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Nonlinear interactions between the objects specified by the GTYPE provide the basis for an extremely rich variety of possible PTYPES. PTYPES draw on the full combinatorial potential implicit in the set of possible interactions between low-level rules. The other side of the coin, however, is that in general, we cannot predict the PTYPES that will emerge from specific GTYPES, due to the general unpredictability of nonlinear systems. - Langton
1.1 Natural
1.1.3 Continue your SEM research. Start an image collection. Identify and classify the creatures you find by naming them according to standard species taxonomy. In addition develop an alternative taxonomy based on the morphological families within your collection. 1.1.4 Start a drafted 'autopsy' to reveal the workings of a few found creatures. In a series of drawings, conduct a geometric and morphological study of the natural assembly. Identify growth - and combinatory language that defines the role of the part to the whole, cell to lattice. Construct from your research material, do not trace.
1.2 Educational
1.2.3 In a second round of close reading identify all organizational models that are mentioned in "School Architecture and Complexity". The author refers to the organisations of different systems (spatial organisation classroom, institutional organisation, (parent-) teacher-student relation). Highlight and connect text passages that refer to organisations of related systems and scales. 1.2.4 Three models of art-based schooling are discussed in the text: 1) Waldorf Schools, 2) Froebel Kindergaerten and 3) Reggio Emilia Schools. Let us add one more to the list: 4) Montessori Schools. As a team focus on one model to be researched in depth. Give special consideration to the issue of Redundancy and Diversity as it is discussed in the Complexity text. How are other key features of complex systems written into the school system? Follow up on the organisations that Upitis mentions (1.2.3) and identify them in your in-depth research of schooling models.
1.3 Synthetic
1.3.3 Read chapter 5 "Abstracting the 'bio-logic' of biology" in Christopher Langton's text, and become familiar with the Gtype/Ptype terminology he introduces.
1.3.4 Adjust the rewriting code that is handed out today during our introduction to RhinoSript. 'Play around' with it. Change the rule base while keeping the number of generations consistent. Apply the same mapping rules you previously developed for the manual system (1.3.2) Note how minor Gtype changes affect the Ptype.
.: Jonas 2:00 PM
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