Entry needed. (Month Date, 2020)

Entry needed. (Month Date, 2019)

The popularity with which the Wells Family story has been greeted has been most gratifying and also somewhat surprising to me. I have been delighted to have received a number of emails from my distant kinsmen about it and, in some cases, to have been invited to work with them in filling in a few details in tracing their own direct family lines.

I undertook the preparation of this second edition of 30 Generations of Wells’ in part to add additional details of the story that I have learned about since researching the first edition and in part to fill in a few more geographical details concerning the locations of the various important places in England that are important parts of the story. This second edition adds an appendix at the end providing nine additional maps so readers can more easily locate places in England and Pennsylvania that are important in telling the story of the family. It also adds historical annotations relevant to various aspects of the family’s story including more information about the Wells migration from Little Haywood, Staffordshire, to Bradfield, Berkshire, England.

Finally, the appendix includes additional information on the children and grandchildren of Henry Wells of Bucks Co. PA. These additions change none of the essence of the Wells Family story from the first edition. They merely add a bit more color to it by providing contexts of our relationships with our English homeland. The new appendix begins on page 73 of the manuscript. (November 30, 2018)

This treatise is about civic free enterprise in an American Republic. I emphasize the adjective civic here because there are two distinct kinds of free enterprise: civic and uncivic. Only civic free enterprise is compatible with the principle the United States was founded upon and which justified the American Revolution; namely, the principle of liberty with justice for all citizens. In the pages which follow I explain the difference between civic and uncivic free enterprise. The subject treated here necessarily deals with economics, capitalism, entrepreneurship, and business. (December 13, 2016)

This monogram offers the most likely explanation for the Dark Age origins of the Wells family compared to all competing ones. Alternative hypotheses cannot be ruled out beyond reasonable doubt given the evidence we have at present. But the proposition I present here enjoys a significantly greater scope of agreement with what is known about the history of this period and about Ragemer himself. The story itself makes for an interesting tale involving Dark Age society, kings and emperors, petty warlords, and the tumult of the Viking Age in northern continental Europe.

The proposed hypothesis is the following: I propose that Ragemer was most likely descended from a small Viking tribe who lived in the southern Jutland peninsula at the end of the 8th and beginning of the 9th centuries AD. The specific area in the Jutland peninsula is known today as Southern Schleswig. This was where the ancient trade center of Hedeby once stood. Hedeby was not far from the present day town of Schleswig. This region was part of Denmark until it was annexed by Prussia in the mid-19th century. Early in the 9th century Ragemer's ancestors became refugees following the defeat and exile of their local king, Harald Klak. About 400 of Harald's followers were forced to flee south with him and ask Emperor Louis I (son of Charlemagne and known as Louis the Pious) for protection from their enemies. Their plea was granted and they took refuge in Saxony and Frisia. Gradually over the next two centuries the descendants of Harald's people migrated westward along the North Sea coast through Frisia (now part of the Netherlands) until at last Ragemer's family came to Flanders in the service of Gilbert de Gant's family. (Month date, 2017)

Entry needed. (Month Date, 2016)

What is mind? We are each certain we have one of our own and most of us would claim to know what we mean when we speak of it. Yet when we try to go beyond the first assertion that our minds exist we find ourselves presented with, to use one of Winston Churchill's phrases, a riddle wrapped in an enigma inside a mystery. The riddle of mind has been a challenge and a debate for scholars for some twenty-four centuries. The question of mind has long challenged the concerted wisdom of theologians, philosophers, and scientists alike. Mind has been called by some "the battered offspring of the union of philosophy and psychology" and, like an abused child, the topic of mind is one psychology and neuroscience have alternately embraced, then denied, beaten, and locked away, and then embraced again. Many have equated this most quintessential character of what it is to be a human being with spirit or soul; others have dismissed it as a nothing-more-than-a-reflection or image of brain activity. No one really denies the existence of at least his or her own mind, but arguments over the nature of its substantial existence have been endless. Almost every psychology textbook mentions it briefly in the opening pages and then refuses to speak of it again.

The topic of this book is the phenomenon of mind. It presents what is probably best provisionally called, at this point in the book, the functional model of mind and does so in the holistic context of the complete individual human being. This context is conveyed by what is called the Organized Being model. The famous mind-body division has objective validity only as a logical division, never as either a real division into independent Cartesian substances or as a pseudo-division into one phenomenon (body) and one epiphenomenon (mind). Roughly, the theory can be said to explain "what mind does" within the overall and indivisible whole that is the individual person. This is why I do not speak of the mind but only of mind. In the final analysis, this book is about the Nature of being human. As the theory presented here will show, to be a human being is to be, all in one, a transcendental idealist, an empirical realist, and a practical pragmatist. How each of us balances this synthesis in ourselves produces, and is called, one's individuality. (April 1, 2016)

The fifth edition of the Critical Glossary adds over two hundred new technical terms including many new technical terms for social-natural economics and business. These new terms are intended to provide firmer foundations for the future development of business and economic theory as empirical social-natural sciences.

Like the previous editions, this edition consists of six main parts arranged in the following order: the Main Glossary, the Table of Realdefinitions of the Categories, the Critical Acroams and Principles, the Summary of the Transcendental Ideas, the Synopsis of the Momenta of Practical Judgment, and the Synopsis of the Momenta of Reflective Judgment. (January 30, 2016)

The fourth edition of the Critical Glossary adds almost two hundred new technical terms for empirical social-natural sciences. These new social-natural sciences include education theory, economics, political science, social-natural sociology, psychology, organization and institution theory, management theory, mathematics and logic, deontological ethics, and justice theory. The edition covers new terminology development up through the publication of volume III of The Idea of Public Education, entitled The Institution of Public Education.

Like the third edition, this edition consists of six main parts arranged in the following order: the Main Glossary, the Table of Realdefinitions of the Categories, the Critical Acroams and Principles, the Summary of the Transcendental Ideas, the Synopsis of the Momenta of Practical Judgment, and the Synopsis of the Momenta of Reflective Judgment. (October 30, 2014)

This book is volume III of the trilogy on The Idea of Public Education. The overall aim of The Idea of Public Education is to lay the groundwork for the establishment of an objectively valid social-natural empirical science of public education. In volume I, Education and Society [Wells (2012)], the fundamental axioms and functions for a social-natural empirical science of public education were deduced from the basic acroams of the phenomenon of mind. Volume II, Critique of the American Institution of Education [Wells (2013)], is a Critical analysis of the history of public education in America. This analysis reveals that there are crucial and fundamental errors in this institution. These errors are so serious and so fundamental that was not possible to conclude otherwise than that a major reform of that system is necessary and urgent. This present volume is a proposal for the way in which this reform should be done. It presents the empirical principles of the reform – derived from the axioms and functions of volume I – and it presents the rudiments of a social-natural science of public education. It does not address the topic of private education. It likewise does not address reform of teacher education or the publishing of textbooks and other educational material. Reforms in both are needed in order to implement the reforms presented in this treatise, but those reforms are additional topics in their own right. (October 28, 2014)

This book is volume II of The Idea of Public Education. It is a critique of the institution of public instructional education in America from her founding to the present day. Because most people are not acquainted with the tenets of Kant's Critical Philosophy or the new science of mental physics that derives from it, I think it is important to first lay out the definition of the term "Critique." A Critique is a scientific examination of a topic grounded in an epistemology-centered metaphysic. In particular, this metaphysic is Kant's Critical metaphysic, discovered and developed in the late 18th century by the German philosopher Immanuel Kant. In a previous work (The Critical Philosophy and the Phenomenon of Mind) I have presented an in-depth treatment of Kant's system and the mathematical model of the phenomenon of mind deduced from it. (May 5, 2013)

This third edition of the Critical Glossary reflects continued developments in the application of the Critical Philosophy and the mental physics of the phenomenon of mind to social-natural science applications. Problems to which these are now being applied extend into the fields of social-natural economics, social-natural sociology, and further development of a social-natural science of education. The edition covers new terminology development up through publication of volume III of The Idea of Public Education, entitled Critique of the American Institution of Education. The Glossary has also been extended to include several terms inadvertently left out of the previous editions.

This edition of the Glossary consists of six main parts arranged in the following order: the Main Glossary, the Table of Realdefinitions of the Categories, the Critical Acroams and Principles, the Summary of the Transcendental Ideas, the Synopsis of the Momenta of Practical Judgment, and the Synopsis of the Momenta of Reflective Judgment. (August 4, 2013)

This book is the first volume of a three-volume project entitled The Idea of Public Education. The purpose of the overall work is to lay the foundations for a new science – the social-natural science of public education. By the term natural science I mean a quantitative science able to speak to causal factors, make quantitative predictions, and in generally be on a par with the traditional natural sciences represented by physics, chemistry, and biology. By social-natural science I mean a natural science taking for its topic human beings in social intercourse with one another. (January 1, 2012)

This book is a new treatment of the problems and issues of Societies and the Social Contract. The theory presented here is deduced from a metaphysical basis in Kant's Critical Philosophy and a new science of the phenomenon of mind. The science of Societies developed in this book is a social-natural science, a term that means a quantitative scientific doctrine of the phenomenon of Societies with causative explanations for various social phenomena. (February 14, 2012)

In just the single year that has passed since the publication of the first edition of this Glossary, the scope of applications for the Critical Philosophy and mental physics in science has expanded at a pace that has been well beyond anything we expected. New fundamental results have been obtained in basic research in neuroscience and psychology, which our Laboratory expected would happen. But the most significant development, one which we did not anticipate, has been the pace of discovery at which mental physics and Critical metaphysics has made it possible to recast the social sciences, turning them for the first time into social-natural sciences capable of producing specific theories and making precise predictions on a par with the traditional physical-natural sciences of physics, chemistry, and biology. This same discovery has also made possible the development of new social-natural sciences. This has led so far to development of a social-natural science of leadership, to a new formulation of the theory of the Social Contract, and to a new metaphysic for a social-natural science of public education. We anticipate that social-natural reformations in political science, economics, sociology and social psychology, the management of organizations, and history will soon be forthcoming in the next several years.

Another development that has taken place during the past year has been the development of a precise methodology for how to mathematically deduce an applied metaphysic. The grounding of any empirical special science requires its connection with the fundamental principles and laws of Critical metaphysics proper, and this is the role of an applied metaphysic. The lack of a Critical doctrine of method for making the transition from metaphysics to science was recognized by Kant near the end of his life. It left a hole in his system that he was working to fill in before infirmities of old age incapacitated him. This hole has now been filled through application of mental physics.

These developments have brought with them an expansion of the technical vocabulary of Critical theory. The main glossary has grown by almost fifty percent as Critical metaphysics and mental physics have been brought to bear on various research problems and questions. This, in our opinion, more than amply justifies bringing out a second edition at this time. In addition, we have been provided with much useful feedback regarding the clarity – or, more accurately, lack of clarity – in some of the glossary explanations and definitions provided in the first edition. The new edition addresses these shortcomings and we thank those who have pointed out shortcomings in the first edition. A number of minor editorial and typographical errors have also been found and corrected in this edition. Finally, the omission by the first edition of the tables providing Realdefinition of the momenta of practical judgment and reflective judgment has been corrected in this second edition. The Wells Laboratory is proud to present you with this much improved edition of the Glossary of the Critical Philosophy and Mental Physics. (June 20, 2012)

The Glossary consists of four main parts arranged in the following order: the Main Glossary, the Table of Realdefinitions of the Categories, the Critical Acroams and Principles, and the Summary of the Transcendental Ideas.

Over time and with increasing numbers of applications of mental physics, it can be expected that new technical terms will be coined from time to time. This is expected to necessitate occasional new editions of this Glossary. This first edition is up to date as of the date of its publication and contains all technical terms previously published. (July 17, 2011)

The importance of that elusive and intangible thing we call leadership has been widely acknowledged by humankind for centuries. Yet, in all that time, it has resisted objective scientific definition. There are many people who glibly talk about it, apparently under the presupposition that everyone understands what they mean by the word. Almost all organizations try, in one way or another, to achieve "good leadership" within the organization. When they fail to do so, the two most common reactions to this failure are: (1) to bemoan the scarcity of good leadership; or (2) attempt to produce it through management training and personnel recruitment. It is commonplace to see "leadership ability" listed on job requisitions as a personal qualification of candidates for manager or supervisor jobs.

This book presents a social-natural theory of the phenomenon of leadership. Its principal thesis is that leadership is not an esoteric or mysterious human phenomenon. Rather, leadership is a group of organizational dynamic. The book discusses the psychology of leader's actions and follower's actions within the framework of a new theory of the phenomenon of mind. (December 22, 2010)

For centuries humankind has been fascinated by how the brain and the rest of the nervous system work. Only in the twentieth century did we truly begin to develop the sort of scientific understanding of this topic detailed enough to permit a quantitative treatment of the many questions this study raises. Whatever one's philosophy may be over the question of "mind" vs. "brain" – and there are many diverse opinions on this – the simple fact is that wherever we find "mind" there also we find "brain." This makes the study of brain, spinal cord, and the peripheral nervous system arguably the most human, and in some ways the most personal, of scientific topics. This book is a quantitative introduction to the modeling of biological systems and their signals. Topical coverage is provided from the sub-neuron level to the level of psychological models of brain function. Its chapters on neural network theory span the scope of neuron and neural network modeling from the Hodgkin-Huxley model all the way to Adaptive Resonance Theory models of brain function. (October 1, 2010)

Your author remembers a time when Americans habitually used the phrase "the American Way" to designate what distinguished the United States of America from every other country on earth. The phrase is no longer used as much anymore as it was fifty years ago. The turmoil of the 1960s rendered it quaint in the ears of many – something only one's grandparents might say. Today not many people are still familiar with the phrase, and fewer still know what it meant or what the Idea of the American Republic it represents was and still is. What is the American Republic? Answering that question is a principal topic of this book. What is the American Way of citizenship? That, too, is a principal topic of this book. What is the philosophy of Americanism? That is a principal topic of this book as well. But the core topic of this book is the political crisis facing America today, its causes, and what we as American citizens are bound by duty to do about it. (April 12, 2010)

What is mind? We are each certain we have one of our own and most of us would claim to know what we mean when we speak of it. Yet when we try to go beyond the first assertion that our minds exist we find ourselves presented with, to use one of Winston Churchill's phrases, a riddle wrapped in an enigma inside a mystery. The riddle of mind has been a challenge and a debate for scholars for some twenty-four centuries. The question of mind has long challenged the concerted wisdom of theologians, philosophers, and scientists alike. Mind has been called by some "the battered offspring of the union of philosophy and psychology" and, like an abused child, the topic of mind is one psychology and neuroscience have alternately embraced, then denied, beaten, and locked away, and then embraced again. Many have equated this most quintessential character of what it is to be a human being with spirit or soul; others have dismissed it as a nothing-more-than-a-reflection or image of brain activity. No one really denies the existence of at least his or her own mind, but arguments over the nature of its substantial existence have been endless. Almost every psychology textbook mentions it briefly in the opening pages and then refuses to speak of it again.

This book presents the fundamental principles of the phenomenon of mind. It provides a mathematical treatment of mind functions and the organization of information and knowledge processing. The book is a companion to the author's early publication, The Critical Philosophy and the Phenomenon of Mind. (August 1, 2009)

This book presents the autobiographical memoirs of its author covering the years from 1953 to mid-2008. It traces his life from childhood through his professional career. (January 1, 2008)

With this treatise I invite you to join me on a voyage of discovery into a question humankind has been asking for twenty-five centuries: What is mind? For me this voyage began over forty years ago when I was just a boy. It was for me at first a question prompted by that new marvel of the day, the digital computer, which was then popularly known as ‘the electronic brain.’ I can still remember how that phrase struck me to the core. “How could a machine think?” I asked myself. Of course, I later learned how to design and build them, and thereby learned that computers are not electronic brains and they do not think. Very few people today still call them ‘electronic brains.’ At that time, though, this nickname had all the force of the pronouncement of an Old Testament prophet: Chet Huntley, David Brinkley, and Walter Cronkite wouldn’t have said it if it wasn’t true. Computers were rare enough in those days to command a mystique, and their role in the then-early days of space exploration added weight and majesty to this mystique. So it was that this original question, which later broadened to the one with which this treatise is concerned, acted as a kind of compass that ended up providing the principal direction that my education and my professional career took. So it was that I came to study the still relatively new sciences of system theory and information theory, and later undertook the study of neuroscience. For many years I worked entirely within the framework of scientific materialism, an attitude common among most physical scientists. In my younger days I had nothing worthy of being called a ‘philosophy’ and, rather, held to an attitude not uncommon among Americans that goes by the name of American Pragmatism. But as the years went by, and I felt myself no closer to achieving my goal, I gradually, and at first reluctantly, came to realize that those questions within the question that were proving to be the most intractable were questions of metaphysics. What does thinking mean? What does intelligence mean? What does it mean to reason? These were questions that I eventually had to admit my materialism could not answer. In the meantime, I was finding myself confronted by other questions, seemingly unrelated at the time but serving to jog my thinking out of relatively narrow channels and onto a broader plain. The study of physics was required in my choice of college major, and here I found myself having to work with other mysteries. What were these strange entities so common to our modern gadgetry called ‘electromagnetic fields’? Even stranger still was that absurd-sounding yet experimentally undeniable assault on one’s personal metaphysical prejudices known as quantum mechanics. I did not know at the time that these questions were in any way relevant to the questions that were proving so stubborn in the realm of the mental phenomenon. But, as it happens, the difficulties attending both types have a common source – ontological prejudice – and a common resolution in Kant’s Critical Philosophy. (August 1, 2006)