Zen and the Art of Motorcycle Maintenance - Book Notes

Lancez-Vous. C'est gratuit
ou s'inscrire avec votre adresse e-mail
Zen and the Art of Motorcycle Maintenance - Book Notes par Mind Map: Zen and the Art of Motorcycle Maintenance - Book Notes

1. "Ghost"

1.1. is in our head, it's made up, it's not a thing until we thought of it as a thing

1.1.1. All knowledge comes from sensory inputs, therefore we have no real idea what reality is, what substance is, only what are perceptions give us

1.1.2. There could be nothing there at all

1.1.3. Apriori knowledge is knowledge we do not sense

1.1.3.1. Like time

1.1.3.2. It's an intuition

1.1.3.2.1. Use as a filter for sensory information

1.1.3.3. When we blink sensory data tells us the world has disappeared but are intuition tells us not to accept that sensory information

1.2. Science is also a ghost

1.2.1. theory of gravity example

1.2.1.1. it's wasn't a theory, didn't have rules or laws, until we thought of them. Otherwise it's just however life was, without a noun or a thing

1.2.1.2. we invented the rules and laws of physics, they weren't things before

1.2.2. theses are also ghosts, not real until we made them real. Real because we believe them to be real

1.3. Logic is by no more rational than a ghost. It's to the degree in which we are inclined to believe them that matters.

1.3.1. But it does release the idea of anything is potentially possible. It's all in our head anyways

2. Technology is a Burden

2.1. Friends see it as a burden

2.1.1. should just work

2.2. He sees it as part of what has to be dealt with

2.2.1. why not just work with it

2.2.2. get back to what you want to do quickly, cheaper

2.3. Motorcycle Maintenance != car maintenance

2.3.1. lots to a car, harder to work on

2.3.2. bike is more accessible - easier to comprehend, less parts

3. Lateral truths

3.1. When an experiment goes haywire and you can't make sense of any of the data you start to look laterally

3.2. A growth or knowledge that doesn't move forward but expands sideways

3.3. Knowledge from an unexpected direction

3.3.1. A direction you didn't even know was a direction

3.4. Drifting is what one does when looking at lateral truths

3.4.1. Couldn't follow a known method because it was the methods that were messed up in the first place

4. Philosophical Outcast

4.1. Has deep thoughts, that others just won't comprehend on the surface

4.1.1. not a superiority, just knows he's dfiferent

4.1.2. knows it's a problem, but he wants to have these thoughts... so?

5. scientific method

5.1. can't fail, only fail if didn't conclude hypothesis true or false

5.2. 2 types of logic

5.2.1. inductive

5.2.1.1. observe something over and over and over where conclusions and correlations can be drawn

5.2.2. deductive

5.2.2.1. based on what you know now, you hypothesize an educated guess on what could be happening

5.3. hypothesis

5.3.1. were do they come from?

5.3.1.1. you come up with more and more as you try to prove one

5.3.1.2. If you always come up with more as you try to prove it then you will never be able to get through every hypothesis

5.3.1.3. Therefore the scientific method will never be able to prove anything kind of fact

5.3.2. scientific proof has a lifespan, they tend to get over turned eventually

5.4. science is making things less scientific

5.4.1. science proves that a rule isn't simple, it's dependent, but we can't figure out all scenarios, so lots of new uncertain rules

5.5. logic of inductive and deductive reasoning is drawn from our senses

5.5.1. so there is no proof anything exists, just that we sense things

5.5.2. Boy with 0 senses, kept alive at 18 would he have thought?

5.5.3. Time and space are also non provable with senses

5.5.4. called a priori

5.5.4.1. like going to bank asking to see your money

5.5.4.1.1. not real money, just senses of your money, and when needed it can be produced, but your money is entirely apriori

5.6. can't answer the unknown

5.6.1. helps answer what you think you know or what you might be able to do like you've done in the past

5.6.2. But the hypotheses themselves it can't help you with

5.6.3. Creativity, true thought etc has to come from where else

5.7. Scientific truths is limited to a time span

5.7.1. That time span is inversely related to the amount of scientific effort put into it

5.7.2. The number of hypotheses shortens the time span of a scientific truth

5.7.3. Thus the more scientific effort the less unchanging truth we have. Truth changes more with more scientific effort

5.7.4. We continue to go from single absolute truth to multiple indeterminate relative ones

6. Church of Reason

6.1. Body of knowledge and logic

6.1.1. often professors are a major part of the real but if being shutdown, non creative, just a teaching school professor, then they are not part of the real University

6.2. second University is

6.2.1. buildings, books, professors

6.3. accreditation

6.3.1. Church of reason

6.3.1.1. mandate to speak rational truth

6.4. passion and x about something is not because it's confidently known

6.4.1. no one is screaming about how the son will come up tomorrow

6.4.2. It is doubted and thus fuels the relentless arguing and passion about it

6.5. Creativity and rhetoric hard in school because we value imitation, not creative thought

6.5.1. Seems like a problem caused by schools

6.5.1.1. we give fs for copying but As for imitating what we read

6.5.1.2. creativity may get an A may get an F, it's a risk

6.5.2. writing homework, paper, coming up blank

6.5.2.1. wite about brick of church building, back of thumb, coin. Things without a right answer

6.5.2.1.1. you get true, real and ALot of writing

6.5.3. What if we removed traditional grading approaches

6.5.3.1. Experimented for a quarter

6.5.3.1.1. creativity emerged and participation sky rocketed

6.5.3.1.2. troubling conclusion though

7. chautauqua

7.1. summer camp intended to teach teachers

7.2. further education

8. What is Quality

8.1. we think we know, but we can't describe it

8.2. we can describe it in specific instances, but generically, nothing

8.2.1. synonyms, but no definition

8.3. Quality of a paper can start to be described

8.3.1. But it's a perspective, not true quality

8.4. allow the student to identify their own definition of Quality, and use that as the basis for their own writing

8.4.1. people will know it, but it's not a perfect, rational science

8.5. absence of Quality

8.5.1. no paintings or art, because blank wall is equal to art

8.5.2. No sports, no arts, food would be tasteless

8.5.3. The only things unaffected by lack of quality would be pure science, mathematics, philosophy and LOGIC

8.5.3.1. Rationality would be the only one thing unchanged

8.6. substance vs method

8.6.1. it's neither individually, it's both

8.6.2. substance is end goal of method

8.6.2.1. not quality definition though, because then there is no method to how it got there, it's just an object, objective, which quality is not (proven earlier)

8.6.3. method is not quality, it's the means to reach the end goal, though not quality in itself

8.7. Phederus definition

8.7.1. Quality is a characteristic of thought and statement that is recognized by a non thinking process. Because definitions are a product of rigid, formal thinking, quality can not be defined.

8.8. Objective or subjective?

8.8.1. Or both or neither?

8.8.2. Choosing one of these is an attempt to define it, and we've already discussed how it's indefinable

8.8.3. Quality is an event

8.8.3.1. The point at which subject and object meet

8.8.3.1.1. In which the subject becomes aware of the object

8.8.3.2. The awareness of which both subjects and objects is made possible

8.8.3.3. Quality isn't an attribute of subject and object

8.8.3.4. Quality is what created the subject object event in the first place

8.8.4. It's in the past

8.8.4.1. Everything we perceive is the past, even the present

8.8.4.2. Reality is the moment before intellectualization takes place

8.8.4.2.1. Right between objective reality and the subjective perception of it

8.9. Classic vs Romantic

8.9.1. Romantic quality is the present

8.9.1.1. The here and now of things

8.9.2. Classical quality is to perceive the present as a passing moment between past and future

8.9.2.1. Takes into account the future

8.9.3. Not two types of quality, just two time aspects of quality, short and long

8.10. Why do people see quality differently?

8.10.1. Analogy

8.10.1.1. Like language subtleties

8.10.1.2. Certain language speakers can't hear difference between da and the

8.10.1.3. Their backgrounds, upbringing, teachings etc are different, they can't hear it (yet)

8.10.2. Not everyone has the exact same experience

8.10.2.1. If two people had identical apriori analogs they would see quality identical everything) every time

8.11. Quality is the response of an organism to its environment

8.11.1. It is in which how we interpret the world and thus understand it

8.11.2. Which is to say, it's how our world is made up, to ourselves

8.11.3. Thus to try to define a thing within our world in which that thing was used to create our world, is impossible

9. Gumption

9.1. relationship between person and quality

9.1.1. Which is definition of caring

9.2. Gumption Traps

9.2.1. Events / problems that drain gumption

9.2.1.1. reduce quality

9.2.2. Parts problems

9.2.3. out of sequence reassembly

9.2.4. Intermittent failure

9.2.5. Value traps

9.2.5.1. value rigidity

9.2.5.1.1. must rediscover what you do as you go

9.2.5.1.2. must be able to discover new facts and ways forward

9.2.5.1.3. solution

9.2.5.1.4. monkey coconut problem

9.2.6. truth traps

9.2.6.1. assumption some questions have just yes no answers

9.2.6.1.1. Often more complicated

9.2.6.1.2. mu answers, meaning unask the question

9.2.6.1.3. these are still important to answer, but broaden your question

9.2.7. muscle traps

9.2.7.1. mechanics feel

9.2.7.1.1. screw tightness example

9.2.8. ego trap

9.2.8.1. similar to value trap, but it's the perception that you are holding onto instead of values

9.2.8.2. solution

9.2.8.2.1. fake modesty, fake it till you make it

9.2.9. Anxiety trap

9.2.9.1. fix things that don't need to be fixed

9.2.9.2. make silly mistakes because you're over thinking it

9.2.9.3. solution

9.2.9.3.1. get all your anxieties on paper

9.2.9.3.2. read every book and paper you can on the subject

9.2.9.4. so sure you will do everything in wrong, you don't do anything at all

9.2.10. boredom trap

9.2.10.1. take a break

9.2.10.2. Turning boring tasks into a ritual

9.2.10.3. Meditation is boring. But we do it for value. Awareness.

10. methos

10.1. summation of entire train and box cars of experience

10.1.1. Locomotive of this train is the present.

10.1.1.1. Box cars are past

10.1.2. box cars the past

10.1.3. There is no future, just now converting to past very quickly

10.2. Not logic, logos, in perfect form, there is no such thing

10.3. but the combination of our own logic, experience, conclusions... Beliefs (church of reason)

10.4. This is all anyone is

11. Classic vs Romantic view of reality

11.1. Classic

11.1.1. Everything is seen as underlying form

11.1.2. Facts

11.1.2.1. Reason and laws

11.1.2.1.1. These are underlying forms of thought and behavior

11.1.3. Not to inspire, but to bring order out of chaos

11.1.3.1. Make the unknown, known

11.1.4. Surface ugliness

11.1.4.1. Has a classical asthetic that romantics often miss

11.1.4.2. Romantic sees dull awkward and ugly

11.1.5. Value is measured under the skill in which control is maintained

11.2. Romantic

11.2.1. Everything is seen as its immediate appearance

11.2.2. Intuition, feelings

11.2.2.1. Inspirational, imaginative

11.2.3. Art

11.2.3.1. When it is opposed to science

11.2.4. Classic sees

11.2.4.1. Frivolous, eradic, irrational, untrustworthy, pleasure seeking, shallow, of no substance

11.2.4.2. Parasite who cannot or will not carry their own weight

11.2.4.2.1. A real drag on society

11.3. Analytical knife

11.3.1. Cutting through different perspectives

11.3.1.1. Classic verse romantic is an example of a perspective

11.3.2. Only certain things exist in certain perspectives

11.3.3. Like a handful of sand of what's around us represents the entire world to us

11.3.3.1. Then we start taking the knife to it

11.3.3.2. Categorizing, ordering, sorting

11.3.3.3. The pile during and after is classical view

11.3.3.4. The pile in the hand is the romantic view

11.3.4. By using this knife, something is always lost

11.3.4.1. Mark Twain, after mastering analytical knowledge to pilot Mississippi River, the beauty of the river was lost

11.3.5. But something is also always created

11.3.5.1. Death birth continuity process

11.4. Required to find a way to have both classic and romantic without judgement, and to start to see the landscape further beyond our handful

11.4.1. We can't avoid the fact there is the person in the landscape, sorting through sand

11.4.1.1. If we miss this then we don't see the landscape at all

12. Logic

12.1. Finding ways through the systems of underlying form

12.2. Inductive

12.2.1. Observations arriving at general conclusions

12.2.2. Reasoning from specific examples to General truths

12.3. Deductive

12.3.1. Start with general knowledge and predict a specific observation

12.4. Both use together to solve a complex problem is the scientific method

13. In the moment

13.1. Sides of the mountain that has life, not the top

13.1.1. But the top is what gives it sides, the top defines the sides

13.1.2. You climb the mountain in an equilibrium between restfulness and exhaustion

13.1.2.1. Then when no longer thinking ahead, each foot step is no longer a means to an end, but a unique event of itself

13.1.3. Here is where things grow