WH-questions and non-linear dynamics

In Quest of Mnemonic Catalysts -- for comprehension of complex psychosocial dynamics (Part #3)

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In terms of the distinct types of WH-questions, and an exploration of the correspondence of three of them to the umbilic catastrophes (hyperbolic, elliptic and parabolic) of catastrophe theory, the "hyperbolic" feature of Figure 2 ("what" question?), may be understood as a base for a potentially emergent "ellipsoid" zone of sustainability ("who" question?) in the upper-right quadrant -- itself a base for a "paraboloid" zone ("why" question?) as discussed in Toward a new typology of dialogue -- based on the "Grail chalice" proto-model (2006).

Whether such speculative explorations are of greater than mnemonic significance or not, they may imply intriguing relations to the logic of set theory -- framing the challenge "imaginatively" in a manner that honours the complexity of non-linear dynamics. In that spirit Figure 2 might be associated mnemonically with the challenges implied by the following formal representations -- to which people may variously relate as symbols.

Fig. 3: Comparison of Mandelbrot set, transactional games and a chalice format
Fig. 3a: Rendering of Mandelbrot set	Fig. 3b: Transactional game patterns defining a coaction cardioid	Fig. 3c: "Chalice" representation
(from Sustainability through the Dynamics of Strategic Dilemmas in the light of the coherence and visual form of the Mandelbrot set, 2005). [This representation raises useful questions regarding the relationshipship between "real" and "imaginary". NB; Each of the types of protruburance corresponds to an attractor of different periodicity: cardioid, 1; upper "bulb", 2; extreme left and right, 3; etc]	(from Cardioid Attractor Fundamental to Sustainability: 8 transactional games forming the heart of sustainable relationship, 2005, notably based on the work of Edward Haskell on the coaction cardioid and its adaptation by Timothy Wilken, The Relationship Continuum, 2002)	(from Interrelating Cognitive Catastrophes: implications of WH-questions for self-reflexivity and dialogue, 2006)

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