Towards a (meta-)mathematical theory of consciousness: universal (mapping) properties of experience
Steven Phillips, Naotsugu Tsuchiya

TL;DR
This paper proposes a categorical, meta-mathematical framework for understanding consciousness by linking universal properties in category theory to the axioms of Information Integration Theory, aiming to formalize consciousness as a universal property.
Contribution
It introduces a novel categorical approach that formalizes the axioms of IIT as universal mapping properties, providing a new formal basis for a theory of consciousness.
Findings
IIT axioms follow from categorical universal properties.
Category theory offers a formal, axiomatic framework for consciousness.
The approach suggests consciousness as a universal property in a formal mathematical sense.
Abstract
Conscious experience permeates our daily lives, yet general consensus on a theory of consciousness remains elusive. In the face of such difficulty, an alternative strategy is to address a more general (meta-level) version of the problem for insights into the original problem at hand. Category theory was developed for this purpose, i.e. as an axiomatic (meta-)mathematical theory for comparison of mathematical structures, and so affords a (formally) formal approach towards a theory of consciousness. In this way, category theory is used for comparison with Information Integration Theory (IIT) as a supposed axiomatic theory of consciousness, which says that every conscious state involves six axiomatic properties: the IIT axioms for consciousness. All six axioms are shown to follow from the categorical notion of a universal mapping property: a unique-existence condition for all instances in…
Peer Reviews
No public reviews on file for this paper yet. If you reviewed it on a platform where reviews are public (OpenReview, ICLR, NeurIPS, ICML), you can paste yours below so the community can read it here.
Videos
No videos yet. Explain this paper in a talk, walkthrough, or lecture? Add one.
Taxonomy
TopicsCognitive Science and Education Research
