Focus on Producing Information, Not Consuming

The production of information is critical to a healthy information diet. It's the thing that makes it so that your information consumption has purpose. I cannot think of more important advice to give anyone: start your day with a producer mindset, not a consumer mindset. If you begin your day checking the news, checking your email, and checking your notifications, you've launched yourself into a day of grazing a mindless consumption. [...] But there's something else that being a producer do...

 The Coal Standard

Here's a thought: maybe we could buy off the simplistic goldbug-minded "money is a commodity" thinkers by proposing a coal standard? That is: treat burnable fossil carbon as money? Like BTC, there's a finite amount of it remaining to be mined. Like BTC, mining the last reserves gets incrementally harder over time. Unlike BTC, if you burn it, it's gone for good, so there's an incentive to stockpile it and not burn it (ideally by stockpiling it in the ground, where it comes from, by buying lan...

 Knowledge Replaced with Social Media

When it emerged towards the end of the 80s as a purely text-based medium, [the internet] was seen as a tool to pursue knowledge, not pleasure. Reason and thought were most valued in this garden—all derived from the project of Enlightenment. Universities around the world were among the first to connect to this new medium, which hosted discussion groups, informative personal or group blogs, electronic magazines, and academic mailing lists and forums. It was an intellectual project, not about ...

 Teacher Approval Ends Discussion

After years of classroom research, Dillon (1988) concluded that teacher interventions during student discussions tend to shut down student thinking and student talk. He found this to be particularly true of positive feedback or praise. The rationale, of course, is that when a teacher communicates agreement with one student’s thinking, both the speaker and other classmates conclude that there is no need for further thought because the teacher has gotten the answer he or she was after.

 Changing Focus from Teacher to Learning in Education

Most theories of teaching and learning take a particular stance on the role of the teacher and the relative importance of the teaching act, in contrast to the role of the learner and the learning act. This fundamental division splits the world of educational theory into two clear schools of thought. In the first—more ancient—school, it is the authority of the teacher that takes pride of place. The teacher is seen as a master or wise one who possesses knowledge and who, through the act of ...

 A User Interface Can Change the Way We Think

In extreme cases, to use such an interface is to enter a new world, containing objects and actions unlike any you've previously seen. At first these elements seem strange. But as they become familiar, you internalize the elements of this world. Eventually, you become fluent, discovering powerful and surprising idioms, emergent patterns hidden within the interface. You begin to think with the interface, learning patterns of thought that would formerly have seemed strange, but which become seco...

 Perspectives of History

The trouble I think is that historians dont actually agree on much about those processes. The post-marxist school of thought sees history as a process of struggles over resources between interest groups. Foucaultians see history as a process born of the "techniques" of power the elites wield over the non elites, Traditional liberalism saw history as a Hegelian (Not to be confused with marxisms very different view) process of gradual movements towards technological, social and cultural perfec...

 The Noosphere

Under the impact of this passage from simple to squared numbers, we all become aware that the entrance is open for the hominised consciousness into a new inner world: the world of the Universe as thought. But do we sufficiently notice that simultaneously, in the realm of the measurable and tangible, another form of ' generalisation '—also as the result of reflexion — becomes possible and outlines itself: no longer simply for our knowledge, the systematised perception of total time and tot...

 The Point

Behold yon miserable creature. That Point is a Being like ourselves, but confined to the non-dimensional Gulf. He is himself his own World, his own Universe; of any other than himself he can form no conception; he knows not Length, nor Breadth, nor Height, for he has had no experience of them; he has no cognizance even of the number Two; nor has he a thought of Plurality, for he is himself his One and All, being really Nothing. Yet mark his perfect self-contentment, and hence learn this lesso...

 The Question of Methodology

The methodological question. In a previous book I gave a good deal of thought and analysis to the methodological importance f°r work in the human sciences of finding and formulating a first s t eP. a point of departure, a beginning principle.11 A major lesson I learned and tried to present was that there is no such thing as a merely given, or simply available, starting point: beginnings have to be made for each project in such a way as to enable what follows from them. Nowhere in my experien...