Essay on the Fermi Paradox
The problem of empty skies - a kind of inversion to the existence of God - instills fear in every rational person, and has been brilliantly formulated in the "Fermi Paradox" (about which there is an excellent and disturbing article in the global Wikipedia). On the surface, this is a probabilistic-scientific problem, but at its core, it is a philosophical problem of exceptional magnitude, forcing philosophy to return to its origin as the cradle of physical and biological science - and producing an exceptionally distant perspective on humanity (bordering on the inhuman). If our viewpoint of the universe is completely improbable (statistically!), how do we appear from the heavens - from the universe's perspective?
Essay on Learning
A brief presentation of the philosophy of learning - as the heir to the philosophy of language. Why is learning a paradigm? And why is learning not just a paradigm and not primarily a paradigm, but in fact poses a radical alternative perpendicular to paradigmatic thinking, replacing it with learning-based thinking? On the difference between a scholar [Talmid Chacham] and a lover of wisdom, which is like the gap between the Talmud and philosophy. This paradigmatic gap indeed established philosophy as the domain of wisdom, but steered it far from "learnability", with the synthesis between wisdom and learning only becoming possible today
Essay on the Four Postulates of Learning
Learning is the future: A very brief essay that analyzes learning into its components and characterizes them - according to the four rules developed in the concluding Netanya seminar. The essay before us parallels them to the four main branches of philosophy, which receive a learning-based version: The philosophy of language is replaced by the philosophy of learning, ethics is transformed into the ethics of learning, epistemology is formulated as learning epistemology, and aesthetics as learning aesthetics. This is how it's done: learning about learning
On the Learning Consultant
On the profession of the 21st century, which will combine individual treatment (psychologist), organizational treatment (consultant), and system treatment (manager) - because both the individual and the organization will be understood as systems. With the spread of the learning revolution, we'll discover that we're all learning consultants, half necessary and half superfluous, because the split state is the consultative state - and the learning state. Advice is guidance - not instruction, and not just a possibility, but an intermediate state between possibility and instruction. This unique logical state, between the possible and the necessary, resides in the space between language and programming, that is, in the space where learning occurs