deleuze.txt

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@@ -106,14 +106,54 @@ CAN EVADE CONTROL.
 
 
 A university is an Erlang-style message passing system for academic
-knowledge accumulation's life-system to regenerate itself.
-
-
-
-Key point for Deleuze is that the "counter-effectuation" is Max Ent
-physics rather than quantum physics woo.
-
-Bayesian statistical knowledge deriving from information theory.
+knowledge accumulation's cultural life-system to regenerate itself.
+
+
+
+Key point for Deleuze is that the "counter-effectuation" is actually
+real-life really-physical Max Ent physics rather than quantum physics
+analogy/woo.  Bayesian statistical knowledge deriving from information
+theory.
+
+
+Deleuze didn't understand quantum physics correctly but it turns out
+that it doesn't matter because quantum physics doesn't have anything to
+do with metaphysics.  It's only that Uncertainty forces human beings
+to adopt a de-centralizing de-totalizing Copernican mental shift.  But
+it doesn't even do it in the way that is most relevant to metaphysics.
+There is also the de-centralizing de-totalizing Copernican mental
+shift of INTUITIONIST MATHEMATICS.
+
+Back to physics: Deleuze understood the main point: that particles
+are merely virtual constructs while these "interaction events" are
+the actual reality available to advanced physics -- the particles are
+virtual constructs that exist only in the human 3D mental model which
+is definitely NOT the same as the physical universe -- this is one of
+those places where we see the difference -- but the physical universe in
+making individual particles places where information access is limited
+fundamentally because the boundary between one particle and another with
+which it interacts isn't so much illusory as the only real thing, while
+the non-boundary is illusory.
+
+Quantum physics DOES imply a macro universe where macro assemblies
+of particles also have limited access to information; but the actual
+universe we see has EVEN MORE limitations on access to information,
+they are much much stricter than Uncertainty, and therefore we see much
+less information embedded in physical objects than Uncertainty allows
+in its theoretical maximum.  (Physics experiments can be set up so
+that information is not lost; but life in general is always balancing
+loss of information against energy expenditure.)  Max Ent physics and
+Bayesian statistics are mathematical/physical approaches to calculating
+the information available at a given spacetime location.  However, part
+of the nature of quantum uncertainty AND max ent physics is that, from
+WITHIN the system, the limitations apply to the observer and the limits
+are self-referential in the sense that the limitations that apply to an
+observer's disability to have information from other spacetime points
+can include the disability to know which information is available!
+I.e., the theory produces known unknowns.  The fact that there are
+spacetime points in the universe where knowledge of mathematics does
+not exist or exists at a merely undergrad level, means also unknown
+unknowns.
 
 
 
@@ -304,3 +344,212 @@ loop.  Human culture is the only chemical reaction not known to loop or
 terminate.  Human culture is the only true "irrational number" of all
 discretely-instantiated numbers.
 
+
+
+
+
+
+
+Tue Oct 31 01:23:16 PM EDT 2023
+
+Feynman and practicing with a different box of tools
+
+Same idea as the Max Ent explanation of prophecy
+
+But also the same idea as parable of the falling seeds, reversed in
+time; the seeds unfall to the sower, and depending on seed origin
+(fertile soil, or barren) the sower becomes either someone who can farm
+or someone who knows what it means to be unable to farm.  The knowledge
+passes from the earth through the seed into the farmer; the seeds
+provide the connection.  The disabled would-be-farmer is disconnected
+from that knowledge even though he too has and sews seeds.  His seeds,
+though sewn, fail to connect out to knowledge from the past and he may
+therefore fail to connect himself out to intentions from the future (or
+else not even form them).
+
+
+
+The 20th century was spent correlating the implications of a physical
+limit of the speed of light.
+
+The 21st century will be spent correlating the implications of
+the physical limits of the speed and size of computations.
+
+The human being as a computer system undering phase changes as the
+computer gains the ability to represent different types of state -- or
+to represent state with different performance characteristics -- through
+acquisition of data structures copied from the environment -- OR from
+internal processing and DISCOVERY of NEW data structures.
+
+These data structures are PASSED BETWEEN HUMANS who learn them
+implicitly and pick them up and play with them.  But data structures
+are unsafe when EXECUTED AS REASON and for this reason human beings
+have SYSTEMS OF ACCESS CONTROL to HUMAN REASON both internal to their
+minds (e.g., concepts of valid and invalid authorities) and external as
+social environment.  Society imposes economic exploitation which causes
+evolutionary adapations to "bubble up" in ways that are UNPREDICTABLE
+IN DETAIL (chaos theory) but according to evolutionary theory will tend
+to produce EFFICIENT DISTRIBUTED COMPUTATION so that it will converge
+to the computer systems we find most advanced as well as the biological
+systems of generating and filtering novelty that we find most advanced
+(except that the search space may have valleys etc).
+
+Another system of access control is RUNNING IN EMULATION this is when
+the individual learns enough about a foreign system to execute the steps
+of its reasoning without however being allowed to reach any conclusions
+that apply to the larger brain's data structures.  There are two reasons
+why humans cannot rely on this mechanism primarily.
+
+First, EMULATION CAN BE JAILBROKEN; this cannot ever be as secure.
+
+Second, more importantly, RUNNING IN EMULATION IS COMPUTATIONALLY MORE
+EXPENSIVE.  Even though CPUs and apparently also human beings have mechanisms
+to optimize emulation, in human beings especially, these cannot obtain
+"native" performance.  Therefore, computational emulators (e.g.,
+learners of a second language) cannot "actually" perform as well as
+computational originators (e.g., learners of a first language) if they
+use the same underlying computational equipment for the same amount of
+time.
+
+But human beings do not all have the same underlying computational
+equipment; and they do not all apply the same amount of time to
+processing it.  In the real world, running the other side in emulation
+is something that more intelligent, more informed, or more adult human
+beings attempt to do when interacting with less intelligent, informed,
+or adult ones.  Human beings may also believe they are running the other
+side in emulation, when they are running a gross simplification; in
+fact, they are running a gross simplification even when they run the
+remote side natively, since they always still have to emulate the entire
+remote environment(!) which is where the real problems start.
+
+Non-portability of language between individuals is a major problem.
+Before the internet, locality constraints on communications caused
+portability to self-organize locally; but the internet has changed
+communication patterns so that every person experiences a kind of
+cosmopolis without totality.  Every experience is a scene from a virtual
+city which is a construct only of that experience; each event and
+corresponding city co-singular; co-existing only once without object
+permanence.
+
+One problem is the human tendency to imagination, roleplay, etc.,
+causes human beings to pretend communication incompatibilities are
+not real.  Human beings must surely have evolved under circumstances
+where perceived universality of linguistic forms was vastly more
+common than it is today in the adult internet-connected world, though
+perhaps less common than it is today in the world of the schoolchild
+or university student or professor.
+
+The professors may not make the same naive/incorrect excuses as children
+for failing to communicate; their perspectives will be more realistic;
+the university system as a whole is constrained in certain ways to
+succeed in transmitting information; but insofar as these transmissions
+fail, are the reasons understood from a rational information-theoretic
+perspective?  Or is it a primate emotion static control program designed
+to regulate subordinate behavior emotionally, amplifying the causal
+force of the intentions of individuals positioned in social hierarchies
+such that their anger generates fear in others?  Or is it a whole series
+of task-activated network programs, each one separately influenced
+by its own emotional context?  Perhaps they are constrained by
+environmental demands to understand these failures operationally
+
+
+The task-activated networks seem to be the neurological place of
+mental compartmentalization; and the ADHD don't shut off the DMN when
+activating TANs.  We still "see" the task when others are absorbed
+"in" the task.  Of course, in order to influence the DMN, it would
+have to be activated.  The TANs feed back into the DMN in ADHD, which
+allows the ADHD brain to generate totalizing connectivities by putting
+information from disparate parts of universe into the same local
+computational system; where for the non-ADHD these same components,
+though contained within one BRAIN, are not connected into the same
+integrated computational system; the TANs are prevented from feeding
+back into the DMN which allows mental compartmentalization to prevent
+information from one controlled system to produce interference in
+another controlled system when each controlled system is controlling the
+same physical human being with a different control algorithm.
+
+In other words, the DMN or the big picture understanding does not
+help with, but interferes with, TAN activity downstream of power
+in the social grid, because of the way in which this activity is
+structured to depend on human beings as removable components,
+keeping the environment highly-controlled.  General intelligence is
+not useful in highly-controlled environments until they begin to
+break down.  High-efficiency local computation requires discarding
+global information in order to maximize local connectivity of the
+processed information and thus processing speed.  (Principle of
+cache locality.)  So as optimization proceeds, the big picture is
+squeezed out of every local environment; except SOME privileged local
+environment has to be preserved in order to manage the organism's
+interaction with _environments_ themselves; this is the executive.
+The organism has a consciousness of multiple discrete environments;
+each environment controlled by some local control system; each local
+control system incorporating its own different own model of human
+emotion and behavior as necessary to sustain its specific local
+constraints
+
+Emotions are the foundational social control levers in humans.  Not
+life/reproduction directly, as it would be in the case of domestic
+plants; but emotion/physical-reproduction-of-imaginary-will plays
+the same structural role, allowing animalia the meta-evolutionary
+advantage of evolving without biological death; emotional sampling with
+differential reproduction of imaginations replaces eukaryotic sampling
+with differential reproduction of offspring in the information-gathering
+social super-organisms of mammalia).
+
+In a school, a student convincing their teacher that they do not belong
+in the space to which they are assigned is NOT sufficient to liberate
+the student from the space; only a non-local authority assigning
+them to some other space can liberate the student from the local
+space.  The student having the level of understanding of the system
+that would cause them to make this conclusion correctly tends to make
+the student even less able to perform in a space where they do not
+belong; if the student instead internalizes a false simplified local
+model in which the possibility of mis-spacialization is impossible by
+construction, then the student may have a better chance of passing
+through the filters imposed by the environment for reaching a more
+appropriate spacialization.  If the student internalizes a more
+realistic, more complete, but externally-referencing (non-local)
+model, then compatibility issues are likely in communication with
+their teacher; if compatibility exists between the teacher and the
+student, then the compatibility issue will exist between the teacher and
+administration; or else the administration will have issues with the
+school board; or the electoral system; or else the local municipality
+itself will drain tax funding since diaspora from other schools will
+collect locally.  At every possible avenue where the "exception" could
+"bubble up", there will be an incompatible interface, because the
+system attempts to impose a constraint that exceptions are handled
+non-locally.  All biological systems impose this constraint because of
+how it produces a superorganism that is more intelligent and robust than
+if its individual components were individually intelligent and robust.
+Advanced decentralized computing systems also impose this constraint; it
+is a foundational principle of Erlang.
+
+Another principle important probably is that in order to learn a lot
+of things you ought to be independently generating them yourself;
+the fact that someone has generated something and transmitted it to
+someone else does does not mean that they transmitted the generator;
+transmitting the generator between people may have more to do with
+copying the environment in which the independent generation occurred;
+mathematics provides students an environment in which to independently
+re-discover the fundamental theorems; but mathematical education outside
+of universities does not seem to understand this principle even in
+schools that feed top universities.  Students are fed the theorems to
+memorize and use without even being fed the raw material from which
+the theorems were originally derived.  Thus they are optimizing to
+demonstrate a false affectation of mathematical education.  Gresham's
+Law again.  Erlang illustrates the structure of passing the generator as
+well as the data.
+
+
+Tue Oct 31 01:59:34 PM EDT 2023
+
+Rappers are only really good at styling up content that they copy from
+other places.  They generate novelty only in style, they do not generate
+novel content.  Novel content is generated places other than hiphop and
+then incorporated there.  People who are competing in social spaces
+for the best content do not put that content in hiphop style.  People
+competing in social spaces with hiphop style are not competing on
+content and do not bring dense content into the competition.
+
+
+