4 HYPER: A Concept for an Integrated Physical Education Facility
2There are a number of measurable trends integrating today that suggest that a health, physical education, and recreation (HYPER) complex may be able to anticipate effectively many emerging trends of advance-education evolution, and that HYPER may play a far more critical part in the lives of coming generations than such categories of education-system disciplines have played in the past. The measurable trends that integrate toward such suggested increase in importance of HYPER are: (1) a trending away from specialization and toward increasing comprehensiveness of all educational preoccupation, complementing humanity's innate comprehensiveness and heeding the scientific discovery that extinction of biological species has always been caused by overspecialization and its concomitant loss of general adaptability; (2) the increasing trend on the part of the government and the scientific professions to discover the educational conditions most favorable to the cultivation of what is spoken of as creativity; (3) the trend of increasing hours of humanity's total lifetime that are investable at the individual's discretion over and beyond the hours required to earn a living;
3 From World (April 10,1973), vol. 2, no. 8. (4) the increasing search on the part of the younger world for a greater understanding of themselves and for identification of humanity's function in the cosmic scheme; (5) the vastly increasing genetic knowledge and the omniintegration at the virology level of cross-discipline teams of physicists, geneticists, chemists, biologists, mathematicians, each and any one of whom may broaden the scope of their interests to include all or some of the others' logic; (6) the necessity for the aerospace-science programs to adequately apprehend and comprehend the critical ecological variables, both physiological and psychological, of human support systems within and outside of planet Earth's biosphere in order to permit eventually humanity's prolonged existence anywhere in Universe other than within incinerable range of the sun and other stars; and (7) the trend of multiplying data clearly demonstrating the positive or negative effects on the metaphysical competence of human beings brought about by both the physiological and psychological conditions operative within humanity's progressively occupied local environment.
4 The reversal of educational trending from super specialization back toward the integration of the humanities and sciences will not be confined to the purely mental categories of thought but will also involve an integration of the physical and the metaphysical studies and activities. This will occur as the recent decades' searching for apprehension and comprehension of the subconsciously secreted avenues of self-disciplining, which eventuate in what society speaks of as creativity, disclose that creativity is a teleologic process consequent to an uncorrupted coordination of total being. This involves all the subjective sensitivities of including and refining understanding, and the objective coordination of the organic whole toward articulating with specific clarity and economy: all the truth of synergy as well as nothing but separate truths of each specialization.
5 Central to the intuiting of those who in history have proved themselves to be creative scientist-artists of the Leonardo type has been the spontaneous teleologic translation of past experiences into their objective designing. They all manifest in their work and record in their letters and diaries a prime intuitive regard for their potential and kinetic energy-coordinative experiences and for the full family of motion freedoms.
6 Attaining and maintaining intellectually informed creative competence involves the antithesis of specialization. The brain registers and stores and retrieves sensorially limited data concerning each special-case experience. Mind alone can and does review and reconsider whole fields of special-case experiences, seeking and sometimes finding a heretofore undiscovered generalized principle that is a constant-pattern relationship that holds true in all special-case experiences. Specialization literally tends to know more and more about less and less generalized phenomena.
7 The word synergy means behavior of whole systems unpredicted by the behavior of any or several of the system's parts. Synergy is the only word having that meaning.
8 Synergy is a word well known to biochemistry and to metallurgy, but it is popularly unfamiliar. Because it is popularly unfamiliar even to university staff audiences,1 and because it is the only word having that meaning, and because synergy characterizes the whole of nature as well as each of its subsystems—none of which are explicable even by the sum of their parts let alone by one or a few of their parts—it becomes clear that the educational system, in fostering specialization, was working toward human extinction, which biologists have always found to be the consequence of overspecialization.
9 Specialization was invented and underwritten as an educational scheme by the war lords of yesteryear who needed brain slaves in lieu of today's instruments and machines. The latter are now outperforming the human specialist, making the latter as obsolete as muscle-and-reflex machines. The old, nearly illiterate war lords, who invented specialization in order to defeat those with ambitions to depose them and to overwhelm their enemies, reserved to themselves, monopolized, and exploited the comprehensive integration of all the intelligence-harvested, special areas information by anticipating in power all the power moves of any adversary. The old illiterate masters operated transcendent to states, and they themselves brought about the sovereign states as the first phase of their anticipatory divide-and-conquer stratagems. The more that subpowers are decentralized, the easier they are to control by the transcendent centralized power.
10 The power of the clever but illiterate private war lords of yesterday declined in the decade following World War I when the world masters of that time became too preoccupied with making wealth on paper versus winning by outright high-seas battling, and, more importantly, when specialization expanded reality ninety-nine-fold by opening up the vast ranges of electromagnetic reality, of whose spectrum the reality of direct seeing, touching, smelling, and hearing covered less than one-tenth of 1 percent. As long as their specialized brain slaves produced sensorially tangible phenomena, the old masters reigned supreme. The 1929 stock-market crash marked the end of their mastery—lost by default and never acknowledged by them as lost—all of which was unrealized by society as having occurred. So specialized was society that it could not see and comprehend that synergetic behavior of the whole scheme wherein world humanity's relationship to its total experience was henceforth gleanable only from a synergetically organized capability. But true it is, and the tenure-paralyzed, specialization-locked control of the advanced-education system is so unsynergetic that it may fall into utter obsolescence in no time at all because of students' intuitive distrust of it and intuitive awareness of its obsolescence, particularly in view of the upcoming electromagnetic call-up and distribution of the documentized self-educable information being progressively scenarioed by the best minds operative in any field, and the documentized teaching of generalized principles of which there are very few and all of which hold true in every case. Comprehending familiarity with the total known family of generalized principles that may be experientially acquired makes possible penetration ‘‘in depth’’ into any so-called specialized subject within short spans of time, for it is only a matter of discovering which of the generalized principles of chemistry, physics, and mathematics are being momentarily obscured by the esoteric languages that are generated by each isolated specialization, and comprehending the generalized principles locally operative; then the synergetic viewpoint of the whole human comprehends the local behavior.
11 It was a synergetic sense of these generalized principles that intuitively guided the old physical power masters. Synergetically, intuitive youth is discovering and will teach all the world's young that the old specialization was tenable only when there was an integrating master. Now all of humanity is to become the master, and automation is to take over the specialization. If society accommodates evolution's drive to integrate and crossbreed and educate world humanity, it may return to synergetically intuitive creativity and to an integrating society. This may mean that human beings will be able to apprehend and comprehend the full family of generalized principles through personally experiencing with their own bodies all the possible coordinating capabilities to cope with all the complementary behaviors of nature. This means a Greek-like return to universal appreciation of our physical system and its relationship to universal physics, chemistry, and mathematics. Advantaged by X-ray eyes, videoscope live-feedback self-seeing, plus TV documentaries of physiological exploration, understanding in terms of one's own synergetically coordinate being may quite probably elevate the health, physical education, and recreation facility of the university to operate as the prime synergetic center of upcoming university life. What students want is to discover and enjoy their relationship to Universe through the university.
12 From these thoughts we derive the general-design concepts for HYPER:
13 All under one roof. Field-house locker building with largest playing areas at central lower level with ever-smaller courts in circumferential terraces with ability to see all activity simultaneously, plus smaller local galleries. Eliminate naked bullpens of separated sexes and have utter sanctity of each individual private dressing room. Eliminate urinals and group exposures of any kind. Eliminate smells and any sense of yesterday's gym odors, athlete's foot, jock-strap odors, etc. Locker boxes to be carried off by conveyor system and retrieved by teledialing, delivered to private rooms each with its private toilet, shower, and closed-circuit TV call-up, of any athletic-instructor program of sports stars. Locker box sent back to storage during play and returned by dialing to next available private room.
14 Special videotape recording in each court or field of each event will permit return inspection of one's own film comparable to lesson TV. Comprehensive viewing of all athletic activity as an inspirational advantage, with intimate close-up viewing of any one local event.
15 Identification of athletic experiences with documentaries of human organism and accelerated and slowed-down movies of internal and external physiological phenomenon, identity of biological, cellular, molecular, chemical, genetic, glandular, amino acids, etc., even atomic-proclivity documentaries. Experiences in sense of size, of linear surface, and volume differentiating as separate first, second, and third power rates, etc. Optical, aural, tactile, and olfactory documentized experiences. Documentaries on infections and viruses and behaviors of inoculations, etc. Self-studies of surface tension, skin magnifications by accelerated and slowed-down observation behaviors.
16 Learning that the physical body is an automated self-generating and self-reproducing machine. Differentiating the metaphysical self from the physical machine it employs. Reconsideration of thought processes. Correlation of epistemology and physiology. Cultivation of comprehension of electrochemical and electromagnetic proclivities of anatomical interactions. Identification of self's machine with generalized principles of structure, tension, compression, action, reaction, and resultant and personal experiments with degrees of freedom and sense apprehending of the omnifrequency environment.
17 Such ideas can be converted to practice in an integrated facility that will combine the physical and the mental. The special videotape and TV programs will allow people to review and study their own performances and relate them through automatically retrievable documentaries, to any chosen aspect of existing knowledge about human beings and the functioning of their bodies.
18 Ninety-nine percent of Universe is invisible to human beings. Through such integrated programs of physical and educational material, much more will be made visible to humans about themselves. Robert Burns wrote: ‘‘Oh wad some power the giftie gie us/To see oursels as others see us.’’ Better still, we say: ‘‘To see ourselves / As God sees us.’’