Thursday, December 11, 2008

Osmanli political-economic system

"Moslems alone were obliged to perform military service, and were thus alone eligible for the tenure of land. This was distributed as a reward for service and provided a source of recruitment in the form of military fiefs, free of taxes. Christians were exempt from military service, hence benefitted from no such landed rights. Instead they paid a head tax for the army's support. In the country districts this made them subservient in status to the landholding Moslems. Thus they tended to live and work in the cities and towns, where such civil disabilities were counterbalanced by economic advantage. But through voluntary conversion to Islam, the Christian became automatically an Osmlani, with his origins soon forgotten, enjoying freedom from taxation, the right to hold land, opportunities for advancement, and a share in the benefits of the Moslem ruling elite. Hence, at this stage of Ottoman history in Asia, the growing number of converts to Islam.

Feudal though it was, this Ottoman system of land tenure through military fiefs differed essentially from the feudal system in Europe, in that the landholdings were small and above all seldom hereditary. For all land was the property of the state. Thus at this stage there was to arise in the Ottoman empire no landed nobility, such as prevailed throughout Europe. The sultans retained absolute ownership of the soil they conquered. Moreover, as they continued to conquer, more holdings became available as rewards for more soldiers. Within the framework of this system Orkhan now organized, with the initial advice of his brother, Ala-ed-Din, a regular standing army under the sovereign's command, a professional military force on a permanent war footing, of a kind not to be emulated in Europe for a further two centuries."

Lord Kinross, The Ottoman Centuries, p. 33

Tuesday, December 9, 2008

Inches and AUs

63,360 inches in a mile. 63,239 astronomical units in a lightyear. That's less than .2% different. What's up with that?

Saturday, December 6, 2008

Renaissance?

A few weeks ago, I posted about my discovery that there wasn't a "dark ages," but rather a shift in the center of Christian civilization from Rome to Constantinople, where Christian civilization and scholarship thrived for another thousand years. Today, I discovered something else -- the "renaissance" was not so much a rebirth of interest in scholarship as an exodus of scholars from Constantinople in the last 50 years before it fell to the Muslims in ... coincidentally ... 1453 -- right at the beginning of the "renaissance."

Scholars who left Constantinople in the 15th Century:

Manuel Chrysoloras -Florence, Pavia, Rome, Venice, Milan
George Gemistos Plethon -Teacher of Bessarion
Bessarion
George of Trebizond -Venice, Florence, Rome
Theodorus Gaza -First dean of the University of Ferrara, Naples and Rome
John Argyropoulos -Universities of Florence, Rome, Padua teacher of Leonardo da Vinci
Laonicus Chalcocondyles
Demetrius Chalcondyles -Milano
Theofilos Chalcocondylis -Florence
Constantine Lascaris -University of Messina
Henry Aristippus
Michael Apostolius -Rome
Aristobulus Apostolius
Arsenius Apostolius
Demetrius Cydones
Janus Lascaris or Rhyndacenus -Rome
Maximus the Greek studied in Italy before moving to Russia
Ioannis Kottounios -Padua
Konstantinos Kallokratos
Barlaam of Seminara -Teacher of Boccacio
Marcus Musurus -University of Padua
Michael Tarchaniota Marullus -Ancona and Florence, friend and pupil of Jovianus Pontanus
Leo Allatius -Rome, librarian of the library of Vatican
Demetrios Ducas
Leozio Pilatus -Teacher of Petrarch and Boccacio
Leo Allatius, portrait in the Collegio Greco of Rome
Maximus Planudes -Rome, Venice
Leonard of Chios -Greek-born Roman-Catholic prelate
Simon Atumano -Bishop of Gerace in Calabria
Isidore of Kiev
Elia del Medigo -Venice
George Hermonymus -University of Paris, teacher of Erasmus, Reuchlin, Budaeus and Jacques Lefèvre d'Étaples
John Chrysoloras -scholar and diplomat: relative of Manuel Chrysoloras, patron of Francesco Filelfo
Andronicus Contoblacas -Basel, teacher of Johann Reuchlin
John Servopoulos -Reading, Oxford; scholar, professor
Johannes Crastonis Modena, Greek-Latin dictionary
Andronicus Callistus -Rome
Gerasimos Vlachos -Venice
George Amiroutzes -Florence, Aristotelian
Gregory Tifernas -Paris teacher of Jacques Lefèvre d'Étaples and Robert Gaguin
Nikolaos Sophianos -Rome, Venice: scholar and geographer, creator of the Totius Graeciae Descriptio
Totius Graeciae Descriptio
Zacharias Calliergi -Rome
Mathew Devaris -Rome
Antonios Eparchos -Venice, scholar and poet
Maximos Margunios -Venice
Mathaeos Kamariotis
Nikolaos Loukanis -Venice
Iakovos Trivolis-Venice
Janus Plousiadenos -Venice, hymnographer and composer

So there was no "renaissance of knowledge after a long period of religious superstition." All the smart people were living in Constantinople until the city was taken over by foreign invaders. Those scholars spread throughout Christian Europe, bringing their knowledge with them, and bringing the light of philosophy and science -- which had grown vastly during the 1000 year Christian empire -- to the dark, ignorant continent of Europe.

Just as the "Dark Ages" was merely the shift in cultural power and influence from Pagan Rome to Christianizing Constantinople, the "Renaissance" was merely the shift in cultural power and influence from Christian Constantinople to Christian Europe.

Sunday, November 23, 2008

The beginner.

"Whom would these men [of the establishment] fear most, psychologically, and least, existentially? The brilliant loner. The beginner. The young man of potential genius and innocently ruthless integrity, whose only weapons are talent and truth. They reject him instinctively, saying that he doesn't belong. To what? Sensing that he would put them on the spot by raising issues they'd prefer not to face. He might get past their protective barriers once in a while, but he is handicapped by his virtues -- in a system rigged against intelligence and integrity. We shall never know how many precociously perceptive youths sensed the evil around them before they were old enough to find an antidote, and gave up in hopelessly indignant bewilderment. Or how many gave in, stultifying their minds. We do not know how many young innovators may exist today, and struggle to be heard. But we will not hear of them because the establishment would prefer not to recognize their existence, and not to take any cognizance of their ideas." -- Ayn Rand.

Saturday, November 22, 2008

Expanding Earth Revisited



Results of a long discussion with a bunch of geologists. That's not to say that they agree with me -- far from it -- they stated in no certain terms that I am a "jackass." But as is usually the case when dealing with academics, I learn the most valuable information in spite of rather than because of its source.

There are three lines of evidence to support the idea that the Earth is expanding, with the oceans constituting the increased surface area: They are geologic, biological, and historical.

The geologic ones are the most compelling, so I'll begin there:

1) As is well-known, the continents adjacent to the Atlantic fit together, that the Midatlantic ridge traces their breaking point, new crust is continually being created at the Midatlantic ridge, and the oceanic crust gets progressively older the further one gets from the Ridge. To verify that, take a look at the image to the right, which shows sea crust ages with red youngest and blue oldest.

2) What's not so commonly known as that the Americas fit with Australia and the Asian trench system as well.

a) Look at Australia and South America. The nub on the Eastern cost of Australia fits into the indentation in South America. Also, look at the East Pacific rise. Although turned slightly clockwise and elongated slightly, it's a perfect fit for Western coast of South America. That turning and elongation is reasonably explained by the existence of another ridge, running from the East Pacific rise to the Chilean coast, and itself producing new crust.

b) Look at the trench immediately off of Kamchatka, headed south to the Mariana trench. Notice that if you slide that trench along the curve of the Aleutian trench, it would be a perfect fit for the Western Coast of North America.



3) So the continents fit together like puzzle pieces on both ends. Is it proof that they were once connected? No. But the evidence that they fit on one end is just as good as the evidence that they fit on both ends, because it is based on identical facts. It seems to me, then, more reasonable to conclude that they were one once linked on both ends than to conclude they were once linked on only one.

4) Also interestingly, the sea crust is substantially younger than the continental crust. Like ... the oldest sea crust dates to approximately 250M years, while the continental crust dates to approximately 4B years. While those dates are based on questionable methods and shouldn't be taken as gospel, they do provide stong evidence that the Atlantic and Pacific (at least the Pacific East of the trenches) formed at the same time. Standard theory, of course, has it that all the continents were bound in Pangaea, and then split, floating their way back into the Pacific, which is (presumably) growing ever smaller. In that scenario, of course, we would expect the Pacific to be older than the Atlantic -- after all, the Pacific was already there when Pangaea broke up. But interestingly, it's not. Both oceans are the same age. And much younger than the continents.

5) The trenches in the Pacific experience extremely frequent earthquakes. There's really no question about that. But a little known fact about those earthquakes is that the earthquakes less than 300km from the surface at tensional, rather than compressional earthquakes. What that means, in simple terms, is that the wave characteristics of the earthquake indicate that it was caused by crust pulling apart, rather than being pushed together. Standard theory explains this as being a result of the downward moving, subducting slab being pulled away from the crust above it. The "Benioff zones" are also used to bolster this conclusion. As in the earthquake map above, earthquakes occur at progressively greater depth as one moves away from the center of the Pacific. This is seen as consistent with increasing depth of the slab subducting under the Asian plates.

There's a problem with that interpretation, however. Specifically: the "subduction" zones don't look like one rock going under another. The trenches, for example, are enormously deep, and steep -- usually less than 5 degrees from vertical. descending quite quickly. (Don't be fooled like I was by pictures that show them to be super-steep -- the vertical scale is consistently exaggerated, even on 3d images without a scale). They are also generally quite wide -- often approximately 50km wide. Is that what we'd expect if one giant piece of rock was being pushed under another? No way. First of all, we would expect compressional, rather than tensional earthquakes, as the subducting slab pushed against the continental slab. We have the opposite. We would expect a moderate slope toward the subduction zone that showed us the direction of motion of the slab. Instead we have a flat seafloor, followed by an enormous drop in a nearly vertical direction. Further, while we have direct physical evidence of new crust being formed at the ridges, we do not have direct physical evidence of old crust slipping under the other crust at the subduction zone. Finally, if one plate is slipping another another, we would expect an immediate rise in the crust that's on top -- but we don't have it. We have a volcanic zone some distance beyond the trench, but no slow rise right there to account for the "buried" ocean crust.

It simply does not look like subduction is happening.

But what if those trenches are not caused by subduction, but by stretching? What if the giant, steep trench is caused by the two plates pulling apart rather than being forced together? Well, we'd expect it to be steep (which it is) look the slope of a glacier when an iceberg breaks off. We'd expect it to be wide (which it is), rather than narrow, as it was continually being pulled apart. We'd expect a lot of earthquakes (which there are) from the pulling motion. We'd expect volcanos on the continental side, as the pulling motion "loosened" crust further toward the continent, creating passageways for lava from the mantle to reach the surface. Finally, we'd expect the earthquakes to get deeper and deeper as one approaches the continent (Benioff zones), as earthquakes only occur in brittle Earth, and the mantle is (except in its uppermost regions) plastic and not given to Earthquakes, and continental crust is much, much thicker than oceanic crust, allowing Earthquakes to occur at much deeper levels. Finally, we would expect the earthquakes (at least in the crust) to be tensional, rather than compressional. Which they are.

For icing, add the fact that the trenches on the Asian side of the Pacific fit the coast of North America perfectly.

Strong evidence, it seems to me, that the trenches are caused by tearing, rather than subduction.

6) Expansion without subduction. One more important point in the realm of geology. An oceanic ridge surrounds the entire continent of Antarctica. The necessary implication is that there is expansion southward. In order to absorb that new crust (and keep the size of the Earth static), there must be a subduction zone going East to West around the Earth. But there is no such beast.

So enough geology. There's also evidence in biology.

1) This map shows the present-day distribution of marsupials. Interestingly, they're found in Australia and the Americas. Now don't get me wrong -- fossils of marsupials have been found on all seven continents (including Antarctica). But the fact that marsupials survived to a much later date in the Americas and Australia supports the idea that the continents were linked, such that Australia was ecologically and biologically linked with South America -- more linked, in fact, than to the ecosystems in between.

2) Giant animals in the past: The fossil record is full of animals that could not survive in today's gravity. Arthropods bigger than humans. 3-ft long dragonflies. 2M millipedes. Giant claw reveals the largest ever arthropod" (2007), Biology Letters. And let's not forget the dinosaurs -- 350lb flying creatures, enormous saurapods, etc. No way in the world they could make it in today's world. Yet somehow, they used to. How? Maybe reduced gravity on a small world?

Finally, some historical references:

Plato wrote in the Timaeus:

"For these histories tell of a mighty power which unprovoked made an expedition against the whole of Europe and Asia, and to which your city put an end. This power came forth out of the Atlantic Ocean, for in those days the Atlantic was navigable; and there was an island situated in front of the straits which are by you called the Pillars of Heracles; the island was larger than Libya and Asia put together, and was the way to other islands, and from these you might pass to the whole of the opposite continent which surrounded the true ocean; for this sea which is within the Straits of Heracles is only a harbour, having a narrow entrance, but that other is a real sea, and the surrounding land may be most truly called a boundless continent."

What a strange lie. That is, if it is a lie.

But let's not forget old Genesis.

Gen 2:5: "For the LORD God had not caused it to rain upon the earth, and there was not a man to till the ground. But there went up a mist from the earth, and watered the whole face of the ground."

Gen 6:11: In the six hundredth year of Noah's life, in the second month, the seventeenth day of the month, the same day were all the fountains of the great deep broken up.

Gen 10:25: And unto Eber were born two sons: the name of one was Peleg; for in his days was the earth divided.

Also strange historical references. That is, unless something crazy and cataclysmic happened to the Earth's geology, causing massive changes in continental configuration.

Saturday, November 15, 2008

Nature

"Nature, to be commanded, must be obeyed." -- Francis Bacon.

What is philosophy

Reading through "Philosophy: who needs it" by Ayn Rand. Greatness. And it left me with the question: what is philosophy?

Possible definitions:
1) Philosophy is opinion about unknowable things, and arguments to support said opinion;
2) Philosophy is opinion about the fundamental nature of being, which is knowable, and arguments to support said opinion.
3) Philosophy is the tools and structure to one's thought -- the ideas we bring to our experience in order to process experience and determine action.

I think that in practice today, most people use one of the first two definitions -- non-philosophers typically use the first one; philosophers typically use the second. But I don't think either is meaningful. I don't think philosophy is about opinions or arguments to support opinions. I think philosophy is a toolbox of logical, moral, and aesthetic precepts that we bring to our experience and choices. I think it's less about what our opinions are, and more about how we form our opinions. I think it's less about the destination, and more about the process.

Does that mean that opinions are pointless? No. But I think those opinions (when meaningful) fall outside the purview of philosophy. That is to say, my opinions about how what gravity is are not "philosophy" -- there are "science." My opinions about what good art is are not "philosophy" -- they are "taste." My opinions about how I ought to behave are not "philosophy" -- they are my morality.

Philosophy is the tools by which I come to those opinions. It is the practices of deduction, induction, and abduction. It is the practice of identifying and defusing logical fallacies. It is the practice of always defining terms precisely prior to their use.

And those tools of philosophy serve us everywhere -- in love, politics, art, work, and children.

I think that the emphasis placed on "opinions" in philosophy courses is misguided. I think that opinions should be identified, but that the meat and potatoes in philosophy should be in the reasoning that goes into those opinions, rather than the opinions themselves. That is to say, the point of a philosophy class should not be to figure out whether you are Hegelian, Kantian, and Randian. The point of a philosophy class should be to figure out how to think about all the questions raised by those people, and thereby learn how to think about the questions raised by our lives.