A new level of conceptual organisation

With the exception of James Lovelock who insists on durable paper as the only safe medium, 1990s sources agree that it will be multimedia computer networks and indexing systems which will form H. G. Wells “omnipresent organ.” According to Hans Swegen, “the self-reflexive mind and the global mind are both self-organised information processes in the mind dimension”. He sees human beings  as introducing a new “autopoietic” [self-organising] level of the “dissipative [input-output type] process of the self-reflexive mind.” He says it is the self-organising information process that has created the brain and its development, not the contrary.” Using processes such as computer conferencing, it is possible to construct self-conscious discussion threads in which different minds work on the same problem using a common intellectual framework. The process of sharing a framework of thought requires individuals to cede a small part of their ego sovereignty in order to participate more effectively in self-reflexive group collaboration.


World Mind

In March of 2011, I was handed a document  called Global Learning – Constructing the World Mind (photo).  It was written by Jan Wyllie and designed by Simon Eaton in 1997.   The material within the document has become the subject of my final paper, which I must write in order to graduate in International Studies.  With their permission I have posted the contents of this document, or “interactive book” on this blog.

Feel free to browse through the book using the page navigation on the left.  It is divided into a schema which has also been adopted by this blog, in an effort to categorize research pertaining to my paper.  All of the diagrams, except the one seen below, are currently limited to the print version.  A renovated website as well as hard copies may be available soon.  Contact me if interested.


In the late 1930s. H. G. Wells perceived the world to be on the edge of social, political and environmental disaster. In response. Wells conceived of what he called a “world knowledge apparatus’ based on the creation of an efficient learning network. This interactive book is designed to show how, through using both the World Wide Web and traditional paper and print, Wells’ vision could be implemented as a practical communication process. This document is organized by a framework of questions – those which were used to interrogate the source books shown on the opposite page. In order to identify the common threads of meaning in these books, we gathered and re-organized what the authors were saying under five categories.

Purposes: (what the World Mind offers)

Needs: (what the World Mind requires)

Components: (how World Mind can be designed)

Implementation: (how the World Mind can be put into practice)

Examples: (where the World Mind has been put into practice. which, as you will see, is a set of which this document is a member).

The Diagrams at the beginning of each of the main sections are designed to be read radiantly (or from the center out) and radiantly (or clockwise, usually starting at about one o’clock). The diagrams and the text are linked by the use of common ‘icons’ which illustrate an overview of Wells’ vision in each of the categories focused on in Alan Mayne’s World Brain compilation. This view can then be contrasted with those of a selection of key 1990s authors. Using this common framework it is possible to read the document as if H.G. Wells and the modern authors were conversing on the subject. To do this, compare the text on facing NOW and THEN pages by reading across these two sections. Alternatively the reader can focus on either period of time by reading the sections down the page in the conventional manner.

Still DIY research initiatives.Still DIY research initiatives.