Then followed days of sadness, as I grew To learn my woman-mind had gone astray, And I was sinning in those very thoughts—

anthropic's new AI model shows ability to deceive and blackmail

we saw this with Grock uh basically rebelling against Elon Musk

Delegate Led Discussion - Strategies for Action and Care

I didn't really feel comfortable being too tied to an external platform regardless of how warmly I feel for substack it just didn't really sit right with me to have so much of my content sit somewhere else than on my website

Holacracy is a system of corporate governance whereby members of a team or business form distinct, autonomous, yet symbiotic, teams to accomplish tasks and company goals. The concept of a corporate hierarchy is discarded in favor of a fluid organizational structure where employees have the ability to make key decisions within their own area of authority.

And all of those things undermine the purity of the creative process.

Local governments are also very aware of theseproblems.

From this striving, otherwise than in the case of the intellectuals, there results also another statement of the problem, and new perspectives are opened. In this way conceptions are formed regarding the regulation of the mutual relations of human beings in social production, conceptions which to the intellectual elements appear incomprehensible and which they declare to be utopian and unrealizable. But these conceptions have already unfolded a powerful force in the revolutionary uprisings of the wage-workers, of the modern proletarians. This force was shown first on a major scale in the Paris Commune, which sought to overcome the centralized authority of the State through the self-administration of the communes. It was the cause also of Marx’s giving up his idea (expressed in the Communist Manifesto) that state economy would lead to the disappearance of class society. In the workers’ and soldiers’ councils of the Russian and German revolutions of 1917-23, it arose once more to a mighty and at times all-mastering power. And in future no proletarian-revolutionary movement is conceivable in which it will not play a more and more prominent and finally all-mastering role. It is the self-activity of the broad working masses which manifests itself in the workers’ councils. Here is nothing utopian any longer; it is actual reality. In the workers’ councils the proletariat has shaped the organizational form in which it conducts its struggle for liberation.

Nonetheless, there remains still an unbalanced contradiction between on one hand Marx's characterization of the Paris Commune as the finally discovered "political form" for accomplishing the economic and social self-liberation of the working class and, on the other hand, his emphasis at the same time that the suitability of the commune for this purpose rests mainly on its formlessness; that is, on its indeterminateness and openness to multiple interpretations. It appears there is only one point at which Marx's position is perfectly clear and to which he professed at this time under the influence of certain political theories he had in the meantime come up against and which were incorporated in this original political concept-and not least under the practical impression of the enormous experience of the Paris Commune itself. While in the Communist Manifesto of 1847-48 and likewise in the Inaugural Address to the International Workers' Association in 1864, he still had only spoken of the necessity “for the proletariat to conquer political power” now the experiences of the Paris Commune provided him with the proof that "the working class can not simply appropriate the ready-made state machinery and put it into motion for its own purposes, but it must smash the existing bourgeois state machinery in a revolutionary way." This sentence has since been regarded as an essential main proposition and core of the whole political theory of Marxism, especially since in 1917 Lenin at once theoretically restored the unadulterated Marxian theory of the state in his work "State and Revolution" and practically realized it through carrying through the October Revolution as its executor. But obviously nothing positive is at all yet said about the formal character of the new revolutionary supreme state power of the proletariat with the merely negative determination that the state power cannot simply "appropriate the state machinery" of the previous bourgeois state "for the working class and set it in motion for their own purposes." So we must ask: for which reasons does the "Commune" in its particular, determinate form represent the finally discovered political form of government for the working class, as Marx puts it in his Civil War, and as Engels characterizes it once more at great length in his introduction to the third edition of the Civil War twenty years later? Whatever gave Marx and Engels, those fiery admirers of the centralized system of revolutionary bourgeois dictatorship realized by the great French Revolution, the idea to regard precisely the "Commune" as the "political form" of the revolutionary dictatorship of the proletariat, when it appeared to be the complete opposite to that system?

The lineage of domination from childhood in schools and at home to adulthood in the workplace is clear. Its purpose is to habituate us to hierarchy and psychological enslavement. Our aptitude for autonomy is atrophied and our vitality is suppressed so that we are reconciled with regimentation and can replicate and reproduce it throughout our interpersonal lives, politics, and cultures. That is Why Revolution Needs Therapy.

While structural injustice and inequality do impede autonomy by fostering force and fraud, oppression and exploitation, these structural conditions also undermine autonomous self-recognition by impeding the psycho-social development integral to fulfilling the capability to be an autonomous self and agent. This is one convergence of symbiotic theorizing and the recognitional practice of autonomy. Through symbiotic practices, the assistance or “affordances” of the material and social worlds can be drawn on to actualize the inherent potential for autonomous action that resides in each human being.[16]

Let me pose the question in the following way: Is the condition of autonomia fulfilled or undermined by the condition of sumbiōsis? Could it be that autos and sumbios—the most fully realized, best self and the companion—are two sides of the same coin; that is to say, entangled?

And when you publish HTML to a server that you control; that's fucking powerful.

Through an inner structure of recursive links and semantic pointers, a card index achieves a proper autonomy; it behaves as a ‘communication partner’ who can recommend unexpected associations among different ideas. I suggest that in this respect pre-adaptive advances took root in early modern Europe, and that this basic requisite for information pro-cessing machines was formulated largely by the keyword ‘order’.

The main reason for students’ high learning outcomes is mostlyfound in teacher autonomy, since teachers are used to taking a leadership role and making decisions in theirwork.

In social science, agency is defined as the capacity of individuals to act independently and to make their own free choices.

Once in attendance, they were under military rule: The Superintendent shall again ring, - when, on a motion of his hand, the whole School rise at once from their seats; - on a second motion, the Scholars turn; - on a third, slowly and silently move to the place appointed to repeat their lessons, - he then pronounces the word "Begin" . . .93 T

Complexity: your partner needs to be sufficiently autonomous. Autonomy is promoted by growing inner complexity of the system. Its inner complexity depends on both the number of notes and their relationships with each other.

your goal cannot be to follow orders in order to get a higher grade, instead you are free to listen, consider things, ignore ideas, or ask more honest questions of your readers. You are now free to make your own decisions on your writing. 

In the classroom, I delegate responsibilities to my students at a rate that astounds people. There is almost nothing that I will not allow my students to do, including teaching my lessons whenever possible. My students take full and complete ownership of the classroom, whether they like it or not, and as a result, they possess great ownership of their learning.

They fail to understand the importance of autonomy when delegating responsibilities.

They lack faith in the capacity of others.

I learned to “let go” and simply trust others to maintain certain gem suites.

“Autonomy and relatedness are often missed in household tasks. People say to themselves ‘I have to clean or do laundry’ and this thinking reduces our sense of autonomy,” he said.How to overcome it:Dr. Chu says that we can overcome this lack of motivation for household tasks by enhancing autonomy.“Say to yourself ‘I can or I get to clean’ which changes your thinking of household tasks as opportunities and choices that we shouldn’t take for granted.”

Dr. Chu explains that self-determination theory states that three basic psychological needs — autonomy, competence, and relatedness — need to be satisfied for people to be intrinsically motivated.

According to a 2006 study by psychology professor Arlen Moller, “When people experienced a sense of autonomy with regard to the choice [of what to work on], their energy for subsequent tasks was not diminished” (Moller 2006, 1034). In other words, when we have a choice about what to work on and when, it doesn’t take as much willpower to do it.

The surprising truth about what motivates us

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By embracing the autonomy that comes with a role at GitLab, you're able to ship more, and do so more quickly. Success is tied to one's ability to ship quickly, iterate slowly, rely on themselves as a fact-finding resource, and to not lean on someone else to do something you're capable of accomplishing.

there are methods that can be applied which will reinstate one's autonomy

MASTERY, AUTONOMY, PURPOSE

Their responses were consistently related to autonomy, relatedness or competence.

Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom

Escobar casts wide the net of his critique, his objective is not merely to tackle neoliberal capitalism, rampant individualism, patriarchy or colonialism — although each of those topics are explored in detail. He is writing against nothing less than all of modernity, a “particular modelo civilizatorio, or civilizational model… an entire way of life and a whole style of world making.” Our toxic, modern lifestyle in the Global North and the way it understands (or fails to understand) the relationality between humanity and other forms of life plays the dominant role in creating the contemporary crises. To preserve the future we need a different way of life and way to relate to all of life, “no less than a new notion of the human.” The crises are inseparable from our social lives. We need to step outside of our established worldviews to bring about significant transformations. Is this possible? How can we achieve such a transition?

For house staff in internal medicine, the introduc-tion of hospitalists may mean a greater likelihood ofbeing supervised by attending physicians who arehighly skilled and experienced in providing inpatientcare. House staff have long enjoyed a certain amountof autonomy, because many of their faculty supervi-sors have been relatively unfamiliar with moderninpatient care. Such autonomy may be diminishedwith the new approach to inpatient care. Althoughthere is bound to be transitional pain, we believethat the potential for improved inpatient teachingwill more than compensate for it. Moreover, thischange will help answer public calls for closer andmore effective faculty oversight of house staff andstudents.34

Kant’s basicthoughts on autonomy and the public domain arehighly relevant to challenges concerning modernsociety, particularly to communication in the publicsphere. Trust is but one important topic being dis-cussed here; openness another. Thus, our aim has notonly been to demonstrate how Kant can be produc-tively applied to new technology; in addition, it hasbeen to show how the basic philosophical queriesraised within this context can be fruitfully illuminatedwithin Kant’s conceptual frames.

Inside it is close and smelly. There are no windows. The two prisoners lie bound on the floor. The smell comes from them, a smell of old urine. I call the guard in: “Get these men to clean themselves, and please hurry.”

The crucial consideration is that a woman's right to privacy, dignity and bodily integrity should be respected

Also, a large number of people are non-vegetarian and they cannot be compelled to become vegetarian for a long period. What one eats is one's personal affair and it is a part of his right to privacy which is included in Article 21 of our Constitution as held by several decisions of this Court.

A recent organization of the experimental literature (Deci 8z Ryan, in press) revealed that events which are experienced as supporting autonomy and promoting or signifying competence-thus facilitating an internal perceived locus of causality and perceived competence-tend to increase intrinsic motivation as reflected, for example, by behavior that persists with a minimum of external support. We refer to these initiating or regulatory events as informational. Events that are experienced as pressure toward particular outcomes-thus co-opting choice and facilitating an external perceived locus of causality-tend to undermine intrinsic mo- tivation, restrict creativity (Amabile, 1983), and impair cognitive flexibility (McGraw & McCullers, 1979). We refer to these events as controlling. Finally, events which are experienced as conveying that the person cannot master an activity-thus promoting perceived incompetence-undermine intrinsic motivation and tend to leave one feeling helpless (e.g., Boggiano & Barrett, 1984). We refer to these events as amotivating.

The significance of autonomy versus control for the maintenance of intrin-sic motivation has been clearly observed in studies of classroom learning.For example, several studies have shown that autonomy-supportive (in con-trast to controlling) teachers catalyze in their students greater intrinsic moti-vation, curiosity, and the desire for challenge (e.g., Deci, Nezlek, & Shein-man, 1981; Ryan & Grolnick, 1986). Students who are overly controlled notonly lose initiative but also learn less well, especially when learning is com-plex or requires conceptual, creative processing (Benware & Deci, 1984;Grolnick & Ryan, 1987). Similarly, studies show children of parents whoare more autonomy supportive to be more mastery oriented—more likely tospontaneously explore and extend themselves—than children of parents whoare more controlling (Grolnick, Deci, & Ryan, 1997)

If I decide I want to be more outgoing, I could just print a personalized ad for myself with the slogan "Be more social" imposed next to a supermodel or private jet, or whatever image of success or happiness I think would motivate me the most.

Autonomy, or individual freedom, is the second value that I sug- gest can be substantially served by increasing the portion of our in- formation environment that is a commons and by facilitating non- market production. Autonomy means many things to many people, and some of these conceptions are quite significantly opposed to oth- ers. Nonetheless, from an autonomy perspective the role of the indi- vidual in commons-based production is superior to property-based production almost regardless of the conception one has of that value.

To beginners should be given matter designed, as it were, beforehand in proportion to the abilities of each. But when they shall appear to have formed themselves sufficiently on their model, a few brief directions may be given them, following which, they may advance by their own strength without any support. 6. It is proper that they should sometimes be left to themselves, lest, from the bad habit of being always led by the efforts of others, they should lose all capacity of attempting and producing anything for themselves. But when they seem to judge pretty accurately of what ought to be said, the labor of the teacher is almost at an end, though should they still commit errors, they must be again put under a guide. 7.