Object-First Learning Under Bounded Frames

This paper defines object-first learning as a structural account of how learning becomes possible under bounded structural access. It extends the Temporal Relational Substrate Series by asking how an encountered object can carry structure through frames when the whole field remains unavailable. The paper begins from a simple distinction: learning often arrives through objects before it arrives through fields. A learner may encounter a tool, scene, problem, machine, phrase, route, plant, part, flame, or artifact before they know which discipline formally governs it. Object-first learning treats that encountered object as the first admissible contact with structure. The proposed frame sequence is: object → relation → mechanism → system → field → transfer Object-first learning requires that the encountered object remain available across frame changes. Bounded contact, in this paper, names the condition under which an encountered object remains available across time while frames change around it. The purpose of this paper is not to prescribe a teaching method, define a curriculum, evaluate learners, or claim measured effectiveness. Its purpose is to define learning as emergence that becomes carried structure under bounded frames: a procedure first appears as sequence, then, under enough bounded time and bounded contact with the object, becomes relation, structure, and transfer. The core thesis is: Understanding begins when procedure stops being remembered as sequence and starts being carried as structure.