How the human mind grasps reality,secret world lore,biggest secret in the world news - New On 2016

Interchangeable terms in philosophy and psychology -as introduced in this article- are supposed to help in clarifying one another in order to provide a better understanding of human intellect.
Decades later, principal Islamic Aristotelians regarded 'definition' and 'syllogism' as the main states of knowledge that logic aims to produce in the intellect and reintroduced them in terms of the two acts of the mind; 'conceptualization' (tasawwur) and 'assent' (tasdiq), respectively.
Nowadays, and after the great evolution in the different fields of scientific research that study the human mind, including –but not limited to- psychology, lot of theories, terms and concepts struggle for explaining the different cognitive phenomena and intellectual functions that try to explore the deep meaning after 'definition' and 'syllogism' or 'tasawwur' and 'tasdiq'. Hence, the four 'perception styles' distributed over the four cortical lobes and described by the ISI are supposed to explain how the human mind could know 'what it is to be for something' and how could it 'grasps singular essences or quiddities' (as stated by 'definition' and 'tasawwur', respectively). The IMM -on the other hand- is a psychological multisystem memory model which is able to introduce a more detailed description of 'perception' and 'thinking' after their roles in the mental process of conceptual learning (after the Britannica Concise Encyclopedia conceptual learning is the process of developing abstract rules or mental constructs based on sensory experience). Similarly, the IMM clarifies the main role of 'thinking' which is to answer the subsequent question “Why?”. In addition, the IMM is able to describe the role of the different memory systems in the process of encoding as the main function of 'perception' and how they integrate and interact to accomplish perfect conceptualization. Within the Aristotelian description of the 'active mind' a good match could be done between it and the process 'thinking'. Therefore, Aristotle mind which encompasses both the active mind and the passive mind could be described in terms of the detailed descriptions of thinking and perception as introduced by the ISI and the IMM. In this context and in light of the aforementioned simulations we can construct three sets of synonymic terms such that the meaning of each term within the same set can describe the other synonymic terms. The two intellectual functions of learning; perception and thinking -as illustrated- are capable of describing the process of conceptual learning through which a multi-component image schema or a meaningful whole (gestalt) is constructed in our consciousness. Ancient philosophers investigated the epistemological foundations for knowledge acquisition through the study of definition (tasawwur) and syllogism (tasdiq) which represent the two main arms of logic. The Intellectual Style Inventory (ISI) describes learning in terms of the four different styles of perception in correspondence to definition and tasawwur, and the four different styles of thinking which improve our understanding of syllogism and tasdiq.
The Integrated Model of Mind (IMM) describes learning in terms of the memory systems involved in perception and thinking. Aristotelian active mind in simulation to the learning process thinking can describe how syllogism (tasdiq) could be attained through the different strategies and mechanisms of the four different thinking styles by the help of the various memory systems (LTM=long term memory).
Aristotelian passive mind in simulation to the learning process perception can describe how definition (tasawwur) prepares the dictionary of mind in light of the four perception styles and by the help of the short term sensory store (STSS) and the perceptual representation system (PRS).

Aristotle mind through the process of conceptual learning makes use of the different memory systems to apply perception and thinking. Islamic Aristotelians estimated that the purpose of the 'definition' is the production of an act of conceptualization, and the purpose of the 'syllogism' is causing assent to the truth of a proposition. Similarly, its four 'thinking styles' rooted in the same four lobes provide us with four different ways of human 'reasoning' (back to definition) through which 'truth-value' could be assigned for a perfect judgment (Figure 2). Functionally, the IMM emphasizes the fact that 'perception' is the mental faculty concerned with construction of elementary concepts to answer the question “What?” which takes us back to the Aristotelian 'definition' that is mainly concerned with 'what it is to be for something'.
The IMM suggests the short term sensory store (STSS) and the perceptual representation system (PRS) as the key memory systems that represent perception with the working memory and the different long term memory (LTM) systems playing the secondary roles. And consequently the 'active mind' could be described in terms of the different thinking strategies and mechanisms manifested by the aforementioned 'thinking styles' introduced by the ISI. The four different thinking styles and those denoted for perception apply their function through the different memory systems to acquire knowledge through the process of conceptual learning to shape what is known as the gestalt (Heider, 1977). Interchangeable Terms in Philosophy and PsychologyAs long as humans live on earth, they keep searching the meaning of their existence. The first set (Figure 7) includes Aristotelian logic, Aristotle mind, learning and memory, gestalt and the human brain, the second set (Figure 8) includes definition, tasawwur, passive mind, perception, the four perception styles after the ISI, and the STSS and the PRS as described by the IMM for encoding sensory stimuli, while the third set of terms (Figure 9) includes syllogism, tasdiq, active mind, thinking, the four thinking styles after the ISI and the working memory with the LTM systems as described by the IMM for image schema construction and automation within the process of understanding. Recent sciences target the main issue by exploration of the two corresponding and interwoven terms learning and memory.
The Short Term sensory Store (STSS) and the Perceptual Representation System (PRS) control the encoding process as a main function of perception. The end result is the gestalt which is specific to each person and highly influenced by his preferential intellectual style. Aristotle described his logic in terms of two focal points; the 'definition' and the 'syllogism' (Black, 1998). They defined the former (tasawwur) as "the act of the mind by which it grasps singular (though not necessarily simple) essences or quiddities," and the latter (tasdiq) as 'the act of the intellect whereby it makes a determinate judgment to which a truth-value can be assigned' (Black, 1998). The ISI suggests four different styles of 'perception' and four different styles of 'thinking' distributed over the four cortical lobes of the human brain.
The model also regards 'elementary concepts' as simple, compound, and complex elementary concepts in consistence with 'tasawwur' which means to 'grasp singular essences or quiddities' which are 'not necessarily simple' i.e.

Moreover, the IMM ensures that 'perception' and 'thinking' are two distinct and complementary mental facets responsible for conceptual learning that interact in accordance to the sequence stated earlier by Islamic philosophers who suggested that "assent presupposes some prior act of conceptualization, although conceptualization does not presuppose assent".
While the dynamic interaction between LTM systems and the working memory compartment represent the key systems for 'thinking' with the participation of the other memory systems incorporated in the IMM.
In this context, such a simulation could perfectly describe how the 'active mind' is suited to apply reasoning and search for the truth value within the synonymic terms 'syllogism' and 'tasdiq' to apply accurate judgment. Mind, knowledge and learning have always been mysteries despite the great effort exerted by the man kind exploring them in depth to reach the whole truth after them.
And knowledge acquisition is regarded as the main function of mind represented by 'Aristotelian logic' far ago and 'learning and memory' in the recent days (Figure 1).
Each lobe -as introduced- is characterized by its specific psychological tasks to perform 'perception' and 'thinking' processes which are distinct to it and different from those of the other three lobes.
Hence, it could be assumed that 'perception' might perfectly describe the 'passive mind' where the STSS & the PRS as introduced by the IMM provide screens or filters needed to perceive 'essences or quiddities' (see for 'tasawwur'). Each person has his own inner world in which he shapes the same reality with the taste of his embedded beliefs or concepts (Figure 6). At the same time, the two intellectual functions; 'perception' and 'thinking' in each lobe are completely separate and discriminated from each others. And their further mutual interaction with the other memory systems within the IMM encode the perceived stimuli and convert them to 'all things' which is the subject matter for 'thinking'. A new innovative reading of the meanings and inspirations illuminated by such terms and others could open new avenues for better understanding of how the human intellect behaves.
As stated by the ISI people differ in their preferential lobe used in 'perception' and the one used in 'thinking', and for the same individual the predominant lobe in 'perception' may or may not be the same as that used in 'thinking'.
Besides, the four different 'perception styles' as introduced by the ISI can describe the individual variation regarding attention, encoding and storage which represent the main functions of 'perception' or 'passive mind' (Figure 5).

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