Dear Philip,
I've only just got round to reading your essay which Jonathan had recommended to me. We do have a similar philosophy, but you have gone into the maths a lot which I have not as yet. I have two comments. Firstly, when I was a post-doc at the Univ. of Illinois working with Kadanoff on critical phenomena, Kadanoff was just developing his recursive view of critical points, according to which behaviour at one level generated behaviour at a higher level, which would come to a limit in the manner you describe. Kadanoff's ideas led in due course to the renormalisation group.
Secondly, as regards the mathematical side, in the discussion of my own essay earlier today I posted the idea that we need to get used to the fact that at the deeper levels nature is biological and very messy, with quantitative maths rarely seen. But has since occurred to me that we need to look further and train ourselves to see it in Ilexa Yardley's terms, which I talked about a bit in my FFP15 lecture, which can be viewed at https://youtu.be/-Bv5vsZzX6Q. She speaks of a highly complex structure involving entities, systems and processes, perhaps hierarchical though she says it is wrong to view any hierarchy as linear. But anyway she sees all this structure as aspects of circle, itself viewed in a complicated way, but we can perhaps pick up particular aspects such as (a) the cycle (temporal aspect) and (b) rotation about an axis getting us back to the start (spatial aspect). It is also in some aspect the source of regularity in nature, possibly related to the fact that repetition, when it can happen, develops skills. Ilexa would argue that circle is the most fundamental aspect of mathematics, citing in effect how our concepts get more and more complex through the way systems develop. I think when one fully learns to see things the way she does this will make sense. If these comments don't make sense, think about elementary maths, e.g. set theory with its Venn diagrams made up our of circles, and then understanding sets of numbers by seeing unit things as sets.