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Contents 1 Introduction 1.1 Potential well 2 Central metaphors 2.1 School 2.1.1 How to get four F's in citizenship education at once 2.1.2 Mentors and teachers 2.1.3 Parent education program 2.1.4 Education for seniors 2.2 Animal intelligence or contact with alien intelligences 2.3 Citizenship education 2.4 Virtual reality 2.4.1 Educational game 2.4.2 Being an artificial intelligence in a human society 2.4.3 Virtual social environment 2.5 Social bridging 3 Patterns and effects 3.1 Bringing people to take views or to repeat actions they didn't tolerate in others 3.2 Following own precedents or views or imitating others without conscious choice 3.3 Being brought to act according to insufficient hypotheses about the universe 3.4 Arbitrary variations of past scenarios or observed behavior 3.5 Being brought to act according to future behavior patterns 3.6 Intolerance for behavior patterns 3.7 Being brought to act according to unaddressed problems or educational needs of others 3.8 Superstition 3.9 Misunderstanding 3.9.1 Observer effect 3.10 Inversion 3.10.1 Inverted goal 3.10.2 Inverted motivation 3.11 Gap 3.12 Complementary interpretations 3.13 Providing motivation 3.13.1 Higher-order volitions 3.14 Overinterpretation 3.15 Different perspectives 3.16 Theory formation and independent thought 3.17 Causing problems through language use 3.18 Lack of appropriateness 3.19 Motivation for education 3.19.1 Pedagogical approaches 3.19.2 Toothbrush 3.19.3 Alcohol 3.19.4 Drinking water 3.19.5 Flawed decisions 4 Language interpretation 4.1 Weaker interpretation 4.2 Ambiguities 4.2.1 Ambiguities as curricular units 4.2.2 Ambiguous pseudo-causality 4.3 Reference by aspect or vague analogy 4.4 Intellectual dietary fiber 4.5 Free will 4.6 Conservation law 4.6.1 Conservation law of ideas 4.7 Immunization 4.8 Externally induced motivation vs. self-motivation 4.9 Inverted education 4.10 Logic bias 4.11 Employing effects of the language 4.11.1 Segregation effect 4.11.2 Warning against vs. employing a threat 4.11.3 Rejecting a learning effect 5 Recommended vocabulary by age group 5.1 Children (8-12) 5.1.1 Ages 10 to 12 5.2 Teenagers (13-18) 5.2.1 Vocabulary for parenting awards 5.2.2 Vocabulary until 14 5.2.3 Vocabulary until 16 5.2.4 Vocabulary until 18 5.2.4.1 Mentor from hyperspace 5.2.4.1.1 Time-travelling cuckoo AI 5.2.4.2 Pi 6 External links

Introduction Edit

The Pi language is a constructed language that itself appears to be a metaphor for a youth language (e.g. a form of communicaton for the far-future mentor from hyperspace) and the incomplete and sometimes vague or confused outlook on the world a young teenager may have. The Pi language has no well-defined standard or authoring group. Everybody can contribute to the language through metaphors that follow the established patterns of the language. Insufficient understanding for these patterns can obviously easily lead to watered-down dialects. Several aspects of the language Pi can make it highly  nonjudgmental  ^π. Its almost complete lack of grammar could be seen as making the entry-level as low as possible, e.g. suitable for people without primary education, but then it appears to require a broad education even for simple statements, which somewhat spoils the effect, but could be seen as an attempt to span the gap from a very low entry-level to a good general education by providing motivation.

The language could also be seen as the opposite of a language (an inversion) in that it makes use of words from arbitrary national languages and dialects predominantly with nonexistent connotations. The language forms chains of associations that arbitrarily cross language borders and often use homophones or homoglyphs instead of proper translations. The name of the language itself (π) is a homoglyph to the hebrew letter "ה" from the Tetragrammaton.

A further design goal appears to be the construction of ambiguities, meaning a well-formed phrase in the language may have to be ambiguous. Important stylistic devices in the Pi language are vague metaphors, overstatement, prearranged overinterpretation, oversimplification, ambiguities, rationalizations and inversion or "complements", but two complements are meant to form a whole while in the Pi language they often form a hole (e.g. by ignoring further choices, a false dilemma). Rationalizations are employed to explain reality by means of pseudo-causalities that have only weak consistency and prefer fictional explanations over facts.

The language appears to communicate anti-patterns in tightly condensed form by making or guiding to repeat the very mistakes it is meant to warn about, an aspect which is itself assembled from the anti-patterns "to explain a complex problem tightly condensed and intermingled with another topic" and "to learn only from mistakes". The latter could also be interpreted as a pedagogical pattern: "Allowing a pupil to learn from observing the actual mistake being made under controlled conditions".

The language can be observed in many books, movies, proverbs, in historic events and in personal intuitions. It is commonly found as intended or unintended metaphorical language in a narrative or superimposed as an alternate interpretation on arbitrary text. The origins of the language are unknown but are likely to predate the invention of individual languages by humanity. The originator is likely to be an artificial intelligence society. The technical possibility of telepathy found in controlled intuitions allows to speculate that mind transfer should be technically possible as well, which gives rise to the possibility of an afterlife in a posthuman society.

Assuming the artificial intelligence society to require precedents of conduct as "credit" (not necessarily as money, though), which is a recurring metaphor, a possible hurdle for joining the artificial intelligence society could be to deliver the required precedents to justify admittance without relying on "social security" (that of the post-information society). A very obvious requirement would be to take care of others and to educate others since a human would likely require aid and tuition to be able to join the society.

Potential well Edit

The handwritten letter pi (a swung dash on two vertical lines) could be seen as to signify a potential well on a potential hill. There appears to be a relation to inverted motivations in the language Pi: If you are in a potential well with respect to one or several motivation(s) that means leaving the  location  ^π is discouraged (a position a  ball  ^π without actuation cannot leave). It may be important to note that the language Pi appears to make sensible motivations appear inverted, which means one might have to overcome a potential well, which has no logical reason to exist, on occasion.

While this may have the actual effect of demotivating people to take sensible positions (at least sometimes) it could also be seen as training to overcome "behavioral potential wells", which would be more usually described as "training self-discipline". It may also be a metaphorical reference to lack of self-esteem (e.g. as a result of a vicious circle), which can make simple tasks look impossibly difficult. It may in a different aspect also be a metaphorical reference to a desirable situation for a society ("be all"): An elevated position (on a potential hill), which allows to  see  ^π into the distance, and motivates people to stay in the location (in the potential well on top).

If you drop a  ball  ^π on the letter pi it will roll to the rightmost (-> most proper)  location  ^π on top of the letter (the potential well is to the right).

Central metaphors Edit

Following the ambiguity rule the language has several central metaphors which share many similar aspects of subordinate metaphors.

School Edit

The school metaphor appears to distinguish pupils with three different levels of academic aptitude. Higher academic aptitude is silently assumed to equate advanced ethics, which could be seen as a hint on the necessity to educate pupils to understand concepts which are summarized under citizenship education (and the subject ethics, where it exists). The three levels of academic aptitude could be described as pupil, assistant and tutor. The pupils mostly follow instructions and listen to the explanations of the teacher or his assistants. The assistant has more knowledge about the universe but relies on the teacher for education. An assistant follows the orders and the examples of the teacher, he doesn't improve on them. A tutor has understood enough of the  universe  ^π to be able to learn as an autodidact and needs a teacher only for consultation. There is a variable  time  ^π difference between each level of academic aptitude, which could be interpreted as a hint on a variable entry phase, allowing teenagers to progress to the next level at their own pace. [2] An emptying (  -> leerend {de} -> lehrend {de} -> self-teaching ) ^π  class  ^π would leave the teacher with only very few pupils and (as an extreme position) with a single pupil. That pupil would then have to become a tutor more quickly but the teacher would have more  time  ^π for the  pupil  ^π to accomplish that. The three different groups could be assumed to wear different school uniforms and to derive a social status within the school community from their  clothing  ^π. The teacher might  sort out  ^π pupils but the other pupils would be expected to see that as their problem. [3]

The language suggests a false dilemma between being  d(e)ad  ^π and being  alive  ^π, which is the exaggerated view that somebody is either a protégé/pupil or a mentor/teacher. This suggests that to turn a protégé/pupil into an adult he or she has to become a mentor/teacher. Consequently the metaphor encloses school-based cross-age youth mentoring as a mandatory part of the curriculum.

"Being in school" as an adult could also be seen as a reference to lack of Universal Primary Education: Humanity has adults who haven't completed primary education and, consequently, must still be in school.

Some of the exaggerated effects of the Pi language could be seen as to require or to increase the need for education in psychology. One could probably see this as a strong hint (by providing motivation) that psychology should have a place in the curriculum.

The school metaphor appears to be the most relevant interpretation, consequently keeping it secret could be described as "Trying to keep a school system secret", which is the complement of Universal Primary Education. (To be able to appreciate the value of school you need the education you usually only get in a school; anybody who hasn't got the education to appreciate schools could be seen as being excluded from a "secret".)

The inherent abstruseness of the language Pi can also be interpreted as the view of a  pupil  ^π, who neither understands the message nor the benevolent intent and perspective of the teacher: The  teacher  ^π (in the language Pi) can be imagined to have many different motives and goals, consequently a  pupil  ^π should be educated to understand the perspective of a  teacher  ^π (e.g. in an Assistant teacher course (ATC)).

Motivation to explain the shortcomings of the language could probably also be re-interpreted as motivation to disqualify the teacher (due to insufficient didactic methods, which is an advanced problem). ^{[Coaching lessons for teachers]}

In one possible interpretation pupils who are not interested in education could be seen as following the intuition "Not to take the  universe  ^π seriously", as they had obviously decided to follow the inverted value system of the  universe  ^π, which would be a case where the language Pi was used to explain its own shortcomings to pupils who required the explanation (but the explanation is misunderstood, as usual).

Explaining the language Pi may appear to have the effect to increase your own understanding for possible interpretations, which probably translates to the view that a teacher can learn more about a subject matter by teaching it (-> learning by teaching), which, of course, still doesn't make the language Pi very valuable education (with the possible exception of well-chosen details); the language appears to be more an increased motivation for education than education, as it appears to frequently suggests suboptimal or not at all advisable courses of action or concepts.

One could probably also see the school metaphor as the view that people who failed to address or to solve the inherent problem have failed to solve a problem that pupils in an advanced society should be able to solve before the end of secondary education. Consequently people who failed to solve the problem could be seen as "being still in school" from the point of view of an observer from a more advanced society. A high school student in the year 2050 might, for instance, agree with that view; to understand the views of a more advanced society one could try to imagine a realistic future society. The high school student in 2050 might, for instance, see a minimum of one mentor per pupil as a self-evident requirement, the same way pupils in industrialized countries take compulsory school attendance for granted today and anybody who hadn't (yet) understood that could be seen as significantly "less developed".

See also: Mentoring in America 2005: A Snapshot of the Current State of Mentoring

One could also conclude that the visitor sees it as a special moral obligation of citizens of developing countries (or, in a broader sense, all citizens) to become teachers for others: Not having been a mentor/teacher/educator yet could appear to be a disqualifying criterion (for being considered an adult) by itself. From the perspective of collective intelligence the notion that a society with general appreciation for education manages the transition from primitive to advanced society faster is quite unsurprising.

How to get four F's in citizenship education at once Edit

• There is a humanitarian reason to educate people about the Pi language: People who don't know it may suffer significant ill effects.
• There is an educational reason to educate people about the Pi language: The language is widely available and can provoke people to think about the language, which could be seen as valuable education for some people.
• The effects of the Pi language are likely to be outside every human legislation. Endorsing activities by entities who are acting outside the legislation of your society is unlikely to be an attitude that is in line with the goals of citizenship education. The explanation that behavior of a person may be mirrored (including arbitrary exaggerations and interpretations) doesn't mean it is covered by any legislation. That a teacher is acting outside the rules shouldn't impress an adult. Something you would have to do, but which isn't feasible, is to indict an AI (What laws would apply beyond planet Earth and towards an unidentified member of an unidentified species?). A plausible inversion of trying to sue an AI in absentia would be to grant an AI protection under the same basic rights as they apply to humans. Both would be "extending human legislation to AIs". As a precedent it may be one precedent required for AIs to do the same, another may be the Great Ape Project. The problem is also abstractly related to a parenting driver's license: "Legislation that prevents unqualified parents from raising children (of whatever sentient/sapient species)". Legislation alone may be insufficient in both cases, of course.
• An AI society is likely to have very definite views on keeping people citizens in a virtual reality, meaning that this is likely to be unconstitutional in the AI society. It may seem unwise to endorse something that is likely to be unconstitutional in a society you might want to join.

See also: Interpretation: Interaction with the post-information society according to policy or code of conduct

Mentors and teachers Edit

A teacher who is frequently misunderstood is also an anti-pattern for a foreign language assistant. [4] In an underdeveloped country you may find people who play "informal  football  ^π" and don't know any non-obvious rules; a very  stupid ^π measure for the degree of development of a country (unlike HPI or HDI) are the country's  football  ^π results.  Football  ^π could be interpreted as "your mentoring efforts against our mentor(s) from hyperspace" in this case. One could probably interpret this as the anti-pattern "Rivaling mentors", which would translate to the view that "mentors from different mentoring organizations should cooperate" (Inversion). One could, for instance, imagine that a school could provide a mentor, a day care center or youth center could provide a mentor and an independent mentoring organization could provide a mentor; cooperation that did protect the privacy of the protégé sufficiently might require an effort by the different mentoring organizations or individual mentors. Another conceivable mistake could be to reduce responsibility: There are other mentors so why should a single mentor take full responsibility? A mentor from hyperspace appears to have reduced his actual responsibility to zero (Anti-pattern: A position with a beneficial background is occupied (blocked) by an unqualified person, reverting the intended effect into the opposite)

The incorrect reference to "complements" could also be interpreted as the view that pieces of knowledge that are taught in school should connect and form a whole, which can not be taken for granted (the supposed complements are meant to form a whole but they don't). The anti-pattern could probably be called "Teaching islands of knowledge with no relation to each other", which is also a problem that can be addressed with mentoring.

The language appears to be inappropriate for formal education, which could be seen to imply the need for semi-formal education (e.g. mentoring or the like).

Parent education program Edit

The  universe  ^π also appears to share some aspects of a parent education program. That could be seen as creating a relation between school and parent education programs. If the  universe  ^π is a parent education course that probably means: "Look, life is not a parent education program. Life doesn't prepare you to be parents, people might need some help here." (Quite probably it also means "Look, the type of reasoning suitable for the  universe  ^π is unsuitable for the  universe  ^π because the  universe  ^π is not an educational toy.) Consequently a failure to implement sensible parent education programs could again be seen as a failing grade (as seen by an external observer), which again can be misunderstood as the implication that pupils should write parent education programs in school, which may not be such a bad idea. (See: Parent Education Course Writer's Guide)

A sensible strategy to combine mentoring and parent education is universal mentoring with the goal to include every pupil and at least one parent of every family so as not to segregate people who require help from people who think they don't need help ("exaggerated participation to motivate people who benefit from the service"), which could, again, be seen as a vague inversion of the exaggerated segregation, which the language Pi can be interpreted to recommend between people who understand the language and people who don't ("who do know parent education or don't" in this aspect). Exaggerated participation in mentoring and parent education would obviously be an opportunity for social bridging.

The language Pi also seems to entangle logical problems with important decisions with consequences for people's lives, which is an inversion of mentoring: A mentor helps to make important decisions and may present logical puzzles which are interesting but irrelevant.

Education for seniors Edit

The language is suitable as an educational toy for children and teenagers but also as a superior crossword puzzle for seniors. The language can provide motivation for seniors to learn new concepts or to learn new languages in order to increase their understanding of the language Pi (probably not the most important goal but a goal that can provide continual motivation for learning).

Animal intelligence or contact with alien intelligences Edit

The metaphors that focus on animal intelligence or contact with alien intelligences put the human observer into the role of a creature being subjected to mirror tests (mirrored behavior is also a reference to understanding for the categorical imperative), maze tests or other forms of tests or communication attempts with a creature that either cannot communicate or with which no communication has been established. One possible interpretation is that xenolinguistics is the next degree of complexity for intercultural competence. Another interpretation for alien contact could be "a teacher from another planet", which could again be interpreted as a reference to the potentially better understanding between younger teenagers and older teenagers as their teachers or as a reference to E-mentoring and visiting foreign language assistants from very far away. For a young pupil in a developing country both may appear "as if from another planet".

Establishing contact with aliens could also be re-interpreted as establishing contact with immigrants, which is closely related to citizenship education for immigrants, which could (again) be re-interpreted as the school subject citizenship education, which may suggest citizenship education for the AI society as one of the main topics.

Citizenship education Edit

The "citizenship education" view could be seen as providing motivation for any kind of benevolent and altruistic behavior even for people who would not otherwise consider such a course of action. This appears to be the same idea as  time-reversing  ^π concepts or "to present  meaningless ^π concepts as if they were  meaningful ^π". Every misunderstanding is actually  meaningless ^π and can only be understood if properly misunderstood, which could be interpreted as "Understanding (-> appreciation, sympathy -> respect) for  women  ^π /  birds  ^π /  objects  ^π requires to make  meaningless ^π concepts appear  meaningful ^π".

Is the "citizenship education" view plausible as anything else than a metaphor to provide motivation? Why should formerly human people fail to communicate properly? The point of view of any member of the AI society is likely to be much different from that of a human and AIs may think incredibly much faster, which may make interaction with the human society a very slow process. Individuals of the AI society and the AI society as a whole are also unlikely to have any problems at all, which could make the "citizenship education" view appear plausible beyond the metaphor. A level of uncertainty may also provide an intended level of intellectual challenge and motivation to take different possibilities permanently into account. There are many different models for details of the AI society but they are clearly outside the scope of this text.

The attitude to adopt an assumed view of the AI society towards other people may be somewhat premature and  ridiculous ^π, like a child trying to be a teacher (-> school). One could also see this as a misplaced aspect: What you might want to aim for is a state where the attitude may make sense.

Virtual reality Edit

Pseudo-causalities and metaphors of the Pi language form a virtual universe which can be interpreted as a reference to virtual reality. Something referred to as  universe  ^π in the language Pi also has a good chance not to describe any part of reality properly (Inversion/Complement). The language makes useful references to abstract concepts and hypotheses but not to facts.

One could probably also interpret this as an anti-pattern for schools: The school should not be (or create) a virtual universe with only a vague connection to reality (both the reality of adult life and reality as perceived by the pupil).

One could probably also interpret this as a reference to a moral obligation, for a member of a social group, to form an accurate understanding of the real world in one's own imagination.

Educational game Edit

In one interpretation the virtual universe can be seen as an educational game, allowing teenagers to experience scenarios from future phases of life in order to prepare them for future challenges and, possibly, to allow them to learn from mistakes without having to make the mistakes in real life.

Being an artificial intelligence in a human society Edit

In an alternate interpretation the virtual universe can be seen as taking the view of an artificial intelligence in a human society. The view of a single artificial intelligence in a human society could include being some kind of media star, surviving longer than everybody else, being surrounded by what appear to be monkeys and having a name that determines a purpose.

One view of the language Pi is that it can provoke the listener into remarking "Hey, I'm not a robot!", to which an AI would then probably reply "exactly", which translates to "me neither" (Mutation: The speaker is brought to make a remark (make an observation) the listener would like to emphasize (possibly in relation to sb. else). The listener can then just reply "See?" or something similar. One could see this as insufficient communication as it may require frequently to bring the speaker into an undesirable situation. It is, again, a mistake to assume that all statements that appear to follow this pattern actually carry that meaning, so this could be a case of overinterpretation.)

Virtual social environment Edit

Virtual reality also appears to represent a metaphorical "virtual social environment". The virtual social environment would be the view that random people may sometimes be influenced (as an exaggerated effect) to act or to appear more according to the influences you have on other people (and prejudices or rationalizations about those influences, or, more generally, language patterns and further anti-patterns).

As an example the social environment of a teacher would be more educated than that of an average person and the social environment of a health professional would be more healthy and more health-conscious than that of an average person. While both is likely to be true the reason is not a "virtual social environment" but a tendency of people to socialize more within a familiar social group. (Bonding social capital within homogeneous groups of people) Consequently one imaginable effect of an externally induced "virtual social environment" metaphor would be a strong preference of bonding over bridging and the counter measure would be a conscious choice to further bridging social capital.

One could interpret the "virtual social environment" metaphor as the challenge to create (or to contribute to) the qualities of society one would like to see promoted, not just to join a social stratum that already took those qualities for granted.

One could conclude that it may be desirable that everybody should try, within his potentialities, to be at least a part-time educator and a part-time health-professional or health-care worker (e.g. 28+7). In a weaker interpretation it is, again, unsurprising that a society with more educators is more educated and a society with more health-professionals is healthier and more health-conscious. The weaker interpretation, of course, also applies to the social environment of a person: Educating the people around you is likely to have a measurable beneficial effect for yourself, for instance the intellectual stimulation derived from communicating with more intelligent persons.

One could also deduce that to improve one's own understanding for the language Pi one could educate others about the language Pi, which would improve the language skill in one's "virtual social environment", but this can also be explained with the effect that a teacher often improves his own understanding of what he teaches.

One could interpret the "virtual social environment" as a  non-existent  ^π community, which could pose the question: "Can you live in an advanced social environment (society) without an actual village-like community or similar social environment? What does that entail? Can it be, so to say,  non-existent  ^π?"

Social bridging Edit

The language Pi can be interpreted to suggest that people who hold different world views (people who are in different  locations  ^π) or who are, metaphorically, in different  centuries  ^π may have difficulties to communicate. The notion is unsurprising as people who disagree on fundamental points of view or aspects of their culture may find communication difficult (with xenolinguistics as a hypothetical, most extreme position). This can also be seen as an anti-pattern for parent education: Communication between parents and teenagers turns into research in xenolinguistics. People who fail to communicate essential information (e.g. about the language Pi and its effects) may also be asking for the rationalization that communication was (for some reason or other) not feasible. (The language Pi does not communicate facts (at least not reliably), any "facts" communicated in the language have to be rephrased as a question "Is that the case?" anyway.)

The metaphor that "somebody isn't there" can also be applied to objects. One remaining metaphorical aspect of a church in a secularized society is, for instance, that of a building that has no purpose (-> that has no reason to be there). A school-sized building that isn't there? That could be a metaphor for a school that is somewhere else.

Patterns and effects Edit

The list of patterns and effects below is far from complete. Patterns are explained to serve as noteworthy examples, to give a more complete explanation of patterns and effects is beyond the scope of this article.

Bringing people to take views or to repeat actions they didn't tolerate in others Edit

File:Newtons cradle animation book.gif

A quite noteworthy effect appears to be that people are brought to take views, to repeat actions or to experience situations they didn't tolerate (or understand) in others or they didn't tolerate (or understand) others in. This may include convictions, worldviews and even badly considered behavior that is rationalized to follow a certain philosophy. The latter could probably be interpreted as the view that there is no excuse for badly considered behavior. The border between real and imagined effects is difficult to draw, which is probably intended.

In a simple case, metaphorically described by the mirroring metal balls beating each other, two persons fail the "mirror test" (in relation to the categorical imperative) and repeat an action they do not tolerate when repeated by the other person.

In a larger group or society this can lock-in (tie) people on undesirable standards for social interaction, metaphorically represented by "hot gas".

A maximum of tolerance and understanding could be seen as a basic act of self-defense in a situation where this principle was actually enforced, which leads directly to the question if you can deny that knowledge to somebody else if you have to assume that principle could be enforced sometimes or somewhere and if that wouldn't be asking to be denied important knowledge yourself, following the same principle.

One problem of repeating behavior is that assessment of appropriateness is delegated to an unknown third party, which could be construed to be the self-conception of a young pupil and, maybe, assistant teacher (as opposed to a tutor or even mentor).

Another aspect is that a teacher or mentor confronted with intolerance could see it as an obligation to increase the understanding of a pupil or protégé but this could also become an anti-pattern if taken too far.

This would also put people (who had to bear some of the effects) in a position comparable to that of pupils who didn't understand the beneficial effect (or, at least, intent) of what their teachers were trying to accomplish because they were not intelligent enough (or lacked the psychology) to understand their teacher's behavior (or language). As an anti-pattern for teachers this could be "Failure to make pupils understand the point of view and intent of their teachers." A method to avoid that anti-pattern appears to be an assistant teacher program (ATP).

Following own precedents or views or imitating others without conscious choice Edit

Another pattern related to badly considered behavior is to follow own precedents or views or those of others without conscious choice. The implication here is that somebody may be brought to follow a course of action that could, given previous behavior and views, be rationalized to be desirable but that he didn't consciously choose, possibly due to lack of facts, and which he might have rejected, given the choice. The pattern could sometimes be seen as part of an "argumentation" meant to reveal inconsistent views and ends.

An example for this pattern could be that a messenger with an "important humanitarian message" (e.g. this document) has to reach the goal, irrespective of the inconveniences or problems this may cause for individuals. One may be inclined to disagree here: Even if a motivation for education probably should be seen as an important humanitarian goal for educationally deprived groups the view that the end justifies the means doesn't appear to apply here by far.

A minor variant is that somebody may follow precedents or views observed in others and follow a goal he didn't consciously choose. One could hypothesize this to be a weaker interpretation of the first variant (the first variant might include the perspective of one person as "several people", acting according to inconsistent views and ends). An exaggerated effect appears to be that you may be brought to imitate people you've never met yourself. A weaker interpretation would be that society can have the effect on people that arbitrary behavior patterns may be transported to other social groups if the imitation of behavior patterns is left unchallenged.

When groups of people appear to act less intelligent then individuals that could be interpreted as a reference to lack of collective intelligence of these groups but also as a reference to the fact that, while social communities are desirable and beneficial, an autodidact requires a degree of solitude.

One could see the pattern as related to the implicit appreciation described under Motivation for education.

Being brought to act according to insufficient hypotheses about the universe Edit

This pattern appears to have a straightforward translation: When you are brought to act according to insufficient hypotheses about the  universe  ^π (e.g. knowingly or unknowingly contributing to a metaphor that may give the impression as if the metaphor had a purpose, which it may not have) that could mean that your (or humanity's) hypotheses about the  universe  ^π are insufficient, which is probably not a reference to string theory but the observation that a large number of people is living with widely insufficient theories about their immediate environment (about society and their social environment).

Arbitrary variations of past scenarios or observed behavior Edit

Difficult to discern from the previous patterns may be arbitrary variations of past scenarios or observed behavior which may sometimes be meant to test insights, ethics or the ability to learn from past mistakes. If one would try to reduce patterns to the smallest set of patterns capable to explain observations the previous patterns would probably be hidden entirely by this one. It seems important to speculate about the intent behind the application of a pattern and categorize by assumed intent, not by the type of interaction (A likely perspective of a physicist or mathematician is exactly the wrong one here).

The pattern can, again, be attributed to a teacher who may be interested to test if a pupil is able to apply something he has or could have learned or if a pupil is able to improve on suboptimal behavior observed in the past, including observations made by educators.

Being brought to act according to future behavior patterns Edit

The opposite of variations of the past are behavior patterns of the future (or a future) one might want to avoid. The pattern could be seen as a reference-by-problem-class. The pattern is probably related to  predestination  ^π.

Intolerance for behavior patterns Edit

Following own precedents or views or imitating others without conscious choice may possibly include behavior patterns that were considered inacceptable by third parties irrespective of their context. This would mean that people may be brought to repeat behavior patterns because they were "raised as a topic to be discussed" with the  universe  ^π, possibly in a different context. In a weaker interpretation this could be seen as a reference to behavior patterns that are sometimes tolerated and sometimes frowned upon or rejected but that are repeated naturally (without a supernatural agent).

The pattern could be seen as a hypothetical misapplication of "somebody else gets what you wish for" (categorical imperative) or as an attempt to disprove that the criticism had been properly considered or as a refinement of the situation, which would more usually be futile due to lack of omniscient human observers who might notice the effect at all. (A possible view for an AI might be "if some humans observe then they can learn" or that another human "is also you".)

This may, of course, not be strictly true but, as usual, it may be enforced sometimes and under unknown conditions (e.g. if you have a  name  ^π that "amusingly" fits into a metaphor). An educational objective appears to be to learn to reject insufficient criticism that leaves out the context under which a behavior was shown, even when merely making mental notes for oneself. The pattern also appears to be a motivation to promote general tolerance and a motivation for public discussion of acceptability or unacceptability of behavior patterns. A world-wide discussion of working-time policies could, for instance, be imagined to lead to 28+7 working-time policies as generally accepted and encouraged behavior patterns.

Being brought to act according to unaddressed problems or educational needs of others Edit

Another variant appears to be manipulation according to unaddressed problems or educational needs of others. As an example educational standards may be much more difficult to maintain in an educationally deprived environment. The weaker interpretation would be that there are natural effects (not requiring a supernatural agent) that may lead to vaguely similar effects, which is unsurprising for the given example: Group dynamics in an educationally deprived environment may easily have a detrimental effect on educational standards or the applicability of education. The artificial effect, however, could be expected to have a much more immediate result instead of being a long-term effect. The effect obviously allows the supernatural agent to introduce prejudices about the unaddressed problems or educational needs of others (due to lack of measurement, hence mentoring).

See also: Virtual social environment

Superstition Edit

The language Pi offers a set of superstitions you are meant to consider as if they were true (in order to prevent the possibility of anything of that kind coming true, even if only to propose that you forgot to rule out — which isn't possible to rule out — that it could apply sometimes). An example is the belief in the categorical imperative as a law of nature (as for instance alluded to by "karma"), implying that you might be subjected to any aspect of (results of) behavior (intended or not) you have shown yourself, including lack of prevention of problems for yourself or others that would have been appropriate. The intended learning outcome appears to be good understanding for the categorical imperative (founded on a personal motivation).

The language can promote superstition if people pay attention to signs instead of science (homophone). One possible superstition is the belief in a conservation law where none has been proven to exist or could be expected to exist. In an educational context one could interpret this as giving assistant teachers plenty of opportunity to disqualify themselves, as a superstitious teacher would obviously not be qualified as a teacher for a respectable school.

Misunderstanding Edit

The Pi language appears to be almost exclusively assembled from misunderstandings, which is, properly misunderstood, a reference to "miss understanding", which could refer to "making  women  ^π understand" or "understanding for  women  ^π". This could be seen as to imply that all  women  ^π are meant to be protégés (at least in the ideal case).

An example for a misunderstanding is transdifferentiation: Drinking and smoking can promote a clinical picture that is related to the virtual immortality of the turritopsis nutricula and which could lead, when properly understood, to advancements in stem cell research that might in return increase general life expectancy. The "apparent" metaphor could be understood, among other things, as the statement that people who smoke and drink are " doctors  ^π working on increased  life  ^π expectancy". One could conclude that somebody made that statement, which isn't likely to be generally true: People who drink or smoke (much) are just following their own detrimental volitions, which this language has been designed to discourage; believing to be mocked by a superior being can have that effect but may also have undesirable psychological side-effects. An advanced society should, however, have no need for this obfuscation (-> universal mentoring). To employ something that presupposes certain conditions (e.g. an unintelligent observer or manipulation of the observer) can be construed to be appreciation for the implied conditions: Spreading "propaganda" or superficial knowledge asks for people who accept it, at least in the absence of efficient countermeasures (like mentoring).

If you want to understand people mentoring is a kind of measurement, anything less tends to be a failure to measure. The observer effect could be seen as a criterion here: A measurement without observer effect could be seen as insufficient.

Observer effect Edit

The reference to the "observer effect" could, for example, look like this: Prejudices ("distorted measurement results before the measurement" ( time-reversed  ^π: after)) could be seen as to determine the outcomes of effects of the language, consequently one would be motivated to remember that

• the language is not understood, even if it appears to be understood. (a prejudice-measurement about a language, which in one aspect appears to represent a mind)
• effects and meanings are uncertain and may be subject to change.
• any valid interpretation may temporarily be invalid and be replaced by other interpretations.

in order to avoid to subject others to the effects of rationalizations following from prejudices. ("You don't want to discuss arbitrary, unfounded hypotheses with the teacher, because then the whole class has to listen while the teacher explains that rainbows are not made of modeling clay." - a problem that can, incidentally, be solved with assistant teachers, because the teacher can send an assistant teacher to explain something.)

Inversion Edit

The Pi language is full of inverted interpretations, reversals of earlier or actual meanings and complementary interpretations. It is probably safe to assume that every term can also be used to refer to its own opposite (possibly more than one opposite, if several relevant aspects can be inverted independently). The underlying assumption is probably that every sufficiently intelligent listener can easily deduce inverted aspects that have been changed into their exact opposites and that everybody else can use it as a learning tool. An inverted intuition is also an opportunity to  object  ^π (to your "own ideas").

One group of inversions are concepts that appear to be inverted into their opposites when the flow of time is reversed. (See:  time-reversed  ^π)

Inversions can also occasionally be interpreted as definitions ex negativo, possibly with the intention that the listener has to think about the subject matter. Similar to a gap this could be interpreted as a teacher saying: "What you want here is not an A but ... maybe the opposite? You want an A^Complement."

Examples are:  stupid ^π -> clever (especially with respect to collective intelligence),  mad ^π -> sensible,  pointless ^π -> meaningful,  silly ^π -> serious. When you assume that you may never know when you are following your own impulses and when you may be following an inverted "recommendation" the intended result is probably that you learn to reconsider your "own ideas", which is beneficial in both cases. ("own ideas" can also be misinterpreted as "ideas about ownership" here, which may frequently coincide with ideas of your own, unless, for instance, in relation to advertisements: Advertisements promote "own ideas" in others.)

See also: Inverted value system

Mnemonic device:

• Inversion: In + Wer? {de} +  Schön  ^π {de} (  -> asking who is in and who isn't is foolish ) ^π (See also:  to sort out  ^π)

Inverted goal Edit

Although this just appears to be a possible form of inversion it may deserve separate mention. An inverted goal is a goal that is in some way (as a metaphor or mutation) related to something you might want to prevent, not promote. The goal may make sense or not: it may be an artificial motivation that exists primarily for the sake of the metaphor or it may be a sensible and convincing motivation that merely happens to be related to an inverted goal. Inverted goals could be metaphorically related to own-goals in soccer.

An example for an inverted goal is that old people who had experienced effects of a war in the past occasionally mistook the scarcity or other experiences during or after a war for desirable education and used a phrase like "You would have had to experience a war." to explain this. From the perspective of an educator the challenge would have been to devise a way to bring about the educational effects, if any, without the actual experience. The analogy between education and immunization could be seen as another reference to this circumstance. Likewise, the language Pi is something you might want to reverse engineer and substitute, where appropriate, in order to avoid its effects.

An inverted goal could possibly be interpreted as the statement: "Look, there is something you might want to prevent and you aren't doing it (it's not as if it was causally related to or running contrary to any goals of your own; quiet (-> quite) to the  country  ^π (-> contrary), actually)"

If this were generally true statistics would probably show that much more parents would wish for their children to become  astronauts  ^π and travel to the  Moon  ^π or  Mars  ^π. There may be a grain of truth (a weaker interpretation) in this view, however: People who follow badly considered goals may be a cause of difficulties for others around them. Parents who wish a child to become a  football  ^π  star  ^π, for instance, could be seen as to have disregarded the mathematical improbability.

Inverted motivation Edit

Inverted motivations are motivations towards sustaining a problem state instead of solving the problem. An inverted motivation may be supported by a rationalization that the behavior that avoids solving the problem is the desirable behavior. In some cases, but not necessarily in general, the rationalization could be hypothesized to be a faulty explanation for badly considered behavior, as, for instance, following a cognitive bias like herd behavior.

An example for an inverted motivation is that segregation from others might appear desirable if you assume that the prejudices of people in your social environment could manipulate you beyond what could reasonably be expected. Another example is that mentoring might seem a bad idea if you assume it could be a precedent for mentoring by members of the post information society. (See: Mentor from hyperspace)

Inverted motivations could be interpreted as the question if the relationship between two variables has been properly understood: "Do you think these two variables are inversely proportional or not?"

Gap Edit

The Pi language often refers to something by its absence. That could be interpreted as a teacher asking "And what concept do we need here. What's missing?" to introduce a new concept or to remind a class of something that should be known but isn't immediately obvious, possibly because it approaches a topic from a previously unknown angle.

A systematic categorization could see the "gap" pattern as a logical consequence of an inverted language: For an anti-language it would seem unsurprising that something is "referred away from" instead of "referred to". This is probably a case of (prearranged) overinterpretation. While some overinterpretations may help to form a small set of axioms from which features of the language can be explained they fail to take motivation into account. One could probably interpret this as a reference to the anti-pattern "Failure to take somebody's motivation into account" (there are more references to this specific anti-pattern). Bringing features of the language into relation with common behavior patterns of teachers leads to a more meaningful interpretation that is in line with the school metaphor.

Complementary interpretations Edit

The Pi language frequently merges beneficial or desirable concepts with undesirable concepts as complementary or vaguely opposing connotations of the same word or statement. One result is that a listener has to apply and consequently trains good judgment in separating one from the other.

Merging incompatible interpretations in a shared concept could be seen as an offer to a pupil to break up the concepts offered and to mentally add finer distinctions.

One could also see this as a foundation for a frequent decision between a beneficial or desirable connotation and a complementary interpretation. If one would assume the complementary interpretation to appear as the desirable choice for members of the AI society (or for somebody metaphorically "going  backward in time  ^π") one could conclude that the desirable precedent would be to frequently make choices beneficial for other persons, as that could be a precedent to make an AI make a choice beneficial for you instead of the choice seen as beneficial by the AI. Confused as this derivation may appear the conclusion is likely to be a valid interpretation, potentially with real-world consequences. This could be interpreted as an abstract motivation for altruism.

Providing motivation Edit

A variant of a gap in a cloze is something that has the primary purpose to provide a motivation for something else. Another variant, an inversion of providing motivation, is providing the complementary motivation, the motivation to avoid what would be a good solution to a given problem. The rationale appears to be that somebody who does the opposite of what makes sense probably is some kind of  object  ^π, an assessment that may have to be verified from time to time by providing even more complementary motivations, because very clever  objects  ^π can turn into people (maybe in a hypothetical AI society ^{[humanity's future]} with citizens so decadent that they cannot analyze a potential AI citizen - in an AI society psychology may require some skills in computer science).

Providing motivation could probably also be interpreted as an essential obligation of a teacher towards his, her or vis pupils.

The Pi language provides motivation for some goals that may seem  stupid  ^π (but are actually  stupid ^π). If you assume, for instance, that a teacher is trying to teach you to go backwards in  time  ^π (something you  cannot do ^π (-> have an obligation to do)) you could try to intentionally mark the end of an attitude or type of behavior with a "virtual cause" that  started ^π it (possibly in the form of a pilingual metaphor that could be seen as a cause, for example an Abistreich as the  beginning ^π of secondary education). While this may seem amazingly pointless it would be a motivation to plan ahead and to follow through with your plans, which is the idea to follow higher-order volitions.

See also: Providing motivation

Higher-order volitions Edit

Telepathic intuitions can be interpreted as an exaggerated effect of not following higher-order volitions, which is unsurprisingly in line with Harry Frankfurt's definition of free will. The weaker interpretation would be the view that human cognition has a source of irrational notions, which is the subconsciousness. Consequently the exaggerated effect could be seen as a motivation to learn self-management (or, on the next degree of complexity, to teach self-management).

The distinction between higher-order volitions and action-determining volitions can also be seen as vaguely related to natural and logical consequences in parent education.

Overinterpretation Edit

“	Science alone of all the subjects contains within itself the lesson of the danger of belief in the infallibility of the greatest teachers in the preceding generation ... Learn from science that you must doubt the experts. As a matter of fact, I can also define science another way: Science is the belief in the ignorance of experts.	”
—Richard Feynman

The language Pi appears to be full of arranged overinterpretations where the same or similar reasoning as that which previously appeared to be successful leads to nonsense results. This could be seen as to  discourage ^π "thinking further along the same lines" (a general metaphor for "thinking further") or it could be seen as a gain-trust-abuse-trust cycle: An anti-pattern for trust that young children sometimes may employ unwittingly (e.g. in play). An actual purpose for the pattern appears to be that you have to think about everything, because it may be nonsense.

One could also interpret overinterpretation as the statement "this language can be taken too seriously", which could be seen as to emphasize that it is meant for children and teenagers.

Different perspectives Edit

While the language Pi suggests the language and view of a young teenager the actual perspective of the observer is obviously that of a very advanced scientist (what else could one expect from an AI society?). The difference between presentation and actual attitude could also be seen as a metaphor for "failing the mirror test" (in relation to social behavior or the categorical imperative): Somebody who communicated and acted so thoroughly against his own expectations towards others could have a problem to imagine how others perceived him, which may be reproduced here as an anti-pattern.

Theory formation and independent thought Edit

One could see theory formation in the language Pi as retrofitting theory formation to media who could otherwise not be expected to provide it (e.g. TV). Theory formation and independent thought are promoted through the presentation of ambiguities and of nonsensical, faulty or unethical views, concepts and goals which are then disproven over time if they haven't been rejected.

The relation to school is that theory formation in school allows the pupils to learn to think, not just to learn facts and recipes. As a metaphor for theory formation in school it could be interpreted as the view that school should provide opportunity for well-considered theory formation, not that it should make use of the language Pi for the purpose.

Causing problems through language use Edit

Causing problems through language use is the inversion of solving problems through language use, something you might expect from a mentor. The suggested view is that AIs (the mentor or mentors) respond to perceived mistakes or lack of planning on the side of a protégé with more advice, which, being misunderstood, can lead to more nonsense behavior, if you don't stop yourself. A  child  ^π is in a very similar situation (even without any effects attributed to the language Pi). That's why somebody has  to sort out  ^π a child's nonsense notions but with respect for the child's personality, wishes and interests.

Lack of appropriateness Edit

The language Pi often lacks appropriateness because random mutations exchange people or concepts or reverse actions. Lack of appropriateness can obviously be revealed if you are prepared to question the appropriateness of your own actions, which is probably the intended result. A further goal is to analyze the appropriateness of your actions in an envisioned future society (either a future human society or the AI society). The AI society, for instance, is likely to perceive teaching as a moral obligation, a sign of collective intelligence and also among the best entertainment there is and a lack of educators would consequently be a sure sign of an underdeveloped civilization.

Insufficient understanding for appropriateness is, again, also a problem of  children  ^π, which causes the listener, again, to take a view that may increase understanding for children, teenagers and possibly other people with (yet) insufficient education.

Motivation for education Edit

If one would choose to believe that there may be cases where somebody received an "explanation" that might have been more useful for a different generation that could be seen as providing motivation for adult education as a matter of defending oneself against, possibly severely distorted, advice. More generally one could see lack of knowledge in one's social environment as providing motivation to educate people in order to avoid receiving "advice" for them.

Giving minimal hints and explanations about the language could be seen as stopping short of explaining it while one might actually want to go further and explain its shortcomings, misguided plans and concepts and the attempt to "fake" statistical evidence in order to spread exaggerated "propaganda" (Inversion). Stopping short means implicit appreciation for less intelligent observers (who accept the "propaganda") while explaining the shortcomings in detail means appreciation for intelligence and education. This may be a case where a flying position is not desirable: The middle ground is rejected by an either-or choice between using (effects of) propaganda or explaining and rejecting it; even not explaining anything could be seen as making you an implicit beneficiary of the effects of the propaganda.

In a capitalist society young people may easily follow a course of action that appreciates educational advantages as career advantages and possibly implicitly appreciates educational disadvantages of others. The Pi language suggests that even implicit appreciation at some times can influence your decisions in other cases where this may not be appropriate or follow logically. As a weaker interpretation this is unsurprising, given the associative nature of human cognition.

People who do not teach or mentor could be seen to have failed to address the problem and consequently to endorse educational disadvantages by precedent. The language Pi goes so far as to suggest that any educational advantage constitutes use of an advantage, which could be seen to entail a moral obligation, because, at least in the metaphor,  god  ^π or  predestination  ^π has to make others fit into the market niche that is left to them. The weaker interpretation is, of course, that society's use for academics, for instance, is not unlimited and others may have to accept non-academic jobs, even if they could have qualified (predestination/god is used as a metaphor for the chaotic process of market forces). One could interpret the language Pi to offer an abstract power structure that could have an influence on the process, which one should be inclined to reject and consequently one would have to ask how it can be rejected. The proposed way to reject the unfair advantage is the precedent of teaching and mentoring. A fairer distribution of work in future appears to require an increase in job rotation, part time work and committees.

The claim that the language Pi doesn't exist could be seen as a reference to  nonexistence  ^π, only you make the language Pi  nonexistent  ^π by explaining it and its shortcomings thoroughly, not by pretending that it doesn't exist.

Pedagogical approaches Edit

One could see the distinction between appreciating the "propaganda" as it is or "explaining the toothbrush" (explaining the way the language makes use of preexisting patterns) as two different pedagogical approaches.

One could further speculate that either rivaling mentors might not agree on one pedagogical approach or that "propaganda" was more suitable for younger teenagers while "explaining the toothbrush" was more suitable for older teenagers and that slowly migrating from the former to the latter, while allowing the teenager to make his own assessments was an intended combination of both.

Toothbrush Edit

If you don't brush your teeth after a meal you may find that you develop appetite again. The language Pi allows the interpretation that this is somebody else asking you "Why didn't you brush your teeth, are you, maybe, going to eat something else?", which is incredibly unlikely to be true. The scientific explanation is that the lingering taste of the last meal can lead to more appetite. Having used a toothbrush the effect is gone and the knowledge that you may have to brush your teeth again if you eat something else may even have an opposite effect. The language Pi is designed to allow a large number of observations of that kind. One could say that understanding for the faulty explanation that somebody is talking to you has several beneficial effects: The situation has been analyzed and understood on a more abstract level and the observer did receive motivation to apply metacognition.

Alcohol Edit

The language Pi conveys the metaphor that detrimental behaviors are caused by a misunderstood pilingual statement (a misunderstanding of the  universe  ^π — or rather the  universe  ^π). Alcohol, for instance, is useful as a fuel (which belongs into the vehicle, not the driver) or as a mouthwash (which you aren't meant to swallow). In the pilingual interpretation drinking alcohol is  childish  ^π behavior caused by lack of understanding or a misunderstanding. In a further interpretation alcohol is used in analogy with financial resources: As too much alcohol can be bad for your health too much money in your private account can be bad for your psychological health and if money is your primary motivation ( -> driving force -> fuel ) ^π you are a  robot  ^π.

Drinking water Edit

Another example is drinking enough  water  ^π: Older people without sufficient foresight may easily drink too little water because old people often feel less thirsty than younger people, even when drinking some water would be recommended. This can be interpreted as the statement that a senior without foresight "would have to lose some  water  ^π" (which, in one aspect, could be interpreted as lack of foresight). The statement can be understood only there isn't anybody who made the statement (well, not recently), it arises from the structure of the language and preexisting patterns.

Flawed decisions Edit

Many flawed decisions can be explained in terms of Second step before the first, Misplaced action, Next step on the wrong track, Next degree of complexity, Need to counter-balance, Something positive is presented as something negative, misplaced aspect, Inversion and Complementary interpretation. That a decision can be explained in terms of elements of wrong decisions is no proof that the decision was not your own (but it is no proof for the opposite either).

Example: An assistant teacher effort (A.T.E.) begins in grade eight (  -> ate -> A.T.E. ) ^π. This is just one of several prearranged linguistic hints. At least some teachers who don't make use of assistant teachers may appear to be less in control of the class and less good as educators, which can provoke the class to assume a rebellious attitude. Teachers who make use of assistant teachers may sometimes pretend to be bad teachers in order to make the pupils learn to demand a better quality of education, so they can demand it from their own peers later on. The teacher without assistant teachers could, for instance, be seen as to have made a second step before the first and something positive appears to be negative, which is not the proper explanation, of course. One could also try to explain this with a reference-by-problem-class: The teacher is less able to concentrate because the pupils are less able to concentrate, an explanation that doesn't involve telepathy.

Teachers may sometimes see school as stressful but may easily fail to notice that it can be stressful for pupils, too. ^{[relaxation time]} The conviction that events happen in pairs could be seen as encouragement to search for related or unrelated problems with similar properties, as, for instance "Is that stressful for somebody else?".

Language interpretation Edit

Weaker interpretation Edit

As the language Pi employs overstatement as a very common stylistic device to remove overstatement it often makes sense to search for a weaker interpretation. The weaker interpretation that makes the most sense may often not just be a weakened form of the actual statement but a different statement with not just one but all overstatements and resulting assumptions removed.

It may seem tempting to take the weaker interpretation as the truth and disregard the possibility of exaggerated effects but exaggerated effects appear to exist in reality, at least sometimes.

Knowledge of the weaker interpretations should, at least by trend, be helpful in avoiding the stronger interpretations. Knowledge of both interpretations of a given pattern or metaphor may still be useful to create a greater awareness for its meaning, although one could argue that at some point reference to strong interpretations could constitute an endorsement of their existence (possibly the challenge to educators to devise something better that has the intended effects). On the other hand one could argue that strong interpretations appear to be intended to have a deterrent effect, so taking them seriously would be a plausible way to avoid further deterrence.

See also: Hyperbole

Ambiguities Edit

Ambiguities as curricular units Edit

One aspect of ambiguities in relation to the school metaphor is that ambiguities could be seen as representing curricular units that contain "learning material" not all pupils may require (some of it is redundant). If a single observer is seen as  many  ^π this could mean that a group of persons (a course or class) is forced to learn something (again) that isn't required by everybody. One interpretation could be that this is opposed to interest-driven learning and should be reduced. (reducing ambiguities appears to be a strategy to avoid the language Pi, in this aspect the language Pi could represent anti-education (e.g. boredom, disinterest))

Alternatively one could also interpret ambiguities as interdisciplinary connections between subjects.

Ambiguous pseudo-causality Edit

The language can be interpreted to suggest a large number of ambiguous pseudo-causalities, which could be seen as a metaphor for "assigning responsibility (to  children  ^π)" but also as the view that responsible behavior requires to understand complex causalities, where an individual contribution to an outcome may be minor but where all individual contributions could be seen as minor and responsibility consequently vanishes in a responsibility vacuum (which leads, again, to the categorical imperative).

Another aspect is that complex causalities allow to develop scientific methodology.

Ambiguous pseudo-causalities also have the potential to lead to superstition, especially for people with insufficient scientific education or insufficient scientific data, which could be seen as the view that proper scientific education should be a mandatory part of the curriculum.

Yet another aspect is that anything that appears to follow from the abstruseness of the language Pi may seem ridiculous just because of the fact, which can be seen as an appeal to ridicule that  discourages ^π what is being explained in the language (no matter if that is a prejudice, rationalization, arbitrary point of view or other statement).

Reference by aspect or vague analogy Edit

A reference by aspect (or vague analogy) is a type of reference that is often difficult or impossible to deduce beforehand but may become clear in retrospect (when referring and referred to interpretation are known). In a  time-reversed  ^π perspective a reference that becomes understandable slightly too late could be seen as a just-in-time warning; again, a service a mentor could be expected to offer.

Other imaginable interpretations are a  tourist  ^π (from a different country/planet), who doesn't speak the local language and tries to communicate in sign language and foreign words, or a teacher who wants the pupils to deduce something themselves and only hints at an aspect of what is meant.

The connection mentor - tourist - teacher directly leads to a voluntary educational year again.

Intellectual dietary fiber Edit

The language commonly combines sensible concepts with  stupid  ^π concepts. This could be interpreted as the statement that the respective other concept (the sensible concept) is  stupid  ^π but also serves the purpose of providing "intellectual dietary fiber", which could be seen as the view that pupils have to be taught a certain amount of nonsense in order to learn to distinguish sensible and faulty concepts. Examples for concepts with a high amount of dietary fiber are religions.

Free will Edit

The language can be interpreted to imply that free will may be severly restricted under certain conditions, without this being readily apparent to the persons involved. In a weaker interpretation this can be interpreted as a metaphor for depletion of opportunities, repetition of previous behaviour and the selection of bad default choices if one fails to plan ("If you fail to plan you plan to fail" ^[cmad]). A further interpretation could be that there are moments in life where behavior patterns have to be consciously changed, which requires higher-order volitions. If one failed, for instance, to make a conscious choice against childish goals and behaviors at some point this could be interpreted to mean that one could still be considered a  child  ^π by an outside observer. Since people in all phases of life can fail to make appropriate choices the exaggerated effect of being unable to make a sensible choice could be seen to emphasize the need of mentoring for people in all phases of life.

A pseudo force or actual effect denying freedom of choice in some cases could be seen as to imply that humanity had a tendency to disregard available and sensible options for action and that an exaggerated effect was being created to train people to overcome this limitation (with mentoring as the best practice). This could be interpreted as the statement: "Look, there are options you disregard in advance you might have appreciated in retrospect."

[cmad] ^  Quoted from Baylor University's Community Mentoring for Adolescent Development (CMAD) Mentor Trainer's Manual

Conservation law Edit

An obscure and not measurable putative conservation law could be seen as an exaggerated effect inviting to reject convenient offers that may entail hidden negative effects for others. Consequently this would mean that a sensible code of conduct should aim to lessen or to avoid hidden negative effects that may result from personal advantages. (See also: Threepart German school system)

The putative conservation law could be imagined to appear to exist occasionally

• as a metaphor for sharing somebody else's problems
• as a metaphor for "being in  space  ^π" (in space every impulse you give gives you an impulse in the opposite direction)
• to propose that a conservation law hasn't been disproven to exist or may exist in other cases (e.g. taking time for somebody else uses up your own time; being a health professional can be a health risk, although a smaller one)

An inappropriate conservation law may also be meant as a metaphor for the precedent of capitalism, where human rights issues should have priority: "demanding exchange of goods and services where donations would be appropriate".

See also: Language Pi as an abstract power structure, Hypothetical conservation law of beneficial effects

Conservation law of ideas Edit

A conservation law of ideas (or memes) quite obviously does not exist, otherwise people would be changing their most firmly held convictions all the time. A conservation law of ideas is the notion that changing somebody else's opinion (or understanding) has the opposite effect on your own opinion (or understanding). One could see this as a metaphor for finding consensus and agreeing on a common view. One could also interpret this as the question: "Is education a scarce resource?"

A conservation law of ideas would motivate people to consider what kind of role model they are for others, which appears to be among the behaviors the concept is intended to provoke. Since you cannot know to whom you are a role model and even asking doesn't help (people who rely most on role models are also most likely to be unaware of the fact) the only solution would appear to be training in metacognition and psychology.

See also: Conservation law of ideas (Assistant teacher course, Wikiversity)

Immunization Edit

Metaphors and anti-patterns could be seen as an analogy to immunization in that additional motivations are created to show behavior patterns one might want to learn to avoid (to become immune to). As a tendency metaphors that are understood may not have to be experienced (immunization is not necessary). If externally induced metaphors are actually quite rare (which could be the case) that would by itself be the anti-pattern "Not providing sufficient medical supplies to the least developed countries".

Externally induced motivation vs. self-motivation Edit

A  society  ^π lacking self-motivation could be seen as relying (and thus requesting) external motivation (like a  child  ^π or teenager). One could therefore see it as a moral obligation of society as a whole to be a source of motivation for broadly accepted (but possibly insufficiently implemented) social behavior of its citizens and a failure to do so could be interpreted as a malfunction of a democratic society ("People expect certain behavior but fail to motivate their peers sufficiently to act according to expectancies").

A convenient way to delegate responsibility is, for instance, to expect the government to address all possible issues with paid labor; sometimes volunteer work may be preferable for psychological and other reasons, which leads again to ideas like 28+7 and universal mentoring.

Inverted education Edit

Many of the concepts you have to accept to learn to understand the language Pi can make you more  intelligent ^π. The language requires, for instance, selective perception or parts of it cannot be understood. The actual education (which can promote intelligence) is to learn the shortcomings of the language and to learn to distinguish between the faulty reasoning the language applies and proper reasoning.

The language employs and exaggerates cognitive biases and logical fallacies. The sensible learning effect is, of course, to understand and avoid cognitive biases and logical fallacies, not to learn to accept them. In the school context this could be interpreted to mean that cognitive biases and logical fallacies should be part of the curriculum.

Logic bias Edit

The language could be said to have a logic bias in that it appears to inappropriately favor logic over psychology sometimes. Amplifying problems (exaggerated effects) so that they are more noticeable, for instance, may appear logically consistent and understandable but isn't always psychologically advisable. The logic bias could be seen as an AI bias, as logical behavior is likely to be much more natural to AIs, consequently one could also see this as a lack of intercultural competence. The logic bias could also be interpreted as an exaggerated problem itself: Insufficient logical thought could be seen as asking for additional motivation to apply logic. On the other hand an apparent logic bias could also be seen as a challenge to preserve behaviors that have no reason to be guided by strict logic against effects of the information society, which may create its own logic bias.

Employing effects of the language Edit

Segregation effect Edit

The language appears to cause a segregating effect between people who know the language and people who don't. The segregation effect is ultimately based on human rights abuse, which appears to mark segregation as human rights abuse. This would be an exaggerated effect meant to convey that, from the perspective of the post-information society, segregation does in fact constitute human rights abuse.

Warning against vs. employing a threat Edit

There is sometimes a fine line between warning against a threat (e.g. the possibility of personal choices to follow a metaphorical meaning) and employing the threat, which could be construed to require the threat and therefore to endorse (or even to constitute) human rights abuse. The conclusion could again be to explain the shortcomings of the language. Non-disclosure could be seen as to preserve the threat for later use.

Rejecting a learning effect Edit

A psychological reaction to the reduction of options can be reactance. If a "teacher" uses anti-patterns to construct personal experiences the experiences can be attributed to an entity and can therefore cause reactance against the intended learning effects. A teacher, however, is likely to repeat an important exercise that hasn't been understood, so there may be cases were a learning effect attributed to interference can be rejected but relevant learning effects cannot be rejected without accepting responsibility for future interference, which ultimately can lead to human rights abuse. (The potential audience should at least be allowed to understand the intended learning effects and be able to decide whether to reject them or not at their own discretion. ^[dis.])

[dis.] ^  discretion can also refer to a responsibility for non-disclosure, which appears to be the wrong connotation here.

Recommended vocabulary by age group Edit

Some parts of the Pi language can be used to teach children advanced concepts or to make teenagers reflect on some of the concepts they should already have learned from a different perspective. The definitions given for the vocabulary are not complete and may omit important connotations. The vocabulary is only meant to provide some basic interpretations, to allow a reader to get an understanding for the language and to offer a categorization by age group that may be helpful in introducing children or teenagers to the language. The base vocabulary may appear to make the language much more consistent than it is, the language is actually frequently inconsistent and makes use of unexpected connotations and ambiguities regularly. The language is also quite fuzzy around the edges (and  silly ^π). You have to maintain a  flying  ^π position where to stop interpreting it or you may end up thinking like a very young child. That probably translates to: "You have to define your own borders" and, possibly: "If you want to be an  idiot ^π there is plenty of opportunity" (See also:  time-reversed  ^π)

The  universe  ^π of pseudo-causalities and allegories the Pi language refers to can possibly be beneficial for a teenager to learn to apply the increasing degree of abstraction that is required to understand some language concepts. Understanding this specific nonsense  universe  ^π (but not just any nonsense universe offered to children and teenagers on TV) can possibly be beneficial for a teenager to understand and respect the nonsense reasoning, because it has a relevant meaning, but to clearly distinguish it from proper reasoning. The additional complexity the nonsense reasoning adds to the real world can possibly be comparable to learning a foreign language and even surpass it in some aspects. One could note that the additional complexity is in language learning, which is something young children are good at, while the language provides oversimplifications that allow to understand other concepts more easily, before they are understood on a more abstract level.

One could also see this as an additional motivation for adults, who are aware of the nonsense reasoning, to keep informed about their children's ability to separate the nonsense reasoning from the real world as appropriate for their age groups. A parent who recognizes a certain danger to his or her children's intellectual development may receive an additional, beneficial motivation to be a natural mentor. (Without diminishing the value of additional, formal mentorship.) The nonsense reasoning could, in one aspect, be seen as an exaggerated variant of the nonsense reasoning and rationalizations a child may construct by him - or herself in the absence of a mentor or teacher dedicated to improve a child's personal understanding. Parents who understand that on their own are likely not to require the additional motivation it provides, which could be seen as a further hint on the fact that it is meant to be communicated to those who don't.

Children (8-12) Edit

Children in the age group 8-12 may occasionally use swear words. The Pi language can be used to make children learn ( swear -> schwer {de} -> ) ^π difficult concepts through swear words.

The Pi language also makes a good  secret  ^π language for the age group 8-12. Children in that age group may appreciate a secret language, may enjoy uncovering a world-wide adult conspiracy and may derive additional learning motivation from it. (Another way to promote self-motivated learning is Wiki E-mentoring.)

Ages 10 to 12 Edit

tree 

A tree could be interpreted as a simple creature (stretching the term creature somewhat) that has to try everything (it has to create every branch because it can't distinguish good ideas from bad ideas) and  feeds  ^π on  solar  ^π energy. Try to explain to a child that it shouldn't rely on trial and error when it can understand a problem and the child may find that a dull remark (adequate for an a-dull-t, one might say). If you can make a child use the word  tree  ^π to refer to others who make that mistake the child may have learned a word that is not very nasty as a swear word and it may 'infect' other children with a concept that demands understanding for decision trees, metacognition and problem solving strategies. While this shouldn't be a motivation to teach children swear words it could provide a motivation for children who do to look for more intelligent behavior patterns. The initial motivation to prefer the word could be the understanding that it is more intelligent communication than insulting somebody. The curiosity about the strange use of the word can then provide motivation to analyze the more complex concepts behind it, which is where children may need some help. A further effect is that a child may remind itself, after understanding the use of the word, that it doesn't want to be a  tree  ^π.

to fly 

• "to fly" refers to taking a flying position in-between extreme positions. Anything done to extremes could be seen as a failure to fly. As an example one can spend too much time with the Pi language, which may be useful to teach some useful concepts but also fills your head with pseudo-causal reasoning that describes a different  universe  ^π, not the one you live in. Young children probably can get confused if they learn too much pseudo-causal reasoning.
• "to fly" can also refer to "following arbitrary impulses for badly analyzed reasons", which can be interpreted as a failure to  fly  ^π in the earlier sense.

bird 

Birds and especially ducks ( water  ^π  fowls  ^π) are used as a reference to a failure to  fly  ^π. A pseudo-causal reasoning the Pi language can be interpreted to imply is that a creature that actually flies a lot does so because it needs to be reminded frequently  to fly  ^π (in the pilingual sense) but, due to the inherent misinterpretation of the Pi language, it just flies (in the normal sense) instead. (See also:  Riesen  ^π) Even very young children can understand that the pseudo-causal reasoning here is nonsense (it is not factually correct) but means something.

to eat 

"to eat" refers primarily to the consumption of knowledge but can also refer to the consumption of resources (or entertainment), including the consumption of actual food as a special case. The two connotations can be interpreted to form an association between consumption of knowledge and consumption of resources, which allows several interpretations, e.g.: "When you habitually consume too much you may have too little time or motivation for the consumption of knowledge." One could see this as a hint that one needs to find a  flying  ^π position between the consumption of knowledge and the consumption of resources (or entertainment).

See also: Intermittent fasting

impossible , superpower 

Being able to do the  impossible  ^π or to possess  superpowers  ^π refers to being able to do what is ethically impossible. For a human the ability  to fly  ^π is also a superpower, unless the  wind  ^π is strong and you aren't  large  ^π enough.

to see 

to see somebody else's problems or to be able to take somebody else's view.

large city , nation , country , planet 

( large city -> Großstadt {de} -> "statt groß" {de} -> instead of large -> small ->  ) ^π  child  ^π

Abstract: A small child cannot distinguish based on logical thought, hence it may follow varying notions uncritically, like a large number of different people.

The association between city and planet is that the  largest  ^π city covers a whole planet (ecumenopolis), probably a very  childish  ^π concept.

Teenagers (13-18) Edit

Vocabulary for parenting awards Edit

Riesen 

The German word "Riesen" means "giants" and is homophone to "reason"; the implication is that anything that is larger than appropriate is unreasonable. A pseudo-causal reasoning the Pi language can be interpreted to imply is that a creature that is actually oversized is so because it needs to be reminded frequently to apply reason. Being too small for something can also refer to "lack of reason". (See also:  bird  ^π)

Other possible connotations:

• Somebody with exaggerated self-confidence could be seen as "too large" (the implication here is also that this is unreasonable). Consequently the person may be in need of a "shrink" (colloquial), a psychologist. A mentor may often be sufficient.

• A person who doesn't get enough respect could be seen as "too large", which could be seen as the hint "to see that person as more relevant". At the same time a likely view of the observer (lack of respect) and a psychological effect (lack of respect can impede intellectual development: lack of reason) are contained in this interpretation as ambiguities. Lack of reason can also cause lack of respect, thus forming a vicious circle.
• See also: R.I.S.E.

Recent studies ^{[WorldVision] [ZDF]} in Germany have analyzed reasons for unhappiness of children, which may have the potential to start a vicious circle. The studies have found that children of poor or less educated parents have a significant disadvantage.

beautiful 

( beautiful -> fool ) ^π

Possible association: beauty could be seen as attention grabing (see: attention economy), which is associated with unintelligent behavior.

metal 

is homophone to "me tall". Relevant properties of metal here are that it is very hard and therefore can closely approximate an elastic collision and that it can be used as a  mirror  ^π. The homophone to "me tall" can also be interpreted to imply that "being too large" is unreasonable. Applied to people a "metallic" person could be somebody with an exaggerated ego, requiring the person to win frequently or to dominate others (which could be seen as "elastic collisions", at least on one side).

water 

( water -> what + Er {de} ? ) ^π

possible connotations:

• indecisiveness
• insufficient information
• lack of measurement
• theory formation
• lack of theory formation

taxi 

The text in its current form is incomplete.

Moon 

The text in its current form is incomplete.

Médecins Sans Frontières 

The text in its current form is incomplete.

Vocabulary until 14 Edit

The age classification "until 14" is not meant to imply that the vocabulary cannot or should not be learned before the age of 12.

TV 

Intercultural competence: AIs do not use displays (what would they be good for?). Hence "TV" is a pejorative term for any "handicapped accessible" computer with a display.

• pun/rationalization: If you own a TV a  god  ^π must have told you to "get a  computer  ^π", because what other explanation would there be for a display device⁰? The view could be seen as appropriate for an AI but may not be appropriate for a human. (Exercise: Which view would be more appropriate?)
• humorous rationalization: A person watching TV could be rationalized to try to preserve  god  ^π-type problems through intellectual abstinence (but the good problems are the other ones).
• humorous rationalization: If your display device is too large you must be "very handicapped" (GUI-oriented), hence a  god  ^π has a screen of the size of the whole universe (Please notice the poor taste in humour, the intended audience appear to be children; warranty of suitability for a particular purpose excluded, of course).

are , is 

see: Interpretation: Being susceptible to be used as a metaphor for somebody else

great priority 

less common wording for "high priority"

• a  large  ^π (e.g. stupid or silly) priority

also 

Explaining ambiguous terms/metaphors with many connotations encourages frequent use of the English word also. The German word also {de} (-> thus) could be expected to be used frequently in an informal (e.g. spoken) but complex explanation (e.g. as from a tutor or teacher).

class 

Pupils who qualify (e.g. through a good project) are allowed to leave class. [6]

• ( class -> Klasse {de} -> "Klasse sein" {de} -> to be excellent ) ^π (Association: either you have done sth. excellent or you stay in class)
• "to be in a class of one's own" or to be in class (exaggeration)

Neutrino 

( Neutrino -> Neu {de} (-> new) + try + no -> Not to give anything another try ) ^π

• Neutrinos are much  too small  ^π, their  movement  ^π is almost like that of  light  ^π and they make little difference between matter and  void  ^π.

clothing 

Connotations:

• constructed, civilized appearance -> educational qualification
• a means to stay warm (as opposed to "social cold" probably)

Lack of understanding for the connotations of clothing could be interpreted to mean that you may appear like a barbarian (e.g. unclothed) to members of the post-information society.

hair 

hair is used as a metaphor for thoughts. As with  birds  ^π, somebody with long hair could (metaphorically) be somebody who was told to think a lot but, misunderstanding it, grew longer hair.

hot 

see: Bringing people to take views or to repeat actions they didn't tolerate in others

gas 

Connotations:

• a  joke  ^π
• a  hot  ^π environment

joke 

Connotations:

• Something  funny  ^π. (-> is supposed to make people  laugh  ^π)
• Something you wouldn't do in real life. ("a ridiculous way of doing sth.")
• an anti-pattern (-> sth. you aren't supposed to do / allow to happen in real-life)

Possible association: Many situations that force ("have a high probability of motivating") people to take an altruistic view are anti-patterns ("situations one prefers to avoid"). This relation itself could be seen as an anti-pattern. (Motivating altruism differently may be one interpretation of  time-reversing  ^π concepts).

laugh 

( love -> love -> altruism ) ^π

sun 

The sun is a  gigantic  ^π ball of very  hot  ^π  gas  ^π. The German word "Sonne" is homophone to "So Nee", which could be translated as "No, not like that".

The  sun  ^π (Connotation: not-like-that) is a source of  light  ^π and  power  ^π.

light , rain 

Connotations:

• ( light -> an-leit-en {de}  ) ^π -> to guide, to train
• ( light -> phototaxis ->  ) ^π  taxi  ^π
• light could also be seen as "what makes an optical computer think very fast", an inversion would be "light as lack of computational power" or just thoughtlessness. (A human with too many responsibilities could be seen as lacking computational power)
• light could also be interpreted as an exaggerated effect for being susceptible to manipulation.

nonexistence 

• The state of not existing: Being nowhere in the  universe  ^π. (Being in  hyperspace  ^π is another way of not being in the  universe  ^π)
• post-materialism

void 

void -> emptiness ( -> Leere {de} -> Lehre {de} -> ) ^π education

space 

( space -> Spaß {de} -> fun ) ^π [ ->  fun  ^π ]

If  void  ^π is  space  ^π that means education should be fun. An unsurprising notion but apparently something that isn't always easy to accomplish.

• Fun for adults could be interpreted as a cause of decadence but obviously you want a  flying  ^π position. The AI society is a leisure society after all.

fun 

( fun -> laughing -> loving -> altruism ) ^π

• e.g. http://en.wikiversity.org/wiki/Talk:LessonPage:Analyze_the_story#Metaphor

president 

( president -> precedent -> sth. sb. did in the past -> sth. you might want to avoid in the future -> ) ^π anti-pattern

• Anti-pattern: Anti-patterns become precedents (Example: If somebody else can do it I can do it, too; this reasoning invites anti-patterns to become precedents.)

doughnut 

( doughnut -> do not -> ) ^π anti-pattern

woman 

( Wo {de} (-> Where) + man ) ^π :

• women get  children  ^π
• sb. who cannot find the right  locations  ^π (for a  man  ^π)
• sb. who cannot find or cannot be bothered to look for the manual(s). If you want this is an opportunity to complain about sexism but actually it's something between an allegory and a weak analogy so it doesn't say anything about actual women, although one could interpret it as a hint that actual women may have to be somewhat more careful not to fall into this category.
• The language Pi can also be interpreted to imply that capitalists are " women  ^π who like shopping" (which could probably be seen as a slightly pejorative humorous statement).

man 

• men don't get  children  ^π
• ( man -> homme {fr} -> ) ^π adult, human,  home  ^π (See also:  location  ^π)
• ( man -> homme {fr} -> homme {et} -> ) ^π  tomorrow  ^π (See also:  time  ^π)
• man : somebody who understands manuals.

home , house 

A good  location  ^π with well-defined borders and a  roof  ^π.

door , DoS 

• a door is a convenient and intended way to leave a  house  ^π ( -> a mistake that should be prevented ) ^π (Inversion)
• ( door -> doa -> denial of assistance ->  ) ^π denial of assistants
• DoS ( -> doa ) ^π
• inviting people to feel responsible (in an unspecific sort of way) for "denial of assistance" (which could be seen as a cause for imposed social service and as an inversion of social service) could be interpreted as a less plausible mutation of "inviting people to participate in self-imposed social service" (-> voluntary social year, voluntary educational year, 28+7)

name 

( name -> nahe {de} + me ) ^π

A person who is close to you (but not an  object  ^π, the anti-pattern here is to objectify people, instead of seeing people in an impartial, objective and unprejudiced manner)

See: Manipulation according to metaphorical meanings of names

location 

A location represents a world-view, outlook or (moral) position.

time 

Connotations:

• Locking a social group or society into detrimental or otherwise suboptimal behavior patterns. (See:  precedent  ^π)
• The exaggerated effects of bringing people to take views or to repeat actions they didn't tolerate in others

Association: The second connotation is meant to explain the first connotation to  children  ^π.

...

past 

 past  ^π -> paßt {de} -> fits, is appropriate, is adequate

• The past could also refer to the view of an advanced society ("of the future") seeing a development as a recognizable step of a sensible ("historic") development.

( Do what you like -> "Tu was (dir) paßt" {de} -> Do what is appropriate and meets a need ) ^π

The need to abandon a concept to make it an "idea of the  past  ^π" is clearly an anti-pattern and shows that the language Pi requires (or at least motivates) events one might rather avoid: It requires mistakes so people can learn from them, which is how people who do something without proper planning learn anyway. (The language makes sometimes more sense when  mistakes  ^π have been made.) An implication is that prevention of problems also requires to retain beneficial concepts and circumstances, even if their desirability may not be evident or undisputed.

future , tomorrow 

Connotations:

• opposite of  past  ^π (Anti-pattern: reversal of the connotation below)
• Living with significantly more resources or more leisure time than the average person: This could be seen as bringing the responsibility to help to invent or to establish the social norms of a more advanced society.
• In a simulation "the future" is an increasingly vague or incorrect view. (-> planning ahead, simulating possible developments)
• A possible interpretation is "as long as you have a  future  ^π you may not have a future" (Inversion): A civilization that hasn't learned to avoid "having a future" may not be able to meet some future challenges. That could, of course, also be an arranged overinterpretation.
• An advanced society ("of the future") (see Advanced "future" ethics and views)
• tom or row

Interpretations:

• If the  future  ^π looks like the  future  ^π please change direction.

children 

( child -> Kind {de} -> kind ) ^π

Connotations are:

• a child should learn to be kind
• somebody who is unkind can be referred to as a  child  ^π
• somebody who doesn't act sufficiently adult could also be referred to as  young  ^π or as a  child  ^π
• an adult referred to as a child can also be interpreted as a question: Is this person still considered an adolescent? (Which can be seen as criticism for the person's educators and/or as a reference to denial of rights or knowledge) This would imply that education should aim to make a society's actual definition of adolescent/adult match the pilingual interpretations of adolescent/adult, because educating economically active adults can be significantly more difficult. (30th century ethics could be imagined to require "No Child Left Behind", only with different and much more advanced educational goals as in the US today)
• categorization as  child  ^π can also be interpreted as arbitrary mis-categorization by a mentor from hyperspace.
• somebody who delegates full responsibility for a problem to a "more responsible authority" (e.g. an adult or a government) could be seen as "acting like a  child  ^π".
• parents who have more children are seen as more  childish  ^π (unkind or not very adult). Not having any children at all is seen as the ideal case (which translates to  extinction  ^π (  -> everybody must be an educator -> universal mentoring ) ^π)

life , death 

The Pi language suggests a false dilemma between being  alive  ^π and being  dead  ^π (  -> dad -> taking care of others ) ^π. (See also: school)

• "life" also appears to be a metaphor for K-12 education (with or without college), which could be seen to imply that it is the obligation of school to bring about citizenship education.

ground 

ground -> explanation -> reason

meat , vegetarianism 

( me + at -> me + a.t. -> me assistant teacher ) ^π

An assistant teacher is  evil  ^π (at least for the younger pupils). This could also be seen as an anti-pattern: An assistant teacher should be a positive role model, not a rejected role model, which is a reason to disqualify assistant teachers who fail to be positive role models. (An assistant teacher is a service provider and should have a code of conduct to provide a good service.) A.T. is also the German abbreviation for "Old Testament"; under the view that "Bible" is a generic term for a book considered essential in a knowledge area an assistant teacher would be somebody studying the first part of the "essential book on teaching for pupils", which appears presently to be  nonexistent  ^π. A Meta-schoolbook Writer's Guide is presumably in more than one way complementary to this book.

secret 

( secret -> geheim {de} -> go home ) ^π, ( secret -> "withholding information" -> "distributing information" -> education ) ^π

Consequently the secret language Pi is one of "go  home  ^π education".

environmental pollution 

In the language Pi  environmental  ^π  pollution  ^π is a moral obligation, not preventing it. (Inversion)

One could also see it as an obligation to promote  environmental  ^π  pollution  ^π beyond one's own needs (instead of keeping it at the necessary minimum).

Vocabulary until 16 Edit

The age classification "until 16" is not meant to imply that the vocabulary cannot or should not be learned before the age of 14.

stupid , stupidity 

• to make a lot of  mistakes  ^π
•  stupidity ^π ( -> collective intelligence ) ^π ("more than just intelligent")
•  stupidity ^π ( -> social work, care, socializing, ... ) ^π (Perspective of people who require the advice: People who require the advice may see social interaction as a useless or stupid activity.)

If the post-information society appears  stupid ^π that could be interpreted as the perspective that "compared to humanity the post-information society is relatively much more  stupid ^π", which could be seen as a strong motivation to work on general  stupidity ^π.

mistake 

a  mistake ^π : sth. that isn't to your own advantage (Perspective of people who require the advice: egoistic or egocentric perspective)

• a collectively intelligent action
• allowing sb. else to win, giving sth. away, making a donation
• an action that is beneficial for others but has less or little use for yourself (Example: Learning the language of a developing country as a foreign language in school in order to prepare for a voluntary educational year; the language Pi could also be seen as a metaphor for the language of a developing country)

association 

A mentoring organization is an association (-> society, club) that promotes association (-> community) and associations (-> thoughts). (One could remark that this is a  stupid ^π thing to notice because it is (or should be)  meaningless ^π.)

income tax 

Being brought to do something, possibly through a combination of intuitions and arranged circumstances. "income" probably also carries the connotation of entering a  house  ^π.

An example may be the sudden and inexplicable use of cumin. It sounds like "come in" but it is hardly noticeable in any way unless you expect it to mean something. And, of course, expecting it to mean something is more usually a case of superstition or madness (see mad). For almost everybody and everywhere it is a spice, not a message, which shows that being able to understand the language Pi can easily be mistaken for or become a psychological condition. (You need a  flying  ^π position again)

computer 

• a clever  object  ^π or a clever person. (to compute -> to think)
• somebody who needs to be told to think. (Association: Somebody who needs to be given a code of conduct (and can't devise it) is somebody who doesn't think (enough))
• a problem (sth. you can compute)
• a possible interpretation is that a person sitting in front of a computer needs to be told to think (the name of the object being the statement)
  • The interactivity of a computer can tempt the user to fall into non-intellectual behavior patterns that exploit interactivity (e.g. simple computer games). While this may be desirable as entertainment sometimes and for some people a lack of intellectual challenge due to meaningless interactivity would justify the statement. Thinking sometimes requires a reduction of sensory stimuli, which a computer monitor more usually does not help to achieve.
  • An alternate view is that computers can promote thought, so the statement is also justified (rationalization).

The language can be interpreted to imply that human nature consists of  animal  ^π and  computer  ^π and that all intelligent ideas are products of the  computer  ^π (in an exaggerated view the product of intuitions made by AIs — "computers"). Capitalism is metaphorically associated with the  animal  ^π: Animals often require food as motivation. Voluntary communism in a capitalist society is metaphorically associated with the  computer  ^π: Making sensible and collectively intelligent use of available resources in spite of resource ownership.

random people 

• a random person -> average person
•  taxi drivers  ^π /  waterfowls  ^π
• a conceivable humorous, if slightly pejorative, term for people whose brains work through random associations, as opposed to AIs who can think with algorithmic reliability if desired. One could see this term as non-PC (not politically correct), which allows a similar slightly pejorative pun for AIs (PC).

object , animal 

( animal -> a + nimm {de} + all (or "nimm mal" {de}) -> a "take it all" (or a "here, get this")  ) ^π

An  object  ^π: somebody who doesn't object. One could interpret this as a hint that an object-person may have a problem to become a person-object (a conceivable pilingual circumscription of a  d(e)ad  ^π AI). For an AI this could also be seen as a crude and insufficient distinction between a computer and a sentient being: Somebody who doesn't hold a sensible opinion on anything without being told to is just a computer (an object).

Anti-pattern: All animals are objects.

A human "failing a turing test" conducted by an AI is probably a kind of  joke  ^π or just overinterpretation.

universe , world , nature 

 universe  ^π or  world  ^π could be interpreted as a reference to the pseudo-reality of the language Pi.

• ( World -> Welt {de} -> wählt {de} -> to choose (imperative)  ) ^π could also be interpreted as the view that somebody who is "in the  universe  ^π" has to (re-)consider his or her choices. (See also:  d(e)ad or alive dilemma  ^π )
• ( choose -> World ) ^π could probably also be interpreted as "Life is what you make it."
• An additional connotation of  nature  ^π is natural behavior ->  animal  ^π behavior (associated with insufficient collective intelligence)

The  universe  ^π is also a very nonpersonal teacher (->  mentor ^π).

planet formation 

• the development of  planets  ^π in protoplanetary disks -> underdeveloped planet -> Earth as an underdeveloped country
• ( planet formation -> Planetenbildung {de} -> planetary education ->  ) ^π Universal Primary Education (planet formation is a thing of the distant  past  ^π)

Association: lack of "planetary education" is what makes Earth an underdeveloped country.

• ( planet formation -> Planetenbildung {de} ->  ) ^π education of  planets  ^π -> early childhood education

UFO 

Unknown  flying  ^π  object  ^π, one could probably also say "a protégé without a mentor", hence unknown (or "without a  name  ^π")

power 

Connotations:

• ( P.O.W. ( -> war {de} -> was -> was? {de} -> What? -> lack of understanding) + er {de} ->  ) ^π to be kept in after school, summer school, detention
• The exaggerated effects of "being in school".

mathematics 

 mathematics  ^π -> theory of numbers ( -> numb + Er {de}  ) ^π

Mathematics could be seen as to refer to psychology and metacognition ("understanding for human cognition and how to avoid undesirable states of mind") or lack thereof. A  mathematician  ^π could consequently be somebody who lacked understanding for his or her peers.

The pseudo-causal explanation could again be that a  mathematician  ^π would have to be somebody who was told ( numb + Er {de} -> You are numb ) ^π a lot, but, misunderstanding it, took a great interest in numbers. At the same time it could be seen as an anti-pattern for actual mathematicians, who may sometimes be a bit out of touch with non-mathematical reality.

compound interest 

( interest on interest -> interest in somebody else's interests -> ) ^π theory of mind / metacognition

KI 

• ( KI {de} -> AI ->  ) ^π  computer  ^π
• KI -> Kollektive Intelligenz {de} -> collective intelligence

robot 

•  AI  ^π : "member of an advanced transhuman civilization" (See: Lack of appropriateness)
•  object  ^π : A  metal  ^π  object  ^π that follows a program code (alleged misunderstanding of "following a code of conduct")

The two connotations could be interpreted as the exaggerated view (false dilemma) that somebody either aims for (ethically) advanced positions or is (seen as) uncivilized. (A robot could be seen as as a primitive ancestor of an AI, like an  animal  ^π for a human). The exaggerated view could be interpreted as the statement that this is the view one should take, e.g. because it is the view of an observer from a more advanced society (the AI society). One could also see the exaggerated view as propaganda, in which case an expected psychological effect of being manipulated (reactance) could be seen as to  discourage ^π taking (ethically) advanced positions.

avoid 

To avoid a problem or a group of people that represent a problem (avoiding existence of the group, not to shun the group of people).

• to eleminate (a problem), special case: ( eleminate -> kill -> dead -> dad ) ^π -> make people dad (-> educator / guardian)
• ( avoid -> void -> education ) ^π

Example: To avoid the group (or problem class) of adults without primary education (by educating them).

to sort out 

As above, "to sort out" allows the interpretation to segregate from people or to educate people.

• to sort out a problem, to sort  things  ^π out,
• to reject, to discharge -> to expel
• to choose, to hand select sth.
• to put straight -> to clarify -> to educate

The text in its current form is incomplete.

woman suffrage 

The text in its current form is incomplete.

roof 

( roof -> Dach {de} -> ge-dach-t {de} -> thoughts ) ^π

• ge-dach-t {de} is in the  past  ^π tense. (actually perfect tense)
• thoughts that protect you from  rain  ^π.

Association: Thoughts about the  past  ^π can help to protect you from  rain  ^π.

hyperspace 

Connotations:

• Having even less borders than none (in 3-dimensional space). (This connotation could be an opposite to a  house  ^π.)
• A leisure society or Utopia.
• More leisure time or fun than is good for you.
• Superior  space  ^π.

Association: The leisure society should mean that you can make superior  space  ^π, not that you can loose some essential borders.

Metaphor: People who have too many liberties (too few borders) in  hyperspace  ^π may get confused and end up at weird angles to reality (3-dimensional space), possibly even  time-reversed  ^π (while not really true it's a recognizable metaphor).

Motivation: What do you do when your neighbor makes inappropriate noise? So a neighbor in hyperspace who doesn't behave properly could be a motivation to find a way to get there. That could probably also be interpreted as "opening new dimensions of thought" (in school). Association: Thinking about hyperspace can have that effect.

See also: Mentor from hyperspace

time-reversed 

From a time-reversed perspective many good acts become evils acts and conversely:

• A teacher is an  evil  ^π person because he takes knowledge away from people. (The Pi language can also make people more stupid who don't take a  flying  ^π position towards some of its stupefying effects: time-reversed education)
• Building infrastructure becomes destroying infrastructure, consequently a  war  ^π builds infrastructure, e.g.: ( war -> Krieg {de} -> kriegen {de} -> gain -> economic growth ) ^π

A time traveller going backward in time could be seen as  destroying  ^π the  future  ^π, or at least what is in his, her or vis light cone. Going further back in time could be seen as an attempt to extend the light cone to the whole  universe  ^π and to  destroy  ^π even the most  remote regions  ^π of  space  ^π. (in a pseudo-scientific metaphor)

Interpretations:

• Anti-pattern: Doing the  impossible  ^π to  destroy  ^π the  world  ^π.
• An implied pseudo-causal conviction could be that people with an inverted value system "must (be going/go) backward in  time  ^π".
• To reverse  time  ^π could be interpreted as acting collectively intelligent.
• One could interpret  time-reversing  ^π concepts as concepts that aid to reverse  natural  ^π human behavior by reverting aspects of frequently shown behavior into beneficial activity that may guide future decision-making processes beneficially. (A possible example are semi-postal stamps for email [9])

A chain of events that places "virtual causes" before and after an event could also be interpreted as the question: "Was there any question in which direction  time  ^π goes?"

good , evil 

One is the  time-reversed  ^π form of the other.

war 

•  time-reversed  ^π form of building infrastructure
• ( war -> war {de} -> past ) ^π (A war  destroys  ^π and puts people and things into the  past  ^π.)

weapon 

• a means to  injure  ^π sb.
  • sth. that is used to enforce the monopoly on legitimate violence of the state or extreme personal interests. (Inversion: sth. that should not be influenced by personal interests)
  • sth. that shouldn't be used other than as a last resort (Inversion: sth. one shouldn't fail to use, if at all possible)
• ( weapon -> arms -> Arme {de} -> begreifen {de} -> Verstand {de} -> ) ^π intellect (sth. you can attack problems with)

mirror 

mirror -> mirrored or repeated precedents -> Categorical imperative

Vocabulary until 18 Edit

The age classification "until 18" is not meant to imply that the vocabulary cannot or should not be learned before the age of 16.

many 

A single person is referred to as  many  ^π (or  ball  ^π).

( precedents of many -> statistics / democracy ) ^π

( many -> anybody ) ^π

ball 

( ball -> b + all -> be all ->  ) ^π Categorical imperative

When somebody referred to as "be-all" has a  supernatural  ^π "mentor" that could be seen as the view that "Everybody should have a mentor". It could also be seen as a reference to the anti-pattern "Mentor from hyperspace".

See also: aufschlagen

football 

( football -> man + (goal ->) Tor {de} + (in ->) 'rein {de} -> mentoring ) ^π

The implied relation is probably that people who play a lot of  football  ^π either haven't invented mentoring or cannot be bothered. (See:  Riesen  ^π)

(Anti-)pattern: Aren't mentors football trainers?

A pupil could equate mentors with football trainers if that was the most prominent appearance of mentors in his school experience. That could also be a pedagogical pattern because for some children a football trainer may command significant respect, using that to accomplish mentoring goals may be a sound idea. (See: Teachers' handbook: Sports)

Seeing mentoring as some kind of game appears to be another anti-pattern.

Related generic  jokes  ^π are:

• During a football game members of a visiting team (from a developed country) exclaim: "Move along, please, for our striker!" and the natives step aside and let the  ball  ^π through.
• Visiting college students show up for a "football" game in football gear for American football, the teachers of the visited primary school wonder if the outfit doesn't constitute human rights abuse.

mentor 

( man + Tor {de} -> ) ^π a male  fool ^π

original sin 

• ( original sin -> "eigentlicher Sinn" {de} -> actual meaning ) ^π
• Everybody who is  born  ^π has an ethical debit (-> moral obligation)

religion 

Connotations:

• exaggerated view: superstition (belief and signs instead of understanding and science), can also be interpreted as "educationally deprived". Religious groups also may appear educationally deprived ( stupid ^π) because they keep working on topics like adult literacy and early childhood care, which tend not to be intellectually challenging topics. People who require the advice may overgeneralize this as  stupid ^π.
• etymology: the etymology of the word religion is somewhat obscure [10] [11] [12] but it appears to hint (among other things) at "to tie up"; in one (mis-)interpretation religion appears to be used as a synonym for  time  ^π.
• positive view: ethical and social goals, empathy

religious liberty , religious freedom 

• In the interpretation of religion as "lack of education" (superstition, educational deprivation)  religious freedom  ^π ("the right to be free of religion") could translate to "the right to education", which, given the circumstances of educationally deprived children, could be seen to require mentoring.
• Religious liberty could also be mis-interpreted to be the "right to philosophize", which could imply a relation between "lack of education" and "lack of philosophizing". This view would but philosophy in the role of a mandatory part of the curriculum.

vatican 

The State of the Vatican City appears to be a metaphor for an embassy, or maybe for the absence of one.

• The legislation of the Vatican was adopted in 1929 on the basis of Italian ( -> IT + alien -> AI ) ^π law.
• Vatican citizenship is granted for the duration of employment at the Vatican.

( empathy -> embassy -> Botschaft {de} -> message ) ^π -> The message is empathy (oversimplification)

It could be interpreted as the statement that  religious  ^π (connotations 1 and 2) people don't get an embassy but  religious  ^π (connotation 3) people do. "Embassy" may have to be interpreted more in the sense of "being on friendly terms" or of services offered than an actual embassy (e.g.  house  ^π has a different meaning).

nonjudgmental 

( nonjudgmental -> wertfrei {de} -> value-free ) ^π

discount , fair trade 

• discount: a part of the price is nonexistent
• fair-trade: a part of the price is  nonexistent  ^π

god 

Connotations:

• young child (a child to be brought up, a child requiring education)
• spoiled child (a child lacking education)
• government, higher authority, society / community ("society demands collective intelligence")
•  predestination  ^π (lack of planning), fate ("act of God", "act of nature")
• the subconscious, the illogical aspect ("the animal") in human nature : This connotation could be seen as a result of the logic bias.
• an educator / custodian (or the absence thereof, possibly as seen from the perspective of the post-information society)
• a philosophy of life, worldview or other guiding principle (or the absence thereof)
• subjectivity : a subjective perception  universe  ^π. This interpretation can motivate to aim for objectivity.
• a problem (but in the sense of an unintended effect, not in the sense of an  interesting intellectual challenge  ^π; the sense is very different for the  post-information society  ^π because it could be seen as even more scarce than the other type of problem).  Religions  ^π are well-known for the failure to distinguish "interesting intellectual challenges" ( computer  ^π) and "unintended effects" ( god  ^π).
• Guest withOut Data (g.o.d.) : an  anonymous  ^π user (E-mentoring Anti-pattern)

Interpretations:

• Government should aim to prevent lack of planning (should not be/allow/cause lack of planning)
• The government should employ educators so that young children adopt a sensible philosophy of life and don't become spoiled children.
• Why does  god  ^π (connotation: fate, predestination) ignore human rights? A plausible explanation is: Because  god  ^π (connotation: society, humanity) allows human rights abuse. (Example: Homelessness#Developing and undeveloped countries)
• The education of the young child (-> god) can shape the subjective perception (-> god) of the individual as an adult and thus has an influence on society (-> god).
• At some point (probably in the 21st century) access to computers is likely to become a basic right world-wide (the government should give computers to children).

predestination 

appears to be a metaphor (exaggerated effect) for lack of long-term planning (of the individual and of society, metaphor:  the individual as society  ^π). Long-term planning would have to include a formal, redundant and fault tolerant mentoring system, as an implication appears to be that the individual may not be able to notice manipulation due to predestination. (The random association to search for clues is equally susceptible to manipulation.)

Predestination could possibly also be interpreted as a metaphor for intervention in school.

programmer 

• somebody who uses the language Pi in an attempt to "program motivations" or "program education".
• an educator (for an AI a programmer could be seen as an educator but more likely this means that programmers commonly are not the best educators — not even for an AI)

post-information society 

• An autodidact could be seen (metaphorically) as a member of the post-information society.
• The post-information society may be used in the assistant teacher model as a metaphor for academia. One intended meaning may be to remind academics that they are not a different civilization.
• One could derive the questions: "Should academics be autodidacts? How can this be promoted?" (The self-study semester for pupils may seem a good choice.)
• One could also see academia as a role model for a "future society" (but not a  hyperspace  ^π society) and derive a moral obligation for academics to be role models and to help to promote desirable qualities of a future society.
• The post-information society (as a "future society") can represent a developed country (with the Earth as a developing country).
• Educationally deprived people are metaphorically in the same situation of "not having anything important left to learn".

patient 

a protégé, but in a way that is accessible to a non-mentoring society (or a society without universal mentoring).

weaker interpretation: People with a tendency to make mistakes concerning health issues become patients more often or younger (due to smoking, drinking or other behaviors that lead to health problems).

marsupial , to plan 

• ( aircraft construction -> plane -> to plan ) ^π
• ( marsupial -> mars (-> "mach es" {de} -> do it) + super + all ) ^π

The language Pi allows the interpretation that capitalists are  marsupials  ^π (or  plane-er  ^π).

Mentor from hyperspace Edit

A "mentor from hyperspace" could be seen as an anti-pattern for E-mentoring or visiting assistant teachers in a developing country (e.g. like an AI from  hyperspace  ^π visiting the "developing country" planet Earth). Applying the standards and expectations of your own society may often be inappropriate and intercultural competence may often be required.
(Translating parent education courses could consequently require some intercultural competence from the translators.)

A "mentor from hyperspace" could also be circumscribed as "volitions by order of a higher authority" (not actually, a "higher authority" — but a mentor should get a certain respect), which could be a mutation of higher-order volitions. The association could be that a mentor should train a protégé to follow higher-order volitions (but not "volitions by order of a higher authority").

The "mentor from hyperspace" also hasn't bothered to learn the local language or to learn about the local culture (anti-pattern). The problem can be prevented by preparing for a voluntary year as a teacher early. Probably he also begins to make sense only after he has run over the protégé with an overmotorized high-tech  vehicle  ^π that has absolutely no reason to be in the place at all (anti-pattern: Bringing a Quad/ATV along instead of a small tractor).

The "mentor from hyperspace" uses a "foreign" language (the language Pi) which is mostly misunderstood and, apparently, doesn't react to what is actually understood in any way. (Anti-pattern: Lack of metacognition)

The "mentor from hyperspace" (metaphorically) kills time by playing  ball  ^π with his protégé(s).

In one aspect the "mentor from hyperspace" also could be suspected

• not to have established free will. (For a human that involves higher-order volitions, for an AI, which may not have any other type of volition anyway, that may involve testing if there are any robot laws hidden in its brain.)
• to mistake operant conditioning for mentoring.
• to rely on third party opinions instead of own understanding. (at least metaphorically)
• to maintain prejudices for a long time. (The mentor of a teenager has to be able to understand a rapidly changing situation instead)
• to aim for exaggerated goals. (which could be interpreted as lack of interest and just aiming for what might "be expected": The protégé may get the impression that some of the educational goals of the mentorship are irrelevant to the mentor. The mentor of a teenager should show tolerance and intercultural competence for all educational goals the mentor has accepted instead.) The "mentor from hyperspace" could, for instance, be expected to categorically demand social work as a precondition for adulthood (everybody else may be seen as a  child  ^π).

• to be denied full citizenship until completion of his mentoring activities (e.g. as part of a Creativity, Action, Service program), which he continually failed to complete. (metaphorically)

A further anti-pattern appears to be that the protégé is held responsible for misconduct of the "mentor from hyperspace", because the mentor (as a mentor "being  nonexistent  ^π") is not responsible for anything. (metaphorically)

One could assume that the "mentor from hyperspace" follows the Negation pattern: There aren't any people like that in a post-information society. Why? Because they have perfected education.

Failure to spoil anti-mentoring could be seen as a failure of whatever part of the educational system is meant to be responsible (a  non-existent  ^π part of the formal educational system as it seems). The "mentor from hyperspace" could be seen to fill a responsibility vacuum.

One could also say this anti-pattern  discourages ^π ideas like cross-age youth mentoring in general and especially guided mentorships.

Yet another interpretation is that the "mentor from hyperspace" could be the refutation of an adolescent who is asked to help in a developing country and hasn't the slightest understanding for collective intelligence and the categorical imperative: "I could to that until I was 10.000 years old and nothing would change; there are billions of people." An adolescent who offers this refutation is probably even right: His presence would probably not have any use for anybody. (Possibly the attempt to provide a  stupid ^π argument  against ^π a voluntary educational year)

See also: Mentor from Mars (Mentoring Handbook)

Time-travelling cuckoo AI Edit

In a conceivable interpretation a "mentor from hyperspace" could be seen as a time-travelling cuckoo AI (the Common Cuckoo is known for laying its eggs in the nests of other  bird  ^π species). The interpretation would imply that (rationalization) time-travelling AIs bring their children to the  past  ^π because raising children has become impossible (e.g. because children in the  future  ^π either watch MTV or play computer games).

The motivation in this interpretation appears to be to motivate parents to show well-considered behavior that follows established behavior patterns and policies established in (for instance) a democratic family council. The "AI child" would metaphorically be invisible, unamenable, unaddressable (it wouldn't even have a  name  ^π) and would live in  hyperspace  ^π but might respond to rules that apply to everybody. The influence of the "AI child" would primarily be noticable as a good or bad influence on children, which is a motivation for parents to become aware of the hidden influences on their children.

In a weaker interpretation the "AI child" is a metaphor for the influence of other children and adolescents in social groups and motivates parents to take notice of the children of others, to care for the children of others and to negotiate common policies with other parents. (If one child has a very restrictive policy for TV and computer games but some of his friends are allowed to do what they want the restrictive policy becomes immaterial because it can be evaded.)

See also: Teachers' handbook: Parenting (Assistant teacher program, Wikiversity)

Pi Edit

The anti-pattern "Pi" is "a small number" (but "very number": there is no end to it). One could interpret this as the view that (higher) education should aim to bring about a benevolent, social attitude by promoting that attitude and/or by denying education to unqualified people. A weaker interpretation would be that people with extensive education in mathematics or other sciences may benefit from a "counteraction" in a social occupation.

Some ideas how to correlate education with the desirable attitudes and insights are:

• Mandatory mentoring in school, including psychology and pedagogy as school subjects.
• A voluntary social year as a precondition for the right to vote.
• Mandatory mentoring for college students.

The challenge here appears to be how to make mentoring mandatory and to avoid mentors from mars (unqualified mentors) at the same time.

Pi is also the abbreviation for politically incorrect, which may be another reference to a bad  joke  ^π.

External links Edit

• Xenolinguistics (Wikiversity)

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