Clinamenic
Binary & Tweed
For posterity, primarily. But also as an occasion to more crisply formalize things, and perhaps even pique the interest of the other inhabitants of this bitspace.
For over two years now I have been experimenting with autodidactic education, here conceived as an education in which the student determines their own practice and curriculum.
To define autodidactic as self-taught I think brings up semantic problems. I am not independently reproducing the sequences of discoveries over the course of science, but rather being taught about them by various digitally preserved expert personae. What makes this approach different from conventional education is not that one is teaching oneself, but that one is guiding oneself.
But only two weeks ago I began adhering to a more formal schedule, one designed to keep various topics active, in the manner of crop rotation, and to optimize around associations between topics.
One of the main beliefs driving this project is that, to the extent that knowledge is embodied in neuronal connections, better integration across such networks may result in a more robust and enduring body of knowledge. Part science and part gnosis, this premise, that one may willfully impact, to some extent, the interconnectedness and integration of neural networks and, by extension, extend the longevity of a body of knowledge that would otherwise be of too unwieldy a breadth to maintain.
And so the first biweekly schedule goes:
With each daily entry as following:
The working goal of reflections is to single out points of progress and points of uncertainty to make progress on. I wish to establish a more robust method for maximally deriving knowledge from each session and integrating this knowledge across topics.
For this first two-week cycle, I averaged right around 3 hours per day of didactic video material. My aim is to get to six hours, implementing a new two-topic triweekly schedule, with the primary topic receiving four hours of more or less undivided attention, and the secondary topic receiving two.
The goal here is to both expand the breadth of topics even further, and to spread out the focus on each topic from one day every two weeks to two days every three weeks:
In broadest terms, the goal is to systematically amass and integrate an incredible breadth of knowledge, to eventually be operationalized in the effort of optimizing the fabric of human existence.
The paradigm for this phase of education is itself dynamic, with each successive cycle liable to be restructured and iteratively optimized in a radically experimental fashion.
For over two years now I have been experimenting with autodidactic education, here conceived as an education in which the student determines their own practice and curriculum.
To define autodidactic as self-taught I think brings up semantic problems. I am not independently reproducing the sequences of discoveries over the course of science, but rather being taught about them by various digitally preserved expert personae. What makes this approach different from conventional education is not that one is teaching oneself, but that one is guiding oneself.
But only two weeks ago I began adhering to a more formal schedule, one designed to keep various topics active, in the manner of crop rotation, and to optimize around associations between topics.
One of the main beliefs driving this project is that, to the extent that knowledge is embodied in neuronal connections, better integration across such networks may result in a more robust and enduring body of knowledge. Part science and part gnosis, this premise, that one may willfully impact, to some extent, the interconnectedness and integration of neural networks and, by extension, extend the longevity of a body of knowledge that would otherwise be of too unwieldy a breadth to maintain.
And so the first biweekly schedule goes:
With each daily entry as following:
The working goal of reflections is to single out points of progress and points of uncertainty to make progress on. I wish to establish a more robust method for maximally deriving knowledge from each session and integrating this knowledge across topics.
For this first two-week cycle, I averaged right around 3 hours per day of didactic video material. My aim is to get to six hours, implementing a new two-topic triweekly schedule, with the primary topic receiving four hours of more or less undivided attention, and the secondary topic receiving two.
The goal here is to both expand the breadth of topics even further, and to spread out the focus on each topic from one day every two weeks to two days every three weeks:
In broadest terms, the goal is to systematically amass and integrate an incredible breadth of knowledge, to eventually be operationalized in the effort of optimizing the fabric of human existence.
The paradigm for this phase of education is itself dynamic, with each successive cycle liable to be restructured and iteratively optimized in a radically experimental fashion.
