For the record, I went back and added those lines specifically in response to some of the original quote posts where the equation was misinterpreted, which made me realize that I had accidentally left an ambiguity.
Oh no, it's quite fine. I'm just memeing it up a bit because reading "5a" (multiplicative notation) as "5+1" is as pet peevey to me as writing a few hundred lines of code without using a single indent. :p
 
Man, the thread is going to be irate when it's revealed that Kagome could have taught us shadow clone all along.
You know, a long long time ago, back when Kagome was still just meeting us, he demonstrated the ability to create a clone that was self-aware, capable of ordering Hazou on complex tasks, and possibly taught him Sealing. Or so he claims, he could have been lying. And managed to fool Hazou.

Or maybe Hazou wasn't fooled and didn't show it to us.
 
Can we research into modifying mew into a more specialized role? 4 walls makes the frame for a small house, and if we can do it, different shapes and stuff to make ready windows, and basics for plumbing, etc.

If we can basically make houses for just the cost of chakra...
 
Can we research into modifying mew into a more specialized role? 4 walls makes the frame for a small house, and if we can do it, different shapes and stuff to make ready windows, and basics for plumbing, etc.

If we can basically make houses for just the cost of chakra...
We can already make the walls of a house with it. But to answer your question, no, we can't personally modify MEW.
 
*debates derailing topic*

*...*

*obviously yes*
EDIT: Also, as to representing additive operations with multiplicative notation, that wasn't the point. The point was to show that notation is merely a convention -- we choose '+' and '1' to have specific meanings and then compose them ad hoc when necessary, but there's no reason you couldn't specialize a symbol to mean that. It's like the '++' operation in C, or the add1 function in many Lisp dialects.

One of the things that bothers me about modern education, and that I've been trying to address in Honoka's lessons, is that concepts are very rigid. Things are taught in a specific way and in discrete chunks that make it hard to integrate knowledge. What Kagome is teaching is a really easy way to move from arithmetic directly into algebra; once you have the concept that numerals are just a conventional representation of a number then the rest is easy.
[NB: This is an attempt to say "I think this way of thinking about math and the teaching of it is helpful," not a criticism or an attempt at a debate, which I don't think the text makes clear.]

I basically agree with you, but I think I see it in a slightly different light. You're right that the power of math is at the semantic level, not the symbol level, but for me it feels vital in some intangible sense to get across that this all arises out of the foundational rules that constitute the meta-level. That is, the thing that allows you to deduce "♮" is the successor function applied postfix is not the equation '1 + 1 = 1♮', but the declaration, "let ♮ denote ...", or, in kid-speak, "when I write ♮ after a value, ...". You can only start solving at the semantic level when you already have sufficiently specific semantics in place that you can meaningfully operate on the symbols you have.

This is important because I think it captures an essence of math that is rarely explained well: that the rules and relationships are either primitive, and declared directly in the meta level, or a necessary consequence of other meta-level claims. When you go from "a + b = c + b" to "a = c", you can think of this at the syntactic level ("when you have these symbols you can move them around this way"), or you can think of it at the semantic level ("when this statement is true, then this other statement is true"), and this is an improvement, but neither captures the essence that the semantic level is equally arbitrary, and you can define semantics as ever you want.

By expecting someone to draw the conclusion "1 + 1 = 1♮", therefore "♮ = succ", you are risking imparting the idea that the semantic level is determined in essence by its syntactic properties, rather than the fact that someone at some point said "let ♮ denote ..." at this higher meta-level.

To give this a concrete instance of something being confusing, I was explaining syntax for lambda functions on Reddit a month ago. I started like this
Article:
No, a b c = d is literally just shorthand for a = λb. λc. d.
The = is working at a higher level than the lambda functions; it says that the lambda function a is equivalent to the lambda function λb. λc. d. You can't have an = inside a lambda function.

This has a similar issue where what is really a rule derived from the semantics is interpreted at the syntax level, which makes it incorrect. So I clarified,
Article:
Actually, let me clarify, since this isn't really 100% correct.

a b = d is an equation that says passing the argument b to a results in a lambda term that is equivalent to d.

In order for this to be the case, a must be a function, because you can only apply arguments to functions. It must accept one argument, and the function's resulting lambda term must be itself equal to d.

Therefore, a b = d is an equivalent statement to a = λb. d. We normally write this claim as (a b = d) ⇔ (a = λb. d). That is,
  • the equation between lambda terms a b = d is true if the equation between lambda terms a = λb. d is true, and
  • the equation between lambda terms a = λb. d is true if the equation between lambda terms a b = d is true.
Note that something like
f (λx. x) = (λx. x)

is a valid equation, but it can not be turned into
f = λ(λx. x). (λx. x)

That doesn't make any sense! It's not even syntactically valid! Rather, you could have
f = λg. (λx. x)

or
f = λg. g

or
f = λg. g g

All of which are valid ways of satisfying the first equation. It's only true that "a b c = d is literally just shorthand for a = λb. λc. d" if b and c are just basic names.

Hopefully that clarifies things.
 
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Also, as to representing additive operations with multiplicative notation, that wasn't the point. The point was to show that notation is merely a convention -- we choose '+' and '1' to have specific meanings and then compose them ad hoc when necessary, but there's no reason you couldn't specialize a symbol to mean that. It's like the '++' operation in C, or the add1 function in many Lisp dialects.

One of the things that bothers me about modern education, and that I've been trying to address in Honoka's lessons, is that concepts are very rigid. Things are taught in a specific way and in discrete chunks that make it hard to integrate knowledge. What Kagome is teaching is a really easy way to move from arithmetic directly into algebra; once you have the concept that numerals are just a conventional representation of a number then the rest is easy.

God. If you only knew.

STUDENT: "How much will we have to simplify our answers?"

ME: "None. In fact, never say that word to me ever again. Your answers will be graded independent of presentation. This "simplify" nonsense was largely just a lie told to you in highschool . Partly to give you more algebra practice, partly because cooking up interesting problems is hard, and mostly ,I imagine, so that the teacher doesn't have to read messy answers. Undoubtedly, the same fools who thought it was a good idea for you to have you rationalize denominators "because having a radical down there is bad!" had their hands in this monstrosity as well.

STUDENT: crickets chirp


Note that I am fully aware that modern education teaches the way it does for valid reasons derived from the need to educate tens or hundreds of millions of kids per year.

I lost my 10 page rant on this one, so I suppose I'll answer with "Sigh. Yeah it sucks, darnit."

Excuse me while I break my mouse clicking/unclicking Insightful on @Veedrac 's post.

I basically agree with you, but I think I see it in a slightly different light. You're right that the power of math is at the semantic level, not the symbol level, but for me it feels vital in some intangible sense to get across that this all arises out of the foundational rules that constitute the meta-level. That is, the thing that allows you to deduce "♮" is the successor function applied postfix is not the equation '1 + 1 = 1♮', but the declaration, "let ♮ denote ...", or, in kid-speak, "when I write ♮ after a value, ...". You can only start solving at the semantic level when you already have sufficiently specific semantics in place that you can meaningfully operate on the symbols you have.

This is important because I think it captures an essence of math that is rarely explained well: that the rules and relationships are either primitive, and declared directly in the meta level, or a necessary consequence of other meta-level claims. When you go from "a + b = c + b" to "a = c", you can think of this at the syntactic level ("when you have these symbols you can move them around this way"), or you can think of it at the semantic level ("when this statement is true, then this other statement is true"), and this is an improvement, but neither captures the essence that the semantic level is equally arbitrary, and you can define semantics as ever you want.
I thought better of torturing my mouse so take some shiny stuff for this bit right here.
 
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Note that I am fully aware that modern education teaches the way it does for valid reasons derived from the need to educate tens or hundreds of millions of kids per year.

Is it?

People moved to the teacher-students model because they thought that was more personal than a 'factory-style' education system, which consists of teacher as overseer of students tutoring one another.

I am unsure if education systems have valid reasons as opposed to institutional inertia.
 
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Is it?

People moved to the teacher-students model because they thought that was more personal than a 'factory-style' education system, which consists of teacher as overseer of students tutoring one another.

I am unsure if education systems have valid reasons as opposed to institutional inertia.
Good point. I should have thought more about alternative educational systems.

How does factory-style work, anyway? The teacher gives a lesson and then the kids tutor each other on it? New information has to enter the system somehow.
 
Civilian-born ninja are a sufficient incentive to deprive enemies of them via scorch squads.
Chakra users are more likely to birth ninja candidates.
Would this mean that, by teaching civilians to use their minimal chakra reserves to operate storage seals, the Leaf can get more civilian-born ninja in the next generation? Because if so, village interests trump merchant council interests.
 
Good point. I should have thought more about alternative educational systems.

How does factory-style work, anyway? The teacher gives a lesson and then the kids tutor each other on it? New information has to enter the system somehow.

Books were expensive. There was usually one per classroom, chained to the lectern. The lecturer's job was to read from it and possibly copy parts onto chalk and slate if they were feeling fancy. Students take notes.
 
Huh. Numbers look a little wonky on that. We've got about 30,000 people in Leaf, Family size of maybe 6, for about 5000 scrolls, 25000 minutes or ~415 hours ~ 10 weeks of sealing time. 5 weeks if Kagome pitches in, and during those five weeks we don't get to do anything else.
Note that there are several dozen sealmasters in Leaf.

Planned obsolescence seals would be the deal actually.
Note that storage seals do have a lifespan / max number of activations, it's just long enough not to be an issue. Presumably Hazō and Kagome have replaced the team's storage seals as they wore out.

Sooo...is voting on?
Go ahead and vote, with the awareness that @Velorien might choose not to follow new votes and instead to finish the prior plan.
 
Keep in mind: Kagome suggested this. What does that tell you about how likely it is to result in Bad Things?
That Kagome is bad at modeling people. Keep in mind, he's the person who taught a child how to use what amounts to her life force to power a storage container "and it should be safe so long as she doesn't do it twice in an hour" then left her with her mother and the storage container. If she were a different type of kid, and I don't believe Kagome could determine the difference on his own, she would die as a result.

Similarly, I don't think that Kagome is seeing the full potential negative consequences and slippery slope which is "hey, storage seals are really useful. Wonder what else is useful?" as more and more people begin to study sealing, and some people attempt to do sealing without proper training. Storage seals being common place will only directly lead to Armageddon if an inventive ninja gets their hands on them, or maliciously trains some desperate civilians to be walking sealing-failure bombs by teaching them how to store and unstore things while not teaching them not to store a storage seal, or finding people who are willing to die for their causes and equipping them with pairs of storage seals and a few months of training to open and close them.

Aside from those fringe dangers, the main danger is that sealing becomes more common-place, so we get more people making seals, and they get more attention. As they get more attention, we are more and more likely to see them misused. Right now, seals are mysterious and expensive things which people can't use. By putting storage seals everywhere, they start to lose that mystic, and more people will start using them. This will by extension increase the chances of their misuse. Since seals always have the possibility of "summons world-ending abomination" when misused, increasing their use will increase that likelihood.

The fact that Kagome doesn't model people great and thus doesn't see the above chain of logic doesn't make it any less true.
 
That's why a storage seal bank is a good idea. It's centralized and misuses become less likely.
I mean, that avoids the "walking sealing failure time-bombs" and instead goes to the "civil war" problem. That said, it would also increase the number of seal-masters, so I'm on board with it as well.
 
I mean, that avoids the "walking sealing failure time-bombs" and instead goes to the "civil war" problem. That said, it would also increase the number of seal-masters, so I'm on board with it as well.
Why civil war?

All of those merchants who sell perishable goods get to use this as well. Just make it benefit them enough that they dont complain. I dont see why this is inherently unavoidable, unless you're talking about something else?
 
Why civil war?

All of those merchants who sell perishable goods get to use this as well. Just make it benefit them enough that they dont complain. I dont see why this is inherently unavoidable, unless you're talking about something else?
It makes merchants reliant on ninja goodwill to compete, circumnavigating the primary purpose the merchant council was formed to prevent.
 
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