Bibliographic record
Abstract
A fascination with the stars over Jamaica led Milton Dawes to discover general semantics. One night while engaged in my usual stargazing, saw a star, Canopus in the constellation Carina, that found so beautiful to look at - it was like a diamond in the night sky - decided to go to the library and read about stars, Dawes told us recently. I first read Science and Sanity around 1955. borrowed it from, at that tune, the only library in Kingston, Jamaica, hi the library found, on one set of shelves, books on astrophysics and astronomy. On the other side, found books on philosophy and psychology - Descartes, Hume, Russell, Whitehead, Bergson, Eddington, Adler, Jung, and others. In those days, didn't understand much from these thinkers. Applying general semantics principles, now know more about my difficulties in understanding some of these philosophers. Then came across Science and Sanity, which understood to a greater extent. Thus began a passionate commitment to general semantics in which Dawes continues to serve both as student and teacher, in which he has given uniquely to his students, and for which he has received well-earned recognition, hi 1995, Dawes received the first Irving J. Lee Award for Excellence in Teaching General Semantics, sponsored by Dr. Sanford I. Berman, and in 2000 he received the Talbot Winchell Award for his significant contribution to the spread of general semantics. Musician, creative thinker, writer, seminar-workshop leader, Trustee and Ambassador at Large of the Institute of General Semantics, Dawes takes an innovative approach to the teaching of general semantics. He often uses music: he will play parts of a song and analyze it in small steps to illustrate how we can use the calculus to increase our own awareness. He will distribute rhythm instruments to his students, and encourage them to play along as he plays the drums (African djembe). He draws on a wide range of skills and experiences from his diverse interests to enliven his work. I first visited Canada as a member of the Jamaica Pistol Team to the Pan American Games in Winnipeg in 1967. didn't win any medals, and a few days after the competition, flew to Montreal to join the Jamaica National Dance Theater Company as a dancer - part of the Expo 67 celebrations. had also entered several Mr. Jamaica body building contests. still do my weight lifting exercises. In the early sixties, was a member of a rock-androll band called The Souvenirs. played the harmonica. Also, was a member of the Jamaica Folk Singers. We did a North America tour in 1971.1 even did a very brief stand-in during a fight scene for one of the bad guys in the first James Bond film, Dr. No, filmed in Jamaica. In Montreal, was one of the drummers who started Drumming on the Mountain about 25 years ago. It has become a tourist attraction with thousands of people visiting the site, and hundreds dancing to the drums on Sundays when the weather permits. I did not know of the Institute of General Semantics or the International Society for General Semantics until moved to Canada in 1968. went to my first general semantics seminar in 1972. At the Memorial Lecture that November, Charlotte Read asked me if intended to attend another seminar. told her that came to the first seminar to see if was on track in terms of my interpretation of what had read; and that was satisfied was on track and thought had something to offer in terms of my studies of Science and Sanity. She invited me on the spot to join the Institute teaching staff and accepted. Dawes, who has been on the teaching staff of the Institute of General Semantics for over 27 years, has given seminars, credit courses, and workshops to college students and to professional and non-professional groups in Canada, the USA, and Australia. His course topics include critical thinking and general semantics as a meta-critical-thinking system, problem-solving and decision making, living creatively, improving relationships, developing communication skills, management of change, conflict management, stress management, language and behavior, rhythms of life, thinking about thinking, and applying the methods of science and mathematics to everyday living. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".