Fixed-Point Traps and Identity Emergence in Educational Feedback Systems

• URL: http://arxiv.org/abs/2505.21038v1
• Date: Tue, 27 May 2025 11:19:33 GMT
• Title: Fixed-Point Traps and Identity Emergence in Educational Feedback Systems
• Authors: Faruk Alpay,
• Abstract summary: We prove that exam-driven educational systems obstruct identity emergence and block creative convergence.<n>Our model mathematically explains the creativity suppression, research stagnation, and structural entropy loss induced by timed exams and grade-based feedback.
• Score: 0.0
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: This paper presents a formal categorical proof that exam-driven educational systems obstruct identity emergence and block creative convergence. Using the framework of Alpay Algebra II and III, we define Exam-Grade Collapse Systems (EGCS) as functorial constructs where learning dynamics $\varphi$ are recursively collapsed by evaluative morphisms $E$. We prove that under such collapse regimes, no nontrivial fixed-point algebra $\mu_\varphi$ can exist, hence learner identity cannot stabilize. This creates a universal fixed-point trap: all generative functors are entropically folded before symbolic emergence occurs. Our model mathematically explains the creativity suppression, research stagnation, and structural entropy loss induced by timed exams and grade-based feedback. The results apply category theory to expose why modern educational systems prevent {\phi}-emergence and block observer-invariant self-formation. This work provides the first provable algebraic obstruction of identity formation caused by institutional feedback mechanics.

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