STRUCTURED KNOWLEDGE IN THE FRAME OF BAK-SNEPPEN MODELS

Abstract

Instruction aims at the acquisition of a structured or procedural knowledge and was always torn between a frame of imitation of examples (more or less exhaustive) and a frame of theoretical or conceptual knowledge, exposed more or less systematically.  Mathematics has the longest history at the level of its phylogeny, since it built in time many alternating systems of consistent relations, even if they clashed when they had to be mixed and glued together.  The mathematical evolution of the individual (ontogeny) is subject to sudden jumps unlike the softer evolution of less structured disciplines.  The moments of confrontation between different structures or innovation sparks need time to affect the existing structures, both in philogeny and in ontogeny.  Bak-Sneppen models of evolution help to understand many social phenomena, especially when voluntary or random competition may hinder the search of optimal individual paths, but at the same time forces development. In mathematics, because of its high developed structure, knowledge waves can hinder comprehension both of pupils and of scholars.  The paper discusses some paradoxes where a greater knowledge has proved to diminish efficiency and capability.