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.
Theme: Education
-
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.
-
Roughly speaking, about 1/4 of people should go through STEM university training
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.
Source date (UTC): 2018-04-22 09:52:00 UTC
-
Teaching: Some Read, Some Narrate, Some Speak, Some Preach, Some Interrogate, an
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.
Source date (UTC): 2018-04-22 09:09:00 UTC
-
Intelligence
I think SAT’s are the best proxy we currently have in freely available data. I think they are at best useful for determining sortition for university work – in other words, they successfully fulfill their purpose. They are problematic proxies for IQ since some of us (myself included) do not really reach our biological IQ until our early twenties, and others are completed by late high school. I have very high confidence in Ravens. However, while iq traits tend to scale, in heritable IQ there is an asymmetry between Spatial and Verbal, with heritability of verbal more dependent on the mother. This is rather obvious in retrospect, and explains why some groups with high verbal performance also express higher rates of homosexuality and behavioral effeminacy.
-
Intelligence
I think SAT’s are the best proxy we currently have in freely available data. I think they are at best useful for determining sortition for university work – in other words, they successfully fulfill their purpose. They are problematic proxies for IQ since some of us (myself included) do not really reach our biological IQ until our early twenties, and others are completed by late high school. I have very high confidence in Ravens. However, while iq traits tend to scale, in heritable IQ there is an asymmetry between Spatial and Verbal, with heritability of verbal more dependent on the mother. This is rather obvious in retrospect, and explains why some groups with high verbal performance also express higher rates of homosexuality and behavioral effeminacy.
-
I think SAT’s are the best proxy we currently have in freely available data. I t
I think SAT’s are the best proxy we currently have in freely available data. I think they are at best useful for determining sortition for university work – in other words, they successfully fulfill their purpose. They are problematic proxies for IQ since some of us (myself included) do not really reach our biological IQ until our early twenties, and others are completed by late high school. I have very high confidence in Ravens. However, while iq traits tend to scale, in heritable IQ there is an asymmetry between Spatial and Verbal, with heritability of verbal more dependent on the mother. This is rather obvious in retrospect, and explains why some groups with high verbal performance also express higher rates of homosexuality and behavioral effeminacy.
Source date (UTC): 2018-04-21 09:14:00 UTC
-
The Inversion of the IQ Controversy.
THE INVERSION OF THE IQ CONTROVERSY The IQ Controversy misses the point that it is not so much exceptional ability, which exists in all groups, that is so demonstrably advantageous for the GROUP, but the relative absence of lack of ability at the bottom end that is advantageous for the group. In other words, one can raise the average IQ of a group by trying to increase the number at the top, despite regression to the mean, or one can reduce the number at the bottom thereby changing the mean to which populations regress. And while we now know that lower intelligence is the product of accumulated defects, and that higher intelligence is the produce of eliminating defects, not necessarily any particular gain, the problem should be fairly obvious in that the greatest investment peoples can make in their present and future is the suppression of reproduction in the lower classes in exchange for redistribution.
-
The Inversion of the IQ Controversy.
THE INVERSION OF THE IQ CONTROVERSY The IQ Controversy misses the point that it is not so much exceptional ability, which exists in all groups, that is so demonstrably advantageous for the GROUP, but the relative absence of lack of ability at the bottom end that is advantageous for the group. In other words, one can raise the average IQ of a group by trying to increase the number at the top, despite regression to the mean, or one can reduce the number at the bottom thereby changing the mean to which populations regress. And while we now know that lower intelligence is the product of accumulated defects, and that higher intelligence is the produce of eliminating defects, not necessarily any particular gain, the problem should be fairly obvious in that the greatest investment peoples can make in their present and future is the suppression of reproduction in the lower classes in exchange for redistribution.
-
Degree vs IQ – And Where I Get My Categories.
ROUGH DISTRIBUTION OF IQ BY DEGREE. Now, what these distributions tell us is that the Minimum IQ for university level courses (calculations) is > 120 rather than the past > 115. And That means, again, that all university degrees are nonsense under 120, and that this vast debt does nothing but indoctrinate people into the cult of the state. — Learn by invention – 130 Physics 129 Mathematics 128.5 Computer Science 128 Economics 127.5 Chemical engineering 127 Material Science 126 Electrical Engineering 125.5 Mechanical Engineering — Learn by research — 125 Philosophy 124 Chemistry 123 Earth Sciences 122 Industrial Engineering 122 Civil Engineering 121.5 Biology — Learn by reading- 120.1 English/Literature 120 Religion/Theology 119.8 Political Science 119.7 History 118 Art History 117.7 Anthropology 116.5 Architecture — Learn by instruction- 116 Business 115 Sociology 114 Medicine (nursing etc) 112 Communication (marketing) 109 Education 106 Public Administration — Learn by imitation – ( … ) to 93. — Learn by repetition- ( … ) to 85. — Limited ability to learn – ( … ) below 85 IN PRISONS AS WELL – THE BOTTOM DETERMINES THE MEDIAN —“We definitely don’t understand the entire package as far as how IQ explains the process leading to an inmate engaging in misbehavior,” Morris said. “It’s more about IQ playing a role, and that it’s not only about a particular person’s IQ, but it’s about collective IQ in an environment of confinement.”—