Lee A. Arnold

  • 8. New Atom for Science

    958 views 1 year ago

    It stands for all the individuals in a group, no matter how many. We need to show two different things:

    One, their trades and relationships.

    Two, the common ideas at the center of attention. This is a separate requirement. It may be ideas like beliefs, goals, and rules. Or partly embodied by a leader, like an entrepreneur, or an institution like a government. The double arrow is because there are some rules you can change, and some rules you cannot.

    So let's define any group very generally as members, interacting around central ideas. There are always two different connections: the individual transactions, and the two-way arrows of responsibility and judgment.

    I think this is a scientific fundamental: the basic atom of social science. Show less
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  • One-Minute or Less -- (new series, started August 15, 2013) Play

    New tools for thought. All you need to know, in one minute or less.
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  • The Economic Crisis - one story, in episodes Play

    Quickest way to understand the crisis! ............................................................­.......................................................... Economics is not usually taught with flow-charts, but why not? You can see many more connections than by any other form of presentation. This is by far the easiest way for students to see a whole problem. We can show ALL of the events in the SAME picture. The symbols are easy and are introduced as the story proceeds. No need to memorize! (The symbol list is alongside.) ...... About one year into making this series, I realized that the story should be told in another way. Writing and rearrangement of this series is now (Feb. 2013) in progress. ...... The episodes here are included also in a different list: they compose the "macro section" of the "Standard Economics" textbook series (see the links below this text). ...... What I realized is that the crisis has two DIFFERENT visual stories, which are combined: (1) The story of MACRO POLICY shows the difference between demand-side and supply-side effects, and the difference between monetary and fiscal policy. This series starts with this story. (2) The second story is the BUBBLE & CRASH (there were two bubbles in house prices, and in derivatives as repo collateral). This second story concerns balance sheets in both the households and the "shadow banks" (i.e. the credit broker/dealers), and shows how mortgages and derivatives work. This story is sort of a "subplot", though quite a big one! (3) These two stories COMBINE, because the housing and derivatives crash is one of the ways to cause a major demand-side slump in the main economy (although it is not the only way). The total, combined sequence of events goes like this: Bubbles -- Crash -- Bank Bailout -- Slump -- Bad Policy (made by bad politics). This series starts with the slump, then backs up, to tell the beginning. (4) The slump is ongoing because ONLY the banks were bailed out (and are still being bailed out!), but not the housing market. As of the beginning of 2013, well over 1/4 of mortgages were still under water. Monetary policy is relatively ineffective to go any further for now (due to zero interest rates, a rare "liquidity trap") so the urgent need is for fiscal policy, but fiscal policy is being stopped by debt-fear and partisan politics. (5) The most important problem is UNEMPLOYMENT, not debt. Long-term unemployment is individually devastating, hurts whole families, and may cause future social problems. But, instead of solving this critical emergency by increasing the deficit spending temporarily, Washington D.C. is distracted by fears of a distant and avoidable debt crisis. (6) The two stories have different endings and different morals: The macro story shows that we need bigger fiscal spending for the duration of this situation. The bubble story shows the need for prudential requirements, for financial transparency, for higher bank reserves and lending collateral, and for putting an end to "too big to fail". (7) ALL of the above is about SHORT-TERM concerns. The LONG TERM looks at the issues of inequality, globalization, the financialization of the economy, education and innovation, and the necessities and growth of government -- and will be addressed later. So please, do not bother to write any comments about how this series avoids other basic issues! (8) My hope is to accelerate the viewer's comprehension of the complete situation, by finding a place to show each and every step, from both stories, all in the SAME picture.
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  • Wild Nature: Introduction (first series) Play

    Easy intro to ecolanguage .................... This sequence of videos was storyboarded in the years 1982-1987. It is an introduction to language, grammar, systems theory, school subjects, and different grade levels. All at once. It was meant to appear in the order that you see here. It is a very deliberate synthesis THAT WAS MEANT TO LOOK LIKE A SERIES OF BRIEF EXCERPTS FROM LONGER SEQUENCES, for the SINGLE PURPOSE OF MARKETING THE WHOLE IDEA to a publisher in curricular materials or in educational film. This attempt never succeeded. Here is the history: I had trouble from the beginning. Ecolanguage came to me in 1978, as a full-blown imaginary animation, with a lot of details to be researched and worked-out. That is not a sellable proposition. I had the immediate problem in how to sell it, because written explanations of the Ecolanguage idea were INCOMPREHENSIBLE to business investors, and in those days media production was very expensive. In 1978 most people had not even heard of Apples or personal computers, which had as yet very little of the animation power that I required. Therefore originally I thought that the format of Ecolanguage would have to be as secondary curricular 16mm films, integrated with textbooks series, for school classroom film projection--or else some kind of unprecedented 90-minute educational movie about world history, which seemed even then to be more unlikely. So, to try to convince investors who might come down any avenue, I decided to make a short super-8mm film cartoon, by hand-painted cel animation. It had to be short, because hand-painted animation work is a massive personal labor. But intellectually it had a lot of ground to cover. So I wrote the sequence that you see here. The multiple goals of this sequence were, and are: (a) to introduce the language and familiarize the viewer with it, which means introducing the symbols and grammar; (b) to set-up the preliminaries to do ecology and economics, both separately and combined (indeed, combined into a frank concern for the "world problematique"); (c) to help to set-up the preliminaries for a systems-view of the world to cover life arenas and social arenas; (d) to give some exhibits of my grammatical invention of using symmetry in motion, to represent organization at any level; (e) to do it all as regular school topics, coming as if from pre-existing educational curricula; and (f) to present those as excerpts from different age-comprehension levels, starting at elementary-school level and progressing upward to university level, sometimes from cut to cut. In other words, this sequence is a very deliberate synthesis of several different threads that was meant to look like a series of brief excerpts from pre-existing longer sequences, all for the single purpose of marketing the whole idea to a publisher in curricular materials or in educational film. In the end, all story-structure problems are marketing problems! --Itself a realization that took me some time to figure out, though it is Storywriting 101, no doubt was known to Homer. I completed the first chapter, "Elementary Nature Studies", as a 12-minute super-8 film cartoon, shot in the Berkeley basement of my dear friends the Lowe's in the mid-1980's, and got it transferred to VHS videocassette (very tough for super-8; I found an ex-Hollywood cinematographer in North Oakland who had been compelled for his own reasons to find a machine that transferred it). I showed the Ecolanguage "Elementary Nature Studies" videocassette to a lot of people, but to no avail. By that time, consumer delivery of audio-visual content had progressed to "hypermedia" on CD-ROMs, a sort of clunky thing that did not have much capability for extended sequences of linear animation, to tell stories. (Much less did they have the capacity to show movies: DVDs didn't hit until the mid-90's, and now they are almost on the way out.) In fact when I contacted people by phone I had to make sure that they were capable of playing a VHS cassette in their offices, before my visits to the following: UC Berkeley geography said doing CG on campus was so difficult as to be impossible; in San Francisco, Amiga animation startups were scrambling for investors too; the Marin county software biggies were still figuring out their own markets; Lucasfilm Skywalker Ranch games division was basically a production studio that was looking for orders in new-media technology content to be financed from the outside; Apple Cupertino evangelist pointed-out that it was possible to do it on one of their Macintoshes. Well I couldn't even afford one (and still barely cannot). To make it short, I got tons of lovely comments from investors and met bunches of very interesting people indeed, but no one would take the leap... Now look how things have changed! In the future somebody is going to say to you, "Your movie is ONE MINUTE! Why the hell is it SO LONG?"
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  • Most Viewed, in order Play

    On different topics ............................................................­............................................................­..............................
    Everything over 1000 hits, in descending order, except for "Social Security" and "The Bush Tax Cuts" at the bottom.
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  • Symmetry = Group Grammar Play

    A way to accelerate comprehension .............................. Ecolanguage can picture intentionality in a larger conceptual framework. Intentionality forms logics into patterns. Ecolanguage's ability to portray "intentionality", and its use of symmetry to represent the "one-to-many" relationship, leads to a symbolic grammar that can show the TWO different logical levels in any thought: the DISTINCTION itself, and the CONTEXT that the distinction is under. Further, these are isomorphic to the TRANSACTION and the INSTITUTION that it is under. ...... The use of the symmetry also to represent living groups makes an analogy between contexts of thought and social institutions. ...... This leads to a number of philosophical suggestions: ...... {1} The object of an intention (the distinction) is always a ratiocinative split or bipartition. The line of intention is logically different from the line between the poles of the bipartition. The line of intention splits, one line going to each pole, and this triangle formed by context over bipartite distinction defines the concept of "concept" as a triad of empty boxes, connected by lines of two different logical types, continuously shifting during our discourse. A concept is a distinction, in a context. ...... {2} There are two kinds of bipartite distinctions: (i) separated comparison and (ii) the endpoints of a continuous order. They may overlap. ...... {3} There are two kinds of hierarchies: (i) logical specification/control and (ii) composition, in a scale of extension. They may also overlap. ...... {4} There are limits to personal attention. This leads to Bateson's "economics of flexibility", in which proven ideas become hardwired and partly unconscious and habitual at the center of your being, leaving your conscious attention for the flexible trying-out of new ideas at the periphery. ...... {5} #4 has a hierarchical effect: the amplification of your rational view of a PART of the world usually has a simultaneous reduction of your view's aperture. You become more "specialized". ...... {6} Limits to attention are partly overcome in individuals by hardwiring repeated ideas as memory and habit, and by external symbols, rituals and language, which all serve to condense thought for easier manipulation. In institutions, there is a direct analogy to the use of expert committees. ...... {7} Individuals, ideas, innovations, institutions are all formally similar, insofar as they all save spacetime costs of transformation, transaction, or transportation. ...... {8} There are two different kinds of growth: (i) accretive and (ii) cost-reducing, or efficient. ...... {9} Growth and crowding increase the network effects of negative externalities, logarithmically. ...... {10} The distribution of income and wealth is partly a function of the one-to-many relationship as it inheres in four different arenas: geographic centers, sociopolitical structures, mass production manufacturing, and financial asset markets. In history, these have varied in importance. ...... {11} There is an institutional categorization of social problems into central, peripheral, and external. ...... {12} There are two basic kinds of extended systems organization: (i) directed attractors (represented by the snowflake symmetry) and (ii) feed-forward webs (e.g. foodwebs). They are often different perspectives upon the same system. ...... {13} Feed-forward webs, such as wildlife foodwebs or climate models, are deterministically unpredictable but they have certain general effects that include regular gyrations, and abrupt changes when external forcings are applied. ...... {14} There are apparent limits to formal rationality, as typified in certain areas such as n-body indeterminism, Cantor's continuum problem, Heisenberg's uncertainty, Godel's incompleteness, Arrow's impossibility. There are, on the other hand, baffling epistemological affordances such as the principle of least action in physics. In general: in thinking, we come to higher contexts which are not computable. However, it may be possible to construct a typology of paradoxes that would lead to further scientific discovery. ...... {15} The one-to-many relationship is at the same epistemological level as mathematics, but it is NOT mathematics. In other words, there is another formal symbolic understanding that stands alongside mathematics, and in fact contains mathematics as a specialized subdivision "within" it. ...... {16} We develop further the neo-Kantian view that knowledge is an autopoietic construction. Any expression of consistency in the universe will be partly a function of the observing organism. ...... {17} Science and consciousness are the two incommensurate directions of a DUAL epistemology.
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  • Standard Economics Play

    A new kind of textbook, in a new form ................................. By putting economics into the new format of a flow-chart language, we can connect more things, faster. Start any video. The rest will play automatically in order, then recycle. This is called a "playlist". ...... This is a high-school-level overview of Introductory College Economics, showing it as simple hydraulics in a flow-chart language. The first few videos also help to acquaint with the flow-chart grammar, which is basic and standardized. ...... My hope is that classroom teachers are able to use this series to save time on describing the basic ideas, so they can spend more time with students on the implications and the AP test questions. ...... Segments will be added continuously. Missing numbers will be filled in later. The series presently starts at #10 because there will be an introduction from systems ecology. The rest will be a presentation of textbook economics, chapter-and-verse. ...... The language was adapted from ecological systems, and in the future it will be also used to integrate ecology into combined presentations. ...... Many of the basic designs for this series were drawn in the late 1980's, using the textbooks by Lipsey-Steiner-Purvis, Baumol-Blinder, and Paul Samuelson. This series is also using Case-Fair (6th ed.) and Krugman-Wells.
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  • Bibiliography: hit these words, for page with book list

    Click on "Show more"-- HOWARD T. ODUM, Environment, Power, and Society (1971, 2007). GREGORY BATESON, "Form, substance, and difference" (1970), in: Steps to an Ecology of Mind (1972, 2000). BATESON, Mind and Nature, a Necessary Unity (1979, 2002). GEORGE A. MILLER, "The magical number seven, plus or minus two: some limits on our capacity for processing information." (1956). FRANCES A. YATES, The Art of Memory (1966). HERBERT A. SIMON, "How big is a chunk?" (1974). WALTER PANKOW, "Openness as Self-Transcendence", in: ERICH JANTSCH and CONRAD H. WADDINGTON (eds.,) Evolution and Consciousness: Human Systems in Transition (1976). ---- and see also: ---- QUINTILIAN, Institutes of Oratory (c. 90 C.E.). PLOTINUS, Enniads (c. 260). SWIFT, A Tale of a Tub (1704). BLAKE, The Marriage of Heaven and Hell (1790). KANT, Critique of Judgement (1790). ADAMS & JEFFERSON, Letters 1812-1826 (ed. by L.J. Cappon, 1988). BABBAGE, "On the influence of signs in mathematical reasoning." (1827). BABBAGE, Economy of Machinery and Manufactures (1835). MILL, A System of Logic. (1843). MACH, "The economy of science," in: Science of Mechanics (1883). JARRY, Exploits and Opinions of Dr. Faustroll, Pataphysician (1895). POLTI, The Thirty-Six Dramatic Situations (1921). BROUWER, "Mathematics, science, and language." (1929). COCTEAU, Opium: the Diary of a Cure (1930). ROUSSEL, How I Wrote Certain of My Books (1935). LOVEJOY, The Great Chain of Being (1936). COASE, "The nature of the firm." (1937). JOYCE, Finnegans Wake (1939). HUSSERL, Experience and Judgement (1939). MELVILLE J. HERSKOVITS, Economic Anthropology (1940). MAX WERTHEIMER, Productive Thinking (1945). LANCELOT LAW WHYTE, The Next Development in Man (1948). WHYTE, The Unitary Principle (1949). CHUCK JONES, the "Road Runner" cartoons (1949-1964). BOYER, History of the Calculus (1949). WITTGENSTEIN, Philosophical Investigations (1953). W. ROSS ASHBY, Introduction to Cybernetics (1956). FRANK CAPRA, "Our Mister Sun" (1956). CHOMSKY, Syntactic Structures (1957). KARL POLANYI, The Great Transformation (1957). POLANYI, Primitive, Archaic, and Modern Economies (ed. by George Dalton,1968). RALPH BORSODI, Education of the Whole Man (1963). ROY A. RAPPAPORT, Pigs for the Ancestors: Ritual in the Ecology of a New Guinea People (1967). RAPPAPORT, Ecology, Meaning, and Religion (1979). RAMON MARGALEF, Perspectives in Ecological Theory (1968). JOHN C. LILLY, Programming and Metaprogramming in the Human Biocomputer (1968). ARTHUR KOESTLER, "Some general properties of self-regulating open hierarchic order." (1969). NICHOLAS GEORGESCU-ROEGEN, The Entropy Law and the Economic Process (1971). G. SPENCER BROWN, Laws of Form (1972). ANTHONY WILDEN, System and Structure (1972). FRANKLIN MERRELL-WOLFF, Pathways Through to Space (1973). LEWIS S. FEUER, Einstein and the Generations of Science (1974). STEWART BRAND (editor,) CoEvolution Quarterly (1974-1984). R. BUCKMINSTER FULLER, Synergetics (1975). STANISLAV GROF, "Systems of condensed experience," in: Realms of the Human Unconscious (1975). HOWARD H. PATTEE, "Dynamic and linguistic modes of complex systems." (1977). BATESON, personal communication (1979). HEINZ VON FOERSTER, "On constructing a reality." (1979). HUMBERTO R. MATURANA and FRANCISCO J. VARELA, Autopoiesis and Cognition (1980). HAZEL HENDERSON, Politics of the Solar Age (1981). HENDERSON, Building a Win-Win World (1996). GREGORY and MARY CATHERINE BATESON, Angels Fear (1987). GERALD PRINCE, Dictionary of Narratology (1987). ELINOR OSTROM, Governing the Commons (1990). MURRAY GELL-MANN, The Quark and the Jaguar (1994). GELL-MANN, "Fundamental sources of unpredictability." (1996). ODUM, personal communication (1994). MARK BLAUG, Economic Theory in Retrospect, 5th ed. (1996). HERMAN E. DALY, Beyond Growth: the Economics of Sustainable Development (1996). PAUL R. EHRLICH and ANNE H. EHRLICH, Betrayal of Science and Reason: How Anti-Environmental Rhetoric Threatens Our Future (1996). HAO WANG, A Logical Journey: from Godel to Philosophy (1996). STANLEY N. SALTHE, "Summary of the principles of hierarchy theory." (2001). STEPHEN H. SCHNEIDER and TERRY L. ROOT (eds.,) Wildlife Responses to Climate Change (2002). DAVID CAY JOHNSTON, Perfectly Legal: the Covert Campaign to Rig Our Tax System (2003). JAMES GUSTAVE SPETH, Red Sky at Morning (2004). THOMAS O. McGARITY, SIDNEY SHAPIRO, and DAVID BOLLIER, Sophisticated Sabotage: Intellectual Games Used to Subvert Responsible Regulation (2004). PETER H. LINDERT, Growing Public: Social Spending & Economic Growth Since the 18th Century (2004). DANIEL W. BROMLEY, Sufficient Reason: Volitional Pragmatism and the Meaning of Economic Institutions (2006). DAVID WARSH, Knowledge and the Wealth of Nations: A Story of Economic Discovery (2006). MARK LYNAS, Six Degrees: Our Future on a Hotter Planet (2008). STUART A. KAUFFMAN, Reinventing the Sacred (2008).
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  • Good Music Picks Play

    New pop + forgotten oldies! ..............................
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