You are taking a university course on classical mechanics. The lecturer talks about how objects move, without reference to the emotions of people around them or what spirits think. The answers to the questions are always “it’s this simple equation”, and the methods are always differential equations. The relevant systems studied are always of a small number of objects of known mass and size, with a small number of interactions. It is strongly implied that this is relevant to how the things around you move, even though you have not studied friction or non-rigid objects or air resistance. There are assignments and tests, and it is implied that you should be trying to get good scores on these.
I think this is an interesting example of deliberate / consensual frame impartation as well as implicitly smuggling in some frame. I also think it’s worth noting that this is basically good and wholesome (altho one should be on the look-out for ways this frame can fail).
The lecturer talks about how objects move, without reference to the emotions of people around them or what spirits think.
Something I like about this is that “without reference to the emotions of people around them” is actually legitimately a contender for “meaningful frame.” Like, cars move because people decide to drive them, soil gets moved around because humans wanted a nicer landscaping, dams get built because beavers decided to do it.
Eventually Jupiter might get disassembled because powerful AI decided to. This will not necessarily route through emotions, but, “the will and agency of goal-directed beings” is more like “emotions of people around them” than “because simple laws of said so”, and it’s interesting how either frame might be more relevant depending on what conversation you’re trying to have or thing you’re trying to figure out.
Probably some students will actually be quite bothered by this and be left with lingering, subtle confusion and discomfort. It is, in a sense, taking a shortcut past all the objections and alternatives that real humans had historically to these ideas. And IMO some students will be much better served by going the long way around, studying the ideas along with their history.
Another example:
You are taking a university course on classical mechanics. The lecturer talks about how objects move, without reference to the emotions of people around them or what spirits think. The answers to the questions are always “it’s this simple equation”, and the methods are always differential equations. The relevant systems studied are always of a small number of objects of known mass and size, with a small number of interactions. It is strongly implied that this is relevant to how the things around you move, even though you have not studied friction or non-rigid objects or air resistance. There are assignments and tests, and it is implied that you should be trying to get good scores on these.
I think this is an interesting example of deliberate / consensual frame impartation as well as implicitly smuggling in some frame. I also think it’s worth noting that this is basically good and wholesome (altho one should be on the look-out for ways this frame can fail).
Something I like about this is that “without reference to the emotions of people around them” is actually legitimately a contender for “meaningful frame.” Like, cars move because people decide to drive them, soil gets moved around because humans wanted a nicer landscaping, dams get built because beavers decided to do it.
Eventually Jupiter might get disassembled because powerful AI decided to. This will not necessarily route through emotions, but, “the will and agency of goal-directed beings” is more like “emotions of people around them” than “because simple laws of said so”, and it’s interesting how either frame might be more relevant depending on what conversation you’re trying to have or thing you’re trying to figure out.
Probably some students will actually be quite bothered by this and be left with lingering, subtle confusion and discomfort. It is, in a sense, taking a shortcut past all the objections and alternatives that real humans had historically to these ideas. And IMO some students will be much better served by going the long way around, studying the ideas along with their history.