Technology writers from the United States

927 quotes found

"So long as mathematicians can impose up-and-down semantics upon students while trafficking personally in the non-up-and-down advantages of their concise statements, they can impose upon the ignorance of man a monopoly of access to accurate processing of information and can fool even themselves by thought habits governing the becoming behavior of professional specialists, by disclaiming the necessity of, or responsibility for, comprehensive adjustment of the a priori thought to total reality of universal principles. The everywhere-relative velocities and momentums of interactions, of energetic phenomena of universe, are central to the preoccupations and realizations of the comprehensive designer. The concept of relativity involves high frequency of re-established awareness, and progressively integrating consideration of the respective, and also integrated dynamic complexities of the moving and transforming frame of reference and of the integrated dynamic complexities of the observed, as well as of the series of integrated sub-dynamic complexities, in respect to each of the major categories of the relatively moving frames of reference, of the observer and the observed. It also involves constant reference of all the reciprocating sub-sets to the comprehensive totality of non-simultaneous universe, from which naught may be lost."

- Buckminster Fuller

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"Academic scientists of any sort expect to be struck by lightning if they celebrate real creation de novo in the world. One does not expect modern scientists to address creation by God. They have a right to their professional figments such as infinite multiple parallel universes. But it is a strange testimony to our academic life that they also feel it necessary of entrepreneurship to chemistry and cuisine, Romer finally succumbs to the materialist supersition: the idea that human beings and their ideas are ultimately material. Out of the scientistic fog there emerged in the middle of the last century the countervailling ideas if information theory and computer science. The progenitor of information theory, and perhaps the pivotal figure in the recent history of human thought, was Kurt Gödel, the eccentric Austrian genius and intimate of Einstein who drove determinism from its strongest and most indispensable redoubt; the coherence, consistency, and self-sufficiency of mathematics. Gödel demonstrated that every logical scheme, including mathematics, is dependent upon axioms that it cannot prove and that cannot be reduced to the scheme itself. In an elegant mathematical proof, introduced to the world by the great mathematician and computer scientist John von Neumann in September 1930, Gödel demonstrated that mathematics was intrinsically incomplete. Gödel was reportedly concerned that he might have inadvertently proved the existence of God, a faux pas in his Viennese and Princeton circle. It was one of the famously paranoid Gödel's more reasonable fears. As the economist Steven Landsberg, an academic atheist, put it, "Mathematics is the only faith-based science that can prove it.""

- George Gilder

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"Marriage is not simply a ratification of an existing love. It is the conversion of that love into a biological and social continuity transcending any two individuals. The very essence of such continuity is children- now fewer than before but retained far longer within the family bounds. Regardless of whether a particular couple is getting married for the companionship or psychoindustrial energy or sexual massage, one must separate the professed motives of the individuals from deeper sexual and evolutionary propensities. All sorts of superficial deviations and distortions- from homosexual marriage to companionate partnership- can be elaborated on the primal foundations of human life. But the foundations remain. The natural fulfillment of love is a child, and the fantasies and projects of the childless couple may well be considered as surrogate children. The essential pattern is clear. Women manipulate male sexual desire in order to teach them the long-term cycles of female sexuality and biology on which civilization is based. When men learn, their view of the woman as an object of their own sexuality succumbs to an image of her as the bearer of a richer and more extended eroticism and as the keeper of the portals of social immorality. She becomes a way to lend elaborate continuity and meaning to the limited erotic compulsions of the male."

- George Gilder

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"This intuition of mysterious new realms of sexual and social experience, evoked by the body and spirit of woman, is the source of male love and ultimately of marriage. In evoking marriages love renders the woman transparent: The man sees through her, in a vision freighted with sexual desire, to the child they might have together. For it is a child that he might have only if he performs a role: only if he can offer, in exchange for the intense inner sexual meanings she imparts, an external realm of meaning, sustenance, and protection in which the child could be safely born. Both partners consciously or unconsciously glimpse a future infant- precarious in the womb, vulnerable in the world, and in need of nurture and protection. In the sweat of their bodies together, in the shape and softnesses of the woman, in the protective support of the man, the couple senses the outlines of a realm that can endure and perpetuate their union. At the deepest level, therefore, love and marriage are based on this complementary pattern. The man's most profound and indispensable life must be experienced through the woman; she is the master of their sexuality. Meanwhile the woman's external existence will to some extent be sustained and protected by the man; he gives space for their worldly haven. This may be the very essence of a closed marriage but it is the essence of the institution itself."

- George Gilder

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"Let us begin with a few simple, crucial, and apparently unmentionable facts about a typical high school classroom. First and most important, most of the boys and a good number of the girls are thinking about the opposite sex most of the time. If you do not believe this, you are a dreamer. The only thing about a classroom more important to adolescent boys than whether girls are present is whether or not it is on fire. Advocates of coeducation will tell you that the boys are learning to regard the girls as "human beings" rather than as sexual objects. These are the kinds of people who imagine that most males anywhere, under any circumstances- short of affliction by senility, homosexuality, or Bella Abzug- ever refrain from regarding females as sexual objects. These are the "imaginative" types of people who run our schools. They tend to think that their sexual interest in budding adolescent girls is their own secret perversion. It happens to be shared by the boys in the school (as well as by all the other male teachers). If the educator is particularly creative and imaginative, he will suppose that these young "human beings" are learning a lot about life in their work together. What in fact the boys are learning is that unless they are exceptionally "bright' and obedient, they will be exceeded in their studies by most of the girls. Unless you are imaginative, you will see that this is a further drag on their already faltering attention to Longfellow's Evangeline. Clearly in a losing game in masculine terms, the boys react in two ways: They put on a show for the girls and dominate the class anyway, or they drop out. Enough of them eventually drop out, in fact, to disguise the otherwise decided statistical superiority of female performance in school. But they do not drop out soon enough to suit educators for whom aggressive boys are the leading problem in every high school."

- George Gilder

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"Gutenberg’s press flooded the market. In the early 1500s John Tetzel, the head pardoner for German territories, would sweep into a town with a collection of already printed indulgences, hawking them with a phrase usually translated as “When a coin a coffer rings / A soul for heaven springs.” The nakedly commercial aspects of indulgences, among other things, enraged Martin Luther, who in 1517 launched an attack on the Church in the form of his famous Ninety-five Theses. He first nailed the theses to a church door in Wittenberg, but copies were soon printed up and disseminated widely. Luther’s critique, along with the spread of Bibles translated into local languages, drove the Protestant Reformation, plunging the Church (and Europe) into crisis. The tool that looked like it would strengthen the social structure of the age instead upended it. From the vantage point of 1450, the new technology seemed to do nothing more than offer the existing society a faster and cheaper way to do what it was already doing. By 1550 it had become apparent that the volume of indulgences had debauched their value, creating “indulgence inflation”—further evidence that abundance can be harder for a society to deal with than scarcity. Similarly, the spread of Bibles wasn’t a case of more of the same, but rather of more is different—the number of Bibles produced increased the range of Bibles produced, with cheap Bibles translated into local languages undermining the interpretative monopoly of the clergy, since churchgoers could now hear what the Bible said in their own language, and literate citizens could read it for themselves, with no priest anywhere near. By the middle of the century, Luther’s Protestant Reformation had taken hold, and the Church’s role as the pan-European economic, cultural, intellectual, and religious force was ending."

- Clay Shirky

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"Because dependency is another name for power. The relationship between dependent and provider is the relationship between client and patron. Which is the relationship between parent and child. Which also happens to be the relationship between master and slave. There’s a reason Aristotle devotes the first book of the Politics to this sort of kitchen government. Modern Americans have enormous difficulty in grasping hierarchical social structures. We grew up steeped in "applied Christianity" pretty much the way the Hitler Youth grew up steeped in Hitler. The suggesting that slavery could ever be or have been, as Aristotle suggests, natural and healthy, is like suggesting to the Hitler Youth that it might be cool to make some Jewish friends. Their idea of Jews is straight out of Jud Süß. Our idea of slavery is straight out of Uncle Tom’s Cabin. If you want an accurate perspective of the past, a propaganda novel is probably not the best place to start. [...] We think of the master-slave relationship as usually sick and twisted, and invariably adversarial. Parent-child relationships can be all three. But they are not normally so. If history (not to mention evolutionary biology) proves anything, it proves that humans fit into dominance-submission structures almost as easily as they fit into the nuclear family."

- Curtis Yarvin

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