Source: Facebook

  • “The current institutions of “science” are inherently stagnant and political, in

    —“The current institutions of “science” are inherently stagnant and political, instead of innovative and impersonal. Why should we ever expect government-funded teachers writing articles for journals that no one buys (except the very universities that employ the teachers), whose editorial staff are the very same teachers who write the articles, to ever replace current, flawed theories with new, expensive ideas?”—Michael Andrade


    Source date (UTC): 2017-06-29 19:57:00 UTC

  • LIFE IS HARD FOR VERY SMART PEOPLE (from elsewhere) Great piece. I found childho

    LIFE IS HARD FOR VERY SMART PEOPLE

    (from elsewhere)

    Great piece. I found childhood brutal in many ways. It was very hard to be happy. As an adult it is hard to be happy.

    1) BEST ADVICE I DIDN’T GET: “Don’t do it their way.” I have an orthogonal frame of reference: everything is easy. So I teach myself. I teach myself at my own rate. And usually one subject at a time. I work more slowly but grasp at far deeper depth. Everyone else is wasting my time. And all the great teachers are available in the great books in the library. The rest are very poor substitutes.

    2) BEST ADVICE I DID GET: “We are a tiny minority. It’s their world, not ours. Help them navigate it. But don’t expect them to change, or it to change.”

    3) BEST ADVICE I GAVE MYSELF: “Love others like they are children. Enjoy them. Do not try to control them or improve them. Let them learn about the world. If they ask, help them ‘just enough’. As a general rule try to compliment or help everyone you meet – in their way, not what you want to in your way. They will like you back for it.”

    4) MOTIVATION: “Women”. I’m a competitor. I like women, good food, money, time-to-think, and power to do what I wish. So I had to learn those ‘ordinary’ skills. I had to ‘learn to try’ not in intellectual but social matters. And it paid off. I think this is a better direction for the hyper intelligent to pursue than additional mastery of additional fields of little potential return. It’s in the mastery of the ordinary that most of us find our only substantive challenge, and one that produces the most substantial rewards. The lost potential in the very smart is caused by their free riding on intellectual matters and never solving the most important one.


    Source date (UTC): 2017-06-29 19:43:00 UTC

  • “But everything in the universe fits together!!!”— If the universe has taught

    —“But everything in the universe fits together!!!”—

    If the universe has taught us anything, it’s that it operates by the most simple rules possible.

    My money currently is on something similar to E8 which consists of different states of excitability of ‘aether’: ‘some single unnamed field’, that I presently assume somehow constitutes spacetime itself. Not that I have any reason to think so. It’s just the only solution I know of that doesn’t depend on patterns of error that we humans seem to demonstrate in every era. Hopefully we will see some revisionary progress in our lifetimes.

    Everything fits together because the universe consist most likely of just one thing in different and somewhat equilibrial states of excitement, and therefore everything is constructed from a set of four forces with eight poles, and a just a whole lotta layers of puzzle pieces using that very simple set of ‘legos’.

    Which is what one would expect. Dead simple. I mean. Look at everything we can create with the number “1”. All of mathematics. Look at what we can create with the binary number system 1/0. Look at all the universe can create with the periodic table of the elements.

    I dunno. It all seems pretty simple to me. And the math says that there are zillions of other possible arrangements of those forces that would produce very different ‘constants’ and very different universes. Although I suspect the universe can’t ‘unwind’ (expand) in any other possible arrangements.

    All that is required to produce the universe using very, very, simple processes is an aether (field) that is compressed very tightly, uncompresses, and recompresses, and that there are only so many states that this aether can uncompress in and maybe just one that it compress in (gravity?).

    The common human error is that we have a very hard time with multiple dimensions of causality and equilibria. So that is where I put my money. On a very simple set of additional dimensions of causality. And there is something ‘wrong’ with how we are approaching the standard model. And I am not gonna, at this point in my life, going to switch from natural law, to mathematical physics. And there are plenty of smarter guys than I am already working on it (I assume.)

    Why it all works as it does just seems like it is going to take a lot of work to figure out if for no other reason, than running experiments that wind up space takes far more energy than we are able to manipulate. It’s one thing to accelerate particles, and another to bend space time. Although, I suspect, if we ever figure that out, it’s gonna be freaking awesome. I mean, electricity generation means winding and unwinding space time, right? Imagine we can wind and unwind other forces in the universe besides the EMR spectrum.

    Ohh, baby. 😉


    Source date (UTC): 2017-06-29 17:43:00 UTC

  • LIST OF OPEN PROBLEMS IN PHYSICS by Mohan Rao The public has no idea that there

    LIST OF OPEN PROBLEMS IN PHYSICS

    by Mohan Rao

    The public has no idea that there is a huge problem in physics – the Standard Model theories are actually based on an utterly false foundation.

    Here are the biggest problems in physics.

    1. 122 orders of magnitude difference (10 to the power of 122) between the Cosmological Constant (dark energy or vacuum energy at the cosmological scale thought to be responsible for the expansion of our universe) and the quantum vacuum density (the energy density at the Planck scale — Planck density)

    2. The inconsistency between quantum forces (especially the Strong Force) and cosmological forces, primarily gravity, which is currently thought of as far too weak at the large scale to address the magnitude of the Strong Force. Hence they have been seen as having different origins, neither of which is explained.

    3. What is the source of Mass and therefore, Energy, since the two are convertible through Einstein’s E=mc2 formula?

    4. What determines the Speed of Light, that physics deems to be the ultimate “speed limit” of the physical universe?

    5. What is the “missing mass-energy” of the universe, called Dark Matter and Dark Energy, that’s currently required to explain large-scale dynamics of galactic structures and the expansion of the universe?

    6. Why the disparity of the mass of the Planck and the mass of the proton relative to their size (i.e. the Hierarchy problem between the Planck the proton and thus gravity).

    7. What is the mechanism and the source of energy that produces spin for both the cosmological scale in the universe and the quantum scale?

    8. What enables atoms and their constituent components (protons, electrons, etc) to remain spinning indefinitely with no known cause or explanation as to why they’re not slowing down due to inertia and entropy?


    Source date (UTC): 2017-06-29 17:31:00 UTC

  • ABSOLUTELY TRUE OR TRUE? —“Is the term ‘absolutely true’ necessary? Or, is the

    ABSOLUTELY TRUE OR TRUE?

    —“Is the term ‘absolutely true’ necessary? Or, is the use of ‘absolutely’ extraneous?”– A Friend

    Great Question.

    Well, it’s extraneous in fact among professionals. But the problem is we use ‘true’ in the vernacular as a general category conflating all sorts of claims (including ‘true for me’ – which is absurd).

    So when I hear it I understand that you mean “Truth Proper” as in “analytic truth” in logic and mathematics, “Ideal Truth” when in the context of rational statements, and “Truthful” when in the context of the physical sciences.

    And I suspect most people who have some skill in this field would do the same if you gave them a survey, and asked “if I say the words Absolutely True’ does that mean (a, b, c, d).” And if you asked that question in giving a statement that conveyed the context I’m pretty sure again that they would choose the right ‘true’ accordingly.

    I think this is the right answer. It is unnecessary (and possibly confusing) when talking both in context, and to professionals in each discipline.

    The problem is that we often speak in audiences that do not know the difference in parsimony between analytic, ideal, and scientific truth. And we have some in our audiences that live under the postmodern influence that ‘what works’ to achieve my ends is ‘true’.


    Source date (UTC): 2017-06-29 16:58:00 UTC

  • A LOT OF TRUTH SCIENTIFIC METHOD (DUE DILIGENCE FOR TRUTH) Truth as used in scie

    A LOT OF TRUTH

    SCIENTIFIC METHOD (DUE DILIGENCE FOR TRUTH)

    Truth as used in science : the study of the elimination of ignorance, error, bias, wishful thinking, suggestion, obscurantism, fictionalism, and deceit) by the construction of physical and logical methods of measurement that reduce the imperceptible and incomparable and undecidable to that which is perceivable, comparable, and decidable given the limits of human ability.

    D]EFINITIONS OF TRUTH.

    1 – [T]RUTH: That testimony (description) you would give, if your knowledge (information) was complete, your language was sufficient, stated without error, cleansed of bias, and absent deceit, within the scope of precision limited to the context of the question you wish to answer; and the promise that another possessed of the same knowledge (information), performing the same due diligence, having the same experiences, would provide the same testimony.

    2 – [T]RUTHFULNESS: that testimony (description) you give if your knowledge (information) is incomplete, your language is insufficient, you have performed due diligence in the elimination of error, imaginary content, wishful thinking, bias, and deceit; within the scope of precision limited to the question you wish to answer; and which you warranty to be so; and the promise that another possessed of the knowledge, performing the same due diligence, having the same experiences, would provide the same testimony.

    3 – [H]ONESTY: that testimony (description) you give with full knowledge that knowledge is incomplete, your language is insufficient, but you have not performed due diligence in the elimination of error and bias, but which you warranty is free of deceit; within the scope of precision limited to the question you wish to answer; and the promise that another possess of the same knowledge (information), performing the same due diligence, having the same experiences, would provide the same testimony.

    4 – [D]emonstrated Preference: – Evidence of intuition, preference, opinion, and position as demonstrated by your actions, independent of your statements.

    5 – [P]reference (rational expression) : a justification of one’s biases (wants).

    6 – [P]osition: (criticism) – a theoretical statement that survives one’s available criticisms about external questions.

    7 – [O]pinion: (justificationism) – a justified uncritical statement given the limits of one’s knowledge about external questions.

    8 – [I]ntuition: (sentimental expression) – an uncritical, uncriticized, response to information that expresses a measure of existing biases (priors).

    THE DEMAND FOR TRUTH

    1 – True enough to imagine a conceptual relationship

    2 – True enough for me to feel good about myself.

    3 – True enough for me to take actions that produce positive results.

    4 – True enough for me to not cause others to react negatively to me.

    5 – True enough to resolve a conflict without subjective opinion among my fellow people with similar values.

    6 – True enough to resolve a conflict without subjective opinion across different peoples with different values.

    7 – True regardless of all opinions or perspectives.

    8 – Tautologically true: in that the two things are equal.

    CATEGORIES OF FALSEHOOD

    1 – ignorance

    2 – error

    3 – bias

    4 – wishful thinking

    5 – suggestion

    6 – obscurantism

    7 – fictionalism (PseudoMythology/Theology, Pseudorealism/Idealism, Pseudorationalism, Pseudoscience)

    8 – deceit.

    THE SPECTRUM OF TRUE TO FALSE

    +5 – The Analytically True (Tautological). Logical

    +4 – Apodictically True (non contradictory) Rational

    +3 – The (ideally) True (most parsimonious possible in human language) Rational and Scientific

    +2 – The truthful (that which we have performed due diligence against ignorance, error, bias, wishful thinking, suggestion, obscurantism, fictionalism, and deceit, by the tests of consistency in the categorical, logical, empirical, operational, rational-incentive, reciprocal-moral, and fully accounted.)

    +1 – The truth candidate (that which we have not yet found false but have not yet fully exposed to due diligence)

    0 – The undecidable (that which we can say is neither true nor false nor possible)

    -1 – The False candidate ( which which is possible in the process of failing due diligence)

    -2 – The Falsified (that which has failed due diligence and cannot be otherwise than false.)

    -3 – The (ideally) False (the most parsimonious possible in human language)

    -4 – The Analytically False (Self Contradictory)

    DIMENSIONS OF ACTIONABLE REALITY

    1 – categorical (identity)

    2 – logical (internal consistency)

    3 – empirical ( correspondence. external consistency.)

    4 – operational (existential, temporal, experiential consistency )

    5 – rational (rational choice given incentives at the time)

    6 – moral (fully reciprocal: productive, fully informed, warrantied, voluntary transfer, free of imposition upon others by externality.)

    7 – scope (fully accounted – without cherry picking)

    DUE DILIGENCE NECESSARY FOR WARRANTY OF TRUTHFULNESS

    1) Have we achieved identity? Is it categorically consistent?

    2) Is it internally consistent? Is it logical? Can we construct a proof(test) of internal consistency?

    3) Is it externally correspondent, and sufficiently parsimonious? Can we construct a proof (test) of external correspondence.

    4) Is it existentially possible? Is it operationally articulated? Can we construct a proof (test) of existential possibility? And is it free of imaginary content when we articulate it as such?

    5) is it a rational choice by an actor at the moment in time with the information at his disposal?

    6) Is it morally constrained? Does it violate the incentive to cooperate? (Meaning, are all operations productive, fully informed, warrantied, voluntary transfers, free of negative externality of the same criterion?)

    7) Is it fully accounted? Do we account for all costs to all capital in all temporal and inter-temporal dimensions? (Have we avoided selection bias?) Can we construct a proof (test) of full accounting? (Is information lost or artificially gained?) Is it limited? Do you know it’s boundaries (falsification)


    Source date (UTC): 2017-06-29 14:35:00 UTC

  • TRUTH: ENDING SPECIAL PLEADING IN EVERY SINGLE DISCIPLINE (excerpt) So just as w

    TRUTH: ENDING SPECIAL PLEADING IN EVERY SINGLE DISCIPLINE

    (excerpt)

    So just as we prohibit special pleading in theology, just as we eliminate special pleading in philosophy, if we eliminate special pleading in logic (the study of constant properties of categories and sets), an if we eliminate special pleading in mathematics (the study of constant relations between types), we are reduced to existential (testimonial or performative) truth as used in science (the study of the elimination of ignorance, error, bias, wishful thinking, suggestion, obscurantism, fictionalism, and deceit) by the construction of physical and logical methods of measurement that reduce the imperceptible and incomparable and undecidable to that which is perceivable, comparable, and decidable.”


    Source date (UTC): 2017-06-29 14:16:00 UTC

  • I LOVE IT WHEN PEOPLE CHALLENGE ME IN MATH AND LOGIC USING SPECIAL PLEADING. 😉

    I LOVE IT WHEN PEOPLE CHALLENGE ME IN MATH AND LOGIC USING SPECIAL PLEADING. 😉

    —“We are talking about logic and mathematics; areas where American low quality of education and rhetoric is irrelevant.

    All Statements are: (either True or False)

    Whether a statement is undecidable in a system is irrelevant; it is still a statement and thus either T or F. End of story

    No amount of poor education from you; knowing no significant logic or mathematics will change that.

    As an aside if you foolishly imagine that all of math is either trivial or tautologous then why have you not presented your proofs of : Fermat’s last theorem, The Continuum Hypothesis, Goldbachs Result

    I will tell you. It is because you do not even have a high school level of competence and your poor education is devoid of any significant logic and mathematics.”—- Robert Mosimann

    CURT’S RESPONSE

    That is very interesting because I have a far greater grasp of these things than you do, I am certain. Much of my work involves the falsification of the special pleading employed in mathematics and logic – and particularly the logic of ordinary language.

    Is it true that all statements can be demonstrated to be true or false? No. Because a proposition or statement must be decidably true or decidably false, otherwise it is undecidable. And if you understood Kripke in philosophy, and Goedel in mathematics, and even Poincare, Hilbert, Brouwer in math, and Bridgman in physics (and even Mises in economics) then you would know that. And that’s before we bring in Turing.

    Decidably true, and Decidably false both require our ability to decide

    The trope: [everything in this box is false] is undecidable. It is not true. It is not false. It is undecidable.

    So you might engage in special pleading (making excuses) which is common in philosophy, logic, and mathematics, but you cannot testify that an undecidable statement is false without employing special pleading and therefore falsifying your statement.

    At best, you can say, “In logic we are concerned only with deductibility, and we can only deduce from true(not false, not undecidable) statements, and therefore out of convention we attribute to the statement itself, that which is a property of its use in deducibility (service as a premise).”

    So just as we prohibit special pleading in theology, just as we eliminate special pleading in philosophy, if we eliminate special pleading in logic (the study of constant properties of categories and sets), an if we eliminate special pleading in mathematics (the study of constant relations between types), we are reduced to existential (testimonial or performative) truth as used in science (the study of the elimination of ignorance, error, bias, wishful thinking, suggestion, obscurantism, fictionalism, and deceit) by the construction of physical and logical methods of measurement that reduce the imperceptible and incomparable and undecidable to that which is perceivable, comparable, and decidable.”

    4 – The Analytically True (Tautological).

    3 – The (ideally) True (most parsimonious possible in human language)

    2 – The truthful (that which we have performed due diligence against ignorance, error, bias, wishful thinking, suggestion, obscurantism, fictionalism, and deceit, by the tests of consistency in the categorical, logical, empirical, operational, rational-incentive, reciprocal-moral, and fully accounted.)

    1 – The truth candidate (that which we have not yet found false but have not yet fully exposed to due diligence)

    0 – The undecidable (that which we can say is neither true nor false nor possible)

    -1 – The False candidate ( which which is possible in the process of failing due diligence)

    -2 – The Falsified (that which has failed due diligence and cannot be otherwise than false.)

    -3 – The (ideally) False (the most parsimonious possible in human language)

    -4 – The Analytically False (Self Contradictory)

    The question then, is why does one need to employ and defend special pleading other than to hide behind a veil of ignorance or deceit?

    Curt Doolittle

    The Propertarian Institute

    Kiev, Ukraine


    Source date (UTC): 2017-06-29 14:16:00 UTC

  • ON MONARCHS AND MONARCHY VS THEIR ABSENCE With Bill Joslin ==REACTIONS== —“Thi

    ON MONARCHS AND MONARCHY VS THEIR ABSENCE

    With Bill Joslin

    ==REACTIONS==

    —“This [post] is like Filmer vs Locke, but massively upgraded.”—Oliver Westcott

    —“Artfully articulated Curt. A fundamental post.”—Jim Leis

    ==REACTIONS==

    THE DISCUSSION:

    –“Whether our current models or monarchy, we’ve managed the Commons via rule of law. “— BIll Bill Joslin

    Well, we’ve managed them by rule by legislation, not rule of law. The difference between the ‘liberal’ and ‘monarchical’ order is reducible to the limitation of the monarchy by the common law, and the end of limitation of bourgeoise and the proletariat by the common law. In other words democracy sought to legitimize an END to rule of law, and its replacement with ‘whatever a majority can get away with’.

    But I think you mean rule by legislation and so I get your point.

    —“In our current models, this makes regulation, legislation a product for sale (incentive for parasitism upon the commons).”—

    Yes.

    —“With monarchy an incentive for coercion (incentive for predation).”—

    Incomplete sentence. Not sure I can guess what you intend. Monarchy has an incentive for predation? How would we measure that? How would we compare the consequences of the constitutional monarchies vs the constitutional republics?

    —“Deconflating management of the commons from rule of law (application of force upon the polis) would close the doors to both applications of natural law (humans responding to incentives) which run counter to cooperation or result in cooperation which inspires distrust and retaliation.”—

    I think I understand. Deconflating Government(commons) from judiciary(rule of law) restores the separation of rule of law (decidability in matters of dispute), from enforceable contract (legislation), so that legislation cannot circumvent rule of law (under natural law).

    —“The VC model, IMO, demonstrates advantage because it separates management from the rule (distribution of capital)… All things requiring applications of force stay in the hands of the judiciary (judicial supremacy) separated from the management of the commons – managers would be held accountable via the granting or removal of budgets based on their performance. “—

    Well, yes, but, I tend to think of it as solving the problem of calculability (accountability and measurement), as well as converting from a ‘redistribute the spoils of the private sector under the windfall of colonialism’, to ‘how can we invest in creating returns in the absence of the windfalls of colonialism?” In other words it converts a government from profiting from conquest and immigration to profiting from increases in knowledge, invention, and productivity.

    So we end up with an empirical organization very similar to the german princedoms. Which is the same conclusion Hoppe came to. Albeit with his Jewish/Rousseauian vision of man.

    —“No more lawmakers – only one law – natural law by which restitutions and punishments are written and rewritten by judges – legislation branches simply become a management staff with no power over the law (only over application of the budget). If they f#ck up, pull their budget (fire them) and give it to the more capable. Establish measures of performance based on the quality of the commons (high-trust vectors like degree of crime, the strength of an economy, degree of polis engagement), peg the budget based on the mean production of the polis (say 20-30% of GDP) – pay managers based on the mode income of the polis. All three provide incentives to increase trust, trade and production of the entire society. “—

    Yes.

    —“The first principle of any commons creation or preservation is the degree by which it aids in developing agency of the polis (education, critical thinking, physical health, emotional maturity, group loyalty, tendency to cooperate).”—

    Yes.

    —“Crap food may increase trade and GDP, but impacts good health. Crap cultural products (music, literature, entertainment) may increase trade and GDP but destroys social values, intellect and aesthetic values etc. Miley Cirus would be locked up and Lindsay Sterling or Jenny Wu supported etc. Drinking drugs and porn may increase trade and GDP but dissolve sociability, agency etc, and would be outlawed.”—

    This is a choice. From my perspective, if it’s inside the home and invisible to others it doesn’t matter, but it cannot be present in the commons, yes. The more park-like we can make the commons, and the more ‘impulse’ is confined to the privacy of the home, the better.

    —“The only way a monarch would provide the above is if that particular monarch chose to operate that way and this to me seems to be precarious and unstable.”—

    Not really sure what your definition of monarch is. A christian monarch was always bound by both church, common law, and competitors. And perhaps I am more conscious of (excellent) german princedom’s than (absurd) french monarchy. And it is the former, Lichtenstein, England, Denmark, I am using as my model of ‘monarch’. A judge of last resort. Not a manager.

    The problem is judge of last resort domestically and internationally. In other words, group processes regularly fail, and so Veto and Pardon (both via-negativas) must protect against the people’s fashion and the powerful’s folly.

    I have seen what has happened with monarchies and those without them and the jury of history is clearly on the side of an individual rather than a group (oligarchy), or a larger group (political class), or an even larger group (priestly caste). If for no other reason than an individual judge of last resort is easier to limit.

    However, I would prefer (although I understand others might not) a well-funded monarchy whose objectives were largely ritual and charity. Primarily because it denies the usurpation of that role at the top of the status hierarchy to others with renter’s incentives rather than owner’s incentives.

    —“Instead of partially abstracting ruling roles (like the Buddhists do by having their leaders assume the role of an archetype) we should fully abstract(institutionalise, incorporate) these function away from the individual which may assume the role and insulate the functions from arbitrary individual preferences.”—

    I think you mean, eliminate discretionary rule. And I think that it is far easier to do so if a judge of last resort exists who defends a position of pure veto and familial legacy than if the position is possible to obtain through positive incentives.

    So I see (and I think it is very hard to argue against this) that the christian monarchy under rule of law, under natural law, limited to powers of veto (and pardon – which are the same thing: negations) is a defensive position against the cunning and innovation of individuals using and abusing the processes of institutions.

    The purpose of the monarch is not to employ status and power, but to deny status and power. Not via positiva – but via-negativa.

    -Curt

    === A FEW QUOTES ===

    —“This war would never have come unless, under American and modernising pressure, we had driven the Habsburgs out of Austria and the Hohenzollerns out of Germany. By making these vacuums we gave the opening for the Hitlerite monster to crawl out of its sewer on to the vacant thrones. No doubt these views are very unfashionable….”—

    Winston Churchill, 8th April 1945.

    —“We should all bear carefully in mind the constitutional safeguards inherent in the monarchy: While the Queen occupies the highest office of state, no one can take over the government. While she is head of the law, no politician can take over the courts. While she is ultimately in command of the Armed Forces, no would-be dictator can take over the Army. The Queen’s only power, in short, is to deny power to anyone else. Any attempt to tamper with the royal prerogative must be firmly resisted.”—

    D G O Hughes, letter to The Daily Telegraph, 1st September 1998.

    —“The monarchy’s most important constitutional function is simply to be there: by occupying the constitutional high ground, it denies access to more sinister forces; to a partisan or corrupt president, divisive of the nation; or even to a dictator. The Queen’s powers are a vital safeguard of democracy and liberty.”—

    Sir Michael Forsyth, speech 26th January, 1999.

    —“Parliamentary monarchy fulfils a role which an elected president never can. It formally limits the politicians’ thirst for power because with it the supreme office of the state is occupied once and for all.”—

    Max Weber, German economist.

    —“The value of a constitutional monarchy is to provide a figurehead to embody a sense of nationhood beyond the divisions of temporal political argument. Republicans, who choose to give the impression that the British enjoy as much power as French peasants in the reign of Louis XVI, believe that in a democracy just about everything that moves has to be elected. This callow approach would result in a polarised and unpleasant society, of which the prime example is the United States.”—

    Melanie Phillips, The Sunday Times, 7th November 1999.


    Source date (UTC): 2017-06-29 12:27:00 UTC

  • CREATING ONLINE COLLEGE COURSE MATERIAL BETTER THAN OR EQUAL TO THE UNIVERSITY S

    CREATING ONLINE COLLEGE COURSE MATERIAL BETTER THAN OR EQUAL TO THE UNIVERSITY SETTING.

    PRESENTING

    The biggest problem with presenting classes is not creating a narrative: a story – especially a heroic story -, starting with characters, their problems, their journey, revelation, and consequences, and delivering it ‘theatrically’. Most of the best professors ‘over act’ or ‘stage act’ and tell a heroic story. And then teach facts, calculations(methods), and arguments (essays) in that form.

    If I had two bits of advice to teaching departments it would be a 1) restoration of the ancient art of rhetoric (acting out words – the theatre of presentation ), and I might suggest basic stage-acting courses as a requirement; and 2) the socratic method of working a student through steps.

    And I would venture that aside from writing decent lesson plans, and socratic method of inquiry into the student’s frame of mind, the primary indicator of the success of a teacher with students would be determined by the presentation quality of his or her classes.

    DELIVERING

    The biggest problem with delivering classes at scale is simply ‘covering the material’ instead of following the rule of ” here is what I’m going to tell you, here is what I’m telling you, and here is what I told you. Here is what you need to remember. Doing homework that follows ‘here is what you need to remember’. Then conducting ‘reviews’ of the past material by repeating here is what you were told, here is what you needed to remember, and then testing on it. Cycles matter. (Online language courses do this very well).

    TESTING

    The biggest problem with delivering ‘tests’ at scale, is that the questions aren’t contextual enough (wordy enough) for people with different frames of reference. Short questions lacking context do not occur in real life, and short questions favor those with good memories who share the professor’s frame of reference, rather than understanding of the subject.

    Just as grad schools give case studies, most essay questions should provide context. calculation problems while studying might be simple recitations, but on tests should be word problems when possible. And fact questions should be limited to multiple choices. So facts: multiple choices, calculations: word problems, and essay questions: should provide context.

    STAFFING

    The Biggest Problem of Staffing a class at scale is that scaling storytelling works, Scaling examples works. But scaling tutoring doesn’t work – where tutoring consists in assisting individuals in bridging frames of references – eliminating those little missing bricks of free association that make incremental understanding possible.

    Requires:

    – Professor (class),

    – Assistants (tutor),

    – Peers (discourse),

    – Test (measure)

    – Professor or Assistants (issue reward/congratulations)

    LIMITING

    The uncomfortable problem of tutoring is that without a series of prerequisite classes there is no way of limiting entry to those who bypass prerequisite work and demand remedial teaching from the professor, the tutors, and the peers. (which is what 90% of male internet chatter consists of: demand for remedial teaching);

    IN CLOSING

    In other words, it’s a bit expensive to put on a good class at scale.

    professor. one assistant(tutor) per 100 students. At least 20 to 1 class composition time. (one hour of online class takes +20 hours of production. And more likely it takes 40.)

    For a ‘college course’ we would see 45-50 hours of course material, requiring 100-150 hours of ‘study’ (practice, or reading). for the student this is a 150-200 hour commitment. For course creation, assuming you haven’t written a book already, it takes 20×50 hours or 1000 hours (six months of work) to put together an online college course.

    Which is why no one does it. Instead we get videos of classrooms, audiobook lectures, and topic-courses of 16-30 hours. ( The Learning Company has done a great job with their programs. They select some of the world’s best TEACHING professors, who already have course material, and record them teaching it. It would be interesting to know their cost of production. )

    So it’s a business venture to put out college courseware. What we have now, generally, is hobby-level production. We won’t (likely) be able to afford college course level production without online accreditation.


    Source date (UTC): 2017-06-29 11:34:00 UTC