Real Disruption Begins At Home And Within


Foundational change goes back to a more basic understanding of the finite-infinite transformation and of the nature of space and time

Clayton Christensen
Harvard University Business School Professor Clayton Christensen

A Note to Harvard University Business School Professor Clayton Christensen, the one who Introduced Disruptive Innovation to the World

Dear Prof. Clayton Christensen:

Though most of us are still rather occupied trying to understand basic disruptive technologies like the personal computer, the iPhone, wireless, SmartCars, Smart Houses and so on, the penultimate disruptive innovation was a personal testimony “to love one another” back over 2000 years ago. We are yet to fully understand it and integrate that insight within our knowledge of who we are and why.

Newton: I think one of the primary points that blocked us was Newton’s 1687 introduction of absolute time and space. He began to redefine the infinite, particularly the transformation between the finite and infinite. As a result, silos of information began to emerge. Arrogance both within ourselves and about our tools and powers of observation curtailed simple conceptual developments, plus we adopted others that were off or wrong (i.e. big bang theory). There’s more about all that on past homepages:

Planck Units. In 1899 Max Planck started a very special mathematical definition of the boundaries of space, time and the infinite. Not much was done with those numbers until 2001 when MIT professor Frank Wilczek wrote a series of articles in “Physics Today” about “Scaling Mt. Planck.”  The net-net is that we had new starting points for science and philosophy. Here were the earliest possible beginning of space and time. Here were the first transitions from the infinite to the finite. As useful as the Planck units became for scientists to demarcate the boundaries, little was done to open up a new domain for definition from those boundaries to our heretofore known boundaries primarily defined by the physicists and cosmologists.

Boeke, High School & Notations: In 1957 a school teacher in Holland, Kees Boeke, did an initial scale of the universe and by 2014 it became a popular  page on the web and an iMax theatrical production. He used base-10 (adding and subtracting 0’s) and defined his then-known universe in 40 jumps.  In December 2011 another high school group in a New Orleans geometry class, where chasing embedded geometries back to the Planck units and used base-2 (doublings or the power of 2) and defined a universe within just 202 notations.  The first 67 notation from the Planck units brought them up to the CERN-scale.  Up to that point those notations had never been demarcated or studied. Within those first 67 notations is a place for a potential universe of numbers, applications, and ratios. That conceptual richness is waiting to inform us in new ways about the continuity, symmetry and harmony between the finite and infinite.

This note will be incorporated into a homepage for the website where I have been working for about a year now to consolidate all the writings since December 19, 2011.  This page will be Thank you.  -BEC

[Sent as an email on October 2, 2017 from Bruce Camber]

For more:

The foundations first: • The finite-infinite relation •  On the nature of spacetime

The faces of the infinite: • ContinuitySymmetryHarmonyHypostatic structure

Let’s study the numbers:

Analyzing the numbers:   • Measuring an Expanding UniverseThrust of the UniverseLet’s study numbersThe Universe Clock •  Small-Human-Large ScaleSolipsism-Narcissism-NihilismPreliminary article: hypostaticsExplore the universe? • Big bang theory unnecessary • Why this model until now?

Where do we go from here? • Contacting scholars • Index of many articles