Tuesday, December 3, 2013

Development Of Common Sense III / 11 Pieces Of Wisdom From Bill Gates - Part 7



Song:  Tifa's Theme

Movie Track:  FF VII - Advent Children





This is the seventh article of 11 on Bill Gates' 11 rules to school children.


Bill Gates'


Rule #7:   Before you were born, your parents weren't so boring as they are now.
They got that way from paying your bills, cleaning your clothes
and listening to you talk about how cool you thought you were.
So, before you save the rain forest from the parasites 
of your parent's generation...try delousing your own room.





My perception:



Of course, for a child to feel in such a manner...he must lack in humility
(Feel as opposed to think.  Were he thinking...he would not "feel" as such).

However, the basic reasons a child would have a lack of humility before his parents
 goes far deeper than this rule expresses (although it is fully implied).


Just as one must believe in the same root causes of Sexism and Racism...
the same must apply apply in the tribalistic notion of Generationalism.

For a person to operate in one or more of the negative modes of an ism...
he must unthinkingly believe in at least two major boneheaded concepts:


Guilt by Association - All of a particular group
(as designated by a mere infantile correlative attribute 
which had then been falsely and idiotically assigned as a causal attribute)... 
are automatically guilty for all of whatever guilt is falsely attributed to the group...
regardless of individual innocence.

Not even were all members of the Nazi party or the SS in the Nuremberg trials 
automatically treated in such a manner
(and most never went to trial in the first place).

Some manner of culpability had to be established for each individual.

Think about that one!



Inherited Debt - Having established that they are guilty by mere association...
they, therefore, owe a debt for all the group has supposedly done...
regardless of individual innocence.

Does any thinking person really believe we are guilty for our "Father's sins"?
(even were the sins true)




The above should be common sense...
yet...so many do not see it.

How is this possible?


So much of what a child is taught is mere data to retrieve...
instead of the lying down of the basic coding of his software
(what to think vs how to think).

So...
what is this software and how is it installed?

Basic Critical Reasoning as applied in the critical analysis of information...
the Scientific Method as applied to the finding of new information...
and the verification of new or old information in accordance with the laws of
logic and reasoning...and in accordance with reality as dictated by empirical evidence...
and in which valid premises may form the basis for logical arguments...
and from which valid laws, concepts, and principles may be derived.

By using the Socratic Method of teaching...
not only is truth arrived at...
it is achieved by the student...as guided by the teacher...
thus providing the student with, not only truths...
but the method of thought used to efficiently and accurately
determine such truths.

This teaches HOW to think...not merely what to think.


The concept of cause and effect...
the construction of a rational argument...
the basic fallacies of logic...
the teaching of basic concepts and principles first...
rather than the details...where upon there would be no logical perspective
from which they could be accurately laid.

These should be taught to all children in the early years of Elementary School.

All of these are the basics for true learning...
without which, a child is merely regurgitating meaningless facts.

With these, a child may learn far more efficiently and effectively.

It is, in essence, teaching him far more than the proverbial:

"Give a man a fish and you feed him for a day.
Teach him how to fish and you feed him for a lifetime".

Unless the teacher of this proverb taught the underlying principles
to his student...and the thought process used to arrive at his conclusion...
it was merely a specific tactic that applied to the specific tools at hand...
and so, a specific method of fishing.

Although the student could use the method to provide for himself there...
he could neither necessarily adapt to a new environment where the 
old method would be invalid...nor could he apply his method of fishing
to solve unrelated problems.


By first having him realize the what...
and then the why...
he will have covered multiple aspects all at once...
and in a self perpetuating cycle of true knowledge.


Example:

Now...
had the teacher used the Socratic Method to teach the student...
it may have sounded something like this:


Student:  I am hungry...my family is hungry...all of the villagers are starving.
We have foraged all of the fruit...and now there is none.

Teacher:  What do you see before you?
What is it that you may feast upon?

Student:  All I see is this beach and the ocean before us.

Teacher:  What is behind you?

Student:  The forest...which is now bare of all edible fruit...
and the animals we used to eat can no longer be found.

Teacher:  So we now know that what is behind us is no longer 
a possibility for direct sustenance.
However...lets keep it in mind for other possible uses.
Now...what does that leave us?

Student:  That which is before us.

Teacher:  Ok...we know you need food...much food...
and not just to fill your belly tonight...
but for all of the foreseeable future for you shall, time and again, be hungry.

So...we now know what the problem is...
where we may not get it...
and where the only other places we can get it is...
what are the possible food sources in what is before us?

Student:  I don't know...I have never before seen the ocean.

Teacher:  Ok...knowing the general rule from the forest...
that which eats...may be eaten...
what do you now see?

Student:  I see a seabird eating a dead sea creature in the sand.
Ah...I know...I shall eat the seabird!

Teacher:  Well...how many seabirds do you see?
Also...knowing that birds...
in general...are hard to catch...
is that really a path to continually full bellies?

Student:  Ah...I shall eat what the bird is eating.

Teacher:  Yes...fish...and the sea is filled with them.
So, we now know the goal.

Student:  So...lets go get them!

The student runs into the shallow water near the shore...
and attempts to grab a fish he sees.

It quickly avoids his grasp and swims off to safety.

The student trips and swallows much water before 
coming up gasping for air.


Student:  I don't understand...
how did it know I was going to get it?

Teacher:  What is the general rule for capturing forest creatures?

Student:  That which you hear...may hear you.
              That which you see...may see you...
         Ok...I understand.

As I have already seen...
they are too fast for me to catch.
And I now know that I can neither stand upon, nor breathe in, the ocean.
How can it be done?

Teacher:  Go now to the village...
gather all and tell them to go to the forest
and harvest as much from the plants, from which
you make your bow strings, as you can, until the sun 
is directly above...then have them make as many bow strings
as they can until the sun is three fingers above the edge of the sea.

Then bring all of the villagers and bow strings to me here.

Student:  Then you will tell me what to do next...
how to catch fish?

Teacher:  No...you will then tell me how.

The student went off as he was told, slightly perplexed...
but nevertheless compliant, and so, had the assigned tasks completed...
 had gathered the villagers with bow strings in hand
just after the sun was three fingers above the edge of the sea...
and had them all standing before the teacher.


Student:  Teacher...I have completed all that was asked of me.
You said you would tell me how to catch fish.

Teacher:  NO...I told you...YOU would tell ME.

The student then realizing it was another riddle for him to solve...
he looked upon the bow strings...
a momentary look of elation formed upon his face as he 
thought he had the answer...then upon further reflection...
a dour look formed on his face as he said in a muted tone of disappointment 
at what he thought was a mistake by his teacher.

Student:  Shouldn't we have gathered other material to complete this task?

Teacher:  FOOL...had I wanted you to shoot the fish...
I would have had you gather staves of wood for bows...
and stalks of reeds for arrows.

The teacher gathered his composure...
and softly inquired:

Teacher:  What are the different methods of hunting in the forest?

Student:  See it...chase it...kill it.

Teacher:  Ok...Direct Attack of opportunity.
What other ways?

Student:  Track it...see it...chase it...kill it!
(as the student said with great pride :)

Teacher:  (sigh) Ok...Direct Attack through created opportunity.
Now...just through experience...how successful were these methods?
What did you do to greatly improve this method through nullification of their
advantages of speed and unlimited space in which to run?

Student:  We chased them into a narrow gap in the mountains which had no escape.

Teacher:  Good...now remember that point.
Now...what ways were employed to catch 
numerous small and very fast animals...
such as the animals we are dealing with here?

Student:  We used traps.

Teacher: Yes...where it would have been too inefficient
for a hunter to directly attack a small animal...
through proper deception and planning...
one hunter had the gathering power of many 
by setting many traps to automatically catch in volume.

What one modification may we make to this which would take advantage 
of the small fish's instinct to swim together...as you had seen?

Student:  ....................uhm............?

Teacher:  Ok...instead of having many traps...one for each animal...
we could have?

Student:..........

Teacher (sigh)...one....

Student: uhm......

Teacher:  trap.......For......ALL......OF........THE......don't make me say it!!!

Student:  Fish!

Teacher:  Yes!....finally (with a sigh of relief) ...yes.

So...
we now know what must be done...
how may we accomplish it with the given materials?
What is the general law of all of life?

Student:  That which is the same for here...is the same for there.
That which applies to the few...applies to the many.
That which applies to the small...applies to the large.
That which is weak...may be made strong.
That which is small...and weak...
may be made larger...and stronger...
by the many.

Teacher:  Excellent...now how may we apply it to the materials at hand?

At this point an old wise woman interjected:

OWW:  We make a fish basket! 
 One just like we make for fruit...
only instead of having the holes to allow air through but not the fruit...
it applies to the water and the fish!

Teacher:  Yes...only not a complete basket.
Actually, like a large floor mat...
but with long cords at each corner...
which when drawn forward...
will then resemble a basket...
thereby trapping the fish within.

Now...before we start...
One Golden Rule:

All fish with greatly distended bellies are to be released unharmed.
These are the females heavily laden with eggs.
It is upon them which our survival depends.
They die out...we die out.

We cannot afford to repeat the folly of the forest.
For a hunter or gatherer to not ensure sustainability
in that which he hunts or gathers...
is to ensure all others to have nothing which will sustain them.

Now...
women of the forest tribe...your expertise is needed.
Only you have the skills to construct our fish basket...
and as time is of the essence...I must ask you to fulfill this role
until a time where we may cross train all skills to ensure 
multiple survival redundancy.

In the meantime...
young hunters...
follow me.


The teacher knowing the schedule of the tides through his 
keen observation of his surroundings...
took the group to an exposed low tide sand bar...
then addressed his student.

Teacher:  What is it that you see as different from when you were here before?
Know that as in all life...it is a repeatable cycle...
and that this cycle happens twice a day.

Student:  The water is lower in this small sea inlet.

I now see what we must do...and where.

We shall spread the net across the inlet when the water level is high...
and as the water flows back out to sea...
the water shall flow through the net...
but the fish shall remain in the inlet.

Teacher:  Yes...and how will you force the fish to gather at the net?


The student replied with a new found wisdom...

Student: What is the same for the animals of the forest...
is the same for the animals of the sea.

We herded the forest animals into the closed gap in the mountains
by beating our drums as we walked toward the gap behind the animals.

Half of us will walk in the water toward the net from the beach 
while pounding our drums...
forcing the fish to flee toward the net.
When there are a plentiful amount before the net...
the others will pull the cords...
closing the basket...
and dragging the catch to shore!

Teacher:  Yes!  Lesson taught...and lesson learned!


And so...later that night...by the light of a campfire...
the teacher recapped the lesson by giving them a solid set of principles
to use for problem solving.

In the future the teacher would have his students
 come up with the rationale in direct reflection
of his lesson through Inferential Learning...
as it would not only indicate the student's mastery of the knowledge...
it would give him the key to self teaching in the future.

(Both, the Socratic Method...and Inferential Learning 
are explained in previous articles).


The teacher's recap:

This problem, like any other problem...
relies upon knowing what is before you...
what your goal is...
what the problems are which present themselves
as obstacles to achieving your goal...
knowing the possibilities for solving the problem
in a manner which could be done in the necessary time given...
and with the tools at hand...or with what could be made...
properly categorizing and prioritizing the problems 
by greatest probability of success...
solving the problem in a manner which provides the most advantages 
while having the least amount of damaging disadvantages...
doing it in as sustainable a manner as possible to ensure a continued supply...
while being as reliable and as automatic as possible...
which would then free you to solve multiple problems.

Finally...
by being able to effectively pass on this process of thought...
you teach others how to think...
and just as importantly... 
how to teach this method to others in an efficient manner.

Only through this does true progress become possible...
and only will it then be able to grow...
exponentially.


Although the teacher had died a few years later...
he had lived to see the solid foundation of reasoning he had instilled in his tribe
blossom into a self perpetuating...
ever increasing mass of progression...
fueled by constant innovation
and sustained through the methods of teaching
where the student is taught how to think...
and it is this...
which then dictated that which was a correct way to live.


Sorry...
I had originally wanted to keep it simple...
however, as I was a little bored...
I decided to just have fun with it  :)

-------------------------

By teaching a child how to think...
he will be able to apply the basic thought process involved 
in the solving of a particular problem...
and apply it to all other problems.



With this basic coding installed in a child's basic operating system...
he may then lay down new information on his hard drive
in a manner which is more easily retrievable...
and far better utilized...
as they are all interlinked by critical reasoning so 
that which is realized...becomes common sense.












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