a reader pointed out not all readers know what CP is.

CP = common preference. common preference = a solution to a problem that all parties prefer. Not a compromise, but everyone getting what they want. This doesn't mean what they initially want, but allows for changing what is wanted.

the reason that CP is the same as non-coercion, is that in all cases where no one is coerced -- where everyone enacts one theory that has no active rivals -- then a CP happened, b/c everyone's prefered theory happens. and in all cases where someone was coerced, no CP was found, b/c someone did not prefer what happeneed.

lookie, a real entry!! ^^

CPs are *not* a ritual. CP = non-coercion.

(sane) libertarians *like* democracy.

using voting to make decisions and thinking you've set up the same thing as the US government is a cargo cult approach

rules are important even for good people because functioning without them is harder, and we have limited energy

deduction doesn't create certain knowledge

every choice you make, excludes choosing otherwise.

Your search - "competent epistemology" - did not match any documents. (on Google)

read this article on Israel's use of assassination to fight terror. and, (this goes without saying) for the love of God (or the love of yourself, or whatever) read the short history of Israel on The World.

Korel Stories

Really good fantasy ^^

Gil told a funny joke: It's not the school that I hate; it's the principal of the thing!

Instapundit says, talking about an explosion at Yale: "The obvious explanation, though -- a student trying to stop an exam -- seems very unlikely at Yale" (and then gives sensible reasons about Yale).

Isn't it amazing that people know, and generally accept, (part of) what schools do to kids? How much stress, pressure, despair, and anguish they cause? A bomb to stop a fucking test isn't far fetched -- it's the obvious explanation. but will this lead Glenn to question schools? no.

If studied closely, animals can be seen (at least in some cases like these examples) to follow simplistic, algorithmic behavior patterns (like software where the designer didn't think about some potential cases).

source

The digger wasp, for instance, seems to display highly intelligent brood-tending behavior. Having dug a nest, it flies off in search of a caterpillar, overpowers and kills it, drags it into the nest, and lays eggs on it. The emerging young are thereby provided with the nourishment they need and find protection in the nest, which the wasp seals. Interrupt the sequence of partactions, however, and it soon becomes clear that no form of intelligence is at work here. Returning to its hole with the caterpillar, the wasp first deposits it in the entrance and inspects the interior, then reappears at the entrance, head foremost, and drags its quarry inside. If, while the wasp is inspecting its hole, the caterpillar is removed and deposited some distance away, the wasp will continue to search until it has rediscovered the caterpillar and then will drag it to the entrance again, whereupon the whole cycle-depositing, inspecting, etc. – begins all over again. Take away the caterpillar ten or twenty times, and the wasp will still deposit it at the entrance and embark on a tour of the hole, with which it is thoroughly familiar by this time. The insect continues to be guided by the same commands, in computer fashion, and evidently finds it hard to make any change in the overall sequence. Only after thirty or forty repetitions will the wasp finally drag the caterpillar into its nest without further inspection. Yet the digger wasp shows a great aptitude for learning where other procedures are concerned. While in flight, it memorizes the route which it must take on the ground when returning to the nest with its prey – a very considerable feat of learning. On the other hand, the burial of its prey is an instinctive action and, thus, strongly programmed. The wasp is almost incapable of influencing or altering this part of its behavior by learning, because it is controlled by an innate and extremely incorrigible mechanism.

and

Once stimulated, whole cycles of action can proceed by themselves. In the squirrel, food storing consists of the following part-actions: scraping away soil, depositing the nut, tamping it down with the muzzle, covering it over, and pressing down the soil. A squirrel reared indoors will still perform these actions in full, even in the absence of soil. It carries the nut into a corner, where it starts to dig, deposits the nut in the (nonexistent) hole, rams it home with its muzzle (even though it merely rolls away in the process), covers up the imaginary hole, and presses down the nonexistent soil. And the squirrel still does all these things even when scrupulous care has been taken to ensure that it has never set eyes on a nut before or been given an opportunity to dig or conceal objects.