Die World Weather Attribution Group hat in einer Studie nachgewiesen, dass die große Dürre an Horn von Afrika ein Ergebnis der Erhitzung der Erde durch Treibhausgase ist. Von der Dürre sind 50 Millionen Menschen direkt und weitere 100 Millionen indirekt betroffen. Ohne die Erhöhung der Temperaturen hätten dieselben Regenverhältnisse nicht zu einer Dürre geführt. https://www.theguardian.com/environment/2023/apr/27/human-driven-climate-crisis-fuelling-horn-of-africa-drought-study

Hutchins, Robert M., Mortimer J. Adler, and William Gorman, eds. The Great Ideas: A Syntopicon of Great Books of the Western World, Volume II, Man to World. 1st ed. Vol. 3. 54 vols. The Great Books of the Western World. Chicago, IL: Encyclopædia Britannica, Inc., 1952.

Hutchins, Robert M., Mortimer J. Adler, and William Gorman, eds. The Great Ideas: A Syntopicon of Great Books of the Western World, Volume I, Angel to Love. 1st ed. Vol. 2. 54 vols. Great Books of the Western World. Chicago, IL: Encyclopædia Britannica, Inc., 1952.

The Great Conversation: The Substance of a Liberal Education. 27th Printing. Vol. 1. 54 vols. The Great Books of the Western World. 1952. Reprint, Encyclopedia Britannica, Inc., 1984.

LIFE. “The 102 Great Ideas: Scholars Complete a Monumental Catalog.” January 26, 1948. https://books.google.com/books?id=p0gEAAAAMBAJ&pg=PA92&source=gbs_toc_r&cad=2#v=onepage&q&f=false. Google Books.

Provides an small example of "the great conversation" on the equality of men and women.

Amidst a number of very gendered advertisements in issue 4 of volume 24 of LIFE magazine from 1948 is a short piece on the pending release of The Encyclopædia Britannica's Great Books of the Western World.

The piece starts out talking about the 432 classical works written by 71 men and highlights the fact that "Woman, not a main idea, is included [with] in [the topical category] Family Man and Love." The piece goes on by way of example of the work to excerpt portions on Idea number 51: "Man". To show the flexibility of the included Syntopicon categorization they elaborate with 15 excerpted passages from authors from Plato to Freud on Idea 51, subdivision 6b: "Men and Women: their equality or inequality".

It provides a fantastic mini-study on the emerging conversation on gender studies as seen in a mainstream magazine in 1948.

Were there any follow up letters to the editor on this topic in subsequent issues? How was this broader piece received with respect to the idea of gender at the time?

A staff of at least 26 created the underlying index that would lay at the heart of the Great Books of the Western World which was prepared in a rented old fraternity house on the University of Chicago campus. (p. 93)

How did Michael Oakeshott's philosophy overlap with the idea of the 'Great Conversation' or 20th century movement of Adler's Great Books of the Western World.

How does it influence the idea of "having conversations with the text" in the annotation space?

Annotate this report

The AdlerNet Guide, Part III<br /> by Amy Hunt

https://archive.org/details/encyclopaediabritannicagreatbooksofthewesternworld/Encyclop%C3%A6dia%20Britannica%20-%20Great%20Books%20of%20the%20Western%20World%2C%20Volume%201%20-%20The%20Great%20Conversation/

Lubbock's List: http://www.greaterbooks.com/lubbock.html

http://www.greaterbooks.com/

Center for the Study of the Great Ideas

https://web.archive.org/web/20190806154724/https://ebooks.adelaide.edu.au/l/literature/gbww/index.html

University of Adelaide digital collection of the Great Books of the Western World using public domain sources within their collection.

https://www.logos.com/product/55052/great-books-of-the-western-world

A digital (app?) version of The Great Books of the Western World with cross references.

https://www.reddit.com/r/ebooks/comments/eao9c8/great_books_of_the_western_world_ebook_collection/

Someone's collected digital copies of most of the Great Books of the Western World collection here.

https://standardebooks.org/collections/encyclopaedia-britannicas-great-books-of-the-western-world

the phrase "intellectual furniture" is sort of painful here...

1952, 1970s, 1980s editions and their differences.

https://press.princeton.edu/series/ancient-wisdom-for-modern-readers

This appears like Princeton University Press is publishing sections of someone's commonplace books as stand alone issues per heading where each chapter has a one or more selections (in the original language with new translations).

This almost feels like a version of The Great Books of the Western World watered down for a modern audience?

https://www.modernlibrary.com/top-100/100-best-nonfiction/

What a solid looking list of non-fiction books.

http://www.greyroom.org/issues/60/20/the-dialectic-of-the-university-his-masters-voice/

“The Indexers pose with the file of Great Ideas. At sides stand editors [Mortimer] Adler (left) and [William] Gorman (right). Each file drawer contains index references to a Great Idea. In center are the works of the 71 authors which constitute the Great Books.” From “The 102 Great Ideas: Scholars Complete a Monumental Catalog,” Life 24, no. 4 (26 January 1948). Photo: George Skadding.

Photos from

"The 102 Great Ideas: Scholars Complete a Monumental Catalog," Life, 26 January 1948, 92–3.

That is, the advantage of folk- lore is that it conveys what people think in their own words and actions, and what they

say or sing in folklore expresses what they might not be able to in everyday conversation.

https://occidental.substack.com/p/the-adlernet-guide-part-ii?sd=pf

Description of a note taking method for reading the Great Books: part commonplace, part zettelkasten.

I'm curious where she's ultimately placing the cards to know if the color coding means anything in the end other than simply differentiating the card "types" up front? (i.e. does it help to distinguish cards once potentially mixed up?)

We have that. It's the Web platform. The hard part is getting people to admit this, and then getting them to actually stop acting counter to these interests. Sometimes that involves getting them to admit that their preferred software stack (and their devotion to it) is the problem, and it's not going to just fix itself.

See also: Lorie and the UVC

http://www.nationalgreatbooks.com/cirriculum/background.html

Louis Menand had an interesting article on great books courses recently: https://www.newyorker.com/magazine/2021/12/20/whats-so-great-about-great-books-courses-roosevelt-montas-rescuing-socrates.

If you look closely at those photos of Adler, you'll notice that one is in context and the other is the same image of him cut and pasted onto a set of books.

Those who are into this broader topic may also appreciate Alex Beam's book "A Great Idea at the Time: The Rise, Fall, and Curious Afterlife of the Great Books". A while back I remember going though Lawrence Principe's Great Courses lecture series on the History of Science to 1700 which I suspect might help contextualize a tour through the great courses.

I'm curious if you're adding any other books that Adler et al left off their list?

https://github.com/sajjad2881/NewSyntopicon

Someone's creating a new digitally linked version of the Syntopicon as text files for Obsidian (and potentially other platforms). Looks like it's partial at best and will need a lot of editing work to become whole.

found by way of

Has anyone made a hypermedia rendition of the Syntopicon, i.e. with transcluded windows or "parallel pages" into the indexed texts?<br><br>Many of Adler's Great Books are public domain, so it wouldn't require *so* titanic a copyright issue… pic.twitter.com/UmWiyn5aBC

— Andy Matuschak (@andy_matuschak) August 17, 2022

https://occidental.substack.com/p/my-adler-antinet

Cross posted at https://www.reddit.com/r/antinet/comments/wromeb/the_antinet_as_an_aid_to_analytical_reading_a_la/<br /> with additional commentary.

Until those things go away.

A case study: DuckDuckHack used Codio, which "worked" until DDG decided to call it a wrap on accepting outside contributions. DDG stopped paying for Codio, and because of that, there was no longer an easy way to replicate the development environment—the DuckDuckHack repos remained available (still do), but you can't pop over into Codio and play around with it. Furthermore, because Codio had been functioning as a sort of crutch to paper over the shortcomings in the onboarding/startup process for DuckDuckHack, there was never any pressure to make sure that contributors could easily get up and running without access to a Codio-based development environment.

It's interesting that, no matter how many times cloud-based Web IDEs have been attempted and failed to displace traditional, local development, people keep getting suckered into it, despite the history of observable downsides.

What's also interesting is the conflation of two things:

1. software that works by treating the Web browser as a ubiquitous, reliable interpreter (in a way that neither /usr/local/bin/node nor /usr/bin/python3 are reliably ubiquitous)—NB: and running locally, just like Node or Python (or go build or make run or...)—and

2. the idea that development toolchains aiming for "zero configuration and setup" should defer to and depend upon the continued operation of third-party servers

That is, even though the Web browser is an attractive target for its consistency (in behavior and availability), most Web IDE advocates aren't actually leveraging its benefits—they still end up targeting (e.g.) /usr/local/bin/node and /usr/local/python3—except the executables in question are expected to run on some server(s) instead of the contributor's own machine. These browser-based IDEs aren't so browser-based after all, since they're just shelling out to some non-browser process (over RPC over HTTP). The "World Wide Wruntime" is relegated to merely interpreting the code for a thin client that handles its half of the transactions to/from said remote processes, which end up handling the bulk of the computing (even if that computing isn't heavyweight and/or the client code on its own is full of bloat, owing to the modern trends in Web design).

It's sort of crazy how common it is to encounter this "mental slippery slope": "We can lean on the Web browser, since it's available everywhere!" → "That involves offloading it to the cloud (because that's how you 'do' stuff for the browser, right?)".

So: want to see an actual boom in collaborative development spurred by zero-configuration dev environments? The prescription is straightforward: make all these tools truly run in the browser. The experience we should all be shooting for resemble something like this: Step 1: clone the repo Step 2: double click README.html Step 3: you're off to the races—because project upstream has given you all the tools you need to nurture your desire to contribute

You can also watch this space for more examples of the need for an alternative take on working to actually manage to achieve the promise of increased collaboration through friction-free (or at least friction-reduced) development: * https://hypothes.is/search?q=%22the+repo+is+the+IDE%22 * https://hypothes.is/search?q=%22builds+and+burdens%22

Inequalities in income and wealth decreased markedly in the West from 1914 to 1980 due to a number of factors including:<br /> - Two World Wars and the Great Depression dramatically overturned the power relationships between labor and capital<br /> - A progressive tax on income and inheritance reduced the concentration of wealth and helped increase mobility<br /> - Liquidation of foreign and colonial assets as well as dissolution of public debt

Research by Britannica (source?) indicated that the Great Books of the Western World sold well but were not often read.

Link to: A Brief History of Time by Stephen Hawking Owen Gingerich Copernicus

Are some of the classic texts better than more advanced digested texts because they form the building blocks of our thought and society?

Are we training thinkers or doers?

Though if we roughly estimate this collection at 1000 cards per box with roughly 76 boxes potentially present, the 76,000 cards are still shy of Luhmann's collection. It'll take some hunting thigs down, but as Adler suggests that people write their notes in their books, which he would have likely done, then this collection isn't necessarily his own. I suspect, but don't yet have definitive proof, that it was created as a group effort for the 54-volume Great Books of the Western World and its two-volume index of great ideas, the Syntopicon.

Similarly Paul Wolfowitz was U.S. Deputy Secretary of Defense running the U.S. war in Iraq before leaving to become the 10th President of the World Bank.

McNamara was the 5th President of the World Bank.

Western cultures describe people's position in the world with them as the center, while Indigenous cultures, like those of the Warlpiri Aboriginal language of Central Australia, embed the person as part of the world and describe their position with respect to it using the cardinal directions.

Harari makes some excellent points here. Huge funds originally allocated to fighting climate change and the other anthropocene crisis will be diverted to military spending. Climate change, biodiversity, etc will lose. Only the military industrial complex will win.

Remember that the military industry is unique. It's only purpose is to consume raw materials and capacity in order to destroy. What is the carbon footprint of a bomb or a bullet?

This is a primary example of "yellow journalism". Having an eye catching headline, that includes details that are either exaggerated or non-existent, that could potentially and has caused a domino effect of issues and problems, because of that dramatization.

Published in 1941, this article precedes the beginning of the project of publishing the Great Books of the Western World for Encyclopedia Britannica, so Adler isn't just writing this from a marketing perspective.

https://en.wikipedia.org/wiki/Great_Books_of_the_Western_World

https://www.newyorker.com/magazine/2021/12/20/whats-so-great-about-great-books-courses-roosevelt-montas-rescuing-socrates

The format of many "great books" courses is to help students relate the texts to their own lives, not to have a better understanding of the books or to hone methods of interpreting them.

This isn't too dissimilar to the way that many Protestants are taught to apply the Bible to their daily lives.

Are students mis-applying the great books because they don't understand their original ideas and context the way many religious people do with the Bible?

Brief history of the "great books".

Holder, Josh. ‘Tracking Coronavirus Vaccinations Around the World’. The New York Times, 29 January 2021, sec. World. https://www.nytimes.com/interactive/2021/world/covid-vaccinations-tracker.html.

This passage reminds me of a conversation on 2021-11-16 at Liquid Margins with Will T. Monroe (@willtmonroe) about using Sönke Ahrens' book Smart Notes and Hypothes.is as a structure for getting groups of people (compared to Ahrens' focus on a single person) to do collection, curation, and creation of open education resources (OER).

Here Jeffrey Todd Knight sounds like he's looking at it from the perspective of one (or maybe two) creators in conjunction (curator and binder/publisher) while I'm thinking about expanding behond

This sort of pattern can also be seen in Mortimer J. Adler's group zettelkasten used to create The Great Books of the Western World series as well in larger wiki-based efforts like Wikipedia, so it's not new, but the question is how a teacher (or other leader) can help to better organize a community of creators around making larger works from smaller pieces. Robin DeRosa's example of using OER in the classroom is another example, but there, the process sounded much more difficult and manual.

This is the sort of piece that Vannevar Bush completely missed as a mode of creation and research in his conceptualization of the Memex. Perhaps we need the "Inventiex" as a mode of larger group means of "inventio" using these methods in a digital setting?

The Design Problem

Three diagrams will explain the lack of social engagement in design. If (in Figure 1) we equate the triangle with a design problem, we readily see that industry and its designers are concerned only with the tiny top portion, without addressing themselves to real needs.

(Design for the Real World, 2019. Page 57.)

The other two figures merely change the caption for the figure.

• Figure 1: The Design Problem
• Figure 2: A Country
• Figure 3: The World

Edge Effects

It was in the Design Science Studio that I learned about edge effects.

Yesterday, I was thinking about how my life embodies the concept of edge effects. That same day, a book was delivered to our door, Design for the Real World by Victor Papanek.

Today, I was reading these words:

Design for the Real World

Design for Survival and Survival through Design: A Summation

Integrated, comprehensive, anticipatory design is the act of planning and shaping carried on across the various disciplines, an act continuously carried on at interfaces between them.

Victor Papanek goes on to say:

It is at the border of different techniques or disciplines that most new discoveries are made and most action is inaugurated. It is when two differing areas of knowledge are brought into contact with one another that… a new science may come into being.

(Page 323)

Exiles and Emigrés

The Bauhaus spread its ideas because it existed at the boundaries, the avant-garde, the edges of what was thought to be possible, especially as a socialist utopian idea found its way to a capitalist industrial-military complex, where the concept of modernism was co-opted and colonized by globalizing economic forces beyond the control of the individual. Design was the virus that propagated around the world through the vehicle of corporate globalization.

That same design ethic is infecting corporations with a conscience, with empathy, with a process that begins with listening to people. Design is the virus that can spread the values of unconditional love throughout the body of neoliberal capitalism.

Design for the Real World

You have to make up your mind either to make sense or to make money, if you want to be a designer.

— R. Buckminster Fuller

(Page 86)

Design for the Real World

by Victor Papanek

Papanek on the Bauhaus

Many of the “sane design” or “design reform” movements of the time, such as those engendered by the writings and teachings of William Morris in England and Elbert Hubbard in the United States, were rooted in a sort of Luddite antimachine philosophy. By contrast Frank Llloyd Wright said as early as 1894 that “the machine is here to stay” and that the designer should “use this normal tool of civilization to best advantage instead of prostituting it as he has hitherto done in reproducing with murderous ubiquity forms born of other times and other conditions which it can only serve to destroy.” Yet designers of the last century were either perpetrators of voluptuous Victorian-Baroque or members of an artsy-craftsy clique who were dismayed by machine technology. The work of the Kunstgewerbeschule in Austria and the German Werkbund anticipated things to come, but it was not until Walter Gropius founded the German Bauhaus in 1919 that an uneasy marriage between art and machine was achieved.

No design school in history had greater influence in shaping taste and design than the Bauhaus. It was the first school to consider design a vital part of the production process rather than “applied art” or “industrial arts.” It became the first international forum on design because it drew its faculty and students from all over the world, and its influence traveled as these people later founded design offices and schools in many countries. Almost every major design school in the United States today still uses the basic foundation course developed by the Bauhaus. It made good sense in 1919 to let a German 19-year-old experiment with drill press and circular saw, welding torch and lathe, so that he might “experience the interaction between tool and material.” Today the same method is an anachronism, for an American teenager has spent much of his life in a machine-dominated society (and cumulatively probably a great deal of time lying under various automobiles, souping them up). For a student whose American design school slavishly imitates teaching patterns developed by the Bauhaus, computer sciences and electronics and plastics technology and cybernetics and bionics simply do not exist. The courses the Bauhaus developed were excellent for their time and place (telesis), but American schools following this pattern in the eighties are perpetuating design infantilism.

The Bauhaus was in a sense a nonadaptive mutation in design, for the genes contributing to its convergence characteristics were badly chosen. In boldface type, it announced its manifesto: “Architects, sculptors, painters, we must all turn to the crafts.… Let us create a new guild of craftsmen!” The heavy emphasis on interaction between crafts, art, and design turned out to be a blind alley. The inherent nihilism of the pictorial arts of the post-World War I period had little to contribute that would be useful to the average, or even to the discriminating, consumer. The paintings of Kandinsky, Klee, Feininger, et al., on the other hand, had no connection whatsoever with the anemic elegance some designers imposed on products.

(Pages 30-31)

Victor Papanek’s book includes an introduction written by R. Buckminster Fuller, Carbondale, Illinois. (Sadly, the Thames & Hudson 2019 Third Edition does not include this introduction. Monoskop has preserved this text as a PDF file of images. I have transcribed a portion here.)

Book review (and cultural commentary) on Alex Beam's A Great Idea at the Time, (Public Affairs, 2008).

what a lovely sentence

How does one keep the spirit of these older books alive? Is it only by subsuming into and expanding upon a larger body of common knowledge?

What do they still have to teach us?

Just the title "A Great Idea at the Time" makes me wonder if this project didn't help speed along the creation of the dullness of the humanities and thereby attempt to kill it?

What might they have done differently to better highlight the joy and fun of these works to have better encouraged it.

Too often reformers reform all the joy out of things.

The article is found in this scholarly journal.

Why Do People love Kungfustory?

It’s well-established among the original novel/translating community that Kungfustory.com is the best.

Kungfustory.com is just a place where Kungfustory can be hosted. It’s very user-friendly for readers, with a superb app that functions very well and reliably on phones. It’s easy to compile a list of reads, to know when those reads have been recently updated, and to follow along your favorite story.

Select any genre you like: romance, stories with reborn heroes, magical realism, eastern fantasy the world of wuxia, horror stories, romantic love novels, fanfiction, sci-fi.

New chapters added daily, Never be bored with new addictive plots and new worlds.

https://www.kungfustory.com/

Why Do People love Kungfustory?

It’s well-established among the original novel/translating community that Kungfustory.com is the best.

Kungfustory.com is just a place where Kungfustory can be hosted. It’s very user-friendly for readers, with a superb app that functions very well and reliably on phones. It’s easy to compile a list of reads, to know when those reads have been recently updated, and to follow along your favorite story.

Select any genre you like: romance, stories with reborn heroes, magical realism, eastern fantasy the world of wuxia, horror stories, romantic love novels, fanfiction, sci-fi.

New chapters added daily, Never be bored with new addictive plots and new worlds.

https://www.kungfustory.com/

"Most Native Americans did not neatly distinguish between the natural and the supernatural. Spiritual power permeated their world and was both tangible and accessible"

This shows how much more open Natives were to the super Naturaul unlike the Europeans who were more than likely christians.

my first question: is what do they mean exactly by "kinship"?

My second question is: what does the reading mean by Chiefdoms?

"Food surpluses enabled significant population growth, and the Pacific Northwest became one of the most densely populated regions of North America"

This is significant because it shows how succesful the natives were before the Europeans showed up and spread native European diseases to Natives.

That is correct, due to the high fatty food, lack of exercises,smoking and other related segments make them unhealthy. So the heart related problems are looming. According to the studies America is on the 10th place

​Technology is in constant motion. If we try to ignore the advances being made the world will move forward without us. Instead of trying to escape change, there needs to be an effort to incorporate technology into every aspect of our lives in the most beneficial way possible. If we look at the ways technology can improve our lives, we can see that technology specifically smartphones, have brought more benefits than harm to the academic and social aspects of teenagers lives, which is important because there is a constant pressure to move away from smart devices from older generations. The first aspect people tend to focus on is the effect that technology has on the academic life of a teen. Smartphones and other smart devices are a crucial part of interactive learning in a classroom and can be used as a tool in increasing student interest in a topic. For example, a popular interactive website, Kahoot, is used in many classrooms because it forces students to participate in the online quiz, while teachers can gauge how their students are doing in the class. Furthermore, these interactive tools are crucial for students that thrive under visual learning, since they can directly interact with the material. This can be extended to students with learning disabilities, such as Down Syndrome and Autism,​ research has shown that using specialized and interactive apps on a smart device aids learning more effectively than technology free learning. Picture Picture Another fear regarding technology is the impact it has on the social lives of young adults, but the benefits technology has brought to socializing outweighs any possible consequences. The obvious advantage smartphones have brought to social lives is the ability to easily communicate with people; with social media, texting, and calling all in one portable box there is no longer a struggle to be in contact with family and friends even if they are not in your area. Social media can also be used for much more In recent years, social media has been a key platform in spreading platforms and movements for social change. Because social media websites lower the barrier for communicating to large groups of people, it has been much easier to spread ideas of change across states, countries, or the world. For example, after Hurricane Sandy tore apart the northeastern United States, a movement called "Occupy Sandy" in which people gathered to provide relief for the areas affected was promoted and organized through social media. Other movements that have been possible because of social media include #MeToo, March for Our Lives, #BlackLivesMatter, and the 2017 Women's March. ​

It was smart of Snap to add this to their app because teens do use Snapchat a lot and as shown in the quote above teens do have power to change the world how they see fit. So getting more teens to register to vote is very smart of Snap.

Loved him!

The significance of the "Billie Jean" when it came out was do to the fact that the song was about a person being told that they are some kids father.

the universe has been expanding and cooling down as its gets bigger

As Steve Jones says in my attached article, the 19th century relationship between the US and Britain was actually quite strong. Doyle is using this brief mention of America to display the relationship between the nations at the time. Though America became independent from the UK in 1776, by the 1800's it has become quite reasonable for someone to possibly seek refuge in "the Colonies".

He was white and beautiful and represents a brighter and more loving side of the hookers, which results in empathy from the bystanders. He is portrayed as a symbol of the hookers more uplifting past.

She never really answers "Yes", so this indicates that she is trying to avoid being specific and giving a straight answer (because she probably did not know him)

The use of adjectives such as "clean", "white" and "beautiful", to describe Stanley, says a lot about what qualities she admires in a man.

Implicitely implying something about Steve's character.

Needs to convince herself and the others that she knows him and what he stands for

They dont even know his name - this could indicate that the important thing is not what his name is (or Jesus' name) but what he stands for. It could also indicate that she desperately needs to believe in something even though she dont know what that means.

ja yes

The girls do not know his real name which indicates that they probably never really knew him at all. This can be compared to Steve = Jesus, because no one really knows Jesus at all. No one really knew him but everyone claims that they do.

ja yes

Peroxide blondes = LIGHT, but fake light.

JESUS

her soul belongs to him

Vagabong: a person who wanders from place to place without a home or job. (as defined by Google)

In what way would The New World provide an escape for the vagabonds? Was it an easy way to get rid of them? Were they going to use them for work?