This will be the first in a series of posts concerning the Logical Thinking Process and how it can help us organize our research efforts towards a goal:
Co-initiate a Second Renaissance: a conscious transformation of foundational views, values, practices, and institutions toward a wiser, weller, regenerative civilization.
Just to keep on the same page, let’s agree that everything in the document is provisional and up for discussion/debate. If you would like to see specific changes, please comment in the document itself. If you would like to discuss details, please comment in this thread.
More LTP Threads:
The LTP is based on the Theory of Constraints, which is a framework for figuring out how to make progress towards non-straightforward goals.
Here’s something I wrote in the WA Group a few weeks back that explains the purpose of this sort of analysis:
As I see it, we can assume we have a common goal, whether or not it has been explicated well.
Then we can asssume there is some form of throughput - measurable progress towards this goal. Evidence that somehow, what we are doing will result in what we desire.
Then there is operating expense - what our efforts are costing us. This includes things like time, money, and anything else we’ve invested in interacting as we have been.
And then there’s inventory - accumulated residues of operating that tend to get in the way of throughput. For example, theories that remain theory and are not put into practice. Ideas demanding attention that do not contribute to throughput.
A bottleneck is a constraint where throughput is falling behind demand. Bottlenecks should be the focus of attention. So, if we focused our attention on producing a learning curriculum, we would effectively be saying, this particular endeavor is where supply is falling short of demand.
The danger is, choosing the wrong constraint to focus on contributes to more inventory, which decreases throughput. This is quite evident in many forum posts (e.g. the one that gave rise to the curriculum question in the first place). Suppose we try to get together a curriculum and end up debating definitions of modernity, the correct way to apply systems theory, and so on and so forth? This would be the likeliest outcomce, in my estimation, and it’s a perfect example of how a lack of goal awareness contributes to a collective endeavor missing the mark.
Be that as it may, this is all relative to the stated goal. If our goal is to talk a lot, and debate theories, then we have a lot of throughput, and we should be proud of ourselves.
