Confucian Analects Book XV Part 3 (孔夫子論語:衛靈公第十五 第三部份)

Author: Confucius (孔夫子); translated by James Legge

The Master said, A gentleman is firm, not quarrelsome; a friend, not a partisan.

衛靈公第十五

BOOK XV

21. 子曰:「君子矜而不爭,群而不黨。」

The Master said, A gentleman is firm, not quarrelsome; a friend, not a partisan.

22. 子曰:「君子不以言舉人,不以人廢言。」

Hollows of Memory: From Individual Consciousness to Panexperientialism & Beyond

Preface/Introduction (by Gregory M. Nixon): Abstract: This is an introduction to the three target articles to follow: (1) From Panexperientialism to Conscious Experience: The Continuum of Experience (starting at page 216); (2) Hollows of Experience (starting at page 234); and (3) Myth and Mind: The Origin of Human Consciousness in the Discovery of the Sacred (starting at page 289). http://jcer.com/index.php/jcj/article/view/20

Let Prespacetime Physics Begin with the Spirit of LHC Success on March 30, 2010 (Part 3)

On to What Effect LHC Experiment Should Arrive (by Dainis Zeps): Abstract: We consider idea of hierarchical multitime notion and of the cone of creation. Following this idea, the time used in traditional sense is only a single projection of time in the multitime. Multitime must have inner dimension upwards turning it into hierarchical structure which acts as what we call global cone of creation. On our time projection, evolution of species and BB, both global and local, in SM are examples of local cones of creation.

Let Prespacetime Physics Begin with the Spirit of LHC Success on March 30, 2010 (Part 2)

p-Adic Square Root Function and p-Adic Light-cone (by Matti Pitkänen): Abstract: The argument of the article demonstrates that the extension allowing square roots of ordinary p-adic numbers is 4-dimensional for p

Physical Time Is Run of Clocks in Timeless Space (by Amrit S. Sorli)

Let Prespacetime Physics Begin with the Spirit of LHC Success on March 30, 2010 (Part 1)

The Possibility for Answers from Physics (by Jonathan J. Dickau): Abstract: When considering the question of what is possible to learn in Physics, we are grappling with issues of what is known, what is unknown, and what is knowable. To an extent, this involves weeding out meaningless or misleading questions and nurturing those questions which will lead us to a greater understanding of what is happening in the universe. But often such a determination rests on finding a broad enough framework to accommodate known factors emerging from different disciplines.

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