Note for anyone reading this: Anything in a blockquote is not from me. For the parts I've written I'm really ashamed and embarrassed and I disavow most of it and I apologize.

...when they are all included in one, they are hidden and useless, as in a chest, and never appear save in their natural confusion...


I shan't remain nameless.

And what's in a body?
A story?
Of beginning, of love, of duty?
Of Conviction.
The swimming fullness of elders.
And yet,

tentatively reaching, with sureness
of lowering
again into gloom or—
in the umbra
there lying—anonym, metonymy

née Gay

belief in fractals

To see the world in a grain of sand,
And a heaven in a wild flower;
Hold infinity in the palm of your hand,
And eternity in an hour.

do we find order in introspection?
a boundary reflected? whereby there is outside and inside?

On the seashore of endless worlds children meet.
The infinite sky is motionless overhead and the restless water is boisterous. On the seashore of endless worlds the children meet with shouts and dances.
They build their houses with sand, and they play with empty shells. With withered leaves they weave their boats and smilingly float them on the vast deep. Children have their play on the seashore of worlds.
They know not how to swim, they know not how to cast nets. Pearl-fishers dive for pearls, merchants sail in their ships, while children gather pebbles and scatter them again. They seek not for hidden treasures, they know not how to cast nets.
The sea surges up with laughter, and pale gleams the smile of the sea-beach. Death-dealing waves sing meaningless ballads to the children, even like a mother while rocking her baby's cradle. The sea plays with children, and pale gleams the smile of the sea-beach.
On the seashore of endless worlds children meet. Tempest roams in the pathless sky, ships are wrecked in the trackless water, death is abroad and children play. On the seashore of endless worlds is the great meeting of children.

To mediate the space of detachment where what is possible accords to a shared reverberation: the pain that emerges is beyond the capacity of its instrument; left only is the ghost of its emanation.

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A peculiar double vision blinds me when I try to see clearly.

without symbol

Projects for raising awareness of the reality of transcendental perspectivism, for combating the absolutist intent of meritocratic and reputation based systems of organization.

We all have teachers and influences that inform our perspective. This is an insight emanating from realms as disparate as mimetic theory and Harold Bloom.

Teachers are paramount and primary to our humanity.

Teachers are positive and negative and both, in multiple facets and along multiple dimensions. Teachers are in conflict. We navigate complexities of life by evaluating conflicting advice from our teachers.

We can be teachers to others, positive and negative and both.

The "algorithm" of human organization is the evolving set of teachers that each individual perspective comprises. Therefore, an individual possesses a relative and subjective valuation of others. This is unique for every individual.

Meritocratic and reputation based algorithms for organizing seek an absolute value within a social network to assign to each member of the network, discounting a member's unique subjectivity in favor of an unindividuated and muddied consensus of the entire group. This leads to one of two responses for non-leading members of the group: alienation (turning away from the group (and thus to factionalism)); conformity (turning away from individuation (and thus toward groupthink)).

To organize effectively we should promote individuation by nurturing the value of the individual: her unique subjectivity.


An individual should take care to carefully and continually curate her set of teachers and the sphere of influence of each of them. Most of this work today we do mentally, with the aid of reading lists, artistic reflection and endeavor, social media, friend groups, and in more formal settings like higher education or apprenticeships.

The foundation of social organization is the evolving curation and relative ordination of an individual's teachers.

We can build a tool for each individual to construct this curation and share it with others while retaining its content as a personal possession.

Along each dimension of teaching, we have the basis of an "organization lens". A lens has two sides. To peer through one side of the lens of a teaching dimension is to see those who most accord with your teachers' teachings, and to look through the other is to see those who most dissent with your teachers' teachings. To bifurcate the lens and overlay the pieces is to see those who are ambivalent regarding your teachers' teachings.

When the individual changes her perspective, she changes her organizational lens.

Now we have the means of human organization along many dimensions and through diverse perspectives.

(Work in progress) Rough sketch of the algorithm to produce an individual's set of organization lenses at a given instant in time:


  1. Abstract the dimensions along which teachers are evaluated. One can start out with a very simple abstraction involving one dimension: influence.
  2. Articulate the dual vectors of influence, e.g.: persuasive/cautionary; inspirational/oppressive; aspirational/depressing; sobering/befuddling; instructive/confusing; admirable/contemptible, unequivocal/vague; careful/deceiving.

E.g. perform the following steps to view the positive persuasive/cautionary lens of a given individual:

  1. The first order of influence is the ordered list descending by magnitude of the individual's persuasive teachers that are themselves members of the group.
  2. The second order of influence is the ordered list ascending by distance of the group's individuals from the given individual in terms of persuasive influence.
  3. The third order of influence is the nearest persuasive influence to each individual in the second order not belonging to the second order, ordered in the same manner as the second order.

These three orders of influence then represent proximate constellations of persuasive influence relative to the given individual.

The negative lens is then arranged using the same steps starting with cautionary rather than persuasive teachers.

To examine the bifurcated lens, first take the result of the positive lens and the negative lens, and then order the individuals in the group by ascending absolute value of distance from the postive minus distance from the negative.