From 5bca1c8d04ed7c81160f382968add2f2dfc4e1c5 Mon Sep 17 00:00:00 2001 From: Gordon GECOS Date: Mon, 6 Nov 2023 10:27:38 -0500 Subject: deleuze.txt --- deleuze.txt | 265 ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++-- 1 file changed, 257 insertions(+), 8 deletions(-) diff --git a/deleuze.txt b/deleuze.txt index 95ab8c3..2a57d0d 100644 --- a/deleuze.txt +++ b/deleuze.txt @@ -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. + + + -- cgit v1.2.3