Building on the EMI framework that conceptualises consciousness, cognition, and behaviour as emergent phenomena arising from dynamic interactions among energy, mass, and information, this article extends the model into the educational domain by reframing learning as a resonance-based process within complex adaptive systems. While the initial formulation of EMI provided a scale-free biophysical...
Understanding consciousness, cognition, and behaviour requires an integrated framework capable of bridging neurobiology, physics, and information theory. In this paper, we propose the Energy-Mass-Information (EMI) framework as a novel paradigm to conceptualize mental phenomena as emergent properties of dynamic, field-based interactions. Rooted in, and direct expression of the Unified...