System Theory 1

Systems Theory

St. Mary’s College LDSH 210

David P.Walker – GLD19

David Walker St. Mary’s College – LDSH 210 Jan 20, 2009

of 14 Systems Theory Paper # 1 Professor Ken Otter

Contents

Ptolemy’s Model ........................................................................................................................................... 3

Atoms to Galaxies ......................................................................................................................................... 5

Comparison of Paradigm Changes in Science ............................................................................................... 8

The Magic of Trans-Dimensional Thinking .................................................................................................... 9

Problem Symptom – My Personal Example ................................................................................................ 10

The American Education System ............................................................................................................ 10

Application of a System Perspective – My Personal Example .................................................................... 12

Teaching Adults, Middle School, and High School Students ................................................................... 12

Conclusion ................................................................................................................................................... 13

Works Cited ................................................................................................................................................. 14



Ptolemy’s Model

The universe is much more complex,

interconnected, and interdependent than just a three-

dimensional orbital path. In Ptolemy’s system model, the

earth stood at the center of the universe surrounded by

eight spheres carrying all the known heavenly bodies.

This geocentric model is a theory that the Earth is

at the center of the universe and all other celestial

objects travel around the Earth. Aristotle, Ptolemy, and most Ancient Greek philosophers,

correlate that the Sun, Moon, stars, and planets observable by the naked eye circle the Earth.

Congruent ideas are also held in the mid and far east. This geocentric system model is a basis of

the foundation of reasoning and authority for both western and eastern civilizations.

Two superficial observations support this idea that the Earth is in the center of the

universe. The first is that the stars, sun, and planets appear to revolve around the Earth and

that the stars circling around the poles and those stars nearer to the equator rise and set each

day and circle back to their original rising point. The second is the observation that the Earth is

solid and stable; that it is not moving but is at rest and is immovable.

From these observations, reasoning extends to shape system allegories that structure

the bedrock of pre-renaissance Christian dogma. Man is made in God’s image. Man and God are

at the center of the universe. Religion and all creation revolve around God and man. Man has

dominion over the earth and God has dominion over man and the heavens. This geocentric



Geocentric System Model. The cosmos reflecting a Ptolemaic system from Peter Apian, Cosmographia, (1574).

systems belief affirms that both God and civilized man are the creators and at center of the

universe and correspondingly are the most important elements relating to the question of

mortal and immortal existence. This fallacy is the basis of

authority upon which Christian supremacy rises.

Geocentric reasoning and authority give is an

inflexible leadership paradigm. Any discovery, thought,

or perception, outside of this construct would rationally

challenge the basis upon which God and man assumes

legitimate authority and dominion over the heaven,

Earth, men and other religions. This is the defensive

justification and rationale to squelch anything outside the geocentric construct. This paradigm

does not accept any changes that would undermine the dominance of God and man over the

rest of the universe.



Atoms to Galaxies

Physics has long been viewed as the most fundamental science—the science that

resolves the most basic level of reality. Naturally, then, people have looked to physics for

insight into reality based problems. In the first half of the twentieth century, physicists extend

the reach of their systems theories from Isaac Newton to both the smallest (quantum

mechanics) and the largest (gravity, space, time) extremes of our universe.

In contemporary physics, quantum mechanics is the prevailing construct relating to the

behavior of subatomic physical objects and forces. However, Relativity remains the construct

for resolving objects with large amounts of mass or problems involving vast distances, time or

space. One concept that quantum mechanics embraces is the ever present notion of

quantifiable uncertainty. Nothing in quantum mechanics is one-hundred percent certain. This

concept is what Albert Einstein objects to when he says, “God does not play dice with the

universe.” Einstein’s Theory of Relativity is not congruent with Quantum Mechanics and rejects

any uncertainty.

In the 21st century, specifically the summer of 2010, the Large Hadron Collider at the

CERN particle physics laboratory near Geneva, Europe’s $9 billion investment in particle

physics, will take a handful of ions hurl them through 17 miles of circular tunnel and smash

them together so hard they will shatter into the atomic equivalent of shards. Moreover, if all

goes according to plan, the glints and flashes from these shards will at last reveal the

mysterious Higg’s Boson - the one particle that endows all others with the property of mass and

a keystone to advance the systems theory of grand symmetry – string theory.



For many people this may sound awfully exotic, not to mention exorbitantly expensive.

However if we step back and examine the broader systems context of contemporary science,

this massive project is not a wild exception. This may be a vivid example of a broad trend across

many different fields of how basic scientific discovery is generated by a smaller and smaller

numbers of bigger and bigger projects. With this process of centralization come changes in

what scientist’s measure and even in what scientists are.

In physics, a slow drift toward centralization was given a sudden shove during the

Second World War. The Manhattan Project involved tens-of-thousands of scientists spread

across three different states and dozens of industrial research campuses. So it is perhaps not

surprising that modern atomic colliders (CERN, Fermi Labs) today epitomize what historians

already call “Big Science,” which usually implies one or more of these specific systems

characteristics:

• Big budgets: No longer required to rely on philanthropy or industry, scientists are able

to use massive budgets on an unprecedented scale for basic research.

• Big staffs: Similarly, the number of practitioners of science on any one project grew as

well, creating difficulty and often controversy in the assignment of credit for scientific

discoveries. For example, the Nobel Prize system only allows awarding three individuals

in any one topic per year because of being based upon a 19th-century model of the

scientific enterprise.

• Big machines: Ernest Lawrence's atomic collider in particular ushered in an era of

massive machines requiring massive staffs and budgets as the tools of basic scientific

research. Alternately, the use of many small machines, such as the many sequencers

used during the Human Genome Project, might also fall under this definition.



• Big laboratories: Because of the increase in cost to do basic science with

the increase of large machines, centralization of scientific research in large laboratories

(such as Lawrence Berkeley National Laboratory or CERN) have become a cost-effective

strategy. A troubling residual of this practical paradigm is the availability of public access

to these research centers. For all practical purposes these mega-research centers are

closed to the public.

The 21st century demonstrates that not only projects in physics and astronomy, but also

in life sciences have become big sciences - for example, the massive Human Genome Project.

The heavy investment of government and industrial interests into academic science has blurred

the line between public and private research where entire academic departments even at

public universities are often financed by private companies. Not all Big Science is related to the

military concerns which were at its origins. This bigness is both an opportunity and a danger.

Rising from the quest for a grand theory of symmetry in science, a theory that explains

everything, the 21st century idea of a complex multidimensional (11-dimesions) existence called

String Theory is under development. In the initial explanation of the “M Theory” resolution of

string theory, the basic scientific construct of this reality took Edward Witten and colleges over

one-thousand pages to explain. Some mathematical explanations are over one-hundred pages

in length.



Comparison of Paradigm Changes in Science

In the beginning, the mystery of understanding systems theory was resolved by

attribution to magic. There is a great irony here in that sometimes human thought comes about

to return full-circle to the point where it began - a return to an obscure fundamental truth

unresolved by complexity. In physics, both quantum mechanics and string theory advocate

quantifiable uncertainty, limitless possibilities and the existence of multiple worlds.

Table 1. Comparison of Paradigm Changes in Science

RELIGION GALILEO NEWTON MAXWELL EINSTEIN BOHR WITTEN Particle

Physics E/M Unification

General Relativity

Quantum Mechanics

String Theory

Century - 300 16th

17th

19th

20th 20th 21st

Symmetry/ Unification

о о о о о •

Dimensions 3 3 3 3+ 3+ 11 Electro-Magnetic Forces

• • • •

Gravity о • •

Sub Atomic Forces

• •

Magic / Limitless Possibilities

• • •

Multiple Worlds • • •

о – Denotes incomplete or highly divergent and unsettled systems theories.



The Magic of Trans-Dimensional Thinking

On the atomic scale matter obeys the rules of quantum mechanics, which are quite

different from the classical rules that determine the properties of conventional semiconductor

logic gates. Simplistically explained, quantum computing takes binary operations at the atomic

level and processes this work in a trans-dimensional reality - a place outside of what we

perceive as the time and space we occupy. When the quantum computing operation is

complete, the resolved data is retrieved from the other dimension back into the reality of

where it started. There is no time delay because all the work occurs in another time dimension

– another reality. The amount of time required for computations becomes irrelevant because

all the work is performed in a different universe outside of our perceptual existence.

So if computers are to

become smaller in the future,

new, quantum technology will

replace or at least supplement

what we have now. The point is

that quantum technology can

offer much more than cramming more and more bits to silicon and multiplying the clock--speed

of microprocessors. This supports an entirely new kind of computation with qualitatively new

algorithms based on quantum principles. Time realm changes, teleportation, and unimaginable

possibilities.



Problem Symptom – My Personal Example

The American Education System

Evidence of poor systemic performance of the American education system is borne out

by comparing and contrasting international education metrics. The weakness of the American

education systems are symptoms like: (1) poor overall performance of primary, secondary, and

post-secondary education institutions; (2) less than average high school and college graduation

rates; (3) disconnected associations between family, students, educators, educational

institutions and government; (4) the unattractive socioeconomic conditions influencing

teaching as a profession or aspiration; (5) the disconnection between teacher and student; and

finally (6) the disconnection between the uneducated and socioeconomic viability in the

context of a global society and economy.

1. The problem is that the American education system does not lead or excel in the

international education paradigm. One area where education system of the United States is

especially deficient is the education of social minorities. Compared to other twenty-four

industrial countries, America is dead last in education of minorities – in particular, Hispanics

and blacks. (National Governors Association, 2008, p. 15 figure 2).

The somber education statistics recently presented by the National Governors

Association presents a troubling snapshot of the education in America. “Forty years ago, the

United States had the highest high school completion rate in the world. Today, it ranks 18th out

of 24 industrialized countries.



2. In 1995, the rate of Americans going to college was among the highest in the

world. Since then, 13 other countries boast higher college graduation rates the United States”

(World, 2008).

3. “The US ranks 15th of 29 developed nations in terms of [college] degrees

granted: For every 100 students enrolled, countries such as Switzerland, Japan, and Australia

award 26 [or more] degrees, compared with the 18 in the US. In fact, nearly half of American

students at four-year colleges don't finish within six years. Out of every ten students who enter

an American college or university, less than four will ever graduate in their life time. Already,

America’s share of the world’s college students has dropped from 30 percent in 1970 to less

than half that today. (National Governors Association, p. 11). The U.S. does rank higher than

average on access to higher education, but that does not explain its very low college-

completion rates (National Governors Association, p. 21).

4. The American education system does not recruit or attract the best college

graduates. “Korea recruits from the top 5 percent of [college] graduates, Finland the top 10

percent, and Singapore the top 30 percent . . . Finns have come to cherish good educators as

Texans do ace quarterbacks, In contrast, the U.S. teacher pipeline seems to discourage

individuals with competitive academic skills from entering and remaining in the profession”

(National Governors Association, p. 27).

Points 5 and 6 are omitted.



Application of a System Perspective – My Personal Example

Teaching Adults, Middle School, and High School Students

Where is the magic? Where is the trans-dimensional thinking and practices? Where is

the 21st century perception of the American education system? I believe the answer exists that

may be as startling and hopeful as the idea in the physical science that String Theory may be

finally be a premise that explains everything. A resolved construct of the complex

interrelationships and dependencies of the American education system needs to be understood

before the current downward slide of the entire system can be abated. The entire system needs

to be understood. All the large, medium, and small parts need to work together.

A few months ago, I started a new job teaching in West Oakland and during my weekday

mornings, I teach English to adult speakers of other languages. My afternoons are spent with

middle school children tutoring multiple subjects. And, in the evening, I work with high school

student primarily with the subjects of history, literature, and science.

Most of the adults and children who come into the West Oakland Lasallian Educational

Opportunity (LEO) Center are financially disadvantaged or facing a myriad of unique and

complex personal problems. These problems, affecting over 85% of my students, range from:

(1) non-traditional family support (being raised by someone other than a biological parent); (2)

direct or collateral physical, sexual, emotional abuse; (3) victims or witnesses to homicides and

violent crimes; and (4) mild to acute learning, cognitive, or emotional impairment.



The transformation of American education may need to occur not only from the top

down but also from the bottom up. This action is completely omitted by the National Governors

Association Report (National Governors Association). A reasonable objective is that the

education of children may need to be a heightened moral and legal responsibility for families

and the care givers of children. The entire burden for child’s education cannot fall completely

upon institutions and government.

To impair or destroy the future of a child may be child abuse. This moral and legal

responsibility, as a matter of equity and balance, may involve accountability from the bottom

up because troubled children usually turn into troubled adults. Troubled students who cannot

complete their may be a symptom. The underlying problem might be: personal (family),

financial (too little or too much money), or a lack of sufficient developmental emotional or

cognitive ability.

Conclusion

We live in a world of infinite and magical possibilities. The 21st century study of physics

proves this point. Looking from the inside out and the outside in for connections and

interdependencies provide the key to a new and magical future. All this takes is the imagination

to visualize and resolve what may initially seem as the impossible. The world is only limited by

our imaginations. Dream the impossible dream. Make the impossible possible. Magic and

transformation is real. All this needs is realize is that everything is involved with everything – a

theory of everything.



Works Cited

National Governors Association. (2008). Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education. Washington,DC 20009: National Governors Association.

World, U. N. (2008, December 22). Groups Offer Way to Improve U.S. Education. Retrieved December 27, 2008, from Yahoo News: http://news.yahoo.com/s/usnews/20081222/

http://news.yahoo.com/s/usnews/20081222/

System Theory 1

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