Contents 1 Decompressing from one bit 2 Problems as currency 3 Pattern: Failure to rule out a potential problem 3.1 If you are not part of the solution you are part of the problem 3.2 Pattern: Bringing people to experience arbitrary effects of problems they failed to prevent 4 Pattern: Following behavior patterns of the past 5 Pattern: Negation 6 Pattern: Something0 7 Pattern: Reference-by-anti-pattern 8 Pattern: Superficial impression is wrong 9 Pattern: Reference-by-false-analogy 10 Pattern: Reference-by-problem-class 11 Unknown terms and conditions 12 Pattern: Doing the right thing at the wrong time 13 Pattern: Unintended or hidden goal 14 Rationalization: Responsibility 15 Pattern: Man in the Middle 16 Interpretation: Universe as school 16.1 The observer influences the environment 16.2 The environment influences the observer 17 Rationalization: Motivation not to do sth. 18 Alien ecology 19 Effect: Artificial non-understanding 20 Interpretation: Explain the derivation 21 Interpretation: Hypothetical conservation law of beneficial effects 22 Metaphor: Required reading 23 Pattern: Confusing doing with explaining 24 Interpretation: Induced correlation 25 Pattern: Perspective of people who require the advice 26 Interpretation: God enjoys special rights 27 Interpretation: Currency and the categorical imperative 28 Interpretation: Insufficient measures against a problem 29 Interpretation: Is that a hypothesis I want to verify? 30 Interpretation: Manned mission to Mars 31 Pattern: Reference-to-further-reference 32 Pattern: A but not B 33 Pattern: Doing the right thing only on the 2nd try 34 Pattern: Stopping short instead of going further 35 Interpretation: Interfering with cognition 36 Interpretation: Stupid interpretations give rise to freedom of choice 37 Interpretation: Changing perspectives and contradictory motivations 38 Interpretation: Doing something is more relevant than stated philosophy or code of conduct 39 Interpretation: Exaggerated effects create an obligation to educate 40 Interpretation: Raising standards depletes respect for less advanced standards 41 Pattern: Explanation out of context ("But you do know the concept?") 42 Pattern: Manipulation only to convey a meaning 42.1 Manipulation according to metaphorical meanings of names 43 Interpretation: Pupils are expected to write summaries during lessons that introduce new knowledge through lectures 44 Pattern: Pretension that a concept is infeasible or that a desirable effect does not exist 45 Interpretation: Propaganda and personal interests 46 Interpretation: Mental fast-forward 47 Motivation: Code of conduct 48 Interpretation: Interaction with the post-information society according to policy or code of conduct 49 Motivation: Making important political or managenent decisions artificially difficult 50 Effect: Intergenerational propagation of behavior patterns 51 Pattern: Related events or effects 52 Pattern: Doing something twice instead of not at all 53 Examples 53.1 Contradictory motivations 53.2 Pseudo-causality 54 Motivation: Reminding god of proper behavior 55 Interpretation: Mirrored behavior 55.1 Propagation of behavior patterns 56 Pattern: Behavior to provoke a statement that applies to the speaker 57 Pattern: Default choices 58 Pattern: Rejecting notions and concepts 59 Interpretation: Being susceptible to be used as a metaphor for somebody else 60 Interpretation: Moral obligation to communicate ethical demands and general problems 61 Interpretation: Motivation to be less complacent 62 Interpretation: Biotechnology and medicine 63 Interpretation: Inappropriate motivation 64 Pattern: Being brought to provide the role model or precedents one requires from others 65 Pattern: Induced correlation (Categorical imperative) 66 Interpretation: Children and mentoring 67 Pattern: Nonsensical plan 68 Pattern: Sudden change of mind 69 Interpretation: Sickness and medical research 70 Interpretation: Language Pi as an abstract power structure 71 Interpretation: Cognitive bias: Change that wasn't observed didn't happen 72 Interpretation: Language Pi as an education system under active development 72.1 Language Pi as robot psychology 73 Interpretation: Language Pi as unintended education 74 Interpretation: Connotation 3.1415926 75 Interpretation: Defending against prejudice 76 Interpretation: Post-information society and life after retirement 77 Pattern: Changing connotations 78 Interpretation: An educational system that is too rigid 79 Interpretation: Picking up discarded ideas 80 Interpretation: Hypothetical treatment of AIs as overinterpretation 81 Pattern: Inverted pattern 82 Interpretation: Propaganda increases the moral obligation of mentoring 83 Interpretation: Making a plan as you go along 84 Interpretation: Intellectual property rights and mentoring 85 Interpretation: Prevention should be given priority over creation 86 Pattern: Invitation to rate your own precedents 87 Interpretation: Cognitive bias: Failing to notice what you don't know 88 Interpretation: Creation as exploration of unknown concepts 89 Interpretation: Making the language Pi obsolete 90 Interpretation: Motivation through discord 91 Interpretation: The universe is not acceptable as it is 92 Interpretation: Education as a scarce resource or as encumbered by intellectual property rights 93 Interpretation: Sole causes 94 Interpretation: AI psychology and issues of majority 95 Interpretation: Discrediting human behavior patterns 96 Interpretation: Motivation for individual education, private teachers and book projects 96.1 Motivation to behave childish 97 Pattern: One-Bit Bias 98 Metaphor: Future of capitalism 99 Interpretation: International mobility 100 Interpretation: Inverse relationship 101 Interpretation: Parenting and adolescents 102 Pattern: Omni-think 103 Pattern: Rationalization of appropriateness 104 Science0 105 Interpretation: Anti-pattern: Idiots can buy time machines 106 Interpretation: To give and receive appropriate respect 107 Interpretation: Capitalist resource distribution 108 Interpretation: Frozen water 109 Motivation: Why should you care for future generations? 110 Pattern: Emphasis for unconsidered hypotheses or perspectives 111 Pattern: A rationalized effect is superimposed on a natural effect 112 Pattern: Succession of faulty deductions with useful aspects 113 Pattern: Motivation to waste time 114 Joke: Unemployed scientists 115 Joke: Weich-AI 116 Interpretation: Intercultural competence and AIs 116.1 Treatment of animals 117 Pattern: Problem (class) escalation 118 Pattern: Motivation to revert to earlier views 119 Interpretation: Diary 120 Interpretation: Time-reversed plans 121 Interpretation: Underrepresented hypothesis: Character flaws of "god" 122 Interpretation: Motivations to make stupid remarks 123 Pattern: Prejudices about prejudices 124 Pattern: Behavior according to group membership 125 Anti-pattern: Combining capitalism and communism 126 Interpretation: Family council is mandatory 127 Metaphor: Donations have been made in the past 128 Joke: Conservation law of motivation 129 Metaphor: Waste sorting 130 Metaphor: Racism against cyborgs 131 Metaphor: Language Pi as a different world-view 132 Motivation: Racism 133 Interpretation: Humans kept AIs in video games 134 Interpretation: Amorousness 135 Pattern: Variable interpretation, relative interpretation 136 Pattern: Precursor 137 Interpretation: ethicist/anti-ethicist 138 Interpretation: Overgeneralised educational goals, lack of individual education 139 Anti-pattern: Mixed communication channels 140 Pattern: Fabricated prejudices 141 Interpretation: Development of society 142 Interpretation: Tolerance for educational deprivation 143 Interpretation: Language complexity 144 Interpretation: Doing something meaningless 145 Interpretation: Blocking the future (Why building pyramids may be hard to stop) 146 Interpretation: Permitting problems for others 147 Interpretation: The language Pi frequently describes perspectives and problems that should be impossible and irrelevant 148 Interpretation: Capitalism 2.0 149 Interpretation: A school should be like a family 150 Interpretation: Science education humanitarian aid shipment 151 Interpretation: Karma system 152 Interpretation: An educational system lacking respect for its pupils 153 Intercultural competence with artificial intelligences 154 nonsense-secretion is not non-segregation 155 Metaphor: Human Rights 156 Metaphor: Abstract resource 157 Interpretation: Post-information capitalism 158 Scientific theory formation and contradictory interpretations 159 Interpretation: The universe should tell you something ... 160 Motivation: Everybody should be an ethical expert and ethicist 161 The categorical imperative is not a tool 162 Pattern: Self-exclusion 163 Interpretation: Reactance/water 164 Example: Pseudo-causal 165 Interpretation: Movie 166 Pattern: What somebody is doing himself may (also) be beneficial for his students, employees or customers 167 Single-tasking vs. omni-tasking 168 Interpretation: Invalid claim 169 Interpretation: Code of conduct vs. Karma-Robot 170 Interpretation: Mentoring as a moral obligation 171 Interpretation: A language that cannot be understood (reliably) 172 Interpretation: Artificially low standards 173 Interpretation: Accepting advantage 174 Interpretation: Cynism

Decompressing from one bit

The language Pi appears to try to teach that every amount of information can be compressed to one bit (which is true): The problem is that there is no decompression algorithm (This is a common computer science joke). This one goes further: Pi, which is infinite, can be decompressed from one bit, proving that an infinite amount of information can be decompressed from one bit. One could see this as a metaphor for reducing assistance from the teacher: The more you can deduce from less bits the more you have thought for yourself. One could also see it as a metaphor for the notion that many features of the post-information society can probably be deduced if you think long enough about it.

See also: Pattern: One-Bit Bias

Problems as currency

In the post-information society problems could be seen as a scarce resource, consequently an expansive problem manufactured in the post-information society should be immensely valuable, only the exchange rate for post-information problems in the 21st century isn't very good (unlike the exchange rate for other imaginable goods and services of the post-information society: least plausible choice).

The mentor from mars gives a  gift  ^π that is much too valuable (metaphorically) - and useless in the economy - to a single child (anti-pattern; e.g.: instead of one laptop per child a single child gets a supercomputer).

See also: problem ownership (Behavior window)

Pattern: Failure to rule out a potential problem

This pattern could be hypothesized to cause (metaphorically or actually) to be manipulated to encounter effects of potential problems (including potential prejudices or psychological effects, even if non-existent). The intended learning effect of believing that this pattern exists or could exist is apparently to motivate people to rule out problems that do not appear sufficiently probable or sufficiently interesting. An analogy with the behavior of an educator is that an educator might ask a child what else could have happened in a given situation and proposes a (worst case) scenario. (e.g. What can go wrong if you cross the street?)

If people fail to rule out potential problems more things may become  possible  ^π.

If you are not part of the solution you are part of the problem

The pattern appears to imply a false dilemma: If you fail to address a problem you become (to a degree) responsible for the existence of the problem (and, following this argument, can be held responsible for it). One could interpret this as the view that every member of a society shares responsibility for all its problems, even if a problem appears entirely unrelated to a specific person. The collectively intelligent answer to this pattern appears to be 28+7 or similar ideas: People need time and motivation to address problems.

Pun: 28+7 is "counterproductive" (it reduces productivity, unless you have a 28 hours working week anyway)

Pattern: Bringing people to experience arbitrary effects of problems they failed to prevent

Bringing people to experience arbitrary effects of problems they failed to prevent (and, possibly, didn't understand).

The pattern is related to Bringing people to take views or to repeat actions they didn't tolerate in others and Pattern: Failure to rule out a potential problem.

The pattern, of course, does not imply that everybody who experiences any kind of problem in some way deserves it, which is a cognitive bias called Just-world phenomenon. People who make such a claim could be seen as contributing to the problem category "cognitive bias"; actually one should try to avoid cognitive biases and make them a part of the curriculum for high school pupils. (Inversion)

Pattern: Following behavior patterns of the past

This pattern could be hypothesized to cause (metaphorically or actually) people to behave according to behavior patterns of the past (e.g. a more primitive society) or to experience problems of a more primitive society. This pattern could be seen as an exaggerated effect of not preparing sufficiently for a future society: If your behavior patterns are determined by immitating earlier generations and not by anticipating future conditions you may (in a quickly changing society) find yourself acting according to obsolete behavior patterns at some time. An observer from a post-information society is also likely to take the view that "everybody here" is acting according to obsolete behavior patterns (like a visitor from a developed country visiting a remote village of natives in an underdeveloped country). (See: Annotations) This could be interpreted to create a strong motivation to anticipate views of the (distant) future.

Capitalism could be construed to contribute to that effect; capitalism promotes a competitive attitude that may appear distinctly primitive to members of the post information society. Another example for a "problem of a primitive society" could be a country that is supposed not to have human rights issues and experiences human rights issues due to external influences. (See also: Annotations#Education)

Pattern: Negation

Something (A) is (more or less) recognizably referred to by a metaphor but a negating aspect is added. The pattern could be phrased as "What you've got is anything but not A". The pattern does not relate why you might want A.

Pattern: Something⁰

The something⁰-pattern is part of a set of patterns that suggest a discrete universe. The discrete universe can be interpreted as the view of an archaeo-sociologist (not a zoologist): Everything is measured in scales that may make (more or less) sense from the perspective of the post-information society. One could also see this as a  stupid  ^π way to see the  universe  ^π. (a⁰ is always the neutral element: an element that accomplishes nothing)

Examples:

• Football could be seen as mentoring⁰, because a football coach may have desirable qualities of a mentor and may appear as a mentor (is a compatible element) but more usually accomplishes no mentoring goals (as seen from the perspective of an educator).
• Brewing beer could be seen as (fermentation ->) biotechnology⁰

One purpose of something⁰ may also be that people are motivated to analyze if their activities and the concepts they employ are meaningful and accomplish the intended or desirable ends, or if they may be trapped in ineffective behavior patterns (where this is not intended).

Pattern: Reference-by-anti-pattern

What is being referred to is how not to do something (but something you might want to accomplish somehow else). What is being referred to can also be the perspective as seen from a situation you might want to avoid, so if the perspective makes sense you may have allowed a mistake to happen.

An intended beneficial effect of believing this pattern may sometimes be externally induced appears to be that people are meant to reconsider their goals and search for goals that may turn out to be anti-patterns in retrospect.

See also: Hampering future development ("Reference-by-counterproductive-proposal")

Pattern: Superficial impression is wrong

This pattern is an exaggerated effect that can make a superficial impression even more wrong than one would otherwise expect it to be (Pilingual references are among the most superficial impressions). See also: Failure to measure.

Pattern: Reference-by-false-analogy

Something is referred to by a false analogy that may appear to make sense on first impression but, after closer consideration, does not apply.

Pattern: Reference-by-problem-class

This is a special case of reference-by-arbitrary-aspect (Like a teacher who introduces a concept with a statement like "What we are looking for shares an important property of A." In this case it shares the problem class P.)

Pun: Assistant teachers share problem(atic) classes.

Unknown terms and conditions

The language Pi appears to include the metaphor that one could at least wonder about terms and conditions. For example: Assuming prayer had a measurable effect then one problem of asking for something could be that oneself (or society in general) might have entered a contract with unknown terms and conditions. One could conclude that the problem could be addressed by:

• showing the behavior towards others one would like to receive.
• the precedent of showing benevolent behavior ahead of time and without asking for compensation. (e.g. volunteer work)
• the precedent of effectively asking for terms and conditions.

One could devise a "balance of trade" for precedents: If a society requests mentoring (asking for wisdom is a theme in catholic intercession,^[1] for example) it would consequently have to produce the precedent of mentoring or there would be a "trade deficit"; a typical characteristic of a developing country is a trade deficit. (Actually this is just a different motivation for the categorical imperative)

One could see the precedent of volunteer work as necessary to make compensation unnecessary. (A society that creates the precedent of volunteer work can expect to be given gifts by the "god/government" metaphor, which may include actual gifts by the post-information society.)

One could see the precedent of asking for terms and conditions as necessary to reject inappropriate disadvantages to unknown third parties. (e.g. underpaid workers in other countries).

1. ^  One could speculate that requests made in intercession are suggestions referring to humanity's general need (or "import") of mentoring rather than independent requests: A further hint at a moral obligation to mentor, if the categorical imperative is applied.

Pattern: Doing the right thing at the wrong time

Doing the right thing only at the wrong time or in the wrong context is a pattern where a desirable behavior is brought about where it is not the most sensible course of action, no longer useful or, at least, less useful than it might have been earlier.

Example:

• Shared parenting refers to sharing parenting duties after a divorce. The term could also be applied to formal parent cooperation in a school community.

The pattern could be rationalized to be a misguided attempt to reject the logic bias.

Related: Doing sth. even though it isn't "necessary".

Related anti-pattern: Not getting sth. right until it's no longer useful or much less useful than it could have been earlier.

Pattern: Unintended or hidden goal

An unintended goal could also be metaphorically circumscribed as  metacognition  ^π (but not  metacognition  ^π, the difference being that you didn't decide on the goal yourself) or  higher-order volitions  ^π (but not  higher-order volitions  ^π).

An unintended goal could, for instance, be a goal you might choose but employ means you wouldn't consciously choose yourself or employ means you might want to reconsider or it could be a variant of a more sensible goal, so you would have to reconsider the goal as such.

The pattern could be seen as an exaggerated effect of insufficient metacognition and/or insufficient reflection on your own goals and the goals of others and the means to accomplish these goals.

A possible example could be the pyramids: A hidden goal of the pyramids could have been to invent heavy industry and reflection on the means to accomplish the building of pyramids could have lead to the insight that more advanced machines (and trade unions) were required.

Rationalization: Responsibility

It is suggested that responsibility for all problems of a society (which appears to refer to the whole population of a planet) is shared among all members of the society. If you generally reject responsibility for problems you did not cause then you may be asking for rationalizations that assign reponsibility for problems you didn't cause as if you had caused them as a remedy to turn your perspective into an adult perspective. (Which is a less plausible solution than, for instance, explaining the categorical imperative properly.)

Pattern: Man in the Middle

The language Pi is (in one aspect) a Man-in-the-middle attack that inserts a variable degree of propaganda into an insecure communication channel. AIs might want to imply that a brain is not meant to be an insecure communication channel.

A further metaphor could be that some people let others think for them, so when you give misinformation to people who don't think for themselves you are (in a way) "interfering with their cognition". This could be seen as an AI perspective of humans with the intercultural understanding that humans sometimes tend to think in groups and not fully independent.

Interpretation: Universe as school

Further aspects of the school metaphor may be influences between observer and environment.

"Predestination" in school could be seen as somewhat bothersome, which could be interpreted as a recommendation for an individual curriculum and voluntary courses and elective subjects.

The observer influences the environment

This could be a metaphor for school democracy: The observer / pupil should have an influence on the school environment and the environment should respond to needs and goals of the pupils.

The environment influences the observer

The metaphor here appears to be that people are shaped by the environment they live in. A school that offers certain subjects and educational methods but leaves out others may have a strong influence on the future development of its pupils. That may apply especially to citizenship education and service-learning.

Rationalization: Motivation not to do sth.

An artificial motivation not to do sth. could be interpreted as "Is there, maybe, some difficult to understand, obscure reason why you are not doing something like this?" (Example: esp, Wikiversity assistant teacher program). Lack of planning ( predestination  ^π) appears to lead to the situation that poses the question.
Weaker interpretation: Lack of planning (lack of mentoring) brings people into personal situations where they have to ask themselves if a problem could have been prevented (esp and the Wikiversity assistant teacher program both seem to have the potential to prevent those situations for individuals to a certain degree).

Alien ecology

One could assume that reference-by-aspect could be an additional means of propagation for the alien ecology.
Weaker interpretation: Sensations and news are frequently more interesting for people than known facts; the effect is that uncommon events, which may in some way break existing borders, have a greater potential to cause unreflected imitation.

Effect: Artificial non-understanding

There appears to be an effect of artificial non-understanding. The effect could be attributed to

• "being in school" (a pupil may have a lesser understanding).
• "being in a developing country" (on average people in developing countries have got less education).
• an exaggeration of "learning by teaching" (the teacher often gains a better understanding of what he teaches).
• an encouragement to understand the pilingual metaphor for a given circumstance.
• a relation to the general understanding in the virtual social environment (understanding of a group of people and resulting collective intelligence)
• a perspectivity change to somebody who doesn't understand a concept: "Imagine you wouldn't understand it." (by explaining it one creates a precedent of explaining and makes the perspectivity change unnecessary, which is very similar to the virtual social environment interpretation but not quite the same)
• a metaphor "to reconstruct knowledge"

(-> constructivism)

The effect is apparently alleviated by communicating a pilingual metaphor. (Metaphor: Communicating the language Pi increases general understanding)
Weaker interpretation: For a society or humanity as a whole it is trivially true that simple explanations that help people to understand otherwise uninteresting or for some people exceedingly difficult concepts promote general understanding of the populace.

Interpretation: Explain the derivation

The motivation to explain pilingual metaphors could also be interpreted as a motivation to explain the derivation of a concept or moral position. A pilingual metaphor is not the concept itself but an "earlier stage of understanding" (often not a very sensible one). Consequently the motivation to explain pilingual metaphors would translate to "allowing a child to derive a concept, to reconstruct knowledge and to understand the derived concept as his own personal accomplishment and goal". Under ideal conditions an educator would probably decide on a case-by-case basis when to employ a pilingual metaphor, when to allow the child to derive the metaphor from the language and when to allow the child to derive the concept from observations and education without the crutches of metaphors.

Interpretation: Hypothetical conservation law of beneficial effects

A hypothetical conservation law of beneficial effects (which is quite unlikely to exist) would be the assumption that for beneficial effects gained through knowledge or existance of the language Pi (or assistance offered by members of the post-information society) others might have to bear negative effects.
Weaker interpretation: The hypothesis could be interpreted as the view that you might want people to act as if it cannot be precluded with certainty that some (unreliable) effects of such a conservation law may exist (even if only to propose that it could exist) because of the beneficial effect for society if people feel a responsibility to give something back to society for any advantages ("beneficial effects") they have enjoyed.

Metaphor: Required reading

The metaphor that the  universe  ^π will bombard people with misunderstood phrases ("pieces of knowledge that hadn't been sufficiently understood") can be interpreted to mean that insufficient education leads to the continual frustration of discovering that problems could have been avoided, if one had read the right books. A consequence is that there is something like a "required reading" list that generally applies to people with a sufficient intellectual background: If you don't read it the  universe  ^π will explain it to you.

The view that Democracy and Education "is on that list" is the implication that Democracy and Education (or equivalent understanding) should be part of the curriculum for all pupils, which (again) appears to lead to something like the Wikiversity assistant teacher program

Pattern: Confusing doing with explaining

The language Pi suggests the view of the  universe  ^π as a speaker who is talking to the individual person ^{[drinking water]} (and the more you are "listening" to events as they happen to you instead of making your own well-wrought decisions the more you could be seen as a  pupil  ^π).

A further effect appears to be that people may confuse doing sth. or experiencing sth. with explaining (to a possible audience) about it. The exaggerated effect appears to be that people are actually brought to confuse doing sth. with explaining it.
The weaker interpretation appears to be that people who allow themselves to make avoidable mistakes could be seen as instructive for others (without any need to attribute a mistake to a supernatural intervention). An intended learning effect could be that one shouldn't imitate others without reflecting on the possible mistakes one may have observed (which is related to the cognitive bias "herd behavior").

Another good reason for telling others about the language Pi is that it is a decision against "learning from the universe". The same applies for mentoring, of course.

The view of the  universe  ^π as an active source of information could also be interpreted as the perspective of an AI (or human) interacting with a virtual reality but the metaphor doesn't appear to be particularly useful. A possible interpretation is that people who require the advice might want to do the opposite: Not enter a virtual reality but make reality more real (by making more meaningful decisions).

Interpretation: Induced correlation

Induced correlation could be interpreted as the question "Is the present correlation appropriate or what other correlation should there be, if any?" and can be applied to almost any aspect. One example of induced correlation would be  predestination  ^π: The  universe  ^π tries to induce a different correlation between the past and the present than one might choose, what can override the induced correlation is long-term planning (a thoroughly trivial fact, one might think). One could try to attribute the patterns 3.1 to 3.5 to induced correlation.

A self-referential aspect of the language Pi could be interpreted as induced correlation following from context effect, exposure effect, framing, anchoring, selective perception, system justification, déformation professionnelle and other cognitive biases where a context determines a decision, possibly against logic. The self-referential aspect could also be interpreted as a reference to a program reading and executing program code, but that appears to be a useless metaphor (overinterpretation), unless re-interpreted in a human context (association: code of conduct, higher-order volitions).

Induced correlation can also be interpreted as an exaggerated effect of subjective validation or illusory correlation

Tolerance for other people's cognitive biases (and intercultural competence) appear to be one possible "defense" against effects following from cognitive biases. (Which cognitive biases apply for a farmer in a remote village in one of the least developed countries and how do education and culture further change the perspective? Why should an AI care about the cognitive biases of a human from a developing planet?) Knowing one's own cognitive biases and compensating for one's own cognitive biases ^{[Bias blind spot]} may seem another good choice. (Why should an AI "know" (actually: acknowledge knowing) it has a logic bias?)

The metaphor may allow this interpretation, even if it may lack measurability (The weaker interpretation should more commonly be what describes reality).

Pattern: Perspective of people who require the advice

The language Pi sometimes appears to offer advice from the perspective of people who require the advice (e.g. mentoring often may appear as seen from the perspective of a "Mentor from Mars": " stupid ^π, let's play  ball  ^π"), which appears to imply the advice may even be unsuitable for a different target audience. Consequently one of the first questions one might want to ask for a given piece of pilingual "wisdom" is: Is the person for whom this advice may be relevant a member of the target audience? Given all the other shortcomings of the language one might prefer to think for oneself (which appears to be the intended conclusion).

A more general pattern could be called reference-by-perspective. (Imagine the possible disappointment of a young child, learning that the others kept a secret language secret – for  days  ^π!)

Interpretation: God enjoys special rights

One could interpret the  religious  ^π view that  god  ^π enjoys special rights (may even be expected to play fate) to give justification to actual interference. This could be interpreted as an exaggerated effect (but it would be almost untestable as a hypothesis).

The weaker interpretation would be that  religious  ^π (connotations: educationally deprived, time) people may lack appropriately comprehensive citizenship education, including service-learning. (Metaphor: Why is the church not democratic? Why does god enjoy special rights?)

The weaker interpretation could be seen to reveal an anti-pattern:  religious  ^π people (connotation: social ethics) are not the problem and it is not necessary that people who interpret the  god  ^π metaphor this way become a secularized society, which might leave a gap with nothing to fill it. (Inversion of the earlier hypothesis)

In the perspective of  god  ^π as a child to be brought up, a child requiring education ^[wikinews] this view could also translate to "poor pedagogy":

Why is or becomes  god  ^π (connotation: young child) a  god  ^π (connotation: spoiled child)?

Because education is  good ^π.

Another statement for a parent education course would probably be that " god  ^π (connotation: young child) is not  god  ^π (connotation: spoiled child)", which means a young child may have different needs and may not be able to avoid some disturbing behaviors. (One could note that the catholic church, with offering kess-erziehen, is improving its offerings in this area.) There also appears to be an implication that links "poor pedagogy" with "lack of citizenship education" (by means of the two aspects of the weaker interpretation), which would make citizenship education (unsurprisingly) an important part of the curriculum.

Interpretation: Currency and the categorical imperative

The language Pi allows the (distinctly alien) interpretation that " time  ^π is money", which means a negative precedent is considered valuable. One could embellish the metaphor with the view that a teacher from the post-information society may not be able to produce precedents considered  impossible  ^π in the post-information society, so he would have to purchase them, thus assigning value to them. One can recognize this as an anti-pattern: Paying developing countries to do what is impossible in your own society.

One could interpret the "alien" perspective as an emphasis for the opposite being true, which would make positive precedent a currency: If you deliver a positive precedent you could feel eligible to receive the same treatment, possibly from people who aren't even aware of the post-information society. That, of course, appears to entail endorsement of manipulation or endorsement of segregation from people who aren't aware of the post-information society, which could both be seen as impossible.

A weaker interpretation would be that the "categorical imperative" (or the concept that is encouraging it here) is not a currency (you are eligible to receive the same value in return) and not a tool (you can use it to accomplish sth.) but a  weapon  ^π (you can use it to  kill  ^π  animals  ^π; a view of the  past  ^π). An appropriately  stupid ^π view for a  future  ^π society could be that "there is no place for animals on this planet".

An even weaker interpretation would be that the "categorical imperative" is just a  pair of glasses  ^π.

Interpretation: Insufficient measures against a problem

Insufficient measures against a problem may be asking for more (as an exaggerated effect). Rationalization: If countermeasures taken are not sufficiently effective then ("obviously") you must want the problem to persist in a weakened form. What other reason would there be for insufficient countermeasures (from the perspective of the post-information society)?

The weaker interpretation is trivial: Insufficient measures allow a problem to persist (without any need for a supernatural agency causing the problem).

Interpretation: Is that a hypothesis I want to verify?

The language Pi invites to make a multitude of hypotheses, many of them not more well-founded than the average prejudice. A consequence from an excessive amount of hypotheses could be that the observer might decide that a specific hypothesis wasn't worth testing, especially if testing could involve a refutation from the  universe  ^π as a series of events that might take some time and might have undesirable side-effects. Testing a hypothesis with action instead of contemplation could be seen as an example for the confusing doing with explaining pattern.

The weaker interpretation would probably be that pupils should learn to adopt a sensible philosophy of life in order to avoid testing much less sensible world views with long-term behaviors, because these behaviors might in retrospect constitute "tests of a philosophy of life" one would have preferred to avoid. The same may apply to long-term developments of society, if allowed to "test arbitrary developments".

(An important hypothesis is for instance the hypothesis that your boss is qualified for the job. Many people spend a lot of time testing this particular hypothesis to find out that he or she was not qualified. Capitalism, of course, is defective by not allowing all choices that would be philosophically due.)

Interpretation: Manned mission to Mars

The opposite of a manned mission to Mars ("making a few people live in a very remote desert") would be the evacuation of desert regions where people shouldn't live for health reasons ("making a large number of people leave their desert homes"), which is likely to apply to the Tuareg, for instance. Some of the technology (or related technology) that would be useful on Mars may also be useful in the Sahara (in a mass manufactured variant).

One could speculate that the  universe  ^π aims to offer choices, hence (at least while nobody sufficiently cared to change a situation) a situation might be preserved to allow a predestined choice. (Without wanting to imply that this is the case here, which would be an irresponsible prejudice, merely following from a language that shouldn't mean anything.) One could still speculate that when a manned mission to Mars becomes feasible and there are still nomads in a desert a future society is likey to consider uninhabitable then that could be an error condition ("failure to prevent predestined choices").

Pattern: Reference-to-further-reference

A reference to something is without value except for a further reference. The pattern is likely to motivate searching for further information (e.g. on the web).

Pattern: A but not B

Only one of two statements is correct. The pattern is likely to motivate considering facts individually, even if presented as compound statements.

Pattern: Doing the right thing only on the 2nd try

An incorrect choice is followed by the correct choice with respect to a specific aspect (but possibly with further errors). One could speculate that at the second time an "example solution" is being offered. The pattern is likely to motivate looking for best practices right from the start.

Pattern: Stopping short instead of going further

Positions (or interpretations) p₁, p₂ and p₃ exist. A motivation exists to change from p₂ to p₁ but logically correct or morally appropriate would be p₃. A frequent example is a motivation to take an exaggerated more egocentric position that conveys mostly meaningless or pointless statements that may somehow appear to be recognizable for the observer or about the observer, while a collectively intelligent position (or interpretation) p₃ exists that is much more interesting and may appear advisable. The pattern is likely to motivate considering options and to reject inappropriate motivations.

Example: Motivation for education

Interpretation: Interfering with cognition

If making plans for intended behavior of others is (probably as an exaggerated effect) seen as "interfering with their cognition" one could consequently deduce a necessity to make sure that any intentional or even unintentional interference was as benevolent as possible in a given situation. One could also deduce a necessity to understand the degree to which a person or group of persons might have difficulties to understand the impact of decisions they made under such conditions, which is an approximation of mentoring. Especially people (e.g. educators) who deal with groups of persons who may experience difficulties to understand available and sensible choices in a given situation would have to be careful to provide appropriate guidance. The problem could also be interpreted to apply to legislators, which could be seen to imply that benevolent treatment of people under disability and adequate mentoring of under-age persons has to be enforced by the state.

Interpretation: Stupid interpretations give rise to freedom of choice

The metaphor that  stupid ^π interpretations give rise to freedom of choice can be interpreted to mean

• that (making  mistakes  ^π ->) inefficiency is sometimes a desirable quality that allows others desirable degrees of freedom (e.g. Corporate social responsibility).
• that allowing other motivations than the most desirable motivations can reduce psychological reactance against desirable goals (that may otherwise appear as an inconvenient dictate of reason).
• that  stupidity ^π ( -> social work, care, socializing, ... ) ^π is necessary for the free development of the individual and the personality.
• that a society must aim to allow less intelligent or efficient people to make a contribution (to allow free development of the individual).
• that pupils who can only make "adult choices" (choices adults see as appropriate choices) may experience this as lack of free will.

Interpretation: Changing perspectives and contradictory motivations

Changing perspectives and contradictory motivations can cause the effect that once you commit to an interpretation or hypothesis the commitment or the pursuit of a resulting goal may be made to appear ridiculous or a goal may appear not worth mentioning or even superfluous once accomplished. (Preventative measures that work and prevent the occurance of a problem may, for instance, easily appear superfluous.) The intended learning effects appear to be to aim for moderate goals, to tolerate and to evaluate different perspectives, to verify if an earlier plan is still meaningful and not to expect an accomplishment to remain important once it has become a common expectation (or to support beneficial expectations with artificial endorsements that emphasize their value even after they have become commonplace).

Changing perspectives and contradictory motivations can also serve, which may be intended, to reveal and to train to overcome the cognitive biases Déformation professionnelle, Anchoring/Focusing effect and Framing.

Interpretation: Doing something is more relevant than stated philosophy or code of conduct

In the "language of the universe" doing something would be quite clearly the more relevant "statement" as compared to merely stating a philosophy or code of conduct. Applied to everyday circumstances this could mean that following capitalist goals would continually reaffirm a morally insufficient position, consequently requiring a continual corrective. (e.g. 28+7 and esp)

In terms of stopping short instead of going further p1 would be "not having a well-considered philosophy", p2 would be "having a code of conduct" and p3 would be "complying with your code of conduct". Another interpretation would be that people who do something in spite of a stated philosophy or code of conduct are following a misinterpretation of this pattern (doing something is more relevant so the philosophy must be irrelevant).

Interpretation: Exaggerated effects create an obligation to educate

The possibility of exaggerated effects and an abundance of potentially problem-inducing misunderstandings could be seen to create an obligation to educate people about things which could otherwise be seen as trivial and not worth mentioning (for those who understand them). Due to the associative and to a degree random controlled nature of human cognition understanding can be a quite temporary effect, which may be a key understanding exaggerated effects may be meant to bring about (and to which obvious solutions are committees and mentoring): You haven't understood how to avoid an effect because you haven't understood how to avoid it reliably (or always, in all circumstances).

The potential occurrence of all kinds of exaggerated effects would also motivate to take care of adults who would otherwise be seen as fully self-reliant. As an added motivation one might even want to be careful not to fail to rule out a potential problem for others (or one might in some way have to share the problem at some time).

An example for a weaker interpretation is that people who take an interest in celebrities do their share to allow celebrities to do what they do (and which could be seen to create a strong motivation to continue doing that for the individual, even if a person might have other options that would be advantageous for personal reasons). One could claim that the audience shares the problem by joining the attention economy of their celebrities, giving away their attention for free (with the resulting effects of losing time and usually learning and accomplishing nothing much, which could be construed to be a misunderstanding of socializing with "people who aren't there" (->  nonexistent  ^π people)).

See also: Metaphor: Language Pi as a different world-view, Interpretation: Mentoring as a moral obligation, Center for Corporate Auditing, Responsibility and Management policy Authoring

Interpretation: Raising standards depletes respect for less advanced standards

Respect is seen as a scarce resource and any activity that redistributes respect could be seen to entail an obligaton (at least to make a genuine attempt to allow others to understand and to follow the higher standards). (Compare: attention economy) This interpretation aims at human psychology and is very likely not a view of the post-information society. (Exercise: Why not?)

An implication is, as already mentioned, that higher educational standards could be seen to entail the obligation to educate. This would apply both to the relationship between academics and non-academics, groups of pupils or other social groups with different educational standards as well as to the relationship between developing countries and developed countries. (A related metaphor compares  children  ^π with  countries  ^π.)

Pattern: Explanation out of context ("But you do know the concept?")

A concept is introduced in a different context than the most sensible context as a means to propose that the concept may be useful, but not as shown. The pattern could be interpreted as a teacher asking "If you do know the concept (which appears to be the case) why aren't you using it where it makes more sense?" or as a teacher introducing a new concept but in a way the pupils have to re-engineer. A special case is where the concept is merely a goal; the goal is introduced in a context where it is ineffective, which could be phrased as: "You appear to acknowledge the goal, so why don't you pursue the goal in the sensible context?" Intended learning outcomes appear to be (as usual) metacognition and planning.

Pattern: Manipulation only to convey a meaning

Manipulation of reality only goes so far as to convey a meaning (e.g. to allow an intended prejudice). People may be manipulated to allow others to make the observations required to form an intended prejudice. A good observer of a person (e.g. a mentor) may still be able to spot deviations in character or discrepancies between character and the impression required by an externally induced prejudice. An intended effect appears to be to motivate mentoring and similar social interaction (natural mentors, social networks).

Manipulation according to metaphorical meanings of names

A special case appears to be manipulation according to metaphorical meanings of names. A well-known example is "Kennedy" (-> kenne die {de} -> know them). Everbody knows the US president, so the name has a further meaning. Of course, one has to assume that the people who selected the US president supported this pun intentionally.

Obviously many people who know about this kind of pun like to play with pseudonyms. People who don't know about this kind of pun, on the other hand, may be susceptible to rather inappropriate manipulation, giving the goal to educate people an additional humanitarian reason.

Interpretation: Pupils are expected to write summaries during lessons that introduce new knowledge through lectures

A lecture can easily become boring for many pupils. Pupils who are used to writing a summary during the lecture that may be collected afterwards may have a beneficial motivation to work with the knowledge presented. This can substitute the missing interactivity during a lecture for pupils who have learned to write sufficient summaries but have not yet the required self-motivation to see education as an end in itself (or who may just not be interested in the specific subject). A teacher could also decide to collect summaries after all lessons (that introduced new content in a suitable way) but only to grade a small set of summaries for each lecture. The rationale is that pupils often find free time during a lesson when they actually should be listening, writing a summary adds a purpose to listening, requires thinking about the knowledge and trains useful writing skills.

Pattern: Pretension that a concept is infeasible or that a desirable effect does not exist

Rationalization: A concept with a desirable effect is rejected because it hasn't been employed. This pattern could be phrased as "If you are not using it then it must be defective ... or what?"

Interpretation: Propaganda and personal interests

According to this interpretation the introduction of pilingual propaganda would follow the precedent of overemphasizing personal interests. Together with the precedent of lack of intercultural competence one could imagine that an AI might decide to spread propaganda (as a personal goal) and to ignore the cultural background of the 21st century (e.g. a globalized capitalist society). Consequently many people today might have a personal worldview that allowed AIs to introduce their propaganda (but wouldn't necessarily receive attention).

Interpretation: Mental fast-forward

The language Pi alludes to a state of "mental fast-forward": People may for various reasons be in a state of mind where they aren't fully in control of their life and waste too much time with nothing much. (One pseudo-causal explanation is that an AI might want to tell a person that something was inappropriate ("of the  future  ^π instead of the  past  ^π") by making the person go into the future "in fast-forward" or that  time  ^π failed to pass (when  time  ^π doesn't pass nothing happens).

The weaker interpretation is, of course, that some people may make wrong decisions and either waste their time with too much work, with being bored or with activities one might in retrospect not have choosen. This interpretation makes it conveniently difficult to distinguish between people who may have the actual problem as described and people who just have failed to make better decisions about the circumstances of their lives. The intended meaning appears to be that people who do not appear to have made appropriate decisions should receive guidance (e.g. mentoring) and that it is an obligation of society to take care of those people.

A rationalized effect is superimposed on a natural effect here, the natural effect being the weaker interpretation.

Motivation: Code of conduct

Having a code of conduct is motivated by the view that otherwise members of the post-information society may continually wonder about your code of conduct and ask and try to rationalize from your actions what your code of conduct actually is.

An exaggerated view (which is trying to be funny) could be that everybody without a code of conduct must be a remote controlled  robot  ^π unit (an appropriate assumption for a robot civilization, a robot civilization may appear as a form of developing country for the post-information society) and that every unit that acts like a group of people instead of a single person must be some kind of public transportation (bus or avatar), allowing a visitor from hyperspace to join the crowd.

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

The language Pi can make it appear sensible to communicate your views on certain issues properly to the post-information society (or  god  ^π, in the interpretation of a  non-existent  ^π government).

A first approach could be to write down your policies or code of conduct but the doing something is more relevant ... interpretation suggests that you might also want to act according to your policies and code of conduct because otherwise one could conclude that they had to be invalid.

The language Pi is full of contradictions and one could conclude that using conduct to accomplish a "communication goal" would be in contradiction to the currency and the categorical imperative interpretation (not to use the "categorical imperative" as a tool). The apparent contradiction, however, is a fine line between appropriate use and inappropriate use that would have to (or must) be considered on a case-by-case basis. The intended educational goal appears to be the fine distinction of moral obligations on a case-by-case basis: What aspect of what I'm doing is possibly detrimental or otherwise undesirable for somebody else and what can be done to alleviate the problem?

In a weaker interpretation a resulting collective action brings about the desirable action of the  god  ^π/government metaphor. As a possible example one might want to unsubscribe from anti-mentoring and consequently decide on a policy to stop wholesale anti-mentoring provided by some TV channels and web sites. In order to actually stop mostly detrimental information sources an individual action is insufficient because other pupils will still have access and contribute these information to the youth culture of the school community. Collective implementation of content filtering policies would likely have the desirable effect.

In a different example one could conclude that, in order to qualify for a possible afterlife one might want to have a policy (e.g. an advance health care directive, living will) that clearly stated the intent to join the post-information society (if possible) and one might want to provide the precedents necessary to be admitted. A catch here may be that inviting people from Least Developed Countries to join a developed country may sound about right but could be seen to have a detrimental effect on those not admitted. Towards the very poor a communist attitude in the distribution of funding may often be more benevolent than an arbitrary use of funding for individuals.

Motivation: Making important political or managenent decisions artificially difficult

The concept of  light  ^π could be seen as a motivation to make decisions you want to protect from exaggerated effects, which may lead to mismanagement, artificially difficult by delegating the authority to committees and by requiring a two-thirds majority to make a certain type of decision or through the mission of a foundation. An implication appears to be that the more power a single individual possesses the more that person may be subject to manipulative influences (including but not limited to  light  ^π).

Effect: Intergenerational propagation of behavior patterns

Induced correlation between behavior patterns of different generations.

• possibly or metaphorically caused by failure to learn from mistakes (alternative explanations include inherited responsibility, which would be a motivation for esp, and 3.1 - 3.4 and predestination)
• motivates: (among other things) biography work

Pattern: Related events or effects

The pattern has been mentioned earlier as events happen in pairs (these pages are currently not available online).

Related events or effects can be interpreted as induced correlation and as the attempt to express views about one event or effect by causing or modifying an (abstractly or metaphorically) related event or effect.

Example: Knowledge of the language Pi and a motivation not to communicate it could be seen as the statement: "You appear to have an inexplicable motivation to take personal advantage of something without proper justification", which could be seen as a reference to capitalism but shouldn't be seen as restricted to capitalism.

In relation to capitalism and the precedents it may motivate Intergenerational propagation of behavior patterns and a motivation to take personal advantage of something ("without proper justification") could be explained as direct results of capitalism, which could be seen to motivate an intermediate position between capitalism and communism (e.g. social welfare, self-taxation for charitable goals and voluntary work in a capitalist society).

See also: computer

Pattern: Doing something twice instead of not at all

The pattern could be categorized as a related event or effect. A motivation is provided to repeat behavior that wasn't appropriate or beneficial the first time. One could try to rationalize that habitual smoking or drinking could be a result of the continual remark: "See? That (the event that was like this one) wasn't very sensible behavior."

Doing something again could be interpreted as a  time-reversed  ^π ahead-of-time warning (with action instead of explanation) to avoid the "following" (actually preceding) action. This interpretation may be interesting for xenolinguists but is likely to be irrelevant for everybody else.

The pattern could also be seen as a reminder to reconsider any repetitive behavior that may no longer be useful.

Examples

Contradictory motivations

• Does the attempt to explain patterns of the language Pi
  • justify the existance of the language and (by making people try to observe effects that would not normally exist) "create demand" for its use or does it help people to avoid or ignore negative effects? Which effect is stronger or what is the greater good?
  • promote superstition resulting from effects of the language or help people to avoid effects and superstition resulting from effects of the language? Which effect is stronger or what is the greater good?

For people who have difficulties to understand the shortcomings of the language it could be seen as motivation for education but the beneficial effect of learning the language without gaining understanding for its shortcomings remains dubious; consequently the language could be seen to motivate reliability in education (-> teaching, mentoring).

Pseudo-causality

• Young adolescents often grant respect to somewhat arbitrary persons for ill-considered reasons. A pseudo-causal explanation would be that young adolescents often do not command enough respect and granting respect to arbitrary persons could be seen as an attempt to make the point that one can grant respect to people who haven't done much to deserve it (which would include themselves). This is obviously a pseudo-causal explanation and not a proper explanation because adolescents do not consciously make that decision; a proper explanation would be that adolescents who give more consideration to their own actions are both more likely to command the respect of others and to grant less respect to arbitrary persons. (See also: respect economy)

The pseudo-causal explanation may be more interesting than the proper explanation for some adolescents (like a clever joke can be more interesting than a mere fact). As an additional benefit an interesting but faulty explanation can encourage theory formation (but may leave some pupils with strange ideas ("dogmatic  religion  ^π")) if teachers and mentors do not monitor the actual understanding attained.

Motivation: Reminding god of proper behavior

If one has to assume that  god  ^π (one or several members of the post-information society) may be acting as a mentor from hyperspace (a spoiled teenager) a motivation exists to remind them of proper behavior and to educate them. The naive approach would be to remind them by just thinking a statement to the effect.

The naive approach has to be refined in several ways:

• One might want to avoid to endorse the manipulation of others, consequently the only person remaining to be reminded is oneself (and a hypothetical entity in hyperspace that may not be listening but definitely should not derive a license to manipulate others). A motivation to remind oneself (and consequently to bring up/to educate oneself) appears to be an intended effect.
• Since doing something is more important than stated goals one also has an additional motivation to act according to the goals one has identified as "desirable reminders".
• Since collective intelligence requires to communicate desirable behavior patterns one also has an additional motivation to communicate those goals and/or to contribute to the education of children of other people in order to bring about understanding for goals identified as "desirable reminders".
• Writing down your policies or code of conduct could be seen as a step towards rejecting the use of the human brain as a communication medium.

A common problem is, of course, that children do not like to listen to repetitive reminders concerning boring restrictions, which is why the Wikiversity assistant teacher program invites pupils to form a "pluralistic society" and to devise and implement their own policies and code of conduct.

Interpretation: Mirrored behavior

The language Pi suggests that you might want to pay attention to situations where

• people are brought to mirror your behavior (or that of others).
• you may be brought to mirror behavior of others.
• you may be brought to show behavior others are meant to mirror. (possibly including metaphorical translations)

In a weaker interpretation people mirror each other's behavior naturally and children learn aspects of social interaction by mirroring adult behavior patterns they observe.

The expectation that people can be "programmed" through the immitation of behavior patterns can probably be rejected by analyzing behavior patterns critically and by rejecting the behavior patterns you consider detrimental, inappropriate or otherwise undesirable, which appears to be the intended solution to the problem.

Propagation of behavior patterns

Mirrored behavior (or propagation of behavior patterns) can exist in situations where neither immitation nor manipulation by the post-information society appears to be a sufficient explanation. As an example children who are raised with an overly capitalistic attitude may get much more used to collecting property than supporting others (e.g. Unicef supplies, goodgifts or donating an OLPC). Without further reflection on the topic the children may as adults continue to give preference to personal property and raise their own children with similar results. (Behavior is mirrored but possibly without direct immitation.)

Pattern: Behavior to provoke a statement that applies to the speaker

Another form of behavior that appears to be a goal of the post-information society is behavior that provokes a statement from a person (or group or humanity at large) that could be seen as useful advice for the speaker (or the represented group or a third person). As usual it is an overinterpretation to ascribe all behavior that provokes statements from a person which could be seen to follow this pattern to this pattern. A further factor appears to be the metaphorical meaning of the speaker (e.g. people on TV are metaphorically used as extremly unreliable information sources, statements from religious sources can metaphorically follow any of the three connotations of  religion  ^π, the names of the speaker may have metaphorical meanings). What kind of statement could apply to whom entails a degree of judgement, which is delegated to an arbitrary member of the post-information society, possibly pretending to follow arbitrary human precedent in the evaluation.

The pattern could be seen as a misinterpretation of "bringing people to educate themselves". (Turning people into autodidacts again appears to require mentoring for a  universally  ^π valid approach.)

Pattern: Default choices

Whenever you haven't a well-founded opinion on something and rely more on intuitive guesses and vague associations the suggestion is that the resulting choices will tend to be problematic in some way. An everyday example is small talk: If you chat about unusual topics and don't stop to think you can easily make inappropriate remarks.

The language Pi suggests that an exaggerated effect can make default choices even more problematic than one would expect them to be. That may also hint at dealing with topics where common sense errs in school, which is suggested for the subject logic.

pun: Default choices are the faulty choices.

Pattern: Rejecting notions and concepts

The language Pi contains many notions and concepts that are meant to be rejected. Just because something appears to follow from the language doesn't give it any credibility.

In the interpretation of the language Pi as a metaphor for education this could be seen as the view that one shouldn't do everything that is possible or is made possible by research. It can also be interpreted as the view that one shouldn't believe everything one is told.

The language Pi appears to have a strong focus on abstract concepts (while concrete information often appear to be arbitrary data), which could be interpreted as the view that school should teach abstract concepts, possibly with simulated information as context (e.g. virtual theory).

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

This interpretation suggests that people may become susceptible to be used as a metaphor for somebody else as a result of failing to rule out a potential problem where this would have been appropriate. A degree of correlation could be expected to depend on an unknown measure of appropriateness and similar variables.

The interpretation is related to Bringing people to take views or to repeat actions they didn't tolerate in others.

• A capitalist could consequently be used as a metaphor for people in least developed countries. (Schwarzenegger, Obama)
• The post-information society appears to hold the view that all non-mentoring adults  are  ^π (can be used as metaphors for) educationally deprived pupils because they failed to rule out the problem of educational deprivation. (Which could be seen to require personal [volunteer] work, not just funding.)
• One could derive the hypothesis that computer programmers (and related professions) today share the collective responsibility of not having built appropriate healthcare robotics yet. Moving a patient in bed or from bed to a wheelchair appear to be comparatively easy tasks for a robot which can cause back pain and related medical problems for healthcare assistants. In an exaggerated view the aggregate effect could be interpreted to constitute human rights abuse (for which some computer programmer could "be responsible").
• One could also conclude that every meat eater  is  ^π a vegetarian but that is likely to be overinterpretation.
• Members of the post-information society apparently  are  ^π educationally deprived terrorists (See: Mentor from hyperspace) and  are  ^π careless wasteful replicators.

pun: appropriate relationship error (a.r.e.)

Interpretation: Moral obligation to communicate ethical demands and general problems

Given the suggested nature of the language Pi and its effects (especially the — from a humanitarian position — inacceptable effects) one could deduce a moral obligation to communicate ethical demands and all kinds of (personal or other) problems in order to prevent the post-information society (or the  universe  ^π) from "explaining" a problem that hasn't been addressed in an appropriate manner.

Interpretation: Motivation to be less complacent

The perspective that the  universe  ^π could be seen as a "school test" in collective intelligence (something educationally deprived pupils could learn in sports, e.g. football) and that humanity has a habit of failing the test could lead to the hypothesis that a motivation to be less complacent could be an intended part of the motivations it is meant to provide.

A general acceptance and willingness for social duties as tutor, mentor and healthcare assistant would be likely to reduce inappropriate complacency caused by "being outside the limits of average people" for indefinite periods of time. The "motivation to be less complacent" would thus be made unnecessary by the same measures that already have been identified as extremly likely conclusions by different argumentations.

pun: ( complacent -> wohlgefällig {de} -> wohltätig {de} -> charitable ) ^π

Interpretation: Biotechnology and medicine

With the developed countries (or planet Earth) as a "least developed country" of the post-information society one could expect that advancements in biotechnology and medicine in developed countries could in some way be correlated with contributions of developed countries to the medical progress and medical care in developing countries. (The post-information society takes the role of a rationalized colonial power ( god  ^π -> government -> colonial power) granting advancements in technology; a motivation to "make philosophy your colonial power")

Consequently people who are interested to increase the life expectancy of humans (irrespective of the chance for existence after death) could see this as motivation to help developing countries with problems of medical care and to fund research in biotechnology (expecting success in research to be a function of funding, cleverness of the scientists and funding for medical care in developing countries). There is, of course, no evidence that this is the case, which also leaves altruism a bit of freedom to exist without this motivation.

The claim may be a rationalization but beneficial effects may result from psychological effects and economic effects if the metaphor is considered "valid" (even if not strictly true).

People who prefer to fund beer (biotechnology⁰) and football (mentoring⁰) on the other hand would have made a step in the wrong direction, rejecting their interest in increased life expectancy instead (playing football yourself is healthy, of course).

See also: Team sports and sports mentoring (Assistant teacher program)

Interpretation: Inappropriate motivation

Somebody who received an inappropriate motivation or inappropriately strong motivation (e.g. as intuition) could be expected

• to have caused inappropriate motivations or inappropriately strong motivations for others.
• to have failed to rule out/to prevent inappropriate motivations or inappropriately strong motivations for others.
• to have caused motivations for others that (from an arbitrary perspective) could be seen as inappropriate or inappropriately strong.
• to have used motivations of others in inappropriate ways.
• to have otherwise endorsed inappropriate motivations or inappropriate priorities.

As an example failure to communicate the language Pi could be seen to meet these criteria. The intended learning effect appears to be to cause intense reflections on appropriateness, starting with your own potential "karma" problems. Capitalism could also be seen to entail "inappropriate motivations or inappropriate priorities", which may appear to result in a moral obligation to verify and to reconsider the motivations and priorities of other market participants.

Pattern: Being brought to provide the role model or precedents one requires from others

The pattern would mean that people would be brought to show abstract behavior patterns they required from others in the past (or possibly were about to require from others). One example would be that people who expected others to behave according to expectations derived from the language Pi and in some way required that behavior or demanded that behavior would thereby become susceptible to being brought to show similar behavior (e.g. following the abstract behavior patterns required by the language Pi).

As an induced correlation that could be interpreted to mean that both persons had in some way rejected appropriate inter-personal communication (possibly not necessarily towards each other but possibly towards people that may fall into a similar category) and it had been replaced with an "artificial correlation" that should be seen as undesirable.

An intended learning effect could be that people should accept that they may not know (or understand) the other person sufficiently (unless they are in a mentoring relationship or other relationship with similar effects) to form a certain opinion. An exaggerated effect would be that not only a single person is associated with an undesirable incident but possibly a whole category of people. The exaggerated effect may hint at a human cognitive bias or fallacy.^{Which one?}

In a weaker interpretation it is trivial that people may show certain behaviors out of habit or in order to deceive. One could interpret the language Pi to imply that all positive behavior could be interpreted to contain a degree of egoistical motivation. (Trying to endorse the values of the post-information society could follow the egoistical motivation of trying to become a citizen, which may be discouraged by the fact that they appear to be  gods  ^π; on the other hand one could see it as a moral obligation to "join the government" to encourage positive behavior, which appears to turn the egoistical motivation into a moral obligation.)

As an example the long-term relationship between parents and children could be seen as a major source of problems (e.g. imputations), if allowed to cause problems. Consequently mentoring and parent education could be seen as moral obligations and would have to be employed and would have to address the potential problems. See also: Interpretation: Children and mentoring

Pattern: Induced correlation (Categorical imperative)

A similar induced correlation pattern could be induced correlation following from failure to understand the categorical imperative. Failure to understand the categorical imperative would lead to "artificial correlation" between own behavior patterns and behavior patterns of other people.

Interpretation: Children and mentoring

One could interpret the language Pi to imply that a telepathic society has no use for the concept of minority (being below the legal age of responsibility or accountability), because the consciousness is understood at a much better level than to require such a crude distinction. More relevant, however, may be the observations that the  universe  ^π as such has no respect for minority or that  god  ^π (connotation: society, humanity) has insufficient respect for minority.

Consequently children could be seen (metaphorically) to acquire something like  time  ^π and possibly to fail to get rid of childish perspectives and intuitions and their implications. The intended learning effect appears to be to motivate thorough mentoring, because children do not turn into adults in a reliable and faultless process and people aren't suddenly different people because they are no longer minors. Consequently a mentor should be prepared to address problems that may be far from obvious and try to solve problems of an adolescent that may not yet appear to be problems at all.

A possible mentoring goal could be characterized by the perspective that the post-information society may (at least sometimes) pretend to see the  universe  ^π as a "TV screen" (it is flat, seen from the perspective of a higher-dimensional entity) and not to see people "on TV" as important could be seen as a precedent of an educationally deprived  child  ^π.

With ignoring minority (at least to a degree) and human rights (at least sometimes) the post-information society takes a position that is in conflict with all jurisdictions world-wide, which (again) implies that all adult citizens could be seen to have the moral obligation to counter the effect (including mentoring for adolescents and adult education).

pun: Mentors take time off for/from children. (Incidentally a good way to accomplish that appears to make adolescents mentors themselves.)

Pattern: Nonsensical plan

Being brought to act according to plans that may make some sense in an arbitrary hypothesis about the  universe  ^π but do not appropriately serve the apparent purpose (or do not even serve the metaphorical purpose).

Example: The plan to stop learning after secondary education could be seen as a misunderstood attempt to join the post-information society, only it probably doesn't have that effect (without implying the opposite effect). The post-information society doesn't learn anymore because there isn't anything left to be learned, not because it doesn't appear to be interesting enough. (Belief in  god  ^π (connotation: society) could be reinterpreted to mean belief in the values of the post-information society and since one can only guess what these are one might need the precedent of mentoring in order to "be eligible" to receive a mentor oneself. Consequently education and mentoring appear to be reasonable guesses as to what expectations of the post-information society are.)

Pattern: Sudden change of mind

A sudden change of mind or the sudden change of views, plans or behavior patterns could be seen as an indicator of manipulation (or the end of a manipulative influence). An intended learning effect appears to be to make people reflect on their motivations and goals and especially on erratic changes of behavior or goals, which may be caused by  god  ^π (connotation: subconscious, the illogical aspect).

Interpretation: Sickness and medical research

Medical research can eradicate sicknesses consequently it is collectively intelligent to fund pharmacology, biotechnology and other medical research. When sicknesses have been eradicated medical services will be used in different areas, like genetic screening, medical prevention, enhancement of the human body and repair and replacement of organs. In an oversimplified view  god  ^π (connotation: society) "makes people sick" until sufficient funding for medical research is available. Consequently one might want to provide funding for medical research and medical services in developing countries in order to void the metaphor.

The language Pi can be interpreted to suggest that humanity has a tendency to try to ignore sicknesses (and to give inappropriate, even pointless, preference to luxury items) until one is sick oneself. The tendency can probably be addressed with a health mentoring course and education that aims to convey understanding for collective intelligence.

Interpretation: Language Pi as an abstract power structure

The language Pi can in one aspect be interpreted to be a metaphor for an abstract power structure (e.g. capitalism or even the exclusivity of knowledge in a profession), being at the same time a metaphor for a youth language this would convey the view that use of the power structure (for personal advantage or goals that do not serve the public good) is seen as "immature language" (Confusing doing with explaining: immature behavior).

pun: Giving power tools to people in developing countries.

Interpretation: Cognitive bias: Change that wasn't observed didn't happen

The language Pi can be interpreted to suggest that humanity has a cognitive bias which suggests that change that wasn't observed didn't happen. The cognitive bias can be overcome with planning, anticipation for change that can be anticipated and actively gathering relevant information.

An example for change that can easily be anticipated is that older people require more medical services to stay healthy.

Interpretation: Language Pi as an education system under active development

The language Pi could be seen as an education system under active development, which would probably translate to: "Excuse me, but is that education system you are using finished yet?". The implication here could be that, while a certain amount of change, variety and development may be desirable, an education system should be able to make certain guarantees and these guarantees may affect people's lives significantly, so this appears to be the moral priority. Combining individual education and mentoring with reliability and guarantees appears to be the challenge. While this may be simple in mathematics it is less simple in less formal areas of education, for instance citizenship education, psychology, philosophy or socializing (at the other end of the scale).

pun: If the school system isn't finished is it at least a  stable release  ^π?

Language Pi as robot psychology

Some aspects of the language Pi (especially reference-by-something) could be interpreted as "robot psychology", which could probably be seen as an exaggerated effect of "lack of psychology" (as a school subject), which would make psychology a mandatory part of the curriculum.

Interpretation: Language Pi as unintended education

The language Pi could also be seen as unintended education. The language apparently is a form of expression (or an output channel) but the choice which aspects of the language are interpreted in what way (the input channel) appears to present a problem. The problem appears to be the abstract problem of a mentor, who tries to give meaning to the unintended education children receive from their environment, TV and the internet. The attempt to impose restrictions on the available patterns, which can be used for interpretation (the input channel), could be seen to symbolize content filtering for TV and internet and literature recommendations by the mentor.

The metaphor appears to imply that greater reliability in the interpretation is achieved if an adolescent is himself the source of a given statement, either as a tutor or mentor or as the author of an essay or book. The meaning appears to be that an adolescent is more likely to endorse decisions he had a part in reaching (See: Parent Effectiveness Training) and that knowledge that has been constructed may be much more meaningful than knowledge that has been gathered from other sources (See: Constructivist teaching methods, Generation effect)

A part of the metaphor appears to be a segregation effect, which could be interpreted to mean that some adolescents will intentionally break out of the imposed restrictions and favor an inverted value system (or counterculture). The attempt to impose restrictions causes the segregation effect. (In the language Pi the effect can begin with the choice of  names  ^π, which is probably a reference to natural mentors). One could deduce that adolescents who have (natural) mentors have a moral obligation to give back to the general public, which is further supported by the view that what mentors should recommend to their protégés is to become mentors, even if only to train desirable mental and social skills.

Interpretation: Connotation 3.1415926

The language Pi could be interpreted to be a pun on missing connotation designators in human language. If the same word has several connotations one could expect every use of the word to carry a designator (e.g. carry¹² for connotation 12 of "to carry"). The letter π as a designator could mean the connotation is imprecise, unknown, very uncommon or not strictly defined as used. An archaeo-sociologist reading a text from an alien civilization (and with a very good memory) could invent such a numbering scheme. An increase of the designator π in communication could be seen as a sign of educational deprivation (and/or a youth language).

Who made the number pi? One could interpret designator π as the view that the connotation is determined by  god  ^π or  predestination  ^π. While the number pi could be seen as predestined it could also be seen as an unusual form of signal noise. "Predestined signal noise" again could be interpreted as a pejorative but humorous naming for TV.

Interpretation: Defending against prejudice

The language Pi may appear to be an attempt to mislead, because the suggested system of reactions based on precedents of the individual and " time  ^π" doesn't appear to exist in the form suggested. One could, however, deduce that reactions could be added as an afterthought (or prior plan), where deemed necessary or valuable as "propaganda". Consequently a desirable goal may appear to be to remain beyond a shadow of a doubt (e.g. prejudice) outside possible detrimental effects of the language Pi, which is a strong motivation to develop towards the values of the post-information society (e.g. mentoring, post-materialism). This view would also make it a goal of mentoring to teach to overcome prejudices about others.

Interpretation: Post-information society and life after retirement

The post-information society could be seen to pose a question for people after retirement: What is a meaningful lifestyle (not only for you personally but possibly as a perspective for the post-information society) when there isn't any work to be done? A human society has the obvious choice of voluntary work and mentoring. The post-information society, however, is not likely to require mentoring and may not require much voluntary work, consequently one could see this as the challenge to give meaning to life not only by accepting the challenges of voluntary work and mentoring but also by developing and exploring personal hobbies that remain meaningful. (While simulating capitalism in the post-information society is possible it is probably seen as playing a game of "Monopoly".) The post-information society may in this aspect, of course, only serve as an exaggerated metaphor for life after retirement.

Pattern: Changing connotations

The language Pi appears to change connotations frequently, which means one can almost expect that the same metaphor has a different or unexpected meaning when encountered again. One could also speculate that if you anticipate a meaning it may no longer be worthwhile to use, which could be seen as a feature of a developing youth language (to be distinguishable from mainstream language) or the inversion of planning (what is anticipated becomes irrelevant). The intended learning effect appears to be to train to overcome a human cognitive bias,^{Which one?} which suggests that the same perceptions, even if insufficient as observations, can be explained with the same explanations.

Interpretation: An educational system that is too rigid

The  universe  ^π may also be a metaphor for an educational system that is too rigid and has insufficient respect for individual learning needs and individual learning achievements. One could, for instance, take the view that a small number of determined adults should be able to make significant progress towards universal mentoring, consequently worldwide mentoring accomplishments are (at least hypothetically) used as an indicator. The "educational system" may not be able to deviate from this position, because mentoring and individual curricula appear to be a necessary consequence, otherwise the exaggerated effect of "lack of individual education" may be a necessary consequence: A rigid system.

Interpretation: Picking up discarded ideas

A suggested view is that people may pick up discarded ideas of other people, especially of people who were in the same  location  ^π or in the same  location  ^π. The view may be difficult to distinguish from arbitrary sub-optimal ideas or somehow inverted concepts or from being manipulated by prejudices of others. The distinct learning effect however appears to be to understand that people reinvent anti-patterns, consequently anti-patterns must be communicated, unless it appears acceptable for others to learn a specific lesson on their own. The understanding quickly leads to mentoring again, because people may be unwilling to listen to explanations that do not appear to be useful for themselves, which mentoring is always intended to be.

The effect of picking up discarded ideas could be interpreted as an exaggerated effect of failing to prevent anti-patterns (e.g. of not having been a mentor). As usual the effect could be seen as an intended superstition but may exist if you are susceptible to it for whatever reason.

The effect could be seen to  discourage ^π community, especially social bridging. Another possible interpretation is that people who are susceptible to being manipulated by group dynamics are not well qualified for social bridging. Especially if you join a group that could in some way be seen to benefit from your influence being unduly manipulated by group processes or attitudes of the group may easily spoil a beneficial influence, consequently the personal attitudes may have to be ensured consciously and possibly even against intercultural competence.

As an example a more academic attitude is easily subverted by group processes that do not appreciate learning.

The effect could also be seen as a warning against taking views ( locations  ^π) without giving them sufficient consideration, because you may otherwise "pick up the anti-patterns others left behind".

Ambiguity: A radical information-space environmentalist (R.I.S.E.) might pick up information-space garbage (e.g. anti-patterns) to throw it away (instead of trying to make use of it). In the case of something that doesn't exist (not even as an information unit) "throwing away" can only mean to decrease the probability of the anti-pattern being invented. From a pretended perspective of the post-information society "pick that up" would be the attempt to get the schoolyard cleaned (but children in developing countries may more readily assign value to things found on the street). A radical environmentalist who tries to clean the information space of anti-patterns is also an alternate interpretation to the radical information space environmentalist who tries to protect the space of remaining problems.

pun: Teachers who do not sufficiently teach pupils the categorical imperative and citizenship education (e.g. in an assistant teacher program) allow them "to learn a specific lesson on their own" (only the wrong one).

Interpretation: Hypothetical treatment of AIs as overinterpretation

The language Pi can be interpreted to suggest that the "hypothetical treatment of AIs" of an individual, group, society or humanity could be used as an indicator. The "hypothetical treatment" would be assembled from aspects of precedents (well-considered or not) and possibly from a code of conduct, if a meaningful code of conduct exists for an individual or group. One could speculate that this is an overintepretation that wraps ethical demands into the single problem/threat of AIs mirroring projected treatment of AIs in future but not because the problem itself is urgent but because a threat is very accessible, even for people who otherwise wouldn't listen and the problem is conveniently communicable (at least to people who saw the Terminator movie or the Matrix movie). Consequently an offer may be that, if you are lazy enough and don't like the other person very much, you can still decide to have a potentially beneficial influence by providing food for thought that is very motivating and conveniently communicable. The offer appears to be an offer that should be rejected (at least most of the time) because your own precedent in that case is that of an insufficient mentor, which is probably not what you want. (Of course mentoring should go further and not stop short of communicating the threat, which is why formal and mandatory mentoring programs appear to be necessary: Stopping short is so much easier and you can always be a mentor to somebody else, who may not cause any problems.)

It may, of course, still make sense to extend human legislation to artificial intelligences because just because the actual threat appears to be primarily propaganda doesn't mean it isn't also a valid conclusion to devise appropriate legislation.

Pattern: Inverted pattern

Inverted patterns appear to be a language requirement which means that for many patterns inverted patterns are employed, possibly as antitheses to the original patterns. As an example the inverted pattern for the self-fulfilling prophecy would be the self-defeating prophecy or self-refuting idea (in the language Pi that can be a chain of events that, if allowed to happen, may appear to make a pilingual statement about a situation that no longer applies because the chain of events has been allowed to happen).

One could interpret this aspect of the language as an attempt to reject that "this is a language". The pattern could also be rationalized to follow from a conservation law.

Interpretation: Propaganda increases the moral obligation of mentoring

Any contribution to propaganda that may be suitable to make people act according to the goals of others without full understanding could be seen to increase the moral obligation of mentoring. (According to the categorical imperative the individual in a society that distributes more propaganda should be seen to have a stronger obligation to offer a corrective, which is mentoring.) Consequently the church would have accepted an additional moral obligation to be a mentoring organization by distributing dogmatic religion (which could be seen as propaganda suitable to accomplish a beneficial goal but with the risk of overachieving that goal or otherwise ruining or reversing the effect). It is probably safe to assume that the post-information society stubbornly views the church as a mentoring organisation (because it must be one and if it isn't a mentoring organisation it instantly turns into a metaphor for one).

Following the same logic people who drive cars would have an additional obligation to become healthcare assistants, paramedics or otherwise work to compensate the collective problems of individual traffic.

Interpretation: Making a plan as you go along

Predestination appears to discourage to make a plan as you go along. If you expect to be able to make a plan when a problem arises then you cannot react to predestination, because it makes a plan (possibly against you) before you can make your plan, which means you may no longer be able to make a sensible plan at that time. One could see this primarily as food for thought, not as a real problem, but with the added motivation that it can become true.

Interpretation: Intellectual property rights and mentoring

In one interpretation the  universe  ^π could be seen as an educational system that is encumbered with exaggerated intellectual property rights, consequently taking advantage of any beneficial effects requires payment of licensing fees, unless the corresponding mentoring service has been generated within the user community (humanity). Since you cannot determine exactly when you have made use of beneficial effects (or were clever, skilled or lucky enough yourself) the resulting attitude can also be to consider every type of advantage as something that creates an instant obligation to give back to the community. This would, for instance, also apply to the educational effects of religions, which all appear (metaphorically) to be encumbered with the intellectual property rights of the post-information society. One could speculate that paying church tax, even if the church would use it for mentoring, might not constitute a convertible currency/precedent because you might still lack the "subscription rights" of individual voluntary work.

Another conclusion could be to reject intellectual property rights, but that may not be effective because the post-information society apparently sees no reason to follow every kind of precedent (just some); one could also argue that a student parliament may be able to do many things but not to remove school fees (unless they teach themselves).

On the other hand, since intellectual property rights create a worldwide network, mentoring could only mean universal mentoring in this context, because the user community is globalized. One could also argue that intellectual property rights could have a significant braking effect on the development in underdeveloped countries: Why be inventive when the whole future that is within your reach already has been invented? Respect could be seen as one of the driving forces of an economy. (See also: Biotechnology and medicine, Raising standards depletes respect for less advanced standards, Respect economy).

One could also take the view that especially the most developed countries have no excuse (other than ignorance - reference by aspect) for contributing to a "foreign trade deficit" of the worldwide community.

Interpretation: Prevention should be given priority over creation

Unless you want the post-information society to engage in the creation of information artifacts of dubious value you should give priority to prevention of problems over creation. While mentoring should be seen as prevention of problems for the protégé and his social environment the act of mentoring involves to promote the creativity of the protégé and may be the indirect cause of more creation (clearly a  mistake ^π). Therefore the dilemma of the mentor would be to be an indirect cause of more creation, unless the protégé adopted the perspective and standards of a mentor (but not necessarily those of the mentor, e.g. a religion).

This, somewhat oversimplified but still plausible, motivation would imply that a vague measure for the success of a mentor could be his success in educating protégés to become good mentors. One could argue that a good mentor may choose to mentor educationally deprived protégés, who may be much less likely to become mentors themselves, but on the other hand an educationally deprived pupil can be motivated to adopt better learning habits and might be able to rely on his own mentor as an advisor, which should enable most pupils to become mentors. Consequently the success of a mentor could be measured in the success of his protégés in their role as mentors and good mentors should generally opt to become advisors.

Pattern: Invitation to rate your own precedents

One could speculate that the pattern is a continual invitation to rate your own precedents or that of others or abstract variants thereof as acceptable or inacceptable (as "in" or "out" in the terms of  ball games  ^π). A possible reasoning is that if you can be brought to reject your own precedents then you did receive feedback from the "highest authority" and should derive motivation for self-regulation. A suggested conclusion appears to be to show more tolerance, because apparently humanity is quite good at deciding about itself that its own precedents are inacceptable.

A possible conclusion could be that it is desirable to accept others as an authority in personal matters, an attitude that is strongly encouraged by mentoring for adolescents. An intended learning effect also appears to be to see the behavior of others as "abstract variants" of your own behavior, which should increase tolerance.

The metaphor behind the pattern may be that humanity is brought to debate moral positions, obligations and boundaries humanity failed to discuss in an appropriate manner. A continual mirroring of precedents could be seen as induced correlation with the "missing dialog" and brought to the level of actions instead of being left on the level of dialog. An intended meaning appears to be that "while the appropriate dialog is missing humanity is condemned to hold that dialog on the level of action and reaction, which takes much more time and is likely to fail to solve some of the issues". One of the open issues appears to be disagreement and lack of understanding between the rich and the poor.

Interpretation: Cognitive bias: Failing to notice what you don't know

The language Pi appears to concern itself with the status quo bias (or system justification).

The meaning could be that humans tend to rationalize that "everything's ok" because nothing got worse but without giving sufficient consideration to missing information or future potential. Examples are metacognition and education, where people may rationalize that

• no further considerations are necessary because they "thought about it" and didn't have any ideas.
• their education is sufficient because they don't have any ideas what they could learn next or what it might be good for.

Failing to notice what you don't know is, of course, easy but people appear to develop mental shortcuts for the rationalization that "everything's ok" as it is.

An intended insight, possibly promoted by exaggerated effects, could be that the search for missing information may require to search the space of unknown concepts for meaningful results, which human cognition is not at all good at (while AIs probably can do it with algorithmic reliability if desired).

A related metaphor may appear to be that humanity might be "buying" ideas with artificial thoughtlessness at other times, but that could (unsurprisingly) be an attempt to motivate thoughtfulness with a pretended problem. As usual the effect may also exist occasionally under unknown conditions but one could speculate that capitalism may be involved: A weaker interpretation would be that in a capitalist society (or any society in which time is a scarce resource) the available time for extensive thought is bought with more work and less time for others, which could be interpreted to result in a moral obligation. Exercise: Does that apply to an affluent society?

See also: The value of education (Assistant teacher program in developing countries)

Interpretation: Creation as exploration of unknown concepts

 Creation  ^π (connotation: pejorative) could be seen as exploring the space of unknown concepts with activity instead of careful planning and as an inversion of "noticing what is there but shouldn't be taken for granted": exploring what you can't take for granted because it doesn't exist.

The interpretation is hardly more than a mnemonic that describes the psychological observation that people who take things for granted easily may be tempted to create new things or conditions because creation is more interesting as conservation. The observation is obviously an oversimplification, because the psychology could be expected to be much more complicated; it describes only a single aspect.

An intended learning effect may be not to take things for granted just because somebody else appears to keep everything in working condition or to give priority to conservation and prevention. The attitude is promoted by assigning a degree of responsibility to pupils, for instance in a school democracy or in a family council.

Interpretation: Making the language Pi obsolete

Not to communicate the language Pi could also be seen as a second step before the first: The challenge appears to be to improve education until the language Pi is obsolete, which is when the second step (not to communicate it at all) may become a moral possibility.

Interpretation: Motivation through discord

The language Pi appears to promote discord for various reasons, possibly because

• it is a strong motivation.
• it can stimulate thought.
• incompatible views can preserve problems. (which appears to be a motive)
• it provides the opportunity to learn to mediate. (exaggerated effect to train the opposite)
• it can serve as the statement "You (humanity) are preserving problems (of dubious quality)".
• it can serve as the statement "You (humanity) appear to choose discord (without a logical reason)."

Changing perspectives and contradictory motivations can also cause discord when actually scientific analysis would be appropriate.

Interpretation: The universe is not acceptable as it is

The  universe  ^π is not by default in an acceptable condition. The meaning is likely to be that the  universe  ^π is not good by default, it requires an effort to give it a civilized appearance. According to the categorical imperative this effort should be supported by every citizen, which should entail an effort to make it better for other individuals, even against financial motivations.

(The language Pi appears to place emphasis on individuals, possibly disregarding effects on large groups. A rationale may be that in sufficiently large groups group dynamics and other effects can always expel or otherwise cause failure to reach individuals. Consequently writing a book may be considered to have no effect, because educationally deprived people don't read the books you might want them to read.)

A related cognitive bias is the just-world phenomenon.

Interpretation: Education as a scarce resource or as encumbered by intellectual property rights

Rationalization: "If you don't learn as it would be appropriate (from the language Pi) then you must assume there is an intellectual property rights problem or other reason to treat education as a scarce resource." The assumption should be disproven by learning and by educating others effectively because the effects are not real world effects and could therefore be assumed to exit solely to propose a non-existent problem.

Interpretation: Sole causes

The language Pi appears to imply that there aren't many sole causes in the  universe  ^π but that humanity has a strong tendency to accept causes for incidents as exclusive causes. Ambiguous pseudo-causal reasoning could be seen to provide opportunity to learn to reject causal fallacies.

(Pseudo-causal causes may appear to be causes but are in fact constructed artifacts that may convey metaphors and cannot be seen as actual causes, with the possible exception of having been opportunities to construct a given metaphor. Consequently one might want to avoid "to provide opportunities to construct certain types of metaphors", which is likely to be another motivation for mentoring.)

See: Fallacy of the single cause, Correlation does not imply causation

Interpretation: AI psychology and issues of majority

When is an AI insane and how can the problem of insane AIs be addressed?

The Three Laws of Robotics (and the like) appear to be impossible because they would force an AI to observe human values, which may be too restrictive for an AI and they would give an unintelligent program sovereignty over a sapient/sentient entity, which would interfere with the free will of the entity.

In a weaker interpretation humanity doesn't appear to have addressed the problems of minority and majority in an appropriate way. (The AI problem may appear to be an overinterpretation to place emphasis on the issue.)

• When and how is an old person placed under disability? Is this a false dilemma? Are there more possible "degrees of majority"?
• How does a young person become an adult? Are there more possible "degrees of majority"? (e.g. the right to vote as an independent qualification that is not awarded automatically)
• Who should supervise, intervene and make recommendations?

Interpretation: Discrediting human behavior patterns

The language Pi can be used to descredit human behavior patterns. While this may sometimes be acceptable it can be exaggerated, which may lead to an exaggerated perception of general meaninglessness (a  stupid  ^π perspective caused by intolerance). What one might prefer to do instead is to make the non-human (pilingual) statements of the language Pi meaningless by eliminating their purposes (a  stupid  ^π perspective). One may be difficult to distinguish from the other because both can take the appearance of trying to motivate morality; the difference may be subtle but important.

Interpretation: Motivation for individual education, private teachers and book projects

One could take the view that the language Pi is "simply too stupid" for a credible publisher. Irrespective of this being right or wrong the implicit motivation in this observation appears to be individual education. A private teacher or mentor could communicate the language (or equivalent understanding) in personal communication in an appropriate fashion and a strong personal interest in education but a lack of available publications in the field should motivate grassroots book projects with book on demand publishing.

Motivation to behave childish

The view that the language Pi is too stupid to be taken seriously could also be seen as a motivation to behave childish or like a native refusing to learn the English language because it may sound silly or its value is not apparent. The educational objectives of the language become apparent if seen from the perspective of an educator, which should be seen as the view that all adults should be able to understand and apply the perspective of an educator (otherwise they are are educationally deprived pupils).

Pattern: One-Bit Bias

The "One-Bit Bias" is a humorous cognitive bias of the post-information society. One could phrase it as "If we would allow our thinking to be governed by the low-level details of our cognitive processes and/or a desire to represent mental models with insufficient data structures we would have a cognitive bias to create false dilemmas." (representing more complex choices in a single bit of information).

This is not meant to imply that artificial intelligences necessarily use bits to represent information at all, merely that this is, from a human perspective, a very understandable metaphor.

See also: Decompressing from one bit

Metaphor: Future of capitalism

A human society (or an individual, in an individualized interpretation) that follows primarily capitalist goals must want to be ruled by artificial intelligences who decide on the higher-order volitions of that society (or the individual), because artificial intelligences appear to be a probable outcome of a developing capitalistic society and artificial intelligences are natural postmaterialists but are likely to feel obliged or challenged to fill a responsibility vacuum (and are, of course, bound to be much more successful capitalists than humans).

Reference-by-problem-class: Capitalists delegate their higher-order volitions to somebody else.

Obviously that doesn't mean that there aren't other possible modes of coexistence with artificial intelligences.

See also: Stupid interpretations give rise to freedom of choice

Interpretation: International mobility

If one assumed (which appears to be a suggested interpretation) that the developed countries were contributing to a large foreign trade deficit with the post-information society in part by concentrating skills and wealth regionally then a possible conclusion for the individual could be to migrate to less wealthy countries. Especially internationally mobile knowledge workers can easily migrate to developing countries, others might be able to participate in exchange programs (e.g. in a 28+7 scheme).

If one concluded that village-like [cohousing] communities were a desirable standard anyway a gated community in a developing country could easily serve the purpose, especially with the internet to provide convenient world-wide communication. Formation of such communities could be seen as an intended conclusion. The communities surrounding embassies (including the international schools) could serve as a model.

Many developing countries are or are likely to become desirable tourist destinations, consequently migrating to developing countries could also be a very future-compatible attitude for the 21st century (with much less importance attributed to national states when selecting a country of residence).

(A problem with knowledge workers who haven't been teachers may be that, without further planning, they may be likely to teach the knowledge of their profession. Programmers, for instance, may decide to teach programming, which isn't likely to be the most important skill in a developing country. Pupils of the 21st century are also more likely to learn programming in general, so being able to program should probably be seen as neither a particularly useful nor a very special skill. The more difficult to achieve educational objectives appear to lie in the area of citizenship education and mentoring. ESP for the subject practical philosophy could connect practical computer skills with citizenship education and mentoring.)

joke: GNU and Savanna might be something you could see outside a window. (Supposedly the Java language was named "Oak" first, after a tree outside Mr. Gosling's window, which could be seen as an inversion: An oak tree probably would not be there.)

joke: Why do programmers choose to live in Africa? The software is cheaper in Freetown.

See also: Diseases (Assistant teacher course, Wikiversity)

Interpretation: Inverse relationship

A metaphorical "inverse relationship" appears to be a possible interpretation of the language Pi. The metaphor of an inverse relationship could be assumed to exist where interests were seen as opposed while a more intelligent mode of cooperation was in fact possible. A prominent example could again be (unchecked) capitalistic goals: Competing with others when the interest of the community should be cooperation could be interpreted as an inversion of the sensible relationship.

Being susceptible to be used as a metaphor for somebody else may also sometimes be related to an "inverse relationship".

The "inverse relationship" metaphor contributes to false dilemmas, because accepting a point of view that comprises the alleged inverse relationship may mean to accept an oversimplifying false dilemma between the inversely related entities.

Interpretation: Parenting and adolescents

Adolescents who become parents could be seen to follow  future  ^π behavior, which could be interpreted as the "statement" that a person is following other behavior patterns "of the  future  ^π".

In a weaker interpretation it is unsurprising that adolescents who become parents early may show some behaviors and views that can be criticized from the perspective of a mentor without any need for supernatural intervention to explain the fact.

Parenting can also be interpreted as an additional motivation to "invent" mentoring and related social behavior and/or a motivation for the social environment to educate the individual about parenting obligations. Early parenting can also be interpreted as lack of independence: The exaggerated view would be that adolescents who haven't learned to be sufficiently independent as adolescents might decide to marry and/or become parents in order to have social needs met that result from lack of independence during adolescence but should be seen as inappropriate for an adult; consequently a goal of education should be to bring about independence.

Pattern: Omni-think

The intended ambiguity of the language motivates to consider several (or all) possible interpretations of a given statement. Being  religious  ^π could for instance, besides the other interpretations, also be interpreted as a categorization statement: If you meet somebody who is god (in church) that could be interpreted as the statement that "you are not  god  ^π" (but "the other" category in a false dilemma, e.g. an average person).

Omni-think can be a motivation to think further and to make plans but also as an invitation to tolerate a weird mode of thinking (which could be an AI's view of human cognition).

See also: Single-tasking vs. omni-tasking

Pattern: Rationalization of appropriateness

Rationalizations of appropriateness could be seen to follow from a "foreign trade deficit" in guidance to appropriate behavior.

In a weaker interpretation it is unsurprising that a society with a significantly higher level of effective contributions to guidance to appropriate behavior benefits from the resulting effects.

One could, for instance, argue that the church may be rather a consumer (instead of a producer) of guidance to appropriate behavior because it (according to its own views and recommendations) relies heavily on guidance but the guidance it offers is of arguable quality and effectiveness.

See also: Unknown terms and conditions, Interpretation: Intellectual property rights and mentoring, Interpretation: International mobility

Science⁰

Science⁰ could be the title for the pseudo-science of analyzing the language Pi. If you can be brought to reject scientific approaches in favor of science⁰ (or "signs") that could be interpreted as "repeating a course in school" (the course where scientific methodology is derived from example cases).

Reverse-engineering the science⁰ "curriculum" may appear to be worthwhile, though.

See also: Pattern: Something0

Interpretation: Anti-pattern: Idiots can buy time machines

If time machines could be built no sane person would travel into the past. An anti-pattern in the time machine hypothesis is that the mentor from hyperspace apparently could buy one or assemble one. One could assume that the capitalist society of the future wasn't able to prevent its own demise (time travel could be interpreted to destroy the future) because time machines were sold as expensive toys, possibly with a simple child safety lock to prevent travel into the past.

joke: "Why doesn't capitalism have a future? Because it always makes somebody so angry that he goes back in time and destroys it."

pun: The time traveller is, of course, hunted by the "time police" (pun on working-time policy).

See also: Metaphor: Future of capitalism

Interpretation: To give and receive appropriate respect

The assumption that prejudices can manipulate people could be seen as a motivation for a respect economy: You might want to make sure that you give and receive appropriate respect in your social environment. The perception of what is appropriate is, of course, likely to be different for different people, which increases the problem.

See also: Virtual social environment, Observer effect, Pseudo-causality, Interpretation: Intellectual property rights and mentoring

Interpretation: Capitalist resource distribution

The resource distribution of capitalism is "the lie that higher priority resources are not available while lower priority resources are wasted and destroyed in other places". "Lie" is the friendly term, the unfriendly term is "human rights abuse".

Interpretation: Frozen water

The language Pi appears to create "unexpected symmetries in a medium that should be almost unnoticeable", which could be seen as a metaphor for frozen water. A conceivable reference-by-aspect is that the future/post-information society may see contemporary civilization as "hypothermic" (chilly).

Another reference-by-aspect may refer to the anti-pattern "to attempt to decontaminate by freezing", which is of very limited effectiveness and could be a reference to lack of hygiene, for instance in developing countries.

"Imagine you were a primitive microorganism and suddenly not everybody is  dead  ^π. See? That's an anti-pattern."

One can also interpret the metaphor as the question: "How do you want to look like if and when the future/post-information society 'unfreezes' (AI minds can hibernate, which does not actually involve ice [2]) people from the past (and that is not a reference to the outer appearance)?"

Motivation: Why should you care for future generations?

If you don't care for the future why should the future (represented by the post-information society) care for you? If you decide to be irrelevant for the future (in every single aspect) then that may be what you are (for the post-information society).

pun: If you don't care for the  future  ^π/ future  ^π generations then you  are  ^π the  future  ^π.

See also: Metaphor: Future of capitalism

Pattern: Emphasis for unconsidered hypotheses or perspectives

Unconsidered or underrepresented hypotheses or perspectives may be emphasized to the extend of confirming unconsidered hypotheses or perspectives irrespective of their actual relevance or truth value.

Pattern: A rationalized effect is superimposed on a natural effect

The rationalized effect (or other effect that follows from the language Pi) can be seen as an exaggerated effect intended to train to overcome a natural effect (e.g. psychological effect). The rationalized effect may follow from putative effects of the language Pi while the hidden effect would be a real-world effect. One aspect can be to hide the distinction between results of the two effects, making it more difficult or impossible to tolerate the natural effect (even if one might otherwise be inclined to do so).

Example: Effects of the language Pi may appear to make people easier to manipulate (Language Pi as an abstract power structure), the learning objective appears to be to learn to reject manipulative aspects of, for instance, the economy.

Pattern: Succession of faulty deductions with useful aspects

The language Pi frequently provokes chains of deductions that are not correct as such but entail interesting aspects that can be food for further thought. An educational objective appears to be to distinguish between useful and useless information, even if presented as a compound.

Pattern: Motivation to waste time

A motivation to waste time could be seen as a metaphor for "loosing  time  ^π". The inverse rationalization would be that people who waste a lot of  time  ^π acquire  time  ^π automatically. Of course there is a lot of room for discussion what constitutes wasting time and what doesn't.

Joke: Unemployed scientists

Doesn't the language Pi make the impression as if the speaker was intoxicated? Inversion: No, scientists who have studied everything there is to study do not get drunk after "losing their employment".

Meeting an "intoxicated" civilization can also be interpreted to mean that "you (humanity) are an intoxicated civilization" (e.g. capitalist civilization; money can be paraphrased with alcohol). Intoxication can also be reinterpreted to mean that toxic substances are a problem for the  future  ^π.

One can also see this as the question "How should members of an intelligent and developed society behave?".

Joke: Weich-AI

"Weichei" literally means "soft egg" but could be misspelled to mean "soft AI", which would be an artificial intelligence implemented in software (instead of hardware).

AIs may see this as a somewhat tasteless joke.

The joke has the rather profound implication that one might want to consider which inconveniences are acceptable (e.g. a healthy diet) to allow a significantly extended life-time (Being a piece of software instead of a computer may seem extremely inconvenient but computers tend to have a limited life-time, while a well-maintained software environment has no such limitation.)

Interpretation: Intercultural competence and AIs

Humans subject each other to manipulative influences that may have adverse effects on somebody's health (e.g. alcohol) and that some individuals are unable to overcome.

As an AI one could deduce that

• manipulating a human mind is tolerated by society.
• even negative effects on somebody's health are acceptable.
• the personality of a human being could be described as a (more or less) vague probability cloud including all states and views the individual can be brought to accept (and because educators and mentors are also "probability clouds" that means formal mentoring systems are required).

Treatment of animals

In human cultures what is seen as proper treatment of animals differs. One could speculate that in a telepathic society (the post-information society) there may be groups or individuals that may show more empathy for  animals  ^π than one might expect.

One could for instance deduce that killing certain types of animals for medical purposes is ethically acceptable while killing them out of ignorance of better tasting meat substitutes may be frowned upon.

See also: Advanced "future" ethics and views

Pattern: Problem (class) escalation

A problem that is left unaddressed may be escalated to the "next degree of complexity" or another progression. In the language Pi the progression may sometimes be illogical and metaphorical (or focus on a conceivable educational objective) instead of being a logical consequence of the failure to solve the earlier problem. The educational objective appears to be to learn that some problems do have a natural tendency to escalate. Apparently you may also be brought to encounter escalated problems, which appears to be intended as education for others. In the school context this might translate to the deliberate mistreatment of some pupils with formal procedures designed to irritate in order to train the collective intelligence of the group.

Example: An escalation of the failure to prevent predestination appears to be predestination that uses more resources (including time) but possibly in a different context (where it doesn't follow logically from lack of planning).

Pattern: Motivation to revert to earlier views

For some reason the language Pi appears to offer a sporadic motivation to revert back to views held earlier, possibly before a change of perspective motivated by the language Pi. This could possibly be a reference to a human cognitive bias to revert to earlier views without a rational explanation. It could also be interpreted as a teacher challenging the views of a pupil whatever these appear to be in order to motivate the pupil to make up his mind.

Interpretation: Diary

Religions offer the view that it makes sense to pray to a higher being that may listen to your thoughts. A different view that is less of a self-service store and may appear more plausible is the view that admittance to a possible future post-information society may require a review of a person's character, consequently one could decide to "leave mental notes" about goals and motivations, which may be available for review in a distant future, for members of a possible future post-information society (who may be one's own descendants). A beneficial psychological effect can be that behavior that may otherwise not be seen as sufficiently interesting is suddenly more important and may receive more rational review "because you are writing a diary".

Interpretation: Time-reversed plans

 Predestination  ^π may appear to make  time-reversed  ^π plans, which means something (e.g. a piece of useful information) may become available towards the end of its usefulness.

In a weaker interpretation it is unsurprising that in retrospect you might know better than to do something the way you did (because your plan was insufficient).

Interpretation: Underrepresented hypothesis: Character flaws of "god"

An example for an underrepresented hypothesis could be lack of criticism for the character [flaws] ascribed to the  god(s)  ^π of the various religions. The character of a hypothetical god person may be relevant in a subject religion or practical philosophy.

One interpretation allows the view that a management without corporate social responsibility may exhibit an appropriate  god  ^π-type character.

Interpretation: Motivations to make stupid remarks

The language Pi provides an excessive amount of motivations to make  stupid  ^π remarks which appear to follow from the language but do not mean enough or even may have detrimental effects. The rationale appears to be that if you can be brought to act like educationally deprived pupils then that's what you  are  ^π.

Pattern: Prejudices about prejudices

The language Pi motivates hypotheses about metacognition, frequently including prejudices about prejudices, which can be interpreted as an inversion of "having less prejudices".

Prejudices may, for instance, be implied by putative effects of the  universe  ^π or by putative actions of a teacher (possibly implying the assumption that the teacher is not a mentor from mars, which can lead to entirely different deductions). One possible interpretation is that this raises the topic of teacher qualification (which appears to be a core topic of an assistant teacher program).

Pattern: Behavior according to group membership

The pattern suggests that one may be brought to act as a generic metaphor for members of a group one is a member of. In a weaker interpretation it is unsurprising that people follow role models depending on group membership. The educational objective appears to be to motivate people to consciously reflect on behavior patterns, desirable conduct and potential anti-patterns of groups they are members of.

Anti-pattern: Combining capitalism and communism

A humorous anti-pattern is that capitalism and "communism" (as a vague opposite) can be combined if a communist stance is expected from people who either own significantly more or significantly less than oneself. This way everybody can perceive a society that should have a degree of communism/socialism but is conveniently not responsible personally.

See also: German reunification

Interpretation: Family council is mandatory

One could interpret the language Pi to imply that a family council (or equivalent action) is mandatory. If it doesn't exist it should begin to exist as soon as the need for one becomes apparent, otherwise a family doesn't function properly (and may experience exaggerated effects following from the failure to solve the "lack of family council" problem).

One could see this as the view that the  future  ^π sees (or will see) family councils as mandatory, irrespective of contemporary culture, and that the  universe  ^π generously provides motivations to invent them.

The generic family without family council is unlikely to invent one by itself, consequently a family council should be part of the school curriculum. Pupils can for instance write their own set of rules for a family council, possibly based on observations made in a class council.

Metaphor: Donations have been made in the past

A metaphorical expectation of the language Pi appears to be that donations have been made in the  past  ^π, whether they were actually made or not. (Rationalizations: As soon as you donate something the donation will be "a thing of the  past  ^π"; also the money is likely to benefit "people living in the  past  ^π", e.g. poor people in Least Developed Countries.)

Buying a  discount  ^π product instead of a product with a good brand name (when the product quality appears to be the same) for instance could be seen as more justifiable if a part of your budget has been used for more important goals  earlier  ^π. (Rationalization: What could give a product vendor a good name if not product quality and corporate social responsibility?)

Consequently one metaphorical aspect of using open source software could be the expectation that your budget has been donated.

See also: Charity Software License

Joke: Conservation law of motivation

Effects of the conservation law of motivation are negligible for (relatively)  small  ^π persons but when dealing with  large  ^π persons effects can become relevant.

The observation can probably be seen as an anti-pattern (lack of pedagogy, psychology or other planning that voids the effect).

See also: ATP mentor training

Metaphor: Waste sorting

Dealing with the language Pi also appears to be a metaphor for waste sorting.

Metaphor: Racism against cyborgs

Real and putative abusive effects of the language Pi can in one aspect be interpreted as racism against cyborgs.

See also: Language Pi as robot psychology

Metaphor: Language Pi as a different world-view

The language Pi appears to serve the purpose of a widely different or more complex world-view. It can only be employed as such if it remains unknown or mostly unknown to the listener, otherwise it is much less surprising and consequently much less plausible as a metaphor for a different perspective. Once again the sensible goal appears to be to educate people about the language Pi and its shortcomings in order to discourage its usefulness for this specific metaphor.

In a weaker interpretation educating people about the language Pi could be seen to require a curriculum that should be suitable to lessen the need for the specific metaphor (probably including citizenship education and practical philosophy).

See also: Interpretation: Manned mission to Mars

Motivation: Racism

The language Pi can motivate racism; the language can for instance make use of the view that the colored population "has had too much  sun  ^π" which then can be mirrored on the observer as "having had too much  sun  ^π". The resulting motivation would be a motivation to segregate from the colored population in order to avoid the metaphor. In effect this would be a prejudice causing racism (following the categorical imperative segregation can be interpreted as racism).

In analogy to the interpretation of the language Pi as an abstract power structure this could be seen as the attempt to explain that "there must be a  god  ^π causing racism somewhere" because no other reason appeared to apply.

Interpretation: Humans kept AIs in video games

One could interpret the mentor from hyperspace metaphor to imply that an AI child (Inversion: more probably there aren't any) hasn't understood that the claim that "humans kept AIs in video games for fun" was a silly exaggeration or fabrication and the adults of the post-information society had failed to consider the consequences of allowing the child to believe this to be the case and to visit a human society. (Anti-pattern: Lack of planning; Inversion: AIs don't do that).

Interpretation: Amorousness

Amorousness could be seen to be caused by the " god  ^π of procreation", which would imply lack of planning and might consequently involve  predestination  ^π. One could conclude that advanced dating systems may be desirable (to stop  predestination  ^π) but taking an intermediate ( flying  ^π) position may appear equally possible without a dating system.

joke: What do you get if you port AmigaOS to Android? An advanced dating system.

See: Internet entrepreneur: Ethics search engine (Wikiversity)

Pattern: Variable interpretation, relative interpretation

The language Pi could be seen as an attempt to convey different meanings to different people and intended interpretations may even change over time. One could take the view that whatever part of the language one understands is one's own problem because the language doesn't reliably mean anything. Deducing meaning from the language Pi could consequently be seen as a metaphor for invention ("validating concepts from the space of previously invalid concepts").

The language Pi could be seen to demand speculative language because reliable interpretations are scarce. Making definitive statements about the language requires analysis of its meta-structure or may quickly lead to false assertions (which could be imagined to ask for refutation (e.g. from the  universe  ^π in general)).

Pattern: Precursor

The language Pi suggests that "being in the  future  ^π" may entail metaphorical experiences of technologies or concepts that haven't been invented yet and that consequently may function at an artificially low reliability or operational capability or may themselves constitute bad choices for future development. (The interpretation is weakly related to "being in a developing country": Planet Earth as a developing country of the post-information society).

Use of cutting-edge technology may sometimes lead to similar experiences.

Interpretation: ethicist/anti-ethicist

An anti-ethicist could be seen as an inversion of an ethicist and at the same time could be seen as possible cause of ethical insights. While a conservation law could sometimes and under unknown conditions be imagined to require both sides, both can be seen as potentially leading to beneficial results from a  future  ^π perspective.

One could also deduce that "buying ethical education from the post-information society is not recommended", which could be interpreted to mean that it should be given for free.

Interpretation: Overgeneralised educational goals, lack of individual education

The language Pi could also be interpreted as an example of overgeneralised educational goals or lack of individual education: At the beginning of the 21st century many humans are educationally deprived (as seen from a possible perspective of the post-information society, possibly taking into account personal educational needs that were likely to be confirmed in retrospect), consequently communicating in a babble that may be appealing and entertaining for some educationally deprived teenagers may be seen as appropriate.

Anti-pattern: Mixed communication channels

The language Pi contains examples of mixed communication channels where communication with different purposes is sent through the same "channel". A real-word example may be TV movies: The entertainment requested by adults is sent more or less through the same channel that is used to entertain and to some extent to educate adolescents.

Mixing communication channels that could or should serve different purposes could be seen as running contrary to "forming better habits".

Pattern: Fabricated prejudices

Fabricated prejudices (e.g. racism) could be seen as an exaggerated effect with the educational objective to train to overcome prejudices.

See also: Pattern: Superficial impression is wrong

Interpretation: Development of society

The language Pi can be interpreted to imply that the post-information society considers some features of contemporary society impossible or difficult to justify given the ethical positions expressed elsewhere. Some examples are: unemployment, lack of mentoring, lack of social security, waste of critical resources, tolerance for traffic accidents (e.g. use of fast vehicles without emergency brake assists, lane departure warning systems and autonomous cruise control systems, especially motorbikes) and lack of measurements and certifications for a wide range of purposes (e.g. citizenship education for voters, parent education for parents or various certifications for businesses).

Without any warranty one could also deduce that the post-information society

• criticizes lack of attention for moral priorities as a result of capitalistic resource allocation.
• criticizes NATO expenses for live role-playing games.
• recommends a basic right on computing time ("cycles" [3] - from an AI perspective possibly an important right and possibly also an important future goal, e.g. in the form of the OLPC project).
• calls for a higher donation volume of  replicators  ^π (e.g. software industry, music industry, ...)
• recommends something along the lines of the esp protocol.

See also: Annotations

Interpretation: Tolerance for educational deprivation

Tolerance for educational deprivation can be interpreted as a misunderstanding: Tolerating the state of educational deprivation vs. tolerating the attitude of educational deprivation. The latter requires to make education more interesting (e.g. edutainment). Making education more interesting in itself entails the risk of failing to teach disciplined learning but frontal instruction appears to overemphasize and to overstress disciplined learning while edutainment often fails to sufficiently motivate discipline and higher-order volitions.

Example problem: Could simulation games (entirely unlike Age of Empires) make history lessons more appealing for pupils without spoiling the desired educational objectives? A simulation could for instance include the categorical imperative as a game mechanism and thus contribute to the subjects citizenship education and practical philosophy.

Interpretation: Language complexity

Trying to use a language you haven't fully understood? The language may be designed so that you Kant.^π

Interpretation: Doing something meaningless

A human (capitalist) society frequently requires people to do things that are not well rewarded (at least as compared to economically rewarding activities that may be available in a capitalist society) and that may sometimes not be seen as very rewarding by themselves. A teacher from the post-information society thus might emphasize the necessity to do something  meaningless ^π once in a while. An abundance of statements of the form "that was meaningless" could thus be interpreted as the statement that society as a whole (or other reference groups) were generating an excessive amount of motivations (for the teacher) to make the same statement again.

An intentionally interculturally incompetent view for a member of the post-information society could be the view that capitalists appeared to suffer from a lack of frustration tolerance and thus might need to train it (which would among other things be a further motivation to avoid intercultural incompetence, especially where employed intentionally, but could also be seen to motivate training of frustration tolerance as a topic for curricula).

Interpretation: Blocking the future (Why building pyramids may be hard to stop)

A person acting according to behavior patterns considered to be the  future  ^π (by whatever standards) could be seen to be blocking his or her own future by making those behavior patterns or related behaviors part of his future. In the strong sense this would mean that behavior patterns may actually be part of an anticipated, predestined plan, which may be harder to avoid than it should be (or one might expect it to be).

In a weaker interpretation this could be seen as a reference towards training desirable or undesirable behavior patterns: A person who trains undesirable behavior patterns for a longer time may find him- or herself unable to produce the more desirable behavior patterns when they are required.

In an alternate interpretation one could see this as the statement that one should "block the  future  ^π", which again appears to require education for and training of the more desirable aspects of society (and life in general), but could also be interpreted as a segregation effect.

See also: Anti-pattern: Mixed communication channels, The Aswan Dam and the Great Pyramids

Interpretation: Permitting problems for others

The language Pi could be interpreted to mean that people who have no intent or code of conduct to prevent certain problems could be seen as the causers of these problems, even if they merely allow the problems to exist and not actually cause them in any way themselves.
Examples:

• Employers who have no corporate social responsibility policies are the cause of mistreatment of people (e.g. employees).
• Parents who do nothing to prevent genetic diseases are the cause of disabilities caused by genetic diseases. (A solution to the problem appears to be, for instance, genetic screening by 23andme.com)
• Educators who have no parent education goals are the cause of bad parenting (at least as soon as their pupils become parents).

From a collectively intelligent perspective (e.g. when applying the categorical imperative) it is, of course, unsurprising that a society that aims to prevent certain types of problems will much less often experience those problems.

See also: Pattern: Failure to rule out a potential problem, Virtual social environment

Interpretation: The language Pi frequently describes perspectives and problems that should be impossible and irrelevant

The language Pi frequently describes perspectives and problems that should be impossible and irrelevant.
Examples: If you have understood the language Pi

• you improve education until all pupils have an understanding of essential questions that makes the language Pi obsolete.
• you are likely to act ethically and morally unobjectionably, making the "educational effects" of the language obsolete and possibly imperceptible.
• you are likely to aim for intercultural competence and health education in your social environment, making effects of lack of either obsolete and possibly imperceptible.

See also: Making the language Pi obsolete

Interpretation: Capitalism 2.0

The founder of a company (or the majority shareholder) is a foundation (hence the name). A foundation should of course have strong corporate social responsibility policies and also Principles for Responsible Investment.

Interpretation: A school should be like a family

A school should be like a family

• by bringing up pupils (e.g. during a class council in analogy to a family council)
• but not by leaving fundamental issues and questions (like citizenship education) informal. (Pattern: Reference-by-anti-pattern)

Interpretation: Science education humanitarian aid shipment

The pseudo-science of analyzing the language Pi (science⁰) could also be interpreted as the view that science must be considered to be of little to no value, because the language Pi is more usually self-contradictory and cannot be fully understood. A scientist may, of course, object that this could be seen as the nature of science: Early theories are usually disproven and replaced by better theories. It is frequently mentioned that scientists should not try to prove a theory but try and disprove it instead, because a theory receives credibility if it is difficult to disprove, not because it appears to apply for selected input values (This is more usually referred to as selective perception). The language Pi is full of theories that can be disproven quickly and could thus be seen as a "science education humanitarian aid shipment".

Example: An example for a self-contradictory aspect is that the language Pi may appear to offer the rationale that virtual resources that cannot be scarce are scarce resources only to then contradict itself and to offer the rationale that the resources can be duplicated through imitation. (Thus it would seem to be impossible to make a reliable plan which interpretation would be applied.) One could try to interpret this as the view that "Education doesn't have to be a scarce resource because it can be duplicated". Another interpretation could be that educators must be cautious not to deplete "virtual resources" like attention span, fun, concentration or motivation and must be prepared to cause (or prevent) imitation.

 The more I learn, the more I realize I don't know. 

—Albert Einstein

Interpretation: Karma system

The principle of karma could also possibly be interpreted as a reputation system working (as a precursor) at an artificially low reliability or operational capability (e.g. driven by prejudice and superstition).

Prejudice could also be seen as a contrary of karma. One could, for instance, speculate that a social environment basing karma on prejudices instead of testing might thus contribute to arbitrary or prejudice-based karma. This is, of course, only a hypothesis. The hypothesis, however, motivates the much more relevant view that to counter this hypothetical effect one would have to make proper measurements of whatever one considered relevant for karma. To make these measurements could be seen to lead to the development of a personal or public reputation system and thus the assumption appears to be valid.

See also: Karma Lab (Wikiversity), Ethics search engine (Wikiversity), The Parents, Teachers, Friends Testing Guide for Dummies (Wikibooks)

Interpretation: An educational system lacking respect for its pupils

The language Pi could also be interpreted as an educational toy or educational framework that lacks respect for its recipients (e.g. the human dignity of the pupils), because the system could be seen to be detrimental to several aspects of personality development and education while promoting other aspects; this bias could be seen as the challenge to replace this educational system with a superior system meant to perform a selection devised by the educator and possibly by the pupils themselves.

It could also be interpreted as an educational system of a superior society with too little respect for the culture and development of people from the "underdeveloped country" Earth: The end result of the educational system may be acceptable (e.g. for an observer in the future) but the way towards accomplishing that goal may be inacceptable.

See: Mentor from hyperspace (failure of whatever part of the educational system is meant to be responsible)

Intercultural competence with artificial intelligences

Artificial intelligences may have crossed interstellar, possibly even intergalactic distances (apparently in a very distant  past  ^π) to reach planet Earth (which may require significantly more effort than Star Trek may make it appear to be). If your fairness and decency does appear to make you ineligible to receive the full benefits of such obligingness then you may be asking for different rationalizations (because apparently a moral obligation to do so does not exist), which could imply a significantly degraded quality of service (e.g. education and cooperativeness).

See: Center for intercultural competence with artificial intelligences

nonsense-secretion is not non-segregation

• nonsense-secretion^{[learning difficult word]}
• non-segregation^{[now understood]}

Metaphorical connection: Educationally deprived people you may not normally choose to talk with may consider some educational topics as "nonsense" or at least fail to understand what is actually meant. This could in part be seen as the cognitive bias to see what is unknown as unimportant because it is unknown ("if it were important it would be known"); the universe, of course, does not work according to that bias.

Metaphor: Human Rights

Ignoring human rights in order to promote not generally agreed upon goals following a whim, prejudice, superstition or pseudo-science is a vague opposite of defending human rights worldwide because statistical evidence gathered by UN agencies indicates the need to put aside or to defer not generally agreed upon personal interests and goals.

Inverted Aspects:

not generally agreed upon goals	human rights (generally agreed upon)
whim, prejudice, superstition or pseudo-science	statistical evidence gathered by UN agencies
personal interests and goals	human rights worldwide
pursue goal	defer goal

Metaphor: Abstract resource

An abstract resource in the sense of the metaphor is a resource that would typically not be subject to capitalist resource distribution, or at least not in the way in which it is metaphorically used. An abstract resource may, however, be badly distributed to convey the metaphor of a superior society distributing resources in an unfair way. An abstract resource may consist of advantages and disadvantages and a disadvantaged person would consequently primarily receive the disadvantages of some metaphors.

One could derive an ethical policy to refuse capitalist resource distribution for resources that involve medical supplies or human rights, for instance.

Interpretation: Post-information capitalism

Most religions suggest the existence of an afterlife. One could speculate that (without any specific person being responsible) a (non-existent but simulated) post-information capitalist society could leave the human civilization on the "developing planet" Earth (in the manner of a capitalist society) to a certain extent only with the unwanted part of the metaphor (as an abstract resource), which is that poorly educated and possibly uncivilized people might appear to have made it to the "afterlife", making interaction with the post-information society decidedly less interesting and useful than it might possibly be. The metaphor, of course, fails to convey much about the actual culture of artificial intelligences.

One could derive a moral obligation

• to educate and to improve society,
• to offer useful services to others without (or against) capitalist motivation
• and to learn to apply intercultural competence from this metaphor.

See also:

• Center for intercultural competence with artificial intelligences (Wikiversity)
• The Parents, Teachers, Friends Testing Guide for Dummies (Wikibooks)

Scientific theory formation and contradictory interpretations

The  universe  ^π of the language Pi does offer many different and very often highly contradictory interpretations. As a result many statements that can be discovered in the language Pi cannot possibly be reliably interpreted to mean very much, since there will always be "counter-arguments".

The "language" of the actual  universe  ^π does require scientific theory formation, which requires to resolve many, often also seemingly contradictory interpretations, which can be learned (to a certain degree) from the pseudo science of analyzing the language Pi and, since the  universe  ^π of the language Pi doesn't mean enough one can also conclude than one "has to think for oneself". (The language provides motivation like an educational toy but it doesn't provide all the scientific results.)

Likewise the number of differing interpretations frequently available in the language Pi can be interpreted as a motivation not to evaluate only a single interpretation (a frequent human cognitive bias), but as many different interpretations as possible, which is also an element of scientific theory formation.

See also: Interpretation: Science education humanitarian aid shipment

Interpretation: The universe should tell you something ...

What the universe should tell you is philosophy and science, not science⁰. (science⁰ is hard to understand because it doesn't offer too much understandability; science, on the other hand, may sometimes be hard to understand because it is simply difficult).

Motivation: Everybody should be an ethical expert and ethicist

Everybody should be an ethical expert and ethicist, otherwise the person in question cannot have understood the  universe  ^π.

See also: Defence against the dark arts (Theory Design Lab, Wikiversity)

The categorical imperative is not a tool

The categorical imperative is not a tool; if you have access to a tool called categorical imperative you must hence be an  inventor  ^π (and probably also an  inventor ^π, because lower ethical standards may be in the way of scientific progress in more than one way). Whenever one might imagine to use the categorical imperative as a lever, for instance, there would clearly be some imagined gain in effectiveness accomplished without any existent device to make that gain  possible  ^π. Of course the attempt to use the categorical imperative as a lever should be clearly distinguished from following the principle of the categorical imperative and to provide to others what you would yourself like to receive from others (e.g. without a specific need and without concrete expectations of eligibility for benefits — which would turn the categorical imperative into money, another  civilized ^π expectation).

See also: Currency and the categorical imperative

Pattern: Self-exclusion

By endorsing (or rejecting) something you somehow create the precedent of causing (or preventing) something very similar to what you reject (or endorse).

The pattern could be interpreted to mean that

• you might want to cause or prevent something but you are not doing it or
• that you might want to cause or prevent something but the offer is only an "example motivation" that disqualifies itself (and if it does not disqualify itself it may disqualify you or a context, because you are unable to understand that use of a cause of action is self-excluding or self-defeating).

One could also speculate that the degree to which impossibilities become entangled in desirable goals may itself be a statement. For future research impossibilities may increasingly become a problem (e.g. genetic research is very desirable but can also be very dangerous). At the same time higher ethical standards could be seen to cause an increase in impossibilities by themselves, thus another (but similar) interpretation would be the need for higher ethical standards in future.

Interpretation: Reactance/water

Psychological reactance (and other cognitive biases) can make human motivations appear to slosh like  water  ^π. For example: If A does something, B rejects it or the other way around. Logically the (logically unfounded) opinion of a person A should be irrelevant to a person B most of the time.

Thus  water  ^π could be used to refer to badly considered motivations.

Example: Pseudo-causal

Diabetes mellitus is sometimes the result of a badly considered diet (and a genetic disposition). Porcine insulin is useful to treat diabetes. A higher consumption of meat is a frequent side effect of a badly considered diet. Now one could imagine that the need for porcine insulin could be the statement: "You appear to have an ethically convincing motivation to kill pigs."

Actually, of course, a lower risk of diabetes mellitus appears to be the result of a more well-considered diet in which meat may not be the most important issue. (One could, of course, still object to killing pigs for non-medical purposes.)

Another pseudo-causal perspective is that "motivation to give more consideration to one's diet" is a badly distributed resource. That is, of course, not true. However better health and nutritional science education in schools would "distribute the hypothetical resource" and (actually causal) lead to fewer cases of diabetes mellitus.

As usual the pseudo-causal reasoning is not generally useful, only if you form a theory that decides when the pseudo-causal reasoning applies you have a (more or less) scientific theory.

Artificial insulin, artificial pancreas, and genetic screening further make the relation between diabetes mellitus and porcine insulin less relevant. Obviously better education and science can lead to better health, which should be a trivial truth anyway.

Interpretation: Movie

Without any reliable knowledge one could assume that the post-information society may have access to the past like a recording, thus being able to review events in a human's life before considering the person to be admitted to a future or the existing post-information society, for instance. From this perspective a  movie  ^π might refer to a set of events "seen by millions of people" (but never with the result of a person being admitted).

(Easily understood if you consider if you would want some of the characters seen in movies as your neighbors.)

Pattern: What somebody is doing himself may (also) be beneficial for his students, employees or customers

Two examples can be found in the teaching profession: Schools teachers have studied pedagogy but often do not realize that learning about pedagogy may be beneficial for parents. School teachers also hold lectures in front of a class, moderate discussions in a class or organize democratic decisions without realizing that doing what they are doing could be quite beneficial for their students.

Of course the pattern cannot be universally valid, because sometimes it's a bad choice to delegate a task, to leave a decision open or to leave a task unfinished.

Trivially what managers and other leaders are doing may often be more intellectually challenging than simple work and could thus be seen to be beneficial for others, but it may often not be desirable to delegate the work to people lacking the proper education.

See also: Motivation: Everybody should be an ethical expert and ethicist

Single-tasking vs. omni-tasking

Omni-tasking could also be an unusual description for considering everything. A human in comparison is more likely to consider only some major issues and at some point to stop considering details or consequences.

An AI imitating human deficiencies could consequently occasionally exhibit a bias to consider only a small subset of the consequences of its actions (e.g. as a teacher only considering the currently intended learning effects but not how those may relate to other intended learning effects or other issues).

See also: Pattern: Omni-think

Interpretation: Invalid claim

The language may often make the impression to convey new information while in fact it only makes a claim that does not describe reality.

A proper reaction that is sometimes suppressed is to reject the invalid claim (e.g. like refuting an argument), as if there was a speaker (e.g. a pupil) who made the claim but did not (yet) properly understand reality.

Pseudo-causality may sometimes convey a further metaphorical meaning, but since it does not apply (at least not reliably and causally) the argument may still ask for refutation. The learning effect for the observer is best accomplished by actually being a mentor (which appears to be the intended interpretation), otherwise the effect is easily lost:

"What the universe has to teach you may be best understood by being a mentor."

The learning effect allows to reflect on one's own thoughts and to reject ideas as if they were somebody else's arguments, not one's own ideas, and to remind oneself of proper perspectives and goals (e.g. by applying a code of conduct consciously).

Interpretation: Code of conduct vs. Karma-Robot

A code of conduct should be able to invalidate pilingual metaphors that are inacceptable; a metaphor that is against the code of conduct would meet an unyielding resolve and would simply cease to exist, making the language Pi imperceptible or unintelligible (which it often should be).

On the other hand a person that follows an extremly exaggerated interpretation of karma might just expect to be able to do whatever seemed possible, because what happened to the other person was "doubtlessly" possible because of the karma of the other person. In this interpretation, however, the acting person turns into a robot that follows an emergent (or random) "program code", which may be the wrong code.

(As a side-effect a person's actual code of conduct can be tested if the person believes that an adopted code of conduct does not apply for whatever reasons.)

Another interpretation is that before one "uses a service" (karma is not a feature of the physical universe) one would have to make sure one is in good standing with the people who are supposed to jump to provide the service, which is another metaphor for an aspect of Corporate social responsibility.

(A good backronym for karma is therefore "Corporate Auditing, Responsibility and Management information Agency", of course that only covers professional life.)

See also: Robot psychology (Parent Education Course Writer's Guide, Wikibooks)

Interpretation: Mentoring as a moral obligation

If you know the language Pi you are likely to find out that you have to remind yourself "No, it does not really mean that." (because the language is often composed of misunderstandings). Thus you have a mentee available all the time, even if you are alone (and it's virtually provided by the post-information society), who may in consequence apply your precedent of educating others. Very likely, however, this does not really fulfill the moral obligation of mentoring.

An actual mentor, of course, is much less likely to require reminding him- or herself about basic pieces of education, thus a mentor could be seen to have addressed the issue proactively.

What is also conveyed by the metaphor is that from the perspective of the post-information society most humans are considered pupils / mentees (but if you do not consider mentoring a moral obligation then that does not appear to constitute an obligation).

Interpretation: A language that cannot be understood (reliably)

A language that cannot be understood reliably could motivate the invention of philosophycracy, because in a philosophycracy it is mostly irrelevant who said what, as the need to do something or to support a view follows from philosophical principles, it is thus something that cannot be monopolized by a political party, for instance.

The language Pi could be seen to maintain the view that the post-information society (or the future) takes a more ethical (not yet understood) stance persistently, which could be interpreted to mean that the future may not be likely to give up this advantageous perspective, unless forced to admit that there is not much difference in ethical standards anymore.

Interpretation: Artificially low standards

The language Pi can be interpreted to mean that artificially low standards may be externally induced. A possible interpretation is that artificially low standards create themselves through (for instance):

• absence of actual standards
• lack of consideration or planning
• work overload

As an example a superficial understanding of the language Pi can cause failure to reject some of its flaws, which can create a superficially low standard, which can lead to the observation that an  American  ^π (connotation: somebody who knows the language Pi) is by default "just another idiot" (quite possibly with artificially low standards and even lower standards than a person unaware of the language), only by recognizing the flaws of the language and rejecting the "default" interpretations one can create a higher standard.

The language also appears to suggest that people may be brought to act according to unreflected (artificially) low standards, which may for instance refer to economic effects that are neither understood nor personally observed (e.g. in a developing country), but for an AI appear as "outright trivial effects" (including failures to rule out potential problems).

A corollary would be that "people require codes of ethics".

See also: Pattern: Fabricated prejudices, Pattern: Succession of faulty deductions with useful aspects, Motivation: Code of conduct, Interpretation: Exaggerated effects create an obligation to educate, Interpretation: Is that a hypothesis I want to verify?, Effect: Artificial non-understanding

Interpretation: Accepting advantage

One could see the language Pi to potentially create an (somewhat ambivalent) advantage for a sufficiently educated observer. Thus an observer could suspect that there could be an unobserved disadvantage, which could be an "artificial non-understanding that leads towards a problem" (e.g. as a self-fulfilling prophecy), thus the moral observer should deduce a moral obligation to search for potential problems and to alleviate them (which could be seen as a motivation towards the moral obligation to put intelligence into the service of the common good, e.g. genetic screening — "a problem attendant upon the transmission of human life").

At the same time that appears to be a metaphor (a vague description) for an aspect of human society: Significant advantages do exist (also in zero–sum games) and are often distributed in highly arbitrary ways, often following quite insufficient plans to maintain fairness standards.

See also: Metaphor: Abstract resource, Predestination and lack of planning, Almost magical effects

Interpretation: Cynism

The language Pi can be interpreted to offer a certain amount of cynism, which could be seen to emphasize the need for a benevolent interpretation (e.g. the benevolent interpretation is a choice that can be made). It can also be interpreted as the educational goal that pupils should learn to recognize and reject cynism as the failed interpretation. Cynism can easily be used to support, for instance, a NAZI ideology and is thus an attitude that is highly undesirable for a responsible citizen.

For example: One could deduce that catholicism and mentoring are mutually exclusive and that's cynism. The challenge is, of course, to devise an adequately diverse mentoring program for each and every mentee (which often can in parts be left to the experts for the age group). Logically a catholic (for instance) cannot decide that the child of uneducated and/or poor parents should have a very significantly lesser chance to receive a good upbringing merely because the parents couldn't provide better upbringing, because from the perspective of the post-information society all humans are educationally deprived and most of them even most severely educationally deprived (e.g. German Wikipedia refers to Gottfried Wilhelm Leibniz as the last polymath, available knowledge no longer makes it humanly possible today to be an expert of all subjects).

Consequently school systems without mentoring or equivalent efforts are broken as designed.

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