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Buddhism/Pre-Buddhist Indian Thought and Culture

Pre-Buddhist Indian Thought and Culture
You are expected to posses a detailed knowledge on the Indian Culture from the age of the Indus Valley Civilization up to the time of the Buddha. This school has a special focus should be in the followings:
 * Indian culture before the advent of Aryans.
 * Evolution of the religious, social and literary aspects of the Vedic Brahmanic Culture upto the Upanishadic
 * Evolution of Sramanic culture and its characteristics
 * Political, economic and social conditions during the time of the Buddha
 * Nature of the Brahmanic thought during the time of the Buddha
 * Teachings of the six religious teachers contemporary to the Buddha

Indian culture before the advent of Aryans
Indian culture was dominated by Hinduism. Its origin can be traced to the beginning as early as the third millennium B.C.E. It has drawn in and adopted many influences, resulting to a diverse and varied beliefs systems. It ranges from a simple animism whereby the belief that every living creature, inanimate object, and wishful thought has a spirit; to some of the most elaborate philosophical systems. Its openness and diversity allows for literally millions of major and minor gods, deities, temples and priests with plentitude of possible and infinite religious views.

On the way to be framed as the Hindu or Brahmanic religion it must have gone through various fussions and fissions throughout the journey. The IVC phase or the Aryan phase are only two layers applied to it. Proper research works have to be done on this ground.

Hindusim has no identifiable founder. There was however, a mythological founder, Brahma, of the Vedic religion, a denomination of Hinduism. The word “Hindu” was derived from the Sanskrit name for the river Indus. The word “Hinduism” is a generic term that come into popular use in the eighteenth century coined by the British.

Political, economic and social conditions during the time of the Buddha
Throughout its history, India has undergone innumerable episodes involving military conquests and integration, cultural infusion and assimilation, political unification and fragmentation, religious toleration and conflict, and communal harmony and violence. A few other regions in the world also can claim such a vast and differentiated historical experience, but Indian civilization seems to have endured the trials of time the longest. India has proven its remarkable resilience and its innate ability to reconcile opposing elements from many indigenous and foreign cultures. Unlike the West, where modern political developments and industrialization have created a more secular worldview with redefined roles and values for individuals and families, India remains largely a traditional society, in which change seems only superficial. Although India is the world's largest democracy and the seventh-most industrialized country in the world, the underpinnings of India's civilization stem primarily from its own social structure, religious beliefs, philosophical outlook, and cultural values. The continuity of those time-honed traditional ways of life has provided unique and fascinating patterns in the tapestry of contemporary Indian civilization

Recommended Reading:

 * Hinduism and Buddhism, C.Eliot, London, 1957
 * The Wonder That was India, A.L.Basham, London, 1957
 * Indian Philosophy, Vol.1, S.Radhakrishnan, London, 1958
 * History of Indian Philosophy, Vol I S.Das Gupta, Cambridge, 1963
 * The Origin and the Early Development of Buddhist Monachism, Patricia Olivelle, Gunasena, Colombo, 1974
 * Indian Buddhism, A.K. Warder, Delhi 1980
 * Studies in the Origins of Buddism,G.C.Pande, Deihi, 1983
 * Early Buddhism and Its Origins, V.P.Verma, New Delhi, 1973


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Buddhism/Schools/Sthaviravāda

Sthaviravāda
Sthaviravāda literally means the "Teaching Of The Elders", was one of the two main movements in early Buddhism.

"The Elders" referred to Buddha 500 immediate disciples who had attained Arahantship (Enlightenment), they held the First Council, and unanimously decided not to modify any of Buddha Vinaya and Dhamma.

The Sthaviravāda faith survives today in the Theravāda tradition.

Sthaviravāda Schools

 * Sthaviravāda
 * Pudgalavāda ('Personalist') (c. 280 BCE)
 * Vibhajyavāda (prior to 240 BCE; during Asoka)
 * Theravāda (c. 240 BCE) Considered to be a continuation of Sthaviravāda and Vibhajyavāda
 * Mahīśāsaka (after 232 BCE)
 * Kāśyapīya (after 232 BCE)
 * Dharmaguptaka (after 232 BCE)
 * Vatsīputrīya (under Asoka) later name: Saṃmitīya
 * Dharmottarīya
 * Bhadrayānīya
 * Sannāgarika
 * Sarvāstivāda (c. 237 BCE)
 * Sautrāntika (between 50 BCE and c. 100 CE)
 * Mūlasarvāstivāda (third and fourth centuries)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Buddhism/Schools/Sthaviravāda


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Buddhism/Schools/Theravāda

The different schools in Theravada often emphasize different aspects (or parts) of the Pali Canon and the later commentaries, or differ in the focus on (and recommended way of) practice. There are also significant differences in strictness or interpretation of the Vinaya.

Bangladesh: Burma: Sri Lanka: Thailand
 * Sangharaj Nikaya
 * Mahasthabir Nikaya
 * Thudhamma Nikaya
 * Vipassana tradition of Mahasi Sayadaw and disciples
 * Shwekyin Nikaya
 * Siam Nikaya
 * Waturawila (or Mahavihara Vamshika Shyamopali Vanavasa Nikaya)
 * Amarapura Nikaya
 * Kanduboda (or Swejin Nikaya)
 * Tapovana (or Kalyanavamsa)
 * Ramañña Nikaya
 * Galduwa (or Kalyana Yogashramaya Samsthava)
 * Delduwa
 * Maha Nikaya
 * Dhammakaya
 * Thammayut Nikaya
 * Thai Forest Tradition
 * Ajahn Chah tradition

title: Buddhism/Schools/Theravāda


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Buddhism/Schools/Vajrayāna

Vajrayana
Vajrayana (Diamond Vehicle) is a fast path to enlightenment, achieved through use of tantra techniques. It is a complex spiritual system. It is based on the teachings of Buddha, but were extended by the mahayana path of love and by a lot of techniques from Indian yoga. Monks developed in the Middle Ages a comprehensive system of teaching that is imparted in a long-term training and tailored to the needs of people in Tibet. Advanced monks and nuns is recommended a three-year meditation as a yogi in seclusion.

A major problem is the adaptation of Tibetan Buddhism in the modern world and in particular to the needs and possibilities of people in the west. The Dalai Lama tries to create a modern Buddhism based on the equalty of men and women, democracy and less strict sexual rules. He permits masturbation for monks and accepts homosexuality (Luise Rinser, Compassion as a way to peace, 1995, page 80).

In principle the Tibetan Buddhism is very simple. It consists of the Kundalini Yoga, the meditation in silence and the path of all-embracing love. With Kundalini Yoga the kundalini energy (enlightenment energy, happiness energy) is awakened through yoga postures, breathing exercises, mantras and visualizations. The center of tibetian meditation is the deity yoga. Through the visualization of various deities the energy channels are cleaned, the chakras are activated and the enlightenment consciousness is created. By special methods the ego will be dissolved and the Yogi enters into the bliss of nirvana.

A key element of Tibetan Buddhism is the work with an enlightened Master. The enlightened Master transmits enlightenment energy to his students after an initiation. The great advantage of Tibetan Buddhism is that there are many enlightened Masters who regularly travel to their western groups. Also possesses the Tibetan Buddhism with the Dalai Lama an inspiring leader who is often seen by Western television. The Dalai Lama represents the cooperation of all religions and initiates also people who do not belong to the Tibetan Buddhism.

In Tibetan Buddhism there are five major lineages: the Gelugpa (emphasis on compassion and spiritual training), the Kagyupa (emphasis on meditation), the Sakya (emphasis on the wisdom), the Bonpo (traditional shamanism) and the Nyingma (the non-dogmatic way). The Nyingma emphasize the spiritual development from the inside. They teach the individual path. Nyingma yogis may also live in a relationship.

The founder of Tibetan Buddhism is Padmasambhava. He lived some 1200 years ago as a yogi in India and was invited by the Tibetian King Trisong Detsen. He knew a lot of spiritual methods and taught a diverse mix of yoga techniques (Hatha Yoga, Karma Yoga, Mantra Yoga, Tantra Yoga and Guru Yoga). He said, "Practise so that you feel comfortable. Whenever there is a doubt on your way, then pray to the enlightened Masters, think for yourself and follow the voice of your inner wisdom. This is the voice of the enlightened Masters. If you do this, you will win on your spiritual path."

---> For advanced see also Wikipedia: Tantra techniques (Vajrayana) (Deity Yoga, Guru Yoga, Clear Light Yoga, Death Yoga, Tantric Sādhana)

title: Buddhism/Schools/Vajrayāna


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Initial questions in philosophy

Welcome to the Wikiversity Development Project for Initial Questions in Philosophy.

This course will introduce you with some philosophical methods, and guide you through some questions, that will hopefully force you to reevaluate your assumptions about the world. It is designed to be thought provoking, and relevant. At various times, the literature may seem immense and overwhelming, but take it in your stride. If you ever get confused, just ask for help. Abc123.

Overview
These are the main questions that we will be dealing with. They're just the tip of the iceberg, but they do cover quite a bit of ground. When you answer all of these questions, you will have a grasp on many of the fundamentals of philosophy. As well as that, you should be able to put together a pretty good argument.

 * Truth, Justice and the Good. Sound familiar?
 * Are Truth, Justice, and the Good objective realities or are they dependent upon experience for meaning?
 * Is reality independent of perception?
 * Why should we act morally?
 * Can I survive bodily death?
 * What does it mean to be human?

These questions will lead us to the following:

 * What's up with language?

When we talk about Pegasus, we talk about an object that might exist. Should this mean that any proposition we make about Pegasus is valid? Since Pegasus might not exist, Pegasus might not fly, thus, the statement "Pegasus flies" might be false. However, If one accepts that "Pegasus flies", then one should also accept that nothing (true) can be said about any fictitious object, place or person and be proved otherwise. For example, people talking about works of literature (fiction) could be unable to utter true propositions, since the objects, places or characters they talk about are intangible. But if someone says that Pegasus is a wingless unicorn, then we know that this is not so, since Pegasus is neither wingless nor a unicorn. This means that we can assert statements regardless of the tangible existence of the object we talk about. Tangible existence is not a necessary quality of all objects, however by the mere discussion of intangible objects they become tangible in our consciousness. Pegasus has wings, if and only if Pegasus has wings. Pegasus has wings, since it has been so defined. There is no need for an empirical verification of this. The fact that Pegasus is an imaginary animal does not deprive it of its characteristics. One should not confuse the truth or falsehood of a proposition with the existence or nonexistence of the object in question.

Objectives

 * To be controversial, and stir you into passionate disagreement.
 * Be able to read someone's writing to the end, and give it the credit it deserves. Especially when we disagree with it.
 * When we disagree with something, to reply rationally and powerfully.

These questions may seem like quite distinct problems, but they will all interlink. By providing answers to whether or not we are in the Matrix, we can find answers to whether we should act morally. If there really is an unattainable "Good" that we should all strive for, then it is possible for things to exist non-physically, opening the possiblility of non-bodily survival.

There is no need to follow a linear pattern, although students will have been assumed to have learned what is in the first part before jumping into the second. Just do things as they feel natural. That's how the course has been written. Bear in mind that none of the questions ask, does God exist? That is because God's existence will not help us at this stage. Asking this question has led philosophers into trouble before. The main tools we will be using at this stage are intuition and reason.

Learning resources

 * /Selected answers - Mind, Reality, Language.

title: Initial questions in philosophy


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Talk:Initial questions in philosophy

Note on edits
I removed link to "Are humans the only objects with a "soul" or "ghost"?" for these reasons:

 * 1) This course is designed (roughly) to map Western philosophical shifts. Starting with Plato, moving onto to epistemology and personal identity, and finishing with language as its central intererests.
 * 2) The material will be covered in sections on humanity, and discussions over personal identity (e.g. bodily survival after death)
 * 3) It presupposes a soul for humans.

--Abc123 20:33, July 28, 2005 (UTC)

Line of Reasoning?
What is the direct connection between questions about the objectivity of reality and the sumum bonum and questions of logic and epistemology? I don't quite understand your line of reasoning. Could you please make it clearer. Thank you.

James S. 00:27, 29 October 2006 (UTC)

title: Talk:Initial questions in philosophy


text:
Hegel

< Back to the School of Philosophy

[I have seen the master composing with obscure and intricate signs, so that they could not be easily deciphered.] I often used to see him looking around anxiously as if in fear he might be understood. He was very fond of me, for he was sure I would never betray him. As a matter of fact, I then thought that he was very obsequious. Once, when I grew impatient with him for saying: 'All that is, is rational', he smiled strangely and remarked, 'it may also be said that all that is rational must be'. Then he looked about him hastily; but he was speedily reassured, for only Heinrich Beer had heard his words. (Heinrich Heine, cited in McCarney, J : Hegel on History, ISBN 0-415-11695-3)

Hegel has become notorious for the incredible obscurity of his writing. I am reading the back cover of Peter Singer's introduction to Hegel, where one can find a typical description of the non-specialist's impression."Hegel has become a stock example of an obscure philosopher — a name to conjure with, but not someone whose work can be read and understood. Yet his importance is universally acknowledged, and we are still living in an intellectual climate decisively influenced by his ideas. (ISBN 0-19-287564-7)" However, it is probably best to read something written by Hegel to form your own opinion about his prose. A good place to start is the first couple of pages of the Introduction in the Phenomenology of Spirit.

Those who are not intimidated by the text face a further difficulty: Popular misconceptions or misleading caricatures of Hegel's work that abound even among academics unschooled in philosophy. Despite being conspicuously debunked, these prejudices unjustly generate antipathy for Hegel's works. Crucial to the work of dispelling these myths has been Jon Stewart's The Hegel Myths and Legends (Jon Stewart, 1996) available at hegel.net and at marxists.org, which will be want to reviewed by neophytes of Hegel literature.

Biography

Please consider the following articles:

 * The Wikipedia entry for Hegel.
 * Hegel's biography at marxists.org.
 * Hegel's biography at hegel.net.

The Phenomenology of Spirit
The Phenomenology of Spirit (also translated as the Phenomenology of Mind) is widely acknowledged as one of Hegel's most significant contributions to philosophy (perhaps his most important work). It is a very interesting and complex book. The 1911 Encyclopædia Britannica article on Hegel included a heroic attempt to summarize the Phenomenology which gives an idea of the far reaching implications of the work, from metaphysics to ethics and political philosophy:
 * http://hegel.net/en/eb1911.htm#31
 * 1911 Encyclopædia Britannica/Hegel, Georg Wilhelm Friedrich

 * Hegel's Phenomenological Method

Bibliographies

 * Andrew Chitty (University of Sussex, England) has written a huge Hegel bibliography.
 * Wikipedia entry on Hegel.

Active participants

 * Alex beta

title: Hegel


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Hegel's Phenomenological Method

< Back to Hegel

"Karl Marx called [the Phenomenology of Spirit 1 ] ‘the true birthplace and secret of Hegel’s philosophy’. Others, defeated by its 750 pages of bewildering and tortuous prose, have been content to let whatever secrets it might contain rest undisturbed. No account of Hegel, however, can decently overlook it. 2 (Peter Singer)"

Hegel claims in the introduction to the Phenomenology of Spirit that the book has phenomenal knowledge as the object of its exposition. What Hegel means by phenomenal knowledge, and in what sense his work is a phenomenology, are controversial questions about the nature of his whole project. This article will address these questions in an attempt to show how the Hegelian reasoning is rigorously aimed at the attainment of certainty in philosophy (or, in Hegel’s terms, at the coming-to-being of Science as such). By explaining this aim in more detail, we will find the main problems and Hegel’s solution to them. There are two types of problems addressed by Hegel in his Phenomenology: the problem of the beginning of philosophy and the problem of carrying it out. The first part of this article will be devoted to the former problem. Then, by way of a detailed explanation of phenomenal knowledge, the latter problem, by far more subtle, will be addressed. It is in this last part that we will find a greater disagreement between commentators. The main source of controversy can be stated here: it is difficult explain why each form of consciousness will necessarily give birth to the next, the latter being completely determined by the former. Hegel suggests that there is nothing arbitrary in the process. However, although the forms of consciousness form a chain in the different approaches to his method (mentioned below), it is not clear if another such chain, with different individual links, would be equally possible.

The aim of philosophy
What is the aim of the Phenomenology of Spirit? In the preface to his work, Hegel describes the aim of his project as a search for valid knowing. In other words, his intention is to achieve genuine certainty in knowing. 3

"To help bring philosophy closer to the form of Science, to the goal where it can lay aside the title of ‘love of knowing’ and become actual knowing- that is what I have set myself to do. 4"

Hegel is not satisfied with traditional philosophical enterprises (like the Humean and Kantian projects) that seek to secure knowledge of a certain kind and are sceptical about the results of any other claim to knowledge. 5 Hegel doubts the possibility of such a limited way of knowing, and analyses in the introduction to the Phenomenology the claim ‘that there is a type of cognition which, though it does not cognise the Absolute as Science aims to, is still true and that cognition in general, though it be incapable of grasping the Absolute, is still capable of grasping other kinds of truth’. 6 He explains that this conception is based on hazy distinctions between ‘an absolute truth and some other kind of truth’ and the unwarranted presupposition of the meaning of terms like ‘absolute’, ‘cognition’, etc. 7

The Phenomenology will therefore be a reconstruction of the ‘coming-to-be of Science as such’ in the form of a description of the ‘long way’ which knowledge ‘must travel’ in order to become ‘genuine knowledge’. In the following sections, we will examine the direction that consciousness must take in order to achieve this absolute knowing. 8

The beginning of philosophy
If one is to achieve genuine certainty, then the beginning of one’s project becomes a problem. The reason is that it is apparently impossible to establish a criterion by which to decide what is true and what is not. For what criterion will be used to establish the criterion to use? This Problem is known as the Dilemma of Criterion. It was posed by the ancient sceptics and described by Sextus Empiricus in the following terms: "In order to decide the dispute which has arisen about the criterion [of truth], we must possess an accepted criterion by which we shall be able to judge the dispute; and in order to possess an accepted criterion, the dispute about the criterion must first be decided. And when the argument thus reduces itself to a form of circular reasoning the discovery of the criterion becomes impracticable, since we do not allow [those who make knowledge claims] to adopt a criterion by assumption, while if they offer to judge the criterion by a criterion we force them to regress ad infinitum. And furthermore, since demonstration requires a demonstrated criterion, while the criterion requires an approved demonstration, they are forced into circular reasoning. 9" It would seem that any attempt to establish certainty would be condemned beforehand to an infinite regress. Hegel’s method is a responsible and rigorous attempt to resolve the Dilemma of Criterion without begging the question or falling into an infinite regress or a vicious circle.

However, in addition to the aforementioned dilemma, there are problems concerning the relation of Hegel’s investigation to history, to the philosophical tradition and to everyday consciousness. 10

Firstly, a departure from the historical tradition would seem arbitrary and unwarranted. Hegel realizes that his view seems to contradict the view that is prevalent in his time, 11 but he defends that his investigation is in historical continuity with what has come before and that the departure from previous views is due to a historical change by virtue of which the achievement of absolute knowing is due. 12

Secondly, regarding his relation to the philosophical tradition, he explains that, while the ‘conventional opinion’ sees in the history of philosophy only ‘simple disagreements’, with one system refuting and replacing the next, the tradition should be regarded as a process in which each philosopher finds the shortcomings of the previous systems and sets out to correct them. 13 Hegel compares the history of philosophy with the different forms in the organic development of a plant."These forms are not just distinguished from one another, they also supplant one another as mutually incompatible. Yet at the same time their fluid nature makes them moments of an organic unity in which they not only do not conflict, but in which each is as necessary as the other; and this mutual necessity alone constitutes the life of the whole. But he who rejects a philosophical system [i.e. the new philosopher] does not usually comprehend what he is doing in this way; and he who grasps the contradiction between them [i.e. the historian of philosophy] does not, as a general rule, know how to free it from its one-sidedness, or maintain it in its freedom by recognizing the reciprocally necessary moments that take shape as a conflict and seeming incompatibility. 14"This explanation legitimises the Phenomenology of Spirit as a continuation of previous philosophy, instead of an arbitrary departure from the previous ideas.

Thirdly, we encounter the problem of the relation between natural consciousness (the unscientific, uneducated standpoint of everyday life) and the project of the Phenomenology. Science appears to the natural consciousness as the ‘esoteric possession of a few individuals’. 15 Why should we give more credit to Science than to the certainty of the natural attitude?. 16 "But Science, just because it comes on the scene, is itself an appearance: in coming on the scene it is not yet Science in its developed and unfolded truth. [...] For, when confronted with a knowledge that is without truth, Science can neither merely reject it as an ordinary way of looking at things, while assuring us that its Science is a quite different sort of cognition for which that ordinary knowledge is of no account whatever; nor can it appeal to the vulgar view for the intimations it gives us of something better to come. By the former assurance, Science would be declaring its power to lie simply in its being; but the untrue knowledge likewise appeals to the fact that it is, and assures us that for it Science is of no account. One bare assurance is worth just as much as another. 17"

The natural attitude has a right to ask for a justification of Science. Hegel states this explicitly in the Preface."[T]he individual has the right to demand that Science should at least provide him with the ladder to this standpoint [achieved at the end of the Phenomenology of Spirit], should show him this standpoint within himself. 18"

Critique of Kantian Metaphysics
‘It is a natural assumption’, writes Hegel at the beginning of his introduction to the Phenomenology that ‘before we deal with its proper subject-matter, viz. the actual cognition of what truly is, one must first come to an understanding about cognition’. 27 Taking cognition for granted might lead to a choice of inadequate means that will render us unable to grasp the truth. The introduction criticizes this approach to the problem because of its conception of knowledge as ‘an instrument to get hold of the absolute, or as a medium through which one discovers it’. 28 This conception amounts to the unjustified assumption that we are separated from what is to be known and, furthermore, that so is knowledge. 29 It would seem that the traditional view of the subject is prompting us to know what knowledge is before we start to know. This is obviously absurd.

"We ought, says Kant, to become acquainted with the instrument before we undertake the work for which it is to be employed; for if the instrument be insufficient, all our trouble will be spent in vain... But the examination of knowledge can only be carried out by an act of knowledge. To examine this so-called instrument is the same thing as to know it. But to seek to know before we know is as absurd as the wise resolution of Scholasticus, not to venture into the water until he had learned to swim. 30"

It might seem, though, that there is no possible escape if one is to establish what will count as genuine knowledge, and that we must either accept the criterion of truth of some epistemological position dogmatically or doubt the validity of any knowledge claim because of our inability to justify epistemological claims. 31

The method of enquiry of the Phenomenology is based on an immanent critique that brings nothing external into the subject matter. Put in simplistic terms, the internal contradictions of one way of knowing (or form of consciousness) will lead to the next, in a series that will eventually lead to Absolute Knowing.

It is necessary to explain at this point what Hegel means by consciousness being infinite, because he distinguishes two different types of infinity."The false infinite is the popular conception of the infinite, as the constant repetition of the finite. It is the infinite as the unending series, or the indefinitely extended straight line. According to Hegel (and Bradley) this kind of infinite is ‘false’ because it forms no real contrast with the finite, it simply repeats the finite. [...] What then is the true infinite? It is that which is unlimited, unbounded, because it incorporates everything else within itself. It does not stand over against something else which would thereby limit it. An example would be the infinite character of consciousness. In some sense, perhaps, there is a contrast between consciousness and its objects, but these objects do not limit it, they exist within consciousness, as the content of consciousness, and in that sense consciousness is infinite. 32"

Therefore, consciousness cannot ever ‘come up against’ anything external to it, because ‘if it were external to consciousness, consciousness could never encounter it’. 33

Hegel makes the same point in the preface to the Phenomenology."Consciousness knows and comprehends only what falls within its experience. 34" Hence, what is called for is a systematic account of the experience of consciousness, ‘the Science of this pathway is the Science of the experience which consciousness goes through’. 35

Endnotes
1 Hegel, G.W.F.: Phenomenology of Spirit. (From now on referred to as PS). Translated by A.V. Miller, with analysis of the text by J.N. Findlay. Oxford University Press (1977). All quotes of Hegel's Phenomenology of Spirit refer to this edition unless otherwise stated. 2 Singer, P.: Hegel. Oxford University Press (1983). 3 Joseph C. Flay and Kenneth R. Westphal both emphasize the importance of Hegel’s claim to have found a way to achieve certainty in philosophy. Their description of the method, however, is significantly different, as we shall see below. Flay’s account of the method in the Phenomenology can be found in Flay, J.C.: Hegel’s Quest for Certainty. State University of New York Press (1984). A compressed version of Westphal’s discussion is available in Westphal, K.R.: Hegel’s Solution to the Dilemma of the Criterion. Published in Stewart, J. (ed.): ''The Phenomenology of Spirit Reader. Critical and Interpretive Essays''. State University of New York Press (1988). 4 PS §5, p.3. 5 Hume denied the validity of non-empirical claims in An enquiry concerning human understanding and Kant tried to prove that there cannot be any knowledge of transcendent objects in his famous Critique of Pure Reason. 6 PS §78, pp.47-48. 7 Ibid. 8 PS §27, p.15. 9 Sextus Empiricus: Outlines of Pyrrhonism, trans. R.G. Bury (Cambridge, Mass.: Harvard University Press, 1933). Cited in Westphal, K.R.: Hegel’s Solution to the Dilemma of the Criterion, published in Stewart, J. (ed.): ''The phenomenology of Spirit Reader. Critical and Interpretive Essays''. State University of New York Press (1988). pp.76-101. 10 A very good description of these problems and of Hegel’s solutions to them can be found in Flay (1984). 11 PS §6, p.4. 12 In his analysis of PS §11, J.N. Findlay writes:"Our own time is ripe for a major intellectual and spiritual advance. This has been ‘in the womb’ for a long time, and is now about to achieve birth. (PS, analysis p. 496)" 13 PS §2, p.2. 14 Ibid. 15 PS §13, p.7. Hegel understands by Science the system of knowledge. 16 Flay (1984) p.(ix) describes the certainty of natural consciousness in the following terms:"The certainty which putatively belongs to common-sense, i.e., to a natural attitude which considers philosophy and its quest for certainty perverse (verkehrt)." 17 PS §76, pp.48-49. 18 PS §26, pp.14-15. 27 PS §73, p.46. 28 Ibid. 29 PS §74, p.47. 30 Hegel, G.W.F.: Lesser Logic. Quoted in Singer (1983). 31 The latter position is adopted by Sextus Empiricus. 32 Norman (1998), p.121. 33 Ibid. 34 PS §36, p.21. 35 Ibid. This way of describing the content gives support to Werner Marx’s claim that the original title of the Phenomenology (Science of the Experience of Consciousness) does not mean ‘science carried out by the experience of consciousness’ but rather ‘the experience of consciousness studied by science’. He correctly points this out in Marx (1975), p.1, by referring to PS §87, pp.55-56.

title: Hegel's Phenomenological Method


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Talk:Hegel's Phenomenological Method

Could someone please change my link to Kant's Critique of Pure Reason in German to an English translation of the book as soon as there is one in Wikisource? (Alex beta 11:31, 17 Apr 2005 (UTC))

I must remember to include Heidegger's remarks about the fact that "we must have already from the beginning [of the Phenomenology] given up the common-sense approach and the so-called natural attitude, not just partially, but totally". (Alex beta 21:23, 23 Jun 2005 (UTC))

We will also need a discussion of Kantian noumena. (Alex beta 21:26, 23 Jun 2005 (UTC))

title: Talk:Hegel's Phenomenological Method


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User:Robert Elliott/WikiFilmSchool N8P1

Link to any subpages this page might have

 * Lesson
 * Lesson 8, Page 1 - What is DAZ Studio

 * Pages of this Lesson
 * Title Page
 * Page 1 - What is DAZ Studio → You are here!!!!
 * Page 2 - Getting Started with DAZ Studio
 * Page 3 - The Mood of Lenses

 * Current Location
 * Wikiversity (English) $$\Leftrightarrow$$ Humanities $$\Leftrightarrow$$ Art and Design $$\Leftrightarrow$$ Fine Arts $$\Leftrightarrow$$ Film and Television $$\Leftrightarrow$$ Narrative Film Production $$\Leftrightarrow$$  Course #01 - Learning the Basics of Filmmaking $$\Leftrightarrow$$ WikiU Film School - Lesson #008: All about Lenses $$\Leftrightarrow$$    Page 1 - What is DAZ Studio

DAZ Studio
Go to DAZ Studio and read about DAZ Studio. Remember, this is only the animation program, not the models. While it does come with some models, the rest of the models must be purchased (if needed) and downloaded. The models are very inexpensive but habit forming.

To be continued…

title: User:Robert Elliott/WikiFilmSchool N8P1


text:
User:Salvor/memo

Interesting stuff having to to with mediawiki, wikis and education
 * Quizzes in Mediawiki
 * Introduction_to_Wikiversity_scholarship

title: User:Salvor/memo


title: File:Face200mm.jpg


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Exobiology

Welcome to the Wikiversity Center for Exobiology, part of the School of Biology.

Exobiology, also known as xenobiology or astrobiology, is a speculative field within biology concerned with extraterrestrial life.

The Center for Exobiology is a Wikiversity content development project where participants create, organize and develop learning resources about the search for life beyond Earth.

=Where are the data?= Astrobiology is an idea in search of data. Many scientists expect that life is common, probably having come into existence on millions of planets. However, astrobiology is a speculative field within biology; nobody has evidence for extraterrestrial life. Astrobiology includes the concept of artificial life, since any life form with human-like intelligence could conceivably create artificial life in a laboratory. Such artificial life might be more suitable than a biological organism for interstellar travel. While currently funded efforts in astrobiology focus on planetary exploration and attempts to detect planets with Earth-like atmospheres, it has been suggested that we should also look closely at Earth for signs that alien artificial life is already here.

Possible data

 * Search for life on Mars
 * Liquid water on Europa
 * Replacement of phosphorus by arsenic in living organisms

Learning resources

 * The Drake Equation
 * can human like intelligence evolve under water?
 * can comets incubate life and seed it to planets?

title: Exobiology


text: File:SBTDS Storyboard CDinAshton.pdf

title: File:SBTDS Storyboard CDinAshton.pdf


text: File:Prebiotic.jpg

title: File:Prebiotic.jpg


text: File:Planetfinder.jpg

title: File:Planetfinder.jpg


text: Category:Extraterrestrial life

title: Category:Extraterrestrial life


text:
Astrosociobiology

Astrosociobiology is the speculative scientific study of extraterrestrial civilizations and their possible social characteristics and developmental tendencies. The field involves the convergence of astrobiology, sociology and evolutionary biology. Thus far, it is entirely theoretical.

If Astrosociobiology is going to become a serious science, means need to be found to make contact with extraterrestrial civilizations. So far, the major approach to detecting or possibly communicating with extraterrestrial civilizations is the use of radio telescopes to detect electromagnetic signals from outer space (SETI).

Most SETI efforts assume that advanced extraterrestrial civilizations might attempt to send powerful radio signals into space that a relatively primitive technological society (such as our own) might be able to detect. However, it may be that the "Radio Age" is very short for most civilizations, and few radio signals may exist in our galaxy. Also, it may be that advanced extraterrestrial civilizations attempt to hide from primitive cultures, in order to prevent contaminating them or otherwise interfering with their natural course of development. If so, new means of detecting extraterrestrial civilizations may be needed.

Discussion
What is the theory of panspermia?

title: Astrosociobiology


title: File:396px-Goldstone.jpg


title: File:Face24mmtiny.jpg


text:
Wikiversity talk:Participants

Archive of discussion up to March 2008

Reconceptualisation of March 2008
In March 2008, I erased the previous "content" (such as it was) and started afresh with a new concept. Hopefully this concept will be useful, at least for an interim period until (hopefully) one day Wikiversity is so busy that it is hopeless keeping track of personalia. --McCormack 11:36, 18 March 2008 (UTC)
 * I moved this part of the discussion to the bottom of the page, as it is common in other discussions (i.e. new discussion entries at the bottom of the page). Small question: What is that * mark near some names? --Gbaor 12:12, 19 March 2008 (UTC)
 * I moved the previous discussion to an archive. We don't want people starting to read at the top of the page and thinking that had anything to do with the current page ;-) --McCormack 12:54, 19 March 2008 (UTC)
 * The star means "new in the list this month". I've added some explanation. --McCormack 12:54, 19 March 2008 (UTC)
 * Way to take a useless page and turn it into something somewhat useful. I'm impressed.  The Jade Knight 11:38, 3 September 2008 (UTC)

Keeping the very active participants list up-to-date
I believe it is possible to get hold of database dumps which list participants in order of edits - see e.g. w:Wikipedia:List of Wikipedians by number of recent edits, but I haven't found out how to do this yet. There are some pages which give the number of active editors, but not their names. So I'm proposing that keeping this page up-to-date should be a manual exercise for the time being. Anyone can add people to the most recent month as time goes by, as names crop up on "recent changes", and it might be nice to have the list more or less complete at the end of the month. A problem with wiki projects is contributor-retention, and identifying new active users would be a crucial pre-condition for encouraging, involving and retaining them in the long term. --McCormack 13:02, 19 March 2008 (UTC)

which namespace
100 contributions to become a very active contributor - meant for the main namespace or also ''discussions, templates. categories, etc.''? --Gbaor 13:21, 19 March 2008 (UTC)

 * Personally, I look at everything. But then I discount people who are only very temporarily here, plus vandals and trolls. --McCormack 04:55, 9 August 2008 (UTC)

title: Wikiversity talk:Participants


text:
Signal Processing

Signal processing is a discipline that encompasses the analysis, modification, and synthesis of various signals, for example, audio and video.

Pre-requisites

 * Calculus

Lessons

 * Signals and systems
 * /Signals/
 * /Time Domain/
 * Frequency domain
 * Fourier Series
 * Fourier Transforms
 * Linear Time Invariant Systems
 * Dirac Delta Function
 * Convolution
 * Discrete Time Fourier Transform
 * Discrete Fourier Transform
 * Fast Fourier Transform

 * Filters
 * FIR filters
 * IIR filters
 * Passive Analogue Filter Design
 * Adaptive Filters

 * Digital Signal Processing

 * Detection and Estimation
 * Periodograms
 * Statistical Signal Processing

Tools

 * MATLAB

Related topics

 * Digital signal processing
 * Telecommunications engineering
 * Digital communications

Textbooks

 * 1) Dimitris G. Manolakis and Vinay K. Ingle, Applied Digital Signal Processing, Cambridge University Press, 2011.
 * 2) Alan V. Oppenheim and Ronald W. Schafer, Discrete-Time Signal Processing, Prentice-Hall, 1999.
 * 3) Digital Signal Processing, Wikibooks

With video lectures

 * 1) Digital Signal Processing, S.C. Dutta Roy, IIT Delhi.
 * 2) Advanced Digital Signal Processing - Multirate and wavelets, V.M. Gadre, IIT Bombay.
 * 3) Adaptive Signal Processing, Mrityunjoy Chakraborty, IIT Kharagpur.
 * 4) Digital Signal Processing, Oppenheim, Alan., 1987. (MIT OpenCourseWare: Massachusetts Institute of Technology)
 * 5) Digital Signal Processing, Paolo Prandoni and Martin Vetterli, École Polytechnique Fédérale de Lausanne, Upcoming.

Without video lectures

 * 1) Digital Signal Processing, Govind Sharma, IIT Kanpur.
 * 2) Signals and Systems, Oppenheim, Alan., Spring 2011. (MIT OpenCourseWare: Massachusetts Institute of Technology)
 * 3) Discrete-Time Signal Processing, Oppenheim, Alan., Fall 2005. (MIT OpenCourseWare: Massachusetts Institute of Technology)
 * 4) Digital Signal Processing, Jar-Ferr Yang, National Cheng Kung University, Autumn 2013
 * 5) Signal Processing for Communications, Suhas Diggavi, EPFL, 2007.
 * 6) Introduction to DSP, C.S. Ramalingam, IIT Madras, Spring 2011.
 * 7) Digital Signal Processing, C.S. Ramalingam, IIT Madras, Fall 2013.
 * 8) Signal Processing & Filter Design, Stephen Roberts, University of Oxford, Fall 2003.
 * 9) Digital Signal Processing, Dan Ellis, Columbia University, Summer 2014.
 * 10) Digital Signal Processing and Digital Filters, Mike Brookes, University of London, Autumn 2014.

Other materials

 * 1) Introduction to Digital Filters with Audio Applications, Julius O. Smith III, Stanford University.
 * 2) Filter design, Wikipedia.

Review sheets

 * 1) Tables of Common Transform Pairs, Marc Ph. Stoecklin, 2012.

title: Signal Processing


text:
Talk:Initial questions in philosophy/Selected answers

If this is meant to be a Philosophy page, it should probably be renamed. The Jade Knight 02:02, 13 October 2006 (UTC)


text:
Digital communications

 * Baseband Modulation/Demodulation techniques
 * Bandpass Modulation/Demodulation techniques
 * Channel Coding
 * Modulation and Coding Trade-offs
 * Synchronisation
 * Multiplexing and Multiple Access
 * Spread Spectrum Techniques
 * Source Coding
 * Encryption and Decryption
 * Fading Channels

title: Digital communications


text:
User:DGGV

I am also User:DGG, and that is the name I use. DGG 15:19, 16 June 2009 (UTC)

title: User:DGGV


text:
Talk:Filmmaking Basics

Correction: Celtx no runs on all major operating systems. No need to use Final Draft.

Issue: It appears that this course cannot be completed without a Macintosh. Either this should be changed, or should be explicitly mentioned at the beginning of the lesson. The Jade Knight 02:44, 13 October 2006 (UTC)

 * Done
 * This has now been addressed at the beginning of the lessons. Most software needed for this course is available for both the Wintel PCs and the Mactell PCs (and the old PowerPC Macintosh computers) but the instructor uses a Macintosh.  Linux and other operating systems are not supported.  Robert Elliott

Good stuff...
I use the Vegas Suite and me camera, but this will certainly improve my baby home videos ;) Now if only my DVD burner hadn't been pooched in the move.--Dnjkirk 01:37, 20 October 2006 (UTC)

Uncategorized Pages
A series of uncategorized pages remains at Uncategorized Pages:
 * 1) Storyboard aaaaaaaaaaaa
 * 2) Storyboarding answer aa
 * 3) Storyboarding answer aaaab
 * 4) Storyboarding answer aaac
 * 5) Storyboarding answer aaad
 * 6) Storyboarding answer aab
 * 7) Storyboarding answer aaba
 * 8) Storyboarding answer aac
 * 9) Storyboarding answer bad
 * 10) Storyboarding answer bb
 * 11) Storyboarding answer fa

 * Should these be placed in Category:WikiU Film School? Please help resolve this issue. Just a note from Maintenance. Thanks CQ 01:59, 21 January 2007 (UTC)

 * Yes... and no
 * These pages are part of a single lesson which eventually grew too large. All the pages should all have some category for the film school but they should also have a category for an experimental project.  During the development of these pages, I calculated that this project when completed would require as many as 4,000 pages.  I began to realize that might be excessive. I am still thinking what to do with this lesson.  Robert Elliott 10:12, 21 January 2007 (UTC)

title: Talk:Filmmaking Basics


text:
Portal talk:Mechanical engineering

hi, can somebody start it in table format name, school which ppl belong etc.

Accessible publications for Mechanical Engineering
It would be a very users attracting method to publish list or access to freely accessible publications. (it could also be a good source for interesting news and topics on ME)

Here I post 2 I've found so far, feel free to add more!

 * MCADonline Magazine
 * Prototype Magazine

best regards, WiKimik 19:55, 28 October 2006 (UTC)

Organization?
Departments like the French department have an obvious structure to the courses. For example, if you know nothing about French, it's fairly intuitive to start with French I, then move to French II, etc. Instead of just having a massive list of courses, do we want to develop some sort of structure? For example, have an introductory courses section, having statics, dynamics, thermodynamics, etc, then move on to intermediate courses with solid mechanics, then have more advanced courses which assume the students have the basic knowledge.
 * Might want to check out topic:engineeringand/or engineering for basic courses like statics, dynamics, thermo, etc. rather than redo them all from a mechanical engineering viewpoint.  Mirwin 03:11, 17 December 2007 (UTC)

removal of animation
comment by IP: "sorry, but this animation conflicts with my subconcious motion-detection-mechanisms..." - see. And this is the animation: , Erkan Yilmaz uses the Chat (try) 06:30, 16 June 2008 (UTC)

Утка полезна ли как продукт питания?
В советское время уток в магазинах было завались и дешево! А сейчас почему дорого и огромные?! Хочется покупать маленькие тушки утиные и по цене куриных!

title: Portal talk:Mechanical engineering


text:
Visual Basic/API Use

The Windows API is a rich set of functions for accomplishing common tasks. There are several thousand of these functions, and all are documented on Microsoft's website, MSDN.

Declaring API functions
API functions are stored in DLL files ("Dynamic Link Libraries"; Sometimes called libraries or libs). For your program to use functions from a library, they must first be declared. Declaring a function uses the following syntax:

Declare Function (function name) Lib (library) (arguments)

To declare a function, you must first know what library it is in, and then any arguments it accepts. Happily, these are very easy to discover, often by either going to the link above (MSDN) or googling.

Example
Here, we will use a simple function, called beep to demonstrate how to use API functions. First, we must declare it, the beep function is declared as follows:

Private Declare Function Beep Lib "kernel32" (ByVal dwFreq As Long, ByVal dwDuration As Long) As Long

Once a function is declared, it can be used as if it were a built-in function of Visual Basic. To use the beep function, you must provide a frequency (in hertz), and a duration (in milliseconds). The following line would beep for 1 second at 440 hertz:

Beep 440, 1000

Here's an example of something very strange you can do with Beep API + a For Loop: Option Explicit

Private Declare Function Beep Lib "kernel32" (ByVal dwFreq As Long, ByVal dwDuration As Long) As Long

Private Sub Form_Paint Dim i As Integer For i = 1 To 2600 DoEvents Beep i, 3 ' "Techno rain": Beep Rnd * 20000, 5 ' "Life as a computer in hollywood": Beep Rnd * 20000, 15 ' "YAY! I beat a game from the 70s!": Beep Rnd * 2000, 20 ' "Scary part of a game from the 70s": Beep Rnd * 2000, 200 Next i   DoEvents Beep 200, 500 End Sub

Finding documentation on the functions
There are literally thousands of Windows API functions out there, and guessing the code to declare one is difficult. A list of all functions, their uses, and the code to declare them can be found at the following URL on Microsoft's website:
 * http://msdn.microsoft.com/library/default.asp?url=/library/en-us/winprog/winprog/windows_api_start_page.asp

You can also find API functions from the AllAPI Network, which has a collection of every function and it's use in VB6 as well as VB.NET, along with examples and related functions. This website is also home to a VB6 extension called ApiViewer, which is a massive extension to the outdated program that comes with VB6.
 * http://allapi.mentalis.org/apilist/apilist.php

title: Visual Basic/API Use


text:
User talk:Sushilpawar~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Sushilpawar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sushilpawar~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:04, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Sushilpawar~enwikiversity


text: User talk:Boomthescholar

title: User talk:Boomthescholar


text: User talk:Haidar sabtei

title: User talk:Haidar sabtei


text: User talk:Bakert

title: User talk:Bakert


text: User talk:Zapatista comeau

title: User talk:Zapatista comeau


text: User talk:Astonishyourself!

title: User talk:Astonishyourself!


text:
User talk:DGGV

Wikimedian Demographics update
Hello DGGV. I'm writing because you requested a reminder about progress on Wikimedian Demographics. For the time being these will be about once per month.

Speaking of reminders, it turns out the template question isn't the most efficient way of coming up with a mailing list. If you want to recieve this message on another of your talk pages (or don't want them at all), please edit the list on Wikimedian Demographics/Reminders.

To update on progress so far, there have been somewhere around 50 respondents over the past month, with more trickling in slowly but steadily. There are 7 major surveys (or 12, depending on how you count them):
 * 1) The basic survey (about your participation in Wikimedia)
 * 2) The "geography" surveys (actually 6 of those, for each inhabited continent)
 * 3) The Operating System survey (still stubby)
 * 4) The Wikipedia survey
 * 5) The Commons survey
 * 6) The US presidential elections survey
 * 7) The sexuality and relationships survey

Only the geography surveys have had any major modifications since being originally posted (more countries were added to those).

Several new surveys have been discussed at Talk:Wikimedian Demographics, as well as other places within Wikiversity. A few that might be ready sometime in February include:
 * A survey about Women in Wikimedia
 * A survey about Wikibooks
 * A survey about Wikiversity
 * A survey about administrative issues (including cross-wiki topics such as CheckUser and "global blocking")
 * A survey about environmental issues
 * A survey about religion
 * A survey about international trade

If you have ideas for more surveys, please share them on Talk:Wikimedian Demographics. Thanks for your participation thus far, and we hope to see you soon! --SB_Johnny | talk 11:52, 5 February 2008 (UTC)

title: User talk:DGGV


text: User talk:Roylcsw

title: User talk:Roylcsw


text: User talk:Michael Ignatius

title: User talk:Michael Ignatius


text:
User talk:Soahc 0~enwikiversity

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Soahc 0. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Soahc 0~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:01, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:23, 19 April 2015 (UTC)

title: User talk:Soahc 0~enwikiversity


text:
User talk:Alam

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:38, 1 November 2007 (UTC)

title: User talk:Alam


text:
Category:Learn by doing

The schools in this category are totally devoted to the idea of active learning. Each "learn by doing school" specializes in a particular domain of knowledge while also using an integrative and multi-disciplinary approach.

title: Category:Learn by doing


text:
User:Sebbot/Log/2006-10-13

= Run: 13. Oct 2006 @ 17:24 =

Fixing links pointing to redirects on Wikiversity

 * Site: http://en.wikibooks.org, Template: Template:M2wv, Parameter: 1

Time: 00:05:34.0739107
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 * 57) b:Wikiversity:School of Music/TC2 was not updated because it points to School of Music/TC2, which does not exist and a new location could not be found.
 * 58) b:Wikiversity:School of Music/Voice was not updated because it points to School of Music/Voice, which does not exist and a new location could not be found.
 * 59) b:Wikiversity:School of Music/Violin was not updated because it points to School of Music/Violin, which does not exist and a new location could not be found.

title: User:Sebbot/Log/2006-10-13


text:
Talk:Basic Blues & Rock

Sweeping the garage... chill for a bit CQ 15:38, 13 October 2006 (UTC)

Woot. Ah.
Hey, hey. Okay, I'm still pretty much a beginner at guitar, (only been playing seriously since August) but I'm willing to help out in any way I can with this project, but I'll most likely be learning as I move along. :P --Ex Machina 21:53, 4 December 2006 (UTC)
 * Yo ExMachina! Het, woot! Thanks for posting. I had almost forgotten about this Topic. Soon, I hope to aquire the hardware to hook up and start uploading some audio. Maybe Santa will bring me a new PC that can run DeMuDi or something cool like it! CQ 19:54, 9 December 2006 (UTC)
 * Sweet stuff. I'll help however I can, but I'm a strictly guitar man. Anything you think needs doing on the guitar aspect? I'm still a beginner, but I can edit as I learn. Just let me know if there's anything you think needs doing, and I'll do what I can. --Ex Machina 16:38, 11 December 2006 (UTC)

 * I arranged a DGX-220 Yamaha for Christmas. It is a midi enabled keyboard with lots of builtin instrument voices and music style backgrounds.   Unfortunately I too am merely a beginner.  However if I hook up the thing up right it can play backgrounds for tempo or prerecorded sound effects.   I looked over the documentation on Jack a bit.  It appears to be a c program with a defined API that is used by other programs to synchronize sound effects.  I am more interested in sound tracks for animation clips than personal jamming but I suspect skills acquired in one would be applicable to the other.  I may have dot.com address with high speed dsl that we can use for experimentation I will get back when I know for sure.  Mirwin 04:31, 24 January 2007 (UTC)

Santa finally showed up
A little late but Santa made it! I'm now the proud 'owner' of a batch of recycled boxen that I can start building servers and production workstations with. I'm concentrating on FreeBSD for ices, icecast, apache and the webcasting platform. I'll be looking at debian, ubuntu and gentoo for production. It'll be coming together rapidly. Hang on Sloopy - Sloopy hang on! • yeoman 15:18, 2 May 2009 (UTC)

title: Talk:Basic Blues & Rock


text:
Internet audio

Learning resources

 * Shakespeare's Sonnet 154

Of particular interest for this learning resource: "TOPIC: IoT Standards and Interoperability. IoT should be made to be easy to use, help reduce energy use, and aim for “universal interoperability”. Accomplishing this requires infrastructure in network architecture, and in technology standards of diverse types. SPEAKER:Bruce Nordman – Research Scientist, Lawrence Berkeley National Lab, LBNL." INET- Internet of Things Conference

Design considerations
As the Internet of Things evolves, internet audio will become much more integrated into the total experience of internet users. The network layers for data and streaming content are still being worked out by standards organizations and manufacturers. Many devices already include built-in audio capabilities, but much work is a head for making the operable and interoperable. The voice user interface will emerge at some point to either replace or augment the Graphical User Interface.

title: Internet audio


text:
Doing science

Welcome to the Wikiversity resource on Doing Science.

Objectives
This learning project is devoted to the idea that a good way to learn about science is to do science. The Doing Science project will provide learners with an environment full of activities and learning projects. By participating in these learning projects, you can learn what science is and how science is done, While doing science, you can learn what the past discoveries of science have been and what current scientific investigations are underway. The ultimate goal is to provide participants with science literacy and the ability to use science as a tool for exploring the world.

How to start

 * ask questions - Make use of talk pages.
 * explore - look for activities and learning projects that are related to your interests; if you do not find what you are looking for, create a new wiki page for that topic.
 * describe what you learn - this wiki learning environment is all about collaborative learning. Doing science is also a social process.
 * critique, correct and be open to correction. We learn from our errors.

Where to start

 * Your interests. Start with what you find most interesting
 * Historical perspective. Explore how science has changed and grown through time
 * Cutting edge. Start with the exciting science projects that are going on in the world today.
 * Perception and knowing. How is it possible to know anything?

Major Wikiversity Science Areas

 * Life Sciences
 * Physical Sciences
 * Social Sciences
 * Portal:Practical Arts and Sciences
 * The "Queen of the Sciences": Mathematics

title: Doing science


text:
Bases

Bases are substances capable of reacting with acids to form salts and water.

Theoretical bases
By Bronsted-Lowry theory, bases are species (of chemicals) that accept H+ ions in aqueous solutions.

By Lewis theory, bases are species that donate electron pairs to other species. Most likely a Lewis acid (electron pair acceptor) which will accept the pair and form new molecules.

Def. a substance capable of accepting or neutralizing hydrogen ions is called a base.

title: Bases


text: File:ArtRage 2 SB 1.jpg

title: File:ArtRage 2 SB 1.jpg


text:
Portal:Religious studies

 Welcome to the School of Religious Studies

part of the Faculty of Interdisciplinary Studies and the School of Theology The School of Religious Studies is for multi-disciplinary and secular study of religion.

Religious Studies, also known as the study of religion, is an academic field devoted to research into religious beliefs, behaviors, and institutions. It describes, compares, interprets, and explains religion, emphasizing systematic, historically based, and cross-cultural perspectives.

While Theology attempts to understand the transcendent or supernatural according to traditional religious accounts, religious studies takes a more scientific and objective approach independent of any particular religious viewpoint. Religious Studies thus draws upon multiple academic disciplines and methodologies including anthropology, sociology, psychology, philosophy, and history of religion.

The School of Religious Studies works in close cooperation with the School of Theology.

School news

 * 9 September 2006 - Original Division (under Theology) founded!
 * 4 August 2022 - updated to School of Religious Studies! --- School:Religious Studies

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed).

 * SotanScholar (discuss • contribs)
 * Since 27 August 2014 with Creationism --Marshallsumter (discuss • contribs) 21:06, 13 August 2022 (UTC).
 * dchmelik (discuss • contribs) up to 26 November 2017!
 * DErnestWachter (discuss • contribs), email:[mailto:dewnada@icloud.com dewnada@icloud.com]

Inactive participants

 * davymast (discuss • contribs)
 * vectoreq (discuss • contribs)
 * vanguard (discuss • contribs)
 * melpomenon (discuss • contribs)

Things you can do
Head over to the school page and help out! --- School:Religious Studies

title: Portal:Religious studies


text:
User:Mike Graham

Brief Bio
I am a Civil Engineering student at Texas A&M University. Guess that was brief. Mike Graham 19:13, 13 October 2006 (UTC)

title: User:Mike Graham


text:
Basic Blues & Rock

Welcome to the Wikiversity Rock & Blues Garage, part of the School of Music and home of the Garage Band. Get ready to Rock!

Department description
Participants study the basic Blues patterns, the elements of Rock & Roll, Hard Rock, Headbanging, Jamming, Establishing a Groove, and other Garage Band traditions.

Department news

 * Friday 13 October 2006 - Department founded!
 * 02:02, 13 February 2007 (UTC) - Guitar lessons being recorded ... tune your IRC client to #wikiversity-en for details in real time.

Learning Projects
See: Learning Projects and the Learning model.

Portals
Portal:Music

 * Introduction to Music
 * Understanding music
 * Introduction to Chords
 * Beginners Music Theory
 * Key Signatures
 * Scales
 * Intervals
 * Aural Training

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the learning project (learning projects are independent pages in the main namespace) and start writing!

We're going to be using learning project template, to build our new:

 * Portal:Music/Blues & Rock

Collaborations

 * Wikiversity the Movie/music - participants make the sound track, including original music, for Wikiversity the Movie.
 * Creating music with your PC - participants make music using their personal computer
 * Audio Engineering - we're going to try to build a repository of original audio files, through a new project...
 * Internet Audio and Video - Wikio - Wikiversity's Web radio station, where we may eventially be able to facilitate Jamming Online. (who knows?)
 * Getting started with sound recording - need to do this right away

Lessons
Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

 * Blues basics
 * Rock basics
 * Blues & Rock instruments
 * Guitar tuning
 * Circle of fifths
 * add many!

Sessions
We're going to customize Learning project codes, by adding "sessions":

 * Portal:Music/Blues & Rock
 * Tuning up
 * 12-bar Blues Jam
 * Learn to Rock
 * Forming a Band

These will probably be made from templates of some sort that work through a Tablature system that we'll have to come up with. The current session will be in the section Garage below and on Topic talk:Basic Blues & Rock.

If everything goes according to plan, we should be able to produce actual audio files. See The Future: Native Firefox ogg Support and Internet Audio and Video.

Garage
Sweeping the garage... chill for a bit

Meanwhile, you can read Introduction to GarageBand

To do
Lots of things to do

See: Naming conventions

Chores
Wikiversity is really new and plenty of mundane chores need to be done:

 * A lot of things were imported from Wikibooks, and need to be refactored to work well here.
 * Portal:Music and Category:Music need a major sweep.
 * Wikiversity needs better representation at other w:Wikipedia:Sister projects and we could probably help with that. See Wikiversity outreach
 * add stuff here

Lists
We need a list of lists:

 * things to put in our new Category:Blues & Rock
 * things to include on Portal:Music/Blues & Rock.
 * articles for Category:Blues & Rock:

 * 1) genres
 * 2) instruments
 * 3) artists

We can draw on Wikipedia for most all of this but we need to decide what to include in the Wikiversity main namespace.

Active participants
Active participants in this Learning Group

The histories of Wikiversity pages indicate who the active participants are. Please introduce yourself fully under a new section (use + and your username as a heading) at Topic talk:Basic Blues & Rock and enroll below.

Enrolled

 * 1) CQ • no subpage yet
 * 2) Ex Machina • no subpage yet
 * 3) Mirwin Music SubpageUser:Mirwin/musical_activities
 * 4) TheVividDream • no subpage yet
 * 5) Thierry613

User subpages
We're going to make this section a bit more accomodating to the Musician ego. We would like to ask participants to create a subpage to their userpage with a format that includes links to instrument you play (or want to learn) – Guitar, Bass, Drums, Saxophone, etc. Instrument articles should be in the main namespace. If not create one!

You should also indicate styles and influences: Beatles, Pink Floyd, Electronica, Delta Blues, etc. If you have your own website, you can of course list that, too, but see the next section.

If you are a member of a Music or related WikiProject at Wikipedia, you can show that also.

Once we come up with a format, we'll do a template like or something. Meanwhile just introduce yourself on the talk page.

Someday, we may form the Wikiversity Gargage Band!

Resources
These are mostly at Sister projects (under the Wikimedia Foundation umbrella). Wikiversity resources should be listed above this section.

Meta
Meta

 * Embed Media

Wikibooks
Wikibooks

These may be imported to Wikiversity later :

 * The Physics of Music
 * Triads
 * add other wikibooks here

Commons
Commons :

 * commons:Category:Music
 * commons:Category:Wikiversity music New!

Wikipedia
Wikipedia :

 * w:Portal:Music
 * w:Portal:Rock and Roll
 * w:Category:Tuning START HERE
 * w:Category:WikiProject Music
 * w:Wikipedia:WikiProject Music terminology
 * w:Wikipedia:WikiProject Songs

External resources
This section is not for linkspam! These should be links to relevant resources.

USE COMMON SENSE!: If and only if you are enrolled above, you may include a link to your site below preceded by three tildes. If your sight has innapropriate content, obnoxious advertising ploys, or other crap, its link will be removed!

 * Category:Music @ Wikia.com
 * Virginia Tech Multimedia Music Dictionary
 * Linux Audio Developer's Simple Plugin API (LADSPA) (for Techs)
 * TapeOp Magazine - Creative Music Recording Magazine Tape Op: Free in US and UK but... "Tape Op Magazine requires you to have a valid email address to maintain and renew a free subscription. If you do not have a valid email address, you can purchase a first class subscription"

title: Basic Blues & Rock


text: Category:Blues & rock

title: Category:Blues & rock


text:
Portal talk:French

Renovations
Due to the French Language Division not being used in well over a year, I have decided to put it under heavy renovations. All previous pages have been archived and will remain visible to those who desire to view them. They are the following: Main Page, Topic talk, and the French stream. Readyokaygo (talk) 04:39, 1 July 2012 (UTC)

Wonderful Job
Just looking at how pleasantly arranged and dispayed this page is makes me want to learn French :3 --Simplex (discuss • contribs) 03:31, 24 June 2013 (UTC)

title: Portal talk:French


text: Portal:French/Learn French

title: Portal:French/Learn French


text:
Wiki Campus Radio

Wiki Campus Radio is...
Wiki Campus Radio is a learning project to build a Web radio stylized webcasting service for Wikiversity community projects. It is a way to increase participation in Wikiversity while strengthening its community and extending its reach... more

Wiki Campus Radio is Free as in speech and Free as in Beer.

Participants
The userbase is always to be counted on for supplying requirements and specifications for hardware and software, creating audio content of all kinds and establishing how the WCR platform is built, operated and maintained.

Userbase
Add your name here!

User subgroups
All members of the userbase can select roles for themselves. See and edit the guidelines to discover where you might fit in or make a place for yourself if one has not yet been suggested.

User subgroups:
 * WCR/Custs - Wiki Campus Radio/Custodians
 * WCR/Devs - Wiki Campus Radio/Developers
 * WCR/Ops - Wiki Campus Radio/Operators
 * WCR/Tribs - Wiki Campus Radio/Contributors
 * ...add a subgroup...

You can require and specify what you want Wiki Campus Radio to be and do.

Anyone can be a part of the making of Wiki Campus Radio!

Learning Materials
For information on early test material see Early sessions

Sessions
While the Graphical User Interface (GUI) has served MediaWiki users well for all these years, Voice over Internet Protocol (VoIP), Internet Audio, Speech Synthesis, artificial intelligence, speech recognition and other once-futuristic notions have Netizens wondering, "What's Next?". Wiki Campus Radio may|might|shall|should|will|would|can|could provide the long-awated Sonic User Interface (SUI). The key is realtime control of user interfaces that deal with sound and speech.

Holiday Specials

 * Halloween Special: October 31st, 2008. Wiki Campus Radio aired a special schedule, see this page for listings.
 * Plans for similar specials - help wanted!

Planned sessions
The proposed Session: namespace may help put the io in Wikio – Audio Input/Output:
 * Session:Guitar Tuning see Guitar/Lessons for an example
 * Session:News Flash
 * Session:Interview
 * Session:Multi-Language
 * Session:Brainstorm
 * Session:Net Meeting
 * Session:Public Forum
 * Session:Test

Ideas for sessions and shows:
 * Daily News - a news report provided by wikinews and updates hourly
 * Across the Wikiverse - a "live" audio variety show hosted by Charley
 * Free Culture Roundtable - a talk show hosted by FreeCulture.org and Wikiversity
 * Discussion on various copyleft pod/*-casts, and ways to co-ordinate
 * Discussion about general production of audio material
 * New ideas for WCR - speaker's corner/voice colloquium, additional shows/topics
 * Interviews. Topics: technology and education.
 * a short infomercial about Wikiversity see Image:Wikiversity short.gif for a video version
 * Wikimedians about education - a live audio enquiry with Wikimedians from hole around the world about wiki and education
 * add a session idea
 * Discussion about common science fiction topics
 * Fiction writing, first discussion about Fiction writing support group and Science Fiction Challenge and a wiki novel: VirileMail
 * Music performances by users, using royalty free scores.
 * Replacement of phosphorus by arsenic in living organisms - audio chat discussion: example of NASA publicity gone too far?

Collaborative learning
WebcastAcademy.net Curriculum

Learning groups
Wiki Campus Radio is a major project crossing several areas of study:

Schools

 * School:Music
 * School:Speech
 * School:Sociology
 * School:Journalism
 * School:Linguistics
 * School:Public Affairs
 * School:Community Studies
 * School:Media Studies
 * School:Computer Science
 * School:Engineering and Technology
 * add a school

Divisions

 * Topic:Audio Engineering
 * Topic:Basic Blues & Rock
 * Topic:Internet Audio and Video
 * Topic:Announcing and Public Speaking
 * add a division
 * add a division

Departments

 * Topic:Licensing
 * Topic:Advertizing
 * Topic:Sound Recording
 * Topic:Music Production
 * Topic:News and Information
 * add a department
 * add a department

Resources
Whole Wheat Radio is an up-and-running "wikified" web radio station based in Alaska, USA with an international listenership. Their website uses an extensively modified version of MediaWiki and they have very tight real time communication which offers direct experience with online facilitation. Please check 'em out! • yeoman 16:04, 5 July 2009 (UTC)

Categories
Active categories:

 * Category:Audio engineering
 * Category:Journalism
 * Category:Learning projects
 * Category:Webcasting
 * Category:Wikiversity culture
 * Category:Wikiversity School of Media Studies
 * 1) add a category

Propose a Category

 * Category:Multimedia Production

title: Wiki Campus Radio


text: Topic talk:French/French stream

title: Topic talk:French/French stream


text:
Wikiversity talk:Page protection templates

Wouldn't it be easier to have someone place it in a subpage of there user page, and make it a rule that people can't edit other peple user pages?--Rayc 01:45, 14 October 2006 (UTC)

I think it's limited in that sometimes you want other people to be able to edit, but only certain people (those specifically involved in the research project in question, perhaps). Also, this wont solve the "deference" issue; someone who's developing a project may feel very frustrated if someone else comes along and completely reshapes the project without their consent. Also, I don't like the wording on the "Scholarly Ethics" template, and don't think it should be required as is, at least. The Jade Knight 01:50, 14 October 2006 (UTC)

 * THat could be page protection template #2; it designates a specific group of allowed editors. --JWSchmidt 01:53, 14 October 2006 (UTC)

Interesting. I think we need to keep in mind the protection templates (as I perceive them) are about configuration management and control. I.E. Allowing learning users to find material acccurately labeled as to trustworthiness and accuracy. I think the review process is ultimately going to require multiple documented reviewers to have any useful meaning but this looks like a good start to begin evolving a better process. The forking and tailoring draft process is related as it is intended to allow disputing groups to separate and evolve separate materials either with different content or orientation or pedagogical style etc. Mirwin 19:41, 30 October 2006 (UTC)

Surely the central concept of a wiki is that anybody can edit any page. By hosting your content at Wikiversity you are effectively making an agreement to let other people edit this content. I think that this rule should only be rescinded in exceptional circumstances. I suggest that contributors who feel they need personal control over the content of pages should consider hosting these pages outside Wikiversity and put links to them on the relevant Wikiversity page. Mystictim 13:59, 10 January 2007 (UTC)
 * Sometimes when a person is engaged in an intellectual exploration their work is fragile and needs protection from others. You can call this "exceptional circumstances" but it is very real and needs to be respected in an environment that is supporting learners. The idea that "anybody can edit any page" is a concept like "perfect circle"; it should be ignored whenever it conflicts with actual human needs. --JWSchmidt 14:28, 10 January 2007 (UTC)

Wrong page?
Shouldn't we be dealing with the issue and practice of page protection at Page protection, and leave this page for listing/explaining the templates that we can use for that purpose? Cormaggio talk 20:01, 25 June 2007 (UTC)

Page protection templates is not really supposed to involve custodians.....it is a way for people to restrict who can edit a page "on the honor system", in other words, the custodian tools for page protection do not have to be used....you just put up a template and ask people to not edit a particular page indiscriminately. --JWSchmidt 22:28, 25 June 2007 (UTC)

 * i've tried to clarify this in the article. Please feel free to clean up if you know more and/or can improve this further. Boud 21:41, 4 February 2011 (UTC)

current proposal at wikimedia strategy

 * Proposal: Authoring groups, Erkan Yilmaz uses the Chat (try) 16:48, 21 March 2010 (UTC)


text:
User:Rayc/Unipages

www.uni-pages.com

Directory for student needs whilst at university; helps you buy, sell, request anything for the student life. It also helps you find jobs related to your course, and accommodation in the same area as your university! So much easier to use than other unrelated sites!

Computer engingeering course pages

 *

All online courses

 * Connecticut College
 * Fairfield University
 * Quinnipiac University
 * Sacred Heart University
 * Saint Joseph College
 * Central Connecticut State University
 * Charter Oak State College
 * University of Connecticut
 * Eastern Connecticut State University
 * Southern Connecticut State University

University Wikis

 * Connecticut College

title: User:Rayc/Unipages


text:
User:Tony1

See my user page on Wikipedia.

title: User:Tony1