A Language of Metaphors: Chapter 9

A Few Proposals

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I just can't let you go without propositioning you ! The following are a few seemingly outrageous proposals that I feel may one day lead to great things in many areas of society. Bear in mind that I cannot expect a surge of supportive reaction towards these, but they do reflect the ideals we seem to strive for. If nothing else, one may look these over and ask themselves "Would these changes result in good things; nothing; or ethically dangerous things ?". This single question has plagued me no end in these last several years, having caused me not to publish much earlier, though to this day, I still have no answer.

Proposal 1

I believe our teachers should be taught to use metaphors as a learning tool, as described in the earlier text, where a student with aptitude in one subject, but facing difficulty with another, can have a "Rosetta Stone" language interpretation. I have tested this method quite successfully, and many teachers naturally use it. The only problem is that there is no consistent root within the educational system that encourages this process to continue and blossom.

Students would be taught to view the world as if all things are, indeed, related. Exercises would include forming parallel models that can be seen as the student goes about their life, very similar to the plumbing model from earlier in this site. These models would be grown and added to over the years, with an emphasis on making thought-based observations.

An early base in practical philosophy, however seemingly advanced it may seem, is not so impossible as we currently think. For example, todays young student often has more actual knowledge at hand than many of our great philosophers of lore had at their time. Since children can quickly become adept at computers or chess - both realms of logic - it appears not such a stretch that they may learn the deeper disciplines of philosophy.

In general, the students' own aptitude could have presence in all school subjects; allowing their personal strengths to shine. It is my view that fear and doubt are the most common learning disabilities followed closely by the inability to communicate and disinterest: Imagine a student who can translate imposing subjects into subjects they love. Unafraid, listening and comprehending - eager to learn.

I have seen this work with my own eyes. Students starting without an inkling on a subject quickly moving to a comprehension - even a viable hypothesis - within mere minutes. Aglow with new understanding.

It even works with university graduates and drop-outs alike. The reason is simple: You teach them what they've already known, replacing mere words and adding new depth to the words they know. It is as easy for the teacher to learn from the student as it is for the student to learn from the teacher, bringing even the most distant student to "the front of the class". Try it for yourself...

Proposal 2

An ambitious proposal, this one: To write the Metaphorical Rosetta Stone itself. Applying prime numbers to rudimentary dimensional and mathematical concepts, among others, long algorithms would be used to define words of any language. Hypertext handling programs would sort through these roots, quickly translating synonyms, other languages and metaphorical equivalents.

This would require the participation of a vast network of scientists, mathematicians and lay people, to say the least, but would result in a new plateau of communication and understanding, where, say, even a traffic control specialist may find themselves seeking the advice of a plumber.

We would need to start with a basic hierarchy and system of categorization, gradually "filling in the blanks" by placing word after word into our newly developed metaphorical matrix.

Imagine a project, similar in scope to the Human Genome Project, that ends up with a universal translator - capable of adapting any word from any language, both technical and ethnic - into any other. A Rosetta Stone and a learning tool, this language could change communication forever, enabling a sense of equality from drop-out to PhD. Our normal life experiences would be the stepping stone to understanding every subject.

Far fetched ? Maybe. But think of the many times you have learned by association - by metaphor. Even such a complex leap as Einstein's' Theory was explained through metaphor: The Language of Metaphors is simply an organized and integrated version of many metaphors - not so far-fetched after all...

Proposal 3

This is where artificial intelligence comes in.

I am reasonably confident that we may achieve A.I. through dimensional algorithm addressing ("DALAD"), where the address is not simply found in a normal numeric sequence as it is today, but an address that is a single, unique mathematical formula awaiting a single "bit" to trigger it into accessibility. Inherent programming, where the "program" is a naturally existing chemical process (I believe DNA/life operates this way), would be used to streamline the speed and connectivity of DALAD.

Hypertext and Java, I believe, are the beginnings of this process, but have not yet evolved to the fruition suggested. We would need to build on the work of Proposal 2, from above, as a logistical, linguistic and mathematical template for such a project as this to begin. The address in your computer for a specific word or concept, such as "tree", would be identical throughout all computers using any language. Theoretically, then, a computer would be able to metaphorically connect between any of its' stored definitions through similarities in DALAD's, becoming virtually, if not truly intelligent.

Ethically, this proposal challenges me, for reasons that must be obvious. In terms of what it may offer society in a positive way, the possibilities are astounding. Imagine a computer that can understand genetics so well that it can test new drugs without a single guinea pig. Or carrying a conversation with someone of another language - scientific or ethnic - without skipping a beat. Consider exploring uninvented sciences without bounds. All this, I believe will one day be an integral part of our lives.

There are many, many more possible uses for the Language of Metaphors, I feel, left simply to the imagination. I hope you have enjoyed what has been brought forth thus far, perhaps finding ideas to add to the pool. Indeed, this is only a theory, with all the susceptibility to argument as any other; but hopefully, one day, we may look at  it as fact.

The End

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Copyright: John D. Casnig 2000 - Use with permission only.