Mintys.TechnologijosFilosofija istorija
Paslėpti nežymius pakeitimus - Rodyti galutinio teksto pakeitimus
2024 sausio 31 d., 20:20
atliko -
Pakeista 67 eilutė iš:
į:
Attach:20140306TheTruthAndriusKulikauskas.pdf
Ištrinta 126 eilutė:
2016 birželio 18 d., 17:31
atliko -
Pakeistos 1-78 eilutės iš
Žr. [[Išsiaiškinimai]], [[Matematikos grožis]]
Midterm on 5th week. Report due on 10th week. Those who attend consistently can turn it in later.
'''Title of the Course'''
Philosophy and Technology. Filosofija ir Technologija.
'''Title of the Book'''
''Think For Yourself''
Philosophy consists of unsolved riddles. So nobody has solved them. So you have to think for yourself. So that is what I will teach you. Whereas technology is not having to think for yourself.
'''Aim of Course'''
To appreciate technical disciplines as sources of philosophical challenges and approaches, to know a variety of ways of figuring things out, and to learn to formulate and investigate one's own profound questions.
'''Description'''
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students will learn to ask a profound question, design an investigation, get help from others, find practical answers, share results and value subsequent questions. They will be introduced to thinkers from a variety of technical fields who developed practical methodologies in response to philosophical questions. Such thinkers include architects Christopher Alexander, Sarah Susanka and Buckminster Fuller, mathematicians George Polya and Paul Zeitz, philosopher Stephen Toulmin, engineer Genrich Altshuller, artist Natalie d'Arbeloff, scientist Stephen Wolfram, analyst Morgan D. Jones and consultants Dave Gray, Sunni Brown and James Macanufo. Students will be exposed to the practical relevance of many areas of philosophy such as phenomenology, aesthetics, metaphysics, existentialism, epistemology, ethics, logic and social philosophy. They will develop their self-knowledge, creativity and critical thinking.
Books - Primary
* Christopher Alexander, "The Timeless Way of Building".
* Christopher Alexander, "The Nature of Order II".
* Morgan D. Jones, "The Thinker's Toolkit".
* Dave Gray, Sunni Brown, James Macanufo, "Gamestorming".
* Andrius Kulikauskas, "The Truth: From Relative to Absolute".
Books - Secondary
* Christopher Alexander, "A Pattern Language".
* Christopher Alexander, "The Nature of Order I".
* Buckminster Fuller, "[[http://www.arvindguptatoys.com/arvindgupta/bucky-fuller-writings.pdf | No More Secondhand God and Other Writings". ''No More Second Hand God.'' ''A Comprehensive Anticipatory Design Science.''
* Natalie d'Arbeloff, [[https://www.amazon.com/gp/product/0823013189/ref=olp_product_details?ie=UTF8&me= | Designing with natural forms]].
* Robert Horn, "[[https://www.amazon.com/Visual-Language-Global-Communication-Century/dp/189263709X?ie=UTF8&*Version*=1&*entries*=0 | Visual Language: Global Communication for the 21st Century]]".
* Stephen Wolfram, "A New Kind of Science".
* Nikos Salingaros, "Unified Architectural Theory".
* Sarah Susanka, "The Not So Big House".
* George Polya, "How to Solve It".
* Paul Zeitz, "The Art and Craft of Problem Solving".
Lectures
* The Concepts of Philosophy and Technology
* Phenomenological, Existential and Metaphysical Approaches
* Aesthetic and Pragmatic Approaches
* Logical, Mathematical and Epistemological Approaches
* Ethical, Cultural and Historical Approaches
# Philosophy (unsolved riddles), technology (solved riddles) and science (solutions). Philosophy as the pursuit of wisdom about life. Existentialism as our situation in life. Do we know ourselves: What is our deepest value in life? Are we growing further: What is a question that we will investigate? Will consider ways of figuring out. Start with Christopher Alexander's practical question: What makes a building alive? Phenomenology: Can we agree on what is "alive"? Go through Alexander's examples.
# Buckminster Fuller's question? Deepest values. Investigatory questions. The method of classifying and organizing.
# Robert Horn: Visual language. Gamestorming. Working together.
# The quality without a name. Structuralism: how to talk about absolutes. Finding a place to start: (Descartes - doubting). Everything. Divisions of everything: twosome, threesome, foursome. Many examples, especially the importance of the three-cycle in investigation (I think therefore I am). Representations.
# Patterns: structure/activity/tensions. How to document them. How they come together in a pattern language.
# Natalie d'Arbeloff. Hands-on work. Circle folding. The kinds of opposites.
# Beauty as a guide in mathematics. Mandelbrot set vs. Simplex. Twelve topologies (and Kant's twelve categories). Fifteen principles of life. Wholeness transformations.
# Six visualizations: Morgan D. Jones. Software tools for Thinking. Unified Modeling Language. Paradoxes.
# Truths of the heart and truths of the world. Emotional responses. Counterquestions. Needs, operating principles.
# Creativity in Math. The general example of how we figure things out. Overview of a system of the ways of figuring things out. Compare with Descartes' universal problem solving.
# Stephen Toulmin: Uses of Argument. Heidegger's world, Aristotle's techne, Plato's know-how. TRIZ. Other examples of the comprehensive system of figuring things out.
# Ethics: The Algebra of Copyright. Stating more broadly the whole system of ways of figuring things out.
# Context. Plato's Republic: cave. Obstacles by the system we live in (Alexander, Saranka). Plato's microscope. Buckminster Fuller - poet-prophet. Talking to the Universe.
# Conceptual revolutions: "The Astronomical Distance Ladder by Terrence Tao" (watch together).
# A future revolution? Automata. Stephen Wolfram.
Course requirements:
* Participation: in class, online, small team, everybody.
** Small team work: help several other people with their investigations.
* Report: formulate an investigatory question, design a way to approach it, apply the way, describe the way, and consider the results, and further questions and how they might be pursued.
* Test: given the questions various students pursued, how would you solve them?
Typical class
* 30 minutes lecture
* 30 minutes discussion
* 30 minutes working on investigations
Midterm on 5th week. Report due on 10th week. Those who attend consistently can turn it in later.
'''Title of the Course'''
Philosophy and Technology. Filosofija ir Technologija.
'''Title of the Book'''
''Think For Yourself''
Philosophy consists of unsolved riddles. So nobody has solved them. So you have to think for yourself. So that is what I will teach you. Whereas technology is not having to think for yourself.
'''Aim of Course'''
To appreciate technical disciplines as sources of philosophical challenges and approaches, to know a variety of ways of figuring things out, and to learn to formulate and investigate one's own profound questions.
'''Description'''
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students will learn to ask a profound question, design an investigation, get help from others, find practical answers, share results and value subsequent questions. They will be introduced to thinkers from a variety of technical fields who developed practical methodologies in response to philosophical questions. Such thinkers include architects Christopher Alexander, Sarah Susanka and Buckminster Fuller, mathematicians George Polya and Paul Zeitz, philosopher Stephen Toulmin, engineer Genrich Altshuller, artist Natalie d'Arbeloff, scientist Stephen Wolfram, analyst Morgan D. Jones and consultants Dave Gray, Sunni Brown and James Macanufo. Students will be exposed to the practical relevance of many areas of philosophy such as phenomenology, aesthetics, metaphysics, existentialism, epistemology, ethics, logic and social philosophy. They will develop their self-knowledge, creativity and critical thinking.
Books - Primary
* Christopher Alexander, "The Timeless Way of Building".
* Christopher Alexander, "The Nature of Order II".
* Morgan D. Jones, "The Thinker's Toolkit".
* Dave Gray, Sunni Brown, James Macanufo, "Gamestorming".
* Andrius Kulikauskas, "The Truth: From Relative to Absolute".
Books - Secondary
* Christopher Alexander, "A Pattern Language".
* Christopher Alexander, "The Nature of Order I".
* Buckminster Fuller, "[[http://www.arvindguptatoys.com/arvindgupta/bucky-fuller-writings.pdf | No More Secondhand God and Other Writings
* Natalie d'Arbeloff, [[https://www.amazon.com/gp/product/0823013189/ref=olp_product_details?ie=UTF8&me= | Designing with natural forms]].
* Robert Horn, "[[https://www.amazon.com/Visual-Language-Global-Communication-Century/dp/189263709X?ie=UTF8&*Version*=1&*entries*=0 | Visual Language: Global Communication for the 21st Century]]".
* Stephen Wolfram, "A New Kind of Science".
* Nikos Salingaros, "Unified Architectural Theory".
* Sarah Susanka, "The Not So Big House".
* George Polya, "How to Solve It".
* Paul Zeitz, "The Art and Craft of Problem Solving".
Lectures
* The Concepts of Philosophy and Technology
* Phenomenological, Existential and Metaphysical Approaches
* Aesthetic and Pragmatic Approaches
* Logical, Mathematical and Epistemological Approaches
* Ethical, Cultural and Historical Approaches
# Philosophy (unsolved riddles), technology (solved riddles) and science (solutions). Philosophy as the pursuit of wisdom about life. Existentialism as our situation in life. Do we know ourselves: What is our deepest value in life? Are we growing further: What is a question that we will investigate? Will consider ways of figuring out. Start with Christopher Alexander's practical question: What makes a building alive? Phenomenology: Can we agree on what is "alive"? Go through Alexander's examples.
# Buckminster Fuller's question? Deepest values. Investigatory questions. The method of classifying and organizing.
# Robert Horn: Visual language. Gamestorming. Working together.
# The quality without a name. Structuralism: how to talk about absolutes. Finding a place to start: (Descartes - doubting). Everything. Divisions of everything: twosome, threesome, foursome. Many examples, especially the importance of the three-cycle in investigation (I think therefore I am). Representations.
# Patterns: structure/activity/tensions. How to document them. How they come together in a pattern language.
# Natalie d'Arbeloff. Hands-on work. Circle folding. The kinds of opposites.
# Beauty as a guide in mathematics. Mandelbrot set vs. Simplex. Twelve topologies (and Kant's twelve categories). Fifteen principles of life. Wholeness transformations.
# Six visualizations: Morgan D. Jones. Software tools for Thinking. Unified Modeling Language. Paradoxes.
# Truths of the heart and truths of the world. Emotional responses. Counterquestions. Needs, operating principles.
# Creativity in Math. The general example of how we figure things out. Overview of a system of the ways of figuring things out. Compare with Descartes' universal problem solving.
# Stephen Toulmin: Uses of Argument. Heidegger's world, Aristotle's techne, Plato's know-how. TRIZ. Other examples of the comprehensive system of figuring things out.
# Ethics: The Algebra of Copyright. Stating more broadly the whole system of ways of figuring things out.
# Context. Plato's Republic: cave. Obstacles by the system we live in (Alexander, Saranka). Plato's microscope. Buckminster Fuller - poet-prophet. Talking to the Universe.
# Conceptual revolutions: "The Astronomical Distance Ladder by Terrence Tao" (watch together).
# A future revolution? Automata. Stephen Wolfram.
Course requirements:
* Participation: in class, online, small team, everybody.
** Small team work: help several other people with their investigations.
* Report: formulate an investigatory question, design a way to approach it, apply the way, describe the way, and consider the results, and further questions and how they might be pursued.
* Test: given the questions various students pursued, how would you solve them?
Typical class
* 30 minutes lecture
* 30 minutes discussion
* 30 minutes working on investigations
į:
Žr. '''[[Book/ShortBook]]''', [[Išsiaiškinimai]], [[Matematikos grožis]]
2016 birželio 15 d., 15:53
atliko -
Pridėtos 8-14 eilutės:
'''Title of the Book'''
''Think For Yourself''
Philosophy consists of unsolved riddles. So nobody has solved them. So you have to think for yourself. So that is what I will teach you. Whereas technology is not having to think for yourself.
2016 birželio 09 d., 22:14
atliko -
Pridėtos 2-3 eilutės:
Midterm on 5th week. Report due on 10th week. Those who attend consistently can turn it in later.
2016 birželio 08 d., 17:32
atliko -
Pridėtos 35-40 eilutės:
* The Concepts of Philosophy and Technology
* Phenomenological, Existential and Metaphysical Approaches
* Aesthetic and Pragmatic Approaches
* Logical, Mathematical and Epistemological Approaches
* Ethical, Cultural and Historical Approaches
2016 birželio 08 d., 15:49
atliko -
Pakeista 13 eilutė iš:
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students will learn to ask a profound question, design an investigation, get help from others, find practical answers, share results and value subsequent questions. They will be introduced to thinkers from a variety of technical fields who developed practical methodologies in response to philosophical questions. Such thinkers include architects Christopher Alexander, Sarah Susanka and Buckminster Fuller, mathematicians George Polya and Paul Zeitz, philosopher Stephen Toulmin, engineer Genrich Altshuller, scientist Stephen Wolfram, analyst Morgan D. Jones and consultants Dave Gray, Sunni Brown and James Macanufo. Students will be exposed to the practical relevance of many areas of philosophy such as phenomenology, aesthetics, metaphysics, existentialism, epistemology, ethics, logic and social philosophy. They will develop their self-knowledge, creativity and critical thinking.
į:
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students will learn to ask a profound question, design an investigation, get help from others, find practical answers, share results and value subsequent questions. They will be introduced to thinkers from a variety of technical fields who developed practical methodologies in response to philosophical questions. Such thinkers include architects Christopher Alexander, Sarah Susanka and Buckminster Fuller, mathematicians George Polya and Paul Zeitz, philosopher Stephen Toulmin, engineer Genrich Altshuller, artist Natalie d'Arbeloff, scientist Stephen Wolfram, analyst Morgan D. Jones and consultants Dave Gray, Sunni Brown and James Macanufo. Students will be exposed to the practical relevance of many areas of philosophy such as phenomenology, aesthetics, metaphysics, existentialism, epistemology, ethics, logic and social philosophy. They will develop their self-knowledge, creativity and critical thinking.
2016 birželio 08 d., 15:46
atliko -
Pakeista 13 eilutė iš:
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students will learn to ask a profound question, design an investigation, get help from others, find practical answers, share results and note subsequent questions. They will be introduced to thinkers from a variety of technical fields who developed practical methodologies in response to philosophical questions. Such thinkers include architects Christopher Alexander, Sarah Susanka and Buckminster Fuller, mathematicians George Polya and Paul Zeitz, philosopher Stephen Toulmin, engineer Genrich Altshuller, scientist Stephen Wolfram, analyst Morgan D. Jones and consultants Dave Gray, Sunni Brown and James Macanufo. Students will be exposed to the practical relevance of many areas of philosophy such as phenomenology, aesthetics, metaphysics, existentialism, epistemology, ethics, logic and social philosophy. They will develop their self-knowledge, creativity and critical thinking.
į:
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students will learn to ask a profound question, design an investigation, get help from others, find practical answers, share results and value subsequent questions. They will be introduced to thinkers from a variety of technical fields who developed practical methodologies in response to philosophical questions. Such thinkers include architects Christopher Alexander, Sarah Susanka and Buckminster Fuller, mathematicians George Polya and Paul Zeitz, philosopher Stephen Toulmin, engineer Genrich Altshuller, scientist Stephen Wolfram, analyst Morgan D. Jones and consultants Dave Gray, Sunni Brown and James Macanufo. Students will be exposed to the practical relevance of many areas of philosophy such as phenomenology, aesthetics, metaphysics, existentialism, epistemology, ethics, logic and social philosophy. They will develop their self-knowledge, creativity and critical thinking.
2016 birželio 08 d., 15:25
atliko -
Pakeista 46 eilutė iš:
# Stephen Toulmin: Uses of Argument. TRIZ. Other examples of the comprehensive system of figuring things out.
į:
# Stephen Toulmin: Uses of Argument. Heidegger's world, Aristotle's techne, Plato's know-how. TRIZ. Other examples of the comprehensive system of figuring things out.
2016 birželio 08 d., 15:24
atliko -
Pakeista 44 eilutė iš:
# Truths of the heart and truths of the world. Emotional responses. Counterquestions.
į:
# Truths of the heart and truths of the world. Emotional responses. Counterquestions. Needs, operating principles.
Pakeista 46 eilutė iš:
# Stephen Toulmin: Uses of Argument. Needs, operating principles. TRIZ. Other examples of the comprehensive system of figuring things out.
į:
# Stephen Toulmin: Uses of Argument. TRIZ. Other examples of the comprehensive system of figuring things out.
Pakeista 48 eilutė iš:
# Context. Plato's Republic: microscope, cave. Obstacles by the system we live in (Alexander, Saranka). Buckminster Fuller - poet-prophet.
į:
# Context. Plato's Republic: cave. Obstacles by the system we live in (Alexander, Saranka). Plato's microscope. Buckminster Fuller - poet-prophet. Talking to the Universe.
2016 birželio 08 d., 15:22
atliko -
Pakeista 39 eilutė iš:
# The quality without a name. Structuralism: how to talk about absolutes. Divisions of everything: twosome, threesome, foursome. Many examples, especially the importance of the three-cycle in investigation. Representations.
į:
# The quality without a name. Structuralism: how to talk about absolutes. Finding a place to start: (Descartes - doubting). Everything. Divisions of everything: twosome, threesome, foursome. Many examples, especially the importance of the three-cycle in investigation (I think therefore I am). Representations.
Pakeista 45 eilutė iš:
# Creativity in Math. The general example of how we figure things out. Overview of a system of the ways of figuring things out. Compare with Descartes (doubting, I think therefore I am, universal problem solving
į:
# Creativity in Math. The general example of how we figure things out. Overview of a system of the ways of figuring things out. Compare with Descartes' universal problem solving.
2016 birželio 08 d., 15:19
atliko -
Pakeista 38 eilutė iš:
# Gamestorming. Working together.
į:
# Robert Horn: Visual language. Gamestorming. Working together.
2016 birželio 08 d., 15:18
atliko -
Pakeista 26 eilutė iš:
* Natalie d'Arbeloff, [[https://www.amazon.com/gp/product/0823013189/ref=olp_product_details?ie=UTF8&me= | Designing with natural forms]].f
į:
* Natalie d'Arbeloff, [[https://www.amazon.com/gp/product/0823013189/ref=olp_product_details?ie=UTF8&me= | Designing with natural forms]].
2016 birželio 08 d., 15:17
atliko -
Pakeista 41 eilutė iš:
# Natalie d'Arbeloff. Hands-on work. Circle folding.
į:
# Natalie d'Arbeloff. Hands-on work. Circle folding. The kinds of opposites.
2016 birželio 08 d., 15:14
atliko -
Pakeistos 45-53 eilutės iš
# Creativity in Math. The general example of how we figure things out. Overview of a system of the ways of figuring things out.
# Context. Buckminster Fuller - poet-prophet.
# Ethics: The Algebra of Copyright.
# Stephen Toulmin: Uses of Argument. Needs, operating principles. TRIZ.
# Automata. Stephen Wolfram.
# "The Astronomical Distance Ladder by Terrence Tao" (watch together).
* Descartes: doubting, I think therefore I am, universal problem solving
* Plato's Republic: microscope, cave.
# Ethics: The Algebra of Copyright.
# Stephen
# "The Astronomical Distance Ladder by Terrence Tao" (watch together).
* Descartes: doubting, I think therefore I am, universal problem solving
* Plato's Republic: microscope, cave
į:
# Creativity in Math. The general example of how we figure things out. Overview of a system of the ways of figuring things out. Compare with Descartes (doubting, I think therefore I am, universal problem solving
# Stephen Toulmin: Uses of Argument. Needs, operating principles. TRIZ. Other examples of the comprehensive system of figuring things out.
# Ethics: The Algebra of Copyright. Stating more broadly the whole system of ways of figuring things out.
# Context. Plato's Republic: microscope, cave. Obstacles by the system we live in (Alexander, Saranka). Buckminster Fuller - poet-prophet.
# Conceptual revolutions: "The Astronomical Distance Ladder by Terrence Tao" (watch together).
# A future revolution? Automata. Stephen Wolfram.
# Stephen Toulmin: Uses of Argument. Needs, operating principles. TRIZ. Other examples of the comprehensive system of figuring things out.
# Ethics: The Algebra of Copyright. Stating more broadly the whole system of ways of figuring things out.
# Context. Plato's Republic: microscope, cave. Obstacles by the system we live in (Alexander, Saranka). Buckminster Fuller - poet-prophet.
# Conceptual revolutions: "The Astronomical Distance Ladder by Terrence Tao" (watch together).
# A future revolution? Automata. Stephen Wolfram.
2016 birželio 08 d., 15:08
atliko -
Pakeista 37 eilutė iš:
# Deepest values. Investigatory questions. The method of classifying and organizing.
į:
# Buckminster Fuller's question? Deepest values. Investigatory questions. The method of classifying and organizing.
Pakeista 44 eilutė iš:
# Truths of the heart and truths of the world. Counterquestions
į:
# Truths of the heart and truths of the world. Emotional responses. Counterquestions.
Pridėta 46 eilutė:
# Context. Buckminster Fuller - poet-prophet.
Pridėtos 48-49 eilutės:
# Stephen Toulmin: Uses of Argument. Needs, operating principles. TRIZ.
# Automata. Stephen Wolfram.
# Automata. Stephen Wolfram.
Ištrintos 51-53 eilutės:
# TRIZ.
Ištrinta 52 eilutė:
Pakeistos 54-58 eilutės iš
* Emotional responses
* Needs, operating principles
į:
2016 birželio 08 d., 14:58
atliko -
Ištrintos 14-17 eilutės:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman? Imre Latakos? Unified Modeling Language. Algebraic semiotics and semantics. Robert Horn. Stephen Wolfram.
Pakeistos 16-24 eilutės iš
* Christopher Alexander, The Timeless Way of Building
* [[http://wwwarvindguptatoys.com/arvindgupta/bucky-fuller-writings.pdf | No More Secondhand God and Other Writings]] by Buckminster Fuller. ''No More Second Hand God.'' ''A Comprehensive Anticipatory Design Science.''
* [[https://www.amazon.com/gp/product/0823013189/ref=olp_product_details?ie=UTF8&me= | Designing with natural forms]] by Natalie d'Arbeloff
* [[https://www.amazon.com/Visual-Language-Global-Communication-Century/dp/189263709X?ie=UTF8&*Version*=1&*entries*=0 | Visual Language: Global Communication for the 21st Century]] by Robert Horn
Stephen Wolfram, A New Kind of Science
* [[http://www
* [[https://www
* [[https://www
į:
* Christopher Alexander, "The Timeless Way of Building".
* Christopher Alexander, "The Nature of Order II".
* Morgan D. Jones, "The Thinker's Toolkit".
* Dave Gray, Sunni Brown, James Macanufo, "Gamestorming".
* Andrius Kulikauskas, "The Truth: From Relative to Absolute".
Books - Secondary
* Christopher Alexander, "A Pattern Language".
* Christopher Alexander, "The Nature of Order I".
* Buckminster Fuller, "[[http://www.arvindguptatoys.com/arvindgupta/bucky-fuller-writings.pdf | No More Secondhand God and Other Writings]]". ''No More Second Hand God.'' ''A Comprehensive Anticipatory Design Science.''
* Natalie d'Arbeloff, [[https://www.amazon.com/gp/product/0823013189/ref=olp_product_details?ie=UTF8&me= | Designing with natural forms]].f
* Robert Horn, "[[https://www.amazon.com/Visual-Language-Global-Communication-Century/dp/189263709X?ie=UTF8&*Version*=1&*entries*=0 | Visual Language: Global Communication for the 21st Century]]".
* Stephen Wolfram, "A New Kind of Science".
* Nikos Salingaros, "Unified Architectural Theory".
* Sarah Susanka, "The Not So Big House".
* George Polya, "How to Solve It".
* Paul Zeitz, "The Art and Craft of Problem Solving".
* Christopher Alexander, "The Nature of Order II".
* Morgan D. Jones, "The Thinker's Toolkit".
* Dave Gray, Sunni Brown, James Macanufo, "Gamestorming".
* Andrius Kulikauskas, "The Truth: From Relative to Absolute".
Books - Secondary
* Christopher Alexander, "A Pattern Language".
* Christopher Alexander, "The Nature of Order I".
* Buckminster Fuller, "[[http://www.arvindguptatoys.com/arvindgupta/bucky-fuller-writings.pdf | No More Secondhand God and Other Writings]]". ''No More Second Hand God.'' ''A Comprehensive Anticipatory Design Science.''
* Natalie d'Arbeloff, [[https://www.amazon.com/gp/product/0823013189/ref=olp_product_details?ie=UTF8&me= | Designing with natural forms]].f
* Robert Horn, "[[https://www.amazon.com/Visual-Language-Global-Communication-Century/dp/189263709X?ie=UTF8&*Version*=1&*entries*=0 | Visual Language: Global Communication for the 21st Century]]".
* Stephen Wolfram, "A New Kind of Science".
* Nikos Salingaros, "Unified Architectural Theory".
* Sarah Susanka, "The Not So Big House".
* George Polya, "How to Solve It".
* Paul Zeitz, "The Art and Craft of Problem Solving".
Pakeistos 36-45 eilutės iš
# Philosophy (unsolved riddles), technology (solved riddles) and science (solutions). Philosophy as the pursuit of wisdom about life. Existentialism as our situation in life. Do we know ourselves: What is our deepest value in life? Are we growing further: What is a question that we will investigate? Christopher Alexander's practical question: What makes a building alive? Phenomenology: Can we agree on what is "alive"? Go through Alexander's examples.
# Deepest values. Investigatory questions.
# The quality without a name. Structuralism: how to talk about absolutes. Divisions of everything.
*
* Pragmatism:
* Structuralism: The structure of a pattern: recurring activity evokes structure, structure channels activity.
* A language of patterns.
* Principles of life. Compare with Kant's twelve categories?
* "The Astronomical Distance Ladder by Terrence Tao" (watch together)
# Deepest values. Investigatory questions.
# The quality without a name
* Pragmatism:
* Structuralism:
* A language of patterns
* "The Astronomical Distance Ladder by Terrence Tao" (watch
į:
# Philosophy (unsolved riddles), technology (solved riddles) and science (solutions). Philosophy as the pursuit of wisdom about life. Existentialism as our situation in life. Do we know ourselves: What is our deepest value in life? Are we growing further: What is a question that we will investigate? Will consider ways of figuring out. Start with Christopher Alexander's practical question: What makes a building alive? Phenomenology: Can we agree on what is "alive"? Go through Alexander's examples.
# Deepest values. Investigatory questions. The method of classifying and organizing.
# Gamestorming. Working together.
# The quality without a name. Structuralism: how to talk about absolutes. Divisions of everything: twosome, threesome, foursome. Many examples, especially the importance of the three-cycle in investigation. Representations.
# Patterns: structure/activity/tensions. How to document them. How they come together in a pattern language.
# Natalie d'Arbeloff. Hands-on work. Circle folding.
# Beauty as a guide in mathematics. Mandelbrot set vs. Simplex. Twelve topologies (and Kant's twelve categories). Fifteen principles of life. Wholeness transformations.
# Six visualizations: Morgan D. Jones. Software tools for Thinking. Unified Modeling Language. Paradoxes.
# Truths of the heart and truths of the world. Counterquestions
# Creativity in Math. The general example of how we figure things out. Overview of a system of the ways of figuring things out.
# Ethics: The Algebra of Copyright.
# "The Astronomical Distance Ladder by Terrence Tao" (watch together).
# Automata. Stephen Wolfram.
# TRIZ.
# Deepest values. Investigatory questions. The method of classifying and organizing.
# Gamestorming. Working together.
# The quality without a name. Structuralism: how to talk about absolutes. Divisions of everything: twosome, threesome, foursome. Many examples, especially the importance of the three-cycle in investigation. Representations.
# Patterns: structure/activity/tensions. How to document them. How they come together in a pattern language.
# Natalie d'Arbeloff. Hands-on work. Circle folding.
# Beauty as a guide in mathematics. Mandelbrot set vs. Simplex. Twelve topologies (and Kant's twelve categories). Fifteen principles of life. Wholeness transformations.
# Six visualizations: Morgan D. Jones. Software tools for Thinking. Unified Modeling Language. Paradoxes.
# Truths of the heart and truths of the world. Counterquestions
# Creativity in Math. The general example of how we figure things out. Overview of a system of the ways of figuring things out.
# Ethics: The Algebra of Copyright.
# "The Astronomical Distance Ladder by Terrence Tao" (watch together).
# Automata. Stephen Wolfram.
# TRIZ.
Pakeistos 56-62 eilutės iš
* Three-cycle
* Six visualizations
* Paradoxes
* Truths of the heart and truths of the world.
* Gamestorming
* Deepest values, investigatory question.
į:
Pakeista 58 eilutė iš:
į:
Pakeistos 60-63 eilutės iš
* [[http://www.rwgrayprojects.com/synergetics/s01/toc01.html | Buckminster Fuller: Synergetics]]
į:
Pakeista 73 eilutė iš:
į:
Imre Latakos? Algebraic semiotics and semantics.
2016 birželio 08 d., 14:39
atliko -
Pakeistos 15-33 eilutės iš
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students learn to ask profound questions and find practical answers.
To appreciate technical disciplines as sources of philosophical challenges and approaches, to know a variety of ways of figuring things out, and to learn to formulate and investigate one's own profound questions.
aware of philosophical approaches which arise learn how to investigate their own questions.
Kurso tikslas - atskleisti studentams pagrindines technikos filosofijos problemas ir išugdyti gebėjimą orientuotis šiuolaikinės
technogeninės dinamikos sraute.
To reveal the main problems of philosophy of technology and to cultivate the skills for good orientation in the flow of
contemporary technogenic dynamics.
'''New description'''
In this practical workshop, students learn to formulate a profound question, design and pursue an investigation, arrive at a meaningful answer, and present it along with subsequent questions. Students are acquainted with philosophical questions posed by independent thinkers in technical disciplines and a variety of ways of figuring things out by which they answered them. In particular, students are C.Alexander We find inspiration from technical fields to develop in the "philosophy of technology" but also the "technology of philosophy".
We consider how thinkers from a variety of technical fields have developed practical methodologies in response to philosophical questions.
We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Genrich Altshuller, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray, Buck) have documented ways of figuring things out. Students will collect such patterns and learn to develop a comprehensive epistemological system.
į:
Pakeistos 18-22 eilutės iš
Books
į:
Books - Primary
* Christopher Alexander, The Timeless Way of Building
* Christopher Alexander, The Nature of Order II
*
Pakeistos 31-32 eilutės iš
* Phenomenology
į:
# Philosophy (unsolved riddles), technology (solved riddles) and science (solutions). Philosophy as the pursuit of wisdom about life. Existentialism as our situation in life. Do we know ourselves: What is our deepest value in life? Are we growing further: What is a question that we will investigate? Christopher Alexander's practical question: What makes a building alive? Phenomenology: Can we agree on what is "alive"? Go through Alexander's examples.
# Deepest values. Investigatory questions.
# The quality without a name. Structuralism: how to talk about absolutes. Divisions of everything.
*
# Deepest values. Investigatory questions.
# The quality without a name. Structuralism: how to talk about absolutes. Divisions of everything.
*
Pakeista 36 eilutė iš:
į:
2016 birželio 08 d., 14:11
atliko -
Ištrintos 8-9 eilutės:
Pridėtos 11-20 eilutės:
'''Description'''
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students will learn to ask a profound question, design an investigation, get help from others, find practical answers, share results and note subsequent questions. They will be introduced to thinkers from a variety of technical fields who developed practical methodologies in response to philosophical questions. Such thinkers include architects Christopher Alexander, Sarah Susanka and Buckminster Fuller, mathematicians George Polya and Paul Zeitz, philosopher Stephen Toulmin, engineer Genrich Altshuller, scientist Stephen Wolfram, analyst Morgan D. Jones and consultants Dave Gray, Sunni Brown and James Macanufo. Students will be exposed to the practical relevance of many areas of philosophy such as phenomenology, aesthetics, metaphysics, existentialism, epistemology, ethics, logic and social philosophy. They will develop their self-knowledge, creativity and critical thinking.
-------------------
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students learn to ask profound questions and find practical answers.
To appreciate technical disciplines as sources of philosophical challenges and approaches, to know a variety of ways of figuring things out, and to learn to formulate and investigate one's own profound questions.
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students will learn to ask a profound question, design an investigation, get help from others, find practical answers, share results and note subsequent questions. They will be introduced to thinkers from a variety of technical fields who developed practical methodologies in response to philosophical questions. Such thinkers include architects Christopher Alexander, Sarah Susanka and Buckminster Fuller, mathematicians George Polya and Paul Zeitz, philosopher Stephen Toulmin, engineer Genrich Altshuller, scientist Stephen Wolfram, analyst Morgan D. Jones and consultants Dave Gray, Sunni Brown and James Macanufo. Students will be exposed to the practical relevance of many areas of philosophy such as phenomenology, aesthetics, metaphysics, existentialism, epistemology, ethics, logic and social philosophy. They will develop their self-knowledge, creativity and critical thinking.
-------------------
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students learn to ask profound questions and find practical answers.
To appreciate technical disciplines as sources of philosophical challenges and approaches, to know a variety of ways of figuring things out, and to learn to formulate and investigate one's own profound questions.
Pakeista 32 eilutė iš:
We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Genrich Altshuller, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to develop a comprehensive epistemological system.
į:
We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Genrich Altshuller, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray, Buck) have documented ways of figuring things out. Students will collect such patterns and learn to develop a comprehensive epistemological system.
2016 birželio 08 d., 12:36
atliko -
Pakeista 33 eilutė iš:
* [[http://www.arvindguptatoys.com/arvindgupta/bucky-fuller-writings.pdf | No More Secondhand God and Other Writings]] by Buckminster Fuller. ''A Comprehensive Anticipatory Design Science''
į:
* [[http://www.arvindguptatoys.com/arvindgupta/bucky-fuller-writings.pdf | No More Secondhand God and Other Writings]] by Buckminster Fuller. ''No More Second Hand God.'' ''A Comprehensive Anticipatory Design Science.''
2016 birželio 08 d., 12:24
atliko -
Pridėta 35 eilutė:
* [[https://www.amazon.com/Visual-Language-Global-Communication-Century/dp/189263709X?ie=UTF8&*Version*=1&*entries*=0 | Visual Language: Global Communication for the 21st Century]] by Robert Horn
2016 birželio 08 d., 11:55
atliko -
Pridėtos 30-34 eilutės:
Books
* [[http://www.arvindguptatoys.com/arvindgupta/bucky-fuller-writings.pdf | No More Secondhand God and Other Writings]] by Buckminster Fuller. ''A Comprehensive Anticipatory Design Science''
* [[https://www.amazon.com/gp/product/0823013189/ref=olp_product_details?ie=UTF8&me= | Designing with natural forms]] by Natalie d'Arbeloff
2016 birželio 08 d., 09:23
atliko -
Pakeistos 200-202 eilutės iš
Ačiū už šią galimybę dėstyti tai, kas man atrodo be galo prasminga. Manau, tai studentams turėtų irgi būti prasminga, įdomu ir naudinga. Tikiu, tai panašu į "technologijos filosofiją", tik iš kito kampo, būtent iš teigiamo kampo, kaip technologijų aplinkoje iškyla filosofiniai klausimai, atsakymai ir išsiaiškinimo būdai. Žodžiu, tai ne "filosofija apie technologiją" bet "technologijos įtakojama filosofija". Ieškau, kaip tą išsakyti.
į:
Ačiū už šią galimybę dėstyti tai, kas man atrodo be galo prasminga. Manau, tai studentams turėtų irgi būti prasminga, įdomu ir naudinga. Tikiu, tai panašu į "technologijos filosofiją", tik iš kito kampo, būtent iš teigiamo kampo, kaip technologijų aplinkoje iškyla filosofiniai klausimai, atsakymai ir išsiaiškinimo būdai. Žodžiu, tai ne "filosofija apie technologiją" bet "technologijos įtakojama filosofija". Ieškau, kaip tą išsakyti.
[[https://www.amazon.com/Pattern-Theory-Introduction-Perspectives-Christopher/dp/1505637430/ref=pd_rhf_dp_s_cp_3?ie=UTF8&dpID=41RBzGWxtyL&dpSrc=sims&preST=_SL500_SR90%2C135_&refRID=Z83PX4BN4MPEFNHT43VS#reader_1505637430 | Helmut Leitner book on Christopher Alexander]]
[[https://www.amazon.com/Pattern-Theory-Introduction-Perspectives-Christopher/dp/1505637430/ref=pd_rhf_dp_s_cp_3?ie=UTF8&dpID=41RBzGWxtyL&dpSrc=sims&preST=_SL500_SR90%2C135_&refRID=Z83PX4BN4MPEFNHT43VS#reader_1505637430 | Helmut Leitner book on Christopher Alexander]]
2016 birželio 07 d., 22:13
atliko -
Pakeistos 165-200 eilutės iš
O technologija yra iš esmės sėkmingas mokslas, nes tai išspręstų galvosukių rinkinys.
į:
O technologija yra iš esmės sėkmingas mokslas, nes tai išspręstų galvosukių rinkinys.
--------------------
Norėčiau, kad kiekvienas studentas susigalvotų sau kokį nors asmeniškai prasmingą klausimą, susipažintų su įvairiausiais išsiaiškinimo būdais, susistatytų ir atliktų tyrimą, pristatytų savo išvadas ir toliau iškylančius klausimus. Studentų pažymys priklausytų nuo šių uždavinių:
* 40% Rašinys. Studentas aprašo savo klausimą, tyrimą ir išvadas.
* 30% Egzaminas. Studentas raštu išdėsto, kaip pats tirtų 5 klausimus, kuriuos tyrė kiti kurso studentai.
* 30% Dalyvavimas. Studentai vienas kitą palaiko, dalyvauja vienas kitų tyrimuose, tiek pamokoje, tiek internete, tiek mažose grupėse. Užskaitau dalyvavimą.
Atitinkamai, kiekvienos savaitės pamoką sudarytų:
* mano paskaita (pusvalandis)
* diskusija (pusvalandis)
* bendras mūsų tyrimų aptarimas (pusvalandis).
Studentai susipažintų su mąstytojais, kurie įvairiose technikos srityse yra įžvelgę gyvenimiškus filosofijos klausimus, surinkę ir išvystę atitinkamus išsiaiškinimo būdus. Klausimai atspindės filosofijos sričių ir technologijos pasaulių įvairovę.
* Architektas Christopher Alexander tyrė, kodėl senoviški pastatai mus gaivina ir įkvėpia, o naujoviški statiniai mus alina ir slegia? Išmoksime atpažinti, aprašyti ir taikyti derinius (patterns) ir mąstyti derinių kalba (pattern language). Per jį tiesiogiai patirsime, ką reiškia fenomenologija, estetika, epistemologija, egzistencializmas, pragmatizmas, struktūralizmas, vertybės, santvarkos. Jei pavyks susitarti remsimės ištraukomis iš jo VGTU skaitykloje esančių knygų "The Timeless Way of Building", "A Pattern Language" ir "The Nature of Order". Jo mintys taip pat aprašytos Nikos Salingaros knygose, kaip antai, "Unified Architectural Theory".
* Matematikai George Polya ("How to Solve It") ir Paul Zeitz ("The Art and Craft of Problem Solving") yra surinkę ir apmąstę daugybę būdų, kaip spręsti matematikos uždavinius. Tai atspindi kūrybingo mąstymo galimybes apskritai. Užtat tai savotiškas raktas į metafiziką, proto pažinimą, kūrėjo vaizduotę, genialumą. Abi knygos prieinamos internete.
* CŽV analitikas Morgan Jones yra parašęs lengvai skaitomą apžvalgą "The Thinker's Toolkit" įvairiausių būdų, kaip šaltu protu sustatyti ir spręsti klausimus, prasmingai dėlioti brėžinius ir lenteles. Jo būdai gražiai atspindi stambių padalinių valdymo priemones. Juos siečiau ir su konsultantų ir programuotojų išvystytą "Unified Modeling Language" ir taip pat su mano paties apžvelgtomis vaizdavimo priemonėmis (sekų, medžių, tinklų poromis). Iškyla klausimai, kaip protaujama pagrįstai ar nepagrįstai ar išvis neprotaujama, kaip apibrėžiamos sąvokos, tikslai ir žmonių santykiai.
* Išradėjas sovietas Genrich Altshuller apžvelgė 40,000 patentų ir jų pagrindu išvystė TRIZ sistemą kuria išryškinamos techninių reikalavimų priešingybės, tiek fizinės, tiek loginės, tiek buitinės, tiek ekonominės ir visuomeninės, ir kaupiami priešingybių išsprendimai. Iškyla technologijos plėtros klausimai, kokia naujovių raida, tarsi gamtos raida.
* Architektas, išradėjas Buckminster Fuller savo knyga "Synergetics" (ji internete prieinama) išdėsto savo kitonišką geometrinį mąstymą paremtą lygiakraščiais trikampiais, vietoj kad mums įprastais kvadratais. Beje, kaip matematikas kaip tik šiuomet susiduriu su jo įžvelgtais skirtingų pasaulėžiūrų pagrindais. Jisai tiesiog įdomus pavyzdys "pranašo", kuris technologinių reiškinių apsuptyje išvystė savo vidinę kalbą, ją kūrybingai taikė ir gana sėkmingai diegė visuomenėje.
* Retorikas Stephen Toulmin išmąstė ir savo knyga "The Uses of Argument" pristatė paprastą ir naudingą pagrindimo schemą, kuri išryškina, jog kiekvienoje gyvenimo srityje, tai yra, kiekviename išmanyme, savaip vertinamas pagrindimas, tačiau yra bendras pagrindimo sustatymas. Matematikas, advokatas, verslininkas, fizikas, gydytojas visi savaip Patvirtina Išvedžiojimą jog Išvada išplaukia iš Duotybių. Tai naudinga lyginant mąstymą skirtingos veiklose ir disciplinose. Tuo pačiu pravartu užsiminti apie Platono "teisingą ir neteisingą nuomonę", Aristotelio "techne - išmonę", Heidegerio "pasaulius". Būtų gerai taip pat pristatyti ir Platono išradingumą Valstybėje įsivaizduojant mikroskopą (tai yra, žmogaus sielą "padidinant", jį pakeičiant miestu) arba kiną (urvo alegorija).
* Verslo patarėjai Dave Gray, Sunni Brown, James Macanufo savo knyga "Gamestorming" yra aprašę 80 "žaidimų", kuriais įmonėse išjudina ir pajungia grupės žmonių kūrybinį mąstymą. Šituos būdus galėsime ir patys išbandyti ir pajungti savo tyrimams. Jais tuo pačiu patirsime, kaip vystosi mintys, kaip žmonės vienas kitą veikia, tai yra, kokie dialogai ir dialektikos.
* Žymus matematikas Terrence Tao yra parengęs įspūdingą video paskaitą, "The Astronomical Distance Ladder", kuria jisai išdėsto, kaip žmonijos istorijoje įžymūs mąstytojai, pradedant Aristoteliu, sugebėjo visokiomis gudrybėmis vis tiksliau apskaičiuoti vis tolesnius nuotolius. Šitą paskaitą peržiūrėtumėme kartu ir trumpai aptartumėme kiekvieną naują išsiaiškinimo būdą. Tai kartu žmonijos kultūros istorija, paradigmų pasikeitimų priežastys, kosmologija, žmogaus vieta visatoje, mokslo sąlygos.
* Būtų gerai paminėti Dekartą, jo universalų sprendimo būdą ir jo išeities tašką... Gal dar ką pasiūlytum?
Žodžiu, tikslas būtų ne kalbėti apie technologiją iš šalies, bet parodyti kaip technologinėje aplinkoje vyksta pilnavertė filosofinė veikla, kurios sprendimo būdai gali būti pritaikyti bet kokiam filosofiniam klausimui. Tuo pačiu bus visokiausių galimybių parodyti, kas iš tikrųjų yra filosofija ir kaip mus technologija veikia teigiamai ir neigiamai.
Studentams parinksiu trumpus skaitinius, kuriais galėtų pasiruošti paskaitai ir diskusijai. Tačiau svarbiausia, kad jie patys atsirinktų, kurie išsiaiškinimo būdai tinka jų pačių išsirinktam klausimui.
Aš esu sukaupęs 1500+ išsiaiškinimo būdų ir pavyzdžių:
http://www.selflearners.net/ways/
Ir sudėliojęs į 24 būdų sistemą.
Šią sistemą surašysiu šią vasarą ir tai bus pagrindiniai kurso rėmai.
Ačiū už šią galimybę dėstyti tai, kas man atrodo be galo prasminga. Manau, tai studentams turėtų irgi būti prasminga, įdomu ir naudinga. Tikiu, tai panašu į "technologijos filosofiją", tik iš kito kampo, būtent iš teigiamo kampo, kaip technologijų aplinkoje iškyla filosofiniai klausimai, atsakymai ir išsiaiškinimo būdai. Žodžiu, tai ne "filosofija apie technologiją" bet "technologijos įtakojama filosofija". Ieškau, kaip tą išsakyti.
--------------------
Norėčiau, kad kiekvienas studentas susigalvotų sau kokį nors asmeniškai prasmingą klausimą, susipažintų su įvairiausiais išsiaiškinimo būdais, susistatytų ir atliktų tyrimą, pristatytų savo išvadas ir toliau iškylančius klausimus. Studentų pažymys priklausytų nuo šių uždavinių:
* 40% Rašinys. Studentas aprašo savo klausimą, tyrimą ir išvadas.
* 30% Egzaminas. Studentas raštu išdėsto, kaip pats tirtų 5 klausimus, kuriuos tyrė kiti kurso studentai.
* 30% Dalyvavimas. Studentai vienas kitą palaiko, dalyvauja vienas kitų tyrimuose, tiek pamokoje, tiek internete, tiek mažose grupėse. Užskaitau dalyvavimą.
Atitinkamai, kiekvienos savaitės pamoką sudarytų:
* mano paskaita (pusvalandis)
* diskusija (pusvalandis)
* bendras mūsų tyrimų aptarimas (pusvalandis).
Studentai susipažintų su mąstytojais, kurie įvairiose technikos srityse yra įžvelgę gyvenimiškus filosofijos klausimus, surinkę ir išvystę atitinkamus išsiaiškinimo būdus. Klausimai atspindės filosofijos sričių ir technologijos pasaulių įvairovę.
* Architektas Christopher Alexander tyrė, kodėl senoviški pastatai mus gaivina ir įkvėpia, o naujoviški statiniai mus alina ir slegia? Išmoksime atpažinti, aprašyti ir taikyti derinius (patterns) ir mąstyti derinių kalba (pattern language). Per jį tiesiogiai patirsime, ką reiškia fenomenologija, estetika, epistemologija, egzistencializmas, pragmatizmas, struktūralizmas, vertybės, santvarkos. Jei pavyks susitarti remsimės ištraukomis iš jo VGTU skaitykloje esančių knygų "The Timeless Way of Building", "A Pattern Language" ir "The Nature of Order". Jo mintys taip pat aprašytos Nikos Salingaros knygose, kaip antai, "Unified Architectural Theory".
* Matematikai George Polya ("How to Solve It") ir Paul Zeitz ("The Art and Craft of Problem Solving") yra surinkę ir apmąstę daugybę būdų, kaip spręsti matematikos uždavinius. Tai atspindi kūrybingo mąstymo galimybes apskritai. Užtat tai savotiškas raktas į metafiziką, proto pažinimą, kūrėjo vaizduotę, genialumą. Abi knygos prieinamos internete.
* CŽV analitikas Morgan Jones yra parašęs lengvai skaitomą apžvalgą "The Thinker's Toolkit" įvairiausių būdų, kaip šaltu protu sustatyti ir spręsti klausimus, prasmingai dėlioti brėžinius ir lenteles. Jo būdai gražiai atspindi stambių padalinių valdymo priemones. Juos siečiau ir su konsultantų ir programuotojų išvystytą "Unified Modeling Language" ir taip pat su mano paties apžvelgtomis vaizdavimo priemonėmis (sekų, medžių, tinklų poromis). Iškyla klausimai, kaip protaujama pagrįstai ar nepagrįstai ar išvis neprotaujama, kaip apibrėžiamos sąvokos, tikslai ir žmonių santykiai.
* Išradėjas sovietas Genrich Altshuller apžvelgė 40,000 patentų ir jų pagrindu išvystė TRIZ sistemą kuria išryškinamos techninių reikalavimų priešingybės, tiek fizinės, tiek loginės, tiek buitinės, tiek ekonominės ir visuomeninės, ir kaupiami priešingybių išsprendimai. Iškyla technologijos plėtros klausimai, kokia naujovių raida, tarsi gamtos raida.
* Architektas, išradėjas Buckminster Fuller savo knyga "Synergetics" (ji internete prieinama) išdėsto savo kitonišką geometrinį mąstymą paremtą lygiakraščiais trikampiais, vietoj kad mums įprastais kvadratais. Beje, kaip matematikas kaip tik šiuomet susiduriu su jo įžvelgtais skirtingų pasaulėžiūrų pagrindais. Jisai tiesiog įdomus pavyzdys "pranašo", kuris technologinių reiškinių apsuptyje išvystė savo vidinę kalbą, ją kūrybingai taikė ir gana sėkmingai diegė visuomenėje.
* Retorikas Stephen Toulmin išmąstė ir savo knyga "The Uses of Argument" pristatė paprastą ir naudingą pagrindimo schemą, kuri išryškina, jog kiekvienoje gyvenimo srityje, tai yra, kiekviename išmanyme, savaip vertinamas pagrindimas, tačiau yra bendras pagrindimo sustatymas. Matematikas, advokatas, verslininkas, fizikas, gydytojas visi savaip Patvirtina Išvedžiojimą jog Išvada išplaukia iš Duotybių. Tai naudinga lyginant mąstymą skirtingos veiklose ir disciplinose. Tuo pačiu pravartu užsiminti apie Platono "teisingą ir neteisingą nuomonę", Aristotelio "techne - išmonę", Heidegerio "pasaulius". Būtų gerai taip pat pristatyti ir Platono išradingumą Valstybėje įsivaizduojant mikroskopą (tai yra, žmogaus sielą "padidinant", jį pakeičiant miestu) arba kiną (urvo alegorija).
* Verslo patarėjai Dave Gray, Sunni Brown, James Macanufo savo knyga "Gamestorming" yra aprašę 80 "žaidimų", kuriais įmonėse išjudina ir pajungia grupės žmonių kūrybinį mąstymą. Šituos būdus galėsime ir patys išbandyti ir pajungti savo tyrimams. Jais tuo pačiu patirsime, kaip vystosi mintys, kaip žmonės vienas kitą veikia, tai yra, kokie dialogai ir dialektikos.
* Žymus matematikas Terrence Tao yra parengęs įspūdingą video paskaitą, "The Astronomical Distance Ladder", kuria jisai išdėsto, kaip žmonijos istorijoje įžymūs mąstytojai, pradedant Aristoteliu, sugebėjo visokiomis gudrybėmis vis tiksliau apskaičiuoti vis tolesnius nuotolius. Šitą paskaitą peržiūrėtumėme kartu ir trumpai aptartumėme kiekvieną naują išsiaiškinimo būdą. Tai kartu žmonijos kultūros istorija, paradigmų pasikeitimų priežastys, kosmologija, žmogaus vieta visatoje, mokslo sąlygos.
* Būtų gerai paminėti Dekartą, jo universalų sprendimo būdą ir jo išeities tašką... Gal dar ką pasiūlytum?
Žodžiu, tikslas būtų ne kalbėti apie technologiją iš šalies, bet parodyti kaip technologinėje aplinkoje vyksta pilnavertė filosofinė veikla, kurios sprendimo būdai gali būti pritaikyti bet kokiam filosofiniam klausimui. Tuo pačiu bus visokiausių galimybių parodyti, kas iš tikrųjų yra filosofija ir kaip mus technologija veikia teigiamai ir neigiamai.
Studentams parinksiu trumpus skaitinius, kuriais galėtų pasiruošti paskaitai ir diskusijai. Tačiau svarbiausia, kad jie patys atsirinktų, kurie išsiaiškinimo būdai tinka jų pačių išsirinktam klausimui.
Aš esu sukaupęs 1500+ išsiaiškinimo būdų ir pavyzdžių:
http://www.selflearners.net/ways/
Ir sudėliojęs į 24 būdų sistemą.
Šią sistemą surašysiu šią vasarą ir tai bus pagrindiniai kurso rėmai.
Ačiū už šią galimybę dėstyti tai, kas man atrodo be galo prasminga. Manau, tai studentams turėtų irgi būti prasminga, įdomu ir naudinga. Tikiu, tai panašu į "technologijos filosofiją", tik iš kito kampo, būtent iš teigiamo kampo, kaip technologijų aplinkoje iškyla filosofiniai klausimai, atsakymai ir išsiaiškinimo būdai. Žodžiu, tai ne "filosofija apie technologiją" bet "technologijos įtakojama filosofija". Ieškau, kaip tą išsakyti.
2016 birželio 07 d., 12:31
atliko -
Pakeista 9 eilutė iš:
We explore the deep relationship between philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students learn to ask profound questions and find practical answers.
į:
We explore how science (the solving of riddles) links philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students learn to ask profound questions and find practical answers.
2016 birželio 07 d., 12:26
atliko -
Pakeista 9 eilutė iš:
We explore the deep relationship between philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students learn to ask deep questions and find practical answers.
į:
We explore the deep relationship between philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students learn to ask profound questions and find practical answers.
2016 birželio 07 d., 12:23
atliko -
Pakeista 9 eilutė iš:
We explore the deep relationship between philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles).
į:
We explore the deep relationship between philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles). Students learn to ask deep questions and find practical answers.
2016 birželio 07 d., 12:22
atliko -
Pridėtos 3-6 eilutės:
'''Title of the Course'''
Philosophy and Technology. Filosofija ir Technologija.
Philosophy and Technology. Filosofija ir Technologija.
Pridėtos 8-9 eilutės:
We explore the deep relationship between philosophy (the collection of unsolved riddles) and technology (the collection of solved riddles).
2016 birželio 07 d., 12:20
atliko -
Pakeistos 157-159 eilutės iš
Filosofija nesėkmingas mokslas, tiksliau, neišsprendžiamų galvosukių rinkinys. Atradus sėkmingus sprendimus iškyla paskiri mokslai, išmanymai, o tai jau ne filosofija.
į:
Filosofija yra iš esmės nesėkmingas mokslas, nes tai neišspręstų galvosukių rinkinys. Atradus sėkmingus sprendimus iškyla paskiri mokslai, išmanymai, o tai jau ne filosofija.
O technologija yra iš esmės sėkmingas mokslas, nes tai išspręstų galvosukių rinkinys.
O technologija yra iš esmės sėkmingas mokslas, nes tai išspręstų galvosukių rinkinys.
2016 birželio 07 d., 11:51
atliko -
Pakeistos 153-157 eilutės iš
* [[https://jkruminations.wordpress.com/category/problem-solving/ | Rumi and problem solving]]
į:
* [[https://jkruminations.wordpress.com/category/problem-solving/ | Rumi and problem solving]]
Filosofija = mįslės. Filosofas = mįslytojas. Akademinė filosofija = postringavimas. Akademinis filosofas = postringautojas.
Filosofija nesėkmingas mokslas, tiksliau, neišsprendžiamų galvosukių rinkinys. Atradus sėkmingus sprendimus iškyla paskiri mokslai, išmanymai, o tai jau ne filosofija.
Filosofija = mįslės. Filosofas = mįslytojas. Akademinė filosofija = postringavimas. Akademinis filosofas = postringautojas.
Filosofija nesėkmingas mokslas, tiksliau, neišsprendžiamų galvosukių rinkinys. Atradus sėkmingus sprendimus iškyla paskiri mokslai, išmanymai, o tai jau ne filosofija.
2016 birželio 07 d., 00:48
atliko -
Pridėta 51 eilutė:
* [[http://www.rwgrayprojects.com/synergetics/s01/toc01.html | Buckminster Fuller: Synergetics]]
2016 birželio 06 d., 22:47
atliko -
Pridėtos 3-13 eilutės:
'''Aim of Course'''
To appreciate technical disciplines as sources of philosophical challenges and approaches, to know a variety of ways of figuring things out, and to learn to formulate and investigate one's own profound questions.
aware of philosophical approaches which arise learn how to investigate their own questions.
Kurso tikslas - atskleisti studentams pagrindines technikos filosofijos problemas ir išugdyti gebėjimą orientuotis šiuolaikinės
technogeninės dinamikos sraute.
To reveal the main problems of philosophy of technology and to cultivate the skills for good orientation in the flow of
contemporary technogenic dynamics.
To appreciate technical disciplines as sources of philosophical challenges and approaches, to know a variety of ways of figuring things out, and to learn to formulate and investigate one's own profound questions.
aware of philosophical approaches which arise learn how to investigate their own questions.
Kurso tikslas - atskleisti studentams pagrindines technikos filosofijos problemas ir išugdyti gebėjimą orientuotis šiuolaikinės
technogeninės dinamikos sraute.
To reveal the main problems of philosophy of technology and to cultivate the skills for good orientation in the flow of
contemporary technogenic dynamics.
Pakeista 16 eilutė iš:
In this practical workshop, students learn to formulate a profound question, design and pursue an investigation, arrive at a meaningful answer, and present it along with subsequent questions. Students are introduced to a variety of ways of figuring things out We find inspiration from technical fields to develop in the "philosophy of technology" but also the "technology of philosophy".
į:
In this practical workshop, students learn to formulate a profound question, design and pursue an investigation, arrive at a meaningful answer, and present it along with subsequent questions. Students are acquainted with philosophical questions posed by independent thinkers in technical disciplines and a variety of ways of figuring things out by which they answered them. In particular, students are C.Alexander We find inspiration from technical fields to develop in the "philosophy of technology" but also the "technology of philosophy".
2016 birželio 06 d., 22:24
atliko -
Pakeistos 5-7 eilutės iš
į:
In this practical workshop, students learn to formulate a profound question, design and pursue an investigation, arrive at a meaningful answer, and present it along with subsequent questions. Students are introduced to a variety of ways of figuring things out We find inspiration from technical fields to develop in the "philosophy of technology" but also the "technology of philosophy".
We consider how thinkers from a variety of technical fields have developed practical methodologies in response to philosophical questions.
We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Genrich Altshuller, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to develop a comprehensive epistemological system.
We consider how thinkers from a variety of technical fields have developed practical methodologies in response to philosophical questions.
We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Genrich Altshuller, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to develop a comprehensive epistemological system.
2016 birželio 06 d., 22:04
atliko -
Pridėtos 64-72 eilutės:
Kurse pateikiamos technikos ir technologijos sampratos, apžvelgiamos jų raidos ir kaitos ypatybės. Studentai supažindinami
su technikos filosofijos kaip disciplinos ištakomis, jos susiformavimo ir tolesnio vystymosi specifika. Pateikiami svarbiausi
technikos istorijos periodai, siekiant išryškinti esminę technikos raidos, jos sampratos ir požiūrio kaitos į techniką
priklausomybę. Pristatomos garsiausios technikos filosofų (E. Kappas, F. Dessaueris, K. Jaspersas, M. Heideggeris, J.
Ellulis, H. Skolimowsky's, D. Bellas, E. Toffleris, A. Huningas, H. Schelsky's, G. Ropohlas, H. Lenkas, F. Rappas) teorijos.
Technika analizuojama ir interpretuojama iš ontologinio, epistemologinio, antropologinio, aksiologinio mąstymo
perspektyvos. Aptariami pagrindiniai šiuolaikinės technikos ir technologijos metami iššūkiai žmogui, gvildenamos
Psl. 1 iš 6aktualiausios jų keliamos problemos.
2016 birželio 06 d., 14:55
atliko -
Pakeistos 129-130 eilutės iš
* [[http://www.uservices.umn.edu/pmo/assets/docs/toolkits/problem_statement/TOOLKIT_Problem_Solving.pdf | Problem Solving Tools]]
į:
* [[http://www.uservices.umn.edu/pmo/assets/docs/toolkits/problem_statement/TOOLKIT_Problem_Solving.pdf | Problem Solving Tools]]
* [[https://jkruminations.wordpress.com/category/problem-solving/ | Rumi and problem solving]]
* [[https://jkruminations.wordpress.com/category/problem-solving/ | Rumi and problem solving]]
2016 birželio 06 d., 14:47
atliko -
Pakeistos 128-129 eilutės iš
[[https://sites.google.com/a/nau.edu/educationallearningtheories/home/instructional-design-theory | Instructional Design Theory]]
į:
* [[https://sites.google.com/a/nau.edu/educationallearningtheories/home/instructional-design-theory | Instructional Design Theory]]
* [[http://www.uservices.umn.edu/pmo/assets/docs/toolkits/problem_statement/TOOLKIT_Problem_Solving.pdf | Problem Solving Tools]]
* [[http://www.uservices.umn.edu/pmo/assets/docs/toolkits/problem_statement/TOOLKIT_Problem_Solving.pdf | Problem Solving Tools]]
2016 birželio 06 d., 14:42
atliko -
Pakeista 7 eilutė iš:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman? Imre Latakos? Unified Modeling Language. Algebraic semiotics and semantics.
į:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman? Imre Latakos? Unified Modeling Language. Algebraic semiotics and semantics. Robert Horn. Stephen Wolfram.
2016 birželio 06 d., 14:39
atliko -
Pridėta 128 eilutė:
[[https://sites.google.com/a/nau.edu/educationallearningtheories/home/instructional-design-theory | Instructional Design Theory]]
2016 birželio 06 d., 14:31
atliko -
Pakeista 7 eilutė iš:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman? Imre Latakos? Unified Modeling Language
į:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman? Imre Latakos? Unified Modeling Language. Algebraic semiotics and semantics.
2016 birželio 06 d., 14:29
atliko -
Pakeista 7 eilutė iš:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman? Imre Latakos?
į:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman? Imre Latakos? Unified Modeling Language
2016 birželio 05 d., 22:20
atliko -
Pakeista 7 eilutė iš:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman?
į:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman? Imre Latakos?
2016 birželio 05 d., 21:58
atliko -
Pakeista 7 eilutė iš:
Buckminister Fuller, Nikos Salingaros, TRIZ
į:
Buckminister Fuller, Nikos Salingaros, TRIZ, Feynman?
2016 birželio 05 d., 21:58
atliko -
Pakeista 27 eilutė iš:
* Morgan Jones: ways of thinking.
į:
* Morgan Jones: ways of thinking. And tools for thinking...
Pakeista 37 eilutė iš:
* [[https://en.wikipedia.org/wiki/40_principles_of_invention | TRIZ: 40 Principles of Invention]]
į:
* [[https://en.wikipedia.org/wiki/40_principles_of_invention | TRIZ: 40 Principles of Invention]], Substance-Field analysis, ARIZ
2016 birželio 05 d., 21:44
atliko -
Pridėta 42 eilutė:
** Small team work: help several other people with their investigations.
Pridėtos 45-51 eilutės:
Typical class
* 30 minutes lecture
* 30 minutes discussion
* 30 minutes working on investigations
2016 birželio 05 d., 21:03
atliko -
Pridėta 37 eilutė:
* [[https://en.wikipedia.org/wiki/40_principles_of_invention | TRIZ: 40 Principles of Invention]]
2016 birželio 05 d., 20:41
atliko -
Pakeista 5 eilutė iš:
A practical workshop in the "philosophy of technology" but also the "technology of philosophy". We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to develop a comprehensive epistemological system.
į:
A practical workshop in the "philosophy of technology" but also the "technology of philosophy". We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Genrich Altshuller, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to develop a comprehensive epistemological system.
2016 birželio 05 d., 20:39
atliko -
Pakeistos 7-8 eilutės iš
Buckminister Fuller, Nikos Salingaros
į:
Buckminister Fuller, Nikos Salingaros, TRIZ
Pridėta 37 eilutė:
2016 birželio 04 d., 17:33
atliko -
Pakeista 5 eilutė iš:
A practical workshop in the "philosophy of technology" but also the "technology of philosophy". We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system.
į:
A practical workshop in the "philosophy of technology" but also the "technology of philosophy". We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to develop a comprehensive epistemological system.
2016 birželio 04 d., 17:32
atliko -
Pakeista 18 eilutė iš:
* The quality without a name.
į:
* The quality without a name. Taoism.
2016 birželio 04 d., 17:30
atliko -
Pridėtos 37-41 eilutės:
Course requirements:
* Participation: in class, online, small team, everybody.
* Report: formulate an investigatory question, design a way to approach it, apply the way, describe the way, and consider the results, and further questions and how they might be pursued.
* Test: given the questions various students pursued, how would you solve them?
2016 birželio 04 d., 17:23
atliko -
Pakeistos 15-17 eilutės iš
* Philosophy as the pursuit of wisdom about life. What is life? Christopher Alexander's practical question: What makes a building alive?
į:
* Existentialism: Philosophy as the pursuit of wisdom about life. What is life? Christopher Alexander's practical question: What makes a building alive?
* Phenomenology:
* Pragmatism:
* Phenomenology:
* Pragmatism:
Pakeista 19 eilutė iš:
* The structure of a pattern: recurring activity evokes structure, structure channels activity.
į:
* Structuralism: The structure of a pattern: recurring activity evokes structure, structure channels activity.
Pridėtos 34-36 eilutės:
* Emotional responses
* Counterquestions
* Needs, operating principles
* Counterquestions
* Needs, operating principles
2016 birželio 04 d., 17:19
atliko -
Pakeistos 5-6 eilutės iš
A philosophical workshop in the epistemology of architecture and other technical subjects. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system. Overall, we invert the "philosophy of technology" as the "technology of philosophy".
į:
A practical workshop in the "philosophy of technology" but also the "technology of philosophy". We explore the ways of figuring things out, and in particular, the epistemology of architecture and other technical subjects. Students will formulate a question they wish to investigate and discover ways to find answers to their questions. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system.
Pridėta 31 eilutė:
* Deepest values, investigatory question.
2016 birželio 04 d., 17:11
atliko -
Pakeistos 5-6 eilutės iš
A philosophical workshop in the epistemology of architecture and other technical subjects. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system. Overall, we invert the "philosophy of technology" as the "technology of philosophy".
į:
A philosophical workshop in the epistemology of architecture and other technical subjects. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones, Dave Gray) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system. Overall, we invert the "philosophy of technology" as the "technology of philosophy".
Pridėta 30 eilutė:
* Gamestorming
2016 birželio 04 d., 17:05
atliko -
Pakeistos 16-19 eilutės iš
į:
* The quality without a name.
* The structure of a pattern: recurring activity evokes structure, structure channels activity.
* A language of patterns.
* Principles of life. Compare with Kant's twelve categories?
* The structure of a pattern: recurring activity evokes structure, structure channels activity.
* A language of patterns.
* Principles of life. Compare with Kant's twelve categories?
Pakeistos 21-22 eilutės iš
*
į:
* Descartes: doubting, I think therefore I am, universal problem solving
* Newton?
* Plato's Republic: microscope, cave.
* Jesus...
* Morgan Jones: ways of thinking.
* Three-cycle
* Six visualizations
* Paradoxes
* Truths of the heart and truths of the world.
* Newton?
* Plato's Republic: microscope, cave.
* Jesus...
* Morgan Jones: ways of thinking.
* Three-cycle
* Six visualizations
* Paradoxes
* Truths of the heart and truths of the world.
2016 birželio 04 d., 16:55
atliko -
Pakeistos 5-6 eilutės iš
A philosophical workshop in the epistemology of architecture and other technical subjects. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system.
į:
A philosophical workshop in the epistemology of architecture and other technical subjects. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system. Overall, we invert the "philosophy of technology" as the "technology of philosophy".
Pakeistos 10-12 eilutės iš
* Phenomenological
į:
* Phenomenological - what makes a building alive
Pridėtos 14-15 eilutės:
* Philosophy as the pursuit of wisdom about life. What is life? Christopher Alexander's practical question: What makes a building alive?
2016 birželio 04 d., 16:50
atliko -
Pakeistos 7-8 eilutės iš
Buckminister Fuller, Nikos Salingaros.
į:
Buckminister Fuller, Nikos Salingaros
Pridėtos 11-16 eilutės:
Lectures
* "The Astronomical Distance Ladder by Terrence Tao" (watch together)
*
2016 birželio 04 d., 16:45
atliko -
Pakeistos 1-3 eilutės iš
Dėstė
į:
Žr. [[Išsiaiškinimai]], [[Matematikos grožis]]
'''New description'''
A philosophical workshop in the epistemology of architecture and other technical subjects. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system.
Buckminister Fuller, Nikos Salingaros.
Various philosophical approaches
* Phenomenological
'''Old description'''
The course provides the concept of technology and the overview of the characteristics of its development. Students are
introduced to the sources of the philosophy of technology as a discipline, to the specific features of its emergence and further
development. The course provides the most important periods of history of technology, in order to highlight the essential
dependency between the development of technology, its concept and the changing of the attitude to technology. Students are
introduced to the most famous theories of technology, developed by such authors as E. Kapp, F. Dessauer, J. Jaspers, M.
Heidegger, J. Ellul, H. Skolimowsky, D. Bell, E. Toffler, A. Huning, H. Schelsky, G. Ropohl, H. Lenk, F. Rapp. Technology
is analysed and interpreted from ontological, epistemological, anthropological, axiological thinking perspective. The course
discusses the main challenges to human beings, it also examines actual problems of technology.
'''My class'''
I will have 10 or 20 students. They all happen to be studying architecture. We will meet once a week for a 1.5 hour class, fifteen weeks in all. Traditionally this is a lecture class but I will make it half lecture and half discussion. The class is in English and so will include the Erasmus students who come from other countries. My class is an alternative to the usual philosophy class. It is thus one of two options that they are required to choose from. It seems that I will be able to teach this same class year after year. So I want it to be meaningful to me as a workshop for my philosophy which yields new insights every year.
Ankščiau dėstė:
'''New description'''
A philosophical workshop in the epistemology of architecture and other technical subjects. Students will learn how different thinkers (Christopher Alexander, George Polya, Paul Zeitz, Stephen Toulmin, Morgan Jones) have documented ways of figuring things out. Students will collect such patterns and learn to place them within a comprehensive epistemological system.
Buckminister Fuller, Nikos Salingaros.
Various philosophical approaches
* Phenomenological
'''Old description'''
The course provides the concept of technology and the overview of the characteristics of its development. Students are
introduced to the sources of the philosophy of technology as a discipline, to the specific features of its emergence and further
development. The course provides the most important periods of history of technology, in order to highlight the essential
dependency between the development of technology, its concept and the changing of the attitude to technology. Students are
introduced to the most famous theories of technology, developed by such authors as E. Kapp, F. Dessauer, J. Jaspers, M.
Heidegger, J. Ellul, H. Skolimowsky, D. Bell, E. Toffler, A. Huning, H. Schelsky, G. Ropohl, H. Lenk, F. Rapp. Technology
is analysed and interpreted from ontological, epistemological, anthropological, axiological thinking perspective. The course
discusses the main challenges to human beings, it also examines actual problems of technology.
'''My class'''
I will have 10 or 20 students. They all happen to be studying architecture. We will meet once a week for a 1.5 hour class, fifteen weeks in all. Traditionally this is a lecture class but I will make it half lecture and half discussion. The class is in English and so will include the Erasmus students who come from other countries. My class is an alternative to the usual philosophy class. It is thus one of two options that they are required to choose from. It seems that I will be able to teach this same class year after year. So I want it to be meaningful to me as a workshop for my philosophy which yields new insights every year.
Ankščiau dėstė:
Pakeista 34 eilutė iš:
* fuller
į:
* Buckminister Fuller
Pakeistos 36-37 eilutės iš
* išsiaiškinimo būdai
į:
* Ways of figuring things out
Pakeistos 54-87 eilutės iš
* http://www.academia.edu/Documents/in/Architectural_Epistemology
į:
* http://www.academia.edu/Documents/in/Architectural_Epistemology
In previous years, they have studied E. Kapp, F. Dessauer, J. Jaspers, M.Heidegger, J. Ellul, H. Skolimowsky, D. Bell, E. Toffler, A. Huning, H. Schelsky, G. Ropohl, H. Lenk, F. Rapp. But I do not find this interesting. It is quite removed from life and from hands-on philosophical questions. So instead I will make full use of my liberty to design and teach my own course.
My main interest is to teach "ways of figuring things out", which is to say, epistemology, especially as relevant to a particular domain, in this case, architecture, although I think I will also survey such ways in math and physics. I would like my students to learn how to document a "way of figuring things out" as proposed by various thinkers, notably, Christopher Alexander with his patterns.
Nikos, please, do you know of other thinkers who have collected such methods?
I will also teach them my own system of identifying and organizing such methods. You may be interested in how I've surveyed "ways of figuring things out" in mathematics:
http://www.ms.lt/sodas/Mintys/MatematikosR%C5%ABmai
I have also described this system more generally in pages 126-140 of my summary of my philosophy:
http://www.selflearners.net/uploads/20140306TheTruthAndriusKulikauskas.pdf
I would now like to apply this system to organize "ways of figuring things out" that are used in architecture.
I will explore your website, especially your book Unified Architectural Theory and your online courses. I am very glad that you have made so much available online.
I would also like to use some materials from Christopher Alexander's books, such as:
* His introduction to the "quality without a name" in the introduction to The Timeless Way of Building. For one class, I'd like my students to photograph and/or describe examples of spaces and try to rank them or otherwise relate them as to how "alive" they feel there. For another class, I'd like to have them try to describe that feeling of "aliveness".
* I'd like them to experiment with the question of whether people agree as to what makes them feel whole, for example, as regards objects. It would be great if they could read a related excerpt from the first volume of the Nature of Order.
* I'd like them to read about the relationship between how recurring activity evokes structure and how structure channels activity (from the Timeless Way of Building).
* I'd like them to read some patterns from A Pattern Language and perhaps compare them with how Sarah Susanka has popularized them with her Not So Big House series.
* I'd like them to read about the tensions between the way developers building buildings and the Timeless Way of Building.
I'm also thinking of including something from Buckminister Fuller. In part because in my recent mathematical investigations I've been distinguishing between "implicit math" (interpreted in our minds) and "explicit math" (what's on paper). This week I'll be writing up some results which show that from implicit math we can show a real distinction between the simplex (tetrahedral point of view) and the usual Euclidean point of view. It's interesting that this is a distinction that Fuller seems to have intuitively sensed very keenly. Basically it's at the heart of the distinctions between the four families of classical Lie groups/algebras.
I also want to talk about the difference between beauty in what we see (for example, the Mandelbrot set) and what we imagine (as in mathematical beauty).
Basically, I want to make a list of 15 such topics that revolve around my own interests but draw upon others including Alexander, Fuller and you. (I like your three laws of architecture from your book that I and my lab promoted.)
I'm also wondering how to make the reading material available to students. Generally they access it through Moodle. The way it works is that professors upload material but nobody pays for it and the professors run any risks. I said that is illegal and I won't do it. (This position gives me more control.)
I would like to have the students read short, well-written pieces that help them do their own investigations, as I pointed out above. I am thinking that I could also have the students work together to translate some of these to Lithuanian or other languages. So that is something we could contribute to your work. Also, perhaps Christopher Alexander might be interested? That way we could give back for what we are given.
In previous years, they have studied E. Kapp, F. Dessauer, J. Jaspers, M.Heidegger, J. Ellul, H. Skolimowsky, D. Bell, E. Toffler, A. Huning, H. Schelsky, G. Ropohl, H. Lenk, F. Rapp. But I do not find this interesting. It is quite removed from life and from hands-on philosophical questions. So instead I will make full use of my liberty to design and teach my own course.
My main interest is to teach "ways of figuring things out", which is to say, epistemology, especially as relevant to a particular domain, in this case, architecture, although I think I will also survey such ways in math and physics. I would like my students to learn how to document a "way of figuring things out" as proposed by various thinkers, notably, Christopher Alexander with his patterns.
Nikos, please, do you know of other thinkers who have collected such methods?
I will also teach them my own system of identifying and organizing such methods. You may be interested in how I've surveyed "ways of figuring things out" in mathematics:
http://www.ms.lt/sodas/Mintys/MatematikosR%C5%ABmai
I have also described this system more generally in pages 126-140 of my summary of my philosophy:
http://www.selflearners.net/uploads/20140306TheTruthAndriusKulikauskas.pdf
I would now like to apply this system to organize "ways of figuring things out" that are used in architecture.
I will explore your website, especially your book Unified Architectural Theory and your online courses. I am very glad that you have made so much available online.
I would also like to use some materials from Christopher Alexander's books, such as:
* His introduction to the "quality without a name" in the introduction to The Timeless Way of Building. For one class, I'd like my students to photograph and/or describe examples of spaces and try to rank them or otherwise relate them as to how "alive" they feel there. For another class, I'd like to have them try to describe that feeling of "aliveness".
* I'd like them to experiment with the question of whether people agree as to what makes them feel whole, for example, as regards objects. It would be great if they could read a related excerpt from the first volume of the Nature of Order.
* I'd like them to read about the relationship between how recurring activity evokes structure and how structure channels activity (from the Timeless Way of Building).
* I'd like them to read some patterns from A Pattern Language and perhaps compare them with how Sarah Susanka has popularized them with her Not So Big House series.
* I'd like them to read about the tensions between the way developers building buildings and the Timeless Way of Building.
I'm also thinking of including something from Buckminister Fuller. In part because in my recent mathematical investigations I've been distinguishing between "implicit math" (interpreted in our minds) and "explicit math" (what's on paper). This week I'll be writing up some results which show that from implicit math we can show a real distinction between the simplex (tetrahedral point of view) and the usual Euclidean point of view. It's interesting that this is a distinction that Fuller seems to have intuitively sensed very keenly. Basically it's at the heart of the distinctions between the four families of classical Lie groups/algebras.
I also want to talk about the difference between beauty in what we see (for example, the Mandelbrot set) and what we imagine (as in mathematical beauty).
Basically, I want to make a list of 15 such topics that revolve around my own interests but draw upon others including Alexander, Fuller and you. (I like your three laws of architecture from your book that I and my lab promoted.)
I'm also wondering how to make the reading material available to students. Generally they access it through Moodle. The way it works is that professors upload material but nobody pays for it and the professors run any risks. I said that is illegal and I won't do it. (This position gives me more control.)
I would like to have the students read short, well-written pieces that help them do their own investigations, as I pointed out above. I am thinking that I could also have the students work together to translate some of these to Lithuanian or other languages. So that is something we could contribute to your work. Also, perhaps Christopher Alexander might be interested? That way we could give back for what we are given.
2016 birželio 02 d., 20:08
atliko -
Pakeistos 26-27 eilutės iš
Wood, Peter https://researchspace.auckland.ac.nz/handle/2292/426
į:
Wood, Peter https://researchspace.auckland.ac.nz/handle/2292/426
* http://www.academia.edu/Documents/in/Architectural_Epistemology
* http://www.academia.edu/Documents/in/Architectural_Epistemology
2016 birželio 02 d., 20:06
atliko -
Pakeistos 24-26 eilutės iš
* Semiotics of architectural theories: Toward an epistemology of architecture, Petros Martinidis https://www.degruyter.com/view/j/semi.1986.59.issue-3-4/semi.1986.59.3-4.371/semi.1986.59.3-4.371.xml
į:
* Semiotics of architectural theories: Toward an epistemology of architecture, Petros Martinidis https://www.degruyter.com/view/j/semi.1986.59.issue-3-4/semi.1986.59.3-4.371/semi.1986.59.3-4.371.xml
* Drawing the line: a working epistemology for the study of architectural drawing
Wood, Peter https://researchspace.auckland.ac.nz/handle/2292/426
* Drawing the line: a working epistemology for the study of architectural drawing
Wood, Peter https://researchspace.auckland.ac.nz/handle/2292/426
2016 birželio 02 d., 19:59
atliko -
Pakeistos 23-24 eilutės iš
* https://www.mpiwg-berlin.mpg.de/en/research/projects/dept1_600osthues-architecture
į:
* https://www.mpiwg-berlin.mpg.de/en/research/projects/dept1_600osthues-architecture
* Semiotics of architectural theories: Toward an epistemology of architecture, Petros Martinidis https://www.degruyter.com/view/j/semi.1986.59.issue-3-4/semi.1986.59.3-4.371/semi.1986.59.3-4.371.xml
* Semiotics of architectural theories: Toward an epistemology of architecture, Petros Martinidis https://www.degruyter.com/view/j/semi.1986.59.issue-3-4/semi.1986.59.3-4.371/semi.1986.59.3-4.371.xml
2016 birželio 02 d., 19:43
atliko -
Pakeista 23 eilutė iš:
*
į:
* https://www.mpiwg-berlin.mpg.de/en/research/projects/dept1_600osthues-architecture
2016 birželio 02 d., 19:42
atliko -
Pridėta 18 eilutė:
* Architektūroje
Pakeistos 20-23 eilutės iš
* Fizikoje
į:
* Fizikoje
* http://wissensgeschichte.biblhertz.it/WdA/WdA/WdA_coll/description/#English
*
* http://wissensgeschichte.biblhertz.it/WdA/WdA/WdA_coll/description/#English
*
2016 gegužės 26 d., 14:23
atliko -
Pakeistos 7-9 eilutės iš
Christopher Alexander
į:
* Christopher Alexander
* fuller
* išsiaiškinimo būdai
* fuller
* išsiaiškinimo būdai
2016 gegužės 22 d., 09:34
atliko -
Pakeistos 5-17 eilutės iš
* Edvardas Rimkus
į:
* Edvardas Rimkus
Christopher Alexander
Ištraukos
* The quality without a name
* Derinių pavyzdžiai
* The Nature of Order: Besąlygiškai gražu
* The Nature of Order: Gyvybės dėsniai
Išsiaiškinimo būdai
* Matematikoje
* Fizikoje
Christopher Alexander
Ištraukos
* The quality without a name
* Derinių pavyzdžiai
* The Nature of Order: Besąlygiškai gražu
* The Nature of Order: Gyvybės dėsniai
Išsiaiškinimo būdai
* Matematikoje
* Fizikoje
2016 gegužės 22 d., 09:14
atliko -
Pakeistos 1-5 eilutės iš
Siesiu su [[matematikos grožis | matematikos grožiu]] ir su [[išsiaiškinimai | išsiaiškinimo būdais]].
į:
Siesiu su [[matematikos grožis | matematikos grožiu]] ir su [[išsiaiškinimai | išsiaiškinimo būdais]].
Dėstė:
* Jovilė Barevičiūtė
* Edvardas Rimkus
Dėstė:
* Jovilė Barevičiūtė
* Edvardas Rimkus
2016 gegužės 20 d., 13:56
atliko -
Pridėta 1 eilutė:
Siesiu su [[matematikos grožis | matematikos grožiu]] ir su [[išsiaiškinimai | išsiaiškinimo būdais]].
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