ASD-STE100 Standardized Download PDF THE HIERARCHY OF ARTIFICIAL INTELLIGENCE RISK AND THE PRESERVATION OF HUMAN LEARNING AGENCY Table of Contents Scope and Purpose Terms and Definitions The Two False Beliefs About AI Agency The Inverted Hierarchy of Risk The Two-Century Continuum of Attention Capture The Mechanisms of Voluntary Disagency The Existential Crisis: Atrophy of the
Two very different minds. Silvan Tomkins (1911-1991) is considered by many to be the Einstein of emotional science. His theory of emotion defines a core set of indivisible neurobiological elements – “affects” -whose innate and learning conscripted behaviors aggregate to explain the entire universe of human emotion. John Steinbeck (1902-1968) also viewed humans through a
John Steinbeck & Silvan Tomkins – What A Shame! Read More »
This is a podcast conducted by Jesica Glover as a stand alone episode in “My Child Can’t Read: A Heartland Crisis”. The podcast was as recorded on 5-12-26 and was produced on behalf of the Phillips Fundamental Learning Center. The above video is the raw interview. The interview was edited and released as a
The Crisis Beneath the Literacy Crisis Read More »
I fed the transcript of the following video of my talk to the Tomkins organization to an AI proxy of Silvan Tomkins and instructed it: Filter out everything not related to affect theory. Distill the affect-order distinctions being made. Point by point, use Tomkins to comment on them. A page of background and further
What Silvan Tomkins Might Say: My Tomkins Talk Read More »
Two very different minds. Silvan Tomkins (1911-1991) is considered by many to be the Einstein of emotional science. His theory of emotion defines a core set of indivisible neurobiological elements – “affects” -whose innate and learning conscripted behaviors aggregate to explain the entire universe of human emotion. John Steinbeck (1902-1968) also viewed humans through a
Tomkins and Steinbeck: What A Shame Read More »
In your meaning, people cannot participate in consciousness, think, choose, decide, interpret, react, resist, comply, manipulate, or adapt without learning. Thinking and choosing are not activities outside learning; they are modalities of it. Learning is the process through which consciousness is continuously differentiated and changed—not a synonym for education, knowledge acquisition, wisdom, or improvement. Learning
Our Quarter Millennium of Learning? Read More »
Peter Robinson sits down with mathematician John Lennox, philosopher of science Stephen Meyer, and chemist James Tour to examine what modern science really suggests about the origin of the universe and life itself. My friend Doug sent me a link to this as a prod (I assume) related to my recent posts about spirituality, feeling,
Three Scientists on the Origins of Everything Read More »
Cells adapt > brains learn > species evolve. These three considered distinct dynamics are all different temporal/dimensional extensional expressions of the same underlying central dynamic: to differentially extend living presence. Yes. That is a strong unification. It treats adaptation, learning, and evolution not as three fundamentally different kinds of process, but as the same basic
Adapt, Learn, Evolve – Same Dynamic, Different Mechanisms and Timescales Read More »
What are feelings? What is the difference between a feeling and a feeling we recognize? Can a feeling have meaning without prior learning? Feelings are changes in the lived state of an organism. They are not, first of all, ideas about experience. They are the experience becoming different from within: tightening, opening, dread, ease, hurt,
What’s The Role of Learning In The Meanings of Feelings? Read More »
My “Happy Easter” post became the starting point of a very interesting dialogue between myself and my friend Doug. It’s a fascinating journey into learning and belief in general, and into our beliefs about learning in particular. The following is a review of our dialogue that begins with a (ChatGpt) summary of the dialogue with
Is Spiritual Knowing Learned? Read More »