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Week 6: (Tue) INTEG and RS Signed-off-by: Tj Hariharan <Tj@archlinux.us>

new file: notes/integ275/Lec_Jun05.pdf
new file: notes/integ275/Lec_Jun05.tex
new file: notes/rs205/Lec_Jun05.pdf
new file: notes/rs205/Lec_Jun05.tex

Tj Hariharan authored on 10/Jun/2012 09:11
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+\documentclass[letterpaper,12pt,english]{article} %report for homework
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+
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+\usepackage{babel}
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+\usepackage{times}
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+\usepackage{pifont}
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+\usepackage{moreverb}
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+\usepackage{alltt}
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+\usepackage[pdfauthor={Tejas (Tj) Hariharan}]{hyperref}
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+
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+
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+\begin{document}
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+\renewcommand{\subitem}{\item[\ding{229}]}
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+\renewcommand{\it}{\item[\ding{225}]}
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+
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+\title{Lecture: \today (Week 6)}\author{Tejas (Tj) Hariharan 
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+\footnote{Licensed under a Creative Commons Attribution-Noncommercial-Share 
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+Alike 3.0 License. c.f. http://creativecommons.org/licenses/by-nc-sa/3.0/ for full license}} 
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+\maketitle
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+
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+
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+\section{For Today's Class}
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+\begin{itemize}
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+  \it Midterm June 19th.  
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+  \it Innovations in Context: June 26th, July 10th, July 17th.  
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+  \it Creative thinking within a domain.  
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+\end{itemize}
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+
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+\section{From Last Class}
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+\begin{itemize}
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+  \it Aha moments are more likely when your condition is `non-optimal'.
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+  \it P-Creative vs H-Creativity: Former is one that is new to you, but may 
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+  not be to history, the latter is completely new altogether to history.  
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+  \it ``Filter Bubble'': Us living in a world where we are fed only expected 
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+  and non-different information, things that are like the other things we look 
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+  for (example: Google search only presenting results based on what it thinks 
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+  you want to hear and not novel things that you would never expect etc). This 
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+  is seen as perhaps bad to the process of creativity, as we are no longer 
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+  introduced to NEW things etc.  
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+  \it \emph{Flow: }`In the zone' experience, important to creative practice. 
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+  \subitem Flow as feeling good, and those who feel that even while doing 
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+  mundane things, would get that positive feedback/feeling EVEN while doing 
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+  mundane things, those that are part of your final goal etc (not merely 
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+  something that is mundane). 
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+\end{itemize}
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+
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+\section{Breakthroughs in Science and Scientific Creativity: Today's readings.}
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+\begin{itemize}
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+  \it Dunbar's findings hi-lights that eureka moments in science does NOT 
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+  occur randomly and (as per reports) merely a chance happening, but happens 
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+  as a result of careful planning and logically deducing the best experiments 
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+  to do etc.  
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+  \subitem Although, people usually only remember the aha moments are chance 
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+  happen stance, instead of carefully planned experiments that result in 
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+  something unexpected.  
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+  \it A large number of `breakthrough' or `critical events' and happens as a 
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+  surprise, an unexpected result of an experiment. BUT in order to USE these 
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+  surprises properly and to recognise the unexpected results domain knowledge 
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+  is necessary. 
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+  \subitem It is thus important to have that knowledge to be able to USE these 
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+  unexpected results.  
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+  \it A lot of these discoveries are from making an analogy from one 
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+  field to another completely different field (for instance: ``do atoms move 
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+  like planets do, in orbits?'').
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+  \subitem ``Distributed Reasoning'': Thinking as a team, exchanging 
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+  interpretation etc, thinking as a distributed systems. The most important 
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+  breakthroughs happened when people build on each other. \textbf{This happens 
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+  best if and only if the two people are from different fields, related to the 
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+  above.}
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+  
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+  \it The importance of context: Given that there WERE all things needed to 
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+  invent the steam engine, it is no surprise that the steam engine was 
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+  invented by multiple people at once.  
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+  \subitem In art history, a LOT of work happens in context and repeats a lot 
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+  of themes found earlier. 
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+  \subitem A lot of the work in art, references the work that came before it 
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+  etc. To understand a lot of what is going on in the art work, you HAVE to 
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+  know what is going on in those works. 
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+  \subitem This context, and repeat of subjects and motif is very important to 
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+  art history and art in general. 
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+  \subitem The context can be important to creative work as well, both to GET 
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+  it as well as for creative work, creative work is done in context. 
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+
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+  \it It is not only context in relation to/built on works of earlier people 
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+  of the same field, but ALSO context in relation to your own earlier works, 
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+  building on your own work.    
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+\end{itemize}
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+
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+\section{Prabhakar Ragde: Creativity in Math}
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+\begin{itemize}
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+  \it One is not born as being good at math, it is something learned, like any 
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+  other field, mathematical skill is learned. 
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+  \it Math is presented as very clean cut etc, in seeing that you don't see 
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+  all the blind alleys and false hypothesis and the bad, dirty stuff, what 
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+  went into it etc.  
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+  \subitem THAT is what the creativity is all about, how we arrive at 
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+  the Math we see, the clean formula's etc.
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+  \it Two types of problem solving in math: Technique (more prevalent, just 
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+  plugging in the numbers into formulae) and the Clever, Creative stuff (rarer, 
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+  more like small polished gems).
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+  \subitem The former is more creative than the latter (?).
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+\end{itemize}
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+
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+\section{Innovations in context}
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+\begin{itemize}
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+  \it Choose a domain and a creative product within the domain and write an 
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+  essay on:
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+  \subitem Three things that MUST have happened that led to the innovation, 3 
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+  things that mad it ``the right moment'' for said innovation to occur. These 
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+  3 things MUST have happened for the innovation to happen.  
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+  \subitem Three things that happened after the above innovation, where the 
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+  innovation was necessary for these 3 things to occur (same as the above 
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+  predecessors). 
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+  \it Intro, Essay and Presentation.  
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+\end{itemize}
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+\end{document}
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+\documentclass[letterpaper,12pt,english]{article} %report for homework
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+
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+\usepackage{babel}
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+\usepackage{times}
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+\usepackage{pifont}
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+\usepackage{moreverb}
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+\usepackage{alltt}
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+\usepackage[pdfauthor={Tejas (Tj) Hariharan}]{hyperref}
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+
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+
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+\begin{document}
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+\renewcommand{\subitem}{\item[\ding{229}]}
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+\renewcommand{\it}{\item[\ding{225}]}
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+
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+\title{Lecture: \today (Week 6)}\author{Tejas (Tj) Hariharan 
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+\footnote{Licensed under a Creative Commons Attribution-Noncommercial-Share 
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+Alike 3.0 License. c.f. http://creativecommons.org/licenses/by-nc-sa/3.0/ for full license}} 
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+\maketitle
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+
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+\section{Death and Dying}
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+\begin{itemize}
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+  \it Buddhism has always stressed this topic, having to do with the basic 
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+  notions of impermanence (when we think of death, it puts all of our 
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+  activities and lives within a perspective - impermanence).
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+  \subitem Teachings like: do not get attached to both negative and positive 
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+  things, as all will change; are connected to the idea of death.  
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+  \it Do not be attached to things as it will stand in the way of 
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+  enlightenment.  
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+  \subitem Neither Gods nor animals/beasts can attain enlightenment, the 
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+  former are too busy with their heavenly tributes etc (just like in Hinduism) 
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+  and the latter are too trapped in their `animality' etc.  
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+  \it The Pali cannon materials have a lot of contemplations on death and how 
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+  to meditate on death, the purpose being to break down the ego.
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+  \subitem One of the things that they did was to meditate in the charnal 
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+  grounds (where they burn dead bodies), they meditate on the decomposing body 
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+  and meditate on that, the fact that you too will become like that.   
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+  \subitem The above was not for everyone, as this is very advanced 
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+  meditation, it is a process of de-constructing the self and experience death 
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+  over and over.  
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+  \subitem These advanced meditators experience ``experiential transcendence'', 
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+  where one is no longer afraid of death, as they have experienced it again 
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+  and again in their meditations.  
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+  \subitem Some of these people are also said to have control over the 
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+  intermediary state of death and thus could decide where to go after that 
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+  (Bodhisattva's for instance could decide to be born again as a human so as 
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+  to enlighten the others).
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+\end{itemize}
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+
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+\section{Bardo}
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+\begin{itemize}
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+  \it Bardo=Intermediate state. There are said to be more than One; the main 
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+  one being \emph{Death}.
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+  \it \emph{Bardo Thodol: }The true name of the Tibetan of the dead. 
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+  \textbf{Means: Liberation through hearing in the Bardo}. It is thus read to 
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+  people who are dying, to alleviate their fear etc. By being told about what 
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+  is happening to you one can stop being afraid, and concentrate on doing 
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+  something that is spiritually beneficial, it helps keep you focused on the 
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+  spiritual goals. 
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+  \subitem It is both an instruction manual to be read when dying as WELL as a 
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+  meditative manual so you can meditate on the process of death, so that WHEN 
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+  it DOES come one can respond well to it, as above.  
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+  \subitem The process of death has a lot of spiritual power, and \textbf{can} 
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+  be used thus, to change ones karma, due to the spiritual power of the 
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+  moments of death. 
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+  \it During death, one by one each aggregate and part of the person dissolves 
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+  one by one, getting you more and more detached (cf: Slides). The FINAL thing 
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+  that happens ( ``dissolution of of wind element, breath etc'') has the 
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+  symptom of death, it is at THAT point that death finally occurs.  
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+  \subitem It is at that final stage that the mind of clear light emerges, as 
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+  one enters the bardo. 
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+  \it One can tell what you will be born as next depending on the exact order 
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+  of the things that leave you. Below are some of the signs and what you would 
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+  turn into.  
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+  \subitem If wind and mucus leaves the left nostril and physical leaves eye: Human
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+  \subitem Shaking hands and babbling, warmth leaves right armpit: Demi-God
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+  \subitem Animal Sounds, heat leaves at night: Animal
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+  \subitem Yellow Skin, Hungry, Semen: Hungry ghost.  
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+  \subitem Right leg shakes, body heat from foot, all bodily fluids release: 
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+  Hell Being. 
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+  \subitem Afflicted pride, heat and consciousness through ear: Malevolent 
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+  spirit. 
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+  \it Consciousness is inert, it requires energy to move, and energy moves but 
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+  has no consciousness. Thus the `winds' are the subtle energies that carry 
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+  the consciousnesses. 
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+  \subitem A block of chakra is where the flow of the winds in the body get 
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+  stuck in their path. 
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+  \subitem Consciousness rides on the back of the winds.  
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+  \it White and Red dots are the things that you inherited from your parents. 
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+  It exists as one indestructible thing that reside in the heart.  
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+  \subitem they MAY be damaged which is considered very bad, spiritually, and 
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+  for mental health  etc.  The above is considered the seat of 
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+  consciousness/mind and not the brain as western thought has it. 
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+  \it When the clear light of mind emerges as the truth body (etc, cf: Slide) 
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+  you become a Buddha. 
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+  \it The five lights that show up, are differently coloured and represent the 
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+  different realms, the one that is yours is most tempting. 
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+  \it In the realm of Bardo, if you are attracted to your father then you will 
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+  be a girl and vice-versa, as evidence of the sex of the child to be.  
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+\end{itemize}
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+\end{document}