nice. it is unavoidable that some notes will become obsolete / get surpassed. It is proof of a learning success.

This makes the volume of notes less a 'hoard' of knowledge, more a measure of the length of your learning journey?

Reflection-on-action, also on other alternatives that would have been possible. Vgl [[Action Research is vraag-reflectief leven 20031215142900]]

The ref is to D. A. Schön, The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983. - [ ] zoek boek [[The Reflective Practitioner by Donald A. Schön ]]1983. #pkm

https://web.archive.org/web/20251228112746/https://text.tchncs.de/gisiger/mein-experiment-mit-einem-lehrjournal-30-day-challenge-2025

Reflection by Michael Gisiger on using a lourning journal for 30 days

How to Learn 10x Faster? – Summary of Bartosz Czekała’s Insights

1. The Failures of Traditional Learning * The "Sieve" Effect: Traditional learning methods (reading textbooks, filling in blanks) are highly inefficient, resembling an attempt to carry water in a sieve [00:03:48]. * The Forgetting Curve: Based on Ebbinghaus’s research, without deliberate reviews, we lose about 80% of new information within a month [00:05:10]. * Passive vs. Active: Reading and highlighting are "passive encoding" methods that rarely result in long-term retention [00:03:52].

2. The Foundation: Spaced Repetition Systems (SRS) * Algorithms over Intuition: Manual planning of reviews is impossible for large amounts of data. Using software like Anki is essential [00:19:12]. * How it Works: The program calculates the optimal interval for the next review (e.g., 1 day, 3 days, 1 week, 1 month) based on your self-assessment of how well you remembered it [00:13:44]. * Reducing Decision Fatigue: The system makes learning "binary"—you simply open the app and complete whatever tasks are scheduled for that day [00:14:54].

3. Techniques for Creating Effective Flashcards * Atomization: Each flashcard should contain exactly one question and one specific piece of information in the answer [00:26:09]. * Deep Encoding: Creating your own flashcards (rather than using pre-made decks) forces the brain to manipulate information, building stronger neural pathways [00:35:47]. * Contextualization: For language learning, the deepest encoding comes from creating sentences using the new word rather than just memorizing a definition [00:30:13].

4. Language Learning Strategy (Case Study: Czech in One Month) * Pareto Principle: Start with frequency lists—memorize the words used most often in daily communication [00:46:36]. * Reference Points: Use analogies from languages you already know (e.g., using Polish or Russian roots to learn Czech) to drastically speed up the process [00:52:38]. * Self-Talk: Actively producing speech out loud, even to yourself, is the deepest form of active encoding [00:50:27].

5. Diet and Lifestyle for Brain Optimization * The Danger of Sugar: Glucose spikes and high glycemic index meals hinder memory. Chronic high blood sugar can even lead to brain atrophy [00:02:52]. * Intermittent Fasting (16/8): Fasting increases blood flow and oxygen to the prefrontal cortex, enhancing logical thinking and concentration [00:14:10]. * Ketones: Low-carb diets and ketosis stabilize neuronal networks and provide "mental clarity" often missing in high-carb diets [01:13:14].

6. Critique of Supplements and "Nootropics" * False Hopes: Most "smart drugs" provide negligible benefits (around 1%) compared to the massive gains from a proper learning system and diet [01:16:47]. * The Real Nootropic: The best way to learn faster is to accumulate knowledge. The more you know, the easier it is to "attach" new information to your existing mental framework [01:17:34].

• Ineffectiveness of the Education System: Traditional education often focuses on delivering vast amounts of material without teaching the actual tools or techniques for effective memorization and information retention.
• Passive vs. Active Learning: Scientific research (notably by Craik and Watkins in 1973) demonstrates that passive repetition has almost zero impact on long-term memory and knowledge building.
• Definition of Passive Reproduction: This refers to "mindless" repetition where information is maintained in short-term memory without any cognitive processing or mental engagement (e.g., repeating a phone number just long enough to dial it).
• Common Mistakes: Rote memorization of facts/dates, highlighting text without deep thought, and copying notes verbatim are largely ineffective and represent a significant waste of time.
• The Importance of Active Engagement: To build lasting knowledge, one must engage with the material through "active learning"—this involves speculating, questioning, drawing connections, and integrating new facts into existing mental models.
• Efficiency and Time Management: Using active methods can allow a learner to process in 15 minutes what might otherwise take 5 to 10 hours using passive, repetitive methods.
• Building Mental Frameworks: True specialization in any field requires effective memory tools to connect isolated bits of information into useful, functional models of knowledge.

• Non-Binary Process: Vocabulary acquisition is not a simple "know it or don't" situation; it is a gradual progression through multiple levels of familiarity [00:00:10].
• Initial Exposure: The first stage involves hearing or seeing a word for the first time. You recognize you've seen it before but don't yet know the meaning [00:00:34].
• Emerging Recognition: After looking up a word a few times, you may occasionally recall the definition, but it is not yet consistent [00:01:07].
• Conscious Knowledge: You reach a stage where you can provide the correct definition, often aided by tools like Spaced Repetition Systems (SRS) or flashcards [00:01:25].
• The "Wall of Sound" Challenge: Even if you "know" a word, there is often a delay in processing it during live audio or reading, which can cause you to fall behind in a conversation [00:02:22].
• Subconscious Processing: With more exposure, the mental translation time decreases from seconds to being processed instantly without conscious effort [00:03:31].
• Passive vs. Active Vocabulary: It takes additional time and practice for words to move from passive recognition to active use in speaking [00:04:11].
• Role of Compelling Content: While flashcards help reach initial recognition, "compelling content" like reading, podcasts, and movies is what builds the subconscious strength needed for fluency [00:05:05].
• The Power of Reading and Listening: Repeated exposure to common words in natural contexts (like books or games) reinforces knowledge until translation is no longer necessary [00:05:30].

for - YouTube - Michael Levin - Forbes interview

• SRG comment - Michael Levin - learning & intelligence - nontraditional

for - learning - even chemical networks can learn! don't need living system! - Michael Levin

Summary: This offers the solution: "segmentation." This proves that breaking information into standard, predictable chunks (Standardization) is the mechanism for preserving reader motivation.

Summary: This offers empirical proof that structure (segmentation) directly correlates with "learning efficiency" and "profound understanding," serving as the scientific backing for the "Professional Imperative" of standardization.

Summary: This explains how structure helps: it allows readers to identify "natural boundaries." This validates the use of standard grammar conventions as necessary markers that help the brain group and process ideas, especially for those still learning the English language.

Summary: Provides the consequence of poor structure: "cognitive overload." This supports the argument that unstructured or non-standard writing risks overloading the reader, preventing them from understanding the core message.

Indirectly, this refutes the idea that "code-meshing" is necessary for more accurate communication.

The Art of Learning by Josh Waitzkin, wrt learning chess.

for - stats - learning rate - solar power has 20% learning rate

https://en.wikipedia.org/wiki/Yann_LeCun

Image by [[Harold Jarche]] plotting 14 modes of learning from [[You Can Do Anything by James Mangan]] 1936 self-help book on his Seek / Sense / Share

Maria Popova https://en.wikipedia.org/wiki/Maria_Popova http://themarginalian.org/

[[You Can Do Anything by James Mangan]] 1936 review: 14 ways to acquire K. https://www.themarginalian.org/2013/04/22/14-ways-to-acquire-knowledge-james-mangan-1936/ "prolific self-help guru and famous eccentric" https://archive.org/details/bwb_W8-ANG-369/ can be borrowed.

WOW! I've been out of the classroom for quite awhile and never considered this scenario regarding AI. This hit a nerve in me as I'm sure it will with many. I get it!

How do we respond and mitigate the isolation, the loss of human dialogue, mentorship and connection?

Personally, I love this; Image annotations.

This can be used as an effective analysis tool. Visual stimulus is powerful and for many individuals constitutes a deeper connection to fundamental learning. Balanced learning across the three basic modes; written, auditory and visual is implied in academics and the workplace but the reality is that one mode is dominant. Recognizing that mode and enhancing reaps far more advantage than forcing an inferior mode. @Byrnesz

for - unlearning language - key insight - language - cannot recapture same process we used as child - cannot recapture the same processes we used to learn to speak language for the very first time - basically, we lose access to that original vocal learning circuit as an adult - question - language learning - what is this vocal learning circuit of an infant? - why do we lost access to the vocal learning circuit we had as a child? - observation - clue - language - accidental world recall and substitution - a clue to how we remember words - I wrote the above sentence "why do we lost access to the vocal learning circuit we had as a child?" when I meant to write: - "why do we LOSE access to the vocal learning circuit we had as a child?' - This very observation also has the same mistake: - "observation - clue - language - accidental world" instead of: - observation - clue - language - accidental WORD"! - I've noticed this accidental word substitution when we are in the midst of automatically composing sentences quite often and have also wondered about it often. - I think it offers an important clue about how we remember words, and that is critical for recall for using language itself. - We must store words in clusters that are indicated by the accidental recall

for - language - learning for the first time - vocal learning circuit - like birds

for - adjacency - learning - unlearning - ritual - language - BEing journey - question - Could we apply ritual to unlearn language? - quote - Your brain is incredible at pattern recognition. But this superpower has a dark side: - Once you see a pattern, it becomes incredibly hard to "unsee" it. - You become trapped in your own mental models - John Vervaeke

adjacency - learning - unlearning - ritual - language - BEing journey - Could we apply ritual to break the pattern of language? This could be an interesting BEing journey!

for - Beautiful Mind Learning Labs - Question - Is it the same as Hummingbird Learning Labs? - adjacency - education - neuroscience - Beau Lotto

for - Hummingbird Learning Lab - Curriculum

for - Hummingbird Learning Lab - adjacency - education - neuroscience - Beau Lotto - LinkedIn post - to - Hummingbird Learning Lab - https://hyp.is/_TIP_LxvEfCHr5-_sncjrw/www.hummingbirdlearninglab.com/

for - adjacency - education - neuroscience-based - Beau Lotto - from - LinkedIn - post - Beau Lotto - Hummingbird Learning Lab - https://hyp.is/flcHpLxwEfCNAPNxZT2PJg/www.linkedin.com/feed/update/urn:li:activity:7330906080341831680/

This is exactly what is happening with any new technology that is introduced. The subversive nature is tamed by restricting the access.

considered to be very good with blended learning

AI Tools for each phase of analysis

Real inherent issue using AI for learning.

This practice is not too dissimilar to that used by zettelkasten practitioners (including Niklas Luhmann) who broadly used his bibliographic cards this way.

By separating his index and ideas from the book and putting them into a physical index, it makes them easier to juxtapose with other ideas over time rather than having them anchored directly to the book itself. For academics and researchers, this will tend to help save time from having to constantly retrieve these portions from individual books.

for - like - Michael Levins - Richard Sutton - youtube interview

Summary - interesting talk on learning - reminds me of Michael Levin's work - the priority is on goal directed activity

This is essentially what uber and various gig economy projects do - they externalise the otherwise minimise the negative externalities in favour of more iterations

By assigning web content such as news articles on current events, social annotation can connect what's happening in the classroom to the outside world by having students apply their knowledge to authentic situations to address real-world issues or "solve real world problems" in collaboration with their peers.

neurological study of LLMs on writing and impacts

SB22-140 Work-Based Learning Quality Expectations

How do you learn while sleeping? First, understand the principles. Then watch this video explanation. To see how you can learn while you are asleep.

The Andela Learning Community 2.0 gives accessible software development training to underprivileged learners in Africa. See the program's unique support system.

See why this persona juiciosa (judicious person) chooses Hive as a Web3 platform. Will you take the same opportunities for learning and community involvement?

Exposure, networking and mentorship...these are three huge opportunities for post-secondary institutions to strategically embrace. These are key indicators of success outcomes and higher ed has a competitive advantage, especially in-person and residential campuses.

• for: symmathesy, mutual learning, mutual transcontextual learning, individual collective entanglement, Indyweb, Indraweb, Indynet, Indranet
• definition: symmathesy
  • mutual transcontextual learning in living systems

• from - youtube - Essentia Foundation - interview - A neuroscientist speaks out on the hidden war on consciousness - Alex Gomez-Marin - a third is born between two in conversation

  • https://hyp.is/MOZ6uIwUEfC1hOf5CSl5YQ/www.youtube.com/watch?v=K7NIicE_h9w

• comment

  • symmathesy lay at the heart of the Indyweb and Indraweb

You don't need to be a formal expert to teach others. You can be in the top 10% of knowledgeable people in any field. Learn, share, and grow your expertise.

for - definition - learning by ostensive definition - adjacency - ostensible definition - parents - external proxy - children's private experiences - This is a very deep insight and important point - Parents are stewards of culture and they lead their children into a world of shared names - It is important to note that - the parent who teaches the child the name for some aspect of reality - only ever has a proxy to the child's private experience of reality - That proxy is the externally observed behaviour of the child - In fact, we fundamentally only ever have public external proxies to the private, "inner" lives of others

I found a way to create order from my jumbled ideas | Writing Slowly<br /> by [[Richard]] on writingslowly.com <br /> accessed on 2025-08-30T19:54:37

The structure of SOLO reminds me of the relationship of Bloom's Taxonomy and zettelkasten: https://boffosocko.com/2022/04/01/the-zettelkasten-method-of-note-taking-mirrors-most-of-the-levels-of-blooms-taxonomy/

https://web.archive.org/web/20250815075154/https://writingslowly.com/2025/08/03/ive-written-a-book-and.html

Amazon silo only. Shu Har Ri (imitate, experiment, go beyond) seems a skill oriented learning approach.

The paradox of easy access to information in the digital age. We enjoy quick retrieval of knowledge. But does that hinder deeper understanding and critical thinking? Especially compared to the rigorous methods employed by our predecessors. Convenience does not necessarily make us smarter or more knowledgeable. In contrast to those who had to invest significant effort in their learning.

The Andela Learning Community 2.0 provides accessible software development training for underprivileged learners in Africa. Emphasizing mentorship, project-based learning, and the importance of consistency in mastering programming skills. Learn about the unique support system. And the motivation derived from connecting with successful developers.

Positives about ChatGPT Study mode

Quote about using ChatGPT only to do school work

MIT - Your Brain on ChatGPT

This is more like it, historical accounts can deliver political messages and show the way not to better political decision making but a better living together.

What does Josephs say about himself? (Peter Brier)

I get my education writing about things that until I actually do write about them I don't know that much about. I read. up I think through. I write out.

00:09:57

Learn how to integrate AI into Flutter apps to deliver smarter, more intuitive mobile experiences. Discover tools, techniques, and best practices for Flutter AI integration.

Having only recently learned about flipped learning, I can see how tools like social annotation and platforms such as Hypothesis can be powerful during students' self-regulated learning time. These tools allow learners to interact with the text, reflect, and share insights at their own pace. Then, during class time, the teacher can guide a discussion based on those annotations, engaging an audience that is already actively connected to the topic.

for - myth - learning is a property of nervous systems - Michael Levin - salience - high - learning is a property of molecular networks - adjacency - learning - myth - molecular networks - it is a primitive property of molecular networks<br /> - patterns of learning such as habituation, pavlovian response, etc are observable in molecular network - This is a pretty profound claim - learning isn't even a property of the biotic world!

Playing Atari with Deep Reinforcement Learning 19 Dec 2013 · Volodymyr Mnih, Koray Kavukcuoglu, David Silver, Alex Graves, Ioannis Antonoglou, Daan Wierstra, Martin Riedmiller

The paper from 2013 that introduced the DQN algorithm for using Deep Learning with Reinforcement Learning to play Atari game.

Pulling back to this post - https://wiobyrne.com/embracing-the-violin-of-cognitive-amplification/

Unlock smarter beauty tech with Haut.AI integration services. From AI skin analysis to AI dermatology technology and skin condition detection, empower your health and beauty app with personalized, data-driven skincare insights. Partner with CMARIX to lead in AI-powered wellness solutions.

Welcome to the Era of Experience David Silver, Richard S. Sutton

"This is a preprint of a chapter that will appear in the book Designing an Intelligence, published by MIT Press"

for - stats - natural language acquisition - 1 to 2 year old is age of fastest and best learning

comment - ALG philosophy - replicate the experiences that 1 to 2 year olds have

for - adjacency - Socratic method - ALG - natural language acquisition - explanation - infants learning native language

adjacency - between - Socratic method - natural language acquisition - ALG - explanation - adjacency relationship - When the teacher explains the meaning to the student, - it actually robs the student of the active learning experience of guessing the right meaning - Infants learning their native language for the first time are necessarily in the "deep end" and face discomfort - They (we) are constantly forced to guess and actually actively construct meaning out of the universe of symbols we are being exposed to in a multitude of contexts

for - common mistake - learning a word is NOT learning a language

comment - The mistake that most second language approaches take is that it teaches meaning of words but NOT the EXPERIENCE of language

for - key insight / quote - innate language learning is in conflict with intentional learning - David Long - Common Human Denominator - learning language

Broken link

Student specific - is there a staff alternative to this blog post?

Reply to Hajo Bakker on LinkedIn

Hajo Bakker Exam vs. Test -- Een examinering moet veel vanafwegen en niet regulier gebeuren.

Een test (toets) mag vaker gebeuren, en moet weinig vanaf hangen... Geen ouders die straffen voor een laag cijfer (of cijfers afschaffen), geen adviezen die daarvanafhangen, etc.

Het doel van een toets is om je aan te geven wat je krachten en minder sterke punten zijn, dus waar je je op moet focussen met toekomst leren. Dit kan alleen op het moment dat je een toets nabespreekt en op individueel niveau. Klassikaal bespreken heeft vaak weinig nut.

Daarbij komt ook dat een student moet snappen WAAROM het helpt om na te bespreken, de wetenschap erachter. Op het moment dat je de waarom achter het hoe niet goed snapt heeft het hoe minder effect. (dit is waarom in het 4C/ID model ze in een scaffold beginnen met de laatste stap, waarin de informatie van voorgaande stappen is gegeven. Dit zodat als je de vorige stap gaat leren, je een beter idee hebt waar het uiteindelijk voor gebruikt gaat worden en je er dus een betere invulling aan kan geven.)

Semantische verschillen zijn vaak uiterst nuttig om complexe stof te begrijpen. Op het moment dat ze exact hetzelfde waren heeft het weinig nut om meerdere termen te hebben en zouden ze synoniem zijn.

"Exam" is geen synoniem van "test".

Genuanceerde verschillen zijn vaak nuttiger dan "umbrella terms" om goed te communiceren, als uiterst subliem wordt beargumenteerd in "Science of Memory: Concepts" van Roediger III et al.

Daarnaast komt uiteraard bij kijken dat neurocognitieve wetenschap een blauwdruk geeft voor hoe onze brein architectuur in elkaar zit (zie bijvoorbeeld John Sweller, Cognitive Load Theory 2011, en The Forgetting Machine, Rodrigo Quian Quiroga, 2017, Science of Memory: Concepts, Roediger et al., 2007, Ten Steps to Complex Learning, van Merriënboer, 2017).

Dit is universeel toepasbaar, afgezien van mensen met een cognitieve aandoening bijvoorbeeld, dit gaat dus over neurotypische breinen.

Leerstijlen zijn een mythe, wel hebben wij leervoorkeuren, maar door alleen in onze leervoorkeur te leren missen wij bepaalde informatie die cruciaal kan zijn voor beter begrip en meesterschap (mastery).

Beter is het om studietechnieken te gebruiken die overeenkomen met brein-architectuur en die onder te knie te krijgen.

Meer cognitieve belasting te gebruiken (zonder cognitieve overbelasting te veroorzaken). Als leren "makkelijk" voelt is het over het algemeen niet uitdagend genoeg en/of de techniek niet nuttig. Herlezen / samenvatten is simpel maar vrij inefficiënt. Het maken van een GRINDEmap voelt moeilijk maar is vele malen effectiever (zie ook the misinterpreted effort hypothesis).

Zoals Dr. Ahrens al zei: "The one who does the effort, does the learning."

Verder heb ik een heleboel ideëen voor een optimaal onderwijs dat zich aanpast aan het individu in plaats van aan het systeem, maar dit is een te complex en groot onderwerp om zo even hier neer te zetten.

Reply to Gertina Blanket on LinkedIn:

Jij legt in één klap uit datgene wat ik nooit goed heb begrepen uit de literatuur... Het verschil tussen interleaving en varied practice (die vaak als hetzelfde worden gebruikt in de "volksmond").

Het een gaat over verschillende hoeken kijken naar hetzelfde idee (varied practice) terwijl het ander gaat over verschillende maar soortgelijke ideëen (interleaving), bijvoorbeeld meerdere soorten wiskunde (algebra, trigonometrie, etc.).

Hierbij wil ik uiteraard wel zeggen dat blocked practice niet per se direct toegepast moet worden als het over automatisering gaat -- de cognitieve schemata moeten eerst goed gevormd zijn. Zie ook 4C/ID (Ten Steps to Complex Learning). Ofwel, eerst goede encoding + retrieval (Spaced Interleaved Retrieval, mindmapping, etc.) en dan focus op "drilling" / knowledge fluency.

Het sneller maken / automatiseren heeft geen enkel nut als het begrip er nog niet goed in zit. Dit moet geverifiëerd worden.

Kennis is natuurlijk ook erg interdisciplinair. Ik wordt er extreem blij van als ik een link leg tussen een boek over filosofie en efficiënt leren/onderwijs bijvoorbeeld.

Zo las ik ooit een boek over romeinse oratoren met een misleidende titel "How to Win an Argument" van Marcus Tullius Cicero, vertaald door James M. May, en hierin kwam ik tegen dat de oude Romeinen al door hadden dat LOGICA is wat het brein doet onthouden, en dit hoeft dus geen objective logica te zijn maar meer een correcte reflectie van hoe je eigen geest werkt en verbanden legt.

Dit is direct in lijn met wat ik weet van cognitieve leerpsychologie en mijn klein beetje kennis van neurowetenschap (waar ik dit jaar dieper in wil duiken).

Informatie in isolatie is nooit stevig, het moet zich vastklampen aan ankers en andere kennis (voorkennis eventueel), en de lerende (niet de onderwijzende) moet actief bezig zijn om deze verbanden te leggen.

Zoals ik wel vaker quote van Dr. Sönke Ahrens: "The one who does the effort does the learning."

Als ik een boek lees denk ik automatisch aan hoe ik dit kan relateren aan wat al in mijn second mind (Zettelkasten) zit. Ik denk niet meer linear, alleen maar non-linear. Standaard in verbanden.

Hier wat bronnen (impliciet) genoemd: - Cicero, M. T. (2016). How to win an argument: An ancient guide to the art of persuasion (J. M. May, Trans.). Princeton University Press. - Ahrens, S. (2017). How to take smart notes: One simple technique to boost writing, learning and thinking: for students, academics and nonfiction book writers. CreateSpace. - fast, sascha. (100 C.E., 45:02). English Translation of All Notes on Zettelkasten by Luhmann. Zettelkasten Method. https://zettelkasten.de/posts/luhmanns-zettel-translated/ - Luhmann, N. (1981a). Communicating with Slip Boxes (M. Kuehn, Trans.). 11. - Luhmann, N. (1981b). Kommunikation mit Zettelkästen. In H. Baier, H. M. Kepplinger, & K. Reumann (Eds.), Öffentliche Meinung und sozialer Wandel / Public Opinion and Social Change (pp. 222–228). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-322-87749-9_19 - Moeller, H.-G. (2012). The radical Luhmann. Columbia University Press. - Scheper, S. (2022). Antinet Zettelkasten: A Knowledge System That Will Turn You Into a Prolific Reader, Researcher and Writer. Greenlamp, LLC.

• Schmidt, J. F. K. (2016). Niklas Luhmann’s Card Index: Thinking Tool, Communication Partner, Publication Machine. In Forgetting Machines: Knowledge Management Evolution in Early Modern Europe (pp. 287–311). Brill. https://doi.org/10.1163/9789004325258_014
• Schmidt, J. F. K. (2018). Niklas Luhmann’s Card Index: The Fabrication of Serendipity. Sociologica, 12(1), Article 1. https://doi.org/10.6092/issn.1971-8853/8350

Anshumali's prime research work on SLIDE algorithms.

Anne-Laure Le Cunff - How to Design Tiny Experiments Like a Scientist ‪@neuranne‬

• generation effect
• definitions of success: did you learn something new as a mode for preventing failure (-10:00)
• curiosity as motivation (-12:30)
• George R. R. Martin's essay on "architects and gardeners" (and librarians) (and students (via Tiago Forte)).
• did they miss the prior versions of gardening?

• Pareto principle for 80% gardener and 20% architect

• ME: reading fiction can be used as a means of diffuse thinking in combination with combinatorial creativity

for - book - Pedagogies of Collapse - Ginie Servant-Miklos - Chapter 6 - Learning, Loving, Living in Times of Collapse - 2024

MAPPING SOCIAL CHOICE THEORY TO RLHF Jessica Dai and Eve Fleisig ICLR Workshop on Reliable and Responsible Foundation Models 2024

Nice overview of how social choice theory has been connected to RLHF and AI alignment ideas.

Log-Sum-Exp is calculating method to avoid underflow

I really need to understand music theory (learn it) at some point, lol.

\(\epsilon\) here is not necessary. The statement is more precise

Positive/Negative stands for whether support the alternative hypothesis, in which case always exist.

This is an example comment that can be left on the page. You can leave notes, updates, comments or requests for clarification here using Hypothesis.

another sentence mining app/method, think LingQ

Sentence/phrase mining app or method, think LingQ, Migaku, etc.

for - investigate - question - Does this other app that allows learning another language with the proficiency of a child exist? - from TED Talk - YouTube - A word game to convey any language - Ajit Narayanan

for - research study - language - children learning mother tongue use a different post off the brain then adults learning another language - from TED Talk - YouTube - A word game to convey any language - Ajit Narayanan

How to Learn Latin in Two Months in In Medias Res

https://www.paideiainstitute.org/

A new approach to micro-mobilzation - "In your circles, co-dismantle the learned helplessness around big things."

Www.theweek.ooo (climate change example)

for - A Transcender Manifesto - validation for - Indyweb - individual / collective gestalt - evolutionary learning

for - validation - for Indyweb

validation - for Indyweb - The Indyweb is designed for the individual / collective getalt - for individual evolutionary learning intertwingled with - collective evolutionary learning

Tim Ferris posting a text by Gabriel Wyner from 2014 on learning a new language in several steps 1) hear the novel sounds in the language and how to spell them 2) learn a list of basic words by connecting them to their image not their translatiojn 3) learn (simplified) grammar 4) continue the game (adding focused vocab, reading, listening speaking etc)

[[Fluent Forever by Gabriel Wyner]] 2014. vgl [[7 talen in 7 dagen door Gaston Dorren]] which starts more with grammar and reading comprehension actually.

speaking fluency comes from staying in the target language.

suggests podcasts, movies, and radio are too hard to follow at intermediate level.

Reading to deepen understanding suggests any book and go through, find online chapter summaries in target langauge, listen to audiobook while reading it, as it forces you along.

Adding to vocabulary has diminishing returns if you go by freq of usage after 1k-2k words. Use thematic lists for your purposes. E.g. [[% Interessevelden 20200523102304]] as starting point. Then go back to the flashcards w images used before. I can see building sets like these.

Stage 4 is the deepening / getting to fluency bit. Reinforced by actual usage. Either through adding more vocab, reading texts, listening to speakers etc.

Suggest that google image headlines are a good source of additional example sentences for grammar learning, as it includes machine translation in the search results on mouse over. Grabs those sentences for flash cards. I think the time used to make the cards may well be the key intervention.

Suggests making flashcards for each of the three types of changes, in any given example. allows speeding up compared to the book, as you do them w visuals on flash cards, and the spaced rep takes out most examples in a grammar book, leaving you with the repetition you need only.

Boils grammar down to adding words, changing existing words, changing the order of words. Allows [[Chunking 20210312215715]] that makes it easier to memorise.

3rd stage is the grammar. Suggests using a book, but with the advantage of already knowing the words and spelling of any examples, allowing focus on the grammar. Takes 2-3 months.

Suggestion to start learning words with a basic list. Author compiled a list of 625. See [[A Base Vocabulary List for Any Language 20241208160954]]

Suggests the basic list takes about 1-2 months

Use flashcards with images to learn words in a new language. Skip the translation part. Also reinforces the visual/spatial brain connection. Search images in the target language not with the translation, so subtle diffs in meaning are maintained.

To learn spelling find a grammar book that has lists of examples. Turn those into flashcards for spelling.

Flashcards are the primary mnemonic tactic in this article.

Hearing and pronunciation tackled upfront makes you sound more fluent. Prevents the effect of never getting a chance to use it bc others switch to your language.

listening precedes pronouncing. Vgl how I 'suddenly' heard the begin and end of words in Vorarlbergerisch and then quickly learned to speak it too.

this sounds like an impossible step if you are indeed foreign to a language. How would you ever find such pairings? The vid doesn't say other than describe a feedback system to learn to hear new nuances. I think perhaps using DeepL or some such to read texts to me would help.

being familiar with the sound of pronunciation will help better memorise the words later. Adding a sense to the memory. Vgl [[Fenomenologie Husserl 20200924110518]]

Create a foundation for spelling and sounds, to get a feel/sense of it, making it less 'other'.

Vid of learning to hear diff in novel sounds in foreign language you can't easily tell apart. Find them in a language. Have a script play them to you randomly and choose an answer. Feedback will bring you up from random to about 80% being right. Rewiring your brain to hear the differences. I bet non-anglo speakers wiill find this easier as they are never accomodated outside their own country.

Great critique. Enactivating change management through "corrective standards and regulation" distorts surprising moments from opportunities for distributed learnign into a compliance checklist for heirarchy

Implementing Trained AI Models in Mobile App Development is transforming app experiences by integrating machine learning into iOS and Android platforms. From AI-powered personalization to advanced analytics, trained models empower intelligent decision-making and enhanced functionality.

for - insight - linear increase in performance - indicates unconscious learning - David Eagleman - sensory substitution

for - article - Medium - Translating vision into sound - A deep learning perspectiive - Viktor Toth - 21 April, 2019 - from - search - Google - android app "The Voice" translates images into audio signal - https://hyp.is/OJKKmJ1MEe-TAp_w_0SK_Q/www.google.com/search?q=android+app+%22The+Voice%22+translates+images+into+audio+signal&sca_esv=6fa4053b1bfce2fa&sxsrf=ADLYWIK_UqZZZ9OCRCwH4D6FoSaykbMTpQ:1731013461104&ei=VSstZ4eCBqi8xc8P5KP_kAU&ved=0ahUKEwjHgM3Tj8uJAxUoXvEDHeTRH1IQ4dUDCA8&uact=5&oq=android+app+%22The+Voice%22+translates+images+into+audio+signal&gs_lp=Egxnd3Mtd2l6LXNlcnAiO2FuZHJvaWQgYXBwICJUaGUgVm9pY2UiIHRyYW5zbGF0ZXMgaW1hZ2VzIGludG8gYXVkaW8gc2lnbmFsMggQABiABBiiBDIIEAAYgAQYogQyCBAAGIAEGKIEMggQABiABBiiBDIIEAAYgAQYogRI2xdQpglYjRJwAXgCkAEAmAGZA6ABmQOqAQM0LTG4AQPIAQD4AQGYAgOgAqADwgIKEAAYsAMY1gQYR8ICBBAAGEeYAwDiAwUSATEgQIgGAZAGCJIHBTIuNC0xoAewBA&sclient=gws-wiz-serp

for - search - Google - android app "The Voice" translates images into audio signal - from - webcast - Michael Levin - Can we create new senses for humans? - interview - David Eagleman - https://hyp.is/BHS6up09Ee-1qefERFpeQg/www.youtube.com/watch?v=YCvFgrpfNGM - to - Medium - article Translating vision into sound. A deep learning perspective - Viktor Toth - April 2019 - https://hyp.is/lQL4Yp1MEe-66-dpgenOBA/medium.com/mindsoft/translating-vision-into-sound-443b7e01eced

There are many roads to Rome, especially ones that don't exist yet.

I think the lesson is not to rage against analogies but to examine and think up new analogies

Whys all the way down; it's why scientific thinking as an invention, a tool for thought, has really increased the production of knowledge

Techniques for establishing first principles - socratic questioning

for - example - individual's evolutionary learning journey - new self revisiting old self and gaining new insight - universal compassion of Buddhism and the individual / collective gestalt - adjacency - the universal compassion of the bodhisattva - Deep humanity idea of the individual / collective gestalt - the Deep Humanity Common Human Denominators (CHD) as pointing to the self / other fundamental identity - Freud, Winnicott, Kline's idea of the self formed by relationship with the other, in particular the mOTHER (Deep Humanity), the Most significant OTHER

adjacency - between - the universal compassion of the bodhisattva - Deep humanity idea of the individual / collective gestalt - the Deep Humanity Common Human Denominators (CHD) as pointing to the self / other fundamental identity - Freud, Winnicott, Kline's idea of the self formed by relationship with the other, in particular the mOTHER (Deep Humanity), the Most significant OTHER - adjacency relationship - When I heard John Churchill explain the second turning, - the Mahayana approach, - I was already familiar with it from my many decades of Buddhist teaching but with - those teachings in the rear view mirror of my life and - developing an open source, non-denominational spirituality (Deep Humanity) - Hearing these old teachings again, mixed with the new ideas of the individual / collective gestalt - This becomes an example of Indyweb idea of recording our individual evolutionary learning journey and - the present self meeting the old self - When this happens, new adjacencies can often surface - In this case, due to my own situatedness in life, the universal compassion of the bodhisattva can be articulated from a Deep Humanity perspective: - The Freudian, Klinian, Winnicott and Becker perspective of the individual as being constructed out of the early childhood social interactions with the mOTHER, - a Deep Humanity re-interpretation of "mother" to "mOTHER" to mean "the Most significant OTHER" of the newly born neonate. - A deep realization that OUR OWN SELF IDENTITY WAS CONSTRUCTED out of a SOCIAL RELATIONSHIP with mOTHER demonstrates our intertwingled individual/collective and self/other - The Deep Humanity "Common Human Denominators" (CHD) are a way to deeply APPRECIATE those qualities human beings have in common with each other - Later on, Churchill talks about how the sacred is lost in western modernity - A first step in that direction is treating other humans as sacred, then after that, to treat ALL life as sacred - Using tools like the CHD help us to find fundamental similarities while divisive differences might be polarizing and driving us apart - A universal compassion is only possible if we vividly see how we are constructed of the other - Another way to say this is that we see others not from an individual level, but from a species level

• Page 17: Top 5 most important factors for creating an effective teaching and learning ecosystem: Having a strong leadership and vision (45%) is the #1 (next highest is 15%)
• Page 20: *83% of higher education respondents said that it was important for institutions to provide studens with skills-based learning alongside their academic education. *
• Page 26: Participants identified several challenges in fostering a a culture of lifelong learning for professionals, including: 89% Clear learning objectives
• Page 7: Real-world experiential and work-based learning are no longer fringe; 4 in 5 see these as essential.

Competing views about the relation between observations reality and truth. Popper argues that observations help us distinguish which theories are true or not plus bringing us always closer to a more true scientific theory. Wittgenstein argues this can go both ways. Kuhn argues that these are observations are couched in the language of our paradigm and so everything is relative to that.

This guy learns music creation efficiently, by learning the theory first and really analyzing worked examples (the masters). Positively surprises me. I rarely come across a non-learning expert who intuitively uses proper processes for skill acquisition.

Kauffman is just our sandbox. We may NOT get their funding. But as soon as we have clarity, structure, documents, templates, we will find the right funder

The plan is to create a pool of learning and documents so that any one of us can apply for funding to create an FSC with a 501c3 as the legal entity with FSC bye laws that can be adapted

The emergenrt natur eis that we are holding spoace for the creation of an eco system of 501c3's with FSC bye laws

This is why we are raising the money - to offer this benign parenting support of helping us all to pay for what we need so that we do what we love For now, I am using thew term Universal Learning Income

Sounds like you're doing what Mortimer J. Adler and Charles van Doren would call "inspectional reading" and outlining the space of your topic. This is both fine and expected. You have to start somewhere. You're scaffolding some basic information in a new space and that's worthwhile. You're learning the basics.

Eventually you may come back and do a more analytical read and/or cross reference your first sources with other sources in a syntopical read. It's at these later two levels of reading where doing zettelkasten work is much more profitable, particularly for discerning differences, creating new insights, and expanding knowledge.

If you want to think of it this way, what would a kindergartner's zettelkasten contain? a high school senior? a Ph.D. researcher? 30 year seasoned academic researcher? Are the levels of knowledge all the same? Is the kindergartner material really useful to the high school senior? Probably not at all, it's very basic. As a result, putting in hundreds of atomic notes as you're scaffolding your early learning can be counter-productive. Read some things, highlight them, annotate them. You'll have lots of fleeting notes, but most of them will seem stupidly basic after a month or two. What you really want as main notes are the truly interesting advanced stuff. When you're entering a new area, certainly index ideas, but don't stress about capturing absolutely everything until you have a better understanding of what's going on. Then bring your zettelkasten in to leverage yourself up to the next level.

• Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940. https://www.unz.com/print/SaturdayRev-1940jul06-00011/
• Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated edition. 1940. Reprint, Touchstone, 2011.

reply to u/jack_hanson_c at https://old.reddit.com/r/Zettelkasten/comments/1g9dv9b/is_scoping_the_subject_a_counterzettelkasten/

for - article - The End of Scarcity? From ‘Polycrisis’ to Planetary Phase Shift - Nafeez Ahmed - gene-culture coevolution - adjacency - indyweb dev - individual / collective evolutionary learning - provenance - tracing the evolution of ideas - gene-culture coevolution

adjacency - between - indyweb dev - individual / collective evolutionary learning - provenance - tracing the evolution of ideas - gene-culture coevolution - adjacency relationship - As DNA and epigenetics plays the role of transmitting biological adaptations, language and symmathesy play the role of transmitting cultural adaptations

for - Deep Humanity - intertwingled individual / collective learning - evolutionary learning journey - symmathesy - mutual learning - Nora Bateson

Amanda Mireles is using hypothesis for students to get their own video clips and to annotate them for other students.

Students took scenes from THE BIG BANG and used literature and academic references to relate to the scene

A menu of 33 microstructures that quickly build participation and trust in groups

By abstracting and concatenating portions of material, one can more efficiently learn material that would otherwise take more time.