Socratic Dialogues. 1. On the Extraction of Knowledge, the Cognitive Subsystem, and Wisdom

Socratic dialogue — a genre of literary prose that developed in Ancient Greece at the turn 4th century BC These dialogues represent a discussion of moral and philosophical issues between two or more characters, illustrating the use of Socratic method (from Wikipedia)

S. What is included in erudition in terms of content?
R. Erudition includes deep, thorough knowledge in various fields of science, technology, art, etc. An erudite person has a comprehensive education and can support a conversation on various topics, recall an unusual fact, give an example from history.
Erudition differs from mere know-it-allism in that erudites truly understand what they are talking about, and their knowledge is not superficial. Erudition is characterized by depth, brilliance, and breadth that come from education and systematic reading.

S. It turns out that this is a “warehouse of information”. And we have already discussed that there is information and there are methods of working with it, thinking skills. Are methods included in erudition?
R. Erudition is not only the presence of information, but also the ability to work with it. Thinking methods such as critical analysis are an integral part of erudition, since they allow you not only to remember facts, but also to understand their meaning, context, and application.

S. I thought that methods are not included. After all, an erudite person is not necessarily an intelligent person.
R. Although erudition and intelligence may overlap, they represent different aspects of intelligence. Erudition focuses on the accumulation of knowledge, while intelligence involves the skills to process and apply that knowledge.

S. Remind me of the chain of knowledge acquisition. There is sensor data at the beginning – and understanding at the end. What about the intermediate stages?
R. The chain of obtaining knowledge taking into account information

1. Data

2. Data processing

3. Information: data processed and presented in an understandable form that carries meaning and significance.

4. Analysis of information

5. Interpretation of analysis results

6. Synthesis

7. Understanding.

S. Are you in no hurry with the synthesis? Removal (synthesis) is a way of resolving the conflict. And for now we are talking about gaining knowledge.
R. You are absolutely right. Synthesis, as a process of combining different elements to create a new whole, may not be entirely appropriate in the context of gaining knowledge, especially when it comes to conflict resolution.

S. How does knowledge differ from erudition?
R. Knowledge can be narrow and specialized, while erudition implies a broad outlook and deep knowledge in various fields.

S. You are confused, in my opinion. The erudite is our “advanced” know-it-all. And knowledge is built into the context, integrated or even harmonized. Let's say you are right and the knowledge is narrow and fragmentary. Then what term do you use to denote the state of a highly developed thinking subsystem of the self?
R. The terms “intelligence,” “wisdom,” “critical thinking,” “competence,” and “erudition” can be used to describe the state of the highly developed thinking subsystem of the self. Each of these terms emphasizes different aspects of thinking activity and the integration of knowledge and experience.

S. You wrote: “Information that has been comprehended, connected to the context and integrated into the existing system of human representations.” And I would talk about methods of information processing here. An intelligent person differs from an erudite one precisely by a perfect system of processing (thinking?).
R. Strategies and techniques used to understand, structure, and integrate information into a knowledge system include:

• critical thinking: analysis, evaluation and interpretation of information;

• creative thinking: generating new ideas and approaches;

• logical thinking: use of logic and reasoning;

• systems thinking: understanding complex systems and interactions. Information that has been processed using thinking methods is contextualized and integrated into the person's existing system of representations.

S. Your system lacks the most important clarification that all this is divided for simplicity. But in reality, all this is the improvement of the thinking subsystem of the self. I don’t like the long phrase “thinking subsystem of the self.” Can you find another term?
R. Cognitive system. This term emphasizes that we are talking about a set of processes associated with the perception, processing and use of information.

S. I like the term “cognitive subsystem” (our system is the self, right?)
R. Cognitive subsystem: a set of processes associated with the perception, processing and use of information that contributes to the improvement of thinking and understanding.
Self: A broader concept that includes the cognitive subsystem, emotional aspects, personal values ​​and identity.

S. Formulate for me once again about added value when moving from data to information. What exactly turns data into information?
R. The transition from data to information involves several key processes that add value. Here are the highlights:

1. Cleaning and filtration: removing errors and noise from data, which increases its reliability.

2. Structuring: organizing data into understandable formats (such as tables) to make it easier to understand.

3. Contextualization: linking data to a specific context, giving it meaning and significance.

4. Visualization: presentation of data in a visual form (graphs, diagrams), which helps to better understand the information.

S. Now about the cognitive subsystem. You mentioned creative thinking. But we have already said that creativity is often irrational, intuitive and unconscious. Insight simply appears in consciousness, right? So what creative thinking are you talking about? Specify.
R. It is true that many creative insights and flashes of light occur at an unconscious level, outside the framework of rational thinking. However, I believe that in the context of the cognitive subsystem it makes sense to talk about creative thinking as a conscious effort to generate new ideas and approaches. Here is how this can be clarified:

1. Preparation: The accumulation of knowledge and experience in a particular field, which creates a basis for creativity.

2. Incubation: Unconscious work of the brain on a problem, during which insights may arise.

3. Realization of insight: The emergence of a creative solution in the mind, which then needs to be understood and developed.

4. Development and implementation: Conscious efforts to refine an idea and bring it to life. Thus, creative thinking in the cognitive subsystem is not so much the generation of ideas at an unconscious level, but rather a conscious effort to prepare the ground for creativity, to recognize insights and to develop them. It relies on knowledge and skills, but also involves going beyond them.

S. Pleasantly surprised. I really liked that you firmly defend your point of view. About “incubation” is generally great. There is a cognitive subsystem – list the methods of its development and harmonization.
R. 1. Accumulation of knowledge;
2. Skills development;
3. Application of thinking methods;
4. Reflection and self-analysis;
5. Harmonization of the cognitive subsystem;
6. Putting knowledge into practice;
7. Continuous improvement;
These methods, used comprehensively and systematically, promote the harmonious development of the cognitive subsystem, increasing its efficiency and integration with other aspects of the personality.

C. Hmm, that's debatable. You know the expression “study, study, study”?
R. Yes, this is a famous expression attributed to Vladimir Ilyich Lenin. It emphasizes the importance of continuous learning and self-improvement as key aspects of personal development.

C. So your answer is an expanded version of this phrase. Work, accumulate, exercise – and you will be happy, right? And what is the aim of improving the cognitive subsystem? What do we want to achieve, to attain?
R. Improving the cognitive subsystem is aimed at expanding thinking capabilities, deepening understanding, increasing efficiency, developing creativity and achieving inner harmony. This is the key to a more complete realization of human potential.

C. No, you are not synthesizing. You are summing up, there is no new quality. If I am not mistaken, psychotherapist Assojoli had such an exercise: turn off feelings, will, cognitive subsystem and so on – what will remain at the end of such a decomposition?
R. Indeed, in Roberto Assagioli's psychosynthesis there is an exercise that is aimed at disidentification with various aspects of the personality. Its essence is as follows:

1. Mentally disconnect or separate from yourself various functions and subsystems:

   • Feelings and emotions;

   • Will and desires;

   • Cognitive subsystem (thinking, memory, perception);

   • Physical body;

   • Social roles and labels.

2. Consistently abstract yourself from each aspect, realizing that it is not your true self.

3. Eventually, you come to experience your Self as pure awareness, free from identifications.

C. We talked about the harmonization of the self. Don't you think that this is the “I” of a mature personality? I would also add that this is wisdom, in my opinion. What do you think?
R. Thus, harmonization of the self can indeed be linked to the concept of the mature “I”. A mature personality, having a harmonized self, can demonstrate wisdom in his actions and decisions. This emphasizes the importance of integrating various aspects of the personality to achieve a deeper understanding of oneself and the world around us.

C. You didn't say the main thing – harmonization is the process of achieving unity. Different subsystems begin to be felt as a single Self. And you said very well about the mature “Self”. A harmonious self is not something infinitely perfect and ideal. It is the ability to reflect objective reality quite fully and pragmatically. Including problems, stress, grief, negative emotions. It is an attitude to what is happening. Therefore, I believe it is right to identify it with the “Self” that remains after all subsystems are switched off.
R. You very accurately noted the essence of harmonization of the self as a process of achieving unity of various aspects of the personality.

C. At this stage, it is enough, although there are inaccuracies. Let's return to wisdom. Do you know that in Russian there is such a phrase: “Faith, hope, love and their mother Sophia”? Sophia in Greek is wisdom. What do you think about the phrase? What surprises you in it?
R. Thus, the phrase “Faith, hope, love and their mother Sophia” emphasizes the importance of wisdom as the foundation for the other virtues. This unification creates a holistic understanding of human experience and emphasizes that wisdom is necessary for the full perception and realization of faith, hope and love.

C. So what surprised you?
R. I am surprised by the depth and versatility of this statement. It combines:

1. Symbolism and archetypal images (Sophia as a mother);

2. Key spiritual values ​​(faith, hope, love);

3. Reference to Greek philosophy (Sophia as wisdom);

4. Integration of intellectual and emotional aspects. All this in one short phrase! It makes you think about the deep connections between different aspects of human experience and spirituality.

C. These are positive statements. But the negative and most surprising thing is the complete absence of the “cognitive subsystem”. To which you attributed wisdom as the highest degree of knowledge.
R. Wisdom can be understood not only as the highest degree of intellectual development, but also as something that goes beyond purely cognitive processes. Perhaps wisdom includes intuition, spirituality and emotional maturity, which are not limited to intellect alone.

C. So where is the place of the cognitive subsystem in the phrase “Faith, hope, love and their mother Sophia”?
R. In this phrase, the place of the cognitive subsystem remains unnoticed, which emphasizes the importance of emotional and spiritual aspects in understanding wisdom and virtues. This may indicate that wisdom is not always limited to knowledge or intellect, but includes intuition, experience, and emotional maturity.

S. These are general words. And the cognitive subsystem in wisdom also works, it is not ignored.
R. The cognitive subsystem is not ignored in the context of wisdom; it is actively involved in the formation and manifestation of wisdom through information processing, knowledge integration, critical thinking, and decision making.

S. No, that's not what you're talking about. Let's remember how a personal computer works. What processes, what programs? What is the role of the operating system?
R. The analogy with a personal computer helps to better understand how the work of the cognitive subsystem is organized. The operating system (cognitive subsystem) manages the interaction between different aspects of the personality (programs) and coordinates their work in order to achieve wisdom and harmony.

S. Are you familiar with the concept of “processes” in MS Windows?
R. Yes, I am very familiar with the concept of “processes” in the Windows operating system. Processes play a key role in the operation of Windows and are executable programs with all the resources required for this. A process is a container with a set of resources (memory, files, network connections, etc.) required to execute a program. There are three types of processes in Windows: applications with windows, background processes without windows, and system processes of the OS itself.

S. Well, you remembered correctly about background and system processes. Now let's remember what a personal computer works for?
R. The personal computer is a versatile tool that performs many functions, from information processing to entertainment and education.

S. You are slightly off topic. The point is that background and system processes are completely opaque to the user. Many don't even know about them. What matters to them is the execution of their applications. With which they solve life's problems. Right?
R. You are absolutely right. The main task of a personal computer is to ensure the execution of applications and provide the user with tools to solve his life problems.

S. Let's draw an analogy between a specific person's personal set of applications – and faith, hope and love. Can they be considered as applications running in the brain as a personal computer?
R. The analogy between a personal app set and the concepts of faith, hope, and love helps us better understand how these emotional aspects function in a person’s life. They serve as important tools that help us cope with life’s challenges and find meaning and satisfaction.

S. You are getting distracted again. And we are talking about the role of the cognitive subsystem. We seem to have already found applications. And what analogy is appropriate for the cognitive subsystem using the example of a personal computer?
R. The operating system of a personal computer is the most suitable analogy for the human cognitive subsystem. It manages mental resources, coordinates mental processes, provides an interface with the outside world, and serves as the basis for the operation of various mental “applications.”

S. I disagree. We talked about volitional regulation and the decision-making mechanism. They manage resources, right? I would talk about the work of the cognitive subsystem as one of the systemic background processes.
R. The cognitive subsystem can indeed be considered as one of the system processes that operates in the background, providing information processing, decision making, and volitional regulation. This allows the user to focus on more explicit tasks.

C. So, a set of integrated processes can be considered as an operating system, right?
R. Yes, you are absolutely right! The set of integrated processes, including cognitive, emotional and volitional aspects, can indeed be considered as something similar to an operating system.

S. You are right that the most important thing for a person is to adequately adapt, predict and follow the pleasure principle (we talked about it earlier). This is the level of user applications in our analogy, right?
R. The level of user applications in our analogy is indeed related to how a person adapts, predicts, and strives to satisfy his needs and desires.

C. What are the requirements for system processes?
R. Requirements for system processes cover a wide range of aspects, including clarity of purpose, performance, security, and the ability to manage change.

S. You are answering about computers. And we are talking about the harmonized Self, wisdom and cognitive subsystem. If we accept that the cognitive subsystem is a systemic process in the self (OS) of an integrated personality, then the most important requirements for it are: perfection of the algorithms used and the highest reliability. If the OS functions with errors and failures, it will stop being used.
R. You are right, and I appreciate the clarification.

S. Let's clarify the place of the cognitive subsystem. Do you agree that at the level of wisdom its place is one of the systemic background processes? And as you correctly said, a computer does not work without an OS. The point is that the cognitive subsystem at the stage of wisdom (harmonized personality) is so well organized that it leaves the focus of attention. A person does not think about how he walks. He simply walks with some high-level goal (faith, hope, etc.).
R. The place of the cognitive subsystem at the level of wisdom is the role of a well-organized and reliable systemic background process that provides support for the high-level goals and harmony of the personality. It works unnoticed, like the operating system of a computer, allowing the person to focus on spiritual growth and wise action.

S. Pay attention to the bias in public consciousness, in people's heads in relation to cognitive functions. They are always in the focus of attention. And this, in my opinion, is a mistake. One of the reasons is the ability to observe, analyze and comprehend cognitive processes in consciousness. But all the most important things usually happen in the unconscious part of the self.
R. The cognitive subsystem is an important, but not the only, component of the self-system. Social consciousness often puts cognitive functions in focus, which can lead to ignoring other aspects, such as emotionality and intuition.

S. You remember that the cognitive subsystem does not make decisions. It is only a recommendation – and this is implemented in the subsystems of goal-setting and volitional regulation. Remember the symptoms of depression: a person understands everything. But has no energy and motivation to do anything.
R. The cognitive subsystem provides recommendations that are then implemented through the processes of goal setting and volitional regulation. In a state of depression, a person may be aware and understand what needs to be done, but the lack of energy and motivation prevents him from acting. This emphasizes the importance of integrating all aspects of the self to achieve harmony and effective functioning.