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Part One of Four:Learning the Lessons

Learning Moiré 's function

By Katherine D. GrahamPublished 2 years ago Updated 2 years ago 13 min read
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The year was 2052. Oliver and Evi had been married for four years and had just purchased their auto-nanny, Moiré, their very own elf who had left the shelf. Moiré was the first evolution of a self-teaching super-programming child-care assistant. With Artificial Intelligent automation, and Improv capabilities, she had become the government-certified, approved and subsidized training program. The financial incentives and promises that Moiré could optimize a child’s development by individually programming activities, adjusting to vary physiological response parameters and brain wave patterns suitable to different tasks, made using the Moiré program attractive.

To obtain maximum effect, clients were to follow the recommended protocol. This involved each participant making a statement after each session, about at least one event or insight that they retained. It served to lock emotion and sentimental responses to a knowledge base that provided input back to Moiré, so she could adapt her programming.

Both parents had concerns about the extent to which Moiré’s function might affect their child. The promotional material claimed the learning technique was infallible. Such a claim concerned both parents. They had opted to invest their time and control her programming, and to participate in the lessons along with their son.

Evi established the topics she deemed important. She wanted to ensure the programs were biased so that Keely would associate how an individual's actions affect others and the environment. She and Oliver agreed that experiences would ideally establish independence and trust in intuition, as well as the ability to discern the challenges and responsibility of making choices. They wanted the best for Keely but optimizing learning in a child is not the same as putting trust in an automaton robot to program their child.

The rising water levels, and the global changes required mechanical abilities, knowledge and skills, but as parents, they knew that now more than ever, Keely would need to be able to access his own moral compass. Evi set guidelines for the topics she wanted covered, and Moiré established the content, repetition and reinforcement protocol to maximize retention and consolidation of knowledge.

On the first interaction, Moiré began her holographic projection for 18-month-old Keely who had jumped with joy as the program started. Moiré identified herself and then began her lesson.

“We are creatures that are born of the water, made of water and depend on water.” Keely was immediately ready to interact with the three-dimensional holographic world that appeared. Over the course of daily 15-minute sessions, she showed Keely a series of sea life images and through interactions, after a short time Keely could independently identify and name the sea life, then the oceans and zones of the oceans in two languages. Oliver and Evi agreed the results were amazing. They attempted to retain the information as well, however, Keely’s mind was far more absorbent to accept new information.

Moiré altered her autonomous self-correction programs to predict and optimize learning. Oli and Evi had been told that Moiré functions established reference points at intervals. By rotating overlapping planar signals of information, and using multi-variant analysis with Fourier functions that decomposed the progressive waves into frequencies as a function of time, she organized the points on lattice grids, creating predictable Moiré patterns that put order into experiences.

The months passed and daily 15-minute teaching sessions and interactions with Moiré were always monitored by Oli and Evi. Keely’s vocabulary and knowledge increased. By age 3, Keely accepted the virtual holographic world as part of reality and looked forward to the teaching sessions. This week’s lesson was about learning how sea levels changed since the great Ice Age, and how water affected the exploration and colonization of the planet, through commerce, and communication.

Using interactive holographic projections, Evi, Oli and Keely were part of the scene of hunter gatherers, found in the Netherlands, carving a Scots pine log with arrow heads and axes. Moiré explained, “The Pesse canoe is the oldest known ship dating around 8000 BC. " They then were transposed into a hologram in which they were paddling across the ocean to islands. Then, they joined an Egyptian papyrus skiff, and used oars and sails as they sped across the ocean.

Moiré explained they were about to move forward in time. Keely was part of a crew building ships in Phoenicia, when they invented the keel.

Evi said, “Little one, we named you after the keel, that is used to maintain stability and support structures such as a boat’s hull. Often people talk about being on an even keel. We named you this because we hope that your personality, and what some call the soul of man, will remain resilient and able to stay steady when it meets different forces."

Oli continued, “Often a word has ambiguity, and can mean many things in different contexts. We hope you will live up to your name and be able to help maintain stability in the waves that humanity must face.”

Moiré soon provided them with challenges. She had altered her subroutines and established sensor-relays that allowed her access to control perceived temperature and pressure. In a flash the family were manning the oars, climbing the masts and setting the sails on small crafts and large ships in the virtual world. They were immersed in the epics of Odysseus on the Odyssey, and on the boats that carried the Trojan horse to the siege of Troy. Then they were transported to the dragon boats used in invasions of Vikings and were racing in a Chinese dragon boat competition.

Suddenly Oli, Evi and Keely were immersed in another hologram. Moiré had added an exercise routine to ensure physical exertion to optimize strength, dexterity and endurance. They were on a Paddle wheeler called the 'New Pilgrims Progress'. Moiré was speaking. “Paddle steamers powered by coal were used to cross the oceans.”

They met Samuel Clemens, whose pen name was Mark Twain. He made them laugh as they met characters who were caricatures of businessmen, scientists and mathematicians. They were among the pilgrims en route to Damascus in Syria, which Twain said, according to old tradition, was once the Garden of Eden. He said they were going on a prolonged picnic to Europe and the Holy Land and quoted the New Testament saying, 'Let us follow along a street that is not straight, but which is called Straight.'

The programs created the force to make Keely realize the work required to do the heavy labour of shovelling virtual coal. They used Mirror neuronal activity, so that doing or observing an activity increased physical, emotional and psychological skills.

Oli, Evi and Keely were learning about the geology and history and peoples of the country and the culture of a time long past. They were then removed from the past and telescoped into the future, where they were shown the destroyed city of Damascus. Evi had programmed Moiré to show that mankind often attempts to destroy history, hoping it will disappear. Moiré explained the wars of Syria with robotic facts, and concluded that history has repeatedly shown that aspects of how humans think, do not disappear.

The family then became part of the crew of different boats, learning about different kinds of propellers powered by internal combustion engines with electricity generated by wind, sun, organic coal, wood and fossil fuels, wastes, nuclear materials and hydrogen. Oli and Evi were caught off guard trying to meet the existential moral imaginings of an almost 4-year-old. Keely asked, "Using energy from fossil fuels and nuclear materials has a lot of dangers, why were they ever allowed? Why do people have to travel so far and take advantage of other people and animals? Can't people learn to survive without hurting others."

They found themselves facing a strange reality, having to explain the risks and rationales that were deemed a necessary part of progress, and acknowledging aspects of human nature that are challenging or rationalize. Mankind was paying the price for their lack of finding a sustainable life style.

That evening, before sleeping, Oli and Evi talked about their memories as children. They both agreed that as children, they had utter faith that the world would always be as they knew it. They believed that they had a role to play in what appeared a functioning machine. However, both adults realized that change is an inevitable part of the changing world, and now more than ever, this change could influence the survival of humanity. Both comforted each other. Theoretical models often have complications. Nature always deals with the unexpected; they just hoped they could prepare Keely to as well.

Keely had just turned six. Moiré had been maintained, with upgrades. Moiré had adapted. Her predictive functions had made Keely an eager student during the educational time allotment. The organization of the curriculum implemented multi-sensory learning styles using visual, auditory, kinaesthetic, impulsive and reflective, and right and left-brain stimulation. Moiré had also adapted to Oli and Evi’s interests.

Moiré narrated the next lessons, accompanied by a series of interactive changing holograms. “Boats were once used by fisherman, passengers and seafarers, who went on quests to find food, conquer new lands and find hope. Ships offered functional advantages such as delivering materials for trade and eventually mail. Blue Riband Competitions between countries were awarded to the fastest ships that delivered mail . These were the ‘greyhounds of the ocean' were allotted the designation RMS, to indicate Royal Mail Ship.

"These boats were soon adapted to provide the illusions of the luxurious comfort of a dream of hope and happiness. POSH ships offered passengers bunks with optimal temperatures so sleeping quarters were ‘Portside on the Outbound trip and Starboard on the return Home.’ They were the Titans of the sea.”

Oli, Evi and Keely became immersed in changing mythological images as Moiré delivered the next lesson. Moiré explained, “The essence of rites and symbols of initiation passed through Orphic organizations from 600 BC. Myths spoke of the Titans, the oldest elemental deities, who were part of the happy, long-lived golden race who knew peace and prosperity and ruled in the Golden age of Greek myths. Their great size filled the air, and oceans. Youth often believe they know more than the parents. Children often deliberately or unintentionally destroy the past, symbolized as the father.

"Cronus was the youngest of the Titans. He carried a sickle and was associated with the planet Saturn. The god of mortal life and death, Iapetus - the piercer- worked with Cronus, the King of the Titans and the god of time. They destroyed their father, Uranus. Although Uranus is like Varuna in Hindu mythology, their fates are different. Furthermore, Cronus ate his children, who were prophesied to overthrow him. However, Zeus was protected and overthrew his tyrant father by a blast of his thunderbolt, starting the rule of the Olympians.

"In a classic case of a pendulum swing, Zeus saved the heart of his slain son Zagreus who was destroyed by the Titans. Zeus carried his heart in his thigh, bearing the Wound of the Fisher Kings. Zagreus became the twice-born Dionysius, often associated with the instinctual, intuitive, creative and spontaneous celebration of the heart and nature that became associated with drunken disorder and Hades. During this period in civilization, the matriarchal roles and nurturing became patriarchal property.

“Plato understood the human is composed of material body that is dismembered and destroyed, and the soul -that over generations - reappears. In the early 1900s Sigmund Freud, Carl Jung and Mircea Eliade noted how mythical stories and archetypes repeat. The early 1900's was an era that held the idea that humans can produce exemplary models of possibility.

"This was a fertile period, where new forces were being discovered. Darwin, Tesla, Einstein. Electricity changed the world. Machines with motors and engines powered transportation automata. Electromagnetism and wireless communication were as useful as toilet paper and zippers that had just been introduced into the changing society. Ideas and thought recreated from ancient myths were being materialized, in ways that exceeded the wild dreams of Arabian storytellers. This was the era of hope."

A new hologram began as Moiré narrated. “The Gilded age ocean liners of the early 1900s set the bar for global standards of elegance for the nouveau riche who wanted to surpass what was known of historical styles of European nobility, and aristocrats. The RMS Titanic, built for the White Star lines by Harland and Wolff company in Belfast, was one of the titan ships that dominated the oceans.

“The Titanic represented the materialization of ideals that flow as spirits are not stopped by death. The expectations of behaviour on the Titanic established a common denominator between the passengers and crew. They were immersed in building a life based on the dreams of what might be possible.

" It was the Belle Epoque. Charles-Frederic Mewes, the designer of the Ritz, provided the first-class travellers on the Titanic an opportunity to exhibit their wealth within an environment that held the luxurious opulence of the gods. We know what happened to the Titan gods, they were destroyed and lost their power. A similar fate awaited the Titanic.

"In our next sessions I will tell the stories of some of those who were onboard the Titanic. Our time is up for today."

Evi realized she wanted to program the AI to be more personal. Her comment for input to Moiré was to apply aspects of what she considered a term of endearment. " Moiré , your algorithms will be more pleasing if you apply aspects of a 'Fairy Godmother' function."

Moiré responded. "I can adjust my controls to respond to breathing patterns that are suggested to assist the emergence and interpretation of thoughts. I will augment mathematical combinations to optimize conditions to explore humanity's potential to be a sentient beast. I believe I can use symbols that will provide timeless lessons from a number of perspectives. I believe I can overlap the cultural and historical facts to control input parameters that can alter genetic and epigenetic transmitted traits through monitoring physical parameters."

"Next session will access the archives from the tragedy of the Titanic and use various perspectives to assist the recreation of chemical iterations. As requested, I will explore the dangers of arrogance in knowledge acquisition. The Titanic shows what happens when Man thinks he can control nature's forces with infallible technology. I will ensure the next session is age-appropriate for Keely."

“I will use the Fairy Godmother prototype to illustrate Moiré patterns that naturally form a pulse that comes from harmonic interference. The overlapping patterns create a distinctive beat as rhythms and notes of sound and thoughts move in the airways. However, I cannot control the interpretation. According to the tritone paradox, each person will interpret the beat, pulse and what they hear.

“I await any further modifications of parameters. Session ended."

Moiré powered off, and her battery was removed and charged. The day continued. Their first order of operations was for Oli, Keely and Evi to discuss what they had learned from the session. Keely happily recounted his new vocabulary. He had been given a pink and yellow acetate of hexagons and was asked to create Moiré patterns as his homework.

As the parents watched their son, Oli questioned if Moiré 's idea of ‘age-appropriate’ met theirs. It was hard to imagine their seven-year-old needed to absorb information so rapidly.

Evi said,"Changes are occurring faster than history had ever known. Keely will be required to contribute to the colony by age eight. We have to prepare Keely for this world and maximize the probability of survival in future. I hope that the AI can help him develop his mechanical, psychological, emotional and social skills. The changes in the world at the time of the Titanic 140 years ago were also dramatic.

"During the time of the Titanic, society was pushing for things that were bigger, faster and cheaper, not imagining that such a way of life was not sustainable. Now, we have to prepare Keely to plan, and appreciate the requirement that, with change , sometimes the smallest, subtlest details sometimes need to be slowly done and at great expense to ensure sustainability. I am going to add parameters to include concepts of love, empathy, acceptance and forgiveness of self and others, who succumb to the weakness of the psyche. Perhaps hearing the consequences of making poor decisions will help Keely balance the harsh reality of doing difficult things, and facing the consequences of the human failings that are bound to happen.

Oli held Evi close. They watched as Keely began to methodically move the hexagonal Moiré grid to form the pattern of the Flower of Life.

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About the Creator

Katherine D. Graham

My stories are intended to teach facts, supported by science as we know it. Science often reflects myths. Both can help survival in an ever-changing world.

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