Ricardo B. Uribe received the B.S. degree in Engineering and the title of Civil Electrical Engineer from the University of Chile, Santiago, Chile, and the Ph.D. degree in Cybernetics from Brunel University, London, England. In 1960 he joined the faculty of the Department of Electrical Engineering, University of Chile to teach and do research in Digital and Analog Systems. In 1974 he joined the faculty of the Department of Electrical and Computer Engineering and the Biological Computer Laboratory, University of Illinois at Urbana-Champaign, where he has continued his teaching and research in Digital Systems and Cybernetics. As a Lecturer he concentrated in the design, development and teaching of laboratory courses both at the undergraduate and graduate levels. As the Course Director and founder of the Advanced Digital Systems Laboratory (ADSL), he developed a unique educational environment that encourages students to think by themselves, stimulating their creativity, ingenuity and a critical view that takes nothing for granted.
Some of Ricardo B. Uribe most important work is on TRACTATUS PARADOXICO-PHILOSOPHICUS.
This Tractatus addresses some old and new concepts thought essential for the understanding of living organisms (humans included), their environments and interactions. For example, consider concepts such as process, recurrence, organization, closure, paradox and education. Curiously, notwithstanding numerous efforts to bring them to the fore by different authors and in different forms, wide understanding and recognition still eludes us. Maybe their pervasiveness and omnipresence make them invisible to creatures so immersed in them; or maybe thinking about them collides with the resistance to change of societies that believe they require the predictability (triviality) of their members to preserve themselves.
The propositions of the Tractatus attempt to represent only an incomplete collection of my thoughts about these and related concepts, which I shall address neither with formalisms nor explanations, intending instead to stimulate in the audience thoughts similar to mine. This I shall do by imagining the audience as interested observers of the world, a world that includes the observer. While any learning only leads to tentative knowledge, learning indirectly from others, through their writings or sayings, requires reading and hearing between and behind the lines, since an observer can only speak (or write) from its own perspective to the (different) perspective of another observer. In this spirit, language in the Tractatus plays the role that marble plays in sculpture or oil in painting.