multisenstory

Author: andsco56

  • Teach, learn & lära

    Me: på egnelska kan man säga att "Teachers teach and students learn". Kan man behåller samma nuans på svenska?

    Google AI svar: Direkt översatt till svenska blir det "Lärare lär ut och elever lär sig".

    Det är svårt att behålla exakt samma språkliga nyans eftersom engelskan använder samma verb (teach/learn) i två olika former, medan svenskan ofta använder ordet lära för båda handlingarna.

    Här är de vanligaste sätten att uttrycka det på svenska beroende på vilken nyans du vill åt:

    • "Lärare lär ut och elever lär sig."
      Detta är den mest korrekta och tydliga översättningen. Genom att lägga till partikeln ut och det reflexiva sig skiljer man på rollerna på samma sätt som i engelskan [1, 2].
    • "Lärare undervisar och elever lär sig."
      Detta låter mer formellt och naturligt i skolsammanhang. Verbvalet "undervisa" motsvarar "teach" perfekt [3].
    • "Lärare lär och elever lär."
      Detta är språkligt möjligt men blir ofta tvetydigt på svenska. Utan "ut" eller "sig" kan det låta som att båda parter ägnar sig åt samma sak (att inhämta kunskap) [1].

    Sammanfattning: För att behålla logiken i ditt påstående är "Lärare lär ut och elever lär sig" det bästa alternativet.

    Me: Vad är ordet "Lära" har för etymologiska rötter?

    Google AI svar: Ordet lära har ett gemensamt ursprung med det engelska ordet learn och kan spåras tillbaka till rötter som handlar om att följa ett spår.

    Här är den etymologiska utvecklingen:

    • Urindoeuropeiska: Roten rekonstrueras som *leys-, vilket betyder "fåra", "spår" eller "stig". Att "lära" innebar alltså ursprungligen att "följa ett spår" eller att "hitta stigen".
    • Protogermanska: Utvecklades till *lizaną (att veta/lära) och vidare till *lisnojanan.
    • Fornsvenska: Ordet förekom som læra, vilket betydde både att undervisa (lära ut) och att studera (lära sig).
    • Lågtyska: Det svenska ordet har också påverkats starkt av medellågtyskans lēren.

    Intressant kuriosa:

    • Besläktade ord: Det tyska ordet för spår, Gleis (räls/spår), kommer från samma rot.
    • Dubbel betydelse: Precis som i modern svenska kunde ordet i äldre germanska språk ofta betyda både "att lära sig" och "att undervisa".
    • Hjälpverbet "lär": Den korta formen "lär" (som i "han lär komma") började användas omkring år 1680 med betydelsen "torde" eller "sägs".

  • Information, knowledge, understanding

    Me: The terms "information", "knowledge" and "understanding" are central to all questions of pedagogy. Consider these terms in educational philosophy.

    Gemini: In educational philosophy, the distinction between information, knowledge, and understanding is often viewed as a progression from external data to internal wisdom. This hierarchy, frequently associated with the DIKW pyramid (Data, Information, Knowledge, Wisdom), helps educators define what they are actually trying to achieve in the classroom.

    1. Information: The Raw Material

    In a pedagogical context, information consists of isolated facts, data points, or descriptions. It is "what" is known without necessarily knowing "how" or "why."

    • Characteristics: Discrete, objective, and easily transferable.
    • Role in Learning: Information is the foundational layer. You cannot think critically about the French Revolution if you have zero information about when or where it happened.
    • Pedagogical Risk: A focus solely on information leads to "banking" education (a term coined by Paulo Freire), where students are treated as empty containers to be filled with facts for later regurgitation.1

    2. Knowledge: The Integrated Framework

    Knowledge is information that has been processed, organized, and put into context. If information is a list of ingredients, knowledge is the recipe.

    • Characteristics: Relational and structured. It involves the "justified true belief" (as Plato defined it), where a learner connects new facts to an existing cognitive schema.
    • Role in Learning: Knowledge allows a student to see patterns. It is the difference between knowing the definition of "gravity" (information) and knowing how gravity affects planetary orbits (knowledge).
    • Epistemology: Philosophers like John Dewey argued that knowledge is not a static commodity but something produced through inquiry and interaction with the environment.

    3. Understanding: The Generative Power

    Understanding is the highest pedagogical goal. It is the ability to use knowledge flexibly—to explain, interpret, apply, and see perspectives.

    • Characteristics: Performative and creative. According to Grant Wiggins and Jay McTighe (authors of Understanding by Design), understanding is "the ability to marshal skills and facts wisely and appropriately."2
    • The Litmus Test: You "know" something if you can repeat it; you "understand" something if you can teach it to someone else, apply it to a new problem, or critique its limitations.
    • Philosophical View: In the Hermeneutic tradition, understanding is seen as a "fusion of horizons," where the learner's own world intersects with the subject matter to create new meaning.

    Comparative Summary

    Term

    Educational Focus

    Learner's Action

    Information

    Acquisition

    Remembering & Recalling

    Knowledge

    Comprehension

    Organizing & Contextualizing

    Understanding

    Transferability

    Applying & Evaluating

    Why the Distinction Matters

    When educators conflate these terms, they often settle for "coverage" (shoveling information) rather than "uncoverage" (delving into deep understanding). A philosophy of education centered on understanding prioritizes critical thinking and the ability to navigate an information-dense world, rather than just memorizing it.3

    Would you like me to explore how specific philosophers, such as Bloom (in his Taxonomy) or Freire, further differentiate these stages?

  • Understanding

     Me: I am interested in what we mean by "understanding" and how the ideas contained in the word are discussed in philosophy

    Google Search AI: In philosophy, "understanding" is increasingly viewed as a distinct and primary intellectual aim, often contrasted with—and sometimes valued more highly than—mere knowledge. While knowledge typically refers to holding "justified true beliefs," understanding involves a deeper cognitive ability to "grasp" the relationships between facts, causes, and consequences.

    Key philosophical discussions surrounding understanding as of 2026 include:

    1. Understanding vs. Knowledge

    Philosophers distinguish understanding from knowledge through several specific criteria:

    Grasping and Integration: Unlike knowledge, which can be a collection of isolated facts, understanding requires "grasping" how these facts fit together into a coherent whole. It is often described as the ability to "see" connections.

    Cognitive Achievement: Understanding is viewed as an "agent-centered" achievement requiring active mental manipulation of variables (e.g., "what-if" reasoning), whereas knowledge can be more passive (e.g., accepting expert testimony).

    Factivity Debate: Some philosophers argue that understanding must be "factive" (based on true facts), while others hold that "non-factive" models—such as useful but technically false scientific idealizations—can still provide genuine understanding.

    1. Forms of Understanding

    Philosophical study categorizes the term into distinct types:

    Explanatory Understanding (Understanding-Why): This is the ability to explain why a phenomenon occurs, often by identifying its causes or underlying mechanisms.

    Linguistic Understanding: A focus in the philosophy of language, this refers to the competence required to grasp the meaning of words and their contribution to sentences.

    Mutual Understanding: Central to social philosophy and hermeneutics, this involves the interpersonal achievement of shared meaning between individuals.

    1. Understanding in Science

    In the Philosophy of Science, understanding was historically dismissed as a "subjective feeling" (by figures like Carl Hempel). However, contemporary views (e.g., Henk de Regt) argue that understanding is an essential epistemic aim of science.

    Intelligibility: A theory provides understanding if it is "intelligible"—meaning scientists have the skills to use it to construct explanatory models for phenomena.

    Skills and Judgment: Reaching scientific understanding is not purely algorithmic; it requires the "tacit knowledge" or skills to apply complex theories to specific real-world cases.

    1. Recent and Upcoming Debates (2026)

    Contemporary philosophy continues to explore understanding through interdisciplinary lenses:

    Nature of Reality Seminars: In January 2026, leading thinkers like Roger Penrose are convening to discuss how advancements in AI, neuroscience, and physics are reshaping our "self-understanding" and our grasp of consciousness.

    Technology and Meaning: The 2025–2026 Dialogues on Philosophy and Technology series is examining how contemporary technologies influence societal and conceptual understanding.

  • As chance would have it…

    In 1971, Eno co-formed the glam rock band Roxy Music following a chance meeting with saxophonist Andy Mackay. Eno later said: "If I'd walked ten yards further on the platform, or missed that train, or been in the next carriage, I probably would have been an art teacher now".

  • “Unverfügbarkeit”

    Me: Please break down the german word “Unverfügbarkeit” so an english speaker can understand its meaning bearing components.

    Gemini 3: The literal, building-block meaning is “the state of being not-make-able-available”.

    In modern English, the word translates directly to “unavailability” or “non-availability.”

    It is a formal term often used in philosophy, law, or technical contexts to describe something that cannot be obtained, accessed, controlled, or utilized

    https://share.google/aimode/la1Nq7TNSMi59NH1r

    Sound it!

  • Background knowledge

    Me: John Searle is said to have expressed the view that "perception rises to the level of background knowledge". Has Searle expressed this view and if so where?

    Googles AI Overview: Yes, John Searle has expressed the view that perception relies on background knowledge, often discussing it in the context of his theory of intentionality. He argues that mental states, including perception, are not isolated but are part of a larger "Network" and "Background" of mental capacities and knowledge that shape and determine them. This idea is central to his work and can be found in his writings on consciousness, language, and intentionality, such as in his paper "Minds, Brains, and Programs" and his book "The Rediscovery of the Mind". 

    • Intentionality: Searle's theory of intentionality posits that any mental state's meaning is determined by three things: its content, the subject's "Network" of other intentional states, and the "Background" of non-intentional capacities.
    • The Background: The "Background" is a system of non-intentional capacities that are the "pre-intentional" skills and know-how, which are essential for perception to have its specific content.
    • Perception: For Searle, perception isn't just a passive reception of sensory data; it is an active, intentional process that is already shaped by the "Background" knowledge and expectations of the perceiver.
    • Where to find the view: This view is discussed in his major works, such as "Minds, Brains, and Programs" (which introduced the Chinese Room argument) and his book "The Rediscovery of the Mind," which elaborates on his theory of intentionality and the role of biological naturalism in understanding the mind.

  • Mix your own…

    The following answer from Googles AI Overview came from the question “have their been any experiments in which listeners can mix their own versions of music recordings?”:

    Yes, there have been experiments and products enabling listeners to mix their own versions of music recordings, such as the Romplr iPhone app in the late 2000s, which allowed users to mute, solo, or add samples to songs. While this interactive approach was initially a novelty, the underlying concept leverages the availability of multitrack recordings, which can be freely mixed by anyone with the right software to create their own versions of songs, including instrumental (karaoke) tracks or altered arrangements.

    Interactive Apps and Software

    This early iPhone app was a pioneering example of interactive music, letting users manipulate different aspects of a song, like muting or soloing individual instruments and adding samples.

    The fundamental technology for allowing listeners to mix music is the multitrack recording and digital audio workstation (DAW) software. These tools enable users to isolate tracks, adjust levels, and add effects, effectively allowing them to create their own custom mixes.

    How It Works

    1. Multitrack Recordings:

    To enable mixing, a song must be recorded with individual instruments and vocals on separate tracks (multitracks).

    1. User Control:

    With a DAW or a specialized interactive app, users can control each track independently.

    1. Mixing Options:

    This control allows listeners to:

    • Mute or Solo Tracks: Turn instruments or vocals on or off to create instrumental versions or focus on specific elements.
    • Add Samples: Some platforms allow users to add their own audio samples to the existing recording.
    • Record and Share: Users can then record their personalized version and share it with others.

    Evolution of the Concept

    • While Romplr was a specific example, the ability for anyone to remix music has become more widespread with the rise of DAWs and accessible music production software.
    • This concept continues to evolve, moving music from a passive listening experience to a more active, participatory one.

  • Syrian music scale

    Answer to the above input in an ordinary Google search field: “Syrian music scale” doesn’t refer to a single scale but to the maqam system, which is central to Syrian and other Middle Eastern music. Maqamat are melodic modes that use a combination of specific intervals, including quarter tones (pitches between the semitones of Western scales), to create unique “colors” and emotions. Common maqamat include Rast, which resembles a major scale with a lowered 3rd and 7th, and Bayati, similar to a natural minor scale but with a lowered 2nd.

    Key Characteristics of Maqam (Syrian/Arabic Scales):
    Microtones: The most distinctive feature is the use of quarter tones, which are not found in Western music. These are pitches exactly between the half steps (semitones) on a piano, for example, between E and F.

    Modular Structure: A maqam isn’t a single scale but a combination of smaller melodic units called jins. These jins can be three or four notes long.
    Emotional and Tonal Color: Each maqam has a specific character and is associated with different emotions, colors, or moods, though these associations are largely based on cultural tradition rather than strict scientific proof.

    Examples of Common Maqamat:
    Rast: A foundational maqam that is often compared to a major scale but with specific adjustments to its intervals, such as a quarter-tone lower 3rd and 7th.
    Bayati: Similar to a natural minor scale but with a significant characteristic: the second degree is typically lowered by a quarter tone.
    Sikah: Resembles a Phrygian scale but involves specific microtonal alterations to its first and fifth notes.

    How to Approach a “Syrian Scale”:
    Understand the Concept of Maqam: Rather than looking for a single fixed scale, learn about the different maqamat and their unique melodic structures.
    Learn about Quarter Tones: Familiarize yourself with how quarter tones are represented in notation (using half-sharps and half-flats) and how they affect the overall sound.
    Listen to the Music: Listen to examples of Syrian or Arabic music to experience the different maqamat and understand their emotional and melodic characteristics.

    Study by Imitation: Transcribe and imitate common phrases, called taqasim, to learn how musicians improvise and phrase within a specific maqam.

  • Storytelling in the digital domain 

    There is a story I like to tell about how Bill Gates bought the complete rights to an operative system QDOS (Quick and dirty disk operationg system) developed by Tim Paterson in Seatle  and the rebranded it and sold it onto IBM in a licensing deal. For fans of Microsoft this has always been apart of the Bill Gates hero's journey. One fact that is seldom included in this tale is that Gates mother was on the board of IBM at the time.

    Another hero's story in computing history is that of Steve Jobs visit to Xerox in 1975 where he was inspired by a computer he saw there that eventually led to the development of Apples Mac series of computers. One detail I was unaware of until this evening was that Xerox had rebranded the Italian company Olivettis computer the M24 as the Xerox 6060 (AT&T rebranded the same machine as the PC 6300.

    Americans tech shakers and movers have a fondness for taking credit for the work of others (Lee De Forest did a similar with amplification in the early radio era). It is a rebranding of much more complex stories that try to put the Tech Bro Entrepreneur in the forefront of a good old techbro story.

    This evening I watched a Youtube video from the channel YouTux that was a very compelling tale of another story from the universe of digital development. Well worth watching!

  • Magic and Experiment

    Me: Trace the use or the word "experiment" in the ways that it was used before The Age of Reason.

    Deepseek: The word experiment has a rich history that evolved significantly before the Age of Reason (roughly the 17th–18th centuries). Its usage in earlier periods reflected broader and sometimes different meanings than its modern scientific connotation. Here’s a brief tracing of its use:

    1. Medieval Latin & Early Scholasticism (Pre-12th Century)

    • The term originates from the Latin experimentum, derived from experiri ("to try, test, or experience").

    • In medieval Latin, experimentum referred broadly to experience, trial, or test—not necessarily in a controlled scientific sense. It could mean:

    • Practical knowledge gained through repeated action (e.g., medical remedies, alchemical procedures).

    • Observations of natural phenomena (e.g., Roger Bacon’s use in the 13th century to describe empirical investigations).

    2. Middle English (14th–16th Century)

    • By the late Middle Ages, experiment entered English with similar broad meanings:

    • Medical & Alchemical Contexts: Often associated with secret knowledge or recipes (e.g., "experiments" in herbology or magic).

    • General Testing: Any kind of trial or proof (e.g., Geoffrey Chaucer’s Canterbury Tales references "experiment" in the sense of testing something).

    • Example: The Oxford English Dictionary cites a 14th-century text: "By experience and experiment, the truth is known."

    3. Renaissance (16th–Early 17th Century)

    • The term began to take on a more systematic meaning but still overlapped with experience and demonstration:

    • Natural Magic & Occult Philosophy: Figures like Giambattista della Porta (Magia Naturalis, 1558) used "experiment" to describe wondrous demonstrations (e.g., optical illusions, magnetism).

    • Early Empiricism: Francis Bacon (1561–1626) helped redefine experiment as a methodical investigation of nature, though his usage still retained older connotations of "trial" (e.g., Novum Organum, 1620).

    Key Shifts Before the Age of Reason:

    • From Passive to Active: Earlier usage often implied observing or recording (e.g., "an experiment of nature"), whereas later usage emphasized active intervention (e.g., controlled tests).

    • From Mystical to Methodical: In medieval/early Renaissance contexts, "experiments" could include alchemy or folk remedies; by the 17th century, the term became tied to reproducibility and hypothesis-testing.

    • Overlap with "Experience": Before the 1600s, the two words were sometimes interchangeable (e.g., Montaigne’s essays blend expérience and expérimentation).

    Contrast with the Age of Reason:

    • By the late 17th century (e.g., Robert Boyle, Isaac Newton), experiment became firmly associated with the scientific method—systematic, repeatable, and theory-driven. The older, broader meanings faded as empiricism dominated.

    Would you like examples from specific historical texts?

    Me: I am particularly interested in the way that Roger Bacon would have understood the word.

    Deepseek: Roger Bacon (c. 1219–1292), the medieval philosopher and Franciscan friar, used the term experimentum (Latin for "experiment") in a way that blended empirical observation, practical testing, and even theological or mystical knowledge. His understanding was deeply rooted in the scholastic tradition but also pushed beyond it, making him a unique figure in the history of science.

    How Roger Bacon Understood Experimentum

    1. Empirical Knowledge Gained Through Testing
    • Bacon distinguished between two types of knowledge:

    • Argumentum (knowledge from reasoning or authority).

    • Experimentum (knowledge gained through direct experience or testing).

    • He argued that experimentum was superior to mere logical deduction because it verified truths through sensory confirmation.

    • Example: In Opus Majus (1267), he writes that only through experimentum can we confirm whether a theory (like optics or medicine) holds true in practice.

    1. Active Intervention in Nature (Not Just Observation)

    • Unlike Aristotle, who emphasized passive observation, Bacon believed in manipulating nature to uncover its secrets.

    • Example: He described experiments with lenses, gunpowder, and even flying machines—though some were speculative.

    1. A Blend of Science, Magic, and Divine Wisdom

    • Bacon’s experimentum sometimes included alchemy, astrology, and natural magic—practices that blurred the line between science and occult knowledge.

    • He believed some truths (e.g., the properties of plants, celestial influences) could only be unlocked through experimentum guided by divine illumination.

    • Example: In De Secretis Operibus Artis et Naturae, he discusses "marvelous works" (e.g., mechanical wonders) achievable through experimental knowledge.

    1. A Method for Correcting Errors in Tradition

    • Bacon criticized scholars who relied solely on ancient texts (e.g., Aristotle, Avicenna) without testing claims.

    • Example: He questioned medical theories by testing remedies, noting that experimentum could disprove false doctrines.

    Key Difference from Modern "Experiment"

    • Not Fully Systematic: Bacon’s experimentum lacked the strict controls of later (Baconian or Newtonian) science.

    • Theological Framework: He believed ultimate truths came from God, and experimentum was a way to uncover divine laws.

    • Included Esoteric Knowledge: Some "experiments" involved cryptic symbols, alchemical processes, or divinely inspired insights.

    Conclusion

    For Bacon, experimentum was both a practical method and a philosophical principle—a way to move beyond book-learning and engage directly with nature, even if that engagement included mystical elements. His usage was a crucial step toward modern experimental science but remained embedded in medieval thought.

    Would you like specific quotes from his works illustrating this?