Category Archives: intuition

State Change from Non-Writing to Writing. Working with chatGPT4 in parallel. An Exploration

Author: Gerd Doeben-Henisch


Aug 28, 2023 – Aug 28, 2023 (18:10h CET)

CONTEXT: Man and Machine. One head against Billions of documents …

The author has started an experiment writing two tracks in parallel: the first track is his own writing without chatGPT4, and the next track ist a chat with chatGPT4. The motivation behind this experiment is to get a better estimate how the writing of chatGPT4 differs. While chatGPT4 is working only by statistical patterns of the ‘surface’ of language communications, the author is exploiting his individual ‘meaning knowledge’ built up in his inner states by many years of individual learning as part of certain ‘cultures’ and ‘everyday situations’. Clearly the knowledge of the individual author about texts available is extremely smaller than compared with the knowledge base of chatGPT4. Thus it is an interesting question whether an individual knowledge is generally too bad compared to the text generation capacity of the chatGPT4 software?

While the premises of the original article cannot be easily transferred to the dialog with chatGPT4, one can still get some sense of where chatGPT4’s strengths lie on the one hand, and its weaknesses on the other. For ‘authentic’ writing a replacement by chatGPT4 is not an option, but a ‘cooperation’ between ‘authentic’ writing and chatGPT seems possible and in some contexts certainly even fruitful.

What the Author did Write:

CONTINUOUS REBIRTH – Now. Silence does not help …Exploration

(This text is a translation from a German source using for nearly 90-95% the deepL software without the need to make any changes afterwards. [*])


As written in the previous blog entry, the last blog entry with the topic “Homo Sapiens: empirical and sustainable-empirical theories, emotions, and machines. A Sketch” [1] as a draft speech for the conference “AI – Text and Validity. How do AI text generators change scientific discourse?” [2] Due to the tight time frame (20 min for the talk), this text was very condensed. However, despite its brevity, the condensed text contains a many references to fundamental issues. One of them will be briefly taken up here.

Localization in the text of the lecture

A first hint is found in the section headed “FUTURE AND EMOTIONS” and then in the section “SUSTAINABLE EMPIRICAL THEORY”.

In these sections of the text, attention is drawn to the fact that every explicit worldview is preceded by a phase of ’emergence’ of that worldview, in which there is a characteristic ‘transition’ between the ‘result’ in the form of a possible text and a preceding state in which that text is not yet ‘there’. Of course, in this ‘pre-text phase’ – according to the assumptions in the section “MEANING” – there are many facts of knowledge and emotions in the brain of the ‘author’, all of which are ‘not conscious’, but from which the possible effects in the form of a text emanate. How exactly ‘impact’ is supposed to emanate from this ‘pre-conscious’ knowledge and emotions is largely unclear.

We know from everyday life that external events can trigger ‘perceptions’, which in turn can ‘stimulate’ a wide variety of reactions as ‘triggers’. If we disregard such reactions, which are ‘pre-trained’ in our brain due to frequent practice and which are then almost always ‘automatically’ evoked, it is as a rule hardly predictable whether and how we react.

From non-action to action

This potential transition from non-action to action is omnipresent in everyday life. As such, we normally do not notice it. In special situations, however, where we are explicitly challenged to make decisions, we then suddenly find ourselves in a quasi ‘undefined state’: the situation appears to us as if we are supposed to decide. Should we do anything at all (eat something or not)? Which option is more important (go to the planned meeting or rather finish a certain task)? We want to implement a plan, but which of the many options should we ‘choose’ (… there are at least three alternatives; all have pros and cons)? Choosing one option as highly favored would involve significant changes in one’s life situation; do I really want this? Would it be worth it? The nature of the challenges is as varied as everyday life in many different areas.

What is important, more important?

As soon as one or more than one option appears before the ‘mind’s eye’, one involuntarily asks oneself how ‘seriously’ one should take the options? Are there arguments for or against? Are the reasons ‘credible’? What ‘risks’ are associated with them? What can I expect as ‘positive added value’? What changes for my ‘personal situation’ are associated with it? What does this mean for my ‘environment’? …

What do I do if the ‘recognizable’ (‘rational’) options do not provide a clear result, it ‘contradicts’ my ‘feeling for life’, ‘me’, and I ‘spontaneously’ reject it, spontaneously ‘don’t want’ it, it triggers various ‘strong feelings’ that may ‘overwhelm’ me (anger, fear, disappointment, sadness, …)? …

The transition from non-action to action can ‘activate’ a multitude of ‘rational’ and ’emotional’ aspects, which can – and mostly do – influence each other, to the point that one experiences a ‘helplessness’ entangled in a ‘tangle’ of considerations and emotions: one has the feeling of being ‘stuck’, a ‘clear solution’ seems distant. …

If one can ‘wait’ (hours, days, weeks, …) and/or one has the opportunity to talk about it with other people, then this can often – not always – clarify the situation so far that one thinks to know what one ‘wants now’. But such ‘clarifications’ usually do not get the ‘challenge of a ‘decision’ out of the way. Besides, the ‘escape’ into ‘repressing’ the situation is always an option; sometimes it helps; if it doesn’t help, then the ‘everyday’ situation becomes worse by the ‘repressing’, quite apart from the fact that ‘unsolved problems’ do not ‘disappear’, but live on ‘inside’ and can unfold ‘special effects’ there in many ways, which are very ‘destructive’.


The variety of possible – emotional as well as rational – aspects of the transition from non-action to action are fascinating, but possibly even more fascinating is the basic process itself: at any given moment, every human being lives in a certain everyday situation with a variety of experiences already made, a mixture of ‘rational explanations’ and ’emotional states’. And, depending on the nature of everyday life, one can ‘drift along’ or one has to perceive daily ‘strenuous activities’ in order to maintain the situation of everyday life; in other cases, one has to constantly ‘fight’ in real terms for the continuance in everyday life. One experiences here that the ‘conditions of everyday life’ are largely given to the individual and one can only change them to a limited extent and with a corresponding ‘effort’.

External events (fire, water, violence, war, drought, accident, life forms of a community, workplace, company policy, diseases, aging, …) can of course strongly influence the personal everyday life ‘against one’s will’, but in the end a fundamental autonomy of decision-making remains in the individual: one can decide differently in the next moment than before, even without it being completely clear to oneself in this moment ‘why’ one does it. Whether one calls this ‘not being able to explain’ then ‘goot feeling’ or ‘intuition’ or … all these words only circumscribe a ‘not knowing’ about the processes ‘in us’ that take place and ‘motivate’ us. And even if one has a ‘linguistic explanation’ available, this does not have to mean that a ‘clear insight’ is also connected with these words. The proportion of ‘preconscious/ unconscious’ ‘inner processes’ is high and ultimately these are not explainable ‘out of themselves’: they take place, move us, and we ‘implement them’.

Yes, in every moment we can behave ‘as usual’ and thereby ‘preserve’ the world (or thereby prevent it from becoming different?). But we can also sometimes ‘deviate’ from the usual (and thereby ‘destroy’ something or make something ‘new possible?). All in all, the ‘space of the inside’ remains largely ‘unilluminated’. We hardly if at all understand why we do this; this requires trust in ourselves and the situation. Is the difference to the ‘original birth’ only gradual? Are we in a continuing process of birth that constantly enables the construction of something ‘new’, can support ‘life’ or also ‘weaken’ it?


[Exploration] The format ‘exploration’ is newly introduced in the blog from now on, since there is often the situation that the author at the transition point from ‘non-action to action’, from ‘non-writing to writing’ tries out which emotional and rational ‘reactions’ from the ‘inside’ are ‘spontaneously’ available for a certain question/idea. This is to be distinguished from a ‘systematic elaboration’ of a thought, although the influence of the ‘inside’ is of course never completely excluded. The ‘difference’ between ‘exploratory’ and ‘systematic’ writing has to do with the fact that systematic writing tries to bring the ‘rational dimension’ of the thought to the fore.

[*] German source: ,

[deepL translator]:



Dealing with the topic using chatGPT4

Author: What happens inside a person when it changes from the state of non-writing to the state of writing? Which kinds of factors are involved in this change?


The shift from a state of non-writing to writing is a complex interplay of cognitive, emotional, and physical processes. Several factors contribute to this transformation:

  1. Cognitive Factors:
    • Intent and Purpose: The most immediate factor that leads to writing is the intent. The individual decides there’s a need to communicate or record something. This purpose could be to share knowledge, express emotions, or any other myriad reasons.
    • Idea Formation: The brain begins to formulate ideas, organize thoughts, and consider the message it wants to convey.
    • Recall: The brain accesses stored knowledge about language, grammar, and the topic at hand.
    • Decision Making: Choices are made about wording, tone, and structure.
  2. Emotional Factors:
    • Motivation: An internal or external motivation prompts the writer. This could be intrinsic (like the joy of writing) or extrinsic (like a job requirement).
    • Confidence: A person’s self-efficacy regarding writing can influence their willingness and approach. A confident writer might start without hesitation, while someone less confident might procrastinate or struggle with where to begin.
    • Mood and Emotion: A person’s emotional state can shape the content and tone of their writing. For instance, someone in a cheerful mood might use more positive and lively language.
  3. Physiological and Neuromotor Factors:
    • Fine Motor Skills: The act of writing requires coordination between the brain and muscles, whether it’s holding a pen or typing on a keyboard.
    • Visual Processing: Reading what’s written, planning spatially on the page or screen, and adjusting based on visual feedback are integral to the writing process.
    • Brain Activation: Certain areas of the brain, like Broca’s area and Wernicke’s area, are particularly active during language production.
  4. Environmental Factors:
    • Physical Environment: The availability of tools (pen, paper, computer), a conducive atmosphere, and a comfortable workspace can influence the transition to writing.
    • Cultural and Social Environment: The societal context, intended audience, and cultural norms can shape what and how a person writes.
  5. Educational and Experiential Factors:
    • Training and Practice: A person’s prior experience with writing, including their education, can influence their ease and style of writing.
    • Feedback and Iteration: Previous feedback on one’s writing can affect future attempts. Someone who has been praised might approach writing with more enthusiasm, while critical feedback might make another more cautious or reflective.
  6. External Stimuli:
    • Inspiration: Often, external stimuli—like reading a book, a conversation, a personal experience, or even a sunset—can spark the urge to write.
    • Prompts: In some situations, a specific prompt or question might initiate the writing process.

Understanding these factors and their interplay can be beneficial for educators, writers, and anyone looking to refine or understand their writing process.


Can you describe more the subjective experience of a person, which is changing from the state of non-writing to writing?


Certainly! The transition from non-writing to writing, when viewed from a subjective lens, involves a cascade of internal experiences. Here’s a more in-depth dive into the intimate, often ineffable stages a writer might traverse:

  1. Initial Restlessness: Before the act of writing commences, there’s often a sense of unease or urgency. It’s akin to a pressure building up, a compulsion to get something out, or a feeling that there’s something “there” that needs to be expressed.
  2. Incubation and Percolation: Many writers describe a period where ideas are “brewing” or “stewing” inside them. They might not be actively thinking about these ideas, but somewhere in the backdrop, the mind is processing and refining them. This can feel like daydreaming or being lost in thought.
  3. Flash of Insight: This is the ‘Eureka!’ moment when clarity emerges. It’s the point when the idea crystallizes, and the writer feels an impetus to put pen to paper. It can be a sudden realization or a slow dawning.
  4. Overcoming the Inertia: This is the mental “deep breath” before diving in. There’s a brief struggle, often described as “writer’s block” or resistance, where the weight of the blank page feels daunting.
  5. Entering the Flow: As words start pouring out, many writers describe a state known as “flow” – a term coined by Mihaly Csikszentmihalyi. In this state, writers lose track of time, their surroundings, and sometimes even themselves. They feel as if they are merely a conduit for the words, with the writing almost writing itself.
  6. Bouts of Doubt and Reassurance: Especially in longer writing stints, waves of self-doubt might wash over the writer. Questions like “Is this good enough?” or “Does this make sense?” arise. These periods might be interspersed with moments of confidence and reassurance, where the writer feels they’re on the right track.
  7. Physical Sensations: There might be heightened awareness of the tactile sensation of the pen moving on paper or fingers dancing on the keyboard. Some writers describe a kind of rhythm they get into, almost like a meditative state.
  8. Emotional Catharsis: Particularly for personal or emotive subjects, the act of writing can be cathartic. It’s a release, a way to process feelings, and often brings relief or deeper understanding.
  9. Completion and Exhaustion: As the writing draws to a close, there’s a sense of accomplishment, but also, often, a feeling of emptiness or exhaustion. The mental and emotional energy expended in writing can leave one drained.
  10. Reflection and Revision: Once the initial draft is out, there’s a period of reflection. Reading one’s own words can be an enlightening experience. This phase might involve editing, but it’s also a moment of self-confrontation, seeing one’s thoughts and feelings laid out bare.

The subjective experience of writing is deeply personal and can vary greatly from person to person. Some find it therapeutic, others see it as work, and for many, it’s a passionate craft. Regardless of the perspective, the journey from non-writing to writing is an intimate dance between the conscious and subconscious, emotion and reason, art and discipline.

End of this first small experiment.

The Simulator as a Learning Artificial Actor [LAA]. Version 1

ISSN 2567-6458, 23.August 2020
Author: Gerd Doeben-Henisch


As described in the uffmm eJournal  the wider context of this software project is a generative theory of cultural anthropology [GCA] which is an extension of the engineering theory called Distributed Actor-Actor Interaction [DAAI]. In  the section Case Studies of the uffmm eJournal there is also a section about Python co-learning – mainly
dealing with python programming – and a section about a web-server with
Dragon. This document will be part of the Case Studies section.


The analysis of the main application scenario revealed that classical
logical inference concepts are insufficient for the assistance of human ac-
tors during shared planning. It turned out that the simulator has to be
understood as a real learning artificial actor which has to gain the required
knowledge during the process.


LearningArtificialActor-v1 (last change: Aug 23, 2020)

THE BIG PICTURE: HCI – HMI – AAI in History – Engineering – Society – Philosophy

ISSN 2567-6458, 20.April 2019
Author: Gerd Doeben-Henisch

A first draft version …


The context for this text is the whole block dedicated to the AAI (Actor-Actor Interaction)  paradigm. The aim of this text is to give the big picture of all dimensions and components of this subject as it shows up during April 2019.

The first dimension introduced is the historical dimension, because this allows a first orientation in the course of events which lead  to the actual situation. It starts with the early days of real computers in the thirties and forties of the 20 century.

The second dimension is the engineering dimension which describes the special view within which we are looking onto the overall topic of interactions between human persons and computers (or machines or technology or society). We are interested how to transform a given problem into a valuable solution in a methodological sound way called engineering.

The third dimension is the whole of society because engineering happens always as some process within a society.  Society provides the resources which can be used and spends the preferences (values) what is understood as ‘valuable’, as ‘good’.

The fourth dimension is Philosophy as that kind of thinking which takes everything into account which can be thought and within thinking Philosophy clarifies conditions of thinking, possible tools of thinking and has to clarify when some symbolic expression becomes true.


In history we are looking back in the course of events. And this looking back is in a first step guided by the  concepts of HCI (Human-Computer Interface) and  HMI (Human-Machine Interaction).

It is an interesting phenomenon how the original focus of the interface between human persons and the early computers shifted to  the more general picture of interaction because the computer as machine developed rapidly on account of the rapid development of the enabling hardware (HW)  the enabling software (SW).

Within the general framework of hardware and software the so-called artificial intelligence (AI) developed first as a sub-topic on its own. Since the last 10 – 20 years it became in a way productive that it now  seems to become a normal part of every kind of software. Software and smart software seem to be   interchangeable. Thus the  new wording of augmented or collective intelligence is emerging intending to bridge the possible gap between humans with their human intelligence and machine intelligence. There is some motivation from the side of society not to allow the impression that the smart (intelligent) machines will replace some day the humans. Instead one is propagating the vision of a new collective shape of intelligence where human and machine intelligence allows a symbiosis where each side gives hist best and receives a maximum in a win-win situation.

What is revealing about the actual situation is the fact that the mainstream is always talking about intelligence but not seriously about learning! Intelligence is by its roots a static concept representing some capabilities at a certain point of time, while learning is the more general dynamic concept that a system can change its behavior depending from actual external stimuli as well as internal states. And such a change includes real changes of some of its internal states. Intelligence does not communicate this dynamics! The most demanding aspect of learning is the need for preferences. Without preferences learning is impossible. Today machine learning is a very weak example of learning because the question of preferences is not a real topic there. One assumes that some reward is available, but one does not really investigate this topic. The rare research trying to do this job is stating that there is not the faintest idea around how a general continuous learning could happen. Human society is of no help for this problem while human societies have a clash of many, often opposite, values, and they have no commonly accepted view how to improve this situation.


Engineering is the art and the science to transform a given problem into a valuable and working solution. What is valuable decides the surrounding enabling society and this judgment can change during the course of time.  Whether some solution is judged to be working can change during the course of time too but the criteria used for this judgment are more stable because of their adherence to concrete capabilities of technical solutions.

While engineering was and is  always  a kind of an art and needs such aspects like creativity, innovation, intuition etc. it is also and as far as possible a procedure driven by defined methods how to do things, and these methods are as far as possible backed up by scientific theories. The real engineer therefore synthesizes art, technology and science in a unique way which can not completely be learned in the schools.

In the past as well as in the present engineering has to happen in teams of many, often many thousands or even more, people which coordinate their brains by communication which enables in the individual brains some kind of understanding, of emerging world pictures,  which in turn guide the perception, the decisions, and the concrete behavior of everybody. And these cognitive processes are embedded — in every individual team member — in mixtures of desires, emotions, as well as motivations, which can support the cognitive processes or obstruct them. Therefore an optimal result can only be reached if the communication serves all necessary cognitive processes and the interactions between the team members enable the necessary constructive desires, emotions, and motivations.

If an engineering process is done by a small group of dedicated experts  — usually triggered by the given problem of an individual stakeholder — this can work well for many situations. It has the flavor of a so-called top-down approach. If the engineering deals with states of affairs where different kinds of people, citizens of some town etc. are affected by the results of such a process, the restriction to  a small group of experts  can become highly counterproductive. In those cases of a widespread interest it seems promising to include representatives of all the involved persons into the executing team to recognize their experiences and their kinds of preferences. This has to be done in a way which is understandable and appreciative, showing esteem for the others. This manner of extending the team of usual experts by situative experts can be termed bottom-up approach. In this usage of the term bottom-up this is not the opposite to top-down but  is reflecting the extend in which members of a society are included insofar they are affected by the results of a process.


Societies in the past and the present occur in a great variety of value systems, organizational structures, systems of power etc.  Engineering processes within a society  are depending completely on the available resources of a society and of its value systems.

The population dynamics, the needs and wishes of the people, the real territories, the climate, housing, traffic, and many different things are constantly producing demands to be solved if life shall be able and continue during the course of time.

The self-understanding and the self-management of societies is crucial for their ability to used engineering to improve life. This deserves communication and education to a sufficient extend, appropriate public rules of management, otherwise the necessary understanding and the freedom to act is lacking to use engineering  in the right way.


Without communication no common constructive process can happen. Communication happens according to many  implicit rules compressed in the formula who when can speak how about what with whom etc. Communication enables cognitive processes of for instance  understanding, explanations, lines of arguments.  Especially important for survival is the ability to make true descriptions and the ability to decide whether a statement is true or not. Without this basic ability communication will break down, coordination will break down, life will break down.

The basic discipline to clarify the rules and conditions of true communication, of cognition in general, is called Philosophy. All the more modern empirical disciplines are specializations of the general scope of Philosophy and it is Philosophy which integrates all the special disciplines in one, coherent framework (this is the ideal; actually we are far from this ideal).

Thus to describe the process of engineering driven by different kinds of actors which are coordinating themselves by communication is primarily the task of philosophy with all their sub-disciplines.

Thus some of the topics of Philosophy are language, text, theory, verification of a  theory, functions within theories as algorithms, computation in general, inferences of true statements from given theories, and the like.

In this text I apply Philosophy as far as necessary. Especially I am introducing a new process model extending the classical systems engineering approach by including the driving actors explicitly in the formal representation of the process. Learning machines are included as standard tools to improve human thinking and communication. You can name this Augmented Social Learning Systems (ASLS). Compared to the wording Augmented Intelligence (AI) (as used for instance by the IBM marketing) the ASLS concept stresses that the primary point of reference are the biological systems which created and create machine intelligence as a new tool to enhance biological intelligence as part of biological learning systems. Compared to the wording Collective Intelligence (CI) (as propagated by the MIT, especially by Thomas W.Malone and colleagues) the spirit of the CI concept seems to be   similar, but perhaps only a weak similarity.