Personality Lecture #6

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jbp-personality
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(Benjamin Lupton) #1

Discussion thread for Personality and Its Transformations - Lecture #6

study group discussion

Discussion as part of our Jordan B Peterson Study Group.

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2017-07-22: Personality #4-5, #6
(Benjamin Lupton) #2

my notes

  • 03:25 - slide - Jean Piaget - the fact that facts change seems to indicate that they are not so self-evidently facts -

  • 06:00 - infants would develop low-resolution tools on how to process and operate in the world - and as they grow, they develop new higher-resolution theories/tools that they can switch between in the appropriate contexts to produce the most-applicable results << the “victim/perpetrator power” complex, is such a low-resolution infantile conception of the world

  • 11:08 - slide

  • 12:00 - if an anomaly occurs, it is either a problem with your model of the world, or a problem with the world, although good luck with that latter option (you vs the world) << this seems a beautiful romantic aspect of science, it is about refining our models of the world for the anomalies that occur (encountering dragons, defeating them, and spreading the knowledge with the world to refine our models) >>

  • 14:55 - slide - a better tool, does what the old tool does, and covers more additional things << seems a simplification, as a pocket knife isn’t better than a machete when it comes to cutting jungle >>

  • 17:31 - slide - procedural/mechanical memory (how to drive - built into your muscles), vs representational/episodic memory (built into your memory/stories) - the contents of procedural memory precedes the contents of representational memory - you start as an infant building your procedural memory, that is in part why as you don’t remember anything of your infancy

  • 23:00 - games and moral development, emergent morality - the games children plays transform … into the games that adult plays - people start playing games unconsciously and interactively, and eventually they start playing games intellectually

  • 25:32 - slide

  • 31:00 - slide - you might have to think about what upset you for 6 months before you figure out why something actually upset you - you often only detect your norms once they are violated, as why bother focusing on something that is working - it is almost the definition of something that is working, that you don’t need to focus on it, you can just operate with a low-resolution representation of it instead - only when it breaks (or rather doesn’t do what you functionally set out for it to do) then you need to debug it through the process of turning your low-resolution representation of it into a high-resolution representation to figure out what went wrong and how to resolve it, then once solved, you can put back the low-resolution representation and focus on other things to get other things done

  • 34:00 - watch the minute surrounding this, and comment on it later - is about parenting protecting children - you are incomplete, and society fills in the gaps

  • 38:00 - the more upset you get about something, the more fundamental something is to your existence - crying patients in psychotherapy, occurs when something occurs when something is beyond their emotional abilities - writing about emotional events helps you overcome them, writing about how you overcome emotional events even helps to overcome the meta-problems

  • 41:00 - slide - we get annoyed by irrelevant facts, as they are infinitely useless

  • 43:00 - mouse - danger or not danger - children learn often by reference, when something unknown occurs, they watch it, and also watch for what society does (what the parent does) to understand from wiser people how to interpret the anomaly, for how to categorise it, and how to act according to it - don’t look at the objective world and infer meaning, as it could be exactly opposite, and often it is, where what you have inferred is what you see - a good tennis player is a person who has accurate predictive models of the stances of their opponent in relation to prior ball movements (not someone with impossible reaction times for the way the ball is currently moving) - what remains constant among transformations appears to be fact

  • 48:40 - slide

  • HAVEN’T FINISHED

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