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    • Eternal Flame? (Last post by Rickie)
    • Quote: I don't know if you're looking for a scientific answer or not.... Of course not! :) I'm seldom looking for science in a religious/spritual discussion. I'm looking for more philosophical/spiritual discussion.
    • How Do You Save the World? (Last post by Rickie)
    • Quote: Would like to hear your views Rickie I thought I did? It's all about balance and harmony with nature. I believe and feel that is how we perserve and save the world but can I be certain I'm correct. I don't know... but have hope. There have been civilizations that simple disappeared in the past. Is history repeating itself? Is this a cycle we have no control over? I don't know. On global warming. It appears humans are the cause and I agree. As responsible humans we need to do the bast we can to stop those things we know cause global warming. On the flip side, economics make it expensive or incovient. Which I think is poor irresponsible judgment. Finally humans tend to do the easy thing until a disaster strikes and then we are all over fixing things. We usually do. How Do "I" Save the World. I vote people out of office if I can. I'm not silent on critical issue. I live a modest life style, minimizing my consumption of resources. Walk, garden, bike ride, grow fruit and veggies in my back yard. Drive no more than I have to, turn off lights, lower the thermostat etc. Lots of small things and I hope I'm a good, though flawed, example to others. I know I don't know a lot of stuff but do know change is for certain.
    • Mayweather vs Paquiao (Last post by Edan)
    • I will be watching it.... I'd like Pacquiao to win... from what I've seen he seems like a good guy (and he's a great fighter), but I rather expect Mayweather to win.
    • Workout Check-In Thread (Last post by Edan)
    • Checking in... 35 minutes running.. would have done longer but felt queasy.. No music today, catched up on the kabbalah classes instead.
    • Are Jedi Against Deception (Last post by Kitsu Tails)
    • haha oh I know :laugh: But if I went in to all the deceptions used by Fictional Jedi...I would risk sounding like a Nerd :woohoo: Oh.....Wait.... :blush: Darth Revan's history is a great example of the Jedi manipulating a persons mind.....OFTEN.....to get the "Best" outcome required for their over all plans. The Shadow Jedi were great examples as well of the Council working Deception to rid the galaxy of ANY dark taint. Anyways ^_^ Merely saying that Jedi both in fiction and in real life must treat your situation with clear judgment which will reflect your own personal Morals. Some will have more laxed morals then others. Some will judge a situation differently from the Jedi next to you. It's all sittuational as always :)
    • Making of a Jedi Warrior (Last post by OB1Shinobi)
    • im going to talk about losing and about failure these are my words from my life i dont know how much of what i say really right even for me much less how much is right for anyone else but this is the understanding i have so far and its one that comes from experience losing is hard to handle especially in situations where the loss is something in every day life losing a fight to some stranger on the street - as long as no ones really hurt or in prison i consider that sort of thing as an odd sort of gift if it doesnt happen very often it keeps a person humble but also gives an excellent lesson in what needs to be improved losing to someone you have to deal with on an evey day basis is more difficult its not easy to hold your head up when your eye is swollen shut and every part of your body hurts and nothing hurts more than your pride but that is the fight you need to win the most the fight to hold your head up and look the other in the eyes without fear and if possible without resentment and still stand in your own worth and your own truth and even be willing to do it again if thats what it is i have to make it clear that a warrior should always take a loss as undeniable proof that they are doing something wrong and so defeat, if you survive, should always lead to a proccess of review to figure out exactly what that is and sometimes this means rethinking almost everything about your entire life - thats how deeply losing can affect us, depending on the circumstances we have some tools which help to prepare us to face up to that kind of encounter but some of them have to already be in place to be effective the first one is maybe the most immediately important and it also doesnt necesarily take any preperation but it helps to have already laid the psychological groundwork because building the life raft is always more difficult when the waves are crashing down on your head many animals lose their hair or manes after losing a fight the nervous system suffers a crash in the wild this can even lead to death if the fight and the loss were severe even if the wounds were not fatal in and of themselves the crash that the system undergoes is seriously taxing the immune system weakens the motivational drives weaken anxiety fear and shame become a cloud that blankets over the veiw of the self and the entire world and this darkness ultimately leads to death it is true for lions and it is true for humans NOT GOING TO HAPPEN! the first thing is the deternination to overcome this loss understand that this is an experience that can lead to growth and learning but growth and learning come later right now the resolution to win - EVEN THOUGH YOU LOST is the only thing that matters the real battle is how you react to losing the measure of a persons character is evident in their reactions to winning and losing so when you lose, lose like a warrior we all lose sometimes warriors train to win and to succeed and we do win and we do succeed but it is not possible to succeed in the long run of a lifetime without being able to handle the experience of losing it might be that the very determination to win even when you lose is what makes you a warrior losing hurts - the more it hurts the stronger it will make you if you keep your resolve it helps to do this if you have already devoted yourself to principles you belive in it helps to have a plan with your life that you feel is meaningful it helps to already be personally commited to being of whole hearted service to others knowing that you represent something meaningful and that you use your influence and your energy to affect the world in a way that promotes the things that really benefit people and that youre using your time to build or strenghten the foundation from which you can do even more in the future offer concrete evidence of your worth life is short - maybe its meaningless to the sun if i win or lose a fight or if i help someone face the difficulties of their life, but its not meaningless to ME its not meaningless to someone who i help it wont be meaningless to the ones who come next thats my understanding on how a warrior reacts to losing
    • A Daily Practice for Somewhat Spiritual Noobs... (Last post by Sirius)
    • Quote: Each of the above suggestions has real merit. Meditative spiritual practices are, I believe, the heart of practicing Jediism. Similarly, as there are several kinds of yoga, including those that emphasize meditation and breathing, so also are there yoga practices devoted to service and knowledge. Therefore, in addition to meditation and service for the Jedi practioner, I suggest also the pursuit of knowledge. Not simply content, that is, learning about things, even if those things are spiritual, but also, learning how to think. The skill of critical thinking is valuable everywhere. An excellent place to start learning about the how's and what's is the Foundation for Critical Thinking at critical thinking dot org. Lots of free resources on how to think critically. Thanks for the suggestion! I'll check it out.
    • School of Life Short lessons (Last post by Alan)
    • These School of Life lessons are pretty good introductions, I use them in several of my undergraduate classes. I wish they would made some more. (By the way, Heidegger's philosophy of art is my dissertation topic.)
    • When we have Questions about the I.P. who do we as... (Last post by Proteus)
    • Tip about any IP Material: There are no wrong answers. There are also no right answers. Formulate your own impressions, your own interpretations, your own understanding but just as importantly, your own confusions. About Watts: Don't approach Watts like you approach most "reading for information" sources. Watts doesn't go from start to point. He picks an idea, and then dances to that point in multiple ways to give you more than way of looking at it. Even if you understood one way he puts it, keep reading (or listening) because the next way he explains it can give you even more on it.
    • Where does our talents come from? (Last post by Radar6590)
    • Quote: Opinions on the concept of talent are just that: opinions. Science is interested in the same topic however, and in recent years has been slowly understanding better what creates talent. This Guardian article is a nice read on the topic. I was especially drawn to this quote: "But what is talent? Psychologist Dean Keith Simonton argues that talent is best thought of as any package of personal characteristics that accelerates the acquisition of expertise, or enhances performance given a certain amount of expertise." Here is the full thing: Spoiler: Quote: My interest in the science of talent has a personal backstory. By the age of three, I'd had 21 ear infections and after an operation to remove fluid from my ears, it took me an extra step to process speech. To help me catch up with my peers, I was diagnosed with an auditory processing disorder. I repeated third grade. I was sent to a special school for children with learning disabilities. I was fed a steady stream of low expectations. One day, when I was 14, everything changed. A new teacher took me aside and asked me why I was still in special education. With no prior expectations – seeing only the child in front of her – she took notice of my boredom and frustration. I remember that moment vividly, because for the first time in my life, my mind was suddenly brimming with possibility as I wondered: what am I actually capable of achieving? As a first step, I decided to take up the cello. I approached my grandfather – an accomplished cellist with the Philadelphia Orchestra – and we immediately got to work on my goal to join the high school orchestra. Right away, I became immersed in practising. Something about the cello, and the structure of classical music, seemed to gel with my brain. After just a few months of focused practice, I successfully joined the orchestra and even beat out players who had been playing years earlier. Years later, here I am, a psychologist on the faculty at New York University, with books and scientific papers about intelligence and creativity, an MPhil from Cambridge and a PhD from Yale. Were my talents always present but unrecognised or was I just a late bloomer? Society and education tend to hold the view that talent is innate, or at the very least has to be developed while young. While my personal experiences suggest otherwise, I must admit, I'm just a single anecdote. Perhaps I'm just an outlier. So what is the evidence? What does the science actually tell us about talent? One thing that has emerged clearly from the research is that talent and practice are far more intertwined than originally thought. A wealth of research conducted by cognitive psychologist K Anders Ericsson and colleagues has demonstrated that a deep, well-connected database of domain-specific expertise makes a significant contribution to elite performance. They have found that the breadth and depth of expertise is typically acquired through 10 years of deliberate practice, where a motivated individual constantly strives to learn from feedback, and engages in targeted exercises provided by a supportive, knowledgable mentor to push beyond his or her limits. Expert performance researchers have investigated this "10-year rule" of expertise acquisition in a wide range of fields, including medicine, professional writing, music, art, maths, physics and sports. Discover_chess While deliberate practice is a large part of the story of success, it is unlikely to be the entire story. After all, what contributes to the motivation to practise in the first place? Why do some people seem to learn particular material faster than others? How come even when we take two people with the same amount of deliberate practice, there are still differences in their performance? In a recent study, David Z Hambrick and colleagues found that deliberate practice only explained 30% of the differences in performance ratings in chess and music, leaving most of the variation unexplained by other factors. In recent years it has become clear that the 10-year rule is not actually a rule, but an average, with substantial variation around the mean. Exceptions to the 10-year rule have been found across the arts, sciences, sports and leadership. Some people take much longer than 10 years to become an expert, whereas others get to the same point in far less time. For instance, four-time Ironman triathlete world champion Chrissie Wellington didn't compete professionally until the age of 30, but won her first world championship less than a year later. These findings suggest that a concept such as talent may be required to help explain the development of high performance. But what is talent? Psychologist Dean Keith Simonton argues that talent is best thought of as any package of personal characteristics that accelerates the acquisition of expertise, or enhances performance given a certain amount of expertise. In other words, talent allows a person to "get better faster" or "get more bang for the buck" out of a given amount of expertise. Of course, whether a unique package of personal characteristics counts as a talent depends on the domain. But even talent within a single domain can be individualised. People can mix and match their own unique package of characteristics in various ways to express the same talent. For instance, consider that the person with extremely high levels of perseverance and motivation can offset other characteristics that may be less than stellar by comparison, such as a poor memory. What's important is the total package, not the precise mix of personal characteristics. But how does talent develop? Unfortunately, many people have an overly simplistic understanding of talent. They view talent as innate, ready to spring forth given the right conditions. But this is not how talent operates. Gareth Bale wasn't born with the ability to score memorable goals. Talents aren't prepackaged at birth, but take time to develop. Discover_maths Yet it's also well known that none of these personal characteristics – from mathematical ability to courage – are completely determined by genes. Genetically influenced doesn't mean genetically determined. Although genes code for proteins, and proteins are the building blocks of everything we do, they are far removed from anything we would recognise as talents. One of the most important discoveries in recent years is that the environment triggers gene expression. Every step we take alters the configuration of all the cells in our body. As Matt Ridley notes: "Genes are the mechanisms of experience." Talent develops through the interaction of genes and the environment. Talent and practice are complementary, not at odds. One key to this mystery is recognising that tiny genetic and environmental advantages multiply over the years. The kid who is slightly taller than the others, or who can read just a bit better than others, will get picked first for the basketball team, or put into a slightly more advanced reading group. Over time, the ability level of the kid who was selected for advanced instruction and the kid who wasn't will widen. Of course, the other side of the coin is also possible, where a slight genetic or environmental disadvantage can lead a person to avoid situations where that difficulty would be revealed. Yet those are precisely the situations that would allow the person to learn how to compensate, and learn and grow. These "multiplier effects" have been investigated from a number of vantage points, including Urie Bronfenbrenner and Stephen Ceci's bio-ecological model of abilities and chaos models in which tiny differences can lead to large differences at a later state in development. Also frequently unrecognised, some characteristics may not even appear until a growth spurt in adolescence. So one characteristic, such as extraversion, can develop early, while another characteristic, such as speech production, may lag – which may appear awkward until the two come into harmony. The uneven development of personal characteristics ca n delay the onset of a talent, making it eventually appear to come out of nowhere. As an analogy, think of genes like players in an orchestra. There has to be a lot of syncing for the overall symphony to sound beautiful. The players have to be in sync not only with one another in their own instrumental section, but all the different sections have to coordinate with one another. Not only that, but if the orchestra plays in a totally unresponsive environment – for example, an audience of Justin Bieber fans – the players will be discouraged from further practising and playing. Finally, the conductor is essential to this syncing up process, helping to nurture, support, and coordinate the various sections so that the overall symphony sounds beautiful. Of course, we aren't just passive recipients of our environment. All of us actively make choices, and these choices add up over the years. According to "experience producing drive theory", genes indirectly influence the development of talent by motivating us to seek out experiences that in turn will develop the neural brain structures and physiology that supports even higher levels of talent. In Wendy Johnson's formulation of the theory, this applies to all areas of individual differences, including motivation, interest, attentional focus, personality, attitude, values and quirky characteristics unique to each person. Genes indirectly pull our attention in certain directions and take us away from processing other information in the environment. We all differ in what captivates our attention, and that is determined by a lifetime of mutually reinforcing experiences as nature dances with nurture. This more nuanced understanding of the development of talent has striking implications for our attempts to nurture talent. For one, a much wider range of personal characteristics, including conative and volitional characteristics have to be taken into consideration when judging whether a person will benefit from a particular training regime. At any moment in time, it's possible for a talent to be absent because the person lacks interest, is feeling uninspired, or is not willing to put in the work necessary to develop the talent. Discover_music Also, since it takes time for genes to sync with one another and with the environment, some talents will be overlooked at any one moment. The talent a child displays may even transform into another talent as he or she develops and different genes become active. As Dean Keith Simonton points out, a talented artist may become a talented scientist, as different personal characteristics "kick in" at different times throughout development. Of course, early bloomers do exist, and should be nurtured. Prodigies dazzle us with their virtuoso piano performances, quick and efficient chess moves, and imaginative paintings. While their performance would surely be impressive at the age of 40, prodigies typically reach adult levels of performance before the age of 10. These early bloomers become attracted to a domain early, and learning then accelerates rapidly. When engaged in their domain of interest, prodigies tend to focus like a laser beam, entering a state of "flow", in which the task is effortless and enjoyable, and time recedes in the background. Take academic prodigy Michael Kearney. Michael started talking at age four months and reading at eight months. He soaked up the elementary curriculum by the age of four, entered college at the age of six, and graduated at 10. His father, Kevin Kearney, observed that it was as though his son had a "rage to learn". Psychologist Martha J Morelock, who has worked with prodigies including Michael, argues: "The kind of intense engagement these children exhibit is a reflection of a brain-based need to learn – a craving for intellectual stimulation matching their cognitive requirements in the same way that the physical body craves food and oxygen." While this is certainly part of the prodigy phenomenon, other factors undoubtedly make a contribution. Based on detailed interviews with a number of prodigies and their family members, David Henry Feldman and Lynn Goldsmith concluded that the prodigy phenomenon is the result of a lucky coincidence of factors. This includes the existence of a domain matched to the prodigy's proclivities and interests. But it also requires a willingness to put in the hours necessary to develop the talent, availability of the domain in the prodigy's geographical location, healthy social/emotional development, family aspects (birth order and gender), education and preparation (both informal and formal), cultural support, public recognition for achievement, access to training resources, material support from family members, at least one parent completely committed to the prodigy's development, family traditions that favour the prodigy's development and historical forces, events, and trends. A closer look at the development of talent allows us to put things in perspective. While early bloomers exist, we shouldn't dismiss the seemingly untalented. Life is not a zero-sum game. Just because one person displays talent early on doesn't mean that others can't burst on to the scene years later. Which is why it's an egregious error for "experts" (such as parents or teachers) to suggest limits on what people can ultimately achieve. Instead, we should encourage everyone to make contact with as many domains as possible, and be on the lookout for domains that activate the "flow" state. We should be aware of the fact that once anyone, whatever the age, finds the domain that best matches his or her unique package of personal characteristics, the learning process can proceed extremely rapidly as the individual becomes inspired to excel. This requires keeping the door open and instituting a dynamic talent development process where the only admission criterion is readiness for engagement. The latest science suggests we are all capable of extraordinary performance in some domain of expertise; the key is finding the mode of expression that best allows your unique package of personal characteristics to shine. This is great, and it eventually sums up most of the views expressed here.
    • Personality and its Transformations (Last post by OB1Shinobi)
    • he talks about "the big five" personality traits a lot psychology.about.com/od/personalitydevelopment/a/bigfive.htm from wikipedia A summary of the factors of the Big Five and their constituent traits, such that they form the acronym OCEAN:[4] Openness to experience: (inventive/curious vs. consistent/cautious). Appreciation for art, emotion, adventure, unusual ideas, curiosity, and variety of experience. Openness reflects the degree of intellectual curiosity, creativity and a preference for novelty and variety a person has. It is also described as the extent to which a person is imaginative or independent, and depicts a personal preference for a variety of activities over a strict routine. Some disagreement remains about how to interpret the openness factor, which is sometimes called "intellect" rather than openness to experience. Conscientiousness: (efficient/organized vs. easy-going/careless). A tendency to be organized and dependable, show self-discipline, act dutifully, aim for achievement, and prefer planned rather than spontaneous behavior. Extraversion: (outgoing/energetic vs. solitary/reserved). Energy, positive emotions, surgency, assertiveness, sociability and the tendency to seek stimulation in the company of others, and talkativeness. Agreeableness: (friendly/compassionate vs. analytical/detached). A tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others. It is also a measure of one's trusting and helpful nature, and whether a person is generally well tempered or not. Neuroticism: (sensitive/nervous vs. secure/confident). The tendency to experience unpleasant emotions easily, such as anger, anxiety, depression, and vulnerability. Neuroticism also refers to the degree of emotional stability and impulse control and is sometimes referred to by its low pole, "emotional stability". en.wikipedia.org/wiki/Big_Five_personality_traits
    • Historical Discoveries (Last post by Edan)
    • Creaky joints, sick leave, endless paperwork: Ancient Egyptian health care sounds surprisingly familiar. The rest of the article is HERE.
    • Weevils (Last post by Kamizu)
    • Lol that was the first thing I thought of when I saw your title haha

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