Lmst

With a pedalogical view, Maybe there's a way to re-work BeReal posts? If people are doing it, is there a way to re-use the photos on the fediverse,? to sort of recap and make a diary? #IARichards emphasized writing and reading as a way to "Look, and Look Again." and how that was important for attention. I should probably iteratively revisit my Mastodon posts by grouping them into a Hubzilla wiki, or Dreamwidth journal. Maybe working BeReal photos into Neocities pages could be educational?

The Lawrence Wittner article that mentioned Norman Cousins and the United World Federalists brought to mind _Nations and Peace_ a Basic English book by I.A. Richards and a United Federalist

https://archive.org/details/in.ernet.dli.2015.74399/page/n153/mode/2up?view=theater

#IARichards #NationsAndPeace #UnitedWorldFederalists #WorldGovernment

A screenshot of page 158 of the book available through the archive.org link in the post. Above the line drawings of a battle ship and a big school is the text:

"Under a World Government with enough power to keep us all safe from one another what do we get in addition to all that we have? All that today goes into war and training for war. All the lives given for separate defense—all the millions of man-years wasted every year on that. All the money and materials and time wasted now on making arms. All the brain power now turned to designing destruction."

The captions under the line drawings suggest that the
"COST OF ONE BATTLE SHIP"
could instead be used for
"ONE YEARS SCHOOLING FOR,
ONE MILLION PEOPLE"

Another screenshot of _Nations and Peace_ available through the archive.org link in the post. This is page 159, the last page and has a line drawing of a man raising his arms to the sun. The shadows of the man's legs are on the round earth. The illustration is accompanied by the text:

"All this will be made free. It will be OURS—helping us to make the new World Government work; helping us to be- come responsible one for another as we are parts of one another; helping us in the government of all by all for the good of all; helping us to see that men and groups, great or small, get their rights under equal Laws—no less and no more—everywhere on this earth which is MAN’S; helping us to become, at last and in time, what MAN must be.

All this might be OURS. But all this is waiting now, O Americans, for YOU to act. What are YOU doing? What are YOU waiting for?"

We need an UP: United Peoples
that can work
better than UN: United Nations....

#IARichards #NationsAndPeace

https://diasp.org/posts/20326367

#SylviaJ #DiasporasSylviaJ

> Richards made another system,
a step up from Basic. That is Every Man's English.
> Every Man's English makes use of looser language rules and additions to the 850 words.

https://ryotasan.jugem.jp/?eid=158

#OgdensBasicEnglish #EveryMansEnglish #IARichardsBasicEnglish #BasicEnglish850 #IARichards #CKOgden

> They wandered up and down and to and fro. They went everywhere but out of the wood and were found in the morning (there was a morning!) under a heap of leaves. The story says that pitying birds buried them so. This seems a pretty fancy. I find it more likely that they collected leaves themselves and perished through unregulated interest in the variety of foliation...
#BabesInTheWood #CultOfInformation #UnRegulatedInterest #FactsAndRelevance #IARichards

> ... we do not develop a mind by giving it more facts but by helping it to judge relevance. It is relevance which tells us which meanings belong with which, and in what configurations, for a valid interpretation. The way to strengthen a sense of relevance is by exercising it with simpler problems rather than by adding elaborations.
pp 101-102 of _ #SpeculativeInstruments _ #ResponsibilitiesInTeachingEnglish
#IARichards #EP3Wisdom 1955 book following up on 1945's _English Through Pictures_

A screenshot of page 232 of _English Through Pictures, Book 3_ (EP3) by I.A. Richards and Christine Gibson. An old line drawing based on Comenius's _Orbis Pictus_(1657) shows and older man with a cane, cape, hat, and beard talking with a child. There seem to be mountains and buildings in the background, clouds in the sky and the sun shines from the upper right corner. Below the boxed image is the text:
'The Teacher is saying "Come, boy, learn to be wise." And the boy asks: "What does this mean, to be wise?" The teacher answers: "To understand rightly, to do rightly and to speak out rightly all that is necessary."

From 1932, C.K. Ogden's little book _Opposition: A Linguistic and Psychological Analysis_ with an introduction by I.A. Richards. I keep thinking I should give the diagrams some thought and attention. It will be good to work toward an understanding of the diagrams and notation on page 16 of the book.

#CKOgden #OgdensOpposition #IARichards #IaR #DiagramOfOpposition

Digital Camera photo of the cover of the book mentioned in the post: _Opposition_ by C.K. Ogden. The red background has what seems like two simple house shapes on it. One 'house' or thick arrow points up and is black while the other points down and is white. The shapes are symmetrical and may be an arrow with head at both the top and bottom. The top black arrow has a white square at its base with the word "OPPOSITION". Below the black arrow where the white arrow starts is the subtitle "A Linguistic and Psychological Analysis" with the author of the book "By C.K. Ogden" and the "Introduction by I.A. Richards."

Digital Camera photo (shrunk and cropped) of page 16 of _Opposition_ by C.K. Ogden. The page is taken up by a box with the title "Projectional Diagram of Opposition" and shows about 20 or so different sorts of oppositions (comparisons?). A key at the bottom of the box explaines categories for sorting ways of comparing:
"Notation:
C = Opposition by Cut
S = Opposition by Scale
D = Opposition by Definition"
The Comparison examples are labeled from C1 to C14, S1 to S2, and D.
Other parts of the paricular notation for each C1 to D include 'o' '+' 'm ' 'l' 'n' 'not' and 'd'. It may be necessary to read the book in order to get a decent comprehension of ideas that are expressed with these diagrams and notation.

GDM (Grade Direct Method)'s developer I.A. Richards's _Practical Criticism_ got me interested in Confucius's Sincerity.

#IARichards #SinceritySmell #Confucius #PracticalCriticims #WorthyOfContemplation #MeditationWorthy

Screenshot of the top three-fourths or so of page 272 of a _Practical Criticism_ pdf. The text of the first paragraph is:
> On the ways in which sincerity may be increased and extended Confucius is very definite. If we seek a standard for a new response whose sincerity may be in doubt, we shall find it, he says, in the very responses which make the new one possible. The pattern for the new axe-handle is already in our hand, though its very nearness, our firm possession of it, may hide it from us. We need, of course, a founded assurance of the sincerity of these instrumental responses themselves, and this we can gain by comparison. What is meant by “making the thoughts sincere” is the allowing no self-deception “as when we hate a bad smell, and as when we love what is beautiful” (The Great Learning, VI, i). When we hate a bad smell we can have no doubt that our response is sincere. We can all, at least, find some responses beyond suspicion. ‘These are our standard. By studying our sincerity in the fields in which we are fully competent we can extend it into the fields in which our ability is still feeling its way. This seems to be the meaning of “choosing what is good and firmly holding fast to it,” where “good” stands not for our Western ethical notion so much as for the fit and proper, sane and healthy. The man who does not “hate a bad smell” “does not understand what is good”; having no basis or standards, “he will not attain to sincerity.”

Next paragaph in next image.

Screenshot of the paragraph started (and atl-text mentioned) for the previeous image. The text is:
> Together with these, the simplest most definite responses, there may be suggested also, as standards for sincerity, the responses we make to the most baffling objects that can be presented to our consciousness. Something like a technique or ritual for heightening sincerity might well be worked out. When our response to a poem after our best efforts remains uncertain, when we are unsure whether the feelings it excites come from a deep source in our experience, whether our liking or disliking is genuine, is ours, or an accident of fashion, a response to surface detail or to essentials, we may perhaps help ourselves by considering it in a frame of feelings whose ...

end of page 272's main text, the next image and alt-text will be from page 273

Screenshot of the main text (not the footnotes) of page 273 of _Practical Criticism_:
> sincerity is beyond our questioning. Such are the feelings that may be aroused by contemplation of the following:

i. Man’s loneliness (the isolation of the human situation)

ii. The facts of birth, and of death, in their inexplicable oddity.

iii. The inconceivable immensity of the Universe.

iv. Man’s place in the perspective of time.

v. The enormity of his ignorance.

Taking these not as targets for doctrine,” but as the most...

the text continues onto page 27 and will be in the next image and alt-text

Screenshot of the last paragraph of a chapter of _Practical Criticism_ on page 274. The text is:
> incomprehensible and inexhaustible objects for meditation, while their reverberation lasts pass the poem through the mind, silently reciting it as slowly as it allows. Whether what it can stir in us is important or not to us will, perhaps, show itself then. Many religious exercises and some of the practices of divination and magic may be thought to be directed in part towards a similar quest for sanction, to be rituals designed to provide standards of sincerity.

'The rectifying of the mind is realized when the thoughts are made sincere.' And the thoughts are sincere, when no self-deception is allowed, and we move without effort to what is right and wrong, 'as we love what is beautiful, and as we dislike a bad smell'

https://www.gutenberg.org/cache/epub/3100/pg3100-images.html

#Sincerity #BadSmellSincerity #JamesLegge #Confucius #TheGreatLearning from #IARichards #PracticalCriticism p272 came to mind with #IgnazSemmelweis battling cadaver smells on #DoctorsHands

Bill Templer keeps me focussed on simplicity:

.> This is a paper about the need for a fundamental rethink of what we are doing. Especially for the many of us teaching English as an international language (EIL) to non-elite students on the myriad peripheries. It argues for flexibly re-exploring in depth the simplified auxiliary language BASIC developed by C.K. Ogden, I.A. Richards and their associates, along with Richard's amplified version Every Man's English, attuned to the needs of the mass teaching and learning of EIL today.

- https://web.archive.org/web/20081204112933/http://www.hltmag.co.uk/sep05/mart05.htm#C5

#BillTempler #IARichards #CKOgden #TEFL #OgdensBasicEnglish #EPGDM #NonEliteEnglish #EducationForTheNonElite #EnglishForTheNonElite

@bsmall2@mstdn.jp

After re-learning some trigonometry (if it was ever more than half-learnt) I can make circular memes with text now. I don't have a text-to-arc procedure yet but I can align text along tangents which I'll need for another meme-idea. All this should be getting me closer to Florence Nightingale's #RoseDiagram. I want to call the #FlowerPlots though. The text is from #IARichards #TheoryOfComprehending essay in the book #SpeculativeInstruments.

A polar plot titled "Theory of Comprehending" with the words Purposing, Indicating, Characterizing, Realizing, Valuing, Influencing, and Controlling arranged in a circle. The center part of the circle is black with "Purposing" in the center. The other six words are arranged like spokes coming out at equal angles (one-sixth pi) from the inner Purposing circle. The outer circle is green. The read characters represent life, maybe it's purpose that keeps life going from within colorless (no-light) space. The "Forest Green" of the outer circle suggests that comprehending is a living, growing activity like a plant, garden, or forest. The red characters for Characterizing, Valuing, Realizing, Influencing, Controlling, and Indicating suggest that our acts of comprehension are living activities.

"Behaviour is falling down the steps,
Activity is walking up the steps."

#IARichards quoting somebody else, maybe CKOgden.

All the AISalami discussion has me thinking it doesn't matter how complicated the steps are, there is no choice of response involved. Without birth and living and death in the real organic world, we should put special quotes, "t" for "terminology" quotes around "learning" and "understading" and even "language" when talking about machine-generated stuff.

This article will help emphasize The Thumb is a special thing in English, it's not just any finger like the ring finger 薬指 or pointer finger 人差し指 (people stabbing finger!?!?!笑) it #TheThumb not thrown in with the other Yubi指 fingers like the #親指 Parent Finger. Thanks to the Fediverse I can stress the uniqueness of the thumb with #TheOnion along with the Panda.

https://www.theonion.com/dolphins-evolve-opposable-thumbs-1819565718

/HT @flexghost
#BeginningEnglish #LearningAThe #EP #EnglishThroughPictures #IARichards #Japanese #Fingers

Two line drawing of hands from page 10 of I.A. Richards's English Through Pictures, page 10. The hand on the left side has the text from the book:
This is a hand.
This is the thumb.
These are the fingers.

The hand on the right side makes addition to the original text with the sentences:
This is a finger.
This is the ring finger.
These are fingers.

All the sentences are accompanied by arrows to the appropriate part of the hand.

I made a worksheet page to drill "a" and "the" and a background reading page to stress a special view of the thumb. Page 10 of English Through Pictures(Richards and Gibson, 1945) is hard for veteran Japanese teachers. Maybe because "the thumb" is nothing special in their native language so it's not as much a help as it should be for learning "the" even after decades of experience.
https://bsmall2.codeberg.page/pages/opposable-thumb/EP1-p10-s4-hand-thumb.html
https://bsmall2.codeberg.page/pages/C3-a-hand-the-thumb/sentences.html
#EPGDM #EnglishThroughPictures #IaRichards

A screenshot of the two pages linked in the post. The top part of the opposable thumb background pages is shown next to the worksheet meant to elicit precise sentences using "the thumb", "the fingers", "fingers", and "a finger."

The hand and its labels as shown in English Through Pictures on page 10 is next to another hand with more labels. The additional labels are meant for expansion from learning "the" to cover all the possibilities while naming fingers on a hand.

I teach English with the #GradedDirectMethod of #IARichards. He was developing a #PictorialNotation for leaning foreign languages with his #LanguageThroughPictures books starting with #EnglishThroughPictures in 1945. Learners can narrate sequences of their drawings with English sentences using 3 tenses of take, put, and give combined with off, on, to, in, and from. These basic constructs are widely useful. There must be an equivalent approach to learn programming.
https://www.gdm-japan.net/introduction/gdm-history/

> ベーシック・イングリッシュは850語の制限単語で, ほとんどすべてのことをいえる英語のシステムです
https://www.gdm-japan.net/introduction/about-basic-english/
#GDM #CKOgden #IARichards #OgdensBasicEnglish

> We should address ourselves to those faculties in a child’s mind, which..first admit of cultivation.. , the memory and the imagination. The comparing power, the judgment.. ought not to be forcibly excited, as.. in the modern systems of education.. only lead to selfish views, debtor and #creditor principles of #virtue, and an inflated sense of merit...
https://www.circeinstitute.org/2011/11/coleridge-the-education-of-children
#Coleridge #OnEducation and #Debt from #IARichards's #ThePortableColeridge #Education

> 養老：一番怖いのは、人間には「できることをやってしまう」という、悪い癖があることです。「できることをやらない」という成熟に達することが、本当に難しい。子育てだってそう。つい手伝いたくなるけれど、親は、やらずに見守ることが大切なのです。
#養老 #養老 #ニールポストマン #テクノポリー #カミュー #Limit #Nemesis
> 佐野：私の場合は、外部からの情報や学びを吸収したあと、自分の考えだけで反芻する時間をつくっています。自分だけのために自由に考えを書いている日記を読み返したり、瞑想したり。外部をいったん遮断して、自分がどこにいて何をしているかを客観的に捉え、流されないようにしています。
#佐野めぐみ #反芻 #イリイチ #SingingLines #TextAndUniversity #IaR #IaRichards #VacantTime is needed for learning language...
https://www.vogue.co.jp/lifestyle/interview/2019-03-15/takeshi-yoro/megumi-sano

'.. You dismiss the day of calamity and bring near a reign of violence. You lie on beds inlaid with ivory, and lounge upon your couches. You dine on lambs from the flock and calves from the stall.. '
https://biblehub.com/amos/6-4.htm
I saw good commentary on #AmosProphet as criticizing #sycophant #intellectuals #御用学者. #IARichards said #Amos should be the patron saint of linguistics, rhetoric, metaphor, or education..

'..Amos has said: ‘Jeroboam will die by the sword, and Israel will surely go into exile, away from their homeland.’ ” And Amaziah.. “Go away, you seer! Flee to the land of Judah; earn your bread there and do your prophesying there. But never prophesy at Bethel again, because it is the sanctuary of the king and the temple of the kingdom.” '
https://biblehub.com/amos/7-12.htm
#NoamChomsky and #IARichards mention Amos, #Chomsky said #Prophet is an odd transation, I guess they were #Poets or #teachers

#IaRichards

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