Curt Doolittle

Category: Business, Organization, and Management

  • The Method to The Madness: Our Division of Labor

    May 6, 2020, 11:01 AM

    —“I’ve not spent much of my life in “nerdland” so it’s interesting to observe the language and the operational detail/ complexity in your replies to me. It’s both fascinating and bewildering at the same time. … I am trying to reserve judgment on this form of communication as Curt obviously thinks it’s important for matters of P law and warrantied speech moving forward. It’s not that it’s not decipherable, I simply automatically find myself translating it into plain speech that is much more compact and universally understandable.”—by Stephen Wells

    That’s a good thing. 😉 a) you can tell others in plain language, but; b) if someone comes along with a sophism or deceit you know that there is more behind it than simple language. Think of it this way:

    P is math. Carpenters work by rules of thumb. We falsify false rules of thumb with math. My job and P’s job is to prevent false rules of thumb. Your job is to spread true rules of thumb. Together we win. hugs

  • Guilds and Managerial Class?

    Guilds and Managerial Class? https://propertarianism.com/2020/05/27/guilds-and-managerial-class/

    Source date (UTC): 2020-05-27 17:36:41 UTC

    Original post: https://twitter.com/i/web/status/1265698451850792960

  • Guilds and Managerial Class?

    Oct 12, 2019, 8:12 PM by Bill Joslin Guilds acted as a counter balance to managerial classes. A manager didn’t obtain trade or craft specific knowledge. When asking a craftsman “how long for this?” or “how much material for that?”,the manager stood at the mercy of the craftsman’s knowledge. The manager had no way of calculating if the craftsman lied or not. In this relationship, the craftsman and guilds they belonged too, could use this barrier of knowledge to protect their own interests (or to abuse managerial ignorance) the introduction of stop-watch managers allowed the managerial class to break down the craftsman skill into menial tasks any 200 pound gorilla could perform with minimal training or knowledge. (mechanization did this too) this transferred productivity from skilled workers to unskilled workers and broke down the barrier of knowledge that counter balanced managerial incentives. It also transferred productivity from the middle to the lower classes. …and the result was a void in protecting worker interests. marx then applies lower class preference for sour grapes to inter class negotiation… and underclass, left unable to protect their interests because they had nothing to trade (skill) in negotiation with their uppers, lapped it up. The trade unions, armed with marxist sophistry, filled the gap which was left by the destruction of the guilds and traditional craftsman knowledge.

  • Guilds and Managerial Class?

    Oct 12, 2019, 8:12 PM by Bill Joslin Guilds acted as a counter balance to managerial classes. A manager didn’t obtain trade or craft specific knowledge. When asking a craftsman “how long for this?” or “how much material for that?”,the manager stood at the mercy of the craftsman’s knowledge. The manager had no way of calculating if the craftsman lied or not. In this relationship, the craftsman and guilds they belonged too, could use this barrier of knowledge to protect their own interests (or to abuse managerial ignorance) the introduction of stop-watch managers allowed the managerial class to break down the craftsman skill into menial tasks any 200 pound gorilla could perform with minimal training or knowledge. (mechanization did this too) this transferred productivity from skilled workers to unskilled workers and broke down the barrier of knowledge that counter balanced managerial incentives. It also transferred productivity from the middle to the lower classes. …and the result was a void in protecting worker interests. marx then applies lower class preference for sour grapes to inter class negotiation… and underclass, left unable to protect their interests because they had nothing to trade (skill) in negotiation with their uppers, lapped it up. The trade unions, armed with marxist sophistry, filled the gap which was left by the destruction of the guilds and traditional craftsman knowledge.

  • Writing Nonfiction Books

    Writing Nonfiction Books https://propertarianism.com/2020/05/27/writing-nonfiction-books/

    Source date (UTC): 2020-05-27 16:52:29 UTC

    Original post: https://twitter.com/i/web/status/1265687328141475841

  • Writing Nonfiction Books

    Oct 17, 2019, 3:55 PM It’s very unlikely you can write a book. It’s likely you can write a paper. Its likely if you can write a series of papers that you can combine them into a book. Most of the time a paper is sufficient for a book. A book merely provides a set of historical examples, or hypothetical examples, that illustrate the sequence of dependencies on the one and and applications on the other. So, learn to write arguments (2pp). Then combine arguments into a paper (20pp), then papers into a book (200pp+). Most authors write books to document their learning experience. This is different from pretense that you have a problem figured out until you have finished your learning experience, accumulated sets of arguments, sets of papers (arguments in context) and can combine them into a book (narrations of examples past and potential that illustrate each argument and paper). There is a reason all libertarian books are introductory. There is a reason all feminist and anti-western authors write in postmodern prose. There is a reason philosophy is written in rationalism rather than the law of reciprocity. So that they can lie. Conversely, there is a reason hard science is written in operational language – so they cannot lie. cheers

  • Writing Nonfiction Books

    Oct 17, 2019, 3:55 PM It’s very unlikely you can write a book. It’s likely you can write a paper. Its likely if you can write a series of papers that you can combine them into a book. Most of the time a paper is sufficient for a book. A book merely provides a set of historical examples, or hypothetical examples, that illustrate the sequence of dependencies on the one and and applications on the other. So, learn to write arguments (2pp). Then combine arguments into a paper (20pp), then papers into a book (200pp+). Most authors write books to document their learning experience. This is different from pretense that you have a problem figured out until you have finished your learning experience, accumulated sets of arguments, sets of papers (arguments in context) and can combine them into a book (narrations of examples past and potential that illustrate each argument and paper). There is a reason all libertarian books are introductory. There is a reason all feminist and anti-western authors write in postmodern prose. There is a reason philosophy is written in rationalism rather than the law of reciprocity. So that they can lie. Conversely, there is a reason hard science is written in operational language – so they cannot lie. cheers

  • Teaching Is a Three Year Vocational Program.

    Nov 10, 2019, 3:33 PM TEACHING IS A THREE YEAR VOCATIONAL PROGAM. 1 – Year Instruction Teachable Skills: +Planning, Continuous Revision. +Lesson Instruction (Teaching) +Assessment (where are my kids) Requires Natural Talent: +Environment (managing the classroom for learning) +Mentoring Teachers – Not to TEACH, but to filter people. 1 – year student teaching (apprenticeship) 1 – year mentored teaching (apprenticeship) Fundamental Problems: (a) teachers spend too much time alone. (b) they are not permitted to create order. (c) there are a limited group of people who can maintain their interest in running a classroom. (d) the method of reforming teaching will require radical reform of the method so that it consists of competitive games and includes multiple overlapping grades, and to decrease pressure on programming (indoctrination) and more emphasis on multiple-exposures over time.

  • Teaching Is a Three Year Vocational Program.

    Nov 10, 2019, 3:33 PM TEACHING IS A THREE YEAR VOCATIONAL PROGAM. 1 – Year Instruction Teachable Skills: +Planning, Continuous Revision. +Lesson Instruction (Teaching) +Assessment (where are my kids) Requires Natural Talent: +Environment (managing the classroom for learning) +Mentoring Teachers – Not to TEACH, but to filter people. 1 – year student teaching (apprenticeship) 1 – year mentored teaching (apprenticeship) Fundamental Problems: (a) teachers spend too much time alone. (b) they are not permitted to create order. (c) there are a limited group of people who can maintain their interest in running a classroom. (d) the method of reforming teaching will require radical reform of the method so that it consists of competitive games and includes multiple overlapping grades, and to decrease pressure on programming (indoctrination) and more emphasis on multiple-exposures over time.

  • King of The Hill Works

    King of The Hill Works https://propertarianism.com/2020/05/27/king-of-the-hill-works/

    Source date (UTC): 2020-05-27 04:25:37 UTC

    Original post: https://twitter.com/i/web/status/1265499375419174914