I have done my best to understand what you're saying. You are doing a poor job of explaining it.
Perhaps you judge this better than the Project Management Institute, some of the top experts in the world, and my thousands of former students.
Perhaps you should have been performing the grad school accreditation & maturity studies at universities around the world assessing pedagogy instead of me. Perhaps you would have done a better job explaining.
OTOH, this is not a classroom where my professional judgment matters. I'm not here to teach really, either. I'm here to gain good criticism - although much criticism about my presentation, like lack of clarity has been valuable.
No one here paid big bucks to listen to me lecture them, and that matters a lot, as does this presentation format: a text forum. I'm trying to put my best presentation work into The Starship Vlog.
The scenarios I'm positing are meant to be opportunities to clarify.
Your intent is not in question, nor is appealing to your good motives a defense. My criticism attacks your method: positing and attacking a position different and weaker than an opponent's strongest argument.
They're prompts, attempting to get you to reconsider your ideas ("Aha, when you put it into that example, might not work.") or to diagnose my misimpressions ("Aha, having read your scenario I see where you misunderstand process concepts.
This is difficult because your prompts seem to lack / avoid similar context, as well as exhibiting lack of familiarity with the tools being applied.
The context is one of failure to deliver an information system (a physics framework) which meets specific criteria for performance (consistency with available observations). To me, this seems to serve avoiding the rational consequence we'd tend to feel: an obligation to suggest an alternative approach which improves on an ineffective current practice.
No problem of ineffectiveness, no need for a process improvement. So we're free to shoot down any suggestion because its foundation is false. We wouldn't even need to understand the suggestion - which typically is a real time & effort savings.
So...the closest I can come to "diagnosis" would be to suggest the important difference between an individual advocating their own "information monopoles" to guide Einstein you equate with "my process replacement" is that process replacement is from the top experts in the relevant field, which "I" would no more have come up with that than GR. Information monopoles are your example of what anyone would consider the opposite end of reliability; It is not from experts, it is not clearly defined, it has no historical credibility and proven track record of success. I see these distinctions as significant, you do not seem to perceive them as existing at all.
"Einstein actually made it work" is true, but I would assert (without any objective evidence) the last century's track record for information systems project management is far better in several dimensions than Einstein best work, if much less glamorous.
Sorry, I was hoping you'd explain. Why is "non-integer dimensions" an important neglected point in need of risk-manager documentation, but "information monopoles" not?
I hope the above explains.
Can you walk me through it? Use the distinction to illustrate your method for identifying sources of risk.
Yes, and with slides:
http://www.youtube.com/watch?v=t95xWsxqNvI
Can you invent a concrete scenario, just for illustration purposes, in which "the reformulation of fundamental physics" is not done with modern topological tools?
Yes. My concrete example is that things continue as they are.
Are you concerned that math-department topologists developed a bunch of tools, which physicists never learned about at all?
I'm not sure about "at all", but there exist for example, definite barriers between molecular engineers who find quaternions by far the best tools for their work with electrons and physicists who don't. In my interviews, the aversion is mutual. A couple of social & organizational reasons for this are discussed at
http://www.youtube.com/watch?v=M6wsUf1OUok at about 12 minutes. I don't know of any brane theories using quaternion, fractals, or frame accounts within cognitive science of science.
Having said that and to directly address your question: based on the history of information revolutions, I'm more concerned with the potential offered by these almost entirely separated communities collaborating, on projects with philosophers of scientific revolutions who can help point teams in new directions. (I know that sounds hand-wavy)
Are you concerned that Heaviside wrote down some 19th-century math, and Schwinger just looked at Heaviside's paper and said "OK, I'll keep using that" and didn't apply his 1950s math skills at all?
Not in the least.