Some Basic Concepts:
i. What is Computational
(Conceptual) Space:
It is the intention of this
project to explore and define the concept of "Computational
Space" so the concept cannot be defined at the start
of the project.
However, presumably, we are concerned with the
intersection of two other concepts: Computation
and Space. Although these two may initially appear
unrelated, in fact they may prove to be intimately connected,
because closer inspection may show that both are, in fact,
concerned with "finding" something.
In general, we are used to the principle of locating objects in
physical space. We store various objects in a variety of
containers which in turn are subsequently stored in various
locations (perhaps inside other containers) in physical space. The
storage system then becomes the "address
system" which helps us to retrieve a chosen object
from its storage space (i.e. "It's on the top shelf" or "In
the bottom drawer of the small cabinet next to the window".
Larger objects, such as houses, schools, shops and offices are
also located in physical spaces -known as towns or cities -and can
be located with the help of "maps" if we do not know
the area well.
However, although such maps (of a city, a country
-or whatever) should be closely related to that which they
describe -they are clearly not the same: Distances will be scaled
to fit the map, supposedly unimportant details will be omitted and
some relationships may be changed completely if they make the map
easier to read. In other words, the "map" although
it nominally represents something in physical space -is in many
ways an independent mental construction (or conceptual
space) that can assist us in our search -if we understand
how to interpret the map.
Although most people now associate computers and computing
with machines -originally "computers" were people (mostly
women) who made the repetitive calculations (computations)
required for the mathematical tables used in navigation and
astronomy. Indeed, the original conceptual model of a
modern day computer was based on an imitation of human
computation. However, thanks to modern developments in "computing"
the concept now covers more than simple mathematical calculation.
Returning to the concept of a map -perhaps it is
not unreasonable to claim that the interpretation of the
map (i.e . locating a feature in physical space
by relating the underlying conceptual space graphically
presented in the map to the actual physical space that
the map represents) is actually a computational
process. If we can accept this -then the the
relationship between physical actions in physical space and
conceptual actions in conceptual space may become clear. A
Solution to a problem involves constructing a conceptual space
that will enable us to change the system which is creating a
problem for us. Apparently, we need to change this system from the
undesirable state we are in (the problem) into a desrirable state
(the solution). Computation then involves the
calculation of what needs to be selected and what needs rejecting
or ignoring in order to move to a satisfactory position under
various circumstances.
In order to solve problems effectively and accurately, presumably,
we must correctly understand the problem space, the nature of our
conceptual map of that space -and our own aims and intentions.
How can we find something if we do not know what we are looking
for?
ii. Space and
Time
The concept of space
leads naturally into time: Not only in terms of movement
and change within the confines of the relevant space, but also
with reference to the possibility of (evolutionary) changes in the
nature of the space itself.
If, for the moment, we imagine physical space in terms of a city
-then it is clear that as buildings and facilities are added so
the nature of the city itself begins to change. Sometimes these
changes can be gradual. However, sometimes infrastructural changes
may involve a radical restructuring -which requires demolition and
rebuilding of the existing space in a new form. This mutation of
space over a period of time may be termed "timespace".
iii. Subjective
Computing and Slow
Computing
In a fast moving,
politicised and highly commercialised world "computing"
is generally seen as a purely pragmatic part of the process of
making money -which is often socially promoted as being the sole
aim of humanity. In this vision, "time is money" and
so everything must happen as quickly as possible -with no time for
any reflection that might undermine the principle aim of monitory
profit.
Unfortunately, this widely accepted perspective is not very
pragmatic. Successful problem solving often involves a change
in viewpoint -and, throughout history, many useful
discoveries have been made which were not recognised as being
useful until some time after their actual discovery. Sometimes,
what looks like a promising idea may fail in practice, while a
modified version of a rejected concept may suddenly prove
extremely useful. Evaluating the emotional and practical effects
of change always takes time.
Slow Computing refers to computational
processes that are not designed to compute quick and
definitive answers to specific questions
-but refers to processes which are infinite and perhaps have no
meaning other than to reveal their own nature through the
behaviour of the system over long periods of time. Weather
(and climate) systems, geological and biological
evolution -and even human history
-can be seen in terms of "Slow Computing"
processes.
The concept of Subjective Computing opposes
the belief that computing is an objective
process -with only one set of values and
assumptions that are universally valid at all times. Subjective
Computing permits the inclusion of personal
emotional and aesthetic values within the computatioan
process. It allows the programmer to develop and explore
their own personal vision of how the world might
function.
iv. Bootstrapping
Bootstrapping is a
fundamental technique used in the construction of complex
computational systems. Instead of specifying the entire structure
before it is implemented, one develops a simple basic
structure and then uses this as a foundation which can then be
used as a tool for constructing the next (more complex) level. On
a technical level, the principle may sound quite difficult, but on
a human level bootstrapping is a basic principle
of good pedagogical practice: Once a student has
learned to read, they can gain even more knowlege by reading
books on any subject they choose.
Trevor Batten
Baclayon January 2011
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