(18) Bateson, Vers une écologie de l'esprit, t. I, Ed. du Seuil, pp.125-126.〔ベイトソン『精神の生態学』佐伯泰樹・佐藤良明・高橋和久訳、思索社、1986、上181-182ページ〕「プラトー」という語が、古典的には、球根や、塊茎や、リゾームの研究において用いられていることに注意しよう。Dictionnaire de botanique de Baillon,《Bulbe》の項を参照。
(20) G. Bateson et collab.,〈Towards a Theory of Schizophrenia〉, Behavioral Science , 1956, I(cf. les commentaires de Pierre Fédida,〈Psychose et parenté〉, Critique, oct. 1968).》
Ngendon's younger brother, and one of the artists who influenced his family members. First picture in Bateson-Mead collection 6/36 B285 is copy of Ngendon tiger picture. Only 2 pictures in the Bateson-Mead collection, but worked extensively after WWII.
Punduh's paintings are strongly suggestive of depth, which perhaps comes from his time as a student under Taweng. He frequently depicts fables and stories in his works (Hohn 1997: 112). first picture in collection 6/36 B285 is copy of Ngendon tiger picture
By a similar trick of self-contradiction, the filmmakers of Hollywood are free to offer to a puritanical public a vast range of pseudosexual fantasy which otherwise would not be tolerated. In David and Bathsheba, Bathsheba can be a Troilistic link between David and Uriah. And in Hans Christian Andersen, the hero starts out accompanied by a boy. He tries to get a woman, but when he is defeated in this attempt, he returns to the boy. …
Hans Christian Andersen Official Trailer #1 - Farley Granger Movie (1952) HD
The film was used by Gregory Bateson in 1943 in a classical example of culture study at distance. A portion of this study was published as "An Analysis of the Nazi Film Hitlerjunge Quex" on pages 331 to 348 of The Study of Culture at a Distance, edited by Margaret Meadand Rhoda Metraux, University of Chicago Press, 1953.
The Study of Culture at a Distance (Margaret Mead--Researching Western Contemporary Cultures, V. 1): Margaret Mead, Rhoda Metraux: 洋書
それで、このドキュメンタリーでベイトソンの言葉である。「The major problems in the world are the result of the difference between how nature works and the way people think.」が紹介されているわけですが、この言葉が非常に深いと思ってしまいます。
(49) 未開社会における服装倒錯については Bruno Bettelheim, Les blessures symboliques, Gallimard.〔ベッテルハイム『性の象徴的傷痕』岸田秀訳、せりか書房、1982〕を参照(同一視にもとづく心理学的解釈)。また、とりわけ参考になるのはベイトソンが分析した「ナベンの儀礼」だろう。Gregory Bateson, La cérémonie du Naven, Ed. de Minuit.(こちらは創意に満ちた構造論的解釈である)。
Or:"In Zen there is nothing to explain by means of words, there is nothing to be given out as a holy doctrine. Thirty blows whether you affirm or negate. Do not remain silent; nor be discursive."
An Introduction to Zen Buddhism by D. T. Suzuki p.49
troilism の定義 名詞 sexual activity involving three participants. In 1828, Rossini was still able to revel in the bisexual troilism of Le Comte Ory, in which the count, dressed as a nun, makes love to his pageboy, believing him to be a woman, while the pageboy makes love to the Countess Adèle, whom Ory fancies. Troilism の例 In 1828, Rossini was still able to revel in the bisexual troilism of Le Comte Ory, in which the count, dressed as a nun, makes love to his pageboy, believing him to be a woman, while the pageboy makes love to the Countess Adèle, whom Ory fancies. 他 2 個の例
MIND AND NATURE by Gregory Bateson http://www.oikos.org/mind&nature.htm
MIND AND NATURE A Necessary Unity
Gregory Bateson
CONTENTS
Acknowledgments I Introduction II Every Schoolboy Knows … III Multiple Versions of the World IV Criteria of Mental Process V Multiple Versions of Relationship VI The Great Stochastic Process VII So What? Appendix: Time is Out of Joint Glossary Index
EVERY SCHOOLBOY KNOWS … http://www.oikos.org/m&nschoolboy.htm 5. THE DIVISION OF THE PERCEIVED UNIVERSE INTO PORTS AND WHOLE IS CONVENIENT AND MAY BE NECESSARY,*3 BUT NO NECESSITY DETERMINES HOW IT SHALL BE DONE
I have tried many times to reach this generality to classes of students and for this purpose have used Figure 1. The figure is presented to the class as a reasonably accurate chalk drawing on the blackboard, but without the letters marking the various angles. The class is asked to describe "it" in a page of written English. When each student has finished his or her description, we compare the results. They fall into several categories:
About 10 percent or less of students say, for example, that the object is a boot or more picturesquely, the boot of a man with a gouty toe or even a toilet. Figure 1
Figure 1
Evidently, from this and similar analogic or iconic descriptions, it would be difficult for the hearer of the description to reproduce the object.
A much larger number of students see the object contains most of a rectangle and most of a hexagon, and having divided it into parts in this way, then devote themselves to trying to describe the relations between the incomplete rectangle and hexagon. A small number of these (but, surprisingly, usually one or two in every class) discover that a line, BH, can be drawn and extended to cut the base line, DC, at a point I in such a way that HI will complete a regular hexagon (Figure 2). This imaginary line will define the proportions of the rectangle but not, of course, the absolute lengths. I usually congratulate these students on their ability to create what resembles many scientific hypotheses, which "explain" a perceptible regularity in terms of some entity created by the imagination. Many well-trained students resort to an operational method of description. They will start from some point on the outline of the object (interestingly enough, always an angle) and proceed from there, usually clockwise, with instructions for drawing the object. There are also two other well-known ways of description that no students has yet followed. Figure 2
Figure 2
No student has started from the statement "It’s made of chalk and blackboard." No student has ever used the method of the halftone block, dividing the surface of the blackboard into grid (arbitrarily rectangular) and reporting "yes" and "no" on whether each box of the grid contains or does not contain some part of the object. Of course, if the grid is coarse and the object small, a very large amount of information will be lost. (Imagine the case in which the entire object is smaller than the grid unit. The description will then consist of not more than four or less than one affirmation, according to how the divisions of the grid fall upon the object.) However, this is, in principle, how the halftone blocks of newspaper illustration are transmitted by electric impulse and, indeed, how television works.
Note that all these methods of description contribute nothing to an explanation of the object-the hexago-rectangle. Explanation must always grow out of description, but the description from which it grows will always necessarily contain arbitrary characteristics such as those exemplified here.
http://psycnet.apa.org/psycinfo/1980-51433-000 Database: PsycINFO [ Book ] Beyond the double bind: Communication and family systems, theories, and techniques with schizophrenics. Berger, Milton M. (Ed) Oxford, England: Brunner/Mazel Beyond the double bind: Communication and family systems, theories, and techniques with schizophrenics.(1978). xix 264 pp. Abstract The original paper "Toward a Theory of Schizophrenia" (G. Bateson et al; see record 1957-08456-001) is reprinted as background for discussion by 3 of its authors and other authorities on the family. Presentations, given at a 1977 conference, review the theoretical and clinical development and application of the double bind concept since it was first enunciated in 1956. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
(20) G. Bateson et collab.,〈Towards a Theory of Schizophrenia〉, Behavioral Science , 1956, I(cf. les commentaires de Pierre Fédida,〈Psychose et parenté〉, Critique, oct. 1968).》
デイヴィッド・チャーマーズ - Wikipedia https://ja.m.wikipedia.org/wiki/デイヴィッド・チャーマーズ 情報の二相理論 編集
チャーマーズの考える情報の二相理論。この世界の本質的な所には、ビット列のようなもので構成される抽象的な情報空間がまずあり、その情報空間が物理的性質と現象的性質という二つの性質を持つ、という考え。中立一元論の一種。 そして以上二点の原則についての考察から、重要であろうものとして情報に注目する。そこから情報の二相説(double-aspect theory of information)を可能性として提唱する[16]。これは実在に関する形而上学的立場で、世界の究極的な実在(Ultimate reality)を情報(inforamtion)とし、その情報が物理的な性質と現象的な性質を持つのではないか、とする立場。
https://www.wikiwand.com/en/Gregory_Bateson https://upload.wikimedia.org/wikipedia/commons/7/7a/SOCyberntics.png Bateson and Margaret Mead contrasted first and Second-order cybernetics with this diagram in an interview in 1973.[28] ^ Interview Archived 26 November 2010 at the Wayback Machine with Gregory Bateson and Margaret Mead, in: CoEvolutionary Quarterly, June 1973. https://web.archive.org/web/20101126194238/http://oikos.org/forgod.htm