diff options
Diffstat (limited to 'essays')
| -rw-r--r-- | essays/exercise_awareness_states.tex | 48 | ||||
| -rw-r--r-- | essays/introduction.tex | 4 | ||||
| -rw-r--r-- | essays/letters.tex | 3 | ||||
| -rw-r--r-- | essays/mock_risk_games.tex | 4 | ||||
| -rw-r--r-- | essays/perception_dissociator.tex | 25 | ||||
| -rw-r--r-- | essays/philosophy_proper.tex | 22 | ||||
| -rw-r--r-- | essays/post_formalism_memories.tex | 3 | ||||
| -rw-r--r-- | essays/studies_in_constructed_memories.tex | 2 |
8 files changed, 68 insertions, 43 deletions
diff --git a/essays/exercise_awareness_states.tex b/essays/exercise_awareness_states.tex index c65964d..3d75eeb 100644 --- a/essays/exercise_awareness_states.tex +++ b/essays/exercise_awareness_states.tex @@ -1,4 +1,4 @@ -\chapter{Exercise Awareness-States (July 1961)} +\chapter[Exercise Awareness-States (July 1961)][Exercise Awareness-States]{Exercise Awareness-States (July 1961)} { \itshape @@ -18,14 +18,13 @@ times --- it was included in Flynt's book, \booktitle{Blueprint For a Higher Civ } -\section*{INTRODUCTION (from "Mock Risk Games"---1967 Version)} +\section*{\textsc{Introduction} (from \enquote{Mock Risk Games}---1967 Version)} Suppose you stand in front of a swinging door with a nail sticking out of it pointing at your face; and suppose you are prepared to jump back if the door suddenly opens in your face. You are deliberately taking a risk on the -assumption that you can protect yourself. Let us call such a situation a "risk -game." Then a "mock risk game" is a risk game such that the misfortune +assumption that you can protect yourself. Let us call such a situation a \enquote{risk game.} Then a \enquote{mock risk game} is a risk game such that the misfortune which you risk is contrary to the course of nature, a freak misfortune; and thus your preparation to evade it is correspondingly superficial. @@ -37,7 +36,7 @@ you won't be hurt, then that is a mock risk game. If technicians could actually effect or simulate gravity reversal in the room, then the risk game would be a real one. But I am not concerned with real risk games. I am interested in dealing with gravity reversal in an everyday environment, where everything -tells you it can't possibly happen. Your "preparation" for the fall is thus +tells you it can't possibly happen. Your \enquote{preparation} for the fall is thus superficial, because you still have the involuntary conviction that it can't possibly happen. @@ -72,8 +71,8 @@ and so forth. \section*{Exercise Awareness-States (July, 1961)} I am concerned here to introduce an activity which I will call, for want of -a better term, "exercise," and the states of awareness one has in exercise, -"exercise awareness-states." Incidentally, this activity is based on wrong, +a better term, \enquote{exercise,} and the states of awareness one has in exercise, +\enquote{exercise awareness-states.} Incidentally, this activity is based on wrong, although common, philosophical assumptions, but I hope the reader will play along with them for the sake of the activity; philosophical rightness is not the main concern here. Exercise should be thought of first as training to help @@ -82,7 +81,7 @@ reader is admittedly not likely to encounter). (Incidentally, 'danger' here should not be an emotive word; my concern is with the theory of defense, not with giving the reader vicarious experience.) Suppose that the adults in a society occasionally have to be in situations, such as walking across a -bare metal floor in a certain "building," during which \emph{dangers}, very unusual +bare metal floor in a certain \enquote{building,} during which \emph{dangers}, very unusual and \emph{unpredictable}, may arise. Suppose that they know nothing of the provenance of the dangers, just that they may be there, so that they can't prevent them (or predict what they will be); the persons are somewhat like @@ -98,7 +97,7 @@ to defend themselves in the situations, there isn't the technology to simulate dangers, so that they can't be given a chance to actually figure out and carry out defenses against simulated dangers. Then it would seem that the best preparation in the situations (until a danger appeared) would be the \emph{state -of mind}---"unpredictably-dangerous-situation awareness state"---of lack of +of mind}---\enquote{unpredictably-dangerous-situation awareness state}---of lack of preconceptions as to what one might encounter, emotionlessness (except for the small amount of fear and confidence needed to make one maximally alert), very very heightened awareness of all sensory data, and readiness @@ -108,15 +107,15 @@ away, from the preparation resulting from practice with simulated dangers, just because the actual ones are so unpredictable. Training for the situations would then be to help persons achieve this best dangerous-situation awareness-state when in the situations. Then (one should first think) the purpose -of "exercise," or the "exercises," is to help persons to achieve the best +of \enquote{exercise,} or the \enquote{exercises,} is to help persons to achieve the best dangerous-situation awareness-state in the situations by teaching them to -achieve "\emph{ultimate} exercise awareness-states," which are as similar as +achieve \enquote{\emph{ultimate} exercise awareness-states,} which are as similar as possible to the best dangerous-situation states within the limitations I have given. Exercise may secondly be thought of as something to be done for its own sake, so that ultimate exercise awareness-states are achieved for their own -sake, in particular, as an unusual way of "appreciating" the sensory date +sake, in particular, as an unusual way of \enquote{appreciating} the sensory date while in them. This is the way I suppose the reader will regard exercise. Thus exercise, rather than unpredictably dangerous situations, is the principal subject of this paper. However, it should not be lost sight of that exercise @@ -124,10 +123,10 @@ could be useful in the first way; and the development of exercises should be controlled by concern with whether they are useful in the first way. I will now give some explanations and general instructions for exercise. -An "exercise" is what the general instructions, and a specification of a(n -exercise) "\emph{situation}" one is to place oneself in and of several -"\emph{given dangers}" to anticipate in the situation, refers to; -an "\emph{exercise awareness-state}" +An \enquote{exercise} is what the general instructions, and a specification of a(n +exercise) \enquote{\emph{situation}} one is to place oneself in and of several +\enquote{\emph{given dangers}} to anticipate in the situation, refers to; +an \enquote{\emph{exercise awareness-state}} is any state of mind throughout an exercise. In first doing an exercise, one anticipates given dangers; the point of having specific dangers to anticipate at first is to keep one from anticipating nothing, being indifferent in the @@ -138,20 +137,19 @@ in them and how they can defended against. It is only when one can anticipate the given dangers strongly that one does the exercise, places oneself in the situation, without thinking of specific dangers, trying to strongly anticipate unpredictable danger; when one can do this one will be -achieving "ultimate exercise awareness-states." +achieving \enquote{ultimate exercise awareness-states.} The general instructions for the exercises follow. First place oneself in the situation, anticipate one of the given dangers as strongly as possible (short of getting oneself in a state of fright), be very very aware of all sensory data, and be ready to figure out (quickly) whether they indicate the danger and to start defending against it. Try to achieve the greatest anticipation of and -readiness for the one danger. The result is an "initial exercise -awareness-state." Finally one can do the exercise forgetting the given dangers; place +readiness for the one danger. The result is an \enquote{initial exercise awareness-state.} Finally one can do the exercise forgetting the given dangers; place oneself in the situation, try to anticipate [unpredictable] danger strongly (short of getting oneself frightened), without preconceptions as to what form it will take, be very very aware of all sense data, and be ready to figure out (quickly) whether they indicate a danger, and a defense against it. This is -an "\emph{ultimate} exercise awareness-state." A final point. So that one will not be +an \enquote{\emph{ultimate} exercise awareness-state.} A final point. So that one will not be distracted from the exercise, there must be a minimum of familiar events extraneous to it during it, such as the sight of a door opening, talking, cooking smells. For this reason, unless otherwise stated exercise should be @@ -206,18 +204,18 @@ except in the case of certain dangers. The dangers: \begin{enumerate} \item Loss of your kinesthetic sense. (body-movement or muscle sense) -\item Suspension of the "normal" "cause and effect" relationship between +\item Suspension of the \enquote{normal} \enquote{cause and effect} relationship between pulling and keeping the light and sound from appearing, so that you just have to guess what to do to keep them from appearing and it changes with time, with the restriction that it will be closely related to pulling on the bar, \eg\ letting go of the bar. -\item Suspension of the "normal" "cause and effect" relationship between what +\item Suspension of the \enquote{normal} \enquote{cause and effect} relationship between what you will and what your body does, so that you just have to guess what to will to keep your arms (and hands) pulling on the bar and it changes with time, with the restriction that it will be closely related to willing to pull on the bar, \eg willing to let go of the bar. \item Having the tactile, cutaneous sensation of being under water, so that -you will "drown"---"cutaneously"---unless you cutaneously swim to the top; +you will \enquote{drown}---\enquote{cutaneously}---unless you cutaneously swim to the top; your sight and hearing being lost except for sensitivity to the light and sound if you stop pulling. \end{enumerate} @@ -258,9 +256,9 @@ metal blocks come crashing against the wall from far in front of and behind it, starting slowly and speeding up as they get near the wall, and then draw back to where they came from. Blocks of the first kind come from the front (the side the upper part of your body and the pillow are on) only; they are -"vertical," tall and narrow so that they can be avoided by moving from side +\enquote{vertical,} tall and narrow so that they can be avoided by moving from side to side. Blocks of the second kind come in pairs, one in front, one behind. -They are "horizontal," two feet high (thick), and very wide (long). The ones +They are \enquote{horizontal,} two feet high (thick), and very wide (long). The ones in front hit low and the ones in back high, so they can be avoided by standing up (necessarily in a stooped position). Each time the pair hits higher and higher. There are long indentations in the back side of the wall in which one diff --git a/essays/introduction.tex b/essays/introduction.tex index 721d241..4a4d7ea 100644 --- a/essays/introduction.tex +++ b/essays/introduction.tex @@ -206,7 +206,7 @@ have defined it is an excellent one; but the model does not yet completely accomplish the objective. The present model uses the deliberate suspension of normal beliefs to produce its effects. -\essaytitle{Post-Formalism in Constructed Memories} and \essaytitle{Studies in +{\sloppy \essaytitle{Post-Formalism in Constructed Memories} and \essaytitle{Studies in Constructed Memories} together make up \booktitle{Mathematical Studies} (1966). In this monograph, the emphasis was on extending the idea of mathematics as formalistic games to games involving subjectivity and contradiction. In two @@ -222,7 +222,7 @@ logically possible. The monograph models the content of these illusions to obtain a system of logic in which some (but not all) contradictions are \enquote{admissible.} The theory investigates the implications of admitting some contradictions for the admissibility of other contradictions. A theory of -many-valued numbers is also presented. +many-valued numbers is also presented. \par} The \essaytitle{Perception-Dissociator Model} led to \essaytitle{The Perception-Dissociation of Physics.} Again, here is an essay whose diff --git a/essays/letters.tex b/essays/letters.tex index 4ff37f6..fb7c554 100644 --- a/essays/letters.tex +++ b/essays/letters.tex @@ -149,6 +149,7 @@ lecture announcement\editornote{The comment on the announcement read: \begin{quotation} \enquote{\textsc{Veramusement}} is every doing of an individual which is not naturally physiologically necessary (or harmful), is not for the satisfaction of a social demand, is not a means, does not involve competition; is done entirely because he just likes it as he does it, without any consciousness that anything is not-obligated-by-himself; and is not special exertion. (And is done and \enquote{then} turns out to be in the category of \enquote{veramusement}) \end{quotation} + Additionally, \essaytitle{My New Concept of General Acognitive Culture}, in the Appendix, provides additional explication of what is effectively \term{veramusement} or \term{brend}. }) to institutionalized amusement activities (which impose foreign tastes on the individual) and indeed to all \enquote{culture} the lecture was concerned with. After the lecture, Flynt told how his doctrine @@ -331,7 +332,7 @@ All best wishes. "Dear Mr. Flynt\ldots Since I may be depending on organized culture for my loot \& livelihood I can wish you only a limited success in your movement\ldots Cornelius Cardew" -\plainbreak{2} +\vskip 2em \signoff{[from a postcard of June 7, 1963]} \vfill diff --git a/essays/mock_risk_games.tex b/essays/mock_risk_games.tex index 5a593b1..d08e387 100644 --- a/essays/mock_risk_games.tex +++ b/essays/mock_risk_games.tex @@ -3,6 +3,8 @@ \newcommand\lilskip{\vskip 0.3em} \chapter{Mock Risk Games} +\pagestyle{salnm} +\setheadrule{0.4pt} Suppose you stand in front of a swinging door with a nail sticking out of it @@ -174,6 +176,8 @@ lattice to escape them. In developing the original games---and the present games---I had two objectives in mind. First, the experience of playing the games (as opposed to reading or analyzing them) must involve or compel you, must be vivid and immediate. Secondly, the misfortunes must be elegant, undreamed-of \enquote{explosions} of the natural order. These objectives, though, do not constitute a use for the games. The games can have many uses, beginning with amusement; and it remains to be seen what the most significant use will be.} \section{Intrusions} +\pagestyle{salpc} +\setheadrule{0.4pt} A noise in an adjacent room may intrude on a person playing a mock risk game, and affect his experience or state of being in a variety of ways. diff --git a/essays/perception_dissociator.tex b/essays/perception_dissociator.tex index 5cc55ea..af083d5 100644 --- a/essays/perception_dissociator.tex +++ b/essays/perception_dissociator.tex @@ -12,6 +12,7 @@ \chapter{Exhibit of a Working Model of a Perception-Dissociator} + \section*{\textsc{Statement of Objectives}} To construct a model of a machine a thousand years before the machine @@ -109,7 +110,7 @@ and doesn't go back in. \cleardoublepage \newcommand\intab[1]{ \framebox[1.1\width]{\parbox[c][2.5em]{4em}{ - \centering\Huge #1}}} + \centering\Huge #1}}\vskip 1em} \newcommand\righttab[1]{{\raggedleft\intab{#1}\par}} @@ -121,6 +122,7 @@ and doesn't go back in. \vfill + \includegraphics[width=4in]{img/guidebook_01} \vfill @@ -206,40 +208,42 @@ from behind. Don't resist; just fall forward, break your fali with your arms (and retrieve this Guidebook). The floor is not hard and the gravity is weak, so the fall should leave you absolutely unhurt. -\plainbreak{2} +\vskip 2em \textsc{Avoid all touches (except floor and yourself) unless directed otherwise.} -\plainbreak{2} +\vskip 2em (You have been directed not to resist having your feet pulled out from under you.) -\plainbreak{2} + +\vskip 2em \textsc{In effect, if you bump into a solid object or step on one, draw back. Remember that you avoid touches by your tactile senses alone.} Whether your eyes are open or closed makes no difference. It is not necessary to avoid sights unless you touch something. -\plainbreak{2} + +\vskip 2em There may be the touch of being pushed forward at your shoulder blades. Don't resist; just move forward. -\plainbreak{2} +\vskip 2em As for the sights in this model, it happens that they will be humanoid. All the human appearances other than you in the exhibit hall are sights from the machine. This is just the way the model is; don't give it a thought. Sights may appear or disappear (for example, at the curtain) while you are looking. -\plainbreak{2} +\vskip 2em I am referring to the components of the model with the names of the components of the perception-dissociator. -\plainbreak{2} +\vskip 2em As soon as you understand the above and are prepared to remember and follow the instructions, go immediately to Page 6. @@ -354,6 +358,9 @@ and follow the instructions, go immediately to Page 6. \clearpage \lefttab{6} \section{First Phase} +\pagestyle{salpc} +\setheadrule{0.4pt} + You will now begin the first phase of perception-dissociation by the machine. Throughout this phase, you walk erect. @@ -672,7 +679,7 @@ parenthetically. You may turn back if you forget symbols. \gensplit{\item\BEQ{ \eyeC{\crouch{u}}\qquad\pushes{u}{t}}} {The big change comes next. -\plainbreak{2} +\vskip 2em \emph{(Keep going)}} \vfill diff --git a/essays/philosophy_proper.tex b/essays/philosophy_proper.tex index 0e5e7ef..ac392ea 100644 --- a/essays/philosophy_proper.tex +++ b/essays/philosophy_proper.tex @@ -1,8 +1,22 @@ -\newcommand{\stress}[1]{\textbf{#1}} -\settocdepth{subsection} -\chapter[Philosophy Proper (\enquote{Version 3,} 1961)][Philosophy Proper]{Philosophy Proper (\enquote{Version 3,} 1961)} -\subsection[Chapter 1: Introduction (Revised, 1973)][Introduction]{Chapter 1: Introduction (Revised, 1973)} + + + + + + + + + +\newcommand{\stress}[1]{\textbf{#1}} +% \settocdepth{subsection} + +% \chapter[Philosophy Proper (\enquote{Version 3,} 1961)][Philosophy Proper]{Philosophy Proper (\enquote{Version 3,} 1961)} +\CHAP{Philosophy Proper}{(\enquote{Version 3,} 1961)} +\pagestyle{salpc} +\setheadrule{.4pt} +%\subsection[Chapter 1: Introduction (Revised, 1973)][Introduction]{Chapter 1: Introduction (Revised, 1973)} +\SUBSEC{Chapter 1: Introduction}{(Revised, 1973)} This monograph defines philosophy as such---philosophy proper---to be an inquiry as to which beliefs are \enquote{true,} or right. The right beliefs are diff --git a/essays/post_formalism_memories.tex b/essays/post_formalism_memories.tex index 6cf9b4d..73477a5 100644 --- a/essays/post_formalism_memories.tex +++ b/essays/post_formalism_memories.tex @@ -1,7 +1,6 @@ \newcommand{\midheading}[1]{ { \vskip 1em \centering \large \textsc{#1} \par \vskip 1em }} -\newcommand{\sysname}[1]{\enquote{\textsc{#1}}} \chapter{Post-Formalism in Constructed Memories} \section{Post-Formalist Mathematics} @@ -23,7 +22,7 @@ innovations. The formalist position goes as follows. Pure mathematics is the manipulation of the meaningless and arbitrary, but typographically -well-defined ink-shapes on paper `$w$,' `$x$,' `$y$,' `$z$,' `${}'$,' `$($,' `$)$,' `$\downarrow$,' and `$\in$.' +well-defined ink-shapes on paper `$w$,' `$x$,' `$y$,' `$z$,' `$'$,' `$($,' `$)$,' `$\downarrow$,' and `$\in$.' These shapes are manipulated according to arbitrary but well-detined mechanical rules. Actually, the rules mimic the structure of primitive systems such as Euclid's geometry. There are formation rules, mechanical diff --git a/essays/studies_in_constructed_memories.tex b/essays/studies_in_constructed_memories.tex index 6b7ccfd..67a3f2b 100644 --- a/essays/studies_in_constructed_memories.tex +++ b/essays/studies_in_constructed_memories.tex @@ -1,4 +1,6 @@ \chapter{Studies in Constructed Memories} +\pagestyle{salpc} +\setheadrule{0.4pt} \section{Introduction} |