british library no. 2

There are oppositions that are incapable of synthesis, and coexist despite being mutually exclusive. ix

Distortion, Sigmund Freud, "Moses and Monotheism" - the displacement is very similar to Kafka's "Amerika".

"Ultimately it is not the unconscious that decides the fate of humans,
what truly counts is the incognito that conceals the origin of the dominant ideas." 17

Luhmann, Mann, Borkenau, Debray, Hegel, Boris Groys.

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Suppose a person is engaged in some well practiced activity. What determines what that person does, on a moment-by-moment basis, as he or she engages in that activity? What resources does the person draw upon, and why? What shapes the choices the person makes? What accounts for the effectiveness or lack of effectiveness of that person's efforts?

Schoenfeld, preface.

Wow, this is very similar to the Peeragogy questions from Howard.

Images at http://www-gse.berkeley.edu/faculty/AHSchoenfeld/AHSchoenfeld.html or http://www.routledge.com/9780415878654

«Knowledge base - just what mathematics do they know? problem-solving strategies, aka heuristics -- what tools or techniques do they have in order to make progress on problems they don't know how to solve monitoring and self-regulation -- aspects of metacognition concerned with how well individuals "manage" the problem-solving resources, including time, at their disposal beliefs -- individuals' sense of mathematics, of themselves, of the context and more, all of which shape what they perceive and what they choose to do.»

This sounds somewhat similar to Stafford Beer, to be honest.

"What I couldn't account for was how and why the problem solvers drew on particular knowledge or strategies, or how and why they made the decisions they did. That's the focus of this book."

"A logical step in my research program was to study situations that were socially dynamic but not reflecting the full-blown complexity of the mathematics classroom. Thus, I moved to studies of one-on-one mathematics tutoring."

"If you can understand (a) the teacher's agenda and the rountine ways in which the teacher tries to meet the goals that are implicit or explicit in that agenda, and (b) the factors that shape the teacher's prioritizing and goal setting when potentially consequential unforseen events arise, then you can explain how and why teachers make the moment-by-moment choices they make as they teach."

p. 19 - having breakfast. This is quite different from the way Tim Ingold has breakfast.

"I now have subgoals of toasting English muffins, making the poached eggs, making the bacon, and making the latte. Each of these involves some complexities..."

It all comes down to Goals, Resources (esp. Knowledge) and Orientation. Isn't there something called BDI that deals with just this combination?

Book includes transcripts of classroom dialogues.

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Kockelman: John Lucy, Nick Enfield, Michael Silverstein

Mead's version: "the I is the response of the organism to the attitudes of others and the me is the organized set of attitudes of others which one himself assumes." (1934, p. 175).

"The Me is the self as appropriating, having taken into account others' attitudes toward (or interpretants of) its mental states and social statuses (or kinds more generally); and the I is the self as effecting, enacting roles (or expressing indices) that change others' attitudes (and often others' kinds)." - p. 90

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Perception, evaluation, expression
input, central function, and output

«In the section entitled "Communication, Social System, and Culture", the reader will find a description of the social field, or the context, in which a message exchange takes place. The social field determines the parameters of the system that are significant for both the scientific observer and the particpants. For the scientist, the social setting provides the more time-enduring structure in which an exchange takes place; for the participant, it provides the instructions necessary for coding and decoding the messages. This has been described as meta-communication.» -p. 13

This reminds me of Deleuze's discusssion of Galois theory. Maybe that's the appropriate way to develop mu-calculus.

Structure and process in social relations

«Have human relations ever become the subject of scientific investigation, and, if not, can the processes of daily living become a focus of scientific endeavors? This is the question discussed in this paper. Social science is the study of human relations. Thus, sociology, economics, anthropology, and psychology are collections of generalizations about human behavior. However, in these disciplines there exists a tendency to ignore unique or divergent events, while, in contrast, psychiatry and psychoanalysis are characterized by the neglect of convergent events; that is, of statistical and mass phenomena.»

Wow - maybe this right here is the dilemma that faces us in thinking about lambda and mu functions.

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«Examples like AM and Racter force one to ask "At what point does the seemingly innocent act of selection by a human turn into direction of the program?"»

Which seems to get into Kockleman territory, no? Example of Huff's escher-like drawings. And putting the shoe on the other foot:

«Suppose someone showed you a brilliant essay on humor and told you it had been "written by a computer". If subsequently you found out that it had been plucked whole from Arthur Koestler's book The Act Of Creation, you would surely feel defrauded. It would make little difference if you were further informed that Koestler's entire book, along with a hundred million other books on all sorts of topics, had been stored inside the computer, and that a program had selected this particular book and from it this particular passage, and printed it out.»

"But what if Koestler's original piece were chopped into ever-shorter segments? What if they were just two or three words long? At what point would we slide from being bored to being amazed at the computer's ability to create prose? When, in short, would we be forced to conclude that ideas, not mere formal tokens, were entering the picture?" - p. 481

This is similar to Deleuze's dx in a way, since the smaller things get the more like a manifold they are.

In 1977, I began my new career as a professor of computer science, aiming to specialize in the field of artificial intelligence. My goals were modest, at least in number: first, to uncover the secrets of creativity, and second, to uncover the secrets of consciousness, by modeling both phenomena on a computer. Good goals. Not easy.

«Much like the mathematical concepts just cited, our ordinary concepts are also structrued in a sphere-like manner, with the most primary examples forming the core and with less typical examples forming the outre layers. Such sphericity imes any concept with an implicit sense of what its stronger and weaker instaces are. But in addition to slowly building up richly layered spheres around concepts (a process that stretches out over years), we also quickly build spheres around events or situations that we experience or hear about (this can happen in a second or two, even a fraction of a second). ... surrrounding every event on an unconscious level is what I have referred to elsewhere as a commonsense halo or an implicit counterfactual sphere, so called because it consist of many related, usually counterfactual, variants of the event.» p. 71

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"Languages are not primarily used for what is today called the passing on of information, but serve to form communicating group-bodies."

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Zadig:

«une sagacit\'e qui lui d\'ecouvrait mille diff\'erences o\`u les autres hommes ne voient rien que d'uniform»

Hamlet:

«... un exp\'erimentateur qui met en une situation en abyme (une pi\`ece das la pi\`ece) das laquelle il pourra observer les r\'eactions de son oncle pour trouver la preuve de son innocence ou de sa culpabilit\'e. Comme le signale Merton, cette reconstruction n'est pas loin de la m\'ethod de l'ex\'erimentateur dals le domaine scientifique.»

Bolzano, "Epistemology", attempt of an extensive and largely new presentation of logic with a constant review of the researchers of it till now, 1837

Pour sortir de cette aporie, l'introduction d'un \'el\'ement nouveau ou inconnu (une observation ou une id\'ee surprenante) s'av\`ere n\'ecessaire, ainsi que l'ont soulign\'e C.S. Peirces, R.K. Merton et U. Eco. p. 44

D. A. Schum, Species of abductive reasoning in fact investigation in law, cardozo law reviwe vol 22, july 2001.

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My question was the kind of questions someone who has grown up in a context that gives rise to intellectual property law would ask. My question was about Asarsing as something in its own right, with certain chemical attributes that make it `valuable' to Reite people. But the explanation I was given was not of that kind at all. It placed the plant in a narrative, and as part of a complex of myth, rituals, and kinship. It is this `position' that means it has the effect of making babies grow for Nekgini speaking people. p. 164

... the `knowledge' indigenous people have is routniely subsumed by a form of knowing that undermines its worth. p. 168