Curt Doolittle

Category: Human Behavior and Cognitive Science

  • PREFERENCE VS AESTHETICS we know the logic of aesthetics its the first problem i

    PREFERENCE VS AESTHETICS

    we know the logic of aesthetics its the first problem i solved. but while we can judge all aesthetics just as all art, we cannot say much about preference other than it satisfies some demandor other. so you are confusing aesthetics and preference. you may demonstrate a preference for some style, and this just means you have bad taste, or have habituated a bad taste. but we cannot claim your bad taste violates any reciprocity unless you claim it a common good.

    taste is just the interaction of ignorance(skill) vs habit vs symbolism.

    Source date (UTC): 2018-04-23 18:22:00 UTC

  • Or you can simply look at it as (((they))) are all cognitively female, and that

    Or you can simply look at it as (((they))) are all cognitively female, and that (((they))) are just the most evolved version of “Sh– Tester” (females), and we need to correct both problems.

    Which is how I look at it.

    Source date (UTC): 2018-04-23 15:43:00 UTC

  • um. the way to think about it is that undergraduate university is serving the fu

    um. the way to think about it is that undergraduate university is serving the function of trade school, and grad school is now university level. And this does mirror the Iq distribution. So we have just switched from cheap trade schools (physical), and cheap colleges (clerical) to large expensive universities and moved what used to constitute university education up into the graduate level (and in some cases the phd).

    Source date (UTC): 2018-04-23 12:22:00 UTC

  • THE ONLY ENEMY IS IN THE MIRROR Never let people get away with irreciprocal judg

    THE ONLY ENEMY IS IN THE MIRROR

    Never let people get away with irreciprocal judgement of others. Start complaining about others only after you have exhausted analysis of your own failings. This is what I tell to white people as well. We are unhappy because we expect others to do other than pursue their reproductive strategies – yet this in itself is illogical. The question is always, not why does a competitor harm you, but why are you too weak and incompetent to fend off a competitor? The only enemy is in the mirror. The strong and capable have no enemies because they have defended against those enemies.

    0 – Yes the asian states are (filthy) dirty places, which is why westerners must (a) get shots, (b) are told “not touch anything that isn’t you”, and (c) are told not to eat or drink anything that a ‘Mohammed’s hands could touch’, and (d) india in particular but china as well produces such an extraordinary range of birth defects that are not due to inbreeding and incest – which are the cause of extraordinary birth defects in the arab and muslim worlds.

    1 – yes these states are backward by nature. Hence the difference in corruption between ukraine, russia, india, and china. They are all very corrupt.

    2 – Anglo revenue is from (a) reliable (non-corrupt) courts and the social and political superiority that arises from non-corrupt courts, (b) technological superiority that arises from the wealth of superior social and juridical non-corruption, (c) consumer consumption, and particularly consumer consumption of of housing. Our military is a money-losing proposition other than for preventing a non-market volatility of petroleum which has replaced agrarian territory as the most influential determinant of the wealth of advanced nation states.

    3 – Anglos have made a great deal of their wealth dragging the primitive world out of superstition, ignorance, poverty, hard labor, hunger, starvation, disease, child mortality, early death, tyranny, and the vicissitudes of nature. Anglos have spent a great deal of their wealth (a) preventing communism, (b) and now preventing islamism, and (c) we will probably have to prevent chinese authoritarianism if we are not careful. And worse we have committed near self destruction out of foolish charitability in immigration.

    4 – The question is, since we have seen chinese colonization, russian colonization, french colonization, spanish colonization, dutch colonization, and inter-african colonization, and it was possible to conquer the world or even commit genocide on the entire planet – that is the opportunity cost.

    In other words, you could be colonized by the chinese, russians, mongols, turks, muslims. The question is not why these people colonize you. It is why you are so weak demographically, culturally, economically, politically, and militarily, that they can?

    Which is what I say to white men. If we are being colonized the only reason we are colonized is because we are too weak to prevent it.

    Source date (UTC): 2018-04-23 12:16:00 UTC

  • Nassim: I think the common effeminate male, does not understand that arrogance i

    Nassim: I think the common effeminate male, does not understand that arrogance is a rhetorical device by those with Agency, just a empathy is a device used by those who lack it. Taunts bait pretenders from a position of confidence. It deprives them of pretentious virtue signals.

    Source date (UTC): 2018-04-22 19:23:22 UTC

    Original post: https://twitter.com/i/web/status/988136196432973824

    Reply addressees: @nntaleb

    Replying to: https://twitter.com/i/web/status/988053012450037760

    IN REPLY TO:

    @nntaleb

    Imbecile, who is attacking “science” and “experts”? https://t.co/glwEgBtvrH

    Original post: https://twitter.com/i/web/status/988053012450037760

  • “If masculinity were truly toxic what does that say about the 53.2 million copie

    —“If masculinity were truly toxic what does that say about the 53.2 million copies of “50 Shades of Grey” purchased by females?”—James Santagata

    Source date (UTC): 2018-04-22 18:42:00 UTC

  • Simplify Education and Increase Socialization

    Roughly speaking, about 1/4 of people should go through STEM university training, and the rest should graduate high school able to work. The problem is that we teach nonsense after 6th grade. Roughly half of all educational hours are wasted. In my understanding we should enter people into the workforce between 12 and 14 given their rate of maturity, and teach life tools a few hours a day: money, accounting, economics, basic contracts. In fact, it’s very interesting that we teach all the sciences OTHER than the one that is most important: COOPERATION. Instead of cooperation we teach SUBMISSION. If we were to do this we would extend work lives, and reverse infantilization, as well as all but eliminate the difficulty entering the work force. We would have vast programs of teaching-in-the-workplace at very low wages, and produce the highest skilled people in the world. We could have fully socialized people, a more competente work force, have children in our late teens and twenties, and far lower costs.

  • Simplify Education and Increase Socialization

    Roughly speaking, about 1/4 of people should go through STEM university training, and the rest should graduate high school able to work. The problem is that we teach nonsense after 6th grade. Roughly half of all educational hours are wasted. In my understanding we should enter people into the workforce between 12 and 14 given their rate of maturity, and teach life tools a few hours a day: money, accounting, economics, basic contracts. In fact, it’s very interesting that we teach all the sciences OTHER than the one that is most important: COOPERATION. Instead of cooperation we teach SUBMISSION. If we were to do this we would extend work lives, and reverse infantilization, as well as all but eliminate the difficulty entering the work force. We would have vast programs of teaching-in-the-workplace at very low wages, and produce the highest skilled people in the world. We could have fully socialized people, a more competente work force, have children in our late teens and twenties, and far lower costs.

  • Teaching by Discourse

    Teaching: Some Read, Some Narrate, Some Speak, Some Preach, Some Interrogate, and Some Discourse. I teach by discourse, which is very suitable for Seminars. And honestly it is the only way I know how to teach – by guided storytelling. (I learned how to teach and manage by playing dungeons and dragons – really.) However, it is extremely difficult for me to read and speak at the wall, and interrogation is counter-productive. So the principle problem I have been having, now that I am ready to produce courses, is that I can’t actually present well without the ‘class’ (Audience). And the reason is I tailor my storytelling to the audience and their feedback. I can even work well in interview conditions. But without ‘responsiveness’ of an audience I find it almost impossible. Had I moved to London (or ny, or atlanta) instead of taking care of an ill family member I could easily put together a seminar and use that as the basis for videos. And I find it difficult to write without having first taught it. So (thinking out loud) I’m going to see if I an put together some sort of substitute. All in all I’m ‘done’ except for editing. But editing this density of text on this range of topics without practice ‘storytelling’ is actually very hard for me for reasons familiar to most authors – ‘to whom am I speaking’ will devolve into ‘myself’ and that is very hard for everyone other than me to understand. This problem has been dogging me since I left ukraine and the (wonderful) studio we had there.

  • Teaching by Discourse

    Teaching: Some Read, Some Narrate, Some Speak, Some Preach, Some Interrogate, and Some Discourse. I teach by discourse, which is very suitable for Seminars. And honestly it is the only way I know how to teach – by guided storytelling. (I learned how to teach and manage by playing dungeons and dragons – really.) However, it is extremely difficult for me to read and speak at the wall, and interrogation is counter-productive. So the principle problem I have been having, now that I am ready to produce courses, is that I can’t actually present well without the ‘class’ (Audience). And the reason is I tailor my storytelling to the audience and their feedback. I can even work well in interview conditions. But without ‘responsiveness’ of an audience I find it almost impossible. Had I moved to London (or ny, or atlanta) instead of taking care of an ill family member I could easily put together a seminar and use that as the basis for videos. And I find it difficult to write without having first taught it. So (thinking out loud) I’m going to see if I an put together some sort of substitute. All in all I’m ‘done’ except for editing. But editing this density of text on this range of topics without practice ‘storytelling’ is actually very hard for me for reasons familiar to most authors – ‘to whom am I speaking’ will devolve into ‘myself’ and that is very hard for everyone other than me to understand. This problem has been dogging me since I left ukraine and the (wonderful) studio we had there.