I’m surprised you found my “success creating rationalists” Q confusing. What are the factors of success? How many, how good, how successful are the teaching techniques, can the techniques scale to more than just a clique (or to trees-of-cliques), is the teacher-pupil-teacher cycle properly closed, and so on.
I thought the implications of “success” in the context of “create rationalists” were clear. Or, that a person setting out to generate implications would produce a stochastic approximation of the ones that interested me. (And I was also interested in the shape of that approximation.)
I’m surprised you found my “success creating rationalists” Q confusing. What are the factors of success? How many, how good, how successful are the teaching techniques, can the techniques scale to more than just a clique (or to trees-of-cliques), is the teacher-pupil-teacher cycle properly closed, and so on.
Here’s the entirety of your original question:
The precisions that you added here would certainly have helped make things clearer.
I thought the implications of “success” in the context of “create rationalists” were clear. Or, that a person setting out to generate implications would produce a stochastic approximation of the ones that interested me. (And I was also interested in the shape of that approximation.)