Neutrosophic Cultural Resonance for Teaching Effectiveness: A Plithogenic Probabilities-Inspired Framework Model for University Fine Arts Programs Using Red Culture Resources

Abstract

 Teaching effectiveness in university Fine Arts programs that draw on Red 
Culture resources cannot be assessed only by classical rubrics. Artistic learning routinely 
contains truth, ambiguity, and misinterpretation dimensions that conventional tools 
compress into single numbers. We propose the Neutrosophic Cultural Resonance Model 
(NCRM), a new assessment framework that treats effectiveness as a neutrosophic triplet 
of Truth (T), Indeterminacy (I), and Falsehood (F) at the criterion level and then aggregates
evidence through a plithogenic-inspired fusion that respects heterogeneous, potentially 
contradictory attributes (e.g., historical authenticity vs. creative reinterpretation). 
Plithogenic probability formalizes multi-variable evidence with components that may 
themselves carry indeterminacy, which motivates our aggregation strategy; neutrosophic 
analysis provides the algebra of functions with indeterminacy in arguments and/or 
values, which we use to define all maps precisely. We introduce (i) cultural-resonance 
weights that encode how Red Culture values inform artistic pedagogy; (ii) a productiveambiguity operator that separates constructive from harmful uncertainty; and (iii) a 
plithogenic attribute-contradiction term that modulates weights when attributes conflict. 
We prove boundedness, monotonicity, and invariance properties; provide a worked case 
study with full calculations; and include tables with clear titles and captions. The result is 
a transparent, auditable, and domain-faithful measure of teaching effectiveness for Fine 
Arts programs using Red Culture resources.

DOI: 10.5281/zenodo.17036944