Complexity is not a phenomenon taking place outside ourselves. Rather, it operates in our capacity to diversify our approaches to issues that confront us. In that way, this practice in complexity tends to amount to a culture through which the mind is enlightened. This new perception is a renewed understanding of complexity, enabling the elaboration of a new mode of analysis.
Here is a diagram trialectic:
The method combines the rigor binary and ternary gradation without confusing unite and distinguish without separating the abounding elements of a problem.
Three circles forming them three overlapping areas.
A theme is chosen for the study ternary.
The "friction" of each theme invariants incompleteness, self-reference and indeterminacy will generate three attractors.
These attractors undergoing in turn influence cross invariants, will create six agents.
These agents are logically but not explicitly indicate otherwise either side of each spindle.
The fact according to rename a common denominator reveals their antagonism unbalanced.
The included third are hair then these contradictions encompassing the two terms while other.
This process is governed by strict laws which preside over the combinatorial dynamics of all elements.
It requires a selective unlearning and prolonged training but still possible.
Together they form a support philosophical, semantic, containing eighteen tracks scientific conceptual coherence and mutual overlooking the field.
The exercise is theoretical, methodological and heuristic.
It is feasible individual and group
The trialectical geometry : a ternary approach to complexity
The systemic phenomenon is a mystery to everyone. Any increase in knowledge in this realm bears on the relevance of the questions rather than the final word of any answer. Therefore, we do not put forward any opinion but aim at outlining a working tool. This tool is used to find relevant questions through distinguishing and organising different levels of reality and fields of validity. These two interrelated types of conceptual positioning both distinguish and unite the vast number of concepts at work in the systemic approach around a given issue. This tool takes into account the need for the human brain, to split up into smaller parts, what he perceives in order to make it fit not only for study but for the very perception itself. We call it “context setting”. This particular aspect of Descartes’ approach is therefore inevitable. Its only danger lies in the confusion of scale and field of application.
These general considerations are familiar to the optical approach with its refractions. It leads us into combining three particular reflections always emanating from a chosen topic. This constitutes a ternary approach operating through the prism of the process of observation. In continuation with the optical metaphor, we will speak of the three-sided (ternary) nature of the look understood as the consideration of something physical or abstract. If we put the concept of the look through the prism of the process of observation, it results in decomposition into three reflections of the look, in other words, three constituents with the property of being both distinct from and interrelated to each other: The look is partial (unfinished), partial (biased), partial (fragmentary). This repeated three fold phenomenon operating in the process of looking or considering, created our tool.
It is applicable to any perceived object and is the consequence of three fundamental limits which we call constants: Incompleteness, Self-reference and Indeterminacy from which we derive the unfinished, biased and fragmentary properties of the look. We can demonstrate that these three constants apply to any chosen subject of study. Now, how can we have a practical access to this general ternary approach? To that effect we propose a geometrical representation in the form of three circles partially overlapping each other. This setting enables us to launch a complex circular as well as to and fro movement governed by a set of rigorous rules provoking the emergence of a number of concepts related to the initial topic.
The pursuit of such an exercise can be playful or formative in terms of the mastering of a language. But above all it will lead us to eighteen concepts. These will all be correlated through this process of interactions between the theme that needs studying and the three fundamental limits or constants mentioned above. The benefit of this process is to assess precisely the types of gap or interval, that is to say the type of relation between all the emerging concepts. They can be complementary, antagonistic, encompassing within down to earth spheres of life such as action, attitude or management. The carrying out of such an exercise is arduous and slow but it exemplifies several characteristics:
• It strongly sharpens the capacity to differentiate between similar notions and words whose meanings are commonly understood as equivalent or interchangeable.
• It develops a critical approach of the mind on issues thought of as settled once and for all.
• It encourages us to build on the premise of incompleteness rather than on the postulate of completeness.
• It offers a methodology that is a tool for the elaboration of one’s own thinking in every field.
• It offers an alternative in dealing with issues that are readily labelled as belonging to only one field such as psychological or scientific.
• It gives new insight into the dilemmas encountered out in the field.