Conceptual Learning Quotes

Life (as you call it) is an opportunity for you to know experientially what you already know conceptually. You need learn nothing to do this. You need merely remember what you already know, and act on it.

So while I still hate to readjust my thinking, still hate to give up old ways of perceiving and conceptualizing, yet at some deeper level I have, to a considerable degree, come to realize that these painful reorganizations are what is known as learning,

We not only learn, but we also learn to gradually change our conceptual framework and to adapt it to what we learn.

...there must be a sequence to learning, that perseverance and a certain measure of perspiration are indispensable, that individual pleasures must frequently be submerged in the interests of group cohesion, and that learning to be critical and to think conceptually and rigorously do not come easily to the young but are hard-fought victories.

If I speak in the tongues of Reformers and of professional theologians, and I have not personal faith in Christ, my theology is nothing but the noisy beating of a snare drum. And if I have analytic powers and the gift of creating coherent conceptual systems of theology, so as to remove liberal objections, and have not personal hope in God, I am nothing. And if I give myself to resolving the debate between supra and infralapsarianism, and to defending inerrancy, and to learning the Westminster Catechism, yea, even the larger one, so as to recite it by heart backwards and forwards, and have not love, I have gained nothing.

Like chess masters and firefighters, premodern villagers relied on things being the same tomorrow as they were yesterday. They were extremely well prepared for what they had experienced before, and extremely poorly equipped for everything else. Their very thinking was highly specialized in a manner that the modern world has been telling us is increasingly obsolete. They were perfectly capable of learning from experience, but failed at learning without experience. And that is what a rapidly changing, wicked world demands—conceptual reasoning skills that can connect new ideas and work across contexts. Faced with any problem they had not directly experienced before, the remote villagers were completely lost. That is not an option for us. The more constrained and repetitive a challenge, the more likely it will be automated, while great rewards will accrue to those who can take conceptual knowledge from one problem or domain and apply it in an entirely new one.

The root of all desires is the one desire: to come home, to be at peace. There may be a moment in life when our compensatory activities, the accumulation of money, learning and objects, leaves us feeling deeply apathetic. This can motivate us towards the search for our real nature beyond appearances. We may find ourselves asking, 'Why am I here? What is life? Who am I?' Sooner or later any intelligent person asks these questions. What you are looking for is what you already are, not what you will become. What you already are is the answer and the source of the question. In this lies its power of transformation. It is a present actual fact. Looking to become something is completely conceptual, merely an idea. The seeker will discover that he is what he seeks and that what he seeks is the source of the inquiry.

Some scholars of literature claim that a book is really that virtual place your mind goes to when you are reading. It is a conceptual state of imagination that one might call “literature space.” According to these scholars, when you are engaged in this reading space, your brain works differently than when you are screening. Neurological studies show that learning to read changes the brain’s circuitry. Instead of skipping around distractedly gathering bits, when you read you are transported, focused, immersed.

Exposition is a mode of thought, a method of learning, and a means of expression. Almost all of the characteristics we associate with mature discourse were amplified by typography, which has the strongest possible bias toward exposition: a sophisticated ability to think conceptually, deductively and sequentially; a high valuation of reason and order; an abhorrence of contradiction; a large capacity for detachment and objectivity; and a tolerance for delayed response.

The acquisition of knowledge from books provides an experience different from the Internet. Reading is relatively time-consuming; to ease the process, style is important. Because it is not possible to read all books on a given subject, much less the totality of books, or to organize easily everything one has read, learning from books places a premium on conceptual thinking - the ability to recognize comparable data and events and project patterns into the future. And style propels the reader into a relationship with the author, or with the subject matter, by fusing substance and aesthetics.

The acquisition of knowledge from books provides an experience different from the Internet. Reading is relatively time-consuming; to ease the process, style is important. Because it is not possible to read all books on a given subject, much less the totality of all books, or to organize easily everything one has read, learning from books places a premium on conceptual thinking—the ability to recognize comparable data and events and project patterns into the future. And style propels the reader into a relationship with the author, or with the subject matter, by fusing substance and aesthetics. Traditionally, another way of acquiring knowledge has been through personal conversations. The discussion and exchange of ideas has for millennia provided an emotional and psychological dimension in addition to the factual content of the information exchanged. It supplies intangibles of conviction and personality. Now the culture of texting produces a curious reluctance to engage in face-to-face interaction, especially on a one-to-one basis.

If you wish to understand, know that a sudden comprehension comes when the mind has been purged of all the clutter of conceptual and discriminatory thought-activity. Those who seek the truth by means of intellect and learning only get further and further away from it. Not till your thoughts cease all their branching here and there, not till you abandon all thoughts of seeking for something, not till your mind is motionless as wood or stone, will you be on the right road to the Gate.1

The world of fantasy presents a conceptually perfect holding environment who are just leaving the more concrete stages of cognitive processing.... as fluent comprehending readers learn to enter into the lives of imagined heroes and heroines, along the Mississippi or through a wardrobe portal.

The healthy, dynamic, and above all else truthful personality will admit to error. It will voluntarily shed—let die—outdated perceptions, thoughts, and habits, as impediments to its further success and growth. This is the soul that will let its old beliefs burn away, often painfully, so that it can live again, and move forward, renewed. This is also the soul that will transmit what it has learned during that process of death and rebirth, so that others can be reborn along with it. Aim at something. Pick the best target you can currently conceptualize. Stumble toward it. Notice your errors and misconceptions along the way, face them, and correct them. Get your story straight. Past, present, future—they all matter. You need to map your path. You need to know where you were, so that you do not repeat the mistakes of the past. You need to know where you are, or you will not be able to draw a line from your starting point to your destination. You need to know where you are going, or you will drown in uncertainty, unpredictability, and chaos, and starve for hope and inspiration. For better or worse, you are on a journey. You are having an adventure—and your map better be accurate. Voluntarily confront what stands in your way. The way—that is the path of life, the meaningful path of life, the straight and narrow path that constitutes the very border between order and chaos, and the traversing of which brings them into balance. Aim at something profound and noble and lofty. If you can find a better path along the way, once you have started moving forward, then switch course. Be

Mastery in any field, from cooking to chess to brain surgery, is a gradual accretion of knowledge, conceptual understanding, judgment, and skill. These are the fruits of variety in the practice of new skills, and of striving, reflection, and mental rehearsal.

Cognitive science has something of enormous importance to contribute to human freedom: the ability to learn what our unconscious conceptual systems are like and how our cognitive unconscious functions. If we do not realize that most of our thought is unconscious and that we think metaphorically, we will indeed be slaves to the cognitive unconscious. Paradoxically, the assumption that we have a radically autonomous rationality as traditionally conceived actually limits our rational autonomy. It condemns us to cognitive slavery - to an unaware and uncritical dependence on our unconscious metaphors. To maximize what conceptual freedom we can have, we must be able to see through and move beyond philosophies that deny the existence of an embodied cognitive unconscious that governs most of our mental lives.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

During its timeless hours of movement and inspection, as it floated on the number-winds and learned from their shape and force, it had become aware of something else, something so far from the conceptual map of the environment it had originally been given as to briefly constitute a new danger to the Nemesis program's logical integrity.

Ideas, conceptual ans visual, are all forms of art are about. Everything else is nothing more than the subject matter, ans technique, which is easily learned.

Mastery requires both the possession of ready knowledge and the conceptual understanding of how to use it.

When students learn to wrestle with questions about purpose, audience, and genre, they develop a conceptual view of writing that has lifelong usefulness in any communicative context.

didn’t know what was important and what was trivial. They couldn’t remember what mattered. Without a conceptual framework in which to embed what they were learning, they were effectively amnesics.

The acquisition of knowledge from books provides an experience different from the Internet. Reading is relatively time-consuming; to ease the process, style is important. Because it is not possible to read all books on a given subject, much less the totality of all books, or to organize easily everything one has read, learning from books places a premium on conceptual thinking—the ability to recognize comparable data and events and project patterns into the future.

Cattell himself described the two intelligences in this way: “[Fluid intelligence] is conceptualized as the decontextualized ability to solve abstract problems, while crystallized intelligence represents a person’s knowledge gained during life by acculturation and learning.”[6] Translation: When you are young, you have raw smarts; when you are old, you have wisdom. When you are young, you can generate lots of facts; when you are old, you know what they mean and how to use them.

Brian asked, “How did you learn to think so big at CAA?” I reminded him that Airbnb had consistently thought big: it hadn’t been at all content with its original business of renting out air mattresses on floors. Then I added that one way to conceptualize how to think in business is a martial-arts precept: “If you aim at the target, you lose all your power. You have to hit through the target to really smash it.” To get where you want to go, you have to set out to go even further.

I cannot shun the past because it contains information that is useful to script future goals. Looking back into the opaque window of reductive retrospect, what essential opportunities exist today that beckon one to seek with unrestrained enthusiasm? What iridescent signals flare from our conceptual self that if we heedlessly ignore their luminous summons, such deliberate acts of omission will suture the apex of our souls, relegating us to the dreaded curse of mucking along in an ordinary life stalled out by our overweening fear of estrangement?

The acquisition of knowledge from books provides an experience different from the Internet. Reading is relatively time-consuming; to ease the process, style is important. Because it is not possible to read all books on a given subject, much less the totality of all books, or to organize easily everything one has read, learning from books places a premium on conceptual thinking—the ability to recognize comparable data and events and project patterns into the future. And style propels the reader into a relationship with the author, or with the subject matter, by fusing substance and aesthetics.

Linguistically, and hence conceptually, the things in sharpest focus are the things that are public enough to be talked of publicly, common and conspicuous enough to be talked of often, and near enough to sense to be quickly identified and learned by name; it is to these that words apply first and foremost.

I am learning to understand rather than immediately judge or to be judged. I cannot blindly follow the crowd and accept their approach. I will not allow myself to indulge in the usual manipulating game of role creation. Fortunately for me, my self-knowledge has transcended that and I have come to understand that life is best to be lived and not to be conceptualized. I am happy because I am growing daily and I am honestly not knowing where the limit lies. To be certain, every day there can be a revelation or a new discovery. I treasure the memory of the past misfortunes. It has added more to my bank of fortitude.

For all our scientific and theological theorizing, we know little of human consciousness, because as a culture of omnivores we are uncomfortable with ourselves. We have lost touch with our innate urge to learn to remain quiet and undisturbed long enough to become open to the greater light and higher wisdom that lie beyond the narrow margins of conceptual thinking. Entering the joy, peace, and wonder of the present moment requires an inner stillness that allows us to experience directly. This is a practice that benefits both others and us. Clear awareness requires us to cease from harmful actions that keep our minds agitated, and to practice inner silence.

In view of the possibility of finding meaning in suffering, life's meaning is an unconditional one, at least potentially. That unconditional meaning, however, is paralleled by the unconditional value of each and every person. It is that which warrants the indelible quality of the dignity of man. Just as life remains potentially meaningful under any conditions, even those which are most miserable, so too does the value of each and every person stay with him or her, and it does so because it is based on the values that he or she has realized in the past, and is not contingent on the usefulness that he or she may or may not retain in the present. More specifically, this usefulness is usually defined in terms of functioning for the benefit of society. But today's society is characterized by achievement orientation, and consequently it adores people who are successful and happy and, in particular, it adores the young. It virtually ignores the value of those who are otherwise, and in so doing blurs the decisive difference between being valuable in the sense of dignity and being valuable in the sense of usefulness. If one is not cognizant of this difference and holds that na individual's value stems only from his present usefulness, then, believe me, one owes it only to personal inconsistency not to plead for euthanasia along the lines of Hitler's program, that is to say, "mercy" killing of all those who have lost their social usefulness, be it because of old age, incurable illness, mental deterioration, or whatever handicap they may suffer. Confounding the dignity of man with mere usefulness arises from a conceptual confusion that in turn may be traced back to the contemporary nihilism transmitted on many an academic campus and many an analytical couch. Even in the setting of training analyses such an indoctrination may take place. Nihilism does not contend that there is nothing, but it states that everything is meaningless. And George A. Sargent was right when he promulgated the concept of "learned meaninglessness." He himself remembered a therapist who said, "George, you must realize that the world is a joke. There is no justice, everything is random. Only when you realize this will you understand how silly it is to take yourself seriously. There is no grand purpose in the universe. It just is. There's no particular meaning in what decision you make today about how to act." One must generalize such a criticism. In principle, training is indispensable, but if so, therapists should see their task in immunizing the trainee against nihilism rather than inoculating him with the cynicism that is a defense mechanism against their own nihilism.

Truth loves nothing better than simplicity of truth: that is the lesson Columbe Josse ought to have learned from her medieval readings. But all she seems to have gleaned from her studies is how to make a conceptual fuss in the service of nothing. It is a sort of endless loop, and also a shameless waste of resources, including the courier and my own self. . . . Granted, the young woman has a fairly efficient way with words, despite her youth. But the fact that the middle classes are working themselves to the bone, using their sweat and taxes to finance such pointless and pretentious research leaves me speechless. Every gray morning, day after gloomy day, secretaries, craftsmen, employees, petty civil servants, taxi drivers and concierges shoulder their burdens so that the flower of French youth, duly housed and subsidized, can squander the fruit of all that dreariness upon the altar of ridiculous endeavors . . . Should you devote your time to teaching, to producing a body of work, to research, to culture? It makes no difference. The only thing that matters is your intention: are you elevating thought and contributing to the common good, or rather joining the ranks in the field of study whose only purpose is its own perpetuation, and only function the self-reproduction of the elite - for this turns the University into a sect.

Left to our own devices, we are apt to backslide to our instinctive conceptual ways. This underscores the place of education in a scientifically literate democracy, and even suggests a statement of purpose for it (a surprisingly elusive principle in higher education today). The goal of education is to make up for the shortcomings in our instinctive ways of thinking about the physical and social world. And education is likely to succeed not by trying to implant abstract statements in empty minds but by taking the mental models that are our standard equipment, applying them to new subjects in selective analogies, and assembling them into new and more sophisticated combinations.

It was a perfect school for Einstein. The teaching was based on the philosophy of a Swiss educational reformer of the early nineteenth century, Johann Heinrich Pestalozzi, who believed in encouraging students to visualize images. He also thought it important to nurture the “inner dignity” and individuality of each child. Students should be allowed to reach their own conclusions, Pestalozzi preached, by using a series of steps that began with hands-on observations and then proceeded to intuitions, conceptual thinking, and visual imagery. 56 It was even possible to learn—and truly understand—the laws of math and physics that way. Rote drills, memorization, and force-fed facts were avoided.

In mystical literature such self-contradictory phrases as "dazzling obscurity," "whispering silence," "teeming desert," are continually met with. They prove that not conceptual speech, but music rather, is the element through which we are best spoken to by mystical truth. Many mystical scriptures are indeed little more than musical compositions. "He who would hear the voice of Nada, 'the Soundless Sound,' and comprehend it, he has to learn the nature of Dharana…. When to himself his form appears unreal, as do on waking all the forms he sees in dreams, when he has ceased to hear the many, he may discern the ONE—the inner sound which kills the outer…. For then the soul will hear, and will remember. And then to the inner ear will speak THE VOICE OF THE SILENCE…. And now thy SELF is lost in SELF, THYSELF unto THYSELF, merged in that SELF from which thou first didst radiate.. . . Behold! thou hast become the Light, thou hast become the Sound, thou art thy Master and thy God. Thou art THYSELF the object of thy search: the VOICE unbroken, that resounds throughout eternities, exempt from change, from sin exempt, the seven sounds in one, the VOICE OF THE SILENCE. Om tat Sat."[277] [277] H. P. Blavatsky: The voice of the Silence. These words, if they do not awaken laughter as you receive them, probably stir chords within you which music and language touch in common. Music gives us ontological messages which non-musical criticism is unable to contradict, though it may laugh at our foolishness in minding them. There is a verge of the mind which these things haunt; and whispers therefrom mingle with the operations of our understanding, even as the waters of the infinite ocean send their waves to break among the pebbles that lie upon our shores.

Conceptual metaphors point to an obvious way in which people could learn to reason about knew, abstract concepts. They would notice, or have pointed out to them, a parallel between a physical realm they already understand and a conceptual realm that they don't yet understand. […] They would be the mechanism that the mind uses to understand otherwise inaccessible concepts.

Truth loves nothing better than simplicity of truth: that is the lesson Columbe Josse ought to have learned from her medieval readings. But all she seems to have gleaned from her studies is how to make a conceptual fuss in the service of nothing. It is a sort of endless loop, and also a shameless waste of resources, including the courier and my own self. . . . Granted, the young woman has a fairly efficient way with words, despite her youth. But the fact that the middle classes are working themselves to the bone, using their sweat and taxes to finance such pointless and pretentious research leaves me speechless. Every gray morning, day after gloomy day, secretaries, craftsmen, employees, petty civil servants, taxi drivers and concierges shoulder their burdens so that the flower of French youth, duly housed and subsidized, can squander the fruit of all that dreariness upon the altar of ridiculous endeavors . . . Should you devote your time to teaching, to producing a body of work, to research, to culture? It makes no difference. The only thing that matters is your intention: are you elevating thought and contributing to the common good, or rather joining the ranks in the field of study whose only purpose is its own perpetuation, and only function the self-reproduction of the elite - for this turns the University into a sect.

Our brain is therefore not simply passively subjected to sensory inputs. From the get-go, it already possesses a set of abstract hypotheses, an accumulated wisdom that emerged through the sift of Darwinian evolution and which it now projects onto the outside world. Not all scientists agree with this idea, but I consider it a central point: the naive empiricist philosophy underlying many of today's artificial neural networks is wrong. It is simply not true that we are born with completely disorganized circuits devoid of any knowledge, which later receive the imprint of their environment. Learning, in man and machine, always starts from a set of a priori hypotheses, which are projected onto the incoming data, and from which the system selects those that are best suited to the current environment. As Jean-Pierre Changeux stated in his best-selling book Neuronal Man (1985), “To learn is to eliminate.

At the suggestion of one of her therapists back in Australia, she'd learned to conceptualize the depressive and self-hating side of her personality as a nest of tiny lampreys, a kind of parasitic eel that latched onto its host and slowly drained it of blood and life. Now, sitting in her car with plastic containers of curry and pad thai on the seat beside her, she imagined gently detaching each ring of little suckers and then stomping the shit out of them on the pavement.

The most successful students will be those who use AI to help make conceptual connections for developing ideas. Students who learn to use AI ethically and productively may learn not only at an exponentially higher rate than others but also in a way that allows them to remain competitive throughout their careers. They will have a deeper understanding of the given subject matter, because they will know how to get their questions answered. Rather than atrophying, their curiosity muscle will be strengthened.

Impact is a critically important concept when it comes to social innovation, generally used in the context of measuring whether social interventions do or don’t work. But conceptually, it’s very similar to the problem of measuring success in a business before you have profits. That’s why lean methods are so perfectly suited to this kind of work. The only real difference is that instead of talking about maximizing shareholder value, Lean Impact talks about maximizing social impact. An advance party of pioneers, some of whom you’ll read about here, is already doing this, but we need more. This book is a way to help add to their numbers. Lean Impact is not only transformational for the social sector, though. My hope is that people in other kinds of businesses and organizations will also pick it up and, after reading about the dedicated people and clear strategies whose stories Ann Mei has gathered, think about how the products and institutions they build affect the world. All of us have more to learn about how we make impact so we can move together into this new era. —Eric Ries, author of The Lean Startup and The Startup Way

What the innate apparatus of the mind contributes is a set of abstract conceptual frameworks that organize our experience-space, time, substance, causation, number, and logic (today we might add other domains like living things, other minds, and language). But each of these is an empty form that must be filled in by actual instances provided by the senses or the imagination. As Kant put it, his treatise "admits absolutely no divinely implanted or innate representations....There must, however, be a ground in the subject which makes it possible for these representations to originate in this and no other manner....This ground is at least innate." Kant's version of nativism, with abstract organizing frameworks but not actual knowledge built in to the mind, is the version that is most viable today, and can be found, for example, in Chomskyan linguistics, evolutionary psychology, and the approach to cognitive development called domain specificity. One could go so far as to say that Kant foresaw the shape of a solution to the nature-nurture debate: characterize the organization of experience, whatever it is, that makes useful learning possible.

In fact, even if distraction does alleviate your pain or help to cope with it some of the time, bringing mindfulness to it can lead to new levels of insight and understanding about yourself and your body, which distraction and escape can never do. Understanding and insight, of course, are an extremely important part of the process of coming to terms with your condition and really learning how to live with it, not just endure it. One of the ways we speak about it is that the sensory, the emotional, and the cognitive/conceptual dimensions of the pain experience can be uncoupled from one another, meaning that they can be held in awareness as independent aspects of experience. Once you see that your thoughts about the sensations, for instance, are not the sensations themselves, both the experience of the sensory and the cognitive dimensions of the pain experience may change independently. This is also true for our emotional reactions to unpleasant sensory experience. This phenomenon of uncoupling can give us new degrees of freedom in resting in awareness and holding whatever arises in any or all of these three domains in an entirely different way, and dramatically reduce the suffering experience.

That is what I want our young nascent readers to become: expert, flexible code switchers -- between print and digital mediums now and later between and among the multiple future communication mediums....I conceptualize the initial development of learning to think in each medium as largely separated into distinct domains in the first school years, until a point in time when the particular characteristics of the two mediums are each well developed and internalized. That is an essential point. I want the child to have parallel levels of fluency, if you will, in each medium, just as if he or she were similarly fluent in speaking Spanish and English. In this way the uniqueness of the cognitive processes honed by each medium would be there from the start.

One of the central elements of resilience, Bonanno has found, is perception: Do you conceptualize an event as traumatic, or as an opportunity to learn and grow? “Events are not traumatic until we experience them as traumatic,” Bonanno told me, in December. “To call something a ‘traumatic event’ belies that fact.” He has coined a different term: PTE, or potentially traumatic event, which he argues is more accurate. The theory is straightforward. Every frightening event, no matter how negative it might seem from the sidelines, has the potential to be traumatic or not to the person experiencing it. Take something as terrible as the surprising death of a close friend: you might be sad, but if you can find a way to construe that event as filled with meaning—perhaps it leads to greater awareness of a certain disease, say, or to closer ties with the community—then it may not be seen as a trauma. The experience isn’t inherent in the event; it resides in the event’s psychological construal. It’s for this reason, Bonanno told me, that “stressful” or “traumatic” events in and of themselves don’t have much predictive power when it comes to life outcomes. “The prospective epidemiological data shows that exposure to potentially traumatic events does not predict later functioning,” he said. “It’s only predictive if there’s a negative response.” In other words, living through adversity, be it endemic to your environment or an acute negative event, doesn’t guarantee that you’ll suffer going forward. What matters is whether that adversity becomes traumatizing.

Among the world's full adult languages, there are no simple languages, or languages simpler than others. Even rudimentary pidgin codes that serve as linguae francae turn almost immediately into creole languages of great complexity if there are any children around learning those codes as native languages. We also see that many species have vocal skills but no language, and we see that human language can come in different modalities-spoken or signed-with equal levels of grammatical comlexity. Moreover, there are very many separate human languages, not just one, and they accomplish their tasks in ways that often seem surprisingly different. Human languages change over cultural time but do not as a result acquire increased complexity. Indeed, it seems that, at any given time, languages present the same kind of diversity and have the same degree of complexity.

Teach all nations” (the last words of the glorified Jesus – Matthew xxviii. 19) “baptizing them into these relationships of the divine, into the connection of[24] the Father, the Son, and the Holy Ghost.” From the very context of the words, it is clear that by “baptizing into” we are not to understand a dipping in water, a so-called “Christening” in which there has to be an utterance of certain words like a magic formula. The word μρθητεύειυ [teach] is likewise deprived of the notion of teaching proper by the clause which follows it. God cannot be taught or learned, since he is life and can be apprehended only with life. “Fill them with the spiritual relation” (ὂυομα [name]; cf. Matthew x. 41: “whoso receiveth a prophet εις ὂυομα προϕήτου [in the name of a prophet], i.e., in so far as he is a prophet)[25] “which connects the One, the modification (separation), and the developed reunification of life and spirit (i.e., not in conceptual thinking alone).

Recently, a judge of the prestigious 2014 British Forward Prize for Poetry was moved to observe that “there is an awful lot of very powerful, lyrical, and readable poetry being written today,” but we need education, because “we have lost the sense that poetry sits halfway between prose and music—that you can’t expect to read it like a novel.” A few years ago, the New York Times published an op-ed of mine, about learning poetry by heart. The response to it confirmed that people of all ages think about poetry as a kind of inspired music, embodying beauty and insight. On one hand, poetry has always flowed from music, as rap and hip-hop remind us big-time. Rappers know how poetry walks and talks. So we have music, or deeply felt recitations of poems that belong to collective memory. On the other hand, we have overly instructive prose poems, as well as the experiments of certain critical ideologies, or conceptual performance art. These aspects seem to represent the public, Janus face of poetry.

Though metaphors are omnipresent in language, many of them are effectively dead in the minds of today’s speakers, and the living ones could never be learned, understood, or used as a reasoning tool unless they were built out of more abstract concepts that capture the similarities and differences between the symbol and the symbolised. For this reason, conceptual metaphors do not render truth and objectivity obsolete, nor do they reduce philosophical, legal, and political discourse to a beauty contest between rival frames. // Still, I think that metaphor really is a key to explaining thought and language. The human mind comes equipped with an ability to penetrate the cladding of sensory appearance and discern the abstract construction underneath – not always on demand, and not infallibly, but often enough and insightfully enough to shape the human condition. Our powers of analogy allow us to apply ancient neural structures to newfound subject matter, to discover hidden laws and systems in nature, and not least, to amplify the expressive power of language itself.

Why is programming fun? What delights may its practitioner expect as his reward? First is the sheer joy of making things. As the child delights in his first mud pie, so the adult enjoys building things, especially things of his own design. I think this delight must be an image of God’s delight in making things, a delight shown in the distinctness and newness of each leaf and each snowflake. Second is the pleasure of making things that are useful to other people. Deep within, we want others to use our work and to find it helpful. In this respect the programming system is not essentially different from the child’s first clay pencil holder “for Daddy’s office.” Third is the fascination of fashioning complex puzzle-like objects of interlocking moving parts and watching them work in subtle cycles, playing out the consequences of principles built in from the beginning. The programmed computer has all the fascination of the pinball machine or the jukebox mechanism, carried to the ultimate. Fourth is the joy of always learning, which springs from the nonrepeating nature of the task. In one way or another the problem is ever new, and its solver learns something; sometimes practical, sometimes theoretical, and sometimes both. Finally, there is the delight of working in such a tractable medium. The programmer, like the poet, works only slightly removed from pure thought-stuff. He builds his castles in the air, from air, creating by exertion of the imagination. Few media of creation are so flexible, so easy to polish and rework, so readily capable of realizing grand conceptual structures. (As we shall see later, this very tractability has its own problems.) Yet the program construct, unlike the poet’s words, is real in the sense that it moves and works, producing visible outputs separate from the construct itself. It prints results, draws pictures, produces sounds, moves arms. The magic of myth and legend has come true in our time. One types the correct incantation on a keyboard and a display screen comes to life, showing things that never were nor could be. Programming then is fun because it gratifies creative longings built deep within us and delights sensibilities we have in common with all men.

It happens, therefore, that readers of the book, or of any other book built about a central concept, fall into three mutually exclusive classes: (I) The class of those who miss the central concept-(I have known a learned historian to miss it) -not through any fault of their own,-they are often indeed well meaning and amiable people,-but simply because they are not qualified for conceptual thinking save that of the commonest type. (II) The class of those who seem to grasp the central concept and then straightway show by their manner of talk that they have not really grasped it but have at most got hold of some of its words. Intellectually such readers are like the familiar type of undergraduate who "flunks" his mathematical examinations but may possibly "pull through" in a second attempt and so is permitted, after further study, to try again. (III) The class of those who firmly seize the central concept and who by meditating upon it see more and more clearly the tremendous reach of its implications. If it were not for this class, there would be no science in the world nor genuine philosophy. But the other two classes are not aware of the fact for they are merely "verbalists" In respect of such folk, the "Behaviorist" school of psychology is right for in the psychology of classes (I) and (II) there is no need for a chapter on "Thought Processes"- it is sufficient to have one on "The Language Habit.

The moral here is that nature and nurture should not be opposed. Pure learning, in the absence of any innate constraints, simply does not exist. Any learning algorithm contains, in one way or another, a set of assumptions about the domain to be learned. Rather than trying to learn everything from scratch, it is much more effective to rely on prior assumptions that clearly delineate the basic laws of the domain that must be explored, and integrate these laws into the very architecture of the system. The more innate assumptions there are, the faster learning is (provided, of course, that these assumptions are correct!). This is universally true. It would be wrong, for example, to think that the AlphaGo Zero software, which trained itself in Go by playing against itself, started from nothing: its initial representation included, among other things, knowledge of the topography and symmetries of the game, which divided the search space by a factor of eight. Our brain too is molded with assumptions of all kinds. Shortly, we will see that, at birth, babies' brains are already organized and knowledgeable. They know, implicitly, that the world is made of things that move only when pushed, without ever interpenetrating each other (solid objects)—and also that it contains much stranger entities that speak and move by themselves (people). No need to learn these laws: since they are true everywhere humans live, our genome hardwires them into the brain, thus constraining and speeding up learning. Babies do not have to learn everything about the world: their brains are full of innate constraints, and only the specific parameters that vary unpredictably (such as face shape, eye color, tone of voice, and individual tastes of the people around them) remain to be acquired.

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).

Even if we restrict ourselves to the comparatively limited conceptual repertoire for talking about such matters that early Wittgenstein makes available, we may already say this: in order to learn a first language, the potential speaker needs not only to learn to see the symbol in the sign, she needs the very idea of language to become actual in her. This formal aspect of what it is to be human—the linguistic capacity as such—is something that dawns with the learning of one’s first language, with one’s becoming the bearer of a linguistic practice. We touched above, in the reply to Sullivan, on how the Tractatus inherits and adapts yet a further feature of the Kantian enterprise of critique: it starts with the assumption not only that we already have the very faculty we seek to elucidate in philosophy, but also that the prosecution of the philosophical inquiry must everywhere involve the exercise of the very capacity it seeks to elucidate. The Tractatus does not seek to confer the power of language on us: we already have this and bring it to our encounter with the book. Hence, it does not seek to explain what language is (as it is sometimes put) from sideways-on—from a position outside language—but rather from the self-conscious perspective of someone who already, in seeking philosophical clarity about what language is, seeks clarity about herself qua linguistic being. Through its exercise, however, the book does seek to confer a heightened mastery of that capacity on us—a reflective self- understanding of its logic and its limits, and of the philosophical confusions that arise from misunderstandings thereof. This heightened mastery (like the general power itself) can be acquired only through forms of further exercise of that same capacity. What I just said about the Tractatus, at this level of methodological abstraction, is no less true of the method of the Philosophical Investigations. The author of the Tractatus, however, unlike later Wittgenstein, never pauses for even a moment to reflect upon what it means to learn to recognize the symbol in the sign through attending to contexts of significant use. Nevertheless, early Witt- genstein would certainly agree with his later self on this point: for the learner of language, light must gradually dawn over the whole—over sign and symbol together.

There are many types of teachers out there from many traditions. Some are very ordinary and some seem to radiate spirituality from every pore. Some are nice, some are indifferent, and some may seem like sergeants in boot camp. Some stress reliance on one’s own efforts, others stress reliance on the grace of the guru. Some are very available and accessible, and some may live far away, grant few interviews, or have so many students vying for their time that you may rarely get a chance to talk with them. Some seem to embody the highest ideals of the perfected spiritual life in their every waking moment, while others may have many noticeable quirks, faults and failings. Some live by rigid moral codes, while others may push the boundaries of social conventions and mores. Some may be very old, and some may be very young. Some may require strict commitments and obedience, while others may hardly seem to care what we do at all. Some may advocate very specific practices, stating that their way is the only way or the best way, while others may draw from many traditions or be open to your doing so. Some may point out our successes, while others may dwell on our failures. Some may stress renunciation or even ordination into a monastic order, while others seem relentlessly engaged with “the world.” Some charge a bundle for their teachings, while others give theirs freely. Some like scholarship and the lingo of meditation, while others may never use or even openly despise these formal terms and conceptual frameworks. Some teachers may be more like friends or equals that just want to help us learn something they happened to be good at, while others may be all into the hierarchy, status and role of being a teacher. Some teachers will speak openly about attainments, and some may not. Some teachers are remarkably predictable in their manner and teaching style, while others swing wide in strange and unpredictable ways. Some may seem very tranquil and mild mannered, while others may seem outrageous or rambunctious. Some may seem extremely humble and unimposing, while others may seem particularly arrogant and presumptuous. Some are charismatic, while others may be distinctly lacking in social skills. Some may readily give us extensive advice, and some just listen and nod. Some seem the living embodiment of love, and others may piss us off on a regular basis. Some teachers may instantly click with us, while others just leave us cold. Some teachers may be willing to teach us, and some may not. So far as I can tell, none of these are related in any way to their meditation ability or the depths of their understanding. That is, don’t judge a meditation teacher by their cover. What is important is that their style and personality inspire us to practice well, to live the life we want to live, to find what it is we wish to find, to understand what we wish to understand. Some of us may wander for a long time before we find a good fit. Some of us will turn to books for guidance, reading and practicing without the advantages or hassles of teachers. Some of us may seem to click with a practice or teacher, try to follow it for years and yet get nowhere. Others seem to fly regardless. One of the most interesting things about reality is that we get to test it out. One way or another, we will get to see what works for us and what doesn’t, what happens when we do certain practices or follow the advice of certain teachers, as well as what happens when we don’t.

Today, when our just-right targets are more conceptual, teachers need to employ thinking skills to unravel information that the student has organized and retained. Further, informal self-assessment and observation techniques add to the body of evidence necessary for the teacher to truly know a student’s level of performance and for the student to know his or her own level of performance in order to put forth the effort to improve.

Learners are changing in their approaches to education—they use digital technologies, they multi-task, they collaborate and they are becoming less patient with teacher-centric styles of education.

There is an ongoing debate in the political, scientific, and business worlds about whether to focus on the bold leaps that lead to new conceptual terrain, or on the marginal gains that help to optimize one’s existing fundamental assumptions. Is it about testing small assumptions or big ones; is it about transforming the world or tweaking it; is it about considering the big picture (the so-called gestalt) or the fine detail (the margins)? The simple answer, however, is that it has to be both. At the level of the system and, increasingly, at the level of the organization, success is about developing the capacity to think big and small, to be both imaginative and disciplined, to immerse oneself in the minutiae of a problem and to stand beyond it in order to glimpse the wider vista.

We are preparing a generation of robots. Kids are learning exclusively through rote. We have children who are given no conceptual framework. They do not learn to think, because their teachers are straitjacketed by tests that measure only isolated skills. As a result, they can be given no electives, nothing wonderful or fanciful or beautiful, nothing that touches the spirit or the soul.

My day begins at dawn as I take my cup of strong black espresso outside to watch the sunrise. I learned this ritual from my mother, who worked in a bread shop. Bakers are the great philosophers of the world, mostly because they have to get up early. When the world is quiet, great art is created - or, at the very least, conceptualized. Now is the moment to sketch, make notes, and dream.

incentives to improve performance can only have an impact, in many circumstances, if there is a prior understanding of how improvement actually happens. Think back to medieval doctors who killed patients, including their own family members, with bloodletting. This happened not because they didn’t care but because they did care. They thought the treatment worked. They trusted in the authority of Galen rather than trusting in the power of criticism and experimentation to reveal the inevitable flaws in his ideas, thus setting the stage for progress. Unless we alter the way we conceptualize failure, incentives for success can often be impotent.

These examples do not show that theoretical knowledge is worthless. Quite the reverse. A conceptual framework is vital even for the most practical men going about their business. In many circumstances, new theories have led to direct technological breakthroughs (such as the atom bomb emerging from the Theory of Relativity). The real issue here is speed. Theoretical change is itself driven by a feedback mechanism, as we noted in chapter 3: science learns from failure. But when a theory fails, like say when the Unilever mathematicians failed in their attempt to create an efficient nozzle design, it takes time to come up with a new, all-encompassing theory. To gain practical knowledge, however, you just need to try a different-sized aperture. Tinkering, tweaking, learning from practical mistakes: all have speed on their side. Theoretical leaps, while prodigious, are far less frequent.

cautionary notes about the usefulness of associative thinking and some additional considerations. Let’s distill all this into some universal observations about associations: • (Nearly) all thinking is associative. While it’s easy to spot the obvious metaphorical associations (“iceberg”), associations go all the way down to conceptual ideas (up is good) to more fundamental associations that began perhaps in the womb with spatial orientation. • These associations—conscious or not—are thinking. Working our way back up, we can observe that much of what we consider thinking or learning is layers upon layers of learned associations.

the deluge of information available today, the velocity of disruption and the acceleration of innovation are hard to comprehend or anticipate. They constitute a source of constant surprise. In such a context, it is a leader’s ability to continually learn, adapt and challenge his or her own conceptual and operating models of success that will distinguish the next generation of successful business leaders. Therefore, the first imperative of the business impact made by the fourth industrial revolution is the urgent need to look at oneself as a business leader and at one’s own organization. Is there evidence of the organization and leadership capacity to learn and change? Is there a track record of prototyping and investment decision-making at a fast pace? Does the culture accept innovation and failure?

This book is a compilation of interesting ideas that have strongly influenced my thoughts and I want to share them in a compressed form. That ideas can change your worldview and bring inspiration and the excitement of discovering something new. The emphasis is not on the technology because it is constantly changing. It is much more difficult to change the accompanying circumstances that affect the way technological solutions are realized. The chef did not invent salt, pepper and other spices. He just chooses good ingredients and uses them skilfully, so others can enjoy his art. If I’ve been successful, the book creates a new perspective for which the selection of ingredients is important, as well as the way they are smoothly and efficiently arranged together. In the first part of the book, we follow the natural flow needed to create the stimulating environment necessary for the survival of a modern company. It begins with challenges that corporations are facing, changes they are, more or less successfully, trying to make, and the culture they are trying to establish. After that, we discuss how to be creative, as well as what to look for in the innovation process. The book continues with a chapter that talks about importance of inclusion and purpose. This idea of inclusion – across ages, genders, geographies, cultures, sexual orientation, and all the other areas in which new ways of thinking can manifest – is essential for solving new problems as well as integral in finding new solutions to old problems. Purpose motivates people for reaching their full potential. This is The second and third parts of the book describes the areas that are important to support what is expressed in the first part. A flexible organization is based on IT alignment with business strategy. As a result of acceleration in the rate of innovation and technological changes, markets evolve rapidly, products’ life cycles get shorter and innovation becomes the main source of competitive advantage. Business Process Management (BPM) goes from task-based automation, to process-based automation, so automating a number of tasks in a process, and then to functional automation across multiple processes andeven moves towards automation at the business ecosystem level. Analytics brought us information and insight; AI turns that insight into superhuman knowledge and real-time action, unleashing new business models, new ways to build, dream, and experience the world, and new geniuses to advance humanity faster than ever before. Companies and industries are transforming our everyday experiences and the services we depend upon, from self-driving cars, to healthcare, to personal assistants. It is a central tenet for the disruptive changes of the 4th Industrial Revolution; a revolution that will likely challenge our ideas about what it means to be a human and just might be more transformative than any other industrial revolution we have seen yet. Another important disruptor is the blockchain - a distributed decentralized digital ledger of transactions with the promise of liberating information and making the economy more democratic. You no longer need to trust anyone but an algorithm. It brings reliability, transparency, and security to all manner of data exchanges: financial transactions, contractual and legal agreements, changes of ownership, and certifications. A quantum computer can simulate efficiently any physical process that occurs in Nature. Potential (long-term) applications include pharmaceuticals, solar power collection, efficient power transmission, catalysts for nitrogen fixation, carbon capture, etc. Perhaps we can build quantum algorithms for improving computational tasks within artificial intelligence, including sub-fields like machine learning. Perhaps a quantum deep learning network can be trained more efficiently, e.g. using a smaller training set. This is still in conceptual research domain.

There is an enormous amount that we still don’t understand—because, as always, what we don’t know is vastly greater than what we know. But we are learning. Perhaps in a curious way, transporting ourselves back to our natural reality, which for Price has its roots in pragmatism and in a respect for what we have learned about reality thanks to scientific rationalism, ends up bringing us closer to the intuitions of Nietzsche, which along a different route have led to the excesses of postmodernism: before being a rational animal, man is a vital animal—“It is our needs that interpret the world . . . Every instinct has its thirst for dominion.” True, but our reason also emerges from this magma, and emerges as our most effective weapon. Price’s book argues with strength and rigor for a humble and complete naturalism: we are natural creatures in a natural world, and these terms give us the best conceptual framework for understanding both ourselves and the world. We are part of this tremendous and incredibly rich nature about which we still understand little, albeit enough to know that it is sufficiently complex to have given rise to all that we are, including our ethics, our capacity for knowledge, our sense of beauty and our ability to experience emotions. Outside of this there is nothing. For a theoretical physicist such as myself, for an astronomer accustomed to thinking about the endless expanse of more than a hundred billion galaxies, each one consisting of more than a hundred billion stars, each one with its garland of planets, on one of which we dwell for a brief and fugitive moment, like specks of infinitesimal dust lost in the endlessness of the cosmos, this seems no more than obvious. Every anthropocentrism pales into insignificance in the face of this immensity. This is naturalism. Emptiness Is Empty: Nāgārjuna December 8, 2017 We rarely come across a book with the capacity to influence our way of thinking.

This time around, True Biz’s audiobook woke me from a dead sleep. I’d made my peace with audiobooks of my books, conceptually, and had kind of forgotten about the eventuality of this one. But this novel presented a whole new existential problem: in the writing itself, I had worked hard to make use of space on the page as a way to highlight the strength and clarity of ASL as a visual language. The result was just a small token of appreciation for what ASL can do—I had still flattened a 3-D language to two—but the signed dialogue looks and feels different than spoken dialogue in the novel, and I had no clue how they’d be able to make that distinction for a listener. I sent a low-key panic email to my editor. She said she’d flag it as a “challenge” for the audio team. Here’s what they came up with: The audiobook team would record the book as usual, and then record a signer performing the ASL dialogue in the book. Very sensitive mics would pick up the sounds of signing—the skin-on-skin contact, the mouth morphemes, the rustling of clothes. The listener would learn that these sounds beneath the dialogue were to mean the character was speaking ASL rather than English. We can’t capture ASL in sound form but, like the use of space in the printed text, it’s a token. I appreciate that a hearing team put some thought into the project, and were paying enough attention to notice that neither signed languages nor deaf people are silent. So yesterday, I went to the studio, rigged up with two heavy duty mics. When I first got into the soundproof room and looked around, I started to laugh. It was mostly foreign territory, but there was also a trace of the audiologists’ booths all of us deaf and hard-of-hearing people have spent so much time in".

Humans employ simplified conceptual frameworks and normative cues to make sense of and cope with the infinite complexity of the natural and social world. This is the magical devise that has made our species' amazing trajectory possible, and it relies on our unique capacity for social learning.

But still, we seem to be separate, independent entities. After all, the mind reasons, I can’t open your hand or feel your headache, so doesn’t that prove that we are separate? Well, not really. I am no more conscious of the actions of “my” blood cells than I am of “your” headache, and I’m no more in control of “my” spleen than I am of the opening and closing of “your” hand. The boundary lines and the sense of ownership are conceptual abstractions we learn.

A control group of people with undamaged brains readily learned to favor the forecaster whose predictions turned out to be most accurate. The prefrontal patients, however, made their judgments perceptually instead of conceptually, relying on what Grafman calls “cues that typically had nothing to do with a good choice.” One patient, for example, preferred the advisor whose image was displayed on a green background, “since it is springtime.” It seems that if the prefrontal cortex is impaired, the brain’s internal checks-and-balances system breaks down—and the reflexive areas may take over unopposed.

Learning to communicate in and with a culture of science is a much broader undertaking than mastering a body of discrete conceptual or procedural knowledge. One observer, for example, describes the process of science education as one in which learners must engage in “border crossings” from their own everyday world culture into the subculture of science.1 The subculture of science is in part distinct from other cultural activities and in part a reflection of the cultural backgrounds of scientists themselves.

The great Bonaventure said that the wise must enhance conceptual clarity with the truth implicit in the actions of the simple...." "Like the chapter of Perugia and the learned memories of Ubertino, which transform into theological decisions the summons of the simple to poverty." I said. "Yes, but as you have seen, this happens too late, and when it happens, the truth of the simple has already been transformed into the truth of the powerful, more useful for the Emperor Louis than for a Friar of the Poor Life.

And because who I am is merely a conceptualization on the basis of constantly evolving mental and physical parts, I can learn to re-conceptualize myself so as to become a happier me, no matter what role “I” am playing.

The debate between the emergent and design schools of strategy became increasingly polarized in the first half of the 1990s. By the late 1990s the debate had become colossal, and was a fundamental factor in the conceptual development of strategy. In

Take a look at the following list of numbers: 4, 8, 5, 3, 9, 7, 6. Read them out loud. Now look away and spend twenty seconds memorizing that sequence before saying them out loud again. If you speak English, you have about a 50 percent chance of remembering that sequence perfectly. If you're Chinese, though, you're almost certain to get it right every time. Why is that? Because as human beings we store digits in a memory loop that runs for about two seconds. We most easily memorize whatever we can say or read within that two-second span. And Chinese speakers get that list of numbers—4, 8, 5, 3, 9, 7, 6—right almost every time because, unlike English, their language allows them to fit all those seven numbers into two seconds. That example comes from Stanislas Dehaene's book The Number Sense. As Dehaene explains: Chinese number words are remarkably brief. Most of them can be uttered in less than one-quarter of a second (for instance, 4 is "si" and 7 "qi"). Their English equivalents—"four," "seven"—are longer: pronouncing them takes about one-third of a second. The memory gap between English and Chinese apparently is entirely due to this difference in length. In languages as diverse as Welsh, Arabic, Chinese, English and Hebrew, there is a reproducible correlation between the time required to pronounce numbers in a given language and the memory span of its speakers. In this domain, the prize for efficacy goes to the Cantonese dialect of Chinese, whose brevity grants residents of Hong Kong a rocketing memory span of about 10 digits. It turns out that there is also a big difference in how number-naming systems in Western and Asian languages are constructed. In English, we say fourteen, sixteen, seventeen, eighteen, and nineteen, so one might expect that we would also say oneteen, twoteen, threeteen, and five- teen. But we don't. We use a different form: eleven, twelve, thirteen, and fifteen. Similarly, we have forty and sixty, which sound like the words they are related to (four and six). But we also say fifty and thirty and twenty, which sort of sound like five and three and two, but not really. And, for that matter, for numbers above twenty, we put the "decade" first and the unit number second (twentyone, twenty-two), whereas for the teens, we do it the other way around (fourteen, seventeen, eighteen). The number system in English is highly irregular. Not so in China, Japan, and Korea. They have a logical counting system. Eleven is ten-one. Twelve is ten-two. Twenty-four is two- tens-four and so on. That difference means that Asian children learn to count much faster than American children. Four-year-old Chinese children can count, on average, to forty. American children at that age can count only to fifteen, and most don't reach forty until they're five. By the age of five, in other words, American children are already a year behind their Asian counterparts in the most fundamental of math skills. The regularity of their number system also means that Asian children can perform basic functions, such as addition, far more easily. Ask an English-speaking seven-yearold to add thirty-seven plus twenty-two in her head, and she has to convert the words to numbers (37+22). Only then can she do the math: 2 plus 7 is 9 and 30 and 20 is 50, which makes 59. Ask an Asian child to add three-tensseven and two-tens-two, and then the necessary equation is right there, embedded in the sentence. No number translation is necessary: It's five-tens-nine. "The Asian system is transparent," says Karen Fuson, a Northwestern University psychologist who has closely studied Asian-Western differences. "I think that it makes the whole attitude toward math different. Instead of being a rote learning thing, there's a pattern I can figure out. There is an expectation that I can do this. There is an expectation that it's sensible. For fractions, we say three-fifths. The Chinese is literally 'out of five parts, take three.' That's telling you conceptually

factual knowledge,” considered to be a lower level of learning than “conceptual knowledge.” Conceptual knowledge requires an understanding of the interrelationships of the basic elements within a larger structure that enable them to function together.

This is a powerful example because it reveals a couple of key things. The first is that you have to take into account all the data, including the data you cannot immediately see, if you are going to learn from adverse incidents. But it also emphasizes that learning from failure is not always easy, even in conceptual terms, let alone emotional terms. It takes careful thought and a willingness to pierce through the surface assumptions. Often, it means looking beyond the obvious data to glimpse the underlying lessons.

Before villages and settlements began "dividing" themselves away from the "outside" world, which could only have occurred when they became permanent settlements tied to agriculture, there was no Hedge dividing the world of humans and animals from the "spirit world." The Hedge is a metaphysical reality only to the extent that we make it so. And we no longer consciously make it so; we unconsciously conceptualize our experience of this world in that way, and thus, a lot of time has to be spent learning to "cross the hedge" or put our minds into a condition that lets it experience *more* of reality, including reality's hidden (to us) reaches.

So, while I still hate to readjust my thinking, still hate to give up old ways of perceiving and conceptualizing, yet at some deeper level I have, to a considerable degree, come to realize that these painful reorganizations are what is known as learning.

The Very Difference Between Game Design & 3D Game Development You Always Want to Know Getting into the gaming industry is a dream for many people. In addition to the fact that this area is always relevant, dynamic, alive and impenetrable for problems inherent in other areas, it will become a real paradise for those who love games. Turning your hobby into work is probably the best thing that can happen in your career. What is Game Designing? A 3D Game Designer is a creative person who dreams up the overall design of a video game. Game design is a large field, drawing from the fields of computer science/programming, creative writing, and graphic design. Game designers take the creative lead in imagining and bringing to life video game worlds. Game designers discuss the following issues: • the target audience; • genre; • main plot; • alternative scenarios; • maps; • levels; • characters; • game process; • user interface; • rules and restrictions; • the primary and secondary goals, etc Without this information, further work on the game is impossible. Once the concept has been chosen, the game designers work closely with the artists and developers to ensure that the overall picture of the game is harmonized and that the implementation is in line with the original ideas. As such, the skills of a game designer are drawn from the fields of computer science and programming, creative writing and graphic design. Game designers take the creative lead in imagining and bringing to life video game stories, characters, gameplay, rules, interfaces, dialogue and environments. A game designer's role on a game development outsourcing team differs from the specialized roles of graphic designers and programmers. Graphic designers and game programmers have specific tasks to accomplish in the division of labor that goes into creating a video game, international students can major in those specific disciplines if desired. The game designer generates ideas and concepts for games. They define the layout and overall functionality of the Game Animation Studio. In short, they are responsible for creating the vision for the game. These geniuses produce innovative ideas for games. Game designers should have a knack for extraordinary and creative vision so that their game may survive in the competitive market. The field of game design is always in need of artists of all types who may be drawn to multiple art forms, original game design and computer animation. The game designer is the artist who uses his/her talents to bring the characters and plot to life. Who is a Game Development? Games developers use their creative talent and skills to create the games that keep us glued to the screen for hours and even days or make us play them by erasing every other thought from our minds. They are responsible for turning the vision into a reality, i.e., they convert the ideas or design into the actual game. Thus, they convert all the layouts and sketches into the actual product. It may involve concept generation, design, build, test and release. While you create a game, it is important to think about the game mechanics, rewards, player engagement and level design. 3D Game development involves bringing these ideas to life. Developers take games from the conceptual phase, through *development*, and into reality. The Game Development Services side of games typically involves the programming, coding, rendering, engineering, and testing of the game (and all of its elements: sound, levels, characters, and other assets, etc.). Here are the following stages of 3D Game Development Service, and the best ways of learning game development (step by step). • High Concept • Pitch • Concept • Game Design Document • Prototype • Production • Design • Level Creation • Programming

Mindfulness opposes judgment, conceptualization, words, language, reason, logic, knowledge, understanding, science, philosophy, mathematics, history, intellectualism, learning from the past and planning for the future. It reduces thoughtful humans to the state of thoughtless animals, prisoners of the ignorance of the moment, overwhelmed by primitive sense-certainty. And this is sold as a desirable state, something we should all aspire to!

Hyrum’s Law If you are maintaining a project that is used by other engineers, the most important lesson about “it works” versus “it is maintainable” is what we’ve come to call Hyrum’s Law: With a sufficient number of users of an API, it does not matter what you promise in the contract: all observable behaviors of your system will be depended on by somebody. In our experience, this axiom is a dominant factor in any discussion of changing software over time. It is conceptually akin to entropy: discussions of change and maintenance over time must be aware of Hyrum’s Law8 just as discussions of efficiency or thermodynamics must be mindful of entropy. Just because entropy never decreases doesn’t mean we shouldn’t try to be efficient. Just because Hyrum’s Law will apply when maintaining software doesn’t mean we can’t plan for it or try to better understand it. We can mitigate it, but we know that it can never be eradicated. Hyrum’s Law represents the practical knowledge that — even with the best of intentions, the best engineers, and solid practices for code review — we cannot assume perfect adherence to published contracts or best practices. As an API owner, you will gain some flexibility and freedom by being clear about interface promises, but in practice, the complexity and difficulty of a given change also depends on how useful a user finds some observable behavior of your API. If users cannot depend on such things, your API will be easy to change. Given enough time and enough users, even the most innocuous change will break something;9 your analysis of the value of that change must incorporate the difficulty in investigating, identifying, and resolving those breakages.

[N]obody seems to have the tools, clout, or conceptual framework we need to fix it, or even to come up with a good plan to protect ourselves from the greatest dangers. [...] And while smart, dedicated, and thoughtful people fumble with political machinery that doesn't work, such as carbon-pricing markets, protests, and the United Nations, all of us in the Global North go about our business, driving, flying, leaving lights on, running heaters and air conditioners, eating meat, charging our devices, living unsustainable lives predicated on easy consumption.

We're going to need new ideas. We're going to need new myths and new stories, a new conceptual understanding of reality, and a new relationship to the deep polyglot traditions of human culture that carbon-based capitalism has vitiated through commodification and assimilation. Over and against capitalism, we will need a new way of thinking about our collective existence. We will need a new vision of who "we" are.

Where the Port-Royal Grammars of the seventeenth century (see below) proposed universal linguistic categories on the basis of those found in the Classical languages, the North American Descriptivists of the twentieth century celebrated linguistic relativity, i.e. the view that each language conceptualizes the world in its own way. The pendulum was to swing back in favour of universalism with the publication of Chomsky’s Syntactic Structures in 1957 (see Chapter 8), heralding the emergence of the generative paradigm, which started from the belief that human beings are innately equipped to learn language, and that therefore at an underlying level all languages must be structurally similar.

One way to understand what it means to restructure our relationship to the world is to foreground the fact that how we fantasmatically conceptualize the world—what Lacan describes as our imaginary relationship to the world—may not have a whole lot to do with how the world actually is. This implies that if we are to begin to live in the world in more creative and ethically responsible ways, we need to learn to recognize the world as separate from our fantasies; we need to learn to respect the integrity of the world apart from our projections and unconscious distortions. In concrete terms, this might mean that we need to learn to treat other human beings as entities that have identities, desires, opinions, and patterns of being that are entirely independent of us. This in turn requires that we tolerate a degree of separation from others—that we recognize that others possess the kind of poignant singularity that has nothing whatsoever to do with our needs, wishes, or fantasized fulfillment. As a matter of fact, it may well be that it is only insofar as we internalize this insight that we become capable of genuine relationships—relationships that do not endeavor to consume the other or to reduce it to a narcissistic mirror for the self but that, rather, allow the other to persist as an autonomous entity.

cognitive psychologist Jerome Bruner (1977) wrote, “Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully” (p. 7).

One way to understand what it means to restructure our relationship to the world is to foreground the fact that how we fantasmatically conceptualize the world—what Lacan describes as our imaginary relationship to the world—may not have a whole lot to do with how the world actually is. This implies that if we are to begin to live in the world in more creative and ethically responsible ways, we need to learn to recognize the world as separate from our fantasies; we need to learn to respect the integrity of the world apart from our projections and unconscious distortions. In concrete terms, this might mean that we need to learn to treat other human beings as entities that have identities, desires, opinions, and patterns of being that are entirely independent of us. This in turn requires that we tolerate a degree of separation from others—that we recognize that others possess the kind of poignant singularity that has nothing whatsoever to do with our needs, wishes, or fantasized fulfillment. As a matter of fact, it may well be that it is only insofar as we internalize this insight that we become capable of genuine relationships—relationships that do not endeavor to consume the other or to reduce it to a narcissistic mirror for the self but that, rather, allow the other to persist as an autonomous entity.

But America’s history is disturbing, and a healthy society would be disturbed. Banning discussions of structural racism is an unforgivably cruel type of structural racism designed to deny marginalized people both the affirmation that comes from learning their stories matter and the conceptual tools that help them understand and alter their position.

Conceptually, this was an approach borrowed more from the world of freight movers than communications experts. Think of each message as if it were a large house and ask yourself how you would move that house across the country from, say, Boston to Los Angeles. Theoretically, you could move the whole structure in one piece. House movers do it over shorter distances all the time—slowly and carefully. However, it’s more efficient to disassemble the structure if you can, load the pieces onto trucks, and drive those trucks over the nation’s interstate highway system—another kind of distributed network. Not every truck will take the same route; some drivers might go through Chicago and some through Nashville. If a driver learns that the road is bad around Kansas City, for example, he may take an alternate route. As long as each driver has clear instructions telling him where to deliver his load and he is told to take the fastest way he can find, chances are that all the pieces will arrive at their destination in L.A. and the house can be reassembled on a new site. In some cases the last truck to leave Boston might be the first to arrive in L.A., but if each piece of the house carries a label indicating its place in the overall structure, the order of arrival doesn’t matter. The rebuilders can find the right parts and put them together in the right places. In

The fact is that a wide array of projects—events, products, books, home renovations, you name it—can be simulated, tested, and iterated even by amateurs at home. Lack of technology isn’t the real barrier to adopting this approach; the barrier is thinking of planning as a static, abstract, bureaucratic exercise. Once you make the conceptual shift to planning as an active, iterative process of trying, learning, and trying again, all sorts of ways to “play” with ideas, as Gehry and Pixar do, will suggest themselves.

An excellent illustration of this notion comes from another intriguing experiment conducted on psychology students. In this case students were given, in advance of class, either a complete set of notes on the lecture for the day or a partial set of notes—one that consisted of “headings and titles of definitions and concepts, which required students to add information to complete the notes” (Cornelius & Owen-DeSchryver 2008, p. 8). So the students who received the full notes had the knowledge network for the day handed to them prior to class (through the course learning management system); the students who received the partial notes received only the frame of that knowledge network, and had to fill in the rest on their own. The students in both conditions performed comparably on the first two examinations for the course. On the third and final examinations, however, as the amount of course material increased and required deeper understanding, the students in the partial-notes condition outperformed their full-note peers. Especially relevant for the argument that connections improve comprehension, the students in the partial-notes condition outperformed their peers on conceptual questions on the final exam. As the authors explained, “On a [final] test that required knowledge of a large number of concepts, rote memorization was not feasible, so students who encoded the information by actively taking notes throughout the semester may have performed better because they had experienced better conceptual understanding” (p. 10). This experiment has obvious implications for classroom teaching, or even the creation of reading guides or lecture notes for an online courses. However, the important point for now is that the partial notes gave students an organized framework that enabled and encouraged them to see and make new connections on their own.

Conceptualize the ideas of meaningful word-groups.

A balanced approach to worship evaluation can be summative in that a congregation can learn from its previous worship failures and successes. But it can also be formative since it occurs during the development and conceptual worship service stages.

One of the biggest insights from brain science has to do with how our memories are made. We used to think it was repetition, which many of us experienced during our education, as we were forced to write or recite things again and again. But it turns out that it is retrieval, not repetition, that makes the difference. For conceptual learning, the evidence is clear: it is the act of retrieval—having to recall something we’ve learned—that makes learning memorable.

There exists no Kantian radically autonomous person, with absolute freedom and a transcendent reason that correctly dictates what is and isn't moral. Reason, arising from the body, doesn't transcend the body. What universal aspects of reason there are arise from the commonalities of our bodies and brains and the environments we inhabit. The existence of these universals does not imply that reason transcends the body. Moreover, since conceptual systems vary significantly, reason is not entirely universal. Since reason is shaped by the body, it is not radically free, because the possible human conceptual systems and the possible forms of reason are limited. In addition, once we have learned a conceptual system, it is neurally instantiated in our brains and we are not free to think just anything. Hence, we have no absolute freedom in Kant's sense, no full autonomy. There is no a priori, purely philosophical basis for a universal concept of morality and no transcendent, universal pure reason that could give rise to universal moral laws.

We found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.

One of the keys to exponential thinking is filling your thoughts with what-if statements. Evie Mackie of the Innovation Hub at the John Lewis Partnership says that “‘What If’ statements come into play to bring unruly scenarios into the picture. For example, ‘What if the human race needed to adapt and live in a world which was 90 percent underwater’ or ‘What if we could no longer touch things with our hands to interact.’ This helps conceptualize a WHOLE different array of things we may never have thought of otherwise and allows us to imagine what we would need to survive in a future world, which could be a very different place.

So it’s important that we have a much more capacious conceptualization of history and the effect of history on the present, and that we not see race as something we have to get over, but instead as something we have to engage and confront and learn to move through somehow.

Given my insistence on the importance of acknowledging radical negativity and of relinquishing the idea of a society beyond division and power, it will not come as a surprise that I disagree with the attempt by a group of left intellectuals to revive the ‘Idea of communism’.9 They claim that the ‘communist hypothesis’ is absolutely necessary for envisaging a politics of emancipation. They argue that the egalitarian ideal is so intrinsically linked to the horizon of communism that its future depends on bringing back such a model. They are no doubt right in refusing the widely accepted view that the disastrous failure of the Soviet model forces us to reject the entirety of the emancipatory project. But I do believe that there are important lessons to be learned from the tragic experience of ‘really existing socialism’, and this calls for a serious rethinking of some central tenets of the communist project. It would indeed be too easy to simply declare that the Soviet model represents a flawed realization of an ideal that remains to be truly implemented. To be sure, many of the reasons for which the communist ideal went astray could be avoided and the current conditions might provide a more favourable terrain. But some of the problems that it encountered cannot be reduced to a simple question of application. They have to do with the way this ideal was conceptualized. To remain faithful to the ideals that inspired the different communist movements, it is necessary to scrutinize how they conceived their goal so as to understand why those ideals could have become so disastrously misled. It is the very notion of ‘communism’ that needs to be problematized because it strongly connotes the anti-political vision of a society where antagonisms have been eradicated and where law, the state and other regulatory institutions have become irrelevant. The main shortcoming of the Marxist approach lies in its inability to acknowledge the crucial role of what I call ‘the political’. While traditional Marxism asserted that communism and the withering away of the state logically entailed each other, Laclau and I assert that the emancipatory project can no longer be conceived of as the elimination of power and the management of common affairs by social agents identified with the viewpoint of the social totality. There will always be antagonism, struggles and division of the social, and the need for institutions to deal with them will never disappear. By locating socialism in the wider field of the democratic revolution, we indicated in Hegemony and Socialist Strategy that the political transformations that will eventually enable us to transcend capitalist society are founded on the plurality of social agents and their struggles. Thus the field of social conflict is extended rather than being concentrated in a ‘privileged agent’ such as the working class. It is for this reason that we reformulated the emancipatory project in terms of a radicalization of democracy. We emphasized that the extension and radicalization of democratic struggles will never have a final point of arrival in the achievement of a fully liberated society. This is why the myth of communism as a transparent and reconciled society – which clearly implies the end of politics – must be abandoned.