SpinbitZ: What's the purpose? An excerpt from the introduction.

SpinbitZ is a toy: a playful, whirling, churning, folding and unfolding set of concepts, created, and to be used, ultimately for enjoyment.  It is not to be taken deathly seriously, as an attempt to unveil THE TRUTH about reality.  This conceptual toy emerged slowly but spontaneously as the most creative, difficult, artistic, rigorous and enjoyable endeavor that I have ever undertaken. 

Toys are not just for the young of years, but also for the young at heart; for the learned and experienced of all ages and levels of development.  All animals play, and as psychologists tell us this play serves a critical function for flexing, strengthening, and even creating, mental muscles, skills, perspectives, patterns and intuitions that can be used for other applications later on.  The Rubik’s cube, for example, was played for hours, or even days, and months on end by the most serious of scientists and mathematicians. 

As Deleuze says, “Joy emerges as the sole motive for philosophizing.”  While this is necessarily a personal (algedonic) motive for philosophy, there are certainly transpersonal and evolutionary layers of motivation as well.  Indeed while SpinbitZ can be seen as a sort of puzzle for the ever-curious, unlike the Rubik’s cube (or simply to a much higher degree), it is a puzzle that while figuring it out, while playing with the toy, a valuable meta-perspective and conceptual toolset will begin to emerge into the curious and open mind of the reader.  It then becomes a visual interface for playfully understanding, integrating, cross-fertilizing, and inter-harmonizing many aspects of human creative endeavor; from art, to science, to philosophy, and to mathematics.  This is its value and function, to integrate the fragmented forms of knowledge and conceptual endeavor through a perceptual “vision-logic” interface; a meta-paradigm, meta-system space.

This is indeed the deeper creative and evolutionary function of philosophy, because—as R. Buckminster Fuller (perhaps the foremost inventive, visionary, pioneer of the 20^th century) argued—in a world of increasing specialization, if no-one specializes in comprehensive generalization, then who is looking at the big picture?  In that case we are indeed “divided and conquered” by our own educational system which forces individual specialization into one narrow field of study in order to “have a career” and “make a living.”  Indeed, geniuses like Fuller often have to step entirely outside “the career,” and outside the educational system itself (Fuller was expelled from Harvard) to do just that, on behalf of humanity; to take a step back and get a good look at where we, as the whole of human-kind, are at and where we are heading—and most importantly evaluating where we could go if we could take stock of our options and get creative.

That, as well, is the function of meta-paradigm and meta-system explorations such as SpinbitZ.  To create and expand a system in which we can take a step back and begin to scientifically or rigorously compare, contrast, integrate, cross-fertilize and cross-catalyze more specialized systems themselves (such as science, philosophy and mathematics and their subsets), and ultimately to transcend-and-include the useful parts and let the not-so-useful parts fade away, or come to rest in the archive to be made use of later.