Dec. 23rd, 2018

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Remarkably, a propaganda gimmick becomes a reality in people's imagination:
Inside Trump’s circle, the power of illegal immigration to manipulate popular sentiment was readily apparent, and his advisers brainstormed methods for keeping their attention-addled boss on message. They needed a trick, a mnemonic device. In the summer of 2014, they found one that clicked. “Roger Stone and I came up with the idea of ‘the Wall,’ and we talked to Steve [Bannon] about it,” said Nunberg. “It was to make sure he talked about immigration.”

Initially, Trump seemed indifferent to the idea. But in January 2015, he tried it out at the Iowa Freedom Summit, a presidential cattle call put on by David Bossie’s group, Citizens United. “One of his pledges was, ‘I will build a Wall,’ and the place just went nuts,” said Nunberg.

https://www.bloomberg.com/news/articles/2018-12-20/the-guy-who-thought-up-the-wall-says-trump-should-shut-government-to-fund-it
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The problem for the country is not so much The Donald himself. Rather, the real problem is millions of gullible idiots who are still willing to even entertain the idea that he's a strategic genius.

On a related note, Jim Mattis is the third smartest person to serve in the Covfefe administration.
1. Gary Kohn.
2. Nikki Haley.
3. Jim Mattis.
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The concept of a _controlled_ experiment in combination with a theory seems to be the critical component of this revolution in thought.

“The new task of contemporary science was no longer to frame itself as the passive contemplation of a beauty inscribed beforehand in nature; it was to do a job of work, namely the active construction of laws which would endow a disenchanted universe with meaning. Science was no longer a passive spectacle; it was an activity of the mind.

... thought was no longer a ‘seeing’, an orao, as the word ‘theoria’ suggests, but an ‘acting’, a work which consists in relating natural phenomena to each other, so that they form a chain of connections: and thus explain each other. This is what will come to be termed ‘scientific method’, virtually unknown as such to the ancients, and which would become the fundamental building block of modern science.
...
An example of this ‘acting’ is Claude Bernard, the great nineteenth-century French doctor and biologist, who published his celebrated Introduction to the Study of Experimental Medicine in 1865. He illustrates perfectly the theory of knowledge elaborated by Kant which replaced the ancient theoria.
Claude Bernard provides a detailed account of his discovery of ‘the glycogenetic function of the liver’ – the capacity of the liver to produce sugar. Bernard had observed, while carrying out tests, that there was sugar in the blood of the rabbits he dissected. He wondered about the origin of this sugar: did it come from ingested food or was it produced by the body, and, if so, which organ was responsible? He separated his rabbits into three groups: some were given food containing sugar; others were given food with no sugar; and the least fortunate were placed on a starvation diet. After several days, he analysed the blood of the rabbits, only to discover that, in every case, there was the same amount of sugar in their blood. This indicated that glucose did not derive from food, but was produced by the body.

The work of contemplation, the theoria, has changed completely since the Greeks: it is no longer a question of contemplation; science is no longer a spectacle but a job of work, an activity which consists of making connections between phenomena, in associating an effect (sugar) with a cause (the liver). And this is precisely what Kant, before Claude Bernard, had already formulated and analysed in the Critique of Pure Reason; namely the idea that science must define itself henceforth as a work of the associative faculty, or, to use his vocabulary, as a work of ‘synthesis’ – a word which in Greek means ‘to put together’, to ‘combine’; just as an explanation in terms of cause and effect connects two phenomena: in this instance, sugar and the liver."

-- Luc Ferry. “A Brief History of Thought.”
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Хотел написать что-то более-менее серьезное, но пока нет настроения. Может быть, завтра.

Когда я был в шестом классе, папе подарили радиоприемник ВЭФ. По сравнению с радиоточкой, где гоняли одну и ту же советскую пропаганду, это был прорыв в большой мир! Было такое ощущение, что Бог смешал все языки, но люди все равно построили Вавилонскую Башню и поставили на ней кучу радиостанций. Даже советские передачи в приемнике были другие - какие-то более свободные. Иногда через глушилки пробивались "вражеские голоса." Или, как говорили у нас в школе, "дезинформация вероятного противника."

Мне очень хотелось узнать у Бориса (соседа-студента), какие частоты не глушат. Но напрямую я спрашивать опасался, поэтому как-то при случае пожаловался, что на коротких волнах очень много шума и помех - видно что-то глушат. Борис посмотрел на меня, как будто в первый раз увидел, и сказал: На английском не глушат. И пошел дальше.

Тут до меня дошло, и я стал серьезно учить английский. Наша школьная учительница, Мария Иосифовна, не могла на меня нарадоваться. Она давала мне дополнительные задания и брала на лето в районной библиотеке хорошие книжки _прогрессивных писателей Запада_ До сих пор помню, как мы обсуждали с ней в начале восьмого класса Franny and Zooey, by J.D. Salinger. Ну, и откуда-то волшебным образом возникали распечатки песен The Beatles.

В октябре того года, мы переехали, и я все-таки ушел в физмат школу. Английский там был неважный, но базовые знания, которые мне дала Мария Иосифовна было трудно убить. Огромное ей спасибо!


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