Kim,
this seems to be a so far undiscussed domain and I have some concerns.
First off: the English usage mixes up 'education' with 'teaching'. Schools
have a task to transform unformatted teen-beasts into constructive beings,
what I call 'education'. That may be a very controversial thing,
http://arxiv.org/abs/0902.3825
I've written up a small article about the idea that you could end up in a
different sector of the multiverse by selective memory erasure. I had
written about that possibility a long time ago on this list, but now I've
made the argument more rigorous.
Jack Mallah wrote:
They might not, but I'm sure most would; maybe not exactly that U, but a
lot closer to it.
Can you explain why you believe that?
No. In U = Sum_i M_i Q_i, you sum over all the i's, not just the ones
that are similar to you. Of course your Q_i (which is _your_ utility
Hi Bruno,
The idea was that the numbers encode moments which don't have
successors
(the guy who transports), that's why there exist alien-OMs encoded in
numbers which destroy all the machines (if we assume that arithmetic
is
consistent).
Hmmm (Not to clear for me, I guess I miss
Jack,
You say Q_i (which is _your_ utility per unit measure for the observer i).
This is an oxymoron. How can observer i know or care what YOUR Q
(Quality) is? How can this observer feel what it feels being you?. The
only observer that matters in evaluating your Q is you as a
self-observer.
Let's keep it simple. Schools and universities (globally identifiable
as 'the education industry') have traditionally fulfilled the role of
fountains of knowledge. This is fine, up to the point where we realise
that we no longer need to attend these places if all we want is
knowledge
6 matches
Mail list logo
