can be no constructive dialogue between the objective and the subjective, between observation and action.


Knowledge of Time

Through our sensations we project on the universe the “reality” of terra firma, of geometric space, of time that never stops. Most of the major laws of physics come from the interpretation of information communicated directly or indirectly by the eye and the muscle and then stored in the memory.

The eye is an instrument that is particularly well adapted to recognizing forms, detecting changes, and perceiving movement. Man’s muscle allows him to measure and compare weights and efforts; it leads him to interpret his relations with the outside world in terms of forces. Memory accumulates and concentrates time, whose course is inscribed in the web of our consciousness.

We are accustomed to describing events by using four coordinates: the three spatial coordinates (where the event occurred) and the coordinate of time (when it occurred). Just as it seems to us impossible to conceive of the outside world without relying on geometric properties, so are we unable to describe it without referring to the passage of time. But where does the idea of before and after come from?

Memory and expectation point past time (the before) toward the future (the after). The two modes of conscious behavior are perceived to be different and asymmetrical. We know that we can act on the future but not on the past. We are conscious of knowing the past to the smallest detail, while the future seems to be enveloped in the uncertainty of chance and the possible (Fig. 79).

When we stop the machine tape on which the movement of a pendulum is being traced, we see only a continuous line; when the tape is started again, the line becomes sinusoidal. For the pendulum of a clock there is no process of time. It is our consciousness that creates duration and, like the machine tape, records past information as a series of peaks that we can number. By deciding that one is before and another after, our consciousness can develop a chronology of events.

At the same time as the concepts of force, movement, and before and after, there appeared two concepts that are mutually irreducible, continuity and discontinuity.

We have the sensation of continuous movement as we follow the trajectory of a moving object, as we watch the road unwind under the wheels of a car, as we contemplate a liquid flowing without interruption. But if we turn our attention even for a moment to the location of the moving object, to one stone in the road, or to one drop of the liquid, our concentration on discontinuity immediately destroys the sensation of movement. One cannot concentrate on continuity and discontinuity at the same time.

In the same way, the flow of time can be seen either as duration or as a succession of instants. Intelligence is accustomed to cutting up continuity into moments and objects of determinate shape. Contrary to intuition, which according to Bergson is the feeling of things in motion, intelligence freezes what it isolates from the flow of time. Since its method is analytical, intelligence can understand movements or flows only as a succession of juxtaposed still positions.

This limitation on our perception of nature has great significance. It is found at the root of the distinctions between flow variables and state variables (see p. 73) and between the ondulatory and corpuscular aspects of a fundamental particle. It was in order to overcome such dichotomies that the concept of complementarity was introduced: each entity in nature can be conceived at the same time in its continuous aspect and in its discontinuous aspect.

Time in the Evolution of Thought

A short history of the various conceptions of time in scientific and philosophical thought will help us to sort out the paths of the contemporary theories. Is the concept of time an objective idea, independent of our consciousness observing the universe?

Or does it originate in the rigorous adaptation of human beings to the conditions of the universe?

Time according to Aristotle. To measure the flow of time one relates it to space through movement. For Aristotle “time is the quantity of movement.” Thus one divides space into as many gradations as can be linked together, either by the movement of a shadow on a sundial or, later, by the movement of the hands of a clock. In the same way a road can be divided into segments of equal length, identified by markers and linked by the movement of a vehicle–which brings us again to the measurement of time by the regular speed of a moving object.

Time according to Newton. Newton identified himself with the search for an “objective” time that was outside phenomena, a flow of time that would run through the universe of its own accord. In laying down the concept of universal time as the basis of his mechanics, Newton was led inevitably to the principle of absolute space, according to which each place or each position is identical in every respect to any other in the universe. For Newton there must be privileged axes of reference that are absolutely immobile and that make it possible to describe the universe and the processes that occur in it.[1]

The irreversible time of Carnot and Clausius. The thermodynamics that sprang from the works of Carnot (1824) and Clausius (1865) no longer calls expressly on the concept of space but on the concept of time. It speaks now of transformation and no longer of movement. Irreversibility does not exist at the microscopic level, in the simple, homogeneous systems that are the concern of classical physics. Physical laws obviously take into account the passage of time, but not its sign; negative time and positive time play the same role. If t were changed to -t, the world would be a strange place, but there would be no fundamental conflict with the laws of nature. It is only when the phenomena of dissipation, diffusion, friction, disorganization, transfer of energy, and especially complex systems are considered at the macroscopic level that the irreversibility of time enters the picture (see p. 103).

What can we infer from this? That all systems that are sensitive to the passage of time have in common the ability to move from a state of high organization to a state of disorganization, or a state of higher probability. Thus it is only in complex systems that time seems to run irreversibly and toward increasing entropy. The arrow of time and the arrow of entropy point in the same direction.

A statistical clock has just been added to the moving clocks of Aristotle and Newton, and this clock plainly indicates time as irreversible.

The time of Einstein. The theory of relativity introduced a new upheaval, the transformation of space into time, or the “spatialization” of time (time and space being equivalents). Henceforth we can speak only of a “space-time continuum.” For relativists time does not “pass” and matter is unfolded in both its “temporal thickness” and its “spatial span”–which means that time, like space, is an actual span. We can no longer refer to a “universal time” and an “absolute space.” The properties of space-time depend on the speed at which a moving object travels, and at speeds approaching the speed of light, space-time “contracts” around the moving object. But the time of relativity, like that of classical physics, remains reversible.

Time according to Bergson and Teilhard. Bergson and Teilhard place the direction of evolution over that of entropy ( see notes ). According to Bergson, “all our analyses teach us that life is an effort to climb the slope that matter descends.” Teilhard measures the duration of evolution by the series of transformations that lead matter, life, and society toward states of higher complexity. “We are already prepared to observe that life, taken in its entirety, manifests itself as a current opposed to entropy. …Life, contrary to the leveling play of entropy, is the methodical construction of an organization that ceaselessly grows bigger in the most improbable way.” For Teilhard space-time takes the shape of a cone: the point of the cone is the outcome of cosmogenesis; God is Omega, the end.

Thus the distinction between the two great currents of evolution and entropy is clear in the minds of these two authors. One “climbs” toward life and the mind; the other “descends” toward matter and multiplicity. The ’ascent’ of life seems to have to be measured by a thermodynamic “clock” whose hands turn in a direction opposed to that of the clock of Carnot and Clausius, for instead of entropy it is complexity that appears to increase locally.

Bergson introduces another fundamental asymmetry, that between the time of invention (creative duration) and the time–almost instantaneous–of reproduction. The duration of the universe goes hand in glove with the “possibility of creation that can take place there.” Since every determinist process is foreseeable, reversible, and reproducible, the freedom of the creative act renders this act unforeseeable, irreversible, and impossible to reproduce. In the creative transition from the virtual to the actual–or, as Aristotle said in an especially illuminating way, from the “power” to the “act”–there are unlimited possibilities. The realization of just one among them immediately excludes all the others. This is what gives a work of art its unique character and its value; the moment of creation is an “historic” moment, the moment of copying is commonplace. That is why the future is not given alongside the present; creation requires duration.

Time in Contemporary Theories

In a stimulating book published in 1963, The Second Principle of the Science of Time, a French physicist, O. Costa de Beauregard, provides the first elements that make it possible to reconcile the reversible time of relativity and the irreversible time of the consciousness ( see notes ). He suggests a fruitful hypothesis concerning the manner in which consciousness meshes itself in the universe through the dialectical process of observation and action. Thus the hypothesis integrates the ideas of thermodynamics, information theory, and relativity.

Costa begins with the work of Szilard and Brillouin leading to the equivalence of negative entropy (neguentropy) and information, that is, to Carnot’s principle generalized ( see page 134 ). Its main conclusions deserve recall. Information–which is order, organization, and improbability– is the opposite of entropy–which is disorder, disorganization, and probability. Entropy measures the lack of information in a system. Information is thus the equivalent of negative entropy ( see notes ). Every experiment, measurement, and acquisition of information by a mind consumes negative entropy. Thus a tax must be paid to the universe, and that tax is the irreversible increase of entropy.

Yet the mind can create negative entropy, thereby increasing organization, order, and the quantity of information in the system in which it is found. The global system remains subject to the law of universal degradation.

Carnot’s principle generalized fails to answer satisfactorily three questions: Why does the inquiring consciousness explore the universe only in the direction that sees an increase in entropy, that is, the direction we call “time”? What is the actual difference between neguentropy and information? Why are we conscious of such an asymmetry between observation and action (the first “costing” less than the second)-or why is it easier to destroy and copy than it is to construct and create?

For Costa the direction in which every inquiring mind explores the universe is adaptive. As soon as an animal or a man opens his eyes on the world around him, information from outside is linked to an inward flow. Information appears in the form of waves sent by a radiating source–light, heat, sound. Living beings adapt little by little to the direction of the waves from these sources. This adaptation becomes a rigorous condition of survival, since living beings can act on their environment only to the degree that they receive and intercept information coming from it.

But man can observe phenomena only in the direction of disorganization, since every acquisition of information is paid for by the increase in entropy. Thus each observer follows the course of time by “accompanying” the phenomena he observes. Living is an arrow pointed toward dying; without this imperative condition we could not observe phenomena. And without information all creation would be impossible.

An answer to the first question may now be attempted. It is not matter that advances by “evolving” in a static space-time framework. If anything advances in the spatial-temporal block, it is the inquiring consciousness. The universe is spread out over its entire temporal dimension. Time is given, it does not pass. But because of its adaptation to the conditions of the universe, the consciousness, in order to acquire information, can explore it only in the direction of increasing entropy (the direction of time). The observing consciousness meshes itself in the universe like a funicular on a one-way trip.

On the other hand, by creating new information the consciousness accumulates something in an “opposite” direction–in another dimension, that of creative duration aiming toward ever higher levels of complexity.

The second question concerns the difference between information and neguentropy. Costa de Beauregard cannot avoid reintroducing the subject in the world of objects: every creative or inquiring mind has its influence on the increase of entropy in the universe. Must one dare to use this bridge between the subjective and objective worlds? If one crosses the gap, neguentropy appears as the objective counterpart of information.

We have seen that all information can be measured in a quantitative way (in bits, for example) and that to accomplish this measurement the meaning of the information must be disregarded. Neguentropy is completely neutral and objective. It travels in a telephone cable or in a computer, but it enters and leaves in the form of meaningful information. For the consciousness each item of information possesses a different sense meaning, and subjective value. The mind distinguishes without difficulty between information of high value and information of no interest, even though both amounts of information may be measured by the same number of bits.

Are information and neguentropy perhaps subjective and objective aspects of the same form of potential energy? Costa de Beauregard does not answer the question definitively. However, the transition from one form into another, through observation or action, does imply two asymmetrical processes that strongly suggest the transition from the subjective to the objective.

Classical determinism regards free action as being “impossible” on the scientific level (theory of the epiphenomenal consciousness). Observation, however, raises no difficulty. This is because the consciousness has two fundamental modes of activity ( see page 131 ), ( see page 139). One corresponds to the transformation of neguentropy into information. This is the process of observation, where information means the acquisition of knowledge (Fig. 80).

The other corresponds to the reverse transformation, of information into neguentropy. This is the process of action and creation, where information means the power of organization (to give form to something). In one case the mind is informed, in the other it informs.

The first process actualizes, or puts to use, the information that has been acquired–in distribution, reproduction, and copying. This process costs little in neguentropy (in preexistent potential energy). That is probably why measurement and observation always seem to raise no difficulty.

In contrast, the reverse process of creative action costs very much in information. That is why the creation of an original (as opposed to making a copy) seems so difficult. The popular expressions “actions speak louder than words” and “easier said than done” also reflect this principle.

The temporal difference between the two modes of activity of the consciousness is also very important. The time of actualization can be instantaneous, as Bergson foresaw; it depends only on the efficiency of the duplication and broadcast media. In contrast, the time of free action and organization is related to creative duration. The time of actualization is time that “spreads out” ( see notes ), the time of ontogeny, of our physical life. Opposed to it is time that “adds on,” the time of phylogeny, of evolution, of creative duration.

Contemporary theories suggest that the conventional direction of the passage of time, measured by the passing years (and headed from the past toward the future), is the result of an adaptation of the consciousness to the conditions of the universe.

The time in which an observation occurs is certainly headed in the direction of increasing entropy, in accord with the direction of conventional time. What about the time of creative action? It seems to belong to a time that is qualitatively different, apparently reversed by the consciousness and pointing in a direction opposite to entropy–the direction of increasing complexity. How can we distinguish this direction from that of conventional physical time?

The chronocentric attitude is uncompromising; it refuses to consider the complementarity of two “qualities” of time–just as physicists once considered only evolutions that pointed toward an increasing entropy and refused to integrate into their theories the possibility of a biological evolution.

Chronocentrism adopts a logic of exclusion; it accepts only causal explanations–and emphasizes, in this case, the principle of sufficient reason and the assumption of objectivity. Or, on the other hand, it accepts only final explanations arising from some “act of faith” and subjective action.

The significant difference between the two extreme attitudes is that causal explanation is strongly emphasized in our education and our culture. Causal explanation is based on experiment, demonstration, and scientific proof, while explanation by finality allows neither irrefutable demonstration nor scientific proof.

One advances into so delicate a realm only with a certain caution proceeding by successive stages: demonstrating first why our logic is led astray by circular causality; illustrating then the obstructions that result from the adoption of either causality or finality as the one method for explaining phenomena; and proposing, finally, a new route that may make it possible to overcome these conflicts.


The Prison of Time

The Link Between Chronology and Causality

The cybernetic feedback loop has many interesting properties, some of which are linked to time and have not yet been mentioned. Having discovered them, the first cyberneticians were obliged to introduce finality, or purpose, into the world of machines.

In an information/decision/action loop, information on the results of past actions is the basis for the decisions that will correct a present or future action. Because decisions are made to achieve an end, the consequent action is purposeful; such a loop illustrates the occurrence of an intelligent act (Fig. 81).

Not only men achieve intelligent acts; there are also the cybernetic machines, the servomechanisms. Their “decision” mechanism is also embedded in a feedback loop. The character of this loop is very general, and I have already given numerous examples of it.

Consider the general circuit of any feedback loop and then ask, does cause precede effect or does effect precede cause? It is impossible to say, there appears to be no distinction between them, and they cannot be split apart in time. Causality follows the entire circuit of the loop; so does finality (Fig. 82).

We are forced then to speak of circular causality as opposed to linear causality, which is represented by a vector superimposed on the time axis, where cause coincides with “before” and effect with “after.” Thus a feedback loop is like a serpent that bites its own tail.

The loop of circular causality must not be confused with a cycle. A cycle is always subject to unidirectional time; it is an infinite repetition of the same sequence of events. There is no “becoming” in a cycle, and a cyclical succession can be measured by any clock. However, in a circular causality loop the arrow of time appears to close on itself. It cannot really be said that time “passes”; it is balanced by something else, a kind of conservation of time.

As soon as the chronology of events is questioned, our logic loses its footing and seems ill at ease. Why? Because only chronology permits explanation by causes. To be forced to abandon the principle of causality even for a moment profoundly shocks our logic. We may find it amusing to watch a film being run backwards. But our logic is completely disarmed in the presence of a “vicious circle”; because of the circulation of causality we no longer know “by which end” to take hold of things. Thus there is a close analogy between vicious circles and feedback loops.

We seem to be caught in a vicious circle whenever we look for the origins of a complex system–as in the familiar problem (which came first?) of the chicken and the egg. Or that of the origin of man: every man or woman is born of a couple, each of whom was born of another couple, and so on. To break the circle it was necessary to conceive of the origin of humanity in a “first couple” created by divine will. The same is true for the origin of life: life depends on a very small number of basic organic compounds that are believed to have been made exclusively by living systems. How could life have begun in the absence of these substances? The answer is that the first cell was created by God or–same thing–that the first cell appeared abruptly, fully assembled entirely by chance.

What does reason do to get rid of the irritating logical problem posed by a vicious circle? It opens the circle. It cuts the circle at an arbitrary point, which allows the circle to stretch out straight along the conventional arrow of time. At the same time it recovers the familiar relationship of before-and-after between cause and effect (Fig. 83).

This artificial cut into reality will have important consequences:

Causality appears to be the only method of explanation; we are forced to return, cause by cause, toward a “first cause” lying in the past.

Time “passes” again, for explanation by causes belongs to the process of observation, which points inevitably in the direction of increasing entropy.

We are obliged to adopt a reductionist approach.

In opening the circle even with the slightest cut, we allow an aspect of the whole to escape forever. Now complementarity makes room for a certainty that is limited to a single aspect of reality (Fig. 84).

This is what happens in every analytical approach. Incapable of considering all the interdependencies of the functioning mechanisms of the brain or the cell, we isolate several loops that seem to be essential, and we open them in order to find the familiar relationship of cause and effect. In this way we can explain perfectly well certain aspects of cerebral or cellular behavior through molecular reactions. And we will probably come to do this better as time goes by. But we know that something is escaping direct observation. Is is life? consciousness? the “soul”? I reject any vitalism that postulates the existence, in the heart of living matter, of a principle that will forever escape scientific knowledge. I say simply that the principle of sufficient reason or causal explanation reveal only one aspect of reality, owing to profound limitations linked to our perception of time.

Why are there such limitations on our reading of the phenomena of the universe? Probably because of custom that originates in the adaptive psychological meaning of “before” and “after.” This custom makes a succession of events appear logical to us only insofar as there is chronology, insofar as the arrow of time points toward increasing entropy. Without knowing why, we have associated chronology and causality. The result is that “the convention that defines the direction of time by increasing entropy is inseparable from the acceptance of causality as a method of explanation” (Grunbaum) ( see notes ). Therefore the principle of sufficient reason or causal explanation would depend on our adaptive sense of time. We understand why physics (and with it all science) “accepts causal explanations, where improbability is ‘given’ at the start, and refuses final explanations, where improbability is ‘gathered’ at the end.”

Irreducible Points of View

The limitations of our thinking reach their bounds when we consider the phenomenon of evolution in its entirety, from the formation of living matter to the appearance on earth of living systems and social systems. The discovery of the great history of life and of man was made in reverse– from the complex to the simple, from subject to object–in accord with the “entropic” direction of observation in search of causes–that is, toward the past.

Man is breaking open one by one the vicious circles of the origins that have imprisoned his thinking. The circle of the origin of man is opened: the theory of biological evolution shows that man descends from simpler organisms that preceded him. The circle of the origin of life is opened: the first cell is the result of prebiological evolution. The circle of the abiogenetic appearance of organic substances is opened: they were formed in the course of the geochemical evolution of the planet.

When each of the circles is “stretched out” and the vectors are pointed in the conventional direction of time and then placed end to end, they reconstitute the greater vector of the evolution of matter, life, and society in that part of the universe that is our planet (Fig. 85).

Here we find one of the principal theses defended in this chapter: that the conventional direction attributed to this generalized vector of evolution leads to irreducible points of view.

The conflict between materialists and spiritualists can be traced back to modes of thinking and the use of expressions closely related to the acceptance of a conventional direction of the flow of time. According to the materialists, matter was present before the mind; according to the spiritualists, the mind existed before matter. Thus there came about a kind of hierarchy of preexistence, with greater value assigned automatically to what was there “before.” This polarization is recognized in the expressions “initial impulse” and “final attraction”–matter being pushed (explanation by causes) or pulled (explanation by ends). How could the future both manifest itself in the present and be the cause of it? On the contrary, it is obvious that the past determines the future.

There is the same type of conflict between the Darwinists and the Lamarckists, or more generally between determinists and finalists; the struggle is fierce and the lack of understanding often complete. For the former, to admit any influence of the environment on heredity is to open the door to the spectre of a design of nature willed by a supernatural entity. For the latter, on the other hand, to think that molecular reactions occurring at random can condition heredity and the perfection of an eye, or that they determine thought and behavior, is to reduce what is most “noble” in life to mere matter–and thus to inferiority.

These two kinds of attitudes, carried here to their extremes, are shared by a large number of scientists and philosophers throughout the world. They illustrate a debate that it is helpful to personalize because it poses clearly the problem that interests us here. To do that, we might refer to two French authors whose works have stirred up a controversy that has not yet been calmed. The controversy was caused by Pierre Teilhard de Chardin’s The Phenomenon of Man and Jacques Monod’s Chance and Necessity ( see notes ).

Teilhard says that mind and matter cannot be separated, that there exists only a “mind-matter” analogous to the space-time of the relativists. All evolution–which Teilhard calls cosmogenesis–is the history of the increasing complexity of matter, from elementary particles to human society. At each level of complexity the “inside of things” is revealed in properties that we call life and (later on) reflective consciousness. Each stage sees the mind liberating itself from matter. Pushed to its logical limits, the law of complexity consciousness (the more complex a system, the more conscious it is) leads to the integration of all consciousnesses in a single God, the point of convergence of all evolution.

Monod says that there is no one concerted evolution of the universe but many evolutions that can be studied at the level of biological systems or at the level of social systems. In biological systems evolution is the result of chance mutations that cause changes in the genetic heritage. These changes are retained from generation to generation; this is the property of reproductive invariability. The environment acts as a filter, keeping only the best-adapted species. Life and thought are emergent properties, explained by the play of molecular interactions. The illusion of the “design” of nature is based on the teleonomic (from the Greek teleos, far, and nomos, rule) properties of complex systems, particularly enzymes, whose behavior seems to be directed toward a goal. Biological evolution is the result of the play of invariability and teleonomy.

In my eyes Monod and Teilhard are both right–Monod right in defending the principle of objectivity, Teilhard right in searching for a meaning in evolution. But both are probably wrong in using the approach and the language of the other side. One important point clearly deserves clarification. To do that, we must analyze the causal explanation, to which Monod refers implicitly, and the final explanation, which serves as the basis of Teilhard’s system. Then we shall compare the two approaches, seeking ways to go beyond this choice.

The Causal Explanation: Divergence

Our science and our philosophy are founded on observation. They rely on reason (the principle of sufficient reason), objectivity (the premise of objectivity), demonstration, scientific proof, and the reproducibility of results. We can be rationally certain only after having explained by causality (the same causes produce the same results), verified, and demonstrated the validity of our theories. This is the rule for all good science.

However, as the works of Grunbaum, Reichenbach, and Costa de Beauregard suggest, the principle of sufficient reason, like that of causality, comes directly from our adaptive direction of time. Phenomena are significant for science (and observable) only when they occur in the direction toward which the life of those who observe them is also flowing. We would then be reduced to being absolutely certain only of what is decomposing and able to demonstrate perfectly only what is being destroyed. We would understand much better how things become disorganized than how they become organized.

Because of this, science goes spontaneously toward the past, toward the origins, to seek certainty. Every cause can be linked to a previous and more general cause. Having left the top of the tree, we descend toward the huge limbs that branch out from the trunk. From the millions of people on earth, we come to the “first couple”; from the abundance of forms of life, to the “first cell”; from all matter present in the universe to the “primitive atom.” By pushing causal reasoning to its limit, we must come to cosmological explanations of the type in which all neguentropy, all Improbability is given to begin with. Out of this primary sphere of energy the universe begins to expand, entropy increases, and time passes (Fig. 86).

Retraced in the opposite direction from a point in the past, all evolution founded on causal explanation can only be divergent; we see only arborescences like the tree of evolution or any family tree. From this point of view it was legitimate, as mechanistic science attempted, to try to explain all properties of matter, life, and thought by the interaction of basic particles and the effects of the laws of physics and chemistry. It was common to hear it said that “more can never come of less” or that “time can bring nothing that has not already been given.” From this came the theory of the epiphenomenal conscience and the impossibility of free will.

Scientific and philosophical thought have obviously evolved a great deal from these extreme positions. Today we admit readily to the increase in complexity that manifests itself in the course of evolution and to the emergence of new properties. However, we still have difficulty explaining the “vertical” transition from one level of organization to another level of higher complexity; from one “integron” (Jacob) to another integron; or from one “holon” (Koestler) to another holon. This does not mean that we shall never succeed, as the vitalists and spiritualists claim. Yet in spite of the sharp power of resolution of modern scientific thought, it seems difficult, because of the limitations mentioned, to interpret this vertical transition in any way other than by a juxtaposition of still positions–like the arrow of Zeno of Elea in flight or the arches of a bridge thrown across a river, which cannot follow the river’s course (Bergson).

The Final Explanation: Convergence

The interpretation of the facts amassed by positive science can give a new meaning to evolution. Imagination, intention, and the poetic interpretation of reality help to reveal the full meaning of evolutionary facts. And personal motivation and the will to act depend in turn on the meaning that we give to events.

In this view each finality reaches ultimately toward a single end, located in the future, and in which it integrates itself. Every goal, every intention can be linked to a goal or an intention at a higher level and of a more general character. Finalities do not appear at the extremity where blind determinisms play. But at the human stage of evolution they are increasingly evident; humanity can handle its own destiny, thereby ensuring the relay of biological evolution. Everything points to the fact that evolution is converging toward a single end, which can be portrayed as a cone that is the reverse of the first. In this construction may be recognized Teilhard’s cone of time, cosmogenesis, at the close of which the mind liberated from matter will be gathered at the end of time, at the Omega point (Fig. 87).

Such a representation returns in reality to an inversion by the consciousness of the conventional direction of time. For the positive axis of cosmogenesis is defined here by increasing complexity (the increase of neguentropy). This new convention appears to be inseparable from finality as a method of explanation. But this is where interpretations will differ strongly: finality is not an explanation (this term ought to be reserved for the rational sense of exploration of the universe); rather, it is an implication, or an involvement. Final “explanation” belongs to an act of faith. It is no longer a “reverse cause” that forces evolution to execute a program established in advance or to follow the “design” of nature or of God.

In the finalist view generalized evolution appears as a movement that is antidispersive, selective, convergent, and creative of order–analogous therefore, to any intelligent act. Contrary to thermodynamic evolution which points toward conditions that are ever more foreign to us, convergent evolution would be directed toward what resembles us most, it would assume our values, our desires, our hopes. It would resemble an exploration and a conquest of an inner space-time confined “within” rather than an exploration and a conquest of an outer space-time dispersed “without.”

This movement is by nature invisible to reason, which refuses to accept such a concept of evolution. It is not demonstrable; it can only be perceived, deduced, interpreted by the consciousness, which sweeps up, in the reverse direction, the facts amassed by observation and experience.

Are divergence and convergence complementary states? To represent both in a single diagram, one need only superimpose the two cones, for divergent evolution and convergent evolution are related to one and the same positive direction of time. This situation occurs even though the adherents of one approach or the other refer implicitly to what appear to be two contrary directions (Fig. 88).

Is there a dichotomy between these two states, or a complementarity?

In focusing on divergent evolution, one loses sight of its direction, its meaning, its finality. Human values, the subjective, the affective, the “meaning of life” have no place in the causal explanation–no more than do becoming, creation, or free will. The unquestionable advantage of the causal explanation is to be able to demonstrate its theories by scientific proof.

On the other hand, when one focuses exclusively on convergent evolution, the details of the underlying phenomena become vague. Even if one is utterly convinced of the direction or the meaning of evolution, of the interpretation given to facts, to events, or to the finality of every act, one has no proof to offer but “the evidence.” And to want to demonstrate at any cost the “evidence” of convergent evolution is to miss the goal that one is trying to reach. In fact every demonstration points in the conventional direction accepted by the principle of sufficient reason. By using the approach and the language of science, one inevitably transforms into a divergent phenomenon what one believed to be convergent.

In superimposing the divergent cone on the convergent cone in the conventional direction of time, one rediscovers the status of complementarity of all phenomena that, subjectively or objectively, are linked to time. But in doing this, one projects the direction of creative evolution in the direction of one’s individual future; there is an apparent reversal of time by the creative consciousness.

In observation, situations always precede representations (subjective models). In action, the representation of what one wants to do (the model of one’s future action and its possible consequences) precedes the situations determined by this action (Fig. 89).

If the future of each life and the future of evolution coincide and are superimposed, it is because we imagine our individual future (and that of human society) as something “to be constructed,” and therefore before action. We are in convergent time; its arrow points toward the increase of complexity. Perhaps confusion is born from the fact that we use the same time scale to measure the succession of events in our lives (from birth to death) and the stages in the life of humanity. The direction of historical time or evolutionary time should be the opposite of the direction of entropic time.

Complementarity: A Third Route

To surmount these contradictions, we may use a third route, that of a complementarist dialectic inspired by the form of reasoning introduced by cybernetics. Like the systemic approach, this approach considers the totality of phenomena. Deliberately reintroducing the subject into the world of objects, it accepts a universe both perceived and lived in under two aspects, the subjective and the objective. Finally, it attempts to resolve the dualities and to go beyond the alternatives by laying down as its first principle the principle of the conservation of time.

To maintain the organization of an open system (living cell or human society) is to slow the speed of the increase of entropy in the system, or in this case to slow the passage of time. “Incapable of stopping the advance of material change, [life] nevertheless manages to delay it” (Bergson) ( see notes ). A forteori, to create information and organization, to compensate for the wear of machines, to use ways that make it possible to concentrate and channel energy, results in holding time, in preventing its being lost. It also contributes more effectively to slowing (and perhaps stopping in the intensity of the moment and not in the dilution of eternity?) the passage of time by balancing it against the creation of information. Time and information: two flows of equal speed, moving in opposite directions.

Conservation of time would then come about through the maintenance of a balance between speed of organization and speed of disorganization of the world. When evolution began, the flow of entropic degradation was preeminent. The activity of man, however, helped to oppose it with

an increasingly intense flow of new information. We can illustrate this with a story. Living beings are passengers on an infinite train traveling at great speed, “the train of the second law of thermodynamics.” Confined in small compartments, the passengers measure time by counting the signs that pass their windows with regularity. Intrigued by the inscriptions on the signs (impossible to read, so great is the train’s speed), the passengers communicate with one another and break down the partitions that separate them, thereby creating an infinite aisle in the center of the train.

Having succeeded in uniting and organizing themselves in order to build machines to carry them in the aisle–at increasing speed but in the opposite direction to that of the train–they were then in a position to offset the speed of the signs. At the very moment that the speed of the signs was canceled, a signpost bearing its mysterious inscription appeared before them. Thus they were able to read in full the “secret of the universe.”

Man resembles Janus, the god of two faces. He is the meeting place for two different qualitative perceptions of the direction of time. His life runs in the time of death, but his organizing action on physical and conceptual systems is in the time of the life of the world.

Through his actions each man transmits a part of himself into the universe. He fills a reservoir where something is being stored. Consciousnesses are (and probably will be even more effectively) interconnected and synchronized through means of communication in real time and by collective memory. This collective consciousness becomes informed by obtaining information on the universe (through research) and communicating it (through education). All creative action, at all levels of society, contributes in its own way to the organization of the world and its advancement toward higher levels of complexity.

The increase in complexity is neither unavoidable nor irreversible. All organization, no matter what its form, remains subject to degradation, to use, and to aging, whether it be living beings, machines, buildings, or information. Human society could even be destroyed instantly by nuclear catastrophe.

However, it is the individual creative action that compensates for the passage of time. For every original work is analogous to a reserve of time, to a potential time. Along with the concept of potential energy, then, we might propose that of potential time. The significance of the concept can be guessed: potential time is information.

Consider two examples, one at the biological level, the other at the level of society. The information necessary for the reproduction and maintenance of the structure of a living being is inscribed within the DNA molecule. This molecule represents all potential time amassed by the past evolution of life. The message is of high improbability; the actualization of this potential in the time of making copies will constitute the short span allotted to existence. The information that was present at the origin of this life will only be irreversibly degraded. Like the noise that covers and slowly blurs the meaning of a message, disorder sets in and increases. Entropy rises and errors accumulate. From reproduction to reproduction, from synthesis to synthesis, the organism ages, then dies. It has exhausted its “reserve of time,” its reprieve has expired. It has attained its most probable state–death.

We see the opposite when we consider the life of humanity. The generation of information (potential time) in human society is accomplished at an accelerated rate as a result of the ceaseless efficiency gathered in storage and processing systems. As Gaston Berger has observed, humanity seems to grow younger.

Thus we can distinguish between the evolution of an individual life, which belongs to ontological time (the time of making copies), and the evolution of life that culminates today in the collective life of humanity, which belongs to phylogenetic time (the time of the creation of originals).

The dialectical approach proposed here accepts two complementary languages: that of reason, of scientific knowledge; and that of “meaning,” of art, poetry, and religion. The scientific language (mathematics, physics) is rich in information and poor in human content, while the language of meaning (politics, religion) is poor in information but rich in human content.

Using the two languages, one can try to answer the “how” without neglecting the “why”–without separating the objective world from the subjective world. For they form the two complementary aspects of reality and knowledge, in spite of the enormous disproportions between the objective, physical universe and the subjective universe of individual consciousnesses lost in the immensity of space-time.

In the complementarist view, information and neguentropy are no longer divided into two separate worlds; they are the hinge between the objective and the subjective. Although they are superimposable and equivalent, information and neguentropy possess opposite “temporal poles.” In fact neguentropy, the objective measure of information, is compelled to head (as soon as it is used) in the direction of entropic time. On the other hand, information, the subjective meaning of neguentropy, is compelled to head (once it has been acquired) in the direction of creative duration (Fig. 90).

Through observation and in the certainty of the tangible, we discover the world in a direction analogous to that of waves diverging from a source: the direction of conventional time. The universe now appears to us in its energetic, quantitative, material, and objective aspect. Through creative action and in the richness of living experience, we discover its other face in the direction of waves converging toward a center. It is the spiritual and subjective aspect through which the universe becomes more and more meaningful.

The two basic entities found at the end of this reflection, like the two sides of a single reality, are energy and the mind; their intermediate aspects are matter and form (or information). Yet everything appears as though only two things existed in the universe: informed energy, or matter, the fabric of knowledge; and the materialized mind, or information, the framework of creative action.

If there is conservation of time, freedom will be totally contained in the present. Thus, the universe appears as a consciousness that creates itself as it becomes conscious of itself. The trail it leaves, and which we observe, is the phenomenon of evolution.


Evolution: Genesis of the Improbable

Evolution is the history of self-organization of matter in increasingly complex systems ( see notes ). It is a very general process that includes prebiological, biological, and social evolutions, and for this reason the mechanisms most widely used to explain biological evolution (mutation and natural selection) are no longer sufficient. They must be expanded and generalized to make them applicable not only to biological systems but to physicochemical and social systems as well.

The global view of evolution, faithful to the systemic approach, integrates energy, information, and time. Its goal is to come to see in the same light the genesis of the organizations of life and society, their maintenance in time, and their evolution.

Darwin’s explanation of biological evolution is based on three concepts: spontaneous variation, the struggle for existence, and natural selection.

Spontaneous variations are the random mutations produced in the chromosomes, which determine heredity. These variations generate new forms; thus there is an increase in the variety of forms present.

The struggle for existence results from the combination of two effects: the formidable reproductive capability of living organisms and the limitation of energy resources (or the dangers of the environment). The better adapted organisms will survive and reproduce, those less well adapted will die. The outcome is simple in its severity: survival or disappearance.

Natural selection is the ultimate approval of the environment, which acts here as a filter. Reproduction permits the transmission from one generation to another of the ability to adapt to certain environmental conditions. There is reinforcement of the better-adapted species, and their populations increase. Each individual, being subject to mutation, has the potential to affect the entire course of evolution.

In order to extend this classic mechanism to the evolution of all complex systems, we must replace the three Darwinian concepts with generation of variety, survival (or disappearance), and competitive exclusion. Every evolutionary mechanism in fact rests on the combination of three elements: a random generator of variety, a system of stabilization (and therefore self-maintenance), and a selector.

I shall take up these three stages, genesis, survival, and exclusion giving examples from physical, biological, and social systems.

The Genesis of Form

Thermodynamic equilibrium is death–monotony, homogeneity, the tepidity of entropy. Life, on the contrary, like all forms of organization or information, is a deviation from equilibrium, a temporary evasion, a reprieve.

The problem of the appearance of new forms (morphogenesis) can be illustrated by two questions: How can order, information, and variety be born out of disorder and homogeneity? How can one pass from a state of equilibrium to the “controlled disequilibrium” that is life?

The treatment of classic thermodynamic principles by the theory of information modifies radically our idea of equilibrium. A deviation from thermodynamic equilibrium is the equivalent of information, the expressions “far from equilibrium” and “recognizable in the environment” have precisely the same meaning.

Consider two examples, an iceberg and a sand castle. An iceberg floating in the sea is conspicuous in its environment. It represents structure, organization, and information. When it melts, each drop of its water mixes with that of the sea. Entropy is at a maximum and equilibrium is attained.

A sand castle is made of the same material as the beach. It, too, represents a deviation from equilibrium, and it has a form that is readily recognizable in the homogeneous environment of the beach. But exposed to the wind and the movement of people on the beach, it soon becomes lost in the environment; it disappears completely when each grain of its sand blends with that of the beach.

All organization is like the iceberg or the sand castle. The problem posed by morphogenesis is not far removed from that posed by the transformation of a small part of the beach into a sand castle. The two questions are now reduced to one: How does every deviation from equilibrium– every generator of form–make its start?

At the base of this deviation and its preservation in time is the effect of positive and negative feedback loops. Every deviation from equilibrium begins with a simple fluctuation, and this fluctuation can be amplified through the play of positive feedback. In order to maintain itself in time, the fluctuation must be stabilized by negative feedback loops, which give rise to prolonged oscillations and then to cycles. These are characteristic processes of the vital functions of self-maintenance.

That everything begins with a simple fluctuation is a fact that rests on a property well known to physicists: a system that is stable and homogeneous at the macroscopic level is no longer so at the microscopic level. Take the example of a crowd: seen from afar, it presents a homogeneous appearance; its overall behavior is predictable, yet the actions of individuals can create fluctuations around a state of statistical equilibrium. These fluctuations can broaden and lead to a new and unpredictable overall behavior.

The same is true for molecules, which makes their study especially interesting with respect to the creation of living forms and the origin of life. A population of molecules forms a stable and homogeneous system at the macroscopic level, but at the level of the individual molecules the system is no longer homogeneous. Collisions, reactions, combinations that make and unmake themselves represent the fluctuations out of equilibrium. Each random fluctuation is a possibility for new organization. It is a kind of information. Amplified by positive feedback, each fluctuation is a random generator of variety, found at the base of all evolution.[2]

A particular form of fluctuation that plays a fundamental role in the genesis of an organized structure is the autocatalytic reaction ( see notes ). There is autocatalysis when the products of a reaction serve as catalyst in the same reaction. An autocatalytic reaction can lead to the emergence of an ordered structure from a homogeneous system. This is the case in a chain reaction which produces (following random molecular collisions) a more complex molecule that is able to catalyze certain steps in its own formation. The chain closes on itself to form a positive feedback loop. From simple molecules present in the environment and acting as building blocks, the complex molecule assembles itself. The process becomes faster and faster as products hardly formed accelerate the building process (Fig. 91).

At the molecular level this process is the equivalent of biological reproduction: to remake oneself faster than the original was made. The molecular species endowed with autocatalytic properties invades the environment. This explains the predominant role of certain molecules such as proteins and nucleic acids in the origin of living organisms.

Temporal asymmetry ( see page 166 ) is found at the level of molecular reproduction. A long period of time is required to produce the first catalytic molecule (the original), but once it exists it accelerates the steps that lead to the making of two, then four, then eight molecules of the same species. Thus copies are made quickly from spare parts present in the environment. This type of mechanism is also at the base of animal reproduction. Phylogeny requires a long time to produce a new species, but ontogeny permits the making of copies in a relatively short time. The demographic explosion–and its acceleration–is the direct consequence of efficient autocatalysis of the human species.

Fluctuations that prolong and amplify themselves can take the form of periodic oscillations in time. They occur, for example, when the presence of certain chemical substances causes the degradation of one catalyst and the regeneration of another–and vice versa. The concentrations of the two substances oscillate over long periods, moving to and from their minima and maxima. Similar oscillations are found in the relations between populations of predators and their prey. When E. coli bacteria and paramecia are cultivated in the same environment, the number of each colony oscillates between its maximum and minimum. The E. coli population is small in the presence of a large number of paramecia; then the latter die because they cannot find enough food–which enables the bacteria to reproduce rapidly again. And the process repeats itself.

Such oscillations represent the beginning of regulation through negative feedback, and they lead to stabilization. When autocatalytic chain reactions become extended in highly ramified networks, a branch may close on itself and form a cycle. Then the sequence of corresponding reactions becomes stabilized through negative feedback. Thus there is self-maintenance and self-selection. This explains why such cycles are found at the base of all life processes (cycles of cellular metabolism or ecological cycles).

Autocatalytic fluctuations, oscillations, and cycles can lead to the birth of organized structures out of disorder.[3]

At the root of the origin of each new form there is a random generator of variety and a system of stabilization.

The generator is chance. The slightest deviation from equilibrium can be amplified by positive feedback. The process of reproduction and mutation in living beings combines random generation of the most varied forms with their autocatalytic development. Environment, as we shall see, plays the role of the selector.

In social evolution unforeseen events, accidents, and environment-generated aggressions form the seeds of change. These events can be captured, selected, and triggered for political ends. Ideas, new directions that are the result of research and thought, are at the outset random fluctuations. They will be selected, saved, or abandoned depending on the play of rewards and reinforcements that link each person to the system that gives him life.

The system of stabilization and selection represents necessity. It causes the environment to intervene. This prevents the separation of an open system from its ecosystem. (Compare Figure 92 with the diagram on p. 66.)

The environment acts as a filter, keeping only the best-adapted forms. The penalty for not adapting is elimination and death. By upsetting homeostatic systems, the environment forces them to adapt and evolve. It is through the reinforcement loops (represented by the best-adapted survivors) that environment exercises its power of selection: obviously, only the survivors can transmit a favorable mutation to their descendents.

How does the selector operate? From a new organization, a new species, a new idea, how does evolution move? Toward growth, equilibrium, or decline?

Exclusion and Divergence

Autocatalysis inevitably involves rapid growth and acceleration–and conflicts with the environment. Growing systems drain energy for their own use; when the resources of the environment are limited, these systems enter into competition with others. Some survive, others are eliminated. In this respect autocatalysis must be linked with self-selection. Natural selection must not be confused with an arbitrary “choice” effected from the “outside” by a supranatural entity or even by an environment endowed with some “design.” The old concept of natural selection must give way to a more general concept that integrates duration and acceleration: competitive exclusion.

Competitive exclusion is based on speed of growth, acceleration through autocatalysis, and liberated power ( see page 104 ). Imagine two populations living in the same ecological niche and competing for limited resources. These two populations cannot coexist in perfect equilibrium unless their reproduction speeds are identical.[4] As soon as the rate of reproduction of one population exceeds that of the other, even by a tiny fraction, this population will have all the opportunities to eliminate its rival. The actual situation is clearly much more complex, for it involves the interdependencies of several populations.

Carried to its extreme, should not competitive exclusion end in a single species–the best adapted–selected at the expense of all the others? Human beings, for example? In fact such exclusive selection is impossible because it would destroy the ecosystem. Recall the law of requisite variety (see p. 87). The predominance of a single species or too drastic a reduction in the number of species present would cause a fatal disequilibrium. The ecosystem would not survive such a simplification, nor would, a fortiori, the systems that evolve within it. Self-conservation involves the entire system–open systems in evolution plus the ecosystem.

Acceleration is one of the characteristic features of generalized evolution ( see notes ). Duration of time contracts from the first living forms to human societies. Human intellectual or sociotechnological evolution is even more accelerated than biological evolution. Every invention is the equivalent of a biological mutation. Man can invent and make a mistake without having to await the birth of a new generation to determine the results of his creations. In biology, to eliminate a useless invention one must always eliminate an individual. Moreover, the transmission of useful “biological inventions” is sequential; it happens only at the moment of transition from one generation to another. In intellectual evolution, however, what has just been invented can theoretically benefit everyone; the techniques of diffusion and storage considerably accelerate the sociotechnological evolution.

Linked to acceleration, competitive exclusion introduces temporal gaps that are difficult to fill, between two or more types of evolution. Now one understands the importance of the relative growth rate between two systems or two populations in competition in an environment of limited resources. Every increasing gap between two metabolic rates can also lead to the elimination of the slower one. This is as true for biology as it is for human society.

Thus the concept of temporal divergence seems to me to be basic to an understanding of the general mechanisms of evolution and “selection.” Moreover, it has the advantage of linking closely evolution and time, which–paradoxically–scientists have been trying to separate (Fig. 93).

So important a concept has not failed to have a profound influence on the development of the philosophical, economic, and political ideas on which modern societies are built. It is particularly enlightening in this respect to follow the direct line of ideas leading from Malthus to Darwin, from Darwin to Engels and Marx and the familiar concepts of “the struggle for existence” and “the class struggle.” An economic law gave birth to a biological law that in turn was the basis for a new economic law.

In September 1838, some time after his return from the voyage of the Beagle, Darwin read Thomas Robert Malthus’ Essay on the Principle of Population, which had been published in 1788. Suddenly he realized the fundamental importance of the temporal divergence between the rate of population growth and the rate of food production, which are the bases of Malthusian theory. “It at once struck me,” Darwin wrote, “that under these circumstances favourable variations would tend to be preserved, and unfavourable ones to be destroyed. The result of this would be the formation of a new species. Here, then, I had at last got a theory by which to work.” ( see notes ).

The true driving force of evolution is the extraordinary power of reproduction of living beings. Potentially each species has the means for overrunning the world with its posterity; what prevents it from doing so is competition and death.

Engels was impressed with Darwin’s ideas and realized the great generality of the evolutionary mechanism he proposed. On December 12, 1859 he wrote to Marx: “All things considered, this Darwin whom I am now reading is absolutely sensational . . . no one has ever made an attempt of such scope to demonstrate that there is an historic development in nature, at least no one has done so with so much success.”

Marx, who lived in London, had the occasion to meet Darwin. In June 1862 he wrote to Engels: “What amuses me in Darwin, whom I have seen again, is that he also claims to apply Malthus’ theory to plants and animals. . . It is remarkable to see how Darwin recognises in plants and animals his own English society, with its division of work its competition, its opening of new markets, its inventions, and its Malthuslan ’struggle for existence.’”

Among societies the law of competitive exclusion takes into account the widening of the gap between rich countries and poor countries. The unbridled consumption of energy in rich countries, related to the rapid pace of economic development, leads them to drain increasing energy flows from an environment that is becoming impoverished. In addition growth and acceleration linked to the control of the regulatory mechanisms of a system of lower complexity lead to the domination of the weaker by the stronger. Beyond selfish interests there are moral, ethical and humanitarian values that ought now to guide us. Without them we are in danger of seeing a phenomenon of inexorable competitive exclusion: the self-selection of the rich countries and the elimination of the poor countries. The catastrophic consequence of this will be the loss of an even more important treasure of humanity, the cultural and human variety necessary to its evolution.

Equilibrium and Zero Growth

For biologists growth is only a step toward equilibrium. Once attained, it is not static equilibrium but dynamic equilibrium. Static equilibrium, as we know, is death.

The concept of equilibrium in chemistry is based on Le Chatelier’s principle: “If one varies the conditions imposed on a system originally in equilibrium, the equilibrium will move in a direction that tends to return the system to its original condition.” This was a cybernetic principle before Norbert Wiener introduced cybernetics; it is regulation by negative feedback. This principle made possible the great laws that govern chemical reactions. But it relates to closed systems, whose evolutionary direction is determined by the increase in entropy. On the other hand, in an open system the direction of evolution is determined by the increase in information or–its equivalent–the decrease in entropy.[5] The stationary state that it maintains is comparable to a controlled disequilibrium, a flight forward. One is wrong to speak of “equilibrium of the inner milieu,” “price equilibrium,” “balance of payments,” or “social equilibrium”, in an open system there are only controlled disequilibriums. This type of “equilibrium” is born from speed, like that of the surfer who leans forward to ride a wave that remakes itself endlessly beneath his board.

One of the best examples of “controlled disequilibrium” is furnished once again by biology. In the cell the manufacture of the cellular fuel ATP is taken care of by the chain of electron carriers ( see page 49 ). At the head of the chain are the energy-rich molecules extracted from food. These molecules have a strong “electron pressure”; thus they will tend to release their electrons. Each carrier is located at a lower “pressure” level than the preceding one, and the energy represented by the electrons runs from one level to the next like a waterfall. At the end of the chain the molecules have given away their electrons, their “pressure” has fallen, and they combine with water and oxygen. Over the entire chain, however, “equilibrium” is maintained.

Figure 94 illustrates this by means of a hydraulic analogy. In each tube (open at the top) water is maintained at a stationary level, provided that input flow is equal to output flow. The water levels are not the same, for the pressure differs from one tube to the next (it is weakest near the drain). The same principle applies to the “pressure” of the electrons in each carrier; it is weakest at the end of the chain.

The network of stationary states in the cell gives life one of its most remarkable properties: it maintains itself at crosscurrent to the flow of entropy. Incapable of overriding this flow, it balances it for a period of time.

It is in this respect that we must understand the expression “stationary economy” ( see notes ) and the maintenance of a controlled disequilibrium. The expression is preferable to that of “zero growth,” which introduces numerous misunderstandings regarding the finalities of economic growth. Zero growth is confused with a halt in the technological and intellectual progress of mankind or with a static equilibrium. The birth rate and industrial production are flows. The object of the stationary economy ought to be the maintenance of wealth at a desired level through the regulation of flows to their minimum output. To try to enlarge flows as though they themselves were wealth is absurd.

The Conquest of Time

Beyond the problems posed by pollution and the exhaustion of natural resources, economic growth “at any price” introduces a new constraint: it makes time a “consumable product.” Time, like work, is broken up and rationed, for it is coming to be a commodity in short supply.

“The abundance of goods creates a shortage of time” (J.-P. Dupuy) ( see notes ). We constantly lack the time to enjoy the objects we buy. Attached to each commodity is a “minimum duration for consumption”: it takes time to read a book, to listen to a record, to watch television, to drive a car, to mow the lawn. “Time becomes a rare commodity in comparison with material things” (Dupuy). Its value increases with the standard of living–which accounts for the search for ways to take time away from chronophagic (from the Greek chronos, time, and phagein, eat) activities. People cut short the hours they allow for sleep, hygiene, meals, reflection, travel, family life, and sports. They prolong their working time in order to buy time-saving machines or to pay for other people’s time.

Why save time? What deadline must we meet? Saving time without having a deadline (the temporal dimension of the goal to be achieved) ( see notes ) leads, as we have seen, to wasted energy. The only way to “save time” on the human scale is to create, to organize the world.

Ways of fighting entropy are not to be found in accelerating the economic machine. Acceleration leads to an increase in consumption; it heads in the same direction as entropy and disorder. It would be better to look for ways to fight entropy effectively by increasing the capacity for creation in society.

Waste time to earn one’s living or risk one’s life to save time? That is the alternative that torments so many men and women in the industrialized countries. Instead of remaining trapped in this vicious circle, perhaps we could find in creative activity the ways for really saving time. To create something original requires time. The communication through education of this reserve of time furnishes everyone a “time capital” that one can use throughout one’s life.

We must learn again to “waste time” in order to know better how to save it collectively. In our civilization of haste and waste the contemplation of a countryside, the conversation with a child, the participation in a sport, and even quiet meditation can seem a loss of time–but how many fruitful ideas, creative thoughts, and new hypotheses have been born in such moments?

The conflict between the unrestrained speed of our society and the awareness of a moment lived to its fullest has never been so acute. Our biological clock protests: the stress is too great. The organism reaches the limits of its resistance. Psychological time ( see notes ) is no more taken into consideration than biological time, as many biologists and physiologists have pointed out. Time flows at different speeds for different ages in life. The young child, who uses a great deal of energy in proportion to his rate of metabolism, ages quickly. We could say that the younger the organism, the faster it ages. Psychologically that is expressed for the child in the slow passage of the outer time of reference, for he fills it with too many “priorities” of his biological time. The years pass slowly when one is young, then more rapidly as one becomes older. Everyone has this experience in the course of his life: the old man sees the child change constantly, but for the child old people remain the same.

In spite of this observation–which is confirmed by biological facts– the school day of a child is almost equal to the work day of an adult. The hours weigh more heavily for a child, but if he is properly motivated, he learns more quickly than an adult. Yet the child spends hours trapped in a world (school) that seems to him impoverished in comparison with the outside world.

Eager to save time, we live in an era known as much for its conquest of time as for its conquest of space. From communications and transportation systems to computers, we continue to invent machines for conquering time. But the machines may be a trap. Computers work to the nanosecond (which is to the second as the second is to thirty years), the quantity of information already present in the social organism is such that the lives of all persons living on earth today, laid end to end, would not make up a sufficiently long duration of time to receive, process, and assimilate all this information. The conclusion is simple: the amount of information needed for the functioning of society already greatly exceeds our capacity to handle it, even with the help of computers. That which is exchanged between one computer and another must be controlled; samples of these “conversations” have to be taken in order to allow decisions to be made. It is precisely this fraction, minute in comparison to everything being said in the world of bits and electronic impulses that already saturates the processing capability of our mind.

What can be done? Shall we leave it up to the computers? Even in the Apollo program the entire hierarchy of computers checking in real time all the parameters of takeoff during the countdown was built in such a way that the final decision to launch was made by a human intelligence, that of the director of the program. The organization and the success of the Apollo program were due to the fact that it was a directed operation; those responsible were able to make choices, allocate time and resources, and organize time.

Our societies, however, still do not know how to choose their goals. To liberate time, to restore to everyone his free time, neither growth nor a stationary economy will be enough. We must succeed in setting clearly our goals and deadlines. Perhaps then we shall be able to fight effectively against a form of waste much worse than the waste of energy or raw materials–the waste of human energy. But in order to accomplish this shall we have to go so far as to overturn our scale of values? Goals and deadlines imply choices among many types of constraints. Every choice at the highest level is based necessarily on a hierarchy of values. Ours has lapsed; the failure of our industrial societies testifies to it. Can we discern in the new generation, more open to the global approach, the emergence of new values?

[1] The Newtonian illusion of a time of things, an absolute time, was virorously defended by Samuel Clarke in his famous correspondence in 1715 with Leibnitz, who considered time an “order of events”. Later, with Kant, time moves to the side of the subject by becoming “an a priori form of sensitiveness” (Transcendental Esthetics, 1781).

[2] On positive feedback ( see page 87 ), ( see page 72 ).

[3] Von Foerster calls this process order from noise According to Ilya Prigogine, it is order by fluctuation. Organized structures transforming energy are “dissipaove structures.”

[4] It would be the same for a population of molecules displaying autocatalytic properties or a populalion of prebiological systems (the rudimentary ancestors of living organisms) ( see notes ).

[5] If the creation of information exactly balances the production of entropy in a system, the system remains stationary–it does not evolve. If entropy increases, the system becomes disorganized and disappears. The direction of evolution (change) in an open system is therefore determined by the increase in informalion or organization

Copyright © 1977 by Jo”l de Rosnay


Jo”l de Rosnay, Docteur ‘s Sciences and scientific writer, is presently President of Biotics International, a consulting company specialized in the impact of new technologies on industries, and Special Advisor to the Director General of the CitÈ des Sciences et de l’Industrie at La Villette  of which he was Director of Forecasting and Assesment until June 2002. From 1975 to 1985 he was Director of Research Applications at l’Institut Pasteur (the Pasteur Institute in Paris). Read more about Jo”l de Rosnay. Visit his website: Crossroads to the Future.

Read his online book: The Macroscope

Front Page

Sunday, August 10th, 2003

We continue from our earlier series on Understanding Nature: See: 1) The Macroscope, 2) Looking through the Macroscope, 3) System Science, 4) Energy & Survival.


Information and the Interactive Society

Jo”l de Rosnay

Information, too, is energy, a particular kind of energy that releases and controls power. The close relationship between energy and information came to light when it was understood that energy had to be spent in order to acquire information and information had to be used in order to collect energy and put it to use. Every bit of information has to be paid for in energy, and every increase in energy must be paid for in information.

Information would have remained a qualitative concept of little interest if it had not become possible to measure precisely the amount of information contained in a message passing through a transmission line. This ability to measure information, achieved in the late 1940s, led to a veritable revolution in mathematics, physics, and electronics. Its impact has been particularly marked in cybernetics, data processing, and telecommunications.

One of the most profitable ways to understand the concept of information and the consequences of the revolution it fostered is to take (as we did for energy) a position that enables us to observe “through the macroscope” the role that information and communications play in society. This leads first to a review of several important points concerning communications, the measurement of information, and the relationship between information and entropy. Then, following a brief history of communications, we shall come to a discussion of the conditions and possible consequences of the appearance of an interactive and participative society founded on telecommunications and what I call “society in real time.”

Support of Communication

There is a profound difference between matter and form. Matter seems immutable; it conserves its shape and does not change. It is form that changes and modifies itself. This difference in nature was illustrated by Aristotle in his famous example of the brass statue.

Aristotle introduced another distinction of perhaps greater importance

–between the two meanings of the word information. On the one hand, information is understood as “the acquisition of knowledge” (one becomes informed by the act of observing an object or observing nature). On the other hand, information denotes “the ability to organize” or “creative action” (one informs matter by the act of giving form to an object–as the sculptor does with clay).

For the moment, we can define information simply as the content of a message capable of triggering action. Later we shall consider the more precise definition proposed by the theory of information.

Communication is the exchange and circulation of information in a network that connects transmitters and receivers. Information is sent from a transmitter to a receiver in the form of a message. A message is composed of signals, signs, or symbols assembled according to a code. There are coded messages, communications in Morse code, and hereditary information enclosed in the DNA molecule in the form of the genetic code. An elaborate collection of codes and messages forms a language. A message is coded at its source, then sent by means of a carrier (Fig. 74).

Whatever its nature (radio waves, wires, laser beams), the carrier is called a transmission line or wave. At the other end of this line the message is decoded and transcribed into information that has meaning for the person to whom it is addressed. But in order for the recipient to recognize and use the information, there must already have been information memorized that can be compared with the message just received. A final and important point is that disturbances occurring in the transmission line (the “noise”) can alter the message and change its meaning.

Measuring Information

The significance of information varies from individual to individual. The information that it is going to rain will have entirely different effects on a vacationer hoping for sunny days and on a farmer threatened by drought. In its most current sense, information is a new fact, an insight, or knowledge newly gained from observation. Information can be stored in one’s memory or in libraries, where it serves to support effective action.

Thus it would seem to be impossible to measure information. In order to do so, all reference to its subject matter would have to be ignored and only the specific form of energy passing through the carrier considered. This particular “information” has a much more restricted sense than current usage assigns to it. But its definition has made it possible to arrive at a quantitative expression that is indispensable to improved communications and the future of data processing.

The measurement of information is the result of a remarkable convergence of independent efforts undertaken in the late 1940s by telecommunications and servomechanisms engineers, by mathematicians, by statistical mechanics theorists, and by physicists. The theory of information ( see notes ) had its beginnings in this work and culminated in Shannon and Weaver’s The Mathematical Theory of Communication.

The various researchers had been led, as a result of their experiments and findings, to make a number of concluding observations.

Information that travels along a transmission line degrades in an irreversible manner. In this respect information is analogous to energy, which degrades into entropy. If, for example, one takes the mold of a statue and casts another statue from it, then makes a mold of the second statue and casts a new statue from it, it is quite possible that after twenty such successive operations the form of the final statue will be completely different from that of the first one. Or one may make enlargements from a photographic negative and from them make new prints. The slightest scratch will irreversibly affect the original information.

Energy must be used in order to transmit information. The energy support of information is represented by light radiation, sound waves the electric current in a telephone line, and a bee that carries pollen from flower to flower. As this energy weakens and becomes dispersed, it must be channeled and amplified. Finally, the greater the precision of measurement, the larger will be the amount of energy expended. In order to avoid the degradation of information and improve the quality of transmission, one must first measure the quantity of information contained in a message.

To define properly what a certain quantity of information represents, one must put oneself in the situation of an observer trying to obtain information about a system that he does not understand. This system could be made up of the number of possible answers to a question, the number of solutions to a problem, or simply a pack of cards spread out on a table ( see notes ).

Obtaining information about an unknown system can lead the observer to reduce the number of possible answers. Total information could even lead immediately to the only possible answer: the correct one. Information is therefore a function of the relationship between the number of possible

responses before the reception of the message (P0) and the number of responses possible afterward (P1).

Consider a simple example. The unknown system is a pack of thirty-two cards; what chance is there of drawing a card named in advance? This question introduces an uncertainty, and this uncertainty is measured by a ratio: the number of favorable choices to the number of possible choices. This is called the probability of drawing the correct card. As there is only one favorable choice (the card named), the probability here is one chance in thirty-two.

Now how does one measure the amount of information acquired by drawing a card? Before a card is drawn there are thirty-two possible choices, all with the same probability (P0). After a card has been drawn, two situations are present:

If you have drawn the right card, only one answer is possible and you are holding it in your hand. The amount of information obtained is a function of the ratio 32:1, and the information is total. If you have drawn the wrong card, thirty-one possible responses remain. The amount of information is a function of the ratio 32:31, and the information is partial.

The information obtained in the first situation fully resolves the problem by reducing the number of possible chances to one. In the second situation it diminishes slightly the number of possible chances. Here it reduces the denominator of the fraction P0/P1; thus the ratio increases, and so does the information. This leads us to conclude that information increases when uncertainty diminishes–because uncertainty indicates the lack of information that one has of an unknown system.

Finally, in order to measure information and define unities, one can adopt two conventions. One can choose to define information in a subtractive way rather than by a ratio, since information is the difference between two uncertainties (before the message and after). For the ratio P0/P1 one substitutes a subtraction of the logarithm.[1] The second convention involves the most convenient and the most used code for sending a message, the two signs 0 and 1, which can also stand for yes and no. This leads to the adoption of the binary language and logarithms of base 2. Applying these conventions, the amount of information in a message is measured in “bits” (an abbreviation of binary digits).

Now we can answer the question, what is the amount of information acquired by drawing a card? The amount is 5 bits (in base 2, the logarithm of 32 is 5, or 32 = 25).

Thus information seems like an abstract entity, objective, devoid of human meaning. It is easier to represent a given amount of information by comparing it to material units circulating in a conduit, like molecules of water in a pipe. The capacity of the pipe is limited by its size, and the same is true of a transmission line. Some lines–a standard telephone line, for example–cannot carry more than 1,200 bits per second. This amount of information is entirely independent of the significance of the message, which could be a song, racing results, or stock market quotations.

Information and Entropy

Any information that results from an observation, a measurement, or an experiment, and that tells us only what we already know, produces no change in the number of possible responses; it does not diminish our uncertainty. The lower the probability that a message or an event will occur, the greater is the information carried by that message. The information obtained by drawing the correct response the first time (I = 32/1) is the inverse of the probability of obtaining this response before the drawing is made, or before the message is received (P = 1/32). Probability and entropy are related by statistical theory (see p. 102). By bringing together the different mathematical expressions, we can see that information is the inverse of the entropy of the physicists- it is the equivalent of an antientropy. The term neguentropy, negative entropy, has been proposed to identify this important property. Information and neguentropy are therefore the equivalents of potential energy.

The alliance goes further. By choosing suitable constants and values one can express information in thermodynamic units and relate it directly to entropy. We can then calculate the smallest expense of energy needed to generate one bit of information. To obtain an amount of information equal to one bit, we must degrade in entropy a very low but finite and therefore significant quantity of the energy of the universe.

This important finding has led physicists like Leon Brillouin to generalize Carnot’s principle in such a way as to express the indissoluble relationship that exists between information acquired by the brain and the variation of entropy in the universe: Every acquisition of knowledge based on an observation or a physical measurement obtained with the help of an instrument uses energy in the laboratory–and therefore some of the energy of the universe.[2]

Consider an example. The reading of this page involves several elements: the text (printed in black on the paper) ( see notes ), a source of light (natural

or artificial), the eye, and the brain. The lamp is the source of neguentropy. It emits a flow of light that is refracted on the succession of black and white segments of the printed words and modulates the light beam that strikes the eye. The eye receives the message and the brain decodes and interprets it. Thus the reader’s brain has acquired information. But this must be paid for in energy: the watts of the lamp in exchange for the 24,000 bits of information on the printed page.

The History of Communications

The history of communications begins at the molecular level. A large part of the information on which communications between molecules depends is built into their shape, their principal support of signals, codes, and messages. Molecules are “information individuals” who carry, inscribed in their morphology, what they are, what they do, what they know, and what “memory” they have that enables them to “recognize” other forms.

The cell maintains its organization, its complexity, and its coordination by means of a complicated network of intermolecular communications. The enzymes, situated at the nodes of these networks, screen the molecules and control the flows of information, thereby permitting the rapidity and efficiency of the fundamental reactions of life.

The DNA molecule, the support of genetic information, illustrates perhaps better than any other biomolecule the basic principles of communication. (In recounting its role, we italicize those terms common to biologists and communications engineers.) Genetic information is stored in the form of a molecular code. It is transcribed in RNA molecules, the carrier that transports copies of this information from the nucleus to the cell. By the action of ribosomes and molecules of transfer RNA, the information is translated into protein molecules. With an “alphabet” of twenty amino acids, the cell manufactures thousands of different proteins in the same way that we compose thousands of different sentences with the twenty-six letters of our alphabet. During the replication of DNA molecules, disturbances from the environment (the noise on the transmission line) introduce “errors” that change the meaning of the messages; these modifications are mutations.

Chemical communication by means of the shape of molecules is the oldest system of communication used by living systems. The molecule signals are not only responsible for control and regulation of internal activities of the cell; they cross the membrane, circulate in the neighboring milieu, and send signals to other cells. The behavior of bacteria, yeast, algae, and protozoa depends on the chemical messages they exchange among themselves or with the environment. Microorganisms know how to recognize and avoid poisons and how to guide themselves toward

nutrients. When a blood cell under the microscope is suddenly killed by a laser beam, one sees the freed chemical substances immediately attract white cells, which rush toward the dead cell in order to absorb it.

Certain cells living in cultures in vitro synchronize their activities their movements, and their pulsations through the emission of chemical substances that act as coordinating signals (this is seen in a spectacular way in cultures of heart cells). And more advanced means of communication already occur in unicellular organisms. Numerous microorganisms capable of photosynthesis have a “visual spot” made up of light-sensitive molecules–virtually a primitive eye–that enables them to move toward a source of light. Little muscular fibers move vibrating ciliae, which are generators of movement and thus a means of communication. In most cells there are microtubules that resemble the pipes and channels found everywhere in nature and through which liquids and materials pass.

The integration and differentiation of the cells of the tissues and organs at the heart of the organism lead to the diversification of means of communication. The support of genetic information and the coordination of communication and cellular regulation rests with DNA and its performing agents, the enzymes. But when a short response time is required, internal and external communication are achieved through the nervous system and the hormones ( see page 41 ), which permit rapid reactions to stimuli from the environment.

Chemical communication has its ways, too. Odors given off by insects and animals, toxic products, poisons, venoms, plant alkaloids, the scents of plants–especially flowers–guarantee the regulation of natural equilibriums and the maintenance of the entire organization. The power of pheromone, a chemical substance used by insects for communication, is so strong that a single molecule picked up more than half a mile away by the antennae of the silkworm butterfly will lead it to the female.

With vision and hearing comes an explosive diversity of communication. In a world bright and variegated with flowers, fish, the plumage of birds, and the coats of animals, one hears the responsive songs, cries, and calls. A multitude of phosphorescent spots illuminate the depths of the oceans and the darkness of the night. Each sign has a precise meaning in a given environment; this is a form of social communication.

Among the more highly evolved animals, auditory, visual, and olfactory communication can be expanded through posture, the position of the limbs, and in primates facial expression. The marking out of a territory by odors–a very old form of communication–or by touch (the rubbing together of insect antennae, delousing among monkeys) emphasizes the effects of other forms of communication and helps to increase the variety and stability of the different ecological niches.

Communication between human beings must be considered separately because of the importance of language. This does not mean that man is excluded from using nonverbal–visual, olfactory, tactile–forms of communication; essentially animal forms of expression, they can set in motion an infinite variety of behavior patterns. But technical and social progress is founded mainly on the creative power of language and the logical thought that derives from it.

The major phases of communications development have followed an accelerated pace from the drawings of prehistoric man to papyrus manuscripts and to electronic impulses and television. For the speed of evolution has depended increasingly on fluid, adaptable, “nonmaterial” systems such as printing and now electronics. Following the appearance of language and the generalization of the oral tradition, the advent of writing allowed information to be expanded and stored at small energy cost. The practice of copying manuscripts, the invention of printing, and the creation of libraries exteriorized one of the principal functions of the human brain–memory–by freeing the prodigious power of the amplification of information. One characteristic of every social organization is to achieve–in as short a time as possible in proportion to the organization’s complexity–the multiplication and spread of the total mass of existing information, with as little energy cost as possible.

The true telecommunications explosion began when man learned to code and transmit information by wire or high-frequency waves. With the telegraph and the telephone, radio and television, sound and image conquered oceans and mountains, encircled the globe, and reunited men in the “global village” so dear to Marshall McLuhan ( see notes ). The letter, the telephone, and the shortwave radio allowed only bilateral communication or, at best, communication among small groups. Radio, television, newspapers, and magazines reach a large number of individuals, but those people are deprived of the feedback control of information.

In the “global village” communication no longer depends solely on written, spoken, or audiovisual information. There is a world of signs and symbols of infinite complexity, and the strength of their messages is as real as the printed word or the televised picture. Dress, social behavior, the signs of the purchase and ownership of material goods such as a car or a home, and art, music, and sports, too, are means of communication that can assure the integration and the complementary differentiation of the individuals within a social organization.

Today, in the linking of computers and telecommunications networks, we are witnessing the assembly of a veritable public utility for information. Such a network will represent the most elaborate stage of the integration of the various systems of communication from the molecule signals of the bacteria to the nervous systems of man and society.

The foregoing “natural history” of the role of information and communications in biological systems and animal and human societies necessarily leads us to the question of the next step in the evolution of communications. Will the planetary system under construction be the “nervous system” of our societies? Will it be the material support of the noosphere, the sphere of the mind that Teilhard de Chardin saw as the successor o the biosphere, the sphere of life?

One process appears to be irreversibly active in most developed countries: the increasingly closer integration of the human brain, telecommunications systems, and the computer. This process, if it continues, may well be the support of a new form of social organization. Will it be an interactive and participative society that respects individual initiative and the pluralism of ideas? Or will it be a caricature of society approaching that described by Orwell in 1984?

The speed of evolution and the impact of telecommunications systems are such that it seems to me useful to discuss now the conditions and the consequences of the possible future of a new form of social organization, “society in real time.” ( see notes )

The expression “real time” comes from the vocabulary of computer programmers. We say that a dialogue or an interaction (between man and computer, for example) develops in real time when the information coming from the environment is treated as it arrives. This idea can be generalized: every action that involves decisions and deadlines happens in real time when the information that is the basis for the decisions reaches the decision centers before the deadlines. The standard “real time” is the maximum time allowed so that information involving a decision can reach a receiver before the decision is made.

This maximum time varies considerably: several microseconds in the case of a computer controlling the release of a rocket; several seconds or several minutes in the control of assembly lines in an automated factory; several months in the case of social systems. In daily life the concept of real time is linked to concepts of interaction with other persons or with machines. Interaction makes possible the immediate reception of information or signals (movements, facial expressions, intonations of the voice) by which behavior and decisions are modified. The concept of real time is also linked to that of “live” events presented by radio and television broadcasts, which allow participation in far-off events.

Descending and Ascending Information

The birth of society in real time will result from the evolution of two complementary forms of communications systems. One of these evolutions is at a more advanced stage than the other, and this creates an

imbalance whose sometimes dramatic results are now being felt.

The two evolutions involve the continuation in society of two fundamental actions of the individual conscience: observation (acquiring knowledge, informing oneself) and creative action (organizing the world, informing matter). In the first case, all acquisition of knowledge is counterbalanced by an increase in entropy in the universe. In the second case, all creation of new information by the human brain contributes to a decrease in entropy locally. Daily experience shows that the first mode of activity is considered easy, requiring little effort; the second is considered more difficult, more demanding.

In a similar way, society has endowed itself with a system of communications based on the rapid dissemination of information. From the top of the pyramid that is the form of every social organization down to its base, there is a system of descending information.

This system represents the large-scale transposition of the act of observation or the acquisition of information by the brain. It is given form by the well-known mass media (books, newspapers, radio, cinema, and television), which carry descending information to all parts of the earth. Its evolution has been rapid and its activity explosive, for the copying and distribution of information can be done on a grand scale at a minimum energy cost.

The other system of communication has only gradually been put to work. Still far from achieving the effectiveness of the first system the second system is principally one of sending information back to decision or broadcasting centers. This is ascending information: individual actions and personal participation or contributions to the functioning of an organisation or the greater social system. It is the transposition to the collective plan of creative action that each person performs at his own level.

This system (we call it ascending for symmetry) is made up of all the everyday forms of representation and participation in the life of society: the vote, elected representatives, political parties, production committees, labor unions, consumer institutes, public opinion polls. This is the “response” of individual members of society to politics, to government programs, to the management of a company, to the mass of goods and services provided by industry.

The slow pace of its operation can be explained by the high price that one must pay in information (the education required at every level) so that each individual can participate effectively in the organization and development of society. Every creation of a new organization (the equivalent of potential energy known as neguentropy) must be counterbalanced by a significant expense of information (Fig. 75).

In addition to the systems of descending and ascending information there is the entire network of horizontal communications, from person to person or from person to machine–first by means of mail and the telephone, then with the interactive electronic systems that are just coming into their own. The integration of these three systems of communication provides a rough sketch of the infrastructure of society in real time.[3]


The New Interactive Networks

The technology of communications is well known and readily available. It has arrived at a stage of development, especially in the United States, where it is possible to talk about the coming of a public utility for information, the embryo of society in real time. As a complement to other largescale public utilities for energy and transportation, the new information utility will probably have a more significant impact on the organization of society.

Yet the real problems are not technical; they are politica and economic problems. We have no idea of the wide-ranging consequences of an expansion of the contacts and interactions in real time among the inhabitants of a country, in their homes or at their places of work. We have no idea of the effects of their selective access to information–to cultural activities or to entertainment. Who has been able to measure the social and economic impact of the telephone? How could we foresee the impact of computerized information and communications systems on transportation and travel, on the organization of large cities, on the working habits of the population, and on education? Will an “interactive” society lead to the sense of participation of its citizens? Without receiving prompt feedback within a reasonable period of time as a response to his actions, an individual loses all feeling of participation in the operation of the system to which he belongs; he tends to become passive and disinterested in the organization on which he depends. One of the forms of “social malaise” can be described, as Jacques Attali has said, as the feeling of being left our of power that is felt by every citizen deprived of a real means of participating.

We must no longer let ourselves be carried away by the perspectives that communications technology has opened up. A computer terminaliIn the home or interactive networks of cable television will be expensive and it is not certain that they are necessary or even wanted. Will the social cost be justified? How can we distinguish, in the maze of electronic gadgets constructed by telecommunications engineers, those that will have real advantages for society and the individual?

One of the major differences between the time in which we live and that of the great technical breakthroughs of the first half of the twentieth century is that we do not have to endure the effects of poorly planned and controlled technology. We are now able, perhaps for the first time to prepare–with full hearings–for the introduction of new technologies into our lives in a manner that is in the best interests of man and society.

Another difference is that instead of serving prestigious operations undertaken for political ends, communications technology can render immediate service to all citizens in a form that they will be able to understand and appreciate. But once they have decided to accept the installation of such networks in principle, will they be ready to assume the costs?

When the means of communication are installed, their services will expand. The more the services expand, the less the operating cost of the network will increase. Yet no service will expand at too high a cost once the network is installed. Again we are trapped in a vicious circle: which should come first, the telecommunications network or the service that makes use of it? We might say both at once, first in an embryonic way, then in a more complex way as a result of continuing evolution. Political desire, public pressure, or the urgency of a situation can accelerate the process. For the moment none of these services can be justified on economic grounds alone, yet we sense that their coming is inevitable.

There is as much promise as there are dangers in the advent of public information utilities. There is the promise of a more humane society one that is less centralized, that will bring people together and profit from their interactions. At the same time there are the dangers of mass manipulation, of the infringement of individual privacy, of a new form of social inequality based on preferential access to information. To measure the magnitude of the revolution that is brewing and its potential impact on our daily lives, we must consider now the technical support of the new communications systems and above all the services that rely on the networks of descending and interpersonal information. Then we shall consider the problems posed by ascending information, the support of participation in real time.

Communications Hardware

Knowledge is power, the proverb reminds us. Heretofore the control of information–and hence a share of power–has been in the hands of small political groups and private businesses ( see notes ). Now modern communications technology in theory offers the possibility of a complete redistribution of power. For the first time, information carried by the transmission lines can be controlled by the receiver rather than by the source.

To understand this unprecedented change and its social repercussions, one must compare present-day communications technology with that which would replace it in society in real time. The principal forms of the mass media today fall into two large groups: the storage media for texts, images, and sounds (books, newspapers, films, recordings) and the transmission media (radio, television, telephone).

Closely related to the storage media are the powerful duplication media, which allow the production of large numbers of copies of books and newspapers, and the distribution networks (bookstores, newsstands, cinemas, record shops). Information can be delivered to homes by mail subscription as well.

Radio and television, the transmission media, also act as duplication media by sending the same information simultaneously to a large number of people. They make it possible to transmit and broadcast audiovisual storage media–records on radio, films on television. However, the selection of programs and the hours of broadcasting remain under the control of the source.

The only primary large-scale transmission medium controlled by users is the telephone, but it is not generally linked to the mass storage media. Like the other interactive media–letters and shortwave radio, but not the new citizens’ band network–it allows only bilateral communication. One of the few opportunities the user has to exercise direct control over transmission from storage media is to go to a bookstore or a newsstand and select a book or magazine.

The situation is entirely different with the new electronic storage and transmission media. These systems have an electronic or computerized data bank, a transmission network, and computer terminals in the users’ homes for selective access to information. The data banks are either magnetic disks containing up to 800 billion bits of information (the equivalent of l00,000 books of 400 pages) or microfilms stored in an access system that can be controlled by computer.

The transmission networks use telephone lines or cable television, and their impact is directly related to their transmission capacity. What are their limits? Consider some examples of transmission range.

One page of this book contains about 3,000 characters or 24,000 bits

of information. A fast reader can read this page in a minute at a rate of 500 words per minute or about 400 bits per second. In comparison, the capacity of a telegraphic transmission line is about 75 bits per second. A telephone line carries an average of l,200 bits and as much as 9,600 bits per second. If the information is transmitted in digital form, 60,000 bits per second can be sent.

The newest communication systems are the microwave transmission networks and the coaxial cable. Using relay antennas, a microwave transmission network can carry as many as l00 telephone communications simultaneously at a speed of 70 million bits per second. Services using these networks are already connected, with banks, hotels, airline reservations agents, and computer services. The coaxial cable, built around a conductor in a hollow tube, can carry l0,000 telephone communications and 700 billion bits per second. As the basis of cable television, this network creates “wired cities,” connecting users and relay stations and ensuring two-way information between subscribers and central stations and among the subscribers themselves (Fig. 76).

Communications technology has still other systems in reserve–satellites, wave guides, and optic wave guides using laser beams. The wave guide is a hollow tube in which 250,000 telephone conversations can travel simultaneously–a flow of information of 15 million bits per second. The theoretical capacity of the laser reaches tens of millions of simultaneous communications; it will probably surpass all present and future needs of society ( see notes ).

Today the most common terminals found in homes are the telephone and the television set Their newest versions include the touch telephone which allows communication with computers, and the videotelephone and interactive cable television, which are competitive systems.

In the future the communications terminal in the home will probably look like a combination of television set, telephone, and teletype. It will function at the same time as a library, a news magazine, a mail-order catalogue, a postal service, a classroom, a theater, and a telephone inquiry service. Time-sharing computers connected to transmission networks will ensure the selection of information, the control of communications between subscribers, and the storage of information in data banks (Fig. 77).

Such systems of electronic storage and transmission in real time do not yet exist on a nationwide scale. But they are functioning now in such subsystems as universities, research centers, large industries, administrative and financial agencies, government agencies, and international scientific organizations. The commencement of their large-scale operation will probably depend on cooperation between cable television companies and time-sharing computer companies.

Services in Real Time

The wired city is becoming a reality. There will be 30 million homes in the United States in 1980 that will have cable television. In France new cities like CrÈteil and Cergy-Pontoise will be “wired.” In fact all cities are already wired with electricity and telephone lines. The coaxial television cable, because of its two-way capability for transmitting information, opens the way to a new era of services ( see notes ). And there is more

than cable television; the interaction among network subscribers and between subscribers and central stations can be as readily accomplished by expanding the telephone network and using videotelephones.

Without distinguishing between the various specific uses of cable television and videotelephone systems, one can still offer a glimpse of the kinds of services that society in real time will be able to offer. In describing them now as though they already existed, I am also raising the question, is this what we want for tomorrow?

Selective access to information. Any subscriber to cable television has the same advantage: a turn of the knob permits the choice of forty channels. Another service lets one communicate by touch telephone with a computer at a central station and call for the news or programs that one wants from a television station.

Subscribers at home can also request information from data banks, whose contents are then presented visually in graphs, photos, and films. Subscribers have instant access to legal, administrative, financial, and technical information and sports data. They can go through archives and study rare documents; they can visit museums and exhibitions.

Doctors and engineers who subscribe to selective information dissemination services are alerted to the appearance of publications in their area of interest. A custom-made newspaper that corresponds to the profile of interest of the subscriber is delivered to his home. Thus information becomes more useful, more varied, more individualized.

Visual communication. Communication by videotelephone clearly goes beyond the simple amusement of seeing one’s correspondent on the screen. Conferences can be held between several people separated by distances of hundreds of miles. Relatives can “visit” patients in hospitals or prisoners in jails. Students can attend lectures or special courses. Doctors can examine their patients as they consult their medical files (x-rays, electrocardiograms, encephalograms, histologies). Lawyers and legal, financial, and technical advisors can work with their clients over the same files. Private conversations can be held with marriage and family planning counselors. Businesses can conduct preliminary interviews with job candidates. News editors and reporters, copyeditors and authors can work together on layout and editing.

When linked with computers, the visual communications network will offer an expanded range of services, including computer-assisted instruction in which tests, problems, and exercises are the framework of a more individualized instruction. The management in real time of bank accounts has become necessary because there are now systems of payment that do not involve checks or cash. The bank’s computer answers questions by displaying its response on a television screen or “talking” on the telephone.

Interpersonal communication. Information on the most diverse fields– for which there is supply and demand–is stored in data banks and kept up to date as subscribers communicate new information. As if in a kind of electronic classified advertising service, the computer compares the characteristics of each offer and each request and puts the appropriate parties in touch. This is the computer matching system; it brings together ideas, situations, and interests.

In place of impersonal and inefficient mass contact, selective matching modifies the quality of personal relations by increasing the probability of cross-fertilization of ideas, the comparison of original efforts, and the mobility of people and ideas. Computer matching has direct application in school, university, and vocational guidance, in employment agencies that embrace several cities, and in transfers of technology between nations.

Putting people in touch through selective matching can lead to a better rate of utilization of common goods. People working in the same area of the city and living near one another can use the same car to get to and from work. Computerized car pools have had varying degrees of success in the United States and in Europe, depending on the area. Yet the advantages of this simple idea are obvious; it could well be extended to other fields.

In the more distant future, network subscribers will be able to communicate through decentralized data banks accessible to all. These banks will store publications, employment and product offers, and ideas. Every individual will be able to explore the bank selectively; when he finds what he wants, he will be put in contact with those whose ideas, tastes, or activities match his own.

Control of the city’s functions. With interactive networks, the city becomes more and more like a living organism. The wired city assures its residents of protection against fire and theft, for fire detectors and burglar alarms are linked directly to surveillance and emergency services by coaxial cable. Gas and electricity services will take their meter readings directly from the home. The police will be able to hold lines of suspects, compare fingerprints, and study stolen cars and other objects at distant locations. Detectors and television cameras placed along roads and at intersections will report to computers the necessary information for controlling city and highway traffic in real time. The automation of traffic lights and alternate routes in the event of tie-ups or bad weather conditions will ensure an improved flow of traffic. Automatic identification of moving vehicles in certain zones will make it possible to provide traffic information and to control traffic lights in order to allow emergency vehicles the right of way.

Even the miniature communication systems dear to science fiction

writers have become a reality. Private cars already have radiotelephones; in some countries there are methods of locating and paging people by beeps–a system first used to contact doctors in emergency cases. These systems function not only within large organizations but as Nation-wide Paging Systems. Instantaneous person-to-person communication by means of a wristwatch transmitter-receiver is technically feasible, even at great distances.

The dialogue between computers. Computer networks are being connected with one another. The ARPA network joins the computers of thirty American universities with the help of small computers capable of translation in real time. Veritable “ganglions” at the nodes of a nervous system, they make possible the translation of messages from one computer language to another. This network now extends to European computers, giving them virtually instantaneous access to all the libraries of specialized programs now in operation on the campuses of thirty American universities.

Teleconferences, already widespread since they are offered as a supplementary service by telephone companies, will now benefit by the interconnection with computers. The Institute for the Future in the United States has developed a system (FORUM) that allows experts to communicate in real time or in delayed time with other experts on a given subject. All benefit from the computers’ information-processing capabilities and from the specialized information stored in their data banks.

Social Impact of Services in Real Time

Over the past ten years one of the favorite topics of the futurists has been the potential of new communication systems to substitute for human travel ( see notes ). To move information through wires instead of moving people over highways appears to be more efficient: it saves energy as well as time.

Few studies have been made of the relationship between transportation and communication, but the energy crises have given the matter high priority. A reduction in the amount of professional travel and the daily commuting of city dwellers would not only cut down on fuel consumption, it would reduce pollution, noise, and tension in large cities. Even if this substitution affected only 18 percent of the travel in a city (as shown in studies made in 1972), it would have considerable influence on living conditions in the large metropolises.

This does not mean that we are headed for a society in which people travel only for pleasure or leisure. Some kinds of work will always require travel. It is difficult to imagine a chef preparing meals or a barber giving a haircut by closed-circuit television. Similarly, one cannot participate

in sports, acquire a suntan, or breathe the forest air by using a video telephone (fortunately!). On the other hand, practically everything done in an office–reading, writing, dictating notes or correspondence, telephoning, attending meetings–could be done from one’s home. True, nothing can replace personal contact, and nothing will prevent occasional traveling to call on a customer, to sign a contract, to visit a factory, or to evaluate people.

The bulk of the communications that constitute business life will be carried on more and more by means of videotelephone networks, cable television, and teleconferences. Calculations made at Cornell University in 1973 and cited by Edward N. Dickson in a report on the impact of the videotelephone attempt to evaluate its costs compared to those of travel and electronic communication.

In a time of energy crises these comparisons are very interesting. Eight hours of transatlantic travel in a Boeing 747 for the purpose of meeting someone personally uses eight times more energy than a videotelephone conversation of the same duration. For short distances, the energy in five liters of gasoline can fuel a car for about 30 miles or provide 66 hours of uninterrupted videotelephone conversation. At present the substitution of the videotelephone for travel holds no interest on economic grounds, but telecommunications specialists agree that in the long run travel will become less efficient and more costly. The continuing replacement of some kinds of travel by electronic communications will probably have a pronounced effect on the organization of large cities. As a result of decentralization, the metropolises will split up into villagelike communities whose inhabitants will work at home. Such an evolution will lead to a “new rural society.”

Society in real time will witness a revolution in education. Through selective matching and person-to-person communication, people of all ages and all social levels will be able to benefit from individualized education.

Interactive networks will bring about further developments in service activities. Industrial civilization is founded on the principle of mass production; the beginnings of informational civilization, however, rest on selective production and destandardization. The success of products made by craftsmen and the number of magazines produced for small special interest groups are harbingers. Bringing people together by means of visual communication will lead to the creation of a multitude of new services and accelerate the “dematerializing” of the economy that is already under way.[4]


Social Feedback

One of the most important advantages of the new electronic information systems is the possibility of the feedback of information to decision centers ( see notes ). Without feedback loops there can be no efficient participation, no interactive society.

The feedback of information at all levels of the social organization (businesses, cities, states, governments) represents a great loop of cybernetic control that I call social feedback.

Without control loops a social system under “direct command” is nothing more than a dictatorship; only with the installation of control loops can the system evolve toward democracy. Today the effectiveness of regulatory systems and traditional participation–and above all, the length of their response time–does not satisfy the demands of a rapidly growing society.

The oldest forms of social feedback are probably the applause and the catcalls of a crowd, but the most widely used form is clearly the vote. We all know the limitations and weaknesses of the vote: discontinuous participation, delays in tabulation, excessive simplification of choices, the inability to translate the intensity of individual opinions. Yet in spite of these imperfections the vote remains the basis of participation in democratic societies.

There are other forms of social feedback ( see notes ). The market price of goods and services is the support for a kind of continuous vote represented by the vast numbers of transactions between buyer and seller. In making a purchase a consumer indicates a choice, just as he does in voting. The power of a boycott of certain products and voluntary restraints on buying during times of shortage illustrate the “macroscopic” effect of a mass of individual actions.

The stock exchange is another system of participation in real time. Each order to buy or sell is a sort of vote that modifies the market price and has consequences for the management of numerous businesses, for financial houses, and eventually for a multitude of workers.

Political leaders, labor leaders, industrialists, newspaper owners, producers of television programs, and directors of advertising agencies have long been trying to learn what people think, to anticipate their reactions, and to satisfy the needs and desires of the population. The suggestion boxes that industrialists place in company cafeterias, the letters to the editor in newspapers, the “open door” policies in big business, and the work of the ombudsman in European governments are limited but

significant attempts to obtain feedback at decision centers. These practices attempt to translate, at the highest level, the responses of citizens, consumers, and employees to the programs and measures that affect them.

But these rudimentary social feedback channels are a mockery compared to the power of the systems of descending information, particularly television and advertising. To speak of communication here, on the theory that the receiver “will get the message,” is an abuse of language. There can be no true communication without the feedback of information and interaction with the source.

The Imbalance in Communications

Inundated with floods of descending information, citizens are condemned to playing the role of passive observer. The feeling of frustration that they experience results from the imbalance between the unquestionable educational effectiveness of communications systems and the weak efficiency of feedback channels that are supposed to allow everyone to express his opinion or to participate fully in the operation of the society in which he lives.

There is another imbalance, that between two new social classes: the “information rich” and the “information poor.” The gap between them may increase with the utility costs of interactive networks in real time. The explosive and uncontrolled proliferation of the media has created a condition of anarchy: a new form of pollution by information and a profound malaise on the part of all who must suffer the information without having the power to control it.

Today we are witnessing a reversal of attitudes as a result of the constant questioning and the pressures exerted by the younger generations. There exist powerful antibureaucratic and anti elitist feelings among the students of many countries, along with the compulsion to criticize immediately all forms of excessive centralization of power. It is a secret war against the influence of what Ivan Illich calls the “radical monopolies”: systems of education, health, news, entertainment, transportation, and organized leisure. It is a feeling expressed not only in meetings and the underground press but in a crowd of initiatives:

We are experiencing an increase in pressures brought by citizens on behalf of laws and regulations limiting the power of certain organizations by making them more open to the public. The rise of the press as a fourth power (after the executive, the legislative, and the judiciary) in the Watergate scandal is the sign of a firm will to reestablish the balance of powers and to prevent confidential information from being controlled and used for personal ends.

The fight for the safeguarding of privacy from all forms of electronic eavesdrop ping and the files in central data banks is another sign of the determination to readjust the balance of powers between those who hold the power

to collect and store information and the citizens whose lives are recorded in the electronic files.

The investigations and publications of Ralph Nader and his “raiders” have shown the need for rigorous control of specialized government agencies that exercise monopoly power in some sectors of our daily life–such as health, education, food, and transportation. In the case of the Food and Drug Administration and the Federal Trade Commission, Nader’s investigations have brought out the serious implications of decisions made in haste or under pressure from industrial groups.

The rise of consumerism and the expanded roles of consumer associations, parent organisations, neighborhood committees, and conservation groups are contributing to the increased power of social groups that play a significant part in the life of the country.

Student demonstrations and mass meetings, protest marches, and sit-ins that take place in front of television cameras are immediate forms of social feedback whose repercussions must not be underestimated.

In the United States the creation of Community Information Exchange Centers, located in small cities or in sections of large cities, help to bring people together on the most diverse subjects: mutual education, family and vocational guidance, drug addiction, hobbies, philosophical and religious studies, and conservation. These centers also operate as sorting stations for garbage, recyclable materials, and salvageable items.

Everyone knows the influence that Americans can exert through locally organized referendums on subjects of national interest. When questioned, they readily take stands on such subjects as the legalization of marijuana or abortion, educational reform, highway construction, urban renewal, and regional development.

These kinds of social pressures, added to the possibilities offered by the new interactive communications networks, will open up millions of channels of expression; little by little they will reverse and rebalance the flows of information at all levels of society.

The Media and Electronic Participation

The media have been quick to react to the rise of discontent resulting from the citizens’ feelings of being left out of power. On their own initiative they have contributed liberally to the installation of new systems of social feedback. Apparently this was done first by radio and television networks, then by cable television companies, who were among the first to realize the social and commercial potential of an entirely new form of electronic mass participation.

The earliest instances of the expression of a collective response through radio and television have their own history. Some years ago the head of a large television network told the press about one such response. The engineers of the New York City Water Department were puzzled by the regular water consumption cycles that occurred every quarter of an hour and saw peak usage for short periods. On investigation

they discovered that the cycles corresponded precisely with the times that advertising was broadcast by all the major television networks. Television viewers were using those few minutes of advertising time to get a drink of water or to visit the bathroom!

Two instances of polling in real time, carried out by French television several years ago, deserve mention- A team of television professionals decided to question the residents of Sarcelles, considered a model “bedroom town,” on the problems of living in large suburban conglomerates. In order to get an instantaneous collective response, the directors set up their cameras one night on the heights surrounding the city, from which thousands of lighted windows were visible. They asked the viewers who were watching the program (about 70 percent of the inhabitants) to turn off their lights at the beginning of the broadcast and to turn them on again only if they wanted to reply in the affirmative to the questions they would be asked. The vision of thousands of lights coming on instantly in response to the questions of the television host excited everyone who participated in the event.

The idea had been taken up by television on the occasion of a public fund-raising campaign sponsored by the French Foundation for Medical Research. Everyone remembers the event. At a prime viewing hour, an announcer speaking for the foundation asked all Frenchmen to participate in a drive to benefit biomedical research by buying a “share of life.” To estimate the number of viewers interested in the appeal, the announcer asked everyone who wanted to participate to turn off his television set for one minute. The drop in current registered by Electricity of France and transmitted to computers would indicate how many viewers had turned off their sets, and the result would be broadcast. The total was 3.8 million viewers; later they all went to their town and city halls to buy their “share of life.” More than 20 million French francs were collected in a few hours.[5]

Radio stations in many countries allow listeners to call at the time of broadcast discussions. In the United States there are stations that devote almost all of their broadcast time to conversation with their listeners; this is person-to-person radio. In France radio and television programs that give listeners or viewers the opportunity to express themselves or to offer their help have enjoyed great success. Several years ago American and German television networks inaugurated “participation” broadcasts. Viewers responding to a news question that could be answered yes or no called telephone numbers designated for affirmative or negative answers. The calls were quickly counted and the results broadcast.

More highly perfected systems of social feedback have been tried in the United States. One system uses terminals installed in homes, by pressing a button, individuals can register their opinions in polls. Another system uses survey checklists that appear in the daily and weekly newspapers. The forms contain boxes corresponding to the answers to the various questions. Readers check the appropriate box for each question, the survey forms are read and tabulated by computers, and the results are published in the next issue. Computer terminals have been installed in public places and in supermarkets so that consumers can inform manufacturers of their reactions to certain new products (Fig. 78).

Cable television companies are now experimenting with several kinds of interactive systems. Subscriber Response Systems (SRS) enable a single computer to collect information from the terminals of ten thousand subscribers in less than two seconds. In South Orange, New Jersey, four thousand cable television subscribers participated in a survey on programs and their quality. The Mitre Corporation conducted an experiment in Reston, Virginia, in which subscribers choose their own programs and communicate among themselves through individual “addresses” stored by the computer.

So far the press has not participated in social feedback operations on a large scale beyond the publication of opinion polls. The practice of publishing opinion polls goes back to the end of World War II; the surveys are a kind of social mirror that reflects for the nation a fixed image of its opinions and its choices on a wide range of subjects.

Experiments in social feedback in our day all stress one important point that has been confirmed by other research (notably that on educational systems using classrooms equipped to register a collective student response): collective feedback is valid for eac hparticipant only when he receives the overall results in real time. The students say there is a big difference between making a mistake along with 80 percent of the class and making it all alone. In any case, they want to know. Social feedback also seems to reinforce the willingness to participate, one wants to know more and to learn from the responses of others, as one is anxious about what others have said and how they reacted.

What is also striking in this kind of experiment is the sense of togetherness that connects and integrates the members of a group taking part in a large-scale investigation. Each person has the feeling of acting in a new dimension, of participating effectively in something larger than the individual, something that brings one together with one’s equals.

The intensity of social feedback in real time that consists of thousands, even millions of individual responses is fascinating and at the same time disturbing, like some untamed force that is poorly known and poorly used yet holds the promise of a new balance of power and control.

Problems of Representation

When one speaks of the potential of telecommunications and data processing in the various forms of simultaneous collective responses, or social feedback, this immediately evokes in many minds two images, both futuristic and easily caricatured. The first is that of a “continuing electronic referendum” on a wide range of topics, to which citizens would be subjected. The second is that of a giant computer connected to each voter, taking the place of cabinet members and congressmen in their roles as planners and coordinators of the country’s economic and social life.

The two possibilities are as absurd as they are unlikely. Such systems, to be at all effective, must assume that citizens are informed to such a degree about the problems on which they have to form opinions that in fact they would have to spend so much of their time collecting, organizing, and studying information that they would have no time for other activities.

Fortunately the computer is not ready to make every living room a center of government. Moreover, this kind of continuing referendum on a nationwide basis, even if it were possible, would be extremely dangerous. The immediate response of millions of citizens to the questions that a president might ask them directly on the little screen would cause a form of short circuit, resulting in an enormous loss of energy. Information rising instantly from the entire base of the social pyramid to its summit would have the paralyzing effect of a social electrocution.

More than ever we must take into account the necessary delays in response times that are a part of social systems–the hierarchy of levels that allows intermediary bodies and representative organisms to act

as transmission lines. The absence of friction, delays, and restraints can lead to extremely dangerous, self-amplified oscillations, as studies of servomechanisms have shown. Filtering, buffer effects, and even disorder, introduced by interactions between individuals, protect the social system and allow it time to adapt to rapid change and new situations. The delaying factors also alleviate the volume of responses, eliminate “noise,” and in the long run draw out significant information and tendencies.

To be effective, a participative system must take into account both the response of the people and the intensity of that response. Without the dimension that intensity gives it, a response is empty; one soon realizes how difficult it is to moderate the result of the affective or impassioned reactions of a mass of individuals who are poorly informed about the situation on which they are consulted. This is especially true in evaluating the intensity of the responses of minority groups.

Instead of national electronic referendums, we need decentralized systems of participation that permit continuing control and planning of social and economic activities at the local level (neighborhood, business, city, state, or region). The human organism and biological systems in general offer numerous models for the decentralized regulation of equilibriums. Such decentralization deals directly with the function of representation.

The representative (local elected official, congressman, union officer, administrator) does not need all the available information on a given subject. He cannot be at the same time a public opinion institute, a storage bank, and a transmitter-receiver that decodes and transmits faithfully the messages from his constituents. The representative can select, distort, amplify, or hide information to serve his personal ends. More than the perfect transmitter of information, he is the creator of a new form of information, a principal actor in the greater participative system.

Out of this subtle game of transaction, filtering, and negotiation, the function of representation is born, emerging at the “macroscopic” level, as does every systemic property. The question is not one of knowing whether to get rid of representatives considered out of date in the technological plan for the communications revolution; it is a question of knowing how best to use the interactive participation systems, electronic or not, at all levels of organization, in order to strengthen the function of representation and especially to restore the balance of powers among representatives, the represented, and the managers.

Still we are not sure which of the electronic means could effectively help representative bodies, pressure groups, lobbyists, labor unions, consumer associations, employee committees, and municipal councils. We might try to strengthen the role of the representatives by giving them access to an impartial and objective “service of experts” made up of electronic interactive participation systems linked to citizen groups.

The interactive participation systems created for special purposes will play increasingly important roles in local government, international organizations, and large symposiums ( see notes ). Several countries are already experimenting with continuing referendum installations that permit qualified responses in the place of the simple yes or no.[6]

Such systems will be used first at the local level, then extended through a series of interconnections with all the major professional fields and finally with entire geographic regions. The initial impact of these systems will probably be felt first in the business world.

Contrary to what classic theories of management advise, more and more attention must be given to the flows of information that rise from the base of the pyramid toward the decision centers. No one can appreciate a problem better than the person who is closest to it. In the United States and in Europe general managers compliment themselves on being able to make fast decisions–but how long does it take to apply the decisions that come “from above”? In Japan arriving at a decision is a slow process because everyone participates, but once the decision is made it is put into effect almost immediately.

Advantages and Dangers Of Society in Real Time

Instant access to information and the use of electronic systems for participation in real time hold out great hope for a transition to a more just and more humane society. At the same time they represent one of the most serious threats humanity has ever faced: the risk of concentrating power in a few hands has never been so high. Yet the opportunities for bringing citizens closer together have never been so great.

The redistribution of power that data banks allow permits a more conscious participation of individuals in the general functioning of society, in its major decisions, and in the regulation of its equilibriums. The social feedback loop, which we perceive now at the level of observation of the macroscope, could in the very long run be one of the predominant elements in the regulation of the metabolism of society. This feedback loop will contribute to the control of energy consumption and the growth rate, the adjustment of production to needs, and the control of the production of wastes and the cycles of recovery and recycling.

During the worst of the energy crisis, public opinion was impressed by the breadth of the results–within a few weeks and on a national scale–that followed restrictions on travel and the regulation of thermostats. Through the feedback of results, everyone discovered the power of collective efforts coordinated and synchronized toward a specific goal.

The big difference, compared to well-known movements in history (wars, fascist and totalitarian dictatorships), was that for the first time such movements could be coordinated by the citizens themselves, in their own interest. Social feedback makes it possible to respond to demand and to need–to adapt to an environment experiencing rapid evolution, to anticipate and use events as evolutionary factors instead of managing successive crises. The large newspaper organizations and the television networks will be able to tailor their publications and their programs more effectively, satisfying the public’s aspirations while continuing– by maintaining a dialogue with the public–to raise its general level of knowledge.

But democracy in real time offers not only advantages; badly directed and controlled, it can lead to the worst of dictatorships. In fact a more sensitive, more interactive society that depends on complex regulation systems becomes still more vulnerable to destruction and to distortions of all kinds. It is like any other complex living organism. What guarantees can one offer the public to assure it that the interactive networks will not serve the interests of small political or business groups rather than those of the public? It is easy to falsify or manipulate the data that result from opinion polls in real time, through the selection of criteria that modify their treatment by the computers and the posting of the results.

Installation costs for electronic systems that provide instant access to information might be so high that only a few large industrial firms would have the means for developing them, using them, or controlling them in their own interests. At whatever level it occurs, social feedback clearly has value and interest only when it comes from all the individuals concerned. Can you imagine a situation in which the cost of terminals was very high or there were long delays in installation and some citizens were deprived of their right to vote while others, in more comfortable circumstances, were favored? Once again decentralized participation at several hierarchical levels is necessary within the framework of a public service from which all citizens can benefit.

The dangers of manipulating flows of information being fed back to the decision centers and the dangers of invading citizens’ privacy by building up data banks on them are obvious. An information network linked to computers and continuously interrogating the terminals in specific homes in order to learn those people’s questions or tastes could become the basis of a gigantic electronic file on the individuals. The shadow of Big Brother described by George Orwell in 1984 stands out as data are increasingly centralized through electronics.

Political problems posed by social feedback have been very little studied so far. I have spoken of the role of representatives; on another level,

how can one establish continuing citizen control of the groups or bodies that have charge of the programming of computers and the maintenance of networks? How can there be control over the way in which questions are asked?–a particularly delicate problem when one understands the influence of the wording of a question on the persons chosen to answer it. How can one protect oneself against momentary “gut” reactions? How should one treat the necessary maturation time and the delays inherent in social systems? We do not know very well the response times of these systems. The cumulative effects of a series of seemingly insignificant stimuli, taken up by the media, are capable of creating a climate of tension or collective hysteria. An electronic participation system could amplify such reactions through positive feedback and lead to collective behavior that would be catastrophic.

An entire science of the dynamics of complex social systems remains to be established. Shall we be successful in respecting our individual liberties as we install the cybernetic mechanisms of regulation in real time that are so grievously wanting in our social systems even as they form the basis of biological systems?

[1] The logarithm of a number is the power to which the base must be raised to obtain the number. In base 10 the logarithm of 1,000 is 3, because 1,000 = 103. In base 2 the logarithm of 16 is 4, because 16 = 24.

[2] Inversely, the brain creates information and thus can decrease entropy. We will see this in the following chapter, on time.

[3] The circuits of ascending and descending information exist only where there is centralized power. In a decentralized, interactive, and participative society, the wealth of interaction in real time is founded on the diversity of exchanges between individuals. Decentralization of power comes about naturally through a growth in individual responsibility and in pluralism.

[4] This wilfully futuristic description of services in real time has tried to show toward what the explosive development of telecommunications and data processing can lead. It is not a technological forecast. We must also take notice of the other extreme view, shared by sociologists and architects like Yona Friedman, who say that all global communication is impossible because of the critical size of groups. We are moving toward a “poor world” fragmented into hundreds of little communities with communication between them reduced to a minimum.

[5] This kind of public appeal is open to discussion and has had mixed reactions in France. I shall not pursue the controversy here; I only want to illustrate the potential for social feedback on a large scale.

[6] More examples are given in the sixth chapter, on education.

Copyright © 1977 by Jo”l de Rosnay


Jo”l de Rosnay, Docteur ‘s Sciences and scientific writer, is presently President of Biotics International, a consulting company specialized in the impact of new technologies on industries, and Special Advisor to the Director General of the CitÈ des Sciences et de l’Industrie at La Villette  of which he was Director of Forecasting and Assesment until June 2002. From 1975 to 1985 he was Director of Research Applications at l’Institut Pasteur (the Pasteur Institute in Paris). Read more about Jo”l de Rosnay. Visit his website: Crossroads to the Future.

Read his online book: The Macroscope