ABSTRACT
On the basis of evidence from brain-damaged patients, what the cognitive processes appear to have in common is that the knower adds considerably, by means of brain processes, to that which is known. Like the ones that determine the form of linguistic knowledge, musical knowledge, or knowledge about sports, for example, come from experience that alters brain processes in the formation of memory mechanisms. The aspect of the perceptual-knowledge process can most easily be understood in terms of the construction of environmental representations of the results of brain/behavioral processes. Such "realizations" of brain/behavioral processes in the environment are cognitive commodities. Examining the enfolded orders produced by holonomic transforms and embodied in some of the cognitive commodities could reveal principles interesting and useful in economics and education. The discovery of the holonomic organization of memory has important consequences. The problem for education is to communicate the enfolded memory store of the educator to the enfolded memory store of the student.
