A Holistic Model for Individual Noetic-Cognitive Development

Abstract

With the holistic dynamic approach to the issues of noetic-cognitive development, the conceptual historical cycle initiated by Anaxagoras becomes particularly important. The milestones from his insight are: Nous (Anaxagoras) → Eidos (Plato) → Archetype (C.G. Jung) → Metanoia (J. White). This approach with this concept leads us to a revision of the consciousness ideals as the ultimate holistic and noetic reality. With shifts in peak experiences (based on their ultimate universes of time, space, information and energy) of noetic states of consciousness being measured today. We now can have a better non-reductive look at the transboundary qualities of the holistic realities such as trans-temporality, translocality, transinformativeness, and transergicity. The most authentic levels of holarchy are related to these ultimate universes: emergence with trans-temporality; attractiveness with translocality; fractality with trans-informativeness; and quantumness with transergicity. These levels of holarchy are manifested in the context of a person’s cognitive-noetic development as psychosemantic units of varying complexity such as values, concepts, constructs and symbols. The practical implementation of multilevel holonoetic development is possible in the context of a relevant educational system, which generates new meaning for a person and, as a result, readies them for self-realization. Harmony and synchronicity of holonoetic processes arises and is realized in creative communications, i.e. in transcommunications, which is fundamentally different from mechanical control, which inevitably forces the deprivation of degrees of freedom from the controlled object. Therefore, existential freedom in cognitive-noetic transcommunication is an important condition for creative sense formation. The objective is that the optimal “figure” of a multilevel holarchy of educational environment and a separate module of an individual educational environment will be the shape of a cone or triangle with its apex downward (a metaphor opposite to traditional education). The emergent value-semantic cycle hence would set the largest transdisciplinary scale. Further, the educational cycle would be concretized and deepened through conceptualization, constructiveness and sharp design solutions. The model of psychosemantics of a person’s noetic-cognitive development becomes effective in understanding the mutual conjugation of dynamic and structural psychosemantic modalities. They form an integral structural-dynamic matrix model. Its columns are motivation, sensitive-perception, imagination and emotional vectors. The rows of the matrix are formed by multilevel psychosemantic units: symbolic, constructive, conceptual and valuesemantic. Thus, all psychosemantic modalities form differentiated and structured semantic fields. They can be translated into systems of categories and analytical counting units of content analysis. This allows building analytical and prognostic profiles of both the content spheres of the educational environment and their subjects.