How does this world work? Methodology of scientific knowledge

2024 Author: Seth Attwood | [email protected]. Last modified: 2024-01-02 02:33

Why did we come to this world? Maybe in order to consume a certain amount of delicious food, to digest and turn it into a breeding ground for protozoa, and those into ""? But they do it better than us without our digestion … Maybe in order to get pleasure while satisfying their instincts?

“But animals do it too.

Maybe in order to accumulate wealth and enjoy it and the power acquired with it, etc., the attributes of primitive life?

- But there were the richest Atlantis, Egypt, the empire of Alexander the Great and many other countries and empires. Where is their wealth and power now?

- But, for example, the inhabitants of the sea are indifferent to corals, pearls, gold of sunken ships, to shiny objects, since these are ordinary attributes of the sea. Unlike us, all tenants of the earth's biosphere live in harmony with it, and all their actions are caused only by vital necessity. Man, in contrast to animals, is able to cognize, transform the world around him, often with the loss of part of his wealth. It turns out that our mission on Earth is not only being on it, but there is a more significant part of it. And, if you paid attention to the artifacts of the history of our civilization, it will become obvious that our world is evolving with us, progressing or regressing. It means, at least, our mission is not the mission of an animal, but something more: to make it even better or, having conquered it, to destroy it completely. Let everyone decide for himself. But destroying our world, he will imperceptibly destroy himself and the biosphere. However, the world is eternal by cosmic standards, and life is one of the ways to while away eternity. But you can while away it in different ways.

Progress in information technology has led to the fact that the current generation has lost interest in new scientific knowledge, in learning. How to solve this problem? How to interest at least that part of the population that is not indifferent to their own future and the future of their children? At least, a person should always know the truth about himself and about the world around him, then he will always correctly assess his actions and correctly set the goals of his life.

For those who came to our world to cognize and transform themselves and this world in order to merge in it into a single whole, we invite you to study the foundations of the concept of the Russian scientist Nikolai Viktorovich Levashov. His theory not only anticipated many scientific discoveries made years after the appearance of his concept, but also created a new foundation for science, combining integral knowledge about the evolution of our world from primary matters to the Universal Mind. He opened for all of us "" to the land of Knowledge and Creativity. In the process of studying, we will also touch on the concepts of other Russian scientists who raised similar problems in order to have a complete picture of New Knowledge. The road will be mastered only by walking.

We learn for ourselves: from interest to success

How teach (no, not to force, but to teach), first of all, study yourself? - Such a question often arises before any thinking person.

But in kindergarten this did not work: either the educators could not captivate and instill in the child's interest in knowing the world around him, or the family did not instill this "" in the child, or the state of constant doing nothing - laziness is customary …

It did not work out even at school, where it was necessary, first of all, to get good grades, to train myself to pass the Unified State Exam.- When to study there ?! By this time, at the biological age of 16-17, school graduates are already talking about how "" the life of perennial old men and women who are friends with senile marasmus or inertia of thinking in everything: habits, behavior, thoughts. Their thinking is so blocked by various cliches that they do not even have the desire to think, they only adapt to new conditions. Why think? - When, as a last resort, there is an answer on the Internet!

We are not talking about aliens, but about our children, who will soon replace us and they should be smarter than us, better than us and go beyond us. But we, in our unstable society, let everything go on its own: you go to school - there you will be taught, you will go to the army - there you will be taught discipline, you will go to the institute - there you will become a specialist … And now there are children who cannot read and write, ammunition depots are burning and exploding, buildings are collapsing, missiles are falling, the budget is being stolen, disaster after disaster, etc. This prospect is already known to us. This is fate (Lesson # 12: Incorrect "right" formation and opening at the tip of the pen.)

So, we want to be successful in learning. How to do this in such a way that there is always a desire to study further and learn even more in order to make life even better?

The following approaches to training can be conditionally distinguished: self-study, self-study under the supervision of the organizer and learning with the help of a teacher (organizer training).

With any approach, first of all, you need motivationto create interest to the subject being studied. For example, we want to study new knowledge presented in the book by N. V. Levashov "". Or: a lot of interesting and contradictory information has appeared recently about the history of Russia. Which one is true? These questions are, first of all, to yourself, because you will have to deal with the information received. But you are faced with a lot of problems associated with rethinking "" materials. And this is a huge work. Are you ready for it?

Student independence in the educational process - the main condition for success … The classics of Russian pedagogy K. Ushinsky, L. Tolstoy, A. Sukhomlinsky and others wrote about this.

To organize a situation of success in learning using the found solution, the teacher, therefore, self-learning, creates his own system, which in general form can be represented by the success model shown in the figure¹.

It works as follows. Training organizer (hereinafter organizer), depending on the type of interaction (authoritarian style, cooperation, humane relations, etc.) with the listeners, organizes the learning process, establishing the necessary connections between its elements and, forming its structure, helps think, creates the corresponding atmosphere and controls the result learning. Using certain motives (for example, Russian history, the structure of the world, etc.) and stimulating interest in learning (for example, in the era of Ivan the Terrible and the secrets of the death of his son), the organizer, by means of a controlling influence on the listener (s), stimulates his (s) interest in the subject of study, directing the listener (s) to success … Interest in the subject and expectation of success stimulates desire listener to the teaching.

Using pedagogical findings, techniques, methods, the organizer maintains the listener's interest in the studied topic, subject, encouraging him to perform a specific action, contributes to the achievement of success. If necessary, he corrects the educational process. If the result of these actions is success, then it will evoke in the listener the joy of success, the feeling of being a person and the desire to move on in cognition, moving on at certain stages of learning to self-regulation of their activities. The organizer, using the success situation of the listener, by various methods, techniques stimulates and supports his activity in learning. Having achieved the first success, the listener moves on to a new round of knowledge. Then the learning process is repeated again, including new connections in the model of success at a higher systemic level, for example, caused by the influence of the team, etc. failure an individual listener, a team of like-minded people supports this listener by clarifying the issue under study, creating an appropriate intellectual environment that stimulates the listener's desire to understand the issue and get to its essence.

When self-teaching, you need to work on yourself according to the scheme outlined by the red line, where everyone is "" to himself. If you are ready, then ""!

At one time, the desire to save the successful preparation of future "" prompted L. N. Tolstoy, to think about ways to reform the educational system, and about the search for new approaches to its organization. The ideal of reform for L. N. Tolstoy was the end result, that is, a position where the student can and wants to learn by yourself without coercion, with interest, joyfully and successfully.

The main task of his school L. N. Tolstoy saw in communicating to students a wide range of knowledge and the development of the student's creative powers, his initiative and independence: ²

Thus, the path to success in learning, Tolstoy rightly believed, depends on interestwhich in turn is supported by success, which is reflected in the success model.

It should be realized that the role of the organizer is great, but invisible: the organizer selects material for the classes, determines the content of the classes, helps in organizing independent work, calls interest to the study of natural phenomena, the laws of language, their own ideas about the studied material; it does not interfere with the listeners, but creates conditions for their creativity, making the classes for the listeners emotionally attractive.

For a listener to want to learn, he must be able to learn. ³… Without success, without the joyful experience of victory over difficulties, there is no development of abilities, no learning, no knowledge. However, there is no paradox here, it is necessary for the listeners to study well.

"Elephants" that support the world

So where to start learning? For example, starting to study the materials of N. V. Levashov's group, the organizer should pick up some interesting fact that easily explains part of the problem from the standpoint of the concept and arouses not only interest, but also questions with a simultaneous desire to learn more. There must necessarily be a small victory over ignorance in the form of enlightenment for the listener.

Example: Any embryo develops from one a fertilized egg that starts dividing. According to the laws of histology (the science of cells), confirmed by practical observations, when one cell divides, two cells appear that are absolutely identical to each other. When they in turn divide, four identical cells appear and then: eight, sixteen, thirty-two, sixty-four, etc. In other words, all cells of the embryo have identical genetics and are copies of one fertilized egg. And due to this fact, the question arises: how do different hormones and enzymes appear in absolutely identical cells ?! And, oddly enough, this question baffles any biologist or physician. And the only thing that can be heard in response is: "Only God knows!" An interesting answer for a scientist, isn't it?

Usually, to this question about how the development of the human embryo (like any other living organism) occurs, brave biologists and doctors, with great faith in their knowledge, often with a condescending smile to the question of an ignoramus, famously answer: “in different zygotic cells (cells of the embryo), different hormones and enzymes appear and, as a consequence, a brain develops from one zygotic cell, a heart from another, lungs from a third, etc., and the like."

Again, the classic "explanation" from the school curriculum from the 8th grade high school textbook on human anatomy and physiology. There is simply no other explanation, even among academicians and doctors of sciences, both biological and medical. One has only to dig a little "deeper" and the answer is simply … no.

And then you can talk about the metamorphoses that occur with the butterfly from the cocoon, which was previously a caterpillar. This will be a hint and will allow the listener to think about how a complex organism is then formed from a zygote cell.

Or, as an interesting fact, take examples 1 or 2 from Lesson # 1: How to Find the Truth?

At self-study you should start with the basics of the concept. If they are understood, this will be the first victory over oneself. And then the training will proceed according to the "" principle.

So let's start with the basics. First, let's define what is matter, space, time, movement, development and other concepts related to data.

Modern science is literally crammed with a huge number of different postulates that are accepted by it without proof, that is, on faith. And this is already a step towards religion. That is why Nikolai Viktorovich in his concept relied on only one postulate, which cannot be rejected, since it is confirmed by our sensations, experience, our entire material world. The essence of this postulate is that. Matter is understood as the philosophers explain. “Sensations are information that enters the brain about the world around us, through the senses. The purpose of the human sense organs is to ensure the optimal existence of a person, as a living organism, in the environment. The human sense organs were formed as a result of a person to the conditions of existence in the occupied ecological niche …

Thus, the senses developed and formed as a result of adaptation to the conditions of existence in the ecological niche and serve for those forms of matter that have formed the ecological system as a whole, and the ecological niche occupied as a species. This is the purpose of the human sense organs and therefore the sensations received through these sense organs will correspond to the qualitative structure of matter that forms the ecological system ⁴.

From this point of view, our senses, a kind of "", react to matter in a very narrow range. But, as shown by the research carried out by N. Levashov and his personal experience, our senses can be developed to such an extent that they can become the most universal tools for studying matter in the entire range of its existence.

Thus, in addition to our feelings, the fundamental postulate about the materiality of the world is also confirmed by one of such universal, fundamental laws in natural sciences as the law of conservation of matter, discovered by M. V. Lomonosov. The discoveries of the last quarter of the twentieth century in the field of nuclear physics have destroyed this fundamental foothold of modern physics. The basic law of physics - the law of conservation of matter - was destroyed by the results of experiments by nuclear physicists. But are they right?

Matter really does not disappear anywhere and does not appear from anywhere; there really is a Law of Conservation of Matter, only it is not what physicists imagine it to be. They did not take into account the fact that matter can have different forms, qualities and properties⁵ (see Lesson number 8: Inventions by formulas), therefore, they could not explain the paradox of an increase in the mass of the products of a nuclear reaction. Physically dense matter is only one of the so-called primary matters (PM), perceived by a person through his senses. Primary matters (constituting about 90% of all matter in the Universe) is a substance (an analogue of light), the properties and qualities of which vary over a wide range, and these qualities are subject to quantization (the procedure for constructing something using a discrete set of quantities). For example, the spectrum of electromagnetic waves is a spectrum of primary matters corresponding to the spectrum of values of the coefficient of quantization of space γ_i.

Another attribute of the surrounding world is space (Ex.) … It is continuous unevenly, is infinite and is in constant movement - vibrations with different frequencies and amplitudes. Its qualities and properties are constantly changing.

The interaction of infinite space with a finite amount of primary matters is possible only where their qualities are identical and compatible by 100%. In this case, they form hybrid matter (HM = B), which degenerates in space from primary matters with identical qualities, and therefore is finite and makes up about 10% of all matter in the Universe.

At the same time, each formed particle of this hybrid matter has its own fairly stable physical (spatial-material) characteristics within the permitted dimensional corridor. And if we talk about natural frequencies and amplitudes of vibrations of a particular particle, when it is stable, then - within certain octaves - vibration frequencies. But, since space interacts with matter with 100% identity of their properties and qualities, it must also have its own vibration frequencies, analogous to the frequencies of primary matters, and this is the entire spectrum of electromagnetic radiation. For example, if space vibrates with the frequency of gamma radiation, electrons are formed in it from primary matters with the same dimension. At the same time, space can be represented in the form of a spatial lattice, in the nodes of which there are particles. A change in dimensionality in one direction or another from the boundaries of the range can lead to a change in the lattice and properties of the particles themselves. Each particle - atom has its own structure or crystal lattice. For example, the atmosphere is a mixture of different gases, but this is a strictly organized structure of a series of lattices.

Heterogeneity - one of the important factors in the formation of our space - is confirmed by the discovery of American scientists J. Nodland and J. Ralston in 1977: every billion miles, the radiation rotates around its axis as it happens during the polarization of light (Faraday effect). This is possible only for anisotropic space, i.e., for heterogeneous.

“The most accurate instruments of our time register changes in the speed of radio waves, depending on the direction of their propagation. And, what is most curious, these directions clearly reflect the layered structure of the Universe, since "up" and "down", "east" and "west" are determined. Experimental registration of the ether wind of light waves in the experiments of American physicist Dayton Miller in the 30s, and the discovery of changes in the propagation speed of radio waves in the Universe, made already in 1997 by American astrophysicists George Nodland and John Ralston, irrefutably prove the inhomogeneity of the Universe."

It should be noted that the ethereal wind, recorded in the flawless experiments of D. Miller, and the change in the propagation of radio waves, depending on the direction, are one and the same. These experiments irrefutably prove the inhomogeneity of the Universe and, thus, the falsity of the postulate of the homogeneity of the Universe, used by A. Einstein in "" special and general theories of relativity.

In the concept of N. Levashov it is shown that all the laws of the universe are formed at the micro- and macro-level of the Cosmos (note the similarity of the "" lattices of the micro- and macrocosm). We are in the middle world, therefore we observe and deal only with the manifestation of the consequences of the laws of the universe.

Hybrid matter forms a certain structure space in a given area that it occupies. Complicating in the process of its evolution, hybrid matter at a new system level acquires new properties, a new frequency range (octaves) in which it functions stably.

Considering that hybrid matter consists of atoms, then during their formation of substances from atoms, a kind of crystal lattice is formed for one or another type of atoms. its own structure of six-ray and anti-six-ray is formed, similar to the structure of atoms at the microlevel.

Now we know that space and matter interact with each other, but what do they have in common and allows them to interact with each other?

Due to the fact that the qualities of space are constantly changing and matter has different properties and forms, which also change in different directions, we will take as a similar criterion dimensionality space.

Dimensionality - a set of qualitative characteristics of the space. Dimensionality characterizes the change in the qualities of space in various directions. This can be observed on the example of the formation of crystal lattices of water under different conditions: in January, on the night of 18th to 19th; in the ice crystal and in the structure of the water to be frozen.

Nikolai Viktorovich noted that dimensionality is a conditional concept that people are accustomed to in science. A different explanation of the properties and qualities of space and matter will only complicate their understanding of the properties at this stage of cognition, so for now we will use this concept.

Based on the foregoing, it follows that each molecule or atom has its own dimensional range, within which they retain their stability. Therefore, the physically dense matter of the planet is distributed over the stability ranges. The boundaries of these ranges are the levels of separation between the atmosphere, oceans, and the solid surface of the planet. The stability boundary of the crystalline structure of the planet repeats the shape of the inhomogeneity, therefore the surface of the solid crust has depressions and protrusions.

In other words, the combination of atoms into molecules, crystal lattices arise as a result of changes in the dimensionality of the microcosm of these atoms by certain external influences. Merging becomes possible with the same curvature of the dimensionality of the microcosm of atoms and the presence of external electrons with opposite spins … An analogy from mechanics: a bolt and a nut at the joint - the thread pitch on the nut and bolt must match.

The change in the dimensionality of the microcosm becomes obvious, caused both by the nuclei of atoms and by the compounds of atoms in the form of crystal lattices at the level of the microcosm (for example, see above the titanium atom).

So, a change in the dimensionality of space leads to a change in the frequency range of vibrations at which the elements of hybrid matter function, and, consequently, to a change in the properties of matter itself. For example, the expansion of the Earth is a change in the action of gravity on it; change in dimension to - change in the properties of hybrid matter and the laws of physics in the new Universe, etc.

Space and time. Here we will not repeat the generally accepted in philosophy point of view about space, which is the natural state of the Cosmos, as well as the erroneous combination "" used by A. Einstein in "" theories. Space is practically and theoretically unlimited and its properties and qualities change continuously. It affects matter, but matter also affects space. A change in the qualitative state of space is manifested in a change in the qualitative state of matter with the opposite sign. At the same time, there is a compensatory balance between space and matter located in this space. By analogy: the depth of immersion of the heel of your boot in clay will depend on its physical and mechanical properties, your weight and the area of the heel. The immersion depth will characterize the compensatory balance between the loaded heel and the clay.

Time secondary and reflects the processes of transition of matter from one state to another, from one quality to another. Moreover, they can be reversible and irreversible. In reversible processes, the qualitative state of matter does not change. If there is a qualitative change in matter, irreversible processes are observed. With such processes, the evolution of matter goes in one direction - from one quality to another, and therefore it is possible to quantify these phenomena.

Thus, in nature, there are processes changes matter flowing in one direction. There is a kind of "river" of matter, which has its origins and mouth. Matter taken from this "" has a past, present and future.

The past (-) is the qualitative state of matter that it had before, the present - quality condition at the moment, and future () Is a qualitative state that this matter will take after the destruction of the existing qualitative state.

The irreversible process of qualitative transformation of matter from one state to another proceeds at a certain speed. At different points in space, the same processes can proceed at different rates, and, in some cases, it varies over a fairly wide range.

“To measure this speed, a person came up with a conventional unit, which was called a second. Seconds merged into minutes, minutes - into hours, hours - per day, etc. Periodic processes of nature, such as the daily rotation of the planet around its axis and the period of the planet's revolution around the Sun, served as the unit of measurement. The reason for this choice is simple: ease of use in everyday life. This unit of measurement was called the unit of time and began to be used everywhere.

The unit of time is one of the greatest inventions of man, but one must always remember the initial fact: it is, describing the speed of the qualitative transition of matter from one state to another.

Therefore, any use of time as a real dimension of space has no basis at all. - measuring time is simple."

But every second our world is changing and now between the past and the present lies the abyss of time, and the world of the past no longer looks like the present world. What is this process that is changing our world?

In philosophy, any change in general, starting with a simple spatial movement of objects and ending with human thinking, is called movement.

Motion - an attribute of matter, that is, its inherent property: there is no matter without motion, and there is no motion without matter. Primary matters (dark matter) and space are constantly in motion, and a huge amount of primary matters with their qualities and properties passes through space. Continuity of motion is the universal motion of the universe that has never stopped. Even abstraction or imagination in our brain is associated with the movement of streams of primary matter between the neurons of our brain. Movement should be understood in the broad sense of the word - as development (-, if we are talking about a person) - the process of qualitative changes in the interaction of objects associated with the emergence of new properties or the emergence of a new object. Development is also accompanied by change forms, properties and qualities of space and matter and their interactions.

A space with continuously changing dimensions will be called matrix space … It is like a layer cake, where each layer has its own quantized dimension.

Thus, in this matrix space, when it interacts with the forms of matter, layers with identical dimensions will arise. Each layer of the identical dimension of this matrix space will be called space-universe with this level of dimension.

In other words, a change in the dimensionality of the matrix space by a certain amount ("quantum"), ΔL leads to a qualitative change in the matrix space and the formation in it of the space-universe of a new qualitative composition.

It can be compared to putting together pictures from blocks as a child.

So, the change in the dimensionality of space by an amount ΔL is tantamount to the emergence of a new "" and the ability to add, with its help, rearranging all the cubes, a new "picture" - the universe. This becomes possible only when everything is "".

If we mix cubes of different sizes and try to put together a picture from them, then, with all the desire, we will not succeed, even if we have enough "cubes" for several "pictures". First, you need to sort (quantize) these "cubes" by size, and then add "pictures" from them.

A sequential change in the dimension by the same value is a quantization of the matrix space and is expressed by the quantization coefficient, which is the standard by which the “cubes” are selected to create a new “picture”.

Thus, just as different pictures can be put together from a different number of cubes of the same size, so from the same type of matter in matrix space, space-universes are formed.

For example, in one layer there are 6 of the same type of matter, in another - 7, in the third - 8, etc.

These space-universes form a single system in the matrix space, as already noted, similar to a layer cake, each layer of which is qualitatively different from the other. Moreover, each adjacent layer of this pie has, in its "mosaic", one "cube" more or less.

To simplify the understanding of many points, we will introduce symbols to represent some of the information in the form of pictures.

From atom to living cell

After the synthesis of atoms from primary matters, the atom affects the space with the opposite sign and a partial secondary curvature (deformation) of space occurs (see figure).

Between the physical sphere, formed by the fusion of seven forms of matter, and the etheric, as well as with the rest of the spheres, formed by the fusion of six, five, four, three and two forms of matter, there is an interaction in common qualities. This interaction is determined the interaction coefficient α_i with each of the spheres.

As we already know, different atoms have different effects on the change in the dimensionality of the microcosm.

Thus, each atom with its mass to a greater or lesser extent opens a qualitative barrier between the physical and etheric levels and creates between them the channel through which primary matters flow to the etheric level.

The minimum channel creates a hydrogen atom, the maximum channels create transuranic elements (see figures). Through these channels, matter partially begins to flow to the etheric level and becomes unconnected with other matters (a process opposite to the merging of matter). For the hydrogen atom and other simple atoms, the loss of matter G is negligible, so they remain stable. And transuranic elements lose a significant part of this matter and, when it reaches a critical value, decay into stable atoms. New atoms already have less active channels between the physical and etheric levels, therefore, a more stable structure.

As for complex organic molecules, the interaction coefficient α they become significant, such that conditions arise for the overflow of other forms that form a physically dense substance. Between the physical and the etheric levels, a channel arises through which matter flows, which are formed during the disintegration of simple molecules that have fallen into the zone of action of the channel of complex molecules, for example, DNA or RNA, which have created their projections on the etheric level. But the etheric level is formed from six forms of matter, so the projections of DNA and RNA molecules will be filled only with the missing matter. G to a concentration close to the concentration of this matter at the physical level. After that, the qualitative barrier between the etheric and physical levels completely disappears. For simple molecules, the coefficients α DNA and RNA are transcendental, which is why they decay.

In order to systematically imagine the statement that all the laws of the Universe are manifested at the micro- and macrolevels, we will cover several organizational levels of matter and show so far the manifestation of the same mechanisms in general form. You have probably already paid attention to the fact that in the microcosm atoms are organized into crystal lattices, and at the level of the macrocosm a structure is also formed from the "atoms" of the macrocosm - six-rayed and anti-six-rayed, similar to the crystal lattice of the atoms of the microcosm.

And now we will graphically depict several structural levels of the organization of matter - from atoms - to a living cell and analyze what they have in common. At all levels of organization of matter (atoms - 1, complex atoms - 2, DNA - 3, cells - 4), the same mechanism operates between the physical and etheric levels - channels are formed through which primary matters freely flow to the etheric level.

Finally, we found that "", which will allow us to understand and reveal the secret of the origin of LIFE. We will talk about this in the next lessons.

I. M. Kondrakov

1 Kondrakova, S. O.. The phenomenon of success in teaching in the works of domestic educators-innovators of the 19th - 20th centuries: Monograph. - Pyatigorsk: PSLU, 2008.-- 156 p.

2 Amonashvili, Sh. A. The upbringing and educational function of assessing the teaching of schoolchildren. M., 1984. p. 225.

3 Sukhomlinsky, V. A. About upbringing; comp. S. Soloveichik. - 4th ed. - M.: Politizdat, 1982.-- p. 70.

4 Levashov N. V. "Inhomogeneous Universe". - St. Petersburg: ID. "Mitrakov", 2011. - S. 53-54.

5 Property - side of manifestation quality: quality always exists in an object (round, flat, porous, etc.), and properties may or may not appear. Properties appear when one object (O₁) with its own set qualities interacts with another object (O₂), in which there are qualities compatible with the qualities of the first object. Almost any object potentially possesses a set (spectrum) of properties. Any Property is relative: Property does not exist outside the relationship to other Properties and things.