In 1963 Paul Cohen completed the work of Gödel by proving the independence of the axiom of choice and the continuum hypothesis from the Zermelo-Fraenkel set theory axioms. He did this by showing that neither could be deduced from the existing axioms and specifically by showing that the negation of each could be added to ZF consistently.

Gödel's breakthrough in 1940 was to prove that one could extend the axioms of set theory to include the axiom of choice or the continuum hypothesis without introducing contradictions.

Because it's about degree (on a continuum), it would usually be clearer (and therefore preferred) to specify whether, for instance, you mean "less preferred" or "least preferred". "dispreferred" is ambiguous in that regard: I had assumed it meant (was using it to mean) less preferred ( not the most preferred), but apparently others (https://languagelog.ldc.upenn.edu/nll/?p=2186) read it and see "least preferred".

Notched Continuum Robot

What specifically does she define "writing" to be? What exactly is she writing, and how much? What does her process look like?

One might also consider the idea of active reading and writing notes. I may not "write" daily in the way she means, but my note writing, is cumulative and beneficial in the ways she describes in her list. I might further posit that the amount of work/effort it takes me to do my writing is far more fruitful and productive than her writing.

When I say writing, I mean focused note taking (either excerpting, rephrasing, or original small ideas which can be stitched together later). I don't think this is her same definition.

I'm curious how her process of writing generates new ideas and creativity specifically?

One might analogize the idea of active reading with a pen in hand as a sort of Einsteinian space-time. Many view reading and writing as to separate and distinct practices. What if they're melded together the way Einstein reconceptualized the space time continuum? The writing advice provided by those who write about commonplace books, zettelkasten, and general note taking combines an active reading practice with a focused writing practice that moves one toward not only more output, but higher quality output without the deleterious effects seen in other methods.

Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=76422894&site=eds-live&scope=site&custid=uphoenix

Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.

8/10

Dhami, Mandeep & Olsson, Henrik. (2008). Evolution of the interpersonal conflict paradigm. Judgment and Decision Making. 3. 547-569. http://journal.sjdm.org/8510/jdm8510.pdf

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