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in Western musical structure. The Western fascination with such ratios in music
dates back to Pythagoras, who noted that when strings with these ratio lengths were
plucked simultaneously, the resulting sound was harmonious. Pythagoras had no
real explanation for this, other than to appeal to the mystical power of numbers in
governing the order of the universe” (Patel
2008
: 15;
see also
Levitin
2006
: 37).
As any salesman will tell you, insisting that customers “buy it!” will not be
nearly as effective as when customers come up with the idea to do so
on their
own
. What is interesting is the very personalized ways in which each individual
'comes up with it'. Howard Gardner's
Theory of Multiple Intelligences
(Gardner
1983
) is a good way to think about this. Gardner shows how children may learn
better by seeing a colorful example or may learn better by singing a song in a group,
but will tend to choose their own
learning style
in play (Humphrey and Gutwill
2005
;Piaget
1962
;Sfard
2008
: 76-80), though are often restricted somewhat by
which 'teaching styles' are readily available within the child's culture (Castelfranchi
2011
). Even if we concede that the practice of art
appears
to have grown out of
markings of environs by artists, in the parlance of Chomsky (
1957
: 15; Hauser
1998
;
Chomsky
2000
), art serves a far more crucial function as a deeper structure and less
surface grammar/effect/decor, as an
in-obvious
biological strategy that has evolved
for cognitive development and maintenance.
12.3
Augmentation
Though it is popular to say that learning occurs socially, what we intend to investi-
gate is the means by which cultural groupings of behaviors are distinguished from
non-cultural events and behaviors of other cultures. This subtle exchange requires
not just dictating of factual data, but confirmations and clarifications to coordinate
participants (Millikan
1995
; Wright
2012a
). Furthermore, how might we show our
“nod of agreement” or ask questions? In discussing this essential social aspect
of learning, Lev Vygotsky's influential theory regarding how minds learn (
1986
)
makes a reasonable assumption about the relationship between social behavior and
culture, but it is an assumption nonetheless. Firstly, it assumes that culture actually
exists externally to the perceiver, rather than as an internal conceptual gestalt.
Secondly, it does not take into account human's predisposition toward grouping
as essential to perception, interpretation, and subsequent conceptualization. This
is where AR comes in. What physical, concrete cues exist that might reveal that
social behavior is manifested in intelligently organized clusters, which we might call
culture? Before answering, consider that the man-made machine (ie. a computer)
can only detect and calculate exclusively employing concrete physical reactions. In
other words, AR is a technique by which a computer views reality, devoid of the
subjective associations which humans experience the world. At this point, we find
that art serves all three crucial roles. An author embodies a cultural concern. An
audience member can either show interest (eg. visit the art gallery) or further create
