An alternative to The Profit and Loss Paradigm in the determination of the ROI

1. CONSULTANTS
The
Path To
Soul
Peter Anyebe
W e b u ild P e o p le

2. The
Path
Soul
To
Toward a
Value Creation
Paradigm
Peter Anyebe
2

3. The
Path
Soul
To
3

4. Toward a
Value Creation
Paradigm
An alternative to
The Profit and Loss
Paradigm in the
determination of the
ROI
4

5. ©2011 Peter Anyebe.
All rights reserved.
Printed in Gboko, Nigeria.
This publication may not be reproduced,
stored in a retrieval system,
or transmitted in whole or in part,
in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior written permission of Agape Consultants, 8 De-
Bangler Street, Gboko, Benue State Nigeria
5

6. To
Nicolaus Copernicus
Polish astronomer
Birth February 19, 1473
Death May 24, 1543
Place of
Torun, Poland
Birth
Proposing a heliocentric (sun-centered) model for the solar
Known for system, in which the Sun is stationary at the center, and Earth
and the other planets orbit around it
Career 1491-1494 Studied mathematics at Kraków Academy (now
Jagiellonian University)
1496 Went to Italy to study astronomy and law at the
University of Bologna
1497 Began observations of the Sun, Moon, and planets
1514? Wrote Commentariolus, an outline of his astronomical
ideas, but did not circulate it widely
1543 Published De Revolutionibus Orbium Coelestium (On the
Revolutions of the Celestial Spheres), which held that Earth
and the other planets orbit a centrally located Sun
Did You Before Copernican theory was accepted, astronomers believed
Know that Earth was stationary at the center of the solar system, and
the Sun and planets revolved around it.
Copernicus was best known to his contemporaries as a doctor
and the Canon of Frauenburg Cathedral.
Italian physicist and astronomer Galileo attempted to publicize
Copernican theory in the early 1600s, and was convicted of
heresy as a result.
Copernican theory was not widely accepted until the late 17th
century—over 100 years after Copernicus's death.
Copernicus's book, De Revolutionibus Orbium Coelestium, was
banned as heretical by the Catholic Church until 1835.
Microsoft ® Encarta ® 2008
6

7. Table of Contents
Pg.
Cover ……………………………..…………1
Title Pages………………………..………….2
Dedication …………………………………..6
Table of Contents ……………………..…….7
List of Charts ………………………………..8
List of Equations ……………………………9
The List of Tables …………………………..11
Foreword ..……………………….…………12
Preface ………………………….…………..16
Introduction …………………….…………..26
The Natural Order ……………….…………30
The Model of Mind …………….…………..38
The Character Model…………….…………66
The Model of Learning ………….…………75
Science and Religion …………………….....83
A Unitary History of Humanity …………....90
Management of the Human Resources .......100
The Adoption Process …………………….114
The Execution Process ……………..……..114
Selected Bibliography ……………………..115
Back Cover ………………………………...118
7

8. List of Charts
Pg
The Growth Model …………………………………..20
The Perception Continuum ………………………....22
The Duality/Standard Procedure Series ………….…36
The Work-Behaviour Model ………………….…….46
The Appreciation Model ……….……….………52, 78
The Relativity Continuum ………………..…………60
The Absolute ………………………………..………60
The Natural Order ……………………………..……60
The Standard Procedure Series …….…………..61, 90
Mental Space ………………………..……………...63
The Character Model ……………..………….……..67
A Model of Learning ……………..………….……..75
The Appreciation Model ………………….…...52, 78
The Path to Soul …………………..………….……..85
The Standard Procedure Series …….………..…61, 88
A Sample Standard Procedure Series: The Clock ....88
A System of Gears ………………………………….88
A Typical Clock …………………………………....88
A History of Humanity: An Outline …………….…98
The Character Series ………………………………108
The Organisational Kit …………………………....111
The Adoption Procedure …………..……………..114
8

9. List of Equations
Pg
The Character Model of Development, CMD …..13, 18
The Energy Equation ….………………………...15, 30
The Relativity Model of Humans, RMH …..15, 94, 105
The Personality Model of Society, PMS …...15, 94, 105
The Character Model of Development, CMD ….14, 18
The Growth Model ………………………….……….20
The Behaviour Model? …………………………..23, 68
The Performance Model ………………….………….23
The Attitude Model? …………………………………25
The Energy Equation? ………………………15, 30, 105
The Synthesis Model …………………………………48
The F-Scale ……………………………….…………..49
The Concatenation Model? …………………...….50, 64
The Power Model ……………………….……………54
The Normality Model? ………………....…55, 102, 107
The Simulation of the Normality Model …………….56
The Attitude Model? …………………………………57
The Perception Model of Mind, PMM. .………..58, 113
The Normality Test ………………….……………….61
The Concatenation Model? ………………………50, 64
The Consciousness Model? …………………...…64, 80
9

10. The Behaviour Model? …………………………..23, 68
The Phenomenology Model …………………………68
The Personality Model of Society, PMS ………..15, 68
The √n-Equation ………………………………,,,…..71
The C-Equation ………………………...……………71
The Fechner Equation ………………..……………..72
The Need Profile ………………………...…………..73
The Simulation of the Need Profile ………...……….74
The Consciousness Model? ……………….……64, 80
The Model of Spirit …………………..….………….83
The Zero Model …………………….…….………...84
The Equality of Imaginary Numbers ….…………...84
The Black Box Model, BBM ………..……………..87
The Relativity Model of Humans, RMH …15, 94, 105
The Personality Model of Society, PMS ....15, 94, 105
The Belief Model ……………………..….…………95
The Duality Model …………………….………….102
The Normality Model ……..……..……..56, 102, 107
The Relativity Model ……………………………..102
The Creativity Model ……………………………..102
The Energy Equation …..………………...15, 30, 105
The Relativity Model of Humans, RMH ...15, 94, 105
The Personality Model of Society, PMS . .15, 94, 105
The Normality Model ………………..…55, 102, 107
The Reward Model ………………………..……..112
The Position Model …………………….….…….113
The Perception Model of Mind, PMM ..….…58, 113
10

11. The List of Tables
Pg
The Pareto-Performance Table …………….…………24
The Simulation of the Concatenation Model .…....50, 77
Sample Data from the Optimisation of the
Appreciation Model …………………………….……53
The Simulation of the Power Model ……………..55, 79
The Simulation of the Perception Model of Mind …...57
The Simulation of the Normality Model ……………..72
The Simulation of the Need Profile …………….…….74
The Simulation of the Concatenation Model …….50, 77
The Simulation of the Power Model ………….….55, 79
The Simulation of the Consciousness Continuum …..82
11

12. Foreword
This writer agrees with Edward Lee Thorndike (1874 –
1949) then of the Columbia University, New York; and
quoted by Raymond B. Cattell in his 1965 book, A
Scientific Analysis of Personality; in the following
three, 3 dictums:
Whatever exists, exists in some quantity, and
can in principle be measured.
The only things that can be known for sure are
those that can be measured.
All science rests upon and begins with accurate
description and measurement.
This means that wherever there are measurement
difficulties, the place to seek for solution would be in the
area of accurate description. Measurement involves the
following two, 2 processes:
The reduction of phenomena into their essential
components, to characterise and describe them.
The mapping of these items into the number line,
according to the relationships between them.
When the engineer lists out the requirements for making
one hundred, 100 crates of Coca-Cola for instance, they
are usually very precise in their submission. The
12

13. accountant also estimates the financial implications of
the project with the same precision. The Human
Resource, HR manager has however not reached the
level of precision that allows them to determine ahead of
time, what combination of personnel can make a pre-
determined return on investment, ROI. This requires a
clear perception of the following three, 3 value types:
Organisational Value, ROI
People Value, C
The Value of the Business Environment, EB
The relationship between people value measured as the
factor-C, and organisational value measured as the
factor-ROI is presented below:
ROI = 2X – 1,
1
X =
1 – 1/C,
C = Character of Consistency
ROI = Return on Investment
Given the factor-C therefore, the factor-ROI would be
determined automatically, albeit subject to the value of
the business environment. This relationship enables
Labour to be put on the shelf like other commodities.
Then entrepreneurs can decide on the ROI they wish to
13

14. have at the planning stage of their business, with an
acceptable level of precision.
In a larger context however, this work holds the potential
benefit of a more harmonious society; envisaged with the
better and more assured knowledge of humans, who form
the kernel of the tripartite relationship between nature,
humans, and society. It is people who make society, and
civilisation is entirely a human credit; usually according
to their understanding of nature, as well as themselves.
A better understanding of the ingredients that make up
the required recipe in this process would make it more
deliberate and rewarding. In this regard, knowledge is
reduced into the following five, 5 essential elements that
need to be present for the envisaged success:
The knowledge of nature
The knowledge of humans
The knowledge of society
Quantification
Language
Nature, humans, and society define the content of
knowledge. Quantification justifies, to establish the
acceptable quality of the content that is gathered. And
language provides the medium for communicating such
material. Albert Einstein (1879-1955), German-born
American physicist and Nobel laureate, reduced nature
into the energy equation in the following relationship:
14

15. E = MC2,
E = Energy
M = Mass
C = The Speed of Light
In this work, the following two, 2 models are presented,
to define humans and society, respectively:
L = 1/A2 F2,
1/A2 = A1
1/Fn = F2,
L = Love Index of the human Potential
A1 = Appreciation Index
A2 = Evaluation Index
F2 = Character Index
Fn = Procedure Index
F = Faith Index of the Mind
Rn = F√n,
Rn = Rationality Index
√n = Standard Procedure Index
F = Personality Index
Together, these three, 3 models form the kernel of the
Character Model of Development, CMD presented in
this work.
Peter Anyebe is a Development
Consultant. He is CEO of Agape
Consultants. He lives with his family in
Gboko, Benue State Nigeria.
234(0)7034302486/234(0)8080804026
anyebepeter@yahoo.com
15

16. Preface
At Agape Consultants in Gboko, Nigeria the goal for
twenty-three, 23 years since 1988 to date (2011), has
been to enable sustained organisational growth. The
attainment of this goal has been approached from a
perspective that is a little different from the common
approaches. It is founded on a thought summarised by
Jac Fitz-enz about humans in his 2000 book, The ROI of
Human Capital: Measuring the Economic Value of
Employee Performance. He argued that the only
economic component that can add value in and by itself
is the one that is the most difficult to evaluate. This is the
human component, which is clearly the most vexatious
of assets to manage. The almost infinite variability and
unpredictability of human beings make them enormously
more complex to evaluate than one of the
electromechanical components that comes with
predetermined operating specifications. Nevertheless,
people are the only element with the inherent power to
generate value. All other variables, including cash and its
cousin credit, materials, plant and equipment, and energy
offer nothing but inert potentials. It depends on people to
push these potentials to their limits, and to expand them,
as the need may be.
16

17. But people also have potentials that have to be
developed. Following Jac Fitz-enz, all human abilities
are either innate or acquired. Every person is born with a
particular set of genes, which determines his innate
ability. Attributes of acquired population quality, which
are valuable and can be augmented by appropriate
investment, are treated as human capital. In business
terms human capital might be described as a
combination of factors such as the following:
The traits one brings to the job: intelligence,
energy, a generally positive attitude, reliability,
commitment
One’s ability to learn: aptitude, imagination,
creativity, and what is often called ‗‗street
smarts,‘‘ savvy (or how to get things done)
One’s motivation to share information and
knowledge: team spirit and goal orientation
In this work, it is argued that when the human potential
is developed, then the organisation‘s potential is
developed automatically. Then organisational growth,
ROI would progress at the same rate as the growth of the
people value, C. And the sustenance of one would
depend on the sustenance of the other. This thought is
formalised in the following relation:
17

18. ROI = 2X – 1,
1
X =
1 – 1/C,
C = Character of Consistency
ROI = Return on Investment
This is the Character Model of Development, CMD. By
this model, there are three, 3 value types as follows:
Organisational Value, ROI
People Value, C
Value of the Business Environment, EB
Then given the factor-C, the factor-ROI would be
determined, subject to the factor-EB. It will be shown
latter in this work that the factor-EB is inclusive of the
factor-C. The factor-EB is therefore accounted for in the
measure of the factor-C.
Recall the following dictums by Edward Lee Thorndike
(1874 – 1949) then of the Columbia University, New
York; and quoted by Raymond B. Cattell in his 1965
book, A Scientific Analysis of Personality:
The only things that can be known for sure are
those that can be measured.
Whatever exists, exists in some quantity, and can
in principle be measured.
18

19. All science rests upon and begins with accurate
description and measurement.
The description and measurement of the factor-C
presented in this work derives from an economic
conception of the human person as a producer. This
writer studied for a Bachelor of Science degree in
Geography, at the University of Ibadan between 1974
and 1978. For the ten, 10 years following, up to1988, he
taught same. At that time production was commonly
categorised into the following four, 4:
Primary production, including extractive
industries
Secondary production, which include
manufacturing
Tertiary production, covers services
Quaternary production, involves information
The information age was then in the future. Twenty-
three, 23 mere years from 1988 to date, that future has
arrived. During the industrial age, the primary
production tools moved materials. In the information
age, the production tools move information, which in
turn tells how and when to move the appropriate
materials and services. The real implication of this
observation is that for now and in the future, a person
would need to be knowledgeable, to participate fully in
the community. A certain minimum threshold of
19

20. knowledge would be required to contribute positively to
society. In agreement with the philosopher John Locke,
humans have no innate knowledge, so at birth, the
human mind is a sort of blank slate, tabula rasa, on
which experience writes. This makes knowledge the
human potential. Then, we are in an age when this
potential can, and needs to be fulfilled.
It is argued in this work that nature is designed to
stimulate humans into the development of this potential.
By the second law of thermodynamics, nature tends from
greater to lesser order. Then humans are expected to
contain this order, for their own comfort; which science
and technology has done to date. This is like swimming
up a stream in flood. It would require twice the energy,
L as the strength, F of the flood. The thought is
formalised in the diagram below:
L = 2F ± 1
F
The Growth Model
Knowledge has been commonly described as justified,
true, belief, JTB. Belief is the basis for all human
actions. And knowledge is foundational to the system of
beliefs. Then, when knowledge does not satisfy the
20

21. condition of truth, this leads to the contribution of an
equivalent amount of entropy, F to the organisation,
community, or society. This is the creation of flux that is
similar to the one described by the second law of
thermodynamics. The factor-F is linked to the factor-C
by the following categorisation of knowledge into three,
3 levels, in series:
Knowledge, or the mere awareness of
phenomena, which usually stops at the level of
appearances.
Understanding, is the depth of awareness that
enables the derivation of the essential
characteristics of phenomena,
in which the procedure for making
the phenomenon is outlined at
once, thus reaching beyond
appearances into the essentials
Wisdom, is when understanding allows for
repairs, in case of mal functions
From birth, humans are familiar with appearances,
which dominate the psych. These bombard the five, 5
senses continuously through out life. But the essentials
are intangible, despite the fact that they determine the
true nature of phenomena. Essentials are unchanging.
They are not ephemeral like appearances. Until they are
identified therefore, knowledge cannot be described as
true.
21

22. This defines the path of growth into the human
potential as the progress from the preoccupation with
appearances, to the perception of essentials. People
mature into the contribution of lesser entropy, as they
traverse the perception continuum from appearances to
essentials. Conversely, their creation of value, C and
therefore ROI would also increase, commensurately.
This conception is put in proper perspective by reference
to Wundt (1832 – 1920), who has linked stimulus, f0 to
movement, √n tracing the consciousness continuum
from stimuli, through feelings, attention duration,
images, memory and then to movement. Then given the
factor- f0 the factor-√n would be determined. This
presents one, 1 basis for establishing the concepts
presented in this work. The continuum has been reduced
to include the following items:
Interpret
→
Stimulus → Perception → Decision → Action
This means that when people are stimulated, they do not
respond directly to the stimulus. Rather, they respond to
their interpretation of the stimulus. But interpretations
are based on what has been perceived, whether they are
true or false; to determine the appropriateness of the
actions, whether they are right or wrong; and the
22

23. contribution of entropy, whether maximum or minimum.
Recall the behaviour model in psychology as follows:
R = f(S, P),
R=S
P →1,
R = Response
S = Stimulus
P = Personality
Then the response, RES to stimulus would be right, RGT
or appropriate, for R = S, when the person perceives it
correctly, for P = 1. Equivalently:
RES = RGT,
Po →1
The factor-Po measures the personality according to the
number of essentials it is able to derive. This work
establishes the two, 2 parts of this model to confirm the
conceptions presented. This is the Performance Model.
By the Pareto Principle or 80-20 Rule, 80% of all the
work in most organisations is done by 20% of the
personnel. This makes the 20%ters the crème of the
organisation. For them therefore, the above relationship
should hold true, for RES = RGT. This also defines the
growth path in the organisation. The migration from
80%ters to 20%ters would define the baseline of the
organisation‘s growth.
23

24. Pc Rn /n B Rw ROI F C S CWk CNd C' Rgt Res Po Ps Pt
1.64 2.28 2.13 1.06 10.78 3.81 1.16 1.71 0.45 0.85 0.67 1.52 0.98 0.99 0.97 27.0 73.0
1.58 2.16 2.05 1.07 6.72 3.99 1.14 1.67 0.46 0.85 0.67 1.51 0.95 0.96 0.97 21.8 78.2
1.65 0.74 1.36 1.06 7.29 3.79 1.34 1.72 0.47 0.84 0.72 1.56 0.98 0.98 0.86 65.6 34.4
1.34 1.09 1.56 1.23 3.42 4.35 1.35 1.6 0.48 0.84 0.64 1.48 0.9 0.91 0.85 66.0 34.0
1.18 1.09 1.36 1.07 1.76 6.55 1.29 1.36 0.72 0.76 0.92 1.68 0.76 0.63 0.88 61.8 38.2
1.69 2.61 2.06 0.8 1.64 4.89 1.27 1.51 0.4 0.87 0.45 1.32 0.86 0.91 0.88 59.8 40.2
1.28 4.41 2.53 0.41 1.43 -16.68 1.42 0.89 0.15 0.95 -0.06 0.89 -0.48 0.8 0.74 79.4 20.6
1.66 3.57 1.26 -0.56 1.49 5.5 1.89 1.44 0.2 0.93 0.23 1.16 0.99 1.0 0.57 87.8 12.2
1.4 2.39 1.19 -0.01 1.25 8.42 1.55 1.27 0.32 0.89 0.21 1.1 0.59 0.84 0.69 83.0 17.0
2.65 3.1 1.89 0.26 1.23 9.57 1.5 1.23 0.39 0.87 0.22 1.09 0.52 0.77 0.77 77.2 22.8
1.32 2.2 1.1 0.0 1.19 10.27 1.53 1.22 0.33 0.89 0.18 1.07 0.5 0.8 0.69 83.0 17.0
1.8 2.6 2.35 1.06 1.43 3.4 1.19 1.83 0.42 0.86 0.7 1.56 1.07 1.05 0.95 36.4 63.6
1.95 2.89 2.55 1.06 1.41 3.12 1.22 1.95 0.39 0.87 0.72 1.58 1.15 1.1 0.94 42.0 58.0
2.85 2.74 2.81 1.05 1.33 2.23 1.16 2.62 0.37 0.88 0.97 1.85 1.42 1.33 0.83 69.2 30.8
2.33 3.66 3.08 1.06 1.36 2.62 1.27 2.23 0.34 0.89 0.75 1.64 1.34 1.21 0.91 51.0 49.0
2.6 4.7 3.7 1.06 1.32 2.39 1.32 2.44 0.28 0.91 0.7 1.61 1.55 1.28 0.88 60.0 40.0
3.64 6.29 4.89 1.06 1.26 1.9 1.35 3.22 0.25 0.92 0.85 1.76 1.91 1.44 0.88 61.4 38.6
5.37 7.29 6.03 1.05 1.22 1.57 1.32 4.52 0.26 0.91 1.13 2.04 2.11 1.65 0.91 53.6 46.4
2.14 4.79 6.03 3.27 1.15 1.75 1.03 3.67 0.2 0.93 0.8 1.73 2.35 1.49 0.82 72.0 28.0
25.78 1.13 10.36 1.02 1.08 1.11 1.49 19.59 0.1 0.97 1.3 2.27 5.63 2.11 0.81 72.8 27.2
33.09 1.21 13.14 1.02 1.06 1.08 1.49 25.07 0.08 0.97 1.29 2.27 6.89 2.14 0.81 72.8 27.2
18.31 35.62 25.05 1.04 1.08 1.15 1.45 14.23 0.1 0.97 1.13 2.1 5.6 1.96 0.83 70.0 30.0
The Pareto-Performance Table
On this data, only the first, 1st two, 2 people satisfy both
requirements. Their responses to stimuli are appropriate,
for RES = RGT. And their Po-scores are 0.97. At a Po-
score of 0.98, the person is able to identify four, 4 of the
five essentials, which is sufficient for an acceptable level
of consciousness.
Recall that Fechner (1801 – 1887) posited the principle
that for any stimulus to be registered as an impulse that
is strong enough to be perceived, P it must have a
certain minimum strength that is a log function of the
sensation, S that can be experienced. He formalised this
concept in the following relationship: P = K log S. The
factor-K in this equation is a constant.
24

25. When the Fechner principle is reversed, the focus is on
the sensitivity of the person, rather than the strength of
the stimulus. Sensitivity is attitudinal. When a person is
positively disposed to a phenomenon, more attention is
given, and greater effort is made to understand it. Then
attitude, A would be related to consciousness, C. This
defines a forth, 4th basis for establishing the concepts
discussed in this work. The following relationship exists
between the two, 2 factors:
A = 19(C-1),
A = Attitude Index
C = Consciousness Index
Effort is when the required attention is sustained,
through out the period of time for identifying the
essentials. This is relatively easy for learners, who
would also usually bring the basic traits that are required
to the job, as well as the willingness to share
information.
25

26. Introduction
It is generally understood that nature follows the line of
least resistance. This dictum has bedevilled the study of
the human nature. Thus the true understanding of
humans has lagged behind the other sciences, like
physics and chemistry, and especially technology. While
science and technology have advanced to the point of
evolving our current civilisation, that propelled us into
the information age; humans have remained the main
source of vermin that contaminates nature, threatening
our annihilation.
Psychology, the core discipline from which all the others
derive direction in this regard, has suffered its own share
of the fate that accompanies a science which‘s subject
matter is elusive. This science, for methodological
difficulties, has carefully avoided the core issues that
lead to the understanding of the human person. For
instance consciousness was by-passed as the core of the
subject matter of psychology because with
measurements in this area, no two, 2 people could check
the same observation. In a 1913 article, Watson stated,
“I believe that we can write a psychology and never use
the terms consciousness, mental states, mind . . .
imagery and the like.” Psychologists then turned almost
exclusively to behaviour, as described in terms of
26

27. stimulus and response, and consciousness was totally
avoided as a subject. Consequently, the exact connection
of consciousness with behaviour, as talked about in the
riddle of mind and matter, has remained an issue, like
free will vs. determinism; which current methods have
been incapable of encompassing.
More specific difficulties concerned concepts like
rationality, spirit and soul which were traded off for
protoplasm. But the only things that can be known for
sure are those that are measured. And measurement
comprises the following activities:
Identify the essential elements of the
phenomenon
Map these into the number line, according to the
relationships between them
If these are important essential elements, then the hope
to ever understand humans was doomed from the start.
This hope has awaited the development of the
appropriate methodology; having consciousness at its
core, yet allowing several people to check the same
observation. This has involved the following:
The definition of the Natural Order, N-O.
The definition of Mind, to confirm that it is able
to appreciate the N-O.
The outline of the standard procedure for the
performance at task.
27

28. The derivation of the Model of Learning, to
demonstrate the capacity of mind to adopt the
standard procedure.
The derivation of the Character Model, to link
behaviourism and phenomenology.
The derivation of the F-Scale, to measure the
person against these standards.
Then, it has been possible to trace the path to soul. And
to attempt a resolution of the age old philosophical
difficulties with the riddle of mind and matter, and free
will vs. determinism. Additionally, the connexion
between science and religion is clarified. So that in
defining the soul as the concatenation of all human
activities; from the first cry at birth, to the last breath at
death; as well as a reservoir of energy, there is no
conflict between both. Since the soul is fully formed
only at death, what happens afterwards is clearly the
domain of religion. The management of Human
Resources, HR would however be content to tease out
the energy that is available for use, in the performance at
specific tasks. This is the part of soul energy that defines
human capital.
There exists an interface between science and religion,
however. It is not possible to perfect Soul in the
imperfect environment that characterises nature. But if
Plato is followed in his description of the worlds of form
and objects, then the logical abode of soul would be the
28

29. world of forms. This demands that soul is perfected, a
riddle for religion, which must be resolved within the
limits of the natural order, N-O that is the standard
mode of operation in the world of objects. Both science
and religion need to clarify this standard, for adoption.
This work presents the initial faltering steps in this
direction.
29

30. The Natural Order
Philosopher John Locke wrote "An Essay Concerning
Human Understanding," published in 1689. In this
essay, he wrote about how the human mind is a tabula
rasa at birth. According to Stanford University, "Book I
of Locke's essay argues that people have no innate
knowledge. So, at birth, the human mind is a sort of
blank slate on which experience writes." This tabula rasa
theory advocates that our experiences shape who we
become. Every experience would therefore present an
opportunity for the acquisition of knowledge, which is a
fundamental distinguishing factor between people.
But people are Souls. The Soul is conceptualised as the
concatenation of all human activities; from the first cry
at birth, to the last breath at death. Following Einstein
however, soul is also a mass of energy in storage. Then
the mass is accumulated by the activities in which people
engage. Recall the energy equation as follows:
E = MC2,
E = Energy
M = Mass
C = The Speed of Light
By this model, energy and mass are equivalent concepts.
This means that it would be possible to convert every
30

31. mass into its energy equivalent, given the appropriate
method. When wood is burned for instance, the energy
that is stored in it is released, and could be utilised to
boil some water. When a fan is turned on, the blades set
off a breeze, according to the energy that is available to
it. The equations of chromo-dynamics that resolved this
model at the sub-atomic level gives a glimpse into how
the energy is accumulated in the form of mass.
The atom is the fundamental building block of matter.
And the nucleus of the atom is made of protons and
neutrons. These in turn comprise smaller particles
known as quarks, which are bound by gluons.
According to a brainpower consortium of French,
German and Hungarian physicists led by Laurent
Lellouch of France's Centre for Theoretical Physics, the
odd thing is that the mass of gluons is zero and the mass
of quarks is only 5% of the total. Where, then is the
missing 95%? The answer, according to the study
published in the U.S. journal Science today, is found in
the energy that accrues from the movements and
interactions (activities?) of the quarks and gluons.
In principle therefore, to evaluate the soul, it would be
sufficient to put a value on the mass, or the energy that is
stored there-in. This requires the identification of the
core activities that combine to build the soul. Then the
procedures for the performance at these activities need to
31

32. be standardised. This calibrates the F-Scale, to evaluate
the observed personal order, P-O against the standard.
Procedures actually comprise sequences of events that
must be carried out in a definite order. They therefore
betray the user‘s system of ordering phenomena, to
portray their system of values. This system may be
unique, and not reproduced by or acceptable to any other
person. The derivation of a standard against which all
other systems are evaluated would therefore be a
necessity. The Natural Order, N-O presents this
standard. It defines a nature-friendly procedure that
when used, introduces entropy that is equivalent to the
one contributed, according to the second law of
thermodynamics. All others would contribute entropies
that are progressively more, according to the extent of
deviance from the N-O.
Values refer to the social, artistic, moral, and other
standards that people would like others, as well as
themselves to follow. Currently, in the plurality that
characterises our societies, there has been no commonly
acceptable system of values that all humans adhere to.
Rather, moral behaviour has been conceptualised as
context-bound, varying from situation to situation almost
independently of stated beliefs. Situational ethics has
emphasised the context in which they are made. It is a
system of ethics in which moral judgments are thought
32

33. to depend on the context in which they are to be made,
rather than on general moral principles.
This conception arose from the works of people like
David Hume (April 26, 1711 - August 25, 1776), who
argued that things as they are "in themselves" are
unknowable. He concluded that belief rather than reason
governed human behaviour, saying famously, in his
1740 book; A Treatise of Human Nature: "Reason is,
and ought only to be the slave of the passions."
Immanuel Kant (1724 – 1894) a Prussian philosopher, in
his 1781work, Critique of Pure Reason, contradicted
this position by distinguishing between phenomena and
noumena. He made the following distinction:
Phenomena describe things as they appear to our
senses (including the inner sense of time)
Noumena describe things in themselves that are
purely objects of thought independently of sense
perception, which, by definition, we can never
experience.
Thus, he differentiated the Natural Order, N-O from the
Personal Order, P-O; in terms of the essence of things,
and their appearances respectively.
This definition of the N-O enthrones reason, over and
above the human passion. Belief becomes subservient to
reason. Reason must then be allowed to shape belief.
33

34. Facts cannot be believed safely, until they have been
justified as true. This paves the way into the knowledge
of the essence of things, which had been accessible to
only a few mortals. The human race owes its civilisation
to this elite group. It is this team that Pareto highlighted
in the 80-20 rule, when he observed that 80% of the
work in most organisations is done by 20% of the
personnel. They point to the character of the model
human.
The derivation of the N-O is based on the following
three, 3 principles:
Relativity
Normality
Duality
According to Einstein‘s Relativity Principle, events in
space can be viewed from an infinite number of
positions, each of which defines a perspective of the
event. This presents an infinite number of alternatives
from which to choose, creating a dilemma. People are
confronted by choice every moment of the day. Every
choice leads in a different direction, with the associated
consequences. The fear of unpalatable consequences
compounds the problem of alternatives, to make choice,
which is a regular occurrence, a precarious and highly
sensitive activity that must be done with utmost caution.
People can go to sleep, after this dilemma is resolved
34

35. successfully. Moreover, to establish that choice is
deliberate resolves the conflict between free will and
determinism. In choice people project themselves, values
and all, unto phenomena. Every choice becomes an
imposition of the self. Where choice is not clear
therefore would be an indication of a crisis of
personality, a loss of the self.
In this work relativity has been associated with the
second law of thermodynamics, to highlight the fact of
entropy contribution that characterises wrong choices.
Every wrong choice sets off a series of events that
increase disorder, in a previously more orderly
environment. Then choice would do to the mental
environment, what thermodynamics has observed in the
physical environment. Relativity creates the link
between both occurrences, to harmonise mind and
matter.
By the Normality Principle in Games Theory however, a
game of infinite moves can be reduced into one, 1 unit
move, which is then iterated until the game ends. This is
the principle that underlies industry. Machines are
designed to perform large scale tasks, piecemeal. Huge
assignments are reduced into a cycle of events, each of
which does a bit of the total work. At best, every cycle of
event would be a repetition, monotonously eating up the
work until completion. Industry standardises, allowing a
multitude of participants to perform at tasks in unison
35

36. and with minimal conflict. Work is optimised when it is
reduced into a system of related tasks that are performed
in series.
The Platonian Duality Principle suggests the unit
perspective that is sought, to resolve the dilemma that
characterises choice in a relative world. The duality
series in Operations Research is presented as follows:
1. Maxima, L2 Phenomenon, F
2. Minimax, A1 6. Object, A
3. Maximin, A2 5. Form, L
4. Minima, L1
The Duality/Standard Procedure Series
Every one, 1 of the six, 6 items on the series is uniquely
located. They represent individual tasks that must be
performed in a definite sequence. This takes away the
burden of selecting, and there after, ordering the events
on the series. It reduces the burden from that of re-
creation, to that of re-construction. The standard is
already available and does not need to be invented. It
only needs to be discovered. This is indeed a lightening
of the burden that choice places on humanity.
This is the challenge that nature presents. It is the reason
for thermodynamics. Despite the apparent chaos, people
need to find the order that is inherent in nature. And
there after to adopt it, for harmony, and the longevity
36

37. that derives from it. But this had to wait for the
appropriate time in the history of humanity, like all the
other discoveries. David Hume and Immanuel Kant
suffered paucity in the information that is required to re-
construct the N-O. They had Plato and the duality
principle. But the normality and relativity principles
came later, with games theory and Einstein respectively.
The three, 3 principles present a more comprehensive
picture of the whole phenomenon, in a way that only
one, 1 could not have done. This is much like the
proverbial three, 3 blind men who described the elephant
in three, 3 different perspectives, according to the part
that each contacted. It needed a sighted person however,
to connect these into a whole, for a better picture of the
elephant. The full picture however has to wait for more
information than the three, 3 that the blind men
suggested. The tusk and the trunk need to be included, to
make it more complete. Similarly, the following models
are also required, to paint a more comprehensive picture
of the N-O:
The Model of Mind,
The Character Model, and
The Model of Learning
37

38. The Model of Mind
A comprehensive picture of mind would include the
following features:
Consciousness
Intelligence
Memory
Memory defines processes by which people and other
organisms encode, store, and retrieve information.
Encoding refers to the initial perception and registration
of information. Storage is the retention of encoded
information over time. Retrieval refers to the processes
involved in using stored information. Whenever people
successfully recall a prior experience, they must have
encoded, stored, and retrieved information about the
experience. Conversely, memory failure, for example
forgetting an important fact, reflects a breakdown in one
of these stages of memory.
Memory is critical to humans and all other living
organisms. Practically all of our daily activities like
talking, understanding, reading, and socializing depend
on our having learned and stored information about our
environments. Memory allows us to retrieve events from
the distant past or from moments ago. It enables us to
learn new skills and to form habits. Without the ability to
access past experiences or information, we would be
unable to comprehend language, recognize our friends
38

39. and family members, find our way home, or even tie a
shoe. Life would be a series of disconnected experiences,
each one new and unfamiliar. Without any sort of
memory, humans would quickly perish.
Philosophers, psychologists, writers, and other thinkers
have long been fascinated by memory. The questions
they have asked include:
How does the brain store memories?
Why do people remember some bits of
information but not others?
Can people improve their memories?
What is the capacity of memory?
Memory also is frequently a subject of controversy
because of questions about its accuracy. An eyewitness‘s
memory of a crime can play a crucial role in determining
a suspect‘s guilt or innocence. However, psychologists
agree that people do not always recall events as they
actually happened, and sometimes people mistakenly
recall events that never happened.
Memory and learning are also closely related, and the
terms often describe roughly the same processes. The
term learning is often used to refer to processes involved
in the initial acquisition or encoding of information,
whereas the term memory more often refers to later
storage and retrieval of information. However, this
distinction is not hard and fast. After all, information is
learned only when it can be retrieved later, and retrieval
cannot occur unless information was learned.
39

40. Intelligence is a term that usually refers to a general
mental capability to reason, solve problems, think
abstractly, learn and understand new material, and profit
from past experience. Intelligence can be measured by
many different kinds of tasks. Likewise, this ability is
expressed in many aspects of a person‘s life. Intelligence
draws on a variety of mental processes, including
memory, learning, perception, decision-making,
thinking, and reasoning. Fundamental questions that
have been asked about this concept include the
following:
Is intelligence one, 1 general ability or several
independent systems of abilities?
Is intelligence a property of the brain, a
characteristic of behaviour, or a set of knowledge
and skills?
The above sets of questions are better answered when
the concept of consciousness is clarified.
Most of the philosophical discussions on consciousness
arose from the mind-body issues posed by the French
philosopher and mathematician René Descartes in the
17th century. Descartes asked the following questions:
Is the mind, or consciousness, independent of
matter?
Is consciousness extended (physical) or
unextended (nonphysical)?
40

41. Is consciousness determinative, or is it
determined?
English philosophers such as John Locke equated
consciousness with physical sensations and the
information they provide, whereas European
philosophers such as Gottfried Wilhelm Leibniz and
Immanuel Kant gave a more central and active role to
consciousness.
For Wundt, the task of psychology was the study of the
structure of consciousness, which extended well beyond
sensations to include feelings, images, memory,
attention, duration, and movement.
Following the lull that Watson‘s ideas created,
humanistic psychologists, with a concern for self-
actualization and growth, emerged after a long period of
silence. Throughout the development of clinical and
industrial psychology, the conscious states of persons in
terms of their current feelings and thoughts were of
obvious importance. The role of consciousness,
however, was often deemphasized in favour of
unconscious needs and motivations. Trends can be seen,
however, toward a new emphasis on the nature of states
of consciousness.
As the concept of a direct, simple linkage between
environment and behaviour became unsatisfactory, the
interest in altered states of consciousness may be taken
as a visible sign of renewed interest in the topic of
41

42. consciousness. For instance it has become increasingly
clear that persons are active and intervening participants
in their behaviour. And environments, rewards, and
punishments are not simply defined by their physical
character. In addition, memories have been found to be
organized, and not simply stored. An entirely new area
called cognitive psychology has emerged that centres on
these concerns.
For the purpose of this work however, recall Émile
Coué‘s 1920 work titled Self Mastery Through
Conscious Autosuggestion, which identified the
following three, 3 memory spaces of the mind:
The Conscious Mind, F
The Sub-Conscious Mind, L
The Unconscious Mind, A
The unconscious mind controls the visceral systems, to
maintain the tradition of the reflex alone behaviour. The
programmes that control these systems have been
installed without recourse to humans. The sensitive
nature of these systems easily explains why this had to
be so. They run without human volition. These systems
include the following:
Circulatory
Respiratory
Digestive
42

43. Excretory
Reproductive
Endocrine
Nervous
Muscular
Skeletal
Following De la Cruz et al, in their 1981 book,
Physiological Basis of Human Behaviour, behaviour
can be observed in the following three. 3 categories:
Spinal Reflex
Hypothalamic Instinctive Reactions
Motivated Voluntary Behaviour
These are reduced into the following two, 2 categories in
this work:
Reflex alone
Motivated Voluntary
Then these two, 2 are distinguished by the following
critical components:
Physiological background
Motor Function Reflex alone
Sensory Function
Learning and Memory - Voluntary
Motivated
43

44. The reflex alone behaviour is easily observed in babies.
When a finger is placed in the hand of a baby for
instance, it clasps its hand automatically. In the same
way, when a finger is passed over the sole of its foot, it
fans out instinctively. But these responses soon begin to
disappear as the baby matures and learns to control
certain bodily functions. However, reflexes and reflex
chains do not disappear totally with the emergence of
voluntary behaviour in humans; rather they simply
become subject to voluntary control and are organized
into complex behavioural acts. Reflexes become
integrated into conscious voluntary behaviour, which
actually constitute a higher level of development.
The voluntary motivated is distinguished from the reflex
alone behaviour because it involves learning and
memory. While reflexes are automatic, the reactions
being already programmed; the voluntary motivated
reactions have to be learned, and stored in memory for
future re-use. Every person has to write these
programmes for themselves. Then the challenge would
be to approximate the programmes that are already in
memory, which control the reflexes. This challenge is
reduced into the problem of finding the standard
procedure. In this case, the concept of activity is
identified as the link between the two, 2 types of
behaviour. The common ground between reflex-only
44

45. behaviour and motivated voluntary behaviour is the
activity. When activities are reduced into tasks, and the
procedure for the performance at these tasks is
standardised, then they become a basis for evaluating
soul-mass or how much energy has been stored in the
soul.
This solution model derives from linking work with
behaviour. Thus to work, is to improve upon, which is
effective only when the person involved is adequately
motivated. Then it would be sufficient to evaluate
motivation against the standard procedure for the
performance at task. In this case, the task is the unit of
work. And the person who is adequately motivated
would perform at task by the standard procedure. This
implies that sufficient attention and effort was devoted
to learning the required procedure. This model is
outlined on the Work-Behaviour diagram below. And
this conception of learning is further amplified later in
this work.
45

46. Reflex Alone (Behaviour) Voluntary (Work)
Jobs
Physiology
Duties
Motor
Sensation Activities
(Rn, Pc, Vc, √n)
Tasks, f0
Procedures
(Sn, n = 1 to 4)
The Work-Behaviour Model
The sub-conscious mind is the store house for all the
programmes that people write for themselves. In this
case every learning experience culminates in the
derivation of a procedure for responding to the
observed stimulus. This is stored in the sub-conscious
memory for use when needed. Thus all human actions
are directed from the sub-conscious mind. This is done
automatically without recourse to the conscious mind,
when the required procedure is already available. It is
also a residue of the reflex alone tradition.
The conscious mind is the seat of learning. Every new
response to stimulus has to be learned here, before it is
stored in the sub-conscious memory. The critical factor
here however is the fact that 100% attention is required
for the effective learning of a new procedure. This can be
46

47. observed very easily in children learning to walk for the
first time. In adults, simply recall the first attempt at
cycling, driving, using the GSM phone or any similar
complex learned behaviour for that matter. Then a
certain amount of effort is also required, according to the
length of time that concentrated attention must be
devoted to the process. It is this combination of
attention and effort that determines how well a new
procedure is learned, and how much energy or mass is
acquired equivalently.
Émile Coué suggested a square relationship between the
conscious, F and the sub-conscious, L minds; for L =
F2. Thus, the sub-conscious mind is more powerful than
the conscious mind by a square function. This sustains
the reflex tendency in which the conscious mind is by-
passed during responses to stimuli. This has the
following implications:
Every future action would depend on how well
the procedure was learned the first time.
When an action has to be re-learned therefore,
this would involve an un-learning of the
inadequate procedure, which would be successful
only to the extent that the new procedure is
convincingly superior to the first, 1st alternative.
Following the observed relationship between the
conscious, F and the sub-conscious, L minds, L = F2, at
47

48. least ten, 10 points would be required for the anticipated
conviction. The ten, 10 points derive from the following
arguments:
The factor-F is best at a unity, for F = 1.
When the relationship between the conscious and
sub-conscious, L = F2, is differentiated to make it
functional, we derive as follows:
L = 2F + 1
L = 3,
F=1
Then for the conscious, F and the sub-conscious,
L to be equal functionally, for L = F, the factor-
F would be equal to three, 3 for F = 3.
So, L = F2 = 9
For a stronger factor-F therefore, it would be
sufficient for 9 + 1 = 10.
This requirement is captured on the F-Scale for
evaluating the approximation of the standard procedure.
Ten points are scored at full marks, when the standard is
approximated exactly.
The F-Scale is presented on the following model:
48

49. f0 = 1/10ΣSn,
Sn = X – D
D = Abs|E – B|
X = G: G ≤ A
X = A Otherwise
G=5–E
A=5–B
f0 = Objectivity Index
Sn = Score on the Item-n (n = 1 to 4)
D = Observed Deviance
X = Expected Deviance
E = Expected Rank on Item-n
B = Observed Rank on Item-n
The learning and response activities that distinguish the
conscious from the sub-conscious minds respectively, is
confirmed on the Concatenation Model.
Thus when the conscious mind is idle and the learning
or analytic function, F1 is nil, for F1 = 0.00, then the sub
conscious mind with its response or synthetic function,
F2 would be optimum, for F2 = 5.00. This happens
during voluntary actions, when the conscious mind is
by-passed.
The analytic function, by which the processes that have
been stored in the sub-conscious memory are derived,
is optimum when the mind operates by the Black Box
Model, BBM (F = LA), for F1 = 2.00. Then the
synthetic activity would be a unity, for F2 = 1.00,
49

50. during which the sub-conscious or emotional memory
is credited with the learned procedure. Optimum value
is therefore created in people when the sub conscious
mind or emotional memory, L is re-programmed to
comprise the standard procedure for the performance
at task.
F1 A L F F2
S/N P1 P2 P3 P4 ƩPm 67/ƩPm
1 0.0 1.0 3.0 9.0 13.0 5.15
2 0.1 1.2 3.6 10.8 15.7 4.27
3 0.2 1.4 4.2 12.6 18.4 3.64
4 0.3 1.6 4.8 14.4 21.1 3.18 m
5 0.4 1.8 5.4 16.2 23.8 2.82 Pm + 1 = 2 ( ∑ Pm ) + 1,
m =1
6 0.5 2.0 6.0 18.0 26.5 2.53 P1 = F1
7 0.6 2.2 6.6 19.8 29.2 2.24
8 0.7 2.4 7.2 21.6 31.9 2.10
9 0.8 2.6 7.8 23.4 34.6 1.94
10 0.9 2.8 8.4 25.2 37.3 1.80
11 1.0 3.0 9.0 27.0 40.0 1.68
12 2.0 5.0 15.0 45.0 67.0 1.00
The Concatenation Model
The sub-conscious memory has also been referred to as
the emotional memory because when the learned
procedure is stored, the storage includes all the
emotions that are associated with it. It is also synthetic,
to the extent that the procedure is stored in a
synthesised ready-to-use form, rather than the analytic
form that characterises conscious memory.
Recall that energy is released by fission, when the atom
is split. Thus learning is analytic to the extent that the
50

51. phenomenon that is learned is analysed, to derive its
essential components. This has the following two, 2
implications:
The energy that is expended in the learning
process is the same as the energy that is credited
to the soul-mass.
When the standard procedure is known, the
observed procedure can be evaluated against this
standard, to measure the soul or energy in
storage. This is done on the F-Scale.
While the concatenation model establishes the
distinction between the conscious, F and sub-conscious,
L memories, the Appreciation Model establishes the
point at which learning happens. This is when people
can be expected to turn what they know, into what they
do.
The appreciation model is actually an optimisation of
the F-Scale and the Perception Model of Mind, PMM.
It seeks to find the point at which the learning function
of the conscious mind coincides with the response
function of the sub-conscious mind. While the curve of
the F-Scale evaluates learning, the PMM curve
measures action or response behaviour. Both measures
are determined as the number of essentials, N that have
been identified.
51

52. The two, 2 curves coincide at N = 3.9, which is
approximately four, 4. Then the Po-score would be
0.9740, which is also approximated to 0.98, the
equivalent Po-score for N = 4.
By plotting the F-Scale and PMM on the same axes, the
two, 2 curves cross at two, 2 points. At the lower
crossing, Nu and No coincide at 0.2. At the upper
crossing the point of coincidence is 3.9. The lower of the
two, 2 points defines doubt, below which unbelief is
dominant. The upper junction defines assurance, above
which faith is absolute. Between these points, what is
experienced is confusion. In this case, the confusion is
expressed in the inconsistency of swinging between
doubt and assurance. The confidence level however rises
steadily between the two, 2 points, as confusion drops.
See the chart of the Appreciation Model and the sampled
data from the optimisation model presented below:
6
The Appreciation Model
5
Growth, f1
Conversion Point
4
3 Learning Change
2
1
0
-0.2 0 0.2 0.4 0.6 0.8 1
Change, f1 0.21 0.25 0.31 0.43 0.66 1.31 5
Learning, f0 0 0.67 1.33 2 2.67 3.33 4
Development, f0
52

53. Nu: 3.9165  No = (10f0 + 2)/3
 Nu = (1/(4 – Z))2,
No: 3.9133 Z = 2(1/(1 – f0/4))2
Confusion: -0.0032
Confidence: 3.8519 Integrated: Confident,
Po: 0.9740 Consistent, Assured; Nu = 4
Nu: 2.9469
No: 3.8000
Confusion: 0.8531
Confidence: 2.0938 Top Adjustment:
Po: 0.9400 Continued growth; Nu = 3
Nu: 1.7763
No: 3.5400
Confusion: 1.7637
Confidence: 0.0126 Mid Adjustment:
Po: 0.8620 Confidence becomes positive; Nu = 2
Nu: 0.9541
No: 3.0700
Confusion: 2.1159
Confidence: -1.1618 Lower Adjustment:
Po: 0.8620 Confusion begins to drop; Nu = 1
Nu: 0.6470
No: 2.6433
Confusion: 1.9963
Confidence: -1.3493 Adaptation:
Po: 0.5930 Inconsistency begins to drop; Nu < 1
Sampled Data from the Optimisation
of the Appreciation Model
The sufficiency of the four, 4 items to determine the
occurrence of learning is established on the Need Model,
as well as the Appreciation Model. The need model is
summarised on the following relation:
53

54. Po = Nd + (N-S)
The factor-Po measures the power, Po that is
stored in the personality, P for response, R to
stimuli, S. It is evaluated as the number of
essential items that are identified.
Need, Nd is then evaluated as the observed short
fall from the standard.
And Need Satisfaction, N-S is the capacity to
make-up for the observed need.
Then for learning to occur, the Po-score would need to
exceed, or at the least, equal the sum of Nd and N-S, for
Po ≥ Nd + (N-S). This is when the person has sufficient
power in storage, to at once satisfy, and contain the
unsatisfied need. This is an indication that it is the
human need that disrupts the capacity to learn, so that
people can not turn what they know into what they do.
In general therefore, it would be sufficient to identify
four, 4 of the essential items, to have learned. This is
when it becomes possible to turn what is known, into
what is done.
54

55. F Po Ps Pt Sv% Nd N-S Po’
1.05 0.9756 20.48 79.52 59.64 40.36 57.62 97.98
1.06 0.9709 23.83 76.17 57.39 42.61 54.84 97.44 Po‘ = Nd + (N–S),
1.07 0.9662 26.93 73.07 55.64 44.36 52.54 96.89
1.10 0.9525 34.93 65.07 52.32 47.68 47.56 95.23 Po‘ = Power Index (empirical)
1.20 0.9091 52.49 47.51 50.06 49.94 40.07 90.01 Nd = Need Index
1.30 0.8716 62.50 37.50 48.41 51.59 32.94 84.52 N-S = Need-Satisfaction Index
1.40 0.8373 68.82 31.18 46.32 53.68 24.85 78.53
1.50 0.8062 73.13 26.87 44.33 55.67 16.49 72.16
1.60 0.7782 76.23 23.77 42.57 57.43 8.11 65.54
1.70 0.7526 78.55 21.45 41.05 58.95 -0.22 58.73 Po/Po‘: r = 0.9854; t = 15.5399
1.80 0.7292 80.35 19.65 39.74 60.26 -8.47 51.79 t12 (.01; 2-tailed) = 3.055
1.90 0.7077 81.78 18.22 38.60 61.40 -16.66 44.74
2.00 0.6880 82.94 17.06 37.61 62.39 -24.77 37.61
The Power Model
Recall that learning is a function of the following
phenomena:
Attention
Effort
Recall also that a hundred percent, 100% attention is
required to learn a new procedure. And for effort that is
adequate, the attention has to be sustained, for as long as
is required to accomplish the process. This is evaluated
as the Attitude, A or disposition to the phenomenon, as
follows:
A = LF2,
A = Attitude of Mind
L = Love Index of the Sub-conscious Mind
F = Faith Index of the Conscious Mind
In this case, the measure of attitude is evaluated against
the disposition of mind that derived the procedures that
run the visceral and reflex systems. Given the factor-fo,
55

56. which is measured on the F-Scale, the factors A, L, and
F are determined. This is demonstrated on the simulation
of the PMM, to re-constructs the derivation of these
factors. Formally:
A = LF2,
L = 1/A2 F2
A2 = f1f0
F = √(F1/F2),
F2 = 1/∑(Pm) x 67.00,
m
Pm + 1 = 2 (∑Pm ) + 1
m=1
F1 = 2√ ( R) – 1,
P1 = F1
R = 1/f
f1 = tT, : 1. t = 1/ F2; t = Timing
2. T = √fo; T = Tolerance
3. f1 = Perception
f = 1 - 1/ Fo : fo ≥ 0.50,
f =1/Fo otherwise
Fo = √ (Lo Ao)
Lo = 1/(1-f0)
Ao = 1/f0
fo = Sensation:
Measured on the F-Scale
The simulation data is presented as follows:
56

57. f0 Lo Ao Fo f R F1
0.90 10.00 1.11 3.33 0.70 1.43 1.39
0.80 5.00 1.25 2.50 0.60 1.67 1.58
0.70 3.33 1.43 2.18 0.54 1.85 1.72
f = 1 - 1/ Fo : fo ≥ 0.50,
0.60 2.50 1.67 2.04 0.51 1.96 1.80 f =1/Fo otherwise
0.50 2.00 2.00 2.00 0.50 2.00 1.83 Fo = √ (Lo Ao)
0.40 1.67 2.50 2.04 0.49 2.04 1.86 Lo = 1/(1-f0)
Ao = 1/f0
0.30 1.43 3.33 2.18 0.46 2.17 1.95
0.20 1.25 5.00 2.50 0.40 2.50 2.16 fo = Sensation:
0.10 1.11 10.00 3.33 0.30 3.33 2.66 Measured on the F-Scale
Table - 1
4
P1 P2 P3 P4 ∑(pm) F2 t T f1
m=1 F2 = 1/∑(Pm) x 67.00,
1.39 3.78 11.34 34.02 50.53 1.33 0.75 0.95 0.71 M
Pm + 1 = 2 (∑Pm ) + 1
1.58 4.16 12.48 37.44 55.66 1.20 0.83 0.89 0.74 m=1
1.72 4.44 13.32 39.96 59.44 1.13 0.88 0.84 0.74 F1 = 2√ ( R) – 1,
1.80 4.60 13.80 41.40 61.60 1.09 0.92 0.77 0.72 P1 = F1
R = 1/f
1.83 4.66 13.90 41.94 62.41 1.07 0.94 0.71 0.67 f1 = tT, :
1.86 4.72 14.16 42.48 63.22 1.06 0.95 0.63 0.60 1. t = 1/ F2;
1.95 4.90 14.70 44.10 65.65 1.02 0.98 0.55 0.54 t = Timing
2. T = √fo;
2.16 5.32 15.96 47.88 71.32 1.94 1.07 0.45 0.48 T = Tolerance
2.65 6.30 18.90 56.70 84.55 0.79 1.27 0.33 0.42 3. f = Perception
Table - 2
SN A2 F2 L A S F n R
1 0.64 1.03 1.61 1.66 0.79 1.02 1.96 1.43
2 0.59 1.32 2.24 2.95 0.67 1.15 2.13 1.67
3 0.52 1.52 3.03 4.59 0.57 1.23 2.27 1.85
4 0.43 1.64 3.87 6.34 0.51 1.28 2.33 1.96
5 0.34 1.72 5.07 8.74 0.44 1.31 2.35 2.00 A = LF2,
6 0.24 1.75 5.93 10.40 0.41 1.32 2.38 2.04 L = 1/A2 F2
A2 = f1f0
7 0.16 1.92 12.02 23.12 0.29 1.39 2.44 2.17 F = √(F1/F2)
8 0.10 2.27 22.73 51.66 0.21 1.51 2.78 2.50 S = 1/√(L)
9 0.04 3.33 70.00 233.33 0.12 1.83 3.03 3.33 n = (R/F)2
Table - 3
Simulation of the PMM
This simulation traces the serial link between the factors
f0 for sensation, and A for attitude; through the factor-f1
57

58. that defines perception. It also defines the theoretical
values of the factors F for personality and S for soul.
Then the factors A and C are related by this model:
A = 19(C – 1)
Recall that attitude defines the disposition towards
phenomena. When it is positive, then the required
attention and effort would be given, for optimum
consciousness; as evidence of the attainment of the
human potential.
The PMM is summarised on the following relation:
f0 = 4(1 – 1/√z),
z = ½(4 – 1/√f1)
f1 = Perception Index, N = 5
f0 = Sensation Index, N= 1
By the Perception Model of Mind, PMM a mind that is
performing optimally would be capable of reducing
phenomena into the five, 5 essential components. When
these items are concatenated, so that they cumulate into
the phenomenon that is described, which then becomes
the sixth, 6th item, the series becomes the Standard
Procedure Series.
The mind analyses to characterise phenomena. It
synthesises to outline the procedure for making the
phenomenon. The kernel element in this case would be
the perceptual acuity. At optimum performance, the
58

59. mind goes beyond appearances to perceive essentials.
This is when it approximates the N-O exactly. Then the
person will have risen above the object, to perceive the
form of phenomena. And they would have been
positioned to overcome the vagaries of the environment.
The Perception Model of Mind, PMM presents the
model of a mind that is able to appreciate the N-O, to re-
construct the standard procedure. Thus the mind
engages in the following two, 2 functions:
Analysis
Synthesis
In analysis, the mind uses the Black Box Model, BBM
to derive the components of the standard procedure
series. The model is iterated twice to derive the six, 6
items on the series. In the first, 1st iteration the
phenomenon, F is fissioned into its dual components, L
and A. This procedure is repeated in the second iteration
to reduce these two, 2 into the other four, 4 items
including L1, L2, A1, and A2 respectively. Recall that
Plato reduced Nature into the following two, 2 worlds
by the Duality Principle:
The World of Forms, L
The World of Objects, A
Duality is presented here as the resolution of the
dilemma that Relativity poses, in Choice. The infinite
59

60. number of alternatives that relativity presents is trimmed
into a mere five, 5. And then these are ranked according
to a definite order, to arrive at a single series. This
concept is presented on the number line below.
-∞ 0 +∞
A L
F
The Relativity Continuum
F
F
A L
The Absolute
Maxima L
Minimax
F
Maximin
Minima A
The Natural Order
The numbers on the line are squared, to transform the
relative into the absolute. This derives the Normal
Curve, in agreement with the Normality Principle.
The Normality Model presented earlier is used to
quantify the accuracy of the standard procedure series. In
60

61. this case the factor-A is predicted to determine the
reliability of the series. This is done according to the
following relationships:
A’ = LF2,
A = √ (AL)
L = √ (A1A2)
F = √ (L1L2)
The Normality Model
1. L2 F
2. A1 5. A
3. A2 6. L
4. L1
The Standard Procedure Series
The more closely the factor-A is predicted the better the
standard procedure series will have been approximated.
In Synthesis, the four, 4 items that are derived in the
second iteration of the BBM are arranged uniquely, so
that they outline the procedure that has been learned.
Recall that when confronted with a stimulus, S or when
motivated voluntarily, F to act in a certain way, the
required response, R needs to follow a definite
procedure, √n. This is worked out in the conscious mind
as described above, and stored in the sub-conscious
mind or heart, from where all actions originate. Then the
performance at task, or behaviour, would be optimum
61

62. when the procedures that are stored in the heart memory
are the standard form. This would be reflected in the
measure of soul. The more thorough the learning
process, the better the standard procedure is
approximated, and the better the quality of soul that
emerges.
Then a mind that is able to appreciate the N-O would
reduce phenomena into the five, 5 essential components,
to describe them. Recall the dictum that all science rests
upon and begins with accurate description and
measurement. Recall also that measurement involves the
following two, 2 processes:
The reduction of phenomena into their essential
components.
The mapping of these items into the number line,
according to the relationships between them.
A mind that operates by the principles presented in this
work would therefore be quantitative in orientation, and
would have been nurtured to know, for sure. Recall the
dictum that the only things that can be known for sure
are those that can be measured. Recall also that the
quality of mind is evaluated on the F-Scale, and the
factor-F would be a unity, for F = 1, when the standard
procedure is approximated exactly. But not all the six, 6
items of the standard procedure series, SPS need be
identified. Neither is it necessary to identify all the five,
62

63. 5 essentials demanded by the PMM. It would be
sufficient to identify the first, 1st four, 4 items of the
Standard Procedure Series, SPS. On the F-Scale, the
last two, 2 items 5 and 6 are given as guides. Only the
first, 1st four, 4 are scrambled. And the subject is
expected to unscramble them, so that they cumulate into
the other two, 2 serially.
A model of mental space is constructed from the
simulation data on the PMM. The factors L, F, and A
represent the emotion, L will, F and intellect, F
respectively.
Emotion, L : 2.8 - 10.8
Intellect, F : 2.0 - 18.0
Will, A : 1.2 - 25.2
L F A
0 5 25 26
10 15 20
Mental Space
Notice the basis for the concatenation model, following
which the mind imposes its nature on phenomena. Thus,
phenomena are perceived in three, 3 dimensions, 3-d
according to these three, 3 components of the mind,
including the emotion, L intellect, F and will, A.
The emotion is in direct contact with the physical world
of objects. It is also the sub-conscious memory, the
abode of desires, and the procedures for attaining them.
63

64. Its function is subsumed in the activities of both the
intellect and the will. It cannot function apart from these
two, 2 components. It is defined by the factor-P1 on the
concatenation model.
The intellect performs its own functions, alongside the
functions of the emotion. It perceives the world of
objects through the emotion. Its main function however
is analytic. But it has to do it against the features
observed in the objects. It is the conscious memory.
The will is the unconscious memory. It does the work of
all three, 3 components of the mind. It must be in touch
with them, to veto, according to the inputs from the other
two, 2. Recall the concatenation model as follows:
4
Pm +1 = 2 ( ∑ Pm ) + 1,
m =1
P1 = F1 or L
P2 = F
P3 = A
P4 = S
The factor-S defines the Soul. Recall the measures of
CWk and C as follows:
CWk = 1 – 1/3 * S
S = 1 – 1/3 * C
64

65. Both these measures derive from the soul. But soul is
concatenated from the activities of the mind. And the
mind has three, 3 components that are concatenated. This
is reflected in the division of the factors by three, 3.
65

66. The Character Model
In order to put back consciousness at the heart of
psychology where it belongs, Wundt‘s conception of this
concept was selected. Then it became necessary to trace
the link between stimulus, f0 and movement, √n. The
link needed to encompass perception, f1 and memory, L
for the sake of defining the personal input in the process.
Recall the dissatisfaction with the concept of a direct and
simple linkage between environment and behaviour;
evident in the inability to define environments, rewards,
and punishments by their physical character. Recall also
the observation of organised memory, the product of
decisive deliberations in the learning process. The
deliberate component in the learning process has been
attributed to the attitude of will, which controls the
attention and effort that is accorded the process. So far, a
link has been defined, that connects stimulus, f0 to the
attitude, A. It needs to be extended, to reach movement,
√n as represented by the performance at task. The
connection between attitude and consciousness still has
to be summarised. And the person characterised,
according to the quality of their responses to stimuli.
To make the connection between stimulus, f0 and
attitude, A involved the following two, 2 manoeuvres:
The derivation of the Natural Order, N-O
66

67. The derivation of the Perception Model of Mind,
PMM
The link established the fact that a certain effort is
required, for the mind to appreciate the N-O. This is
sufficient evidence of deliberation and free will, rather
than determinism. And the will defines a mental
phenomenon. Now the investigation must shift from the
internal environment of the mind, to include movement,
which is acted out on the physical environment, outside
the mind. The connection is achieved by the Character
Model, presented on the diagram below:
Stimulus Given the factor-Pc,
 Rn = 2Pc – 1
 √n = 1/C Pc2
Attitude, A C = (3Pc + 1)/4
 F = Rn/√n
Motivation, F Rn
 Vc = 2F - 1
Pc Ability, f0
Pc = Phenomenological
Compression Index
Personality, F Rn = Rationality Index
√n = Standard Procedure Index
Response C = Character Index
F = Index of Personality
Vc = Index of Core Values
√n
The Character Model
67

68. This model defines the connection between
consciousness and behaviour. It does this by establishing
the complementarity between phenomenology and
behaviourism. The two, 2 models are juxtaposed as
follows:
R = f(S, P), √n = f(Rn, F),
R=S √n = Rn
P →1 F →1
R = Response √n = The Standard Procedure
S = Stimulus Rn = Rationality
P = Personality F = Personality
The Behaviour Model The Phenomenology Model
Thus the response, R to stimulus, S would be
appropriate, for R = S, when the personality factor-P is a
unity, for P = 1. This is when the person has perceived
the stimulus, to characterise it correctly, according to the
PMM, for F = 1. When phenomena are characterised, to
identify the five, 5 essential components, the procedure
for making them is outlined at once.
Then the two, 2 models are linked by the factors P and
F, both of which define the personality. The factor-P on
the behaviour model is fundamentally concerned with
the character, C of phenomena, for the purpose of
correctly interpreting stimuli. The factor-F on the other
hand focuses on the procedure, F to ensure that
responses are appropriate and effective. The N-O, PMM,
68

69. and the SPS harmonise these two, 2 aspects of the
personality by defining the analytic and synthetic
functions of the mind. The mind analyses to characterise
phenomena. It synthesises to outline the procedure for
making the phenomenon. The kernel element in this case
would be the perceptual acuity. At optimum
performance, the mind goes beyond appearances to
perceive essentials. This is when it approximates the N-
O exactly. Then the person will have risen above the
object, to perceive the form of phenomena. And they
would have been positioned to overcome the vagaries of
the environment
The Character Model is operationalised by measuring
the following three, 3 factors:
The factor-Pc, which measures
phenomenological compression, or the capacity
to reduce the infinite number of components that
make up phenomena, into the essential five, 5 as
required by the PMM.
The factor-Rn measures rationality as the
capacity to derive the standard procedure for the
performance at task.
The factor-√n is the standard procedure index.
It measures the capacity to actually perform at
task by the standard procedure.
69

70. Each of these three, 3 factors measures an aspect of the
mind to impose itself on phenomena, despite the
interventions from the physical environment. Is the mind
able to perform its analytic function, can it do Pc? Is it
able to synthesize and impose order on the product of
analysis, in expression of its rationality, Rn? These two,
2 characteristics actually define the person‘s level of
education. In other words, does the subject know how
things are supposed to be done? Is the person educated in
the standard procedure for the performance at tasks.
By the definition of learning presented in this work, as
the capacity to turn what is known, into what is done;
and the definition of knowledge as a function of truth
and belief, among other factors. And because belief
determines action; knowledge would be inconsequential,
unless it can be translated into action. Thirdly therefore,
is the mind able to overcome the vagaries of the
environment, to do things in the way they are supposed
to be done, to perform at task by the standard procedure,
√n? In this case, is the person disciplined? Then,
discipline would represent the object equivalent of
education, which would then define a form.
The phenomenology model presents rationality, Rn and
the standard procedure, √n index as equivalent
concepts, like education and discipline respectively. The
conversion factor for these equivalents is the mind,
specifically the intellect, or conscious mind, F. Then the
70

71. factor-F is evaluated as the ratio of Rn on √n. This
factor is optimal within the limits, 1.00 ≤ F ≤ 2.00.
Formally:
Rn = F√n,
1.00 ≤ F ≤ 2.00
To find the factor-C, the lower limit of the factor-F is
inserted in the model formally as follows:
Rn = 2√n - C
But the factors Rn and Pc are also equivalents, related at
the differential level of F = 2, formally as follows:
Rn = 2Pc - 1
This means that the factor- Pc and the factor-√n are
differentiated, to the extent that consciousness, C is not
perfected, for C ≠ 1. The factor-C would therefore be the
conversion factor for Pc and √n. The following
relationships were found to be true:
√n = 1/C * Pc2,
C = (3Pc -1)/4
Given the factors Pc, Rn, and √n, which are measured
empirically on their various kits, the factor-f0 is
determined; as well as the factors F, A, S, C and √n. The
simulation is presented on the tables below:
71

72. Pc Rn Fc Sn Hm f0
Given Pc
Rn = 2Pc – 1
1.10 1.20 1.08 1.15 1.16 0.93 Fc = 3/2 (x + 1) – 2
Pc + 1
1.20 1.40 1.15 1.30 1.30 0.87 X =
1.30 1.60 1.23 1.45 1.41 0.83
1.40 1.80 1.30 1.60 1.52 0.80 2
Sn = 2Fc – 1
1.50 2.00 1.38 1.75 1.61 0.78 Hm = 2HR – 1
1.60 2.20 1.45 1.90 1.68 0.76 HR = √ (L/A),
1.70 2.40 1.53 2.05 1.76 0.74 L = Rn / Fc
A = Pc / Sn
1.80 2.60 1.60 2.20 1.82 0.73 f0: Need profile
1.90 2.80 1.68 2.35 1.88 0.71
R = 1/f,
f = 1-1/Fo for Po ≥ 0.50
.n S’ F’ R N C f = 1/Fo otherwise
Fo = √ (Lo x Ao)
1.90 0.82 0.98 1.35 2.57 1.08 Ao = 1/f0
Lo = 1/1-f0
1.99 0.75 1.06 1.50 2.88 1.15 n = (R/F)2
2.06 0.71 1.11 1.60 3.10 1.23 F = √(F1/F2 ),
2.11 0.67 1.15 1.66 3.26 1.30 F1 = 2√R 1
F2 = (1/∑Pm) x 67
2.14 0.65 1.17 1.71 3.40 1.38 Pm+1 = 2(∑Pm) + 1
2.17 0.63 1.19 1.75 3.50 1.45 S = 1/√L:
2.19 0.62 1.20 1.78 3.59 1.53 L = 1/A2 x F2,
A2 = Po x P1
2.21 0.60 1.21 1.81 3.66 1.60 N = 2NR – 1
2.23 0.59 1.22 1.83 3.73 1.68 NR = √(L/A)
L = n/F
A = S/R
C = (3Pc + 1) / 4
The factor-f0 is derived on the Need profile, with the
factor-Hm as input. Following Fechner (1801 – 1887)
for any stimulus to be registered as an impulse that is
strong enough to be perceived, P it must have a certain
minimum strength that is a log function of the
sensation, S that can be experienced. He formalised this
concept in the following relationship:
P = K log S
The factor-K in this equation is a constant.
72

73. When the Fechner principle is reversed, the focus turns
on the sensitivity of the person, rather than the strength
of the stimulus. Then a certain threshold of sensitivity
would be required, to perceive a stimulus. And
perception would improve with greater sensitivity. This
is evaluated as the attitude of the will, A. The factor-A
measures the energy expenditure that is invested in the
learning process. The better the attitude, for A→1, the
clearer the sensation would be perceived, for L→1. The
factor-L measures the extent of the human potential that
is achieved. By this conception, need is evaluated when
the factor-A is defined as a function of the factor-L, to
describe the gain in the process, as well as the deficit that
still has to be attained. The deficit is expressed as an
index or a log function, with two, 2 parts. Formally:
A = L 2.?,
A = Effort index of Attitude
L = Potential index of Love
2 = Index of the Absolute
? = Index of the soul’s shortfall
The first, 1st part of the need index, 2 defines the
absolute in terms of the N-O. The other part, ? defines
the short fall in the soul, according to the effort
expended. Then the absolute would be required, to make
up for the shortage. This is operationalised in the
adoption of the N-O. The simulation of the need model
is presented on the table below:
73

74. F L A S Nd Sp Po Given the Factor F:
1 1 1 1.00 0.00 1.00 1.00 1. L = 2F - 1:
L = Potentiality (love)
2 3 12 0.58 2.26 0.84 0. 69 2. A = LF2:
3 5 45 0.45 2.37 0.82 0. 55 A = Attitude (Effort)
4 7 112 0.38 2.42 0.80 0. 48 3. S = 1/sqr(L):
S = Soul Factor (Observed)
5 9 225 0.33 2.46 0.79 0.42 4. A = L2.?
6 11 396 0.30 2.49 0.79 0. 38 ? = Sp - S:
7 13 637 0.28 2.52 0.80 0.35 Sp = Soul (Expected)
5. Nd = Log A/Log L:
8 15 960 0.26 2.54 0.80 0.33 Nd = Need Index
9 17 1,377 0.24 2.55 0.79 0.30 6. Po = S ./. Sp :
10 19 1,900 0.23 2.56 0.79 0.29 Power Index
The Need Profile
74

75. The Model of Learning
A model of learning is presented by which every human
action originates in the heart, or emotion, where desire
is resident. But desire remains dormant until it registers
in the will as motive strength. This releases all the
energy that is available for the attainment of the desire.
The Motive strength is expended by the intellect, to
derive the process for desire attainment. The process is
also stored in the heart memory, along with the desire
that originated its derivation. This idea is summarised on
the diagram below:
Will:
Emotion (Heart?):
Motive Strength,
C’ (A) Purpose (Desire?)
Process
(L)
Desire and Process are both
stored in Heart Memory,
L = F2 (Émile Coué)
Intellect:
Process, f0
Thought, (F)
A Model of Learning
To establish the link between character, C ‗and
consciousness, C suffice to show how the factor-C’,
which defines the strength of character or motive
75

76. strength, is expended. It is invested on the following two,
2 tasks:
Constructing the process, which is the main task,
CWk and
Overcoming the obstacles in the way of the
construction, CNd
When the two, 2 energy expenditures are summed, for
C’ = CWk + CNd, it predicts the consciousness factor-C,
up to a correlation coefficient, r of r = 0.99. This
establishes the link between consciousness, C and
character, C’. Moreover, the factor-CNd has been
observed to predict the Soul factor-S up to the same
correlation coefficient of r = 0.99. This identifies the
task of overcoming obstacles as the core activities that
build the soul. Then the soul is optimised as this factor
maximises.
Recall that by the Concatenation Model, the analytic
function, by which the processes that have been stored
in the heart memory are derived, is optimum when the
mind operates by the Black Box Model, BBM (F = LA),
for F1 = 2.00. Then the synthetic activity would be a
unity, for F2 = 1.00, during which the emotional memory
is credited with the learned procedure. When the
intellect is idle and the analytic function, F1 is nil, for
F1 = 0.00, then the heart with its synthetic function, F2
would be optimum, for F2 = 5.00. These procedures are
76

77. founded on a model that ascribes the following two, 2
functions to the mind:
An analytic function that is done by the intellect,
to construct processes
A synthetic function, carried on by the emotion
or heart that writes the process to memory.
By this model, it would be sufficient to identify four, 4
of the expected five, 5 essentials of phenomena. These
include P1 to P4 on the table below. This conception is
corroborated by the Appreciation Model presented on
the diagram following.
F1 A L F F2
S/N P1 P2 P3 P4 ƩPm 67/ƩPm
1 0.0 1.0 3.0 9.0 13.0 5.15
2 0.1 1.2 3.6 10.8 15.7 4.27
3 0.2 1.4 4.2 12.6 18.4 3.64 m
4 0.3 1.6 4.8 14.4 21.1 3.18 Pm + 1 = 2 ( ∑ Pm ) + 1,
m =1
5 0.4 1.8 5.4 16.2 23.8 2.82 P1 = F1
6 0.5 2.0 6.0 18.0 26.5 2.53
7 0.6 2.2 6.6 19.8 29.2 2.24
8 0.7 2.4 7.2 21.6 31.9 2.10
9 0.8 2.6 7.8 23.4 34.6 1.94
10 0.9 2.8 8.4 25.2 37.3 1.80
11 1.0 3.0 9.0 27.0 40.0 1.68
12 2.0 5.0 15.0 45.0 67.0 1.00
The Concatenation Model
77