Noam engagement levels: aquisition, and meta-learning
[metacognition, externalities]
Given a situation, it may be that the individual, organism, or organisation has a ready response among its potential responses (rho). On the other hand, it may be lacking in one or more of its 3M: knowing what to do, knowing how to do it, or in resources. Where response is frustrated by an absense of a suitable rho, then it becomes a case where the system should seek to aquire those things it lacks: working out what to do, finding out how to do it, or obtaining requisite resources. Doing so might involve learning or imitation, begging, stealing or borrowing and so on. Clearly, there is a direct response to the situation, and there is a supporting prerequisite response to not having, but aquiring, whatever is needed. This division of action can be modelled out as two noams that are linked. The aquisitional noam (indexed as 1, or some other notation) obtains the needed resource and passes it to the noam (indexed 0, or otherwise) that engages with the environment. The engaging noam (0) therefore indicates a need for some prerequisite need to the aquisitional noam (1), which gathers and returns its requisition to the engaging noam. For example faced with grass which has grown too long, then a gardener without a lawnmover, would have to source one.
Such aquisitions can form similar structures to supply chains involving learning what to do, how to do it or getting the equipment. In the case of learning, higher order learning might involve going beyond the specific “how to” of the situation. It could well be the case that someone might not know how to even go about learning some skill (eg Manderin) and would have to take a step back of learning how to learn. This raises the need for a further noam, that of meta-learning or accelerated learning, whereby we aquire the ability to aquire new things. Meta-learning is reflexive meaning that meta-learning is involved in meta-learning and becomes a kind of “bootstrapping” situation. Because of the philosophical infinate regress it could present then all the levels of meta-learning are simply indexed as ∞.
While the noams for direct engagement with the environment, aquisition of prerequisites, and meta-learning operate on different levels of behaviour, their noamic templates are the same in that they involve sigma awareness of the situation (the environment, awareness of need for resource, awareness of need to meta-learn), some nu value or motive to act, and some rho potential response (actual engagement, aquisition, meta-learning. These engagement levels, put together, constitute a polynoamial.
[sub section on molecules and polynoamials – eg monkey see monkey do; the cat sat on the mat]
[section on noam interactions between individuals]
[sub section on meta-states]