Scroll & Key? It's mentioned in the book, but the entire book is about ☠️. The summaries are not meant to replace reading the book, but more like Cliff Notes, with the benefit of information formatted for researchers who may be using it for their own purposes.
Your notes are well received, as I need to knuckle down and finish the book. The Anglo-Venetian thing was a major component, for background. And the linguistics component is important for solutions. First and foremost, we are in an epistemological battle, and linguistics is the front line, so finding the most effective way to get people to understand that critical thinking (λόγος) is something we are born with is a key component. I believe it is the actual meaning of John 1:1. Education replaces our born-in curiosity with cause-effects (David Hume) combined with learned explanations that linguists refer to as "complex equivalencies." e.g. "if you take the jab, then you'll be protected, and you will not spread the disease to others. The if/then (or cause-effect) is obvious from the way I've written it. The "=because" or "complex equivalency," is the implicit (implied, or unstated), "we told you to," or "doctors say...," or "you might kill grandma."
Presenting people with two bad choices (a dichotomy or dialectic) causes schizophrenia in something Gregory Bateson calls a double-bind, and in the case of Covid, it has happened on the global scale.
The Pandoom virological mind bend was strong.
Love these summaries!
Scroll & Key? It's mentioned in the book, but the entire book is about ☠️. The summaries are not meant to replace reading the book, but more like Cliff Notes, with the benefit of information formatted for researchers who may be using it for their own purposes.
Your notes are well received, as I need to knuckle down and finish the book. The Anglo-Venetian thing was a major component, for background. And the linguistics component is important for solutions. First and foremost, we are in an epistemological battle, and linguistics is the front line, so finding the most effective way to get people to understand that critical thinking (λόγος) is something we are born with is a key component. I believe it is the actual meaning of John 1:1. Education replaces our born-in curiosity with cause-effects (David Hume) combined with learned explanations that linguists refer to as "complex equivalencies." e.g. "if you take the jab, then you'll be protected, and you will not spread the disease to others. The if/then (or cause-effect) is obvious from the way I've written it. The "=because" or "complex equivalency," is the implicit (implied, or unstated), "we told you to," or "doctors say...," or "you might kill grandma."
Presenting people with two bad choices (a dichotomy or dialectic) causes schizophrenia in something Gregory Bateson calls a double-bind, and in the case of Covid, it has happened on the global scale.
You are correct, and I will attempt to make this clearer in my book, but did you see this short summary that I published a few weeks back? https://open.substack.com/pub/thedukereport/p/rewiring-beliefs-spotting-the-patterns .