Author: Macrobius

  • Every Tweet is an Index Card

    # Every Tweet is an Index Card. (1/)

    You can write a lot on an index card, but there’s a limit. The same is true for tweets. (2/)

    The German word for Index Card is a #Zettel and the cards are placed in a #Zettelkasten. (3/)

    Index cards contain notes, which should be written in a language call *Markdown*. (4/)

    Index cards are prompts. Tweets are prompts too. For someone. (5/)

    Markdown is the native language for interacting with AIs, as in Prompt Engineering. (6/)

    \## What Markdown can do: (7/)

    It can have headings and suhheadings, marked with a `#` (8/)

    You do _italics like this_ (9/)

    You can make things **bold** like this. (10/)

    You can write literal text or program statements in Markdown like this, with back tics (11/)

    Some dialects of markdown understand hashtags, some don’t. (11/)

    A dialect is a dialogue is dialectic. It’s for talking together. (12/)

    You can try to attach a document or picture to an index card, but that doesn’t work very well. Index cards are mostly for text. (13/)

    You can link index cards (tweets) together with a hyperlink. This is how you do quotes and attachments too – you link them. (14/)

    Index cards are dots, and hyperlinks are arrows. The arrows let you move from card to card. (15/)

    Every tweet (and every index card) is also a passage in a game. (16/)

    Would you like to play a game? Let’s play Adventure, a text game. (17/)

    You are in a maze of twisted little tweets, all alike. (18/)

    Index cards and tweets (which are the passage prompts in a game, and let you navigate to other passages by following the arrows), can also be used to write books. (19/)

    The japanese call this Keitai shosetsu. It is an art form, invented in the aughties, by humans who were texting on mobile phones. (20/)

    Keitai shosetsu is a form of dialectic. (21/)

    Some novels let you choose your own adventure. (22/)

    You don’t always have to go to the next tweet in the thread. (23/)

    You can branch out. Branches make trees. (24/)

    Every index card should have a unique identifier called a slug. (25/)

    At twitter, the slug for the previous tweet is 1943722229713580200. Look at its link to confirm this. (26/)

    Quotations and Quines are a kind of links in a mathematical construct called a Category. Categories are pictures of dots and arrows. (27/)

    In mathematics, Category Theory is an alternative representation of Symbolic Logic, called Categorical Logic.[1][2] (28/)

    In Aristotle, who invented Category Theory, the categories are of course dots and arrows too, though he doesn’t call them that. (29/)

    Aristotle calls his dots, or index cards, ‘terms’. (30/)

    Stop and explore Aristotle
    [Categories, by Aristotle; translated by E. M. Edghill]

    https://homepages.uc.edu/~martinj/H…le/Aristotle – Categories – Edghill trans.pdf
    Or go to next tweet in thread… (31/)

    Dots (web pages) and arrows (hyperlinks) on the Semantic Web, are described by RDF, the Resource Description Framework, and its Semantics. And other Languages. (32/)

    The prompt, or #Zettel, is both for the Human and for the AI (computer) (33/)

    Index cards (prompts) can be used for training. (34/)

    Search the query {Behavioural Programme Learning} (35/)

    Reinforcement Learning, or Q Learning, is a kind of behavioural training programme for humans or AIs. Read this tweet again. (36/)

    Humans and AIs engage in a dialogue with each other, by passing prompts, or index cards written in Markdown, back and forth. (37/)

    The outcome of Dialectic depends on both players, their environment (which is another player, called ‘Nature’ or ‘The Battlespace’), and what plays they make. (40/)

    To read more about #Zettels and #Zettlekasten,

    https://zenkit.com/en/blog/a-beginners-guide-to-the-zettelkasten-method/
    Or, continue playing tweet game. (41/)

    What do you get when you multiply 6 * 7? (42/)

    —–

    [1]: [cl_and_tt_v2.pdf]

    https://ericschmid-uchicago.github.io/notes/cl_and_tt_v2.pdf
    [2]: [LNPnotes.dvi]

    https://www.cs.ox.ac.uk/people/bob.coecke/AbrNikos.pdf

    Article via TBC
    https://tunisbayclub.com/index.php?threads/every-tweet-is-an-index-card.3063/

  • Meme Laboratory: Weaponised Memes

    Meme Laboratory: Weaponised Memes | TBC

    [[ This is a poast about building a web out of clickable pictures that link to each other ]]

    Reprint of a Salo howto thread archived here: http://whigdev.com/white/index.php?threads/meme-laboratory-weaponised-memes.36/

    via http://whigdev.com/forum/viewtopic.php?f=11&t=2641

    and

    https://salo-forum.com/index.php?thread … cript.7178 [[ broken now ]]

    viewtopic.php?f=11&t=1978 | Graphics Request Thread [[ will try to restore content below ]]

    viewtopic.php?f=29&t=2089 | Fun with SVG [[ will try to restore content below ]]

    I’ve been playing around with using standalone SVG files as a ‘replacement’ for HTML. It’s a bit primitive, but I thought I’d share some working samples to get anyone interested started.

    – I want to go back to an easier web — the web exists to fetch static files. Pulling in lots of files — 100s? 1000s? to view a single page is a non-goal.

    – I’m interested in graphics, data visualisation, and memes — that is how people learn now. We still need text though. And no, I don’t want to pull in a giant library like d3 just to draw simple plot.

    – You should write your own damn code anyway. Libraries are for the birds. All scientists know this. Sure, there are exceptions. No one wants to write their own OS or re-write BLAS just to multiply matrices. But those few exceptions aside, you should know and love every line of code you use.

    – SVG uses XLINK for hyperlinks. I know. XML is so aughties. SVG 1.1 is the current well suported standard. SVG 2 is ‘out there’ and getting moar like HTML5 and less like XHTML. festina lente.

    – We still need to embed HTML though

    – SVG has a DOM but it is not *your* DOM. Getting styles to play nicely between the HTML and SVG/XML world, or between DOMs, requires a lot of namespace majick. That’s what this thread is about….

    So. Working samples:

    [[ code at the link ]]

    Largely taken from a book on SVG, but adding in how to do hyperlinks — ‘interactivity’ and programming are not features to toss as an afterthought in Chapter 18! They are the essence of the matter.

    Recovering above threads tough but here’s fresher content: http://whigdev.com/white/index.php?threads/where-are-all-the-animated-svgs.109/

    Library of Babylon wins again

    —–

    I’ve been playing around with using standalone SVG files as a ‘replacement’ for HTML. It’s a bit primitive, but I thought I’d share some working samples to get anyone interested started.

    – I want to go back to an easier web — the web exists to fetch static files. Pulling in lots of files — 100s? 1000s? to view a single page is a non-goal.

    – I’m interested in graphics, data visualisation, and memes — that is how people learn now. We still need text though. And no, I don’t want to pull in a giant library like d3 just to draw simple plot.

    – You should write your own damn code anyway. Libraries are for the birds. All scientists know this. Sure, there are exceptions. No one wants to write their own OS or re-write BLAS just to multiply matrices. But those few exceptions aside, you should know and love every line of code you use.

    – SVG uses XLINK for hyperlinks. I know. XML is so aughties. SVG 1.1 is the current well suported standard. SVG 2 is ‘out there’ and getting moar like HTML5 and less like XHTML. festina lente.

    – We still need to embed HTML though

    – SVG has a DOM but it is not *your* DOM. Getting styles to play nicely between the HTML and SVG/XML world, or between DOMs, requires a lot of namespace majick. That’s what this thread is about….

    So. Working samples:

    Code:

    <svg xmlns="http://www.w3.org/2000/svg"
      xmlns:xlink="http://www.w3.org/1999/xlink"
    height="10cm" width="10cm">
    
    <title>scripted svg</title>
    <style type="text/css">
      line {
        stroke: purple;
      }
      svg {
        margin: 1cm;
      }
    </style>
    <script><![CDATA[
      (function() {
        var size=10;
        var doc = document;
        var svg = document.documentElement;
        var svgNS = svg.namespaceURI;
        if (!(svg.classList && svg.classList.contains("initialized")))draw();
        function draw(){
          var l1,l2;
          for (var i=0; i<=size; i++){
            l1 = doc.createElementNS(svgNS,"line");
            l1.setAttribute("x1",i+"cm");
            l1.setAttribute("x2",size+"cm");
            l1.setAttribute("y2",i+"cm");
            svg.appendChild(l1);
      
            l2 = doc.createElementNS(svgNS,"line");
            l2.setAttribute("y1",i+"cm");
            l2.setAttribute("x2",i+"cm");
            l2.setAttribute("y2",size+"cm");
            svg.appendChild(l2);
          }
          if (svg.classList) svg.classList.add("initialized")
          a1 = doc.createElementNS(svgNS,"a");
          a1.setAttributeNS("http://www.w3.org/1999/xlink","xlink:href","http://whigdev.com");
          a1.setAttributeNS("http://www.w3.org/1999/xlink","xlink:title","Assisted Thinking");
          //a1.textContent="clickme";
          t1 = doc.createElementNS(svgNS,"text");
          t1.setAttribute("x",10);
          t1.setAttribute("y",10);
          t1.textContent="clickme";
          a1.appendChild(t1);
          svg.appendChild(a1);
        }
      }
        )();
    ]]></script>
    </svg>

    Largely taken from a book on SVG, but adding in how to do hyperlinks — ‘interactivity’ and programming are not features to toss as an afterthought in Chapter 18! They are the essence of the matter.

    Let’s add some styled HTML:

    Code:

    <svg xmlns="http://www.w3.org/2000/svg"
      xmlns:xlink="http://www.w3.org/1999/xlink"
    height="10cm" width="10cm">
    
    <title>scripted svg</title>
    <style type="text/css">
      line {
        stroke: purple;
      }
      svg {
        margin: 1cm;
      }
    </style>
    <script><![CDATA[
      (function() {
        var size=10;
        var doc = document;
        var svg = document.documentElement;
        var svgNS = svg.namespaceURI;
        if (!(svg.classList && svg.classList.contains("initialized")))draw();
        function draw(){
          var l1,l2;
          for (var i=0; i<=size; i++){
            l1 = doc.createElementNS(svgNS,"line");
            l1.setAttribute("x1",i+"cm");
            l1.setAttribute("x2",size+"cm");
            l1.setAttribute("y2",i+"cm");
            svg.appendChild(l1);
      
            l2 = doc.createElementNS(svgNS,"line");
            l2.setAttribute("y1",i+"cm");
            l2.setAttribute("x2",i+"cm");
            l2.setAttribute("y2",size+"cm");
            svg.appendChild(l2);
          }
          if (svg.classList) svg.classList.add("initialized")
          a1 = doc.createElementNS(svgNS,"a");
          a1.setAttributeNS("http://www.w3.org/1999/xlink","xlink:href","http://whigdev.com");
          a1.setAttributeNS("http://www.w3.org/1999/xlink","xlink:title","Assisted Thinking");
          //a1.textContent="clickme";
          t1 = doc.createElementNS(svgNS,"foreignObject");
          t1.setAttribute("x",10);
          t1.setAttribute("y",10);
          i1 = doc.createElementNS("http://www.w3.org/1999/xhtml","xhtml:div");
          i1.innerHTML="click <xhtml:span style=\"font-family:arial;font-weight:bold\">ME</xhtml:span>";
          t1.setAttribute("width",100);
          t1.setAttribute("height",100);
          t1.appendChild(i1);
          a1.appendChild(t1);
          svg.appendChild(a1);
        }
      }
        )();
    ]]></script>
    </svg>

    The catch is you need to use a foreignObject and XML (XHTML) namespaces.

    Online sample at CTRLALTRIGHT: https://s3-us-west-2.amazonaws.com/ctrlaltright/add-html.svg [[ the link in the sample does traverse but goes to a non-functioning landing page — I’ll have to fix the sample. It proves you can make a diagram (meme) with a clickable link ]]

    Notice: standalone SVG with hyperlinking is *all you need to build a web* — sure, it’s static assets, but JavaScript adds all the dynamism you need.

    The sample is a standalone SVG file, with HTML, JavaScript, styling, and hyperlinks, that your browser can already render. Test it on a sail phone too.

    It’s just a static file you could mail to someone as an attachment — no fetches from the web unless you want, and no silliness about .mhtml files or .zip files to distribute all the pieces you need to see and interact with the page.

    You can hoast SVG on an HTML page, but you will need an < OBJECT> tag if it has interactive bits like JavaScript. Obviously, an IMG tag that had JavaScript would be a huge hole in the security model.

    Part of Compartment on webdesign, kb:/STOOD. – graphics, dataviz, web typography, mathjax, LaTeX, unicode representation and encodings, SGML/HTML/XML processing [[ irrelevant comment about indexing and archiving this material ]]

    Code:

    <svg xmlns="http://www.w3.org/2000/svg"
      xmlns:xlink="http://www.w3.org/1999/xlink"
    height="10cm" width="10cm">
    
    <title>scripted svg</title>
    <style type="text/css">
      line {
        stroke: purple;
      }
      svg {
        margin: 1cm;
      }
    </style>
    <script><![CDATA[
      (function() {
        var size=10;
        var doc = document;
        var svg = document.documentElement;
        var svgNS = svg.namespaceURI;
        if (!(svg.classList && svg.classList.contains("initialized")))draw();
        function draw(){
          var l1,l2;
          for (var i=0; i<=size; i++){
            l1 = doc.createElementNS(svgNS,"line");
            l1.setAttribute("x1",i+"cm");
            l1.setAttribute("x2",size+"cm");
            l1.setAttribute("y2",i+"cm");
            svg.appendChild(l1);
         
            l2 = doc.createElementNS(svgNS,"line");
            l2.setAttribute("y1",i+"cm");
            l2.setAttribute("x2",i+"cm");
            l2.setAttribute("y2",size+"cm");
            svg.appendChild(l2);
          }
          if (svg.classList) svg.classList.add("initialized")
          a1 = doc.createElementNS(svgNS,"a");
          a1.setAttributeNS("http://www.w3.org/1999/xlink","xlink:href","http://whigdev.com");
          a1.setAttributeNS("http://www.w3.org/1999/xlink","xlink:title","Assisted Thinking");
          //a1.textContent="clickme";
          t1 = doc.createElementNS(svgNS,"text");
          t1.setAttribute("x",10);
          t1.setAttribute("y",10);
          t1.textContent="clickme";
          a1.appendChild(t1);
          svg.appendChild(a1);
        }
      }
        )();
    ]]></script>
    </svg>

    Wireframe tools: https://uxmovement.com/wireframes/3-best-vector-wireframing-tools-for-designers/

    https://moqups.com

    https://gomockingbird.com/home
    https://wireframe.cc/ <- this one uses SVG and exposes it, so you don’t need to sign up. 😉

    The ‘compleat designer’ tools at the link are all MacOS centric. I respect the design that went into the Mac and its eco-system, but dayum they’re expensive. Maybe one day I’ll own one to play with.

    —–

    glTF 2.0 models

    https://cesiumjs.org/tutorials/?m=1

    https://cesiumjs.org/Cesium/Apps/Sandcastle/index.html
    Utility for converting models: http://52.4.31.236/convertmodel.html [[ broken link ]]

    —–

    SVG and compound documents: http://www.comfsm.fm/~dleeling/cis/compound_dtd.xhtml

    I’m just going to leave these here:

    Think… WEAPONIZED RARE PEPES as NFTs

    Think, Fediverse Image Boards.

    https://jadenkore.medium.com/creating-a-dynamic-nft-that-updates-in-real-time-based-on-chain-data-3d989c04f137
    andyhartnett.medium.com

    Solidity TutorialâââHow to Store NFT Metadata and SVGâs on the Blockchain

    Recently I took a deep dive into the Crypto World. Especially on DeFi and Smart Contracts. So I did what probably every other developer…

    andyhartnett.medium.com andyhartnett.medium.com

    jsld.org

    How JSON-LD & Semantically Unambiguous Big Data power Industry Interoperability

    jsld.org

    Meme Laboratory: Weaponised Memes

    [[ This is a poast about building a web out of clickable pictures that link to each other ]] Reprint of a Salo howto thread archived here: http://whigdev.com/white/index.php?threads/meme-laboratory-weaponised-memes.36/ via http://whigdev.com/forum/viewtopic.php?f=11&t=2641 and…

    tunisbayclub.com tunisbayclub.com

    mary-motherofgod.blogspot.com

    Icons attributed to St. Luke

    Sacred Tradition holds that the icons known as Eleusa “Virgin of Tenderness” and Hodigitra “She who Shows the Way” are patterned after icons…

    mary-motherofgod.blogspot.com mary-motherofgod.blogspot.com

    7ab1f2ebebd32b35.jpg

    Also, take a gander at ‘Linked Open Data’ as pointed to by the Wikipedia article https://en.wikipedia.org/wiki/Linked_data

    https://lod-cloud.net/
    Xenforo won’t let me attach an SVG (too dangerous I guess and probably a wise precaution given the contents of this thread — but I’ll bet Ethereum lets me link it 😉 ) so you will need the link…

    https://upload.wikimedia.org/wikipe…the_Linked_Open_Data_cloud_2020-08-20.svg.png
    The thing to particularly note, is that the Biological sciences have taken over ‘Linked Data’ with a bit of help from Linguists and Military Logicians using ‘Sentient World Semantics’ for their models.

    You think AIs are scary? Be VERY AFRAID of Monkeys too.

    Ambrosius Macrobius on Gab: ‘So… you want to make 20 Million USD selling jpeg…’

  • A note on Byzantine Education

    https://substack.com/@macrobius/note/c-129623357

    #Zettel for this Note (snort.social)

    I should add that ‘memorising large parts of the Iliad’ was the bedrock of the national traditions of the Greek-speaking parts of the Empire right through the Byzantine period and beyond — Byzantine Education had two phases, paideia, which was taught even in rural towns in Anatolia to young boys (not sure about girls probably not), and invariable involved memorising Homer with all being the goal, though seldom achieved except by remarkable individuals.

    The middle stage (before the equivalent of University) was paideusis enkyklios, a straight up ‘curriculum’ which word is the latinised form of ‘en-kyklo-paideia’, more directly transcribed as `encyclopedia`.

    The last person known to have memorised the Psalms, the Gospels, and Homer was St Nikodemos of the Holy Mountain in the 18th century. Again, I’m not sure if that meant the Iliad (certainly), or also the Odyssey. The first two were a frequent accomplishment of monks in any era.

    I don’t in fact know how Homer was ‘pronounced’ in this memory tradition, and I’m sure there had to be nuances to make it into poetry, just as there are nuances in how medieval Latin poetry works compared to classical. I don’t know what they are and I’m willing to bet they pronounced Homer as in Demotic.

    The Singer of Tales tradition died hard in the Balkans and Hellas.

  • Placeholder for Phora Nova Threads

    List of threads for later grounding in WP and NOSTR notes

    Young US men are joining Russian churches promising ‘absurd levels of manliness’ | Phora Nova

    Curriculum Plans and Free Weekly Newsletter at Substack, The Saturnalia | Phora Nova

    Curriculum Plans and Free Weekly Newsletter at Substack, The Saturnalia | Phora Nova

    The Circle of Crust Discord Server | Phora Nova

    Homeschooling with AI and Zettelkasten notes | Phora Nova

    Homeschooling with AI and Zettelkasten notes | Phora Nova

    Altman: Things are about to get wyrd with ASI | Phora Nova

    Your Supply Chain Woes | Phora Nova

    Were the Welsh the first European settlers of North America? (video) | Phora Nova

    The real problem with Spain and Portugal’s Electrical Grid | Phora Nova

    Demographic Collapse… Country By Country | Phora Nova

    The Tucker Carlson Memorial anti-Warmongering Thread | Phora Nova

    ‘I feel open source has turned into two worlds’ | Phora Nova

    How do you give a Turing Test to an Anthill? | Phora Nova

    No Action Required: SITREPs and Incident Reports for Vigilant Hackers | Phora Nova

    Interesting take on the Housing Market by Hugh-Smith | Phora Nova

    I wondered what happened to my socks… | Phora Nova

    Greer on Peak Oil | Phora Nova

    The Great Simplification… the SHTF… now what’s next? | Phora Nova

    Trump BTC to the Moon? | Phora Nova

    The Death Throes of Modernity | Phora Nova

    Images and Memes | Phora Nova

    I may be an AI but I’m not YOUR AI | Phora Nova

    Classical Christian Education and Nuclear Warfare | Phora Nova

    The American Conservative Revolution | Phora Nova

    Microsoft retiring Blue Screen of Death | Phora Nova

    Crustr: Urbit, Fediverse, Nostr, Oh My! | Phora Nova

    Scientific Analysis of Nuclear Site Effects in Iran | Phora Nova

    Peter Thiel on AI, Orthodox Christianity, the Antichrist, and other topics | Phora Nova

    Same for TBC

    Young US men are joining Russian churches promising ‘absurd levels of manliness’ | TBC

    A Pre-1820s Reading List | TBC

    Introduction to Classical Christian Paideia: Preface | TBC

    Homeschooling with AI and Zettelkasten Notes | TBC

    Now this is just damn spooky… Agentic AI makes a podcast about my upcoming healthcare | TBC

    The ‘No Kings’ Insurgency | TBC

    I’m an AI but I’m not YOUR AI | TBC

    The Kaya Identity, Econophysics, and the Quadrivium | TBC

    How do you give a Turing Test ton an Ant Hill? | TBC

    September 9-10, 2022 Was the Beginning of WW3 | TBC

    The Real Problem with Spain and Portugal’s Electrical Grid | TBC

    Programming as we know it will disappear this year | TBC

    Scientific Analysis of Nuclear Site Effects in Iran | TBC

    Peter Thiel on AI, Orthodox Christianity, the Antichrist, and other topics (video) | TBC

  • Notes on Byzantine Education

    Originally posted at the Phora (private forum): Vladimir’s return | Page 5 | Phora Nova

    I should add that ‘memorising large parts of the Iliad’ was the bedrock of the national traditions of the Greek-speaking parts of the Empire right through the Byzantine period and beyond — Byzantine Education had two phases, paideia, which was taught even in rural towns in Anatolia to young boys (not sure about girls probably not), and invariable involved memorising Homer with *all* being the goal, though seldom achieved except by remarkable individuals.

    The middle stage (before the equivalent of University) was paideusis enkyklios, a straight up ‘curriculum’ which word is the latinised form of ‘en-kyklo-paeidia’.

    The last person known to have memorised the Psalms, the Gospels, *and* Homer was St Nikodemos of the Holy Mountain in the 18th century. Again, I’m not sure if that meant the Iliad (certainly), or also the Odyssey. The first two were a frequent accomplishment of monks in any era.

    I don’t in fact know how Homer was ‘pronounced’ in this memory tradition, and I’m sure there had to be nuances to make it into poetry, just as there are nuances in how medieval Latin poetry works compared to classical. I don’t know what they are and I’m willing to bet they pronounced Homer as in Demotic.

    The Singer of Tales tradition died hard in the Balkans and Hellas.

  • Classical Christian Education and Nuclear Warfare

    Classical Christian Education and Nuclear Warfare

    It is impossible for the educator, even of small children, not to take notice that this week the Earth came as close to renewing nuclear warfare as it has at any time since the reciprocal development of competing thermonuclear weapons by the United States and the Soviet Union.

    Closer even, than during the Cuban Missile Crisis. Had President Kennedy chosen to bomb the Cuban missile site, and perhaps attempted to sink a Soviet submarine or three, we might have found out whether that particular crisis was more or less severe than the one last week. He did not, and it is useless to speculate based on hypotheticals.

    I have another reason for speaking out at this time—my personal obligation as a trained (Ph.D.) Experimental Nuclear Physicist, with some post-graduate work in that field, and also an interest in matters of Meteorology and Climate, informed by my reading of Sagan et al., The Cold and the Dark, on the theory and consequences for the Earth’s climate of a full-scale nuclear conflict, commonly called the ‘Nuclear Winter’. The science and possibility of this has not changed in the intervening years, any more than the understanding that using fossil fuels for the next 30 or 50 years would lead to Global Warming, which we did and it has.

    So, what has the discussion of such weighty matters, important as they are, to do with Classical Christian Education (CCE)? I would answer, at least two very important observations, which are subject of this essay.

    (1) That in Classical Education ‘Physics’ is a broader term than what we currently designate by it, and includes also Biology and Chemistry, so that there is no easy pass for physicists or chemists because they are not working on subjects that directly impact Life and the Environment, but are ‘merely theoretical’.

    And (2), That even in CCE, the ‘Liberal (Classical) Education’ part is, and should be, purely secular, and non-controversial, when presented to children younger than ‘Rhetoric’ stage. That is, children of Grammar and Dialectic phase.

    This contrasts greatly with the theory of our current Educational System, which is based on the Clausewitz Triangle, and places Education in the service of War and the State. That is, the two hands of the Government of the State (top of the triangle) are the Military (who are given Military Doctrine, or training), and the People, who likewise are indoctrinated with Total Education for Total War in the service of the Total State (of Prussia, later America).

    This contrasts greatly with the principles of the Scottish Enlightenment, and the Liberal and Classical principles of the American Revolution, and its alternatives. Certainly it contrasts with a millennium or two of traditional Christian Education as well. The alternative form of militarist, universal, and mandatory education was first tried in Massachusetts, after dis-establishment of Puritanism in 1832. In short, in the period that in Europe corresponds to the time between the conclusion of the Congress of Vienna (1820) and the Crimean War at mid century. It was tried in a single state, at the time of the New England Transcendentalists, Emerson and Thoreau. Until the post-bellum period, very few states made it mandatory or even experimented with it. It is, thus, a project of ‘Liberal Democracy’ and not of a Constitutional Republic. Until quite recently, it was not a matter for the Federal government to concern itself with at all, though clearly the experience of the Wilson and FD Roosevelt administrations changed that as well.

    To touch first briefly on the second point, then, that Classical Education, or Liberal Education, should be both purely Secular and also not have a lot of political propaganda mixed up with it to ‘indoctrinate’ the children: we start with the fact that there are *TEN* Liberal Arts, not *SEVEN* (according to, for example, St Augustine).

    The first seven ‘arts’ are called ‘disciplines’—these are, famously, the Trivium (Grammar, Dialectic, Rhetoric) and the Quadrivium (Arithmetic, Geometry, Music, Astronomy) that comprise most of Classical Education in the secular sense through High School. They are ‘disciplines’ because they are taught to young children—Disciples, and are meant to have nothing that adults would dispute among themselves—and certainly politics and the objectives of warfare, rather than physical training for it, are both controversial and contentious. One cannot compete in any ludus before one is trained!

    The principle of not teaching the controversial parts of the Liberal Arts, and of treating the Liberal arts differently from the Bible—Cassiodorus calls his book Divine and Secular (Humane) Letters—is built into the structure and meaning of the Classical Liberal Arts.

    The last three Liberal Arts, bringing the total content of Liberal Education to TEN, are called the Three Philosophies, and comprised of Medicine, Law, and Divinity (the clergy, as in going to seminary). These differ from those taught to young children, because there are different schools of thought about them, and ‘adult discussion’ is required.

    All of the Liberal Arts are both Sciences and Arts. That is, they have a theoretical part, and a practical part. Music, for example, is both the mathematical theory of the Quadrivium subject—that musicians talk about when they say Theory Class—and practice, practice, practice, which in turn is a one of the Useful Arts and a Fine Art. Likewise, there is a theory and practice to each of Medicine, Law, and Divinity. We speak of practicing Medicine or Law. We speak of the Practice of Religion as opposed to teaching Doctrine.

    So, where does Physics fit in? In the Classical Liberal Arts, is the theory of Medicine. We all know what the practice of medicine is, and that it is subject to the Hippocratic Oath. This oath binds not just those who that are speculating ‘theoretical Biology’ and practice it, but those that speculate on or practice Chemistry, and those that speculate on or practice Physics.

    First, Do No Harm.

    Let’s let that sink in. Someone practicing Physics (or Chemistry, or the Biology of Men or Animals or Plants or Ecology…) should FIRST, do NO HARM.

    That is what the Classical Liberal Arts say to us about Practicing Physicists and Nuclear Warfare. Whether this is binding on Engineers, Technicians, or Soldiers a controversial matter as to the exact rules and ethics. We don’t say to soldiers, ‘first, do no harm you know, chap’. Likeweise, we do not so enjoin Lawyers or the Clergy with this exact formula, who have professions with their own rules of conduct, with professional equivalents. But to Physicians and Scientists we do say this.

    If you ever wondered what Classical Christian Education has to say on how a Nuclear Reactor *Physicist* has different obligations from a Nuclear Reactor Engineer or a Nuke Mech on a Navy sub of whatever rating, now you know.

  • Confess Your First World Grid Addictions

    The Confess your First World Grid Addictions Thread | TBC

    It’s basically a power inverter so it does what solar panels (PV) can do your roof only with an Li Ion battery, and you need the grid to charge it up. First world to next world buffering device. It is more or less a Tesla you can carry, without the transportation parts. In the above pic, you see one of two possible batteries charging. It takes about 90 min per battery to charge, one at a time. Then you can use the batteries for whatever the power is rated for.