Theme: Grammar

  • You do not understand the language of conservatism. He is speaking moral languag

    You do not understand the language of conservatism. He is speaking moral language. Ask Jon Haidt what that means…


    Source date (UTC): 2016-03-12 15:23:09 UTC

    Original post: https://twitter.com/i/web/status/708674697517527041

    Reply addressees: @JamesFallows @delong

    Replying to: https://twitter.com/i/web/status/708432821916979201


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  • The Disciplines We Teach Frame Our Generations

    Of all the skills we can be taught the Trivium is the most important. It is the art of testimony – of teaching all children to judge the truth or falsehood of statements. Why would you no longer teach Grammar, Logic, and Rhetoric? Unless you wanted children to lie? The Trivium Gives Us Skills in Truth Telling (Not my definitions) 1) Grammar teaches the mechanics of language to the student. This is the step where the student “comes to terms”, i.e. defining the objects and information perceived by the five senses. Hence, the Law of Identity: a tree is a tree, and not a cat. 2) Logic (also dialectic) is the “mechanics” of thought and of analysis; the process of identifying fallacious arguments and statements, and so systematically removing contradictions, thereby producing factual knowledge that can be trusted. NOTE: I would replace logic with ‘testimony’. 3) Rhetoric is the application of language in order to instruct and to persuade the listener and the reader. It is the knowledge (grammar) now understood (logic) being transmitted outwards, as wisdom (rhetoric). The Quadrivium gives us Application of truth telling which is absent morality and cooperation arithmetic – accounts geometry – Spaces and distances. astronomy – Physics music – composition (Aesthetics) Note that these are all statements of measurement Philosophy and Theology ended one’s education. You can also lie in philosophy simply by choosing the standard in-group categories rather than the full set of categories. If you start with this list: Metaphysics, Epistemology, Ethics, Politics, Aesthetics. You will produce very different conclusions from this list: Existence (physics) Metaphysics (actionability) Biology (reproductive strategy) Psychology (biases and limits) Family (organization of reproduction) Epistemology and Truth (Testimony) Ethics (Logic of Cooperation) Sociology (Organization of Production) Politics and Institutions (Organization of production of commons) Group Evolutionary Strategy Warfare Economics Science and Technology. Religion and Mythology History and Aesthetics Education. Why would you write Dr Seuss instead of using our Fairy tales? The socialists lied to our people, taught our people to lie, and ended their education in defense against lying.

  • The Disciplines We Teach Frame Our Generations

    Of all the skills we can be taught the Trivium is the most important. It is the art of testimony – of teaching all children to judge the truth or falsehood of statements. Why would you no longer teach Grammar, Logic, and Rhetoric? Unless you wanted children to lie? The Trivium Gives Us Skills in Truth Telling (Not my definitions) 1) Grammar teaches the mechanics of language to the student. This is the step where the student “comes to terms”, i.e. defining the objects and information perceived by the five senses. Hence, the Law of Identity: a tree is a tree, and not a cat. 2) Logic (also dialectic) is the “mechanics” of thought and of analysis; the process of identifying fallacious arguments and statements, and so systematically removing contradictions, thereby producing factual knowledge that can be trusted. NOTE: I would replace logic with ‘testimony’. 3) Rhetoric is the application of language in order to instruct and to persuade the listener and the reader. It is the knowledge (grammar) now understood (logic) being transmitted outwards, as wisdom (rhetoric). The Quadrivium gives us Application of truth telling which is absent morality and cooperation arithmetic – accounts geometry – Spaces and distances. astronomy – Physics music – composition (Aesthetics) Note that these are all statements of measurement Philosophy and Theology ended one’s education. You can also lie in philosophy simply by choosing the standard in-group categories rather than the full set of categories. If you start with this list: Metaphysics, Epistemology, Ethics, Politics, Aesthetics. You will produce very different conclusions from this list: Existence (physics) Metaphysics (actionability) Biology (reproductive strategy) Psychology (biases and limits) Family (organization of reproduction) Epistemology and Truth (Testimony) Ethics (Logic of Cooperation) Sociology (Organization of Production) Politics and Institutions (Organization of production of commons) Group Evolutionary Strategy Warfare Economics Science and Technology. Religion and Mythology History and Aesthetics Education. Why would you write Dr Seuss instead of using our Fairy tales? The socialists lied to our people, taught our people to lie, and ended their education in defense against lying.

  • HOMO-GRAPH (written) VS HOMO-PHONE (pronounced) A HOMOGRAPH is a word that has t

    HOMO-GRAPH (written) VS HOMO-PHONE (pronounced)

    A HOMOGRAPH is a word that has the same spelling as another word but has a different sound and a different meaning:

    …lead (to go in front of)/lead (a metal)

    …wind (to follow a course that is not straight)/wind (a gust of air)

    …bass (low, deep sound)/bass (a type of fish)

    A HOMOPHONE is a word that has the same sound as another word but is spelled differently and has a different meaning:

    …to/two/too

    …there/their/they’re

    …pray/prey


    Source date (UTC): 2016-03-04 11:49:00 UTC

  • You can lie in philosophy simply by choosing the standard in-group categories ra

    You can lie in philosophy simply by choosing the standard in-group categories rather than the full set of categories.

    If you start with this list:

    Metaphysics, Epistemology, Ethics, Politics, Aesthetics.

    You will produce very different conclusions from this list:

    Existence (physics)

    Metaphysics (actionability)

    Biology (reproductive strategy)

    Psychology (biases and limits)

    Family (organization of reproduction)

    Epistemology and Truth

    Ethics (Logic of Cooperation)

    Sociology (Organization of Production)

    Politics and Institutions (Organization of production of commons)

    Group Evolutionary Strategy

    Warfare

    Economics

    Science and Technology.

    Religion and Mythology

    History and Aesthetics

    Education.


    Source date (UTC): 2016-03-04 09:09:00 UTC

  • WESTERN LANGUAGES: RELIGIOUS MYTH, MORAL POETRY, TECHNICAL (AMORAL) LAW, AND SCI

    WESTERN LANGUAGES: RELIGIOUS MYTH, MORAL POETRY, TECHNICAL (AMORAL) LAW, AND SCIENTIFIC POLITICS

    I’ll translate this passage by Roger Scruton from religio-moral poetry into scientific language:

    **The use of credit money to encourage hyper consumption makes us less directly dependent upon one another, more isolated from one another, and lacking the incentive to obtain status and self worth in the service of one another.

    We have replaced civic society with selfish society, and culture with loneliness by the use of monetary dilution as a vehicle for increasing employment and consumption at the expense of creating a civic society.***

    That’s about as scientific as you can make it.

    (My job you know: translate our victorian, enlightenment, medieval, and archaic moral language into the language of science. Whereby it can be seen to have been scientific in content all along, even if it was structured as “the poetry of moral rhetoric.”)

    Curt Doolittle

    The Propertarian Institute

    Kiev, Ukraine


    Source date (UTC): 2016-02-27 03:45:00 UTC

  • WORDS CAN BE TOOLS OR TRAPS Searching for words with which to convey one’s compr

    WORDS CAN BE TOOLS OR TRAPS

    Searching for words with which to convey one’s comprehension is very different from using words to investigate comprehension. In the first we model the universe. In the second language models our perception of it. Language can be a tool to expand truth or a prison to obscure it. Analogy and experience are discounts on communication, but they are impediments to comprehension of the universe: truth. So there is a great difference between those of us who live in verbally constructed universe, and use words to describe it, and those of us who live in the the visual universe and use words to describe it.


    Source date (UTC): 2016-02-25 01:14:00 UTC

  • CONTRADICTION IN LANGUAGE IS ONLY IMPORTANT WHEN NON CORRESPONDENT WITH REALITY

    CONTRADICTION IN LANGUAGE IS ONLY IMPORTANT WHEN NON CORRESPONDENT WITH REALITY OR MORALITY

    I love how people who play at philosophy seek a contradiction in language before they seek correspondence in reality.

    Find correspondence in reality, then reframe the statement, but do not try to make reality conform to a statement.

    We don’t speak in operational terms (true names), we speak in analogies to experience (meaning). It’s just too costly to do otherwise.

    So seek correspondence, then test the language for precision in describing what exists. If instead you try to construct what exists from mere meaning you will convince yourself that you’re cunning while demonstrating just the opposite.

    And, as a defense against your own use of imprecise and meaningful terms, make sure you can describe any concept you refer to on a spectrum from the least of it to the most of it. English is rich with precision. use it. Most often you are using an ideal type rather than a point on a spectrum. It’s this imprecision that is often the cause of conflation and consequent confusion.

    sigh…


    Source date (UTC): 2016-02-24 04:11:00 UTC

  • SPEAKING TRUTHFULLY IN MORAL LANGUAGE? (advanced topic) (from elsewhere) Numbers

    SPEAKING TRUTHFULLY IN MORAL LANGUAGE?

    (advanced topic) (from elsewhere)

    Numbers (positional names) exist quite differently from hammers. While it certainly is possible that some higher mathematics exists than a simple truth table – it is hard to conceive of such a thing. We have no discretion over numbers, whereas we have a lot of discretion over hammers.

    …sensation, synthesis, association, representation, description, hypotheses, theories, laws, logic, names, numbers, recipes, actions, constructions….

    The beauty of numbers is that if we construct a series of axiomatic statements, then all numerical consequence lies deterministically in those statements – yet these consequences are beyond our perceptions.

    The “calculator” (device), does in fact compute: perform a series of user-configurable operations according to fixed rules.

    If we mean – via Searle – that the device lacks sentience (awareness), with which experience the meaning of the performance of the operations. We must then express meaning which requires perception, memory, association, evaluation, choice. :the mixing of perception with memory, intuition, and instinct.

    But a human arranged information in the device, and the device does in fact perform operations that constitute the computation.

    And the test of this argument is that man cannot perform these operations without the aid of the device. (See Mandelbrot).

    …The information in the man’s mind.

    The actions performed by man.

    The information embodied in the construction of the device by man.

    The information entered into the device for the purpose of computation.

    The transformation of information by the device.

    The perception of the output information by the man.

    Association of the output information with the memory of man….

    The man created the tool of transformation but he did not transform it. In fact, that is why we use most such tools: we are incapable of such transformations in real time without them.

    Does an idiot savant know he is performing computations? Or is he merely reciting a series of steps that others have trained him to perform?

    Most of us lear by repetition and gain undrestanding of what it is we do only after we have learned it through repetition.

    Des that mean we do not calculate until we know the meaning of calculating?

    I tend to see these statements as a language problem originating in the attempts to use common language to make scientific statements, and nothing more. Our language evolved for justification (permission) and anthropomorphization (basic association).

    So we use analogies, nor names of analogies, or names of experiences, but not existential names: descriptions of a series of operations. This CONFLATION of common language terminology with which we convey meaning, with the attempt to produce trutfhu statemetns, results in failure. And most philosophical discourse is nothing more than the parlor game of trying to fit a term of common language into a technical one, like two puzzle pieces that clearly were not cut from the same board.

    But if we follow the information just as in economics we follow the money, we can operationally (scientifically) describe any process that transforms information.

    The colloquial tongue with which we discourse is no more suitable to speaking truthfully (operationally) than formal logic is for dinner chat.

    Why? the economics of transfer is utilitarian, and we manage exceptions, not perfect at all times. That would be an unnecessary burden.

    I remember ancient mechanical adding machines that my parents had in the shop in the 60’s and 70’s. The energy of my arm pulling the lever transformed some arrangement of numbers into other numbers – I knew not how. Today the energy stored in batteries, delivered by dc or ac current does the same.

    To say the I performed a calculation and the machine assisted me by performing computations is about as accurate in our language as we can get. Why? because the purpose of the statement is to distinguish my efforts and responsibilities from those which were not my efforts and responsibilities. Since that is the content of moral (cooperative) language: cause and accountability.

    We evolved speech to cooperate. We cooperate because it is more productive than any other individual action we can take by orders of magnitude. We evolved moral intuitions, moral language, and not unsurprisingly, justificationary argument because of the value of cooperation. And so our common language is framed for the purpose of conveying moral information. Why else would we even care about speaking the truth?

    Man is a moral creature – he must be. So he gives precedent to moral framing. And truthfully, man is largely unsuitable for nearly any other form of discourse.

    If you want to speak amorally it is possible, but one must merely describe the movement of information to do so – without conflating the language of morality with the language of truth (testimony).

    I am not sure others have addressed this issue or not. I have not found it in the literature. Although I tend to read science…

    Cheers.


    Source date (UTC): 2016-02-24 02:24:00 UTC

  • Q&A: “Curt, why do you use ‘humans’ and ‘they’ instead of ‘people’ and ‘we’?” Be

    Q&A: “Curt, why do you use ‘humans’ and ‘they’ instead of ‘people’ and ‘we’?”

    Because I am never sure what people hear when I say ‘we’ or ‘us’. So I make it clear that I’m making a universal statement about man, and acknowledging myself as a possible outlier, rather than casting us all as equal.


    Source date (UTC): 2016-02-18 05:20:00 UTC