The Informational Gradient and the Access to Meaning: A Structural Meta-Interpretation of Physical Geometry
The companion paper "Epistemological Interference: Why Physics Cannot Solve Its Own Frontier Problems" (https://doi.org/10.5281/zenodo.22876515) demonstrated that the semiclassical system is not self-contained: the operation that selects the vacuum state is necessary and is not contained in the algebra of observables. The missing operation can only be pointed to from the propositional system; it cannot be demonstrated within it. The present paper draws the consequence of that result. If T does not close, physics cannot access meaning from within itself. However, it can recognize its own non-closure. That recognition is not a proposition; it is an act. When physics exercises it, it adopts a meta-interpretation, and the meta-interpretation consistent with the result of the companion paper is that of the informational gradient. The adoption of that meta-interpretation is what gives sense and meaning to physics, because it allows physics to integrate interpretively the missing operation (I) and the absolute coherence (A) that it cannot contain propositionally. The paper does not propose a new theory or a falsifiable conjecture; it proposes a structural reading. Its testable dimension resides in the established results it interprets. This manuscript establishes the informational density gradient that facilitates the access of science to the functional structure of reality described in the work "Human Code: Functional Ontology of Everything," available here: https://doi.org/10.5281/zenodo.18650135 This is the English version of the work El gradiente informacional y el acceso al significado: Una metainterpretación estructural de la geometría física, also available in Spanish: https://doi.org/10.5281/zenodo.22964948
Authors
- Mario Martinez Correas (ORCID: https://orcid.org/0009-0003-4473-2545)
Publication Details
- Journal
- Zenodo (CERN European Organization for Nuclear Research)
- Published
- 2026-09-25
- DOI
- https://doi.org/10.5281/zenodo.22964743
- Primary Topic
- Cognitive Science and Education Research
- Type
- preprint