Active Learning

Learn, UnLearn, Learn.

Understanding should never stay put. It is important to get a new understanding. Understanding can always be improved. 

There are two ways to do good science.
The first is to be smarter than everybody else.
The second way is to be stupider than everybody else—but persistent in the cycle of learn, unlearn, learn.

Hacked from Raoul Bott’s quote.

My father died on July 30th, 2013 and I intend to honor him, if I can, by writing a blog about him and the consequences of me integrating his ideas every year.  First year,  Second YearThird Year, Fourth YearFifth YearSixth Year, Seventh Year. This is the eighth year.

On Gestalt Science: Relational Complexity and Comparative Science
David West Keirsey and David Mark Keirsey

On the nature of ideas: almost right, almost wrong, brilliantly confused, sloppy confused.

On Ansatz and Ersatz Ideas

Feynman Diagram

No ideas are absolutely right. Good Ideas, that are almost right, model the world well. However, words are slippery and ambiguous, open to misinterpretation for those who are ill informed or misinformed. Ideas are model metaphors, limited in context.

Almost Right.

Green Ideas sleep furiously

There are almost right ideas that are complex ideas. These almost right ideas are a mixture of fast and slow ideas in a circumcised context. These ideas take time to be developed and are not the complete answer. These ideas are opposed or ignored by society in general. Moreover, the incumbent experts of the fast ideas vehemently oppose the incorporation of the slow ideas, but eventually accepted when their time has come.

Keirsey Temperament

The Keirsey Temperament Model (KTM) is a framework for understanding yourself and others. Millions of people have benefitted from the KTM, even though there was no advertising of it, except through word of mouth.

Keirsey Temperament Model’s Top Matrix

The Keirsey Temperament Model does not address, explicitly, the effect of gender, culture, and other environmental factors and influences on a person’s character, which are important factors in the development of an individual. On the other hand, understanding a person’s Temperament often can help in understanding these other factors and influences.

Quantum Mechanics and Quantum Potential

Quantum mechanics is the most accurate approximate theory in Science. Heisenberg’s Uncertainty Principle is correct but incomplete in understanding, because it is a principle (an assumption) not an explanation.  The debate between QM (ala Schrodinger, Heisenberg (Born), Dirac) versus the “hidden variable” QM Bohm-Einstein, both assume the continuity of the speed of light relative to the Planck scales (time, mass, energy, distance, spin, and charge). David Bohm’s new Quantum Potential (via The Undivided Universe) is a better ontological model than conventional QM; however, still doesn’t address the digital (Diophantine) nature of reality.

Quantum Potential

Quantum mechanics does not predict the right magnetic moment of the muon or tauon. And there are the three neutral leptons that have no explanation. Moreover, there is no set of relations, at this point of time (2020), that conventional physics has any hope of using to bridge that Fermi-Dirac-Landau gap. The Ersatz concepts of Dark Matter and Quantum Entanglement are vacuous rhetorical concepts pushed by the neo-Ostwaldian prophets. Quantum entanglement is a real phenomena, but the popular explanations are nonsensical. Formatics will hopefully address these issues.

Almost Wrong.

Give me a fruitful error any time, full of seeds,
bursting with its own corrections.
You can keep your sterile truth for yourself.
Vilfredo Pareto

There are almost wrong ideas that are much better than vague or confused ideas. These almost wrong ideas often are ground breaking for a time, and they are crucial in the evolution of science and ideas. These are the fast ideas or slow ideas of yesteryear. They’re the best science at the time, limited in the scope, and clearly to some degree very incomplete.

Personality Types

Isabel Myers created the Myers-Briggs Type Indicator (MBTI) and helped millions of individuals understand themselves better as individuals. Most people are not very good at introspection, but the MBTI although atomistic in its approach, the four linear factors [E-I,N-S,T-F,P-J], provided a better set of factors to see the People Patterns, than looking to doGs, daemons, tea leaves, 2000 year old texts, or dead ancestor’s droppings, to understand and as a guide to operate in the past, present, and future.

Isabel Myers modification and adding to Carl Jung’s vague and sloppy ideas was a major improvement. The idea that people are inborn in their different wants, needs, and styles of behavior, often contrary to their families, friends, and communities, was a game changing idea against the early and dominant 20th century blank slate ideas of Watson/Skinner or simplistic primal instinct theories of Freud and Pavlov. Can the individual be explained by four factors? No, but as an initial way of looking at an individual for the “content of their character”

Relativity and Particle Types

Energy/Matter: Isaac Newton was extremely successful when he invented differential and integral calculus to model Kepler’s concept of the motion of the heavens. Newton used his newly coined (mathematical) concepts of mass and fluxons to generate a simple equation relating these two to universal gravity. He also was the first to guess that light was a particle. He obviously had no idea of electrons, protons, and the particle and force zoo that his followers would expand upon.

Space/Time: Einstein, abandoned his work on Brownian motion and the photoelectric effect (involving a Planck constant), to concentrate on the mismatch between Hamiltonian mechanics and Maxwell’s equations. With the use of covariant tensors and the formalism of the Minkowski space, Einstein generated an approximate model of Newton’s guess at gravity that has been excellent in predicting interesting phenomena such as the bending of light waves, time dilation, gravity waves, and phenomena such as black holes. On the other hand, Einstein’s field equations cannot explain the rotation of galaxies and the evolution of the universe without numerous fudge factors (the Gravitational “constant”, the Hubble “constant”, “Dark Matter”, and “Dark Energy”). Einstein’s equations do not involve the Planck (finite) constants, in some sense hiding behind infinity.

From all this it is to be seen how much the limits of analysis are enlarged by such infinite equations; in fact by their help analysis reaches, I might say, to all problems, the numerical problems of Diophantus and the like excepted. [Editor’s emphasis]

Isaac Newton (Letter to Gottfried Leibniz on the advantages of infinitesimal calculus)

Ersatz Ideas: Brilliantly Confused or Sloppy Confused.

“Nothing is more obstinate than a fashionable consensus

Margaret Thatcher

These ersatz “confused” ideas are to be explored in more detail in a later blog; however, what follows is a short introduction of the concepts to be developed further. My father spent most of his life combating or ameliorating the effects of confused ideas. But it is not enough to criticize ideas that one considers wrong or confused, better ideas must be built from from old ideas and new ideas that address the issues finessed or ignored by the ideas of the current time.

Das ist nicht nur nicht richtig; es ist nicht einmal falsch!

Wolfgang Pauli

Almost Right and Almost Wrong Ideas are the bulk of science; however, there are ideas that arise that are either Brilliantly Confused or Sloppy Confused, that contribute to the evolution of science. These ideas are a little more complex to describe in their role in the evolution of science.

“What you said was so confused that one could not tell whether it was nonsense or not.”

Wolfgang Pauli (to Lev Landau)

Brilliantly Confused ideas often open up new vistas implicitly. To a degree the Brilliantly Confused ideas are partially right, but typically, for wrong reasons. Archetypes of Jung and Freud’s “talking cure” were better than the torture methods of the medics of the first half of the twentieth century, but ultimately have no scientific basis other than vague metaphors. String Theory was promising in the beginning, once Green and Schwarz figured out the right scale, but it rested on a bad assumption: mass and energy are continuous and proportional factors in non-equilibrium circumstances. These ideas eventually fade, but seem to never die.

Sloppy Confused Ideas are wrong turns on bad assumptions (often seen in hindsight, but sometimes obvious to a silent or silenced minority). The “Mental Illness” metaphor used to rationalize psychiatry’s and the pharmacological industry to drug their patients or clients, often compounding the problems of these victims of abuse from dysfunctional families and/or institutions. In the science of cosmology, Steven Hawking used his credibility and dominate position in the field to speculate about how the world works, the popular media loving to advertise his every word. However, Steven Hawking and David Deutsch’s Multiverse is more religion than science.

Active Learning: Learn, Unlearn, Learn

The thing I miss about my father, besides our spirited and long debates, was his interest in ideas. He was always up for discussing them. Looking at them and examining the pros and cons of ideas: how they are almost right, almost wrong, brilliantly confused, and sloppy confused. Understanding can always be improved.

I bailed out of Chemistry and Electrical Engineering as undergraduate to go into computing; however, I never gave up on trying to learn more and understand more, like quantum computing. With a fifth watching of Andrea Morello’s interview, I am still learning, unlearning, learning.

I also didn’t continue to learn more “mathematical” (non-discrete) concepts beyond my BS and MS degrees. Only in the last couple of decades I have gone back to learning, unlearning, learning other mathematical domains. For example, in understanding internal structure and dynamics, Peter Scott’s article The Geometries of 3-Manifolds has valuable information about the eight kinds of geometries in three dimensions.

Architect Rationals include: Mary SomervilleDavid Mark KeirseyJames MadisonSrinivasa RamanujanEmmy NoetherPaul DiracRobert RosenDavid West KeirseyAlbert EinsteinLonnie AthensDavid Bohm

Abuse it, Lose it

Experimental Narcotherapy vs Logical Consequences for Chronic Mischief in Classrooms, by Dr. David West Keirsey (1991)

Editor’s Note: It has been about 30 years since my father wrote this article, which was based on his experience in the 50s, 60’s, and 70’s in the American public school system. Unfortunately, the abuse of psychiatry on their victims has gotten much worse and has spread across the world, and not only children in the American public schools are being abused. Old people, babies, the military, and the general public in mostly the “developed world” — are being fooled and drugged to conformity: to the monetary benefit of psychiatry and the drug companies.

When a child gets up out of his seat at school without permission, his teacher tells him to sit down and get to work. If he is out of his seat every minute or so, say every six minutes in a 360 minute day, that makes 60 times a day. If he’s out of his seat that many times each day, five days a week, that’s 300 Out-Of-Seat-Without-Permissions (OOSWOPs for short). Now 300 is an impressive total of OOSWOPs. The teacher, now and then, reminds him to sit down and go to work, but with little effect. Pretty soon she adds scolding to reminding. Then maybe she gets the principal to spank him. Then maybe his parents are brought into the act. They either get after the school or their son or both. Maybe they take his bike away from him and send him to bed without dinner several times. Something like that. But all to no avail. No matter how many reminders or scoldings or whippings or deprivations, he still rings up his 300 or so OOSWOPs a week.

But the child doesn’t rest his case with just getting out of his seat. There are other kinds of disobedience, other ways to disrupt classroom proceedings. Like making motions and noises while seated. For instance, the disobedient child doesn’t raise his hand with restraint like the other children, but waves it wildly and maybe puffs and whistles to get the teacher’s undivided attention. And he gets it. By that time the child has had so much attention that just raising his hand won’t work, so he’s got to distract the teacher’s attention from the other kids with extra motions and noises, none of which are permitted. Let’s call motion and noise without permission MANWOPs to distinguish them from OOSWOPs. And of course the teacher must remind the child (again without much success) that that is not an acceptable way to get attention. Notice the child’s clever manipulation of the teacher: he is doing what he’s supposed to do — raise his hand to get the teacher’s attention –but in an unacceptable way. Now since an increase of reminding, scolding, threatening, paddling, and depriving doesn’t decrease the frequency of OOSWOPs and MANWOPs appreciably, there seem only two things left to do: remove the child from the classroom, or drug him into inaction. Both work. First, let’s look at drugging the child into inaction. To explain accurately what prescribed drugs are doing to our children, I must first describe in some detail just what drugs we are considering. There are many different kinds of drugs, but only those drugs called “narcotics” are of interest here.

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Conway’s Mesh of Life

I saw him there as he sat, with his classic slightly bemused grin before his lecture.  I had never got a book autographed, until then. I am not easily enamored by fame, scientific or any other knowledge or skill domain. But I powered through my natural enryo, for I had brought his book with me intending to get him to sign it. I thought his book as one key to unlocking an important question.

I have studied the contents of the book for years. And continue to revisit and re-cycle his ideas contained within.


To Subquotient, or Not Subquotient,
That is the question!

The divisor status, of the lattice, oh my, Times, Rudvalis.
Crack the Dirac, Landau beseech the damp Leech.
It’s a Monster Conway Mesh, Mathieu’s Stretch, Jacques’ Mess, Janko’s Sprains, and Einstein’s Strain…

He had given me a quizzical look, since my hair was graying and I didn’t say anything.  He said it was his “best book.”  I nodded and I didn’t say anything.  I am not a mathematician by training, and I was working on a slow idea, not ready for Prime time On the nature of the universe.

Never mind the mock theta, Ramanujan’s gap, Namagiri dreams.
No Tegmark or Linde, but
Verlinde in name. It’s all but Feynman’s streams,
and weigh.

Such a Prime rank, any such Milnor’s exotic sank
No mess, no Stress, but Strain.
Tensors Bohm and bain

John Horton Conway, Inventor Rational, FRS (/ˈkɒnweɪ/; born 26 December 1937 – April 11, 2020) was an English mathematician active in the theory of finite groupsknot theory, number theory, combinatorial game theory and coding theory. He had also contributed to many branches of recreational mathematics, notably the invention of the cellular automaton called the Game of Life. Conway was Professor Emeritus of Mathematics at Princeton University.

He was the primary author of the ATLAS of Finite Groups giving properties of many finite simple groups. Working with his colleagues Robert Curtis and Simon P. Norton he constructed the first concrete representations of some of the Sporadic groups. More specifically, he discovered three sporadic groups based on the symmetry of the Leech lattice, which have been designated the Conway groups. This work made him a key player in the successful classification of the finite simple groups, which is considered one of the greatest quests in mathematics.

Now that John has passed from the scene, his Game of Life has ended, a new requestion will be continued. Conway’s Monster Mesh needs to be fleshed out and explained in more simple and complex terms: 1) in in-form-ation terms, 2) in phys-ical terms, 3) in mathe-mat-ical terms, 4) in in-volut-ionally and en-volut-ionally terms. But also explained with these four towers of Babel — integrated.

My slow idea was to use as a Framework based on Conway’s work on Symmetry and the Sporadic Groups, but also other mathematicians and scientists.

Many mathematicians including Conway regard the Monster Group as a beautiful and still mysterious object. Since there is no “physical meaning” attached to mathematical concepts and percepts, these “conceptual ideas” in mathematics will continue to be “beautiful and mysterious” and ABSTRACT. However, one can be more systematic in the use of ideas. It is about that Relational Thing: not only about Conway, Dirac, Einstein, Newton, or Hawking ideas.

Life Itself

When looking both at the details and the overall Gestalt, patterns can be seen. It might be called Existence Itself More and Less, A Gain.

The 27 Sporadic Groups with corresponding
Physical Ansatz Concepts and Percepts
Gestalt Science

Gestalt Science related blogs: Gestalt ScienceReimaginingFeynmanThat Relational ThingThe Digital Sand ReckonerTowards Quantum FormaticsThe Ring that Binds and GrindsPrimeOn the Question of Learning WordsOne Ring that Binds Them AllThe FunctionalWithin the Edge of…

Inventor Rationals include: Feynman, Atul GawandeLarry PageElaine MorganLynn MargulisElon MuskSteve JobsJoseph James SylvesterFrances CrickPaul AllenWerner Von BraunWolfgang PauliAbraham LincolnMark TwainHedy LamarrJulius Sumner Miller, and Zhang Xin

Using Reasoning to Learn New/Old Words

“Only strong characters can resist the temptation of superficial analysis.”

Albert Einstein

Quantum mechanics, with its leap into statistics,
has been a mere palliative for our ignorance.

Rene Thom

When logic and proportion fall soggy dead,
and the white knight is talking backwards,
with the Red Queen is on her head,
Remember what the dormouse said:
Feed your head.
Feed your head!

We typically learn many words from context, rather than looking them up in a dictionary. Each person knows and uses many words which they cannot define exactly. Most of the words we know are not learned by someone telling us the definition. More typically, we learn words by extracting its meaning from context. The first encounter with a given word is usually not sufficient to gain any real understanding of the word.

Understanding can be achieved by comparing several examples. Each successive example can either augment understanding, confirm the understanding, or in some cases, uncover misunderstanding.

Learn, Unlearn, Learn

If you don’t understand something said,
don’t assume that you are at fault.
David West Keirsey

Wandering towards Scientific Enlightenment

Understanding can always be improved.

Problem comes when learning old fast ideas.

The trouble with specialists is that they tend to think in grooves
Elaine Morgan

In 1900, Max Planck had created a theoretical explanation of Wien’s formula on black body radiation. But in that process, experimentalists aware of Planck’s interest in the matter, had recently looked into the matter at longer wavelengths and higher temperatures, and told Planck that the infrared region at high energies violated Wien’s formula — so his original explanation was wrong. To quickly solve the problem, Planck added a “correction” to his analysis. A resulting derived formula proved to correct, no matter the increase in frequency (looking at a wider range of energies) and the improved accuracy of experimental results. Planck went back to his quickly modified analysis and reformulated his ideas to justify the semi-ad-hoc correction and found that it implied that energy was emitted or absorbed in discrete units based on Boltzmann’s combinatorics. He had solved a problem by simply creating a “chimera:” adding a factor in his equation — but he did not realize its consequent was as significant until he tried to justify his change theoretically. Even then, he did not consider it as profound, until Niels Bohr and others started to apply his new idea “a quantum action” to atoms and molecules. Another problem was there was a flaw in Planck’s reasoning for which Satyendra Bose corrected later, but the idea of quantum action has proved to be one of the two key and major ideas of physics in the 20th century.

Niels Bohr became very successful in applying Planck’s quantum action idea when examining the spectrum of the hydrogen atom. The failure of Rutherford’s simple analog “orbit” model, whereas the precise predictions of Bohr using Fraunhofer spectral lines, signaled the death of 19th century physics in the realm of small. However, for more complicated atoms, Bohr’s model wasn’t as accurate, so his original fast idea [quantum theory] needed modification or to be added to. The initial progress of the ideas: Einstein’s 1) lichtquanten, 2) special relativity, 3) general relativity; 4) Schrodinger’s recursive function equation; and 5) Dirac’s delta functional; petered out into the “particle and force zoo” ending up with the not very well understood statistical and probability based Standard Model of particle physics.

Wandering towards Scientific Enlightenment 2.0

Time, Space, Mass, Energy, Charge, Spin? What do these words mean?

Gestalt Science related blogs: Gestalt Science, Reimagining, Feynman, That Relational Thing, The Digital Sand Reckoner, Towards Quantum Formatics, The Ring that Binds and Grinds, Prime, On the Question of Learning Words, One Ring that Binds Them All, The Functional, Within the Edge of…

The Evil Practice of Narcotherapy.

By Dr. David West Keirsey (published 1991)

Editor’s Note: It has been about 30 years since my father wrote this article, which was based on his experience in the 50s, 60’s, and 70’s in the American public school system. Unfortunately, the abuse of psychiatry on their victims has gotten much worse and has spread across the world, and not only children in the American public schools are being abused. Old people, babies, the military, and the general public in mostly the “developed world” — are being fooled and drugged to conformity: to the monetary benefit of psychiatry and the drug companies.

Something is wrong with the idea of Attention Deficit. Not just a little wrong, but terribly wrong, and, as it turns out at the turn of the century, tragically wrong. Tragic because it gives the appearance of legitimacy to the practice of prescribing stimulant narcotics for children who are said to be short on attention.

Narcotherapy

During the 1950s the practice of experimental narcotherapy for so-called “hyperactivity” came into vogue. The drugs of choice were amphetamines such as Benzadrine and Dexedrine, and in the late 1950s, methylphenidate (Ritalin), and pemoline (Cylert). At first only the extremely active boys got zapped with stimulants, maybe one or two per school. But since only a few psychologists complained about this questionable practice, and since the “special education” movement was growing rapidly, more and more teachers demanded that somebody else should be held responsible to put a stop to disruptive behavior in the classroom.

During the 1960s and afterwards only the corrective counselors trained and experienced in the methods of Dreikurs, Erickson, and Glasser knew how to control disruptive behavior in the classroom. Not knowing this, parents turned to those local medics who claimed they could control disruptive behavior with drugs. These medics, knowing that activity level could be dampened with drugs that act on the brain, started experimenting with brain-disabling drugs. They’re still experimenting, but they have multiplied exponentially because the practice is so easy and so lucrative. Now there are millions of kids being drugged, whereas there were only thousands in the 1950s.

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Drugged Obedience

Experimental Narcotherapy vs
 Logical Consequences for Chronic Mischief in Classrooms

by Dr. David West Keirsey (published 1991)

Drugged Obedience

Editor’s Note: It has been about 30 years since my father wrote this article, which was based on his experience in the 50s, 60’s, and 70’s in the American public school system. Unfortunately, the abuse of psychiatry on their victims has gotten much worse and has spread across the world, and not only children in the American public schools are being abused. Old people, babies, the military, and the general public in mostly the “developed world” — are being fooled and drugged to conformity: to the monetary benefit of psychiatry and the drug companies.

Dr. Keirsey explains in this article what are the kinds of drugs, and their effects.

Narcotherapy

When a child gets up out of his seat at school without permission, his teacher tells him to sit down and get to work. If he is out of his seat every minute or so, say every six minutes in a 360 minute day, that makes 60 times a day. If he’s out of his seat that many times each day, five days a week, that’s 300 Out-Of-Seat-Without-Permissions (OOSWOPs for short). Now 300 is an impressive total of OOSWOPs. The teacher, now and then, reminds him to sit down and go to work, but with little effect. Pretty soon she adds scolding to reminding. Then maybe she gets the principal to spank him. Then maybe his parents are brought into the act. They either get after the school or their son or both. Maybe they take his bike away from him and send him to bed without dinner several times. Something like that. But all to no avail. No matter how many reminders or scoldings or whippings or deprivations, he still rings up his 300 or so OOSWOPs a week.

Feynman

“What I cannot build, I cannot understand.”

Richard Feynman invented a whole new way of talking about quantum electrodynamics when writing his PhD thesis at Princeton, which eventually helped him detail some of the properties of weak-force in particle physics in his Nobel prize winning work. Later he invented “Feynman’s diagrams” as an intuitive graphical representation of particle physics, which are still used in theoretical physics to this day.

However, he became famous in part through his maverick and distinctive antics. He was a real character: a very curious character. When at Los Alamos working on the atomic bomb, from picking the locks of his colleagues cabinets which contained top secrets, to playing games with the security personnel; naming a few of his antics which had earned him a well deserved reputation of being a trickster and an iconoclast. Freeman Dyson once wrote that Feynman was “half-genius, half-buffoon”, but later changed this to “all-genius, all-buffoon”. Quickly recognized by the intellectual giants of theoretical physics as a brilliant and quick mind, Feynman was sought out by the innovative thinkers of the day. Contemptous of titles, like all Rationals, when awarded the Nobel Prize in Physics, he tried to figure out a way to get out of accepting it.

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The Boss

“The Boss,” as he was called by those under him, Iosif Vissarionovich Dzhugashvili was born in Gori, Georgia, in the Russian Empire in 1878.  His father, “Besso,” became a drunk, and beat his wife, “Keke,” and son.  They moved a lot, and finally Besso abandoned Keke and Iosif.  Keke, born a serf, was a tough, but righteous and religiously pious woman; she also beat her son. Keke wanted her son to be a priest.

Gori was a rough and poor town.  Street gangs and crime were common, and Iosif, small but wiry, was known to participate in the fighting.  Nevertheless, Iosif was a good student.  The Russian language was required in the Russian empire, and Iosif learned it, but always had a Georgian accent. Education was by rote and corporal punishment was rampant; one teacher rapping the students’ knuckles if their eyes wandered.   Iosif won a scholarship to Seminary at the age of 16.  The seminary was very Spartan, dogmatic, and severe corporal and psychological punishment was normal.

In the seminary, he discovered revolutionary material, including Darwin and Marx, destroying his belief in religion.  “They are lying to us,” he said to a fellow student. Living a double life, one secret, at night, he got involved in Georgian revolutionary activities. He had chosen the name “Koba,” a Russian, fictional Robin Hood-like character. There, quite a few other students became revolutionaries from that Seminary at that time. Ioseph was dismissed for not taking an exam just before graduating, maybe because he couldn’t pay the rapidly rising fees.  He had become a revolutionary, joining an organization that later became the violent part of the Communist party, the Bolsheviks. It was a life of safe houses, forged documents, and secrecy.  Koba was brilliant at organizing workers and also mixing with criminal elements. He collected and directed “enforcers” like Kamo, a brutal, violent, sociopath.  While in prison, he became the boss of the prisoners: he was inured to physical punishment.

Sent to Baku by the revolutionary committee, Koba ordered the murders of many Black Hundreds (right-wing supporters of the Tsar), and conducted protection rackets and ransom kidnappings against the oil tycoons of Baku. He also operated counterfeiting operations and robberies. He befriended the criminal gangs; Koba’s gangsterism upset the Bolshevik and Menshevik intelligentsia, but he was too influential with Lenin and indispensable to be opposed.  As a revolutionary in Tsarist times, he was arrested eight times and escaped seven times, before the Russian Revolution in 1917; but he changed the facts after he was General Secretary, obscuring one of his arrests. It was suspected by some of his fellow Bolsheviks that Koba was a double-agent, a provocateur, for he seemed to go to-and-fro without any visible support, without difficulty, and was not arrested with everybody else in a particular Tsarist roundup.  Koba, most likely known by Lenin as a double-agent, played the game well, with internal party members sometimes sacrificed for the cause. No doubt Koba used this policy for his own purposes also. At one point, when complaints were getting serious, he was arrested, and rumors were dropped for the time being. Continue reading

Officious Busy-Bodies

“Was mich nicht umbringt macht mich stärker.”
What doesn’t kill me, makes me stronger.
— Friedrich Nietzsche

I have lost Wikipedia battles.  The latest I just discovered.

They are virtually nameless.  They just appear in the history of edits on a Wikipedia page.  They are vandals in the guise of “Wikipedia Administrators.”  Self appointed legal vandals, in the guise of upholding “Wikipedia standards and practices”.  Their religion is to enforce that the Wikipedia has conforming and superficial knowledge.  I believe there are some good Wikipedia Administrators out there, but I haven’t encountered one.  I have had battles with these “little Caesars” with their officiousness throughout the years.

Here is what this “Wikipedia Administrator” troll has to say about his “work” — what he doesn’t mention is his trashing and deleting of Keirsey Temperament Wikipedia pages:

My current Wikipedia programming project is Wikipedia:Typo Team/moss, which aims to spell-check, grammar-check, and style-check all of the English Wikipedia.

“spell-check, grammar-check, and style-check”  and deleting perfect legitimate material that had been on Wikipedia for more than a decade at least.

I call it: Ignorant Censoring

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Gestalt Science

modeling_relationA Viking Reader

Fearless Asymmetry and Symmetry

order_chaos_particle_biform
Chaos to Order,                                 Order to Chaos

My father died on July 30th, 2013 and I intend to honor him, if I can, by writing a blog about him and the consequences of me integrating his ideas every year.  First year,  Second YearThird Year, Fourth YearFifth Year, Sixth Year. this is the Seventh Year.

keirsey_seaweedMy father, near the end of his life, considered himself the last Gestalt Psychologist. When I was very young I was fearful of kelp seaweed: my father showed me that it couldn’t hurt me, so I shouldn’t be afraid of it.   I learned from him. If you understand something, you can reason about it.   If you only have a correlation, you can’t be sure of the factors. He was never afraid to question conventional wisdom or the current fashionable and entrenched ideas (however old or fast those ideas were).

As a clinical school psychologist he was on the front line against invasion of chemical psychiatry into K-12 schools, and he saw how they used “their pseudo-scientific expertise [and argot]” to fool and trap kids and parents into approving the use of brain disabling drugs, within the “educational system” and with the implicit pressure and blessing (and relieving of responsibility) of the teachers and administrators.  He also didn’t buy into the dominant paradigms of the first half of 20th century of Freudian psychology and the correlational “blank slate” behaviorism of Watson and Skinner.

“If you don’t understand something said, don’t assume you are at fault.”
— David West Keirsey

Throughout my discussions and debates with him in my lifetime, he talked about ideas.   We talked about philosophy, science, mathematics, computers, people, and life. 

to_explain_the_world_cover 

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