Welcome to yet another class on control of non-linear dynamical systems, alright. So we are now, well they say it is lecture 6-7, we are in I believe the fourth week, yeah. And we have already seen all the stability theorems, different variants, we have seen some examples. I believe you already, did you already have your tutorial or is it going to happen this coming Saturday, okay, alright. So, you will also have your first tutorials where we will look at, you know all the, well hopefully you will see some examples on how to use the stability theorems, alright. And in the last set of lectures we saw the proof of the stability theorem, okay. We, of course we did the proof of one specific theorem, alright. This is the most basic theorem on Lyapunov stability, but you saw that it still gets relatively involved technically, okay. So, we need to make some interesting arguments. So, we went through multiple steps. So, in the first stage we, the dominating function that is the class K function was taken to be some simple structure, right. And based on that given an epsilon we chose a delta, alright. And in all cases the choice of delta always had this kind of a structure, okay, always had this kind of a structure, right. And then we went on to the more general case and here also things were not significantly different, alright. So, the way we choose delta was again very similar. Instead of the alpha epsilon 1 square we just plug in the epsilon 1 into the class K function itself, alright. So, of course there were some technicalities here and there I mean started with an open set then you took inverse of the open set using a continuous function. So, you got another open set. So, all of those things some of which are illustrated with pictures like this were also involved, okay. So, it was a game of, I mean this epsilon delta business is completely a game of finding these open sets, alright. So, that is what we were trying to do because we do not have a structure for V itself nor do we have a structure for the differential equation, yeah. But you see the power of, I hope you sort of get a feel for the power of the method that this theorem is very qualitative, right. It does not rely on what is your system, what is your Lyapunov function, it works, okay. Irrespective of what is your function, what is your Lyapunov function and so on and so forth you can get a stability result and this is how the proof will be, okay. Now, of course I wanted you to complete the uniform stability proof, the homework has already been posted, yeah. I believe one homework is already due, okay. So anyway, so this is how we proceed, we will continue to do some homeworks in between there will be due homeworks and things like that. So, please go on and continue to do this because the homeworks are relatively small extensions of whatever we are doing in class. So, honestly if you are sitting in class the homework should not take you more than 15, like each problem should not take you more than 10, 15 minutes, okay. So, if you are following most things in class homework should be relatively easy to do, okay. So, I hope that you are focusing on doing your homeworks, a large part of the grade is in fact in the homeworks, okay, great. So, what do we want to do now? We stated the stability theorem and we proved the stability theorem, right. Anyway, we stated all the theorems. So, we proved the stability theorem in the last class. Now, we want to prove the exponential stability, sorry, asymptotic stability theorem. Exponential stability is not a easy target to achieve for nonlinear system. So, we are not going to worry too much about it, okay. We want to look at the asymptotic stability theorem. So, what does it say? I have not written the entire statement. I have just said in addition, what is in addition? In addition to this, that is you have V which is positive definite in some domain and for all time and it is C1 and further it is negative semi definite for all x in Br, then the equilibrium is stable. In addition to that, if you also have that V dot is not just semi definite, but in fact negative definite in that same domain for all time greater than initial time, then you have asymptotic stability, okay. So, this is what now we want to prove the next step in some sense. So, because we have already proved stability, yeah, the only thing we need to prove is attractivity. So, remember that asymptotic stability is just a combination of stability and attractivity. If you add uniformity to stability, uniformity to attractivity, you get uniform asymptotic stability and so on and so forth, right. So, we are already know the terminology pretty well. So, once you know stability and attractivity, we know that we can make all the other definitions also, okay. Excellent. Alright. So, if that is clear, remember I am only interested in proving attractivity, okay. Now, I am going to state attractivity in a slightly funny way. So, remember when I needed to prove stability, I first defined, I mean I in this aside, if you notice I wrote what is stability and just to remind ourselves, because this is what I am trying to prove. Similarly, for attractivity, I do, this is where I state attractivity, okay. It stated a little bit differently. If you remember, attractivity was stated as there exists a delta which could potentially depend on initial time, such that if you start within the delta ball as limit t goes to infinity, you go to 0, okay. Equilibrium, so we assume 0. So, we go to 0. This was attractivity. That was a limit-based definition. Now, I am not defining it using the limit symbol, but I am writing the equivalent thing here. How do I say it? Attractivity is stated as there exists a delta which could be potentially depending on initial time, such that if you are given an epsilon, okay, now there is an epsilon also. In the earlier definition, the limit-based definition, there was no epsilon. So, if I am given an epsilon, there exists a time which depends on epsilon and t0, such that your norm of the vector becomes less than epsilon for time larger than t0 plus t, okay. So, I hope you notice that this is like a convergence. I hope you understand that this is sort of like a convergence. Why? You are, what am I saying? I am saying that, so in all these definitions, by the way, you may not yet be very comfortable converting words to mathematical definitions like this, but in all these definitions, the sequence in which things appear are very important, very important. In the stability definition, there exists, sorry, given an epsilon, there exists delta. First came epsilon, then came delta, all right. I am not preaching here, but okay, first came epsilon, then came delta. It is not chicken and egg. There is clear certainty here. Well, even in the case of chicken and egg, there is, but okay, we are not going there, okay. But first came epsilon, then came delta, all right. In this case, first came delta and then I am saying, given an epsilon, there exists a t, okay. So, the sequence is very important. What am I saying? All I am saying is, all of this mess, all of this is just saying limit as t goes to infinity is 0. It is just this. Whatever is highlighted here is just stating this much, okay. Why am I saying it in this messy way? You might ask, yeah, you should ask because that is what I can prove, because unless I define what is limit, I cannot prove anything, so this is the definition of the limit. If you say anything, limit is actually convergence, right. I hope you understand. Limit as t goes to infinity, something going to actually convergence, okay. In fact, limit as t goes to anything is a convergence result on functions, yeah. Just, it is just, you had sequences which were discrete points. If you move from sequence to functions, you say as t goes to infinity, x of t goes to some value. So, all this goes to goes to means convergence, okay. So, it looks exactly like convergence. If you forget the first part, if you forget all this, there exists delta and starting in delta ball and all that, okay. There exists delta such that you start in delta, all this you forget. If I am given an epsilon, I am saying that there exists a time large enough such that beyond that time, my norm x is less than epsilon, okay.  Suppose you give me epsilon equal to 1, I can give you a time cap t such that my norm of the vector is less than 1 for all time beyond that. If you give me epsilon is half, I can give you another capital T such that the norm of the vector remains below half for all time beyond this t plus cap t, t0 plus cap t, okay. This is exactly convergence, okay. Basically, it means that as you keep increasing time, you are moving closer, okay. We are moving closer to the desired point. In this case, it is 0, okay. This is precisely stating convergence, okay. The only thing is it is keeping it local by saying that there exists delta such that if all this happens and of course, if initial conditions start in delta, then all this happens, okay. Otherwise, no. If your initial conditions do not start in the delta ball, nothing is guaranteed. This delta is actually called in nonlinear systems as basin of attraction. What have you might have heard this term? It is typical to figure this out. Excellent, excellent, okay. Alright, great. Once we have understood this alternate definition for attractivity, let us try to prove this, alright. Because I would never have been able to prove anything with the limit definition, okay. It is as simple as that. So, the assumption we have, it means that v dot is upper bounded by negative of a class k function, okay. I hope you, this is negative definiteness, okay. Positive definiteness would mean that v dot is lower bounded by a class k function, but negative definite means v dot is lower upper bounded by the negative of a class k function, okay. Just a flipping of signs, that is all. Because v dot negative definite just means minus v dot is positive definite. If you use that logic, you get this, alright, okay. And we already have this guy, that v is positive definite, okay. So, inside x is, whenever x is within the r ball, then you have this assumption to be satisfied, yeah. Excellent. Then, now the point is how do I prove this? Basically, I have to find a delta such that all of this nice thing happens. This convergence happens, okay, great. How do I prove this? This is saying something about the solution, right. Whenever I write x of t, remember that I am writing the solution itself. This is a notational simplicity I have assumed. Many books do not use the same notation for solution and the state, but I like to keep life simple. So, this is sort of the solution, right. So, I want to be able to say something about the solution using the Lyapunov function, okay. And that is what I am sort of going to try to do at least, okay. How do I do it? Look at this. I am going to write v t0 plus t x t0 plus t, okay. Basically, I am writing the Lyapunov function value at time t0 plus cap t, okay. I do not know what cap t is yet. All this will come out of my analysis. I am just saying I added some cap t and I am going to compute this. How do I compute this? Fundamental theorem of calculus. Integrate. We will just integrate, okay. Nothing complicated. Just the fundamental theorem. Starting value plus integration t0 to t0 plus cap t of v dot, okay. Just wrote the fundamental theorem, okay. Now, I start using all my cool assumptions, okay. So, by the way, on the left-hand side, I already have by positive definiteness this guy. Yes, by this. From here, I have this, right. So, the left-hand side already has some class k function of the state, which is good for me because I know that it is monotonic. State increases, class k function increases. So, it is monotonically behaved. Very nice, okay. On the right-hand side also, I would like something like that. Let us see what happens, okay. Now, this is what I have and now I know from the first assumption, the negative definiteness assumption that this can be written as less than equal to this guy. Why? Because v dot is less than equal to minus gamma norm x. So, I have just substituted this here. And because there is a less than equal to, the equality became a less than equal, alright, okay.  This is the method of proof I like to, this is how I like to write proofs, okay. This is a good way to write proofs because it helps you see where you want to go. Otherwise, if I keep telling you one step of the proof after the other, you will be lost as to why are we even doing all these steps, okay. So, I just want this. Now, what is epsilon 1? Anybody, I think it is already down here. What is epsilon 1? Exactly. You already know what is epsilon. It is just minimum of epsilon and r. We always use epsilon 1 and not epsilon, okay. So, what happens if this inequality happens? I know that this inequality, this and this together implies this. I have just written them and that means that norm of x t0 plus cap t has to be less than epsilon or less than equal to epsilon, okay. And this is what I need, right. And by the way, I notice that I chose capital T arbitrarily. So, for any capital T beyond this also, this will work. Nothing is going to change, okay. I hope that is evident to you, okay. I mean, because the time I chose is pretty much arbitrary. In fact, I did not have to write it as t0 plus t or anything. I could have just written t1 greater than t0. But just to keep our notation simple, we will return it in this form, alright. Okay. So, this is what I want. Now obviously, how do I get it? I have some expression, great. So, obviously, what will I work on? I will work on this. Any guesses? How do you think we will proceed? So, this is, see, because everything else is clear, right. I have to just work on this inequality. Everything else is pretty much set. How do you think I will proceed? What, first, what all other things you have to find? You mean in this definition? First, I want a delta, right, okay. I hope it is evident to you that delta is connected to this term, size of this term purely governed by delta, okay. So, if I get something on this term, I get something on delta, okay, great. And then, what about capital T? I also have to find capital T because epsilon is a given quantity. Where do I get capital T from? Where is capital T in this expression? From the second term, okay. So, somehow from this term, okay. So, one thing should be sort of evident to you. The, this quantity is always going to be dropping in value, okay. In fact, definitely dropping, not staying constant, okay. Staying constant is not a possibility because you see this is a class K function inside. So, this is going to give some positive contribution. So, this is, if you integrate, integration is just, so you are integrating positive, so you are summing up positive areas, okay. There is scalar quantity. So, you can even think of it as areas under a graph, okay. So, you are integrating positive quantity. So, it should be evident to you that this value is dropping. So, this should give you some hope that if you give me any epsilon which is much smaller than delta, typically you can assume epsilon will be much smaller than delta. Any way you can give me any epsilon. It has got nothing to do with, nothing, no connection with delta, unlike stability. In stability, delta is less than epsilon, but here it is not that. Epsilon can be less than delta, more than delta, but the point is for any epsilon, you should be able to find a capital T and the small epsilon is what is important for us. Large epsilon is irrelevant. You are trying to get to 0. So, your epsilon needs to be small, okay. So, this should give you some faith that whatever delta related value I start at, I will always be going down. So, therefore, there is hope that, you know, you will drop to some class k function of epsilon, okay. So, there is hope that I am going downwards, okay. So, this should give you some hope, okay. So, good. We understand that our delta term has some connection to this guy and our T term has some connection to this guy, okay. Excellent, okay. So, anyway, I have stated this again, but it is, it should be obvious for that for any T bar greater than T, this inequality has to hold, okay. Why? If T bar is, if T bar is larger than T, again, more positive contribution, okay. So, anyway, it is going smaller only, okay. So, it is not going to go larger or anything. So, if you take any time larger than the T you started with, you will get smaller values here. So, this inequality anyway getting maintained, okay. We are not worried. Impact strict inequality, okay. Alright. So, like I said, this is what we need. I rewrite it in this form. So, now, I have to figure out how to choose a delta. How do I choose a delta? I remove the effect of the T somehow, okay. So, what do we say? We know that we are going to be within this R ball, okay. Anyway, by stability, we have already proved this. Remember. By stability proof itself, with all these assumptions, we have already proved that we are not going to exit the R ball. I hope you remember that. We proved it as part of the proof, okay. Right. So, we know that norm X is going to be less than R. This is a class K function. So, therefore, this has to be less than gamma R, gamma of R, right, just by monotonicity. So, I can pull this guy out, okay. Anyway, that is what we are saying. Anyway, we are not, we will use this later on. Do not worry about it. We are not using it immediately. Anyway, so, let us go to the choosing. This was just an aside, a fact that we are going to use very soon. Let us go to how to choose the delta. I know that V is upper, sorry, lower bounded, sorry. Yeah, V is lower bounded in this way because of positive definiteness. And V is in fact upper bounded just by this. So, actually, I can completely neglect this term as far as my delta choice goes, okay. And what do I know? Not what do I know? What do I want? I want that this happens, okay, because obviously this implies norm X is less than R. We obviously want to maintain that. We do not want to violate that in this proof either, okay. So, because if phi norm of X is less than phi R, then norm X is less than R. So, we are not interested in violating that condition in this proof. So, what do I do? I choose my delta such that the supremum of this guy is less than phi R, okay, because this is the term that gives me delta, yeah, evident. So, from here, from just this inequality, I choose a delta. That is it. There is no magic here. And you already understand that such a delta exists, right, because we have already done this argument many times. That is, we know that, let us see. If I want to say existence of delta, yeah, I know that V t0, 0 is 0. And I know that phi R is strictly positive. And I know that V t0 X is C1 in X. It is continuous, more than continuous, okay. What does it mean? So, V starts at 0 here, yeah. And I want it to take maximum value phi R, yeah. So, I want to find the X such that for all X in this domain, it has to take maximum value phi R, okay. So, that is pretty obvious, right. I mean in the sense that this is already, yeah, this is all, I have this much space to create. So, I can always find the bound on X, right. I can always find a bound on X such that this happens, just by continuity. You have already proven this argument, just by intermediate value theorem, okay. So, there has to exist such a domain on X, okay. You can use many other arguments also, by the way. It is not impossible. If you, the other argument for again those of you who have seen and are interested in analysis type evidence, I will tell you that your set, you are interested in. So, your, if you look at the function this guy, V t0 X, okay, which is a C1 function, right. And you want the image to be here. So, if you take the inverse of this set under this function, right. This is also a closed set, okay. This is a closed set in X, okay.  Why? Why? Again, analysis freaks. Why? If it is a closed set. So, you know that we, I hope you understand that my image is 0 to phi r, right, closed set, because I said less than equal to. And then lower bound is 0, well known, okay, 0 phi r. This is where I want to like, it is a closed set. I know that the inverse under continuous map is a closed set. Why do I say that I can find a delta now? How do I, what would be the delta then? Not what would be the delta, but how do I say I can find a delta? Just because I have a closed set in X now, okay. This is a closed set in the state space. State space is some Rn. So, it could be some closed sphere, closed square, basically square with boundary, sphere with boundary, hyper sphere with boundary, ellipsoid with boundary. That would be the sort of sets you are looking at. Why do I say that? Then I can find this delta, okay. Again, you probably folks still do not are not completely comfortable with the analysis ideas. But the simple argument is a closed set always contains its supremum, okay. This is it, yeah. This is all you have to say, okay, which means that you can always find the boundary, which means that at the boundary is the delta. The boundary point is the delta point, that is the delta, that is which will give you norm x less than delta, okay, as simple as that, yeah. Again, if you did not follow that, no problem. But the basic idea is that just by intermediate value theorem, we have always done this even before because Vt, Vt0x takes value 0 at 0 and you wanted to take, you wanted to take maximum value phi R. There has to exist some bounded x such that for all values inside that bounded x, okay. This is not that obvious. It may seem to you that I am just restating all the obvious things. But I can create some funny functions. I will create it for you, so easy.  If you want to claim anything for norm x less than 6, can I make such a claim? No, right, because at x equal to 5 it explodes. Then it may come back and do nice things, but at x equal to 5 it explodes, okay. The problem is what? Why? Why is this not behaving nicely and I am saying that my functions will behave nicely? Continuity. This is not continuous at x equal to 5, okay. Just by basic continuity, nothing more. You do not need C1 or anything like that. Just by basic continuity, this existence of such a delta is guaranteed, so that you can say that for all values of state within the delta ball, I am guaranteed to be within 5R, okay. All right.


Oh, wait a second. Can I speak my favorite Fox? Can I? Seriously, I'm off-brand. This is not working. All right, not better. So that's me. This is me as well. This is my Fox. He would kill me. This is Bela. We are both from Hungary, Budapest. Yeah, as we're previously introduced, I'm a JavaScript developer doing a bunch of open source stuff. And in my free time, I mock around with microcontrollers and hardware, not as much as some of you folks, but just casually. And I love what Chima said just a few moments ago, and you will see why in just a moment. So actually, I think I have a pretty cool demo, and I only have 14 minutes left, so I'm not going to talk a whole lot. I'm not going to show you the slides, but if you are interested or want to check out the source or stuff, there's a talk.flug.is.play.  There's also Twitter channels for Cloudy Boy, which is the thing I'm going to be talking about, and SLSoftverse, which is the person who is talking about the thing I'm going to talk about. So feel free to ping me on Twitter. Like I was announced, I'm going to be talking about putting JavaScript and games onto microcontrollers.  Who's seen these ever? If it helps, one of these is the Arduboy, the other is called the Tiny Aircade. I will help you a bit. This might be much more... So these ones, you're probably more familiar. So basically, what happens here is this is just this except the nicer polycarbonate housing. The Arduboy is basically an Arduboy in micro, packaged off with a screen and a few buttons. And that's cool, right? You can just order the parts, create it, put a buzzer on it, a few buttons, wire it up, and it will just work. And let's see if this works. Now I'm just plugging it in for power. I'm going to show you this a bit later. And then you've got a game on there, right? And that's pretty cool, except what you need to do that. The idea was they made this Kickstarter campaign and it was like, everybody can just download the Arduino IDE and create these games, right? They would just upload them to GitHub or whatever, and we can share all the games that they made. You know what the problem with that is? The problem with that is that with the Arduino IDE, you're programming in C and C++, right? Not as easy to get people to start programming C and C++ games on like tiny hardware, like resource-controlled, resource-contrained hardware. Because they're going to need a bunch of... They're going to need to be... No? Okay, it runs. They're going to need to understand the quirks of C and C++ and they will need to figure out how all this works. The other problem is Arduino IDE is not the easiest thing to be working with in the first place. And then again, we're not talking about blinking LEDs anymore, right? We want to put some graphics in there. For some graphics, you will need some bitmaps, sprites. You will need some sounds. You will need some tools to create all these graphic assets and audio assets that you would be needing. So here is where Cloudboy comes in. At the very first moment, it was just a C++ IDE to create games for the Arduino. This is where I go back to what Chopin I said. You know, the web is pretty cool that you can create all these nice interfaces and you wouldn't even know. Let me see if I can get... Yeah. So what you've just seen, and I will be talking about this in a little bit more detail, what you've just seen on the device itself is from a talk I gave last year at the conference called RooJS. So what you've just seen was this game that you might know from a certain web browser. The other problem is, you know, you created an IDE and then you were putting source code, compiling the source code and putting it onto the device itself. That's pretty cool, except you still had to program in C. And this is where another thing comes in that I just pretty recently created, which is basically you can create the game in JavaScript. The JavaScript API is using the canvas, if any of you were working with Web Dev, you know, you're just creating using a library or basically using the built-in JavaScript canvas. And you can create a game that later on some nifty stuff is going around in the background and your game will be running on the browser so you can preview it like I just did. But also what it will do is, oh, I just messed up. Doesn't matter. I will show you the other demo. So the game will just run on the device itself, right, on the browser itself.  Now you can just do this on your laptop in JavaScript. And at the end, when it works, actually, just compile it to the device and put it onto the device.  So, hello. Oh, yeah. So I'm just going to plug this in. So now it runs the Dino game. But what I'm going to do is I'm going to say, hey, you see, so on the left-hand side, you will see a JavaScript code, basically. It is 100 lines of code. The whole game that you're seeing here is basically 100 lines of JavaScript. Pretty straightforward.  It's one of the classics. What you see is 100 lines of JavaScript code. When I press this button on the top left, what it does, it compiles, actually, it translates, basically, into C code. You know, some things work, some things don't work. Like, we don't want to create platform parity.  You don't want to replicate the whole of JavaScript in C. That's not the point here. You don't want to, you know, all the quirks and edge cases of JavaScript, you don't want to replicate them in C. But most stuff works, and like the basics work. So what you will see here is when it compiles the code into C, you just press the flash button. And you will see the, all right, there you go. It's already flashing. And tada. And I'm unable to play with it, but it works, basically. And again, I'm referring back to cheer my stock, because, okay, so this device is basically connected by a serial port. How do you flash it, right? So currently, I also have a daemon, which is basically very similar to what the folks over there use. You install the daemon in your local device. On the cloud, your code is compiled. You just use a website as an editor or a local. Here, I'm running a local version just for demo's sake and to ease up on demo gods. But you could be running this whole thing from a web page, from a web browser, and just using a local daemon to flash your devices. For some other devices like this one, which is totally empty and no battery, which is not useful.  So what you can do is basically you create your code, you hit compile, you're downloaded, you're offered to download a hex file, basically a bin file, which is basically a firmware. You just copy that firmware, like download the firmware, copy it onto the SD card, hook it up to the device, and it just works. You don't even need any flashing or any actual hardware or daemon to run. Somebody showed the BBC MicroBit. The BBC MicroBit, you can just flash from your Android device because it just works over Bluetooth. And, you know, there's just one thing that you get this very easy flow. People can create games and debug games and share it onto microcontrollers. The other nice thing about this is actually you yourself can play this because this is just a web, right? This is just a web page. So if you hit, let me see if I can find a link. Now, there you go. If you go on your mobile phone or your laptop and hit cld.bi.shure.js, you can play the exact same game, right? Because it's not just made for a microcontroller, it is made for the web. So it will work on your mobile phone. It will work on your laptop computer. You can share your games with friends, you know, have them play it if they don't have a device either. The other interesting and nice thing about this is just one more bit that is pretty cool. So, okay, for example, okay, I don't care about JavaScript, right? You can see, you would say, I can create games, right? And I wonder how you would create the bitmaps for this because I'm pretty sure nobody would want that it is pretty terrible UX to be creating bitmaps like this, right? This is basically, you know, every byte is like 8 pixels, a column of 8 pixels. Every bit you set is basically going to be a pixel representing the final image. You will see when you have a web ID or a web interface, you can actually extend the features of the web interface with stuff like this. So this is great for learning, for example, because now you know what kind of stuff like I'm going to rewrite this to ff, and you will see it change. But it's not just interesting because of that, because at the end of the day, you will get this image, right? You will get this image, so what I can do now is I can actually click it if the demo gods are with me, or maybe I will reload the page just to be sure. Oh, there you go. And how about flying saucers? I hear people like flying saucers. Let's just... Yeah. Oh, let's make like this. This should do. Voila! You got a little icon of a flying saucer in there. So when I go in there, you will see it actually changes the code. Oh, this is a special representation for easier programming. So now I compile the code. You will see it changes there. I'm going to flash it again. See if this works out. And... You don't see a thing, but here it's going to be easier. There you go. Let's focus. So you will see that little flying saucers are in there. So basically it not just gives you the tools to put games on microcontrollers, but also gives you the tools to increase your own productivity and make more creative stuff. So if any of you want to try this, feel free to ping me after the talk or anything. And you can fly the slides on that link. And thank you for listening.


Guitar and Excel, C major, A minor scale, fret number nine, focusing on the C note. Get ready and some coffee, because it's time to pick up our guitar skills. We haven't even picked up a guitar. No, Phil, picking up our guitar skills will not be as boring as picking up our room. That's boring. Honestly, aren't you supposed to be promoting these courses for crying out loud? Whatever. Anyways, the whole point of picking up our guitar skills is to avoid picking up our room. Because it's not the picking up part that matters. It's about what you're picking up that matters in life. It's about what you're picking up, man. Wow, that's deep. Yeah, and the more I think about it, it's actually backwards. It's not about what you pick up, but how you pick it up seems more correct. Because if you pick stuff up wrong, it doesn't sound good. So it is possible to make picking up the guitar as boring as picking up the room, or picking up the room as exciting as picking up the guitar. It is a game, isn't it, Mary Poppins? Well, it depends on your point of view. But hey, we're trying to do guitar courses here. So let's not get distracted by the sock that somehow got stuck to the ceiling. Plus, if we turn up the guitar amp to full blast, maybe we can even rock that sock down from the ceiling. Here we are in Excel. If you don't have access to this workbook, that's okay. You could just follow along. But if you do have access, it's a great tool to run scenarios with. Quick recap of the project. Thus far, noting that you don't have to have watched all prior presentations to follow along with this one. But a general overview of the overall project can help to orientate us. So let's go back to the first tab to get that overview. We've been looking at the C major scale and related modes starting in open position, which we defined as frets 0 through 3. Remembering that this E represents the low or heavy string, the one closest to the ceiling. Funnest way to map out the notes in open position is to construct chords from the scale that we are in. Starting with the 1 chord, the C major chord, which we mapped out and discussed in detail. Then going to the 4 chord, because it also has a major chord construction, mapping it out in open position, discussing it in detail. Then going to the 5 chord, the same. Then going back to the 2 chord, because it has a minor chord construction and doing the similar process. And then the 3 chord same, 6 chord same. And then the 7 chord, which is the diminished chord, mapping it out. If we were to map out all of the notes in all those chords in open position, we would basically be mapping out the C major scale and or related modes in that position. As we can see here, it would look like basically this blue notes. We then wanted to move to the middle of the guitar, which I would call position 1, or a G shaped position, learning this area of the guitar, not first by learning it through the chord constructions, but rather learning the scaled constructions here and tying them into the chords that we learned in open position. We focused in on each of the notes in the scale. While we looked at that position, we then moved to position 7, or fret number 7 on the guitar, which I would call position 3, or a D shaped position, which we'll discuss more shortly, and did a similar process. And then we moved up to fret number 9, and we're going to do a similar scale shape process there. We discussed the fingering in a prior presentation. We discussed the intervals in a prior presentation in this position. And now we want to be focusing on each of these notes and the chords that we construct from them in this position, thinking about how we can also tie them into the prior shapes as well as the open chords that we learned in open position. So a quick recap of the color scheme here, because I know this is quite wild of a color scheme that we have. It's just the kind of wild, crazy people we are here. We've got this crazy stuff going on. This is our fret board. This E represents the low or heavy string, the one closest to the ceiling. All of the colored notes you can imagine on the bottom of them are the seven notes in the scale. All seven notes in the scale are, you can imagine, blue, basically on the bottom of all of the colored notes. And then on top of that, we put the five note pentatonic scale, which fits within the seven note major scale. That's the green notes that we put on top of it. And then on top of that, we put the three notes of the chord that we're focused in on, in this case the C major chord, which because it's the one, it fits perfectly within both the green pentatonic scale and the seven note major scale. So that's the color scheme, remembering that this chord, the chords of the one and the six are the two chords that will fit beautifully in the five note pentatonic scale. All of the other chord constructions will most likely have the four and the seven within them, and that's going to kind of mess up the pentatonic scale as we look at some of these other ones, and you'd have to augment it. But because we're on the one chord, then it fits beautifully both in the full major scale and the pentatonic scale. So then we have these color schemes here. So this red represents what I would call position one, and that's going to be in the middle of the guitar when we're looking at a C shape. So if we think about it in terms of the major scale, which is the C, and we looked at this position, you can see that this kind of G shape fits within it. So I'm going to call this whole red box right here. I'm going to label it based on this shape. So you can either call it position one, which is kind of a generic label, or I can say this G shape fits within it. Now, this is a G shaped C major chord that fits within there. That will fit into the pentatonic shape, even though there's five notes and it's a three note chord. It will, however, be able to fit in multiple shapes when we add the seven note shapes in place. You have to kind of keep that in mind. We have the orange here, which represents what I would call position number two. You can also call it an E shaped position, because if I look at it in relation to the C major chord, and I made the shape here, it would look like an E shape, looking like that. So it's an E shape that you could see like that, that we're moving up here. So that's going to be our bar chord shape. That's going to be this whole orange position. And then we are currently working on, our focus is on what I would call position three, or the D shaped position. In other words, if you look at this C, and then that C is the octave. Here's your D shape, which most people see as like these three notes up top. So you can play like these three notes. But if you want the full shape, you'd pick that up. And most likely you'd be picking this, this, and that. That's the easiest way to basically finger it. So our point of focus is in this green area. And then I tried to add a little bit more detail on the colors to put like boxes around the major shapes. We'll talk about the caged system more later. But in open position, if we're looking at a C shape, it's going to be this C. So the green is the one, the three, and then here's the one, and then here's the five. So these are what we would basically be holding down in a C shape position in open position. And then I tried to put that blue outline, which is kind of hard to see. And then inside it, the linking one is then the purple. So within this purple shape, we have an A shape. So it's pivoting around this one. And you can see that you have an A shape. That's why the purple's inside the blue. And then I pivot around and you've got this A kind of shape. And then when I go to the red position, it's the G shape. So all of these notes, the red is inside the purple because you've got that A kind of shape that looks like that, that fits inside both of the A shape leaning back and the G shape leaning forward, which would look like this, right? There's the G shape leaning forward or like this. If you have the bottom of it, we'll talk more about the caged system later. But, and then up here, we've got then pivoting around this note. Then that's why the red is on the outside and on the inside. As we move forward, we've got this orange shape. So that's why the orange is leaning forward this way like that. And that's going to be our E shaped C. And then around here, we've got the green inside of this note because if we lean forward this way, that's going to be our D shaped position. And that's basically where we're focused on this time. I'm going to actually make this orange a little bit smaller so that we can really just see clearly this whole green shape. So I've now minimized shape number two so we can focus in here. Now as we focus in here, there's a couple of ways that we might do this. We might try to say I would like to play everything in this position. So you might kind of noodle around just in this position focusing in on the C so that we're making this basically a C major sound as opposed to playing around like a D or something which would make it sound more like a Dorian. So we want to make the C basically the central point. And we could switch between chords because we could construct all of our chords, all of these chord constructions within this shape. However, most people aren't probably as comfortable with that. We might talk about that more later. But that's one method that you can use to practice this shape up top because you should be able to play everything in one shape. The other thing we can do is say, well I know the shapes in open position so if I want to be playing in something, I can play an open position here and then I can jump up to this shape and focus in on possibly noodling around playing a little rip in between the shapes and that'll help me to kind of jump back and forth and practice within this shape. So that's another method that we could use. We could also think about how we can tie this shape into the prior shape. So we can look at the C that we worked on in the prior shape and then say, okay, how can I transition from that shape to this shape so that we can practice moving back and forth between the two shapes. And then we can also think about how could we start an open position and possibly find lines that we can follow so that we can go back up and back the neck of the guitar which is often an impressive thing to do when you're playing for people and whatnot if you can go up and down the guitar even though you can play everything in any one particular position but you get different voicings of it as you play up and down the guitar which is nice. All right, so the first thing we might want to note is just where our shapes are in this position. So we said before that this is a D-shaped position. So if you know this C right here, possibly most people know this C and then we can look it for the octave. So here's the C there. There's the C there. That's my pivot point, this C between the two shapes typically. And if I lean forward, I would call this a leaning forward shape. You can pick up this C, this G, and this E. That's kind of like the default shape that's easy to play. If you have the full D, you can also, you try to pick up your pinky here and you can play this shape like that. That's hard to do to play this whole bar chord and pick up that full D triangle shape right here. So that's why to pick up the shape this way, the easiest ones to hit is this C, this G, and this E. And then you can actually pivot your pinky right here if you want to make it sound more heavy on the C. Move that pinky up to here and then you get a more heavy C sound versus... and then, whoops, that's not right. And then you kind of mute this string if you're playing this, this, and this. You want to mute this string, which is pretty easy to do so that you're not ringing out that B. So that's probably the easiest way to play it. Obviously you can play it here as well. When I'm playing it up there, I'm going to mute the string above it. You could play that D out if you wanted to, right, because that's going to be the 9, but it's going to be a lot different sounding in terms of register. So you want to kind of mute that. And you can play these three. You can also see that you have this position back here. So if I'm looking at this D shape, I can say, well, above it, I'm going to have the 5th. And then back here, you've got... Oops, what did I do here? And then back here, you've got the 3rd, right? And that's part of this full bar chord. So you can see the bar chord is up here. But if I just take a piece of that, this bit right here, then I'm in that chord. You can also think of that bar chord like this that you might play like this. And then the part that's fitting within inside this shape is just this part. Which you could play that way if you so choose. So that fits within our shape. And then we also have then the inverse, this C, this G, and then the E up there, which up top I can reach. So I kind of alter sometimes between using my ring finger here to reach this E. If you're using this shape, you can reach up there with the E. Or you can use your pinky. And so those are the major shapes that we can kind of basically focus in on. So then, so we'll go over some more of the chords when we go into future presentations as we focus in on each of the notes. But if you wanted to play within here, one of the chords that is usually often is useful to start playing is the 1, 4, 5 because those are the major chord constructions. So oftentimes people think of it as this kind of L shape. So if you were on this C right here, you can say, okay, I've got a C there. Below it is going to be the F and that's going to be the 4. And then up here, a whole step up is the 5. So you could look at those three notes and say, okay, is there a way I can build my major chords based on those notes, which is a little bit more difficult because we're on the bottom part of the guitar. So for example, if I look at this F right here, I could say, okay, what can I build from that? Well, I can see I have an F up top. So I could say, let's go from here. And you've got like a G shaped. This is a G shaped F major. So it's kind of a tricky one to play sometimes, but you have that.  If I go to that G, where's that G part of? Well, the G right there looks like it's part of the A shape. So you can kind of play around the 1, 4, 5, might be a place that you can kind of start, even though, again, reaching up that F is a little bit tricky. Most people are going to want to go back to this C, which is back behind our position, and then go to your standard L shape here, which is those three notes.  So that's probably the first three like chords you can kind of mess around with, which are basically within this shape. And then as you're messing around with those chords, you could then do variations of the C shape within here as you're kind of altering through that, and you can do picking as you're basically switching between those chords. Now, some people might not feel fully comfortable here, and I haven't mapped out all of the different chords in this shape, we're just mapped out mainly the C. So most people probably know there are chords more clearly in open position. So another way you can kind of mess around is being in open position. You say, okay, I know my shape's from a C to an F shape to an A minor to an E, and then maybe I'm gonna say, okay, then I'm gonna jump up here and play something like in between focusing in on possibly this C up top. That way I can try to focus on what I want to practice while I still know what I'm doing in open position. So to do that, you might first say, okay, if I'm gonna jump up to this C, what do I have available to me around that C? So let's copy that and say, okay, well, if I'm on that C, I know I've got the, look right here, I've got a whole step up there, there's the D, and then down below it, I've got that G. That G's gonna be important because that's my fifth, that's my power chord, that's C, and the G is my power chord. I know that if I reach up here, I'll have the third. That's outside my shape, that would be basically out here, but that's kind of useful and it's kind of easy to reach up in this higher register of the guitar. So then we've got that G. I know that right above it, I've got my fifth as well. If I'm playing here, this whole bar, I know that I can basically play this whole thing. But right above it is another fifth, so I can double stop that fifth fairly easily, and I know I can also hit below it that F down below it fairly easily. And then I can reach up to that third, which again is outside of my shape, but I know it's out there. Now we're short on thirds here, often times with the major, and that's because it's back behind here, which is kind of uncomfortable, right? So we have to actually go back this way to pick up the third. So sometimes it's useful with the major shapes to use this kind of fingering where you're gonna have your finger below it on the third, and then reaching up to the fifth so you're getting the flavor of it, and if you wanted to play the whole chord, you can pick up these three, but it would be inverted. But if you're playing this, then you can alter as well between this E and this G, so I can do something like... See, because then I'm getting all three notes that are in the scale, but I'm kind of doing it by alternating between this E and this G, so we have that available to us. Now note that we could play open notes as well, because we're in the key of C, although the open notes are gonna sound quite different because they're in such a different register. So we don't have any C's for our open notes, but we have the open E over here, and we've got our open G that you could kind of work into your fingering as well. So for example, if I'm up here and I'm going, okay, I'm gonna put my fingers here and here, and then I'm gonna take my finger off of that E and reveal this G way back here, right? You can kind of play with that. And then this whole box is available to me in this particular shape, so when I'm thinking about this box right here, I could be doing double stops and then kind of finish off on this shape, which I think of as kind of a power chord, but then I pick up that E on the bottom. All right, so then if I focus on that and say, okay, there's the note, it's boom, boom, and then I'm down here. So we can play our chords in open positions. We have C, we have like an A minor, an E minor, a G and so on and so forth. And then as I'm playing, say a C, I might jump up here and then try to noodle around in between the playing of the C. In between playing the other chords, like an F, for example, I could still jump up here and noodle around in between playing an F, but my point of focus right now is on the C. So if I want to noodle around in between the F, I'll probably just do that basically in open position would be the idea. So first I might just start off with a C and then say, okay, if I jumped up here, I could do something like that back to the C in open position and then I could add something else in my strumming from a C to an F. Kind of mess that up. You know, something like that and we could just keep on noodleing around that way and try to work that within. Now if I focused on this C up top, I could do the same thing and say I have this C and I have this C up in this register so I could jump up to that one if I so choose and say, well, what do I have around that? If I'm leaning back here, so I have this whole box right here if I was to look at that one. I've got this box so I could do double stops here. Reach up to that to finish it. I've got these three. I've got this whole bar that I can play in here. So if I played that one in here, I could say, okay, if I was going to C, I'm going to jump up to like this C right there. You can kind of noodle around with that one. So then the next thing would be, okay, well, what if I want to try to blend and practice these two shapes that I played that I had connected so I had this shape that I was playing before, which is not that one. This is the orange shape. So the orange shape has the full bar in it, which looks like this. So now I'm looking at this orange C. So that's an E-shaped C because if I was to back here to have an E-shaped, put it up here. That's our standard bar. That's where people are probably going to want to naturally go to play a C up in this position. Comfortable to play it that way. It's also comfortable to put your finger down here instead and play it like many people would play like an F in open position, but it's really like an E-shaped bar. So you could play that one up here. That's quite a comfortable way to play it within this position. And then we're pivoting on this C. So the octave from here to here. So that's the C that we're pivoting on. So if I can get into this shape, then I can pivot into this shape. And then I can turn around and be playing it this way. So then the question we might have is say, okay, well if I play this full bar chord like this, then I basically want to get to this shape up top. So we could say, okay, if I'm playing this full bar chord, I'm in position number two and then I can kind of walk my way up to this shape here and try to blend those two things together. So we might say something like, okay, if I was here, I could go like going back. I'm going boom, boom, back to here. And so, and that takes me up to that C right there. So now I'm turning it forward this way. I might focus on playing this chord this way with this one down here. So if I look at it that way, then my pointer finger is now kind of on the bottom so I can work my way up from there. So I know I have, I can kind of work in this shape. I know this whole shape basically fits. So if I work in this shape, I know I have this box down here. So I can... And now I'm just basically reaching in playing within my shape and then I can turn it forward this way, just twisting it back the other way, walking back the other way. So here's my pointer back to my position and then I could follow that up this way. We could find different kind of avenues going from one to the other. Now we could do the same kind of thing going back to the last position. So here's my orange position. If I go back to the prior position, it was a C-shaped... I'm sorry, an A-shape. What am I doing? No, it's a G-shape, which looks like this. There's my yellow. I'm trying to grab the yellow one. I can't do it. So it's going to look like that. So if I was to say, okay, if I'm on... There's my C here, which I can also see basically this way. My pivot point I can imagine is this C up top or this C down here. And that's going to connect to this one, which is like, you can see the A part of it. But if I lean it forward, then it's that G-shape. So if I started in this position, which I would call the G-shape position or position number one, focusing in on this C, then I could say, okay, well, how can I pivot around that C? I could start here. And that takes me to this E, which I can then switch to this C. And then that pivots on that C, which I'm turning around this way. Then I'm going to follow this pointer back. So I'm just trying to find lines that I can go from one position to the other, looking at my pivot points so that I can basically end up and arrive at those shapes, giving myself leeway starting an ending point. And I'm doing this kind of quick because we're running long. So the next one is my A-shape back here. So if I look at that one, I could say, okay, well, if I'm going from this shape, which is kind of like an A-shape C major, then the pivot point is this C right here. So then I can say, okay, if I'm going from this shape, then I might want to pivot up to this C, something like that, or like that. And then I can go from that C up if I want, to this C right here. So now I'm on this shape, which is going to be my forward facing bar chord, E major bar chord. And then I can go up from there to this shape. And there's my D. Go back the other way. And then back to my A-shape. So it starts to get, so you can go through one of these transitions at a time. And then once we have the idea of it, I can pivot on this C. And there's my normal C-shape here. So obviously my C-shape here. I can pivot on this note to my A-shape. Pivot into my G-shape here. Go into my D-shape. So now I'm just trying to find lines that I can go back and forward from this shape, looking at my major pivot points, which is going to be basically like this C, and then possibly like this C, and then either this C or this C as I then twist my shapes around. So let's try that again and let's think of it try to follow my fingers and slide into the proper position. So if I think about this C-shape here, then I could slide in to this D or this E. So I could say let's take this C-shape and I'm sliding into basically this shape. I've got too many things. Hold on. And then I slid into basically this shape here and then I'm going from this shape and say, okay, how can I reach up to that shape? So I've got my pointer finger on this shape right here. So now I'm reaching up here with my pinky and so now I have my pinky up there. My pointer is down here. So if I want to keep on with the pointer, the easiest thing might be to move slide it up. So now my pointer is on this G. So now I'm here and from this A I have and I could slide this up to my C here which basically gets me to my C-shape which I could then walk up and do my that's my D-shape C, like so. So I know that was a little bit sloppy to try to point everything out as I'm going here, but I think the idea now that we're way up here is to basically say can I get one transition at a time connecting the shapes together and then look at these pivot points where you can be in one position noodling around in one position and then alter it to the next position and what will help with that as well will of course be the caged system which we're clearly touching in on right here but we'll discuss in more detail later. So in other words if you can basically map out your caged system which we'll talk about in more detail later then that's going to help you but you also want to be able to see the shapes within side of it so that you're not just playing chords, different chord shapes up the neck but using those chord shapes as anchors to add a little bit more detail in there if you're trying to noodle around as you're going up and down the neck what are smooth pathways, transitions that you can make as you're moving up and down the neck.


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So, I welcome you all once again to my channel Explore Education, I am Dr. Rashmi Singh, Assistant Professor of the Department of Education, S.S. Khanna Girls 2D College, University of Allahabad. And in the series of discussing various philosophies, that is naturalism, idealism, pragmatism, realism, this time I am going to discuss educational implications of idealism and naturalism. So, let's start. Even though we study a lot of different philosophies in the educational philosophy, since we are a discipline of education, we don't want to be influenced by education, so we have to know the educational implications of every philosophy. Without that, we are not the students of the Department of Education, that we will study and our work will be done. So, we have to know what the education has given to the students of the Department of Education. What are the changes in the educational implications of this education? So, we have talked about idealism and naturalism, but in those videos, I did not cover educational implications. So, in this method, if I am covering it here, then your philosophy will be completely completed and you will understand better. So, we have talked about idealism, it will not be about idealism, now its educational implications will be talked about. Still, everyone will know what idealism is, it is a principle. It has a principle of evolution, it is principle of evolution, it is principle of evolution, it is principle of evolution, everything is over. So, this ism, this isma, this isma, this isma, this isma, what is the lesson given to the students. So, let's see. An idealist's concept of education is something which deals one to the highest The deepest spiritual insight, that is, the idealistic vision, is that according to this education, the moral conduct of the human being, the genetic behavior of the human being, becomes very good. And in that, from the deepest, from the inner group, you get the spiritual insight. Such a education is considered idealistic. This means that the idealistic vision strengthens the education of the human being, so that the moral conduct and the deepest spiritual insight can be developed. It is believed that only through education, a man led to realize the truth, beauty and goodness, the value for life. This means that according to the idealist, the values are truth, beauty and goodness. That is, in the true Shivam Sundaram, it is said that it is believed that only through education, a man can realize the truths, truths and goodness of his life. This means that this kind of education should take place. This means that the idealist keeps learning this way. Then according to Ross, the function of education is to help us in our exploration of the ultimate universal value, so that the truth of the universe may become our truth and give power to our life. This means that the function of education is that we are the ultimate universal values, that is the truth and beauty and goodness, which can be found in our ultimate, universal values. So he mentioned that education is expected to enlarge the boundaries of the spiritual realm. This means that education is expected to enlarge the boundaries of our spiritual realm. This means that education is expected to enlarge the boundaries of our spiritual realm. This means that education is expected to enlarge the boundaries of the spiritual realm. Because you know that the Quran is a promise, so it gives power to spiritualism and moral conduct. So you can also ask the same question. What is the relevance of idealism in present day context? You can also say that because there are so many values in the society, if we adopt the idealism, then we will definitely get the help of the idols. So you can also understand this. In the words of idealists, man's nature is spiritual and divine. They are saying that in the words of idealists, the nature of a person is spiritual and divine. Man can realize himself only through education. Man can recognize his spiritual power only through education. But the social aspect of education is not all together neglected by the idealists. Idealists do not have a complete understanding of the social aspect of education. Their regard and education is a social necessity as well. That means that the idealists believe in the social aspect of education. Such a projection should reflect the good of the society. This means that they talk about the good of the society. You can also say that this is a balancing act between individual aim of education and social aim of education. This is also a good thing. Then, idealistic education involves depth of learning, a holistic approach that involves teaching the whole rather than its part. That is, the idealists believe in the depth of learning. This means that we have to know the depth of learning from the inside, from the inside, from a deep, holistic approach. This is a holistic approach that involves teaching the whole rather than its part. The best method of learning for Plato was the dialectic approach where ideas are put into battle against each other with the most significant idea being the battle. Plato is one of the idealists of Western philosophy and Western society. According to Plato, the main method of teaching in education is dialectic. What happens in dialectics? It is said that dialectics is a type of practice. It is a battle of thoughts. Because thoughts are the main thing. It is said that a war is going on in which thoughts are fighting each other. So the most significant idea, the most important thought, is to win. It is said that idealism has done the work of increasing our thinking and rationality. Idealist teaching methods should encourage learners to enlarge their horizons. It is said that these types of teaching methods are given to idealistic people. They help learners to enlarge their horizons. This is a part of our mind. Stimulate reflective thinking. This is how we stimulate our thinking. Encourage personal moral choices. Our magnetic choices encourage them. Provide skills in logical thinking. Why are we so capable of thinking? Because everything is dependent on ideas. That is why logical thinking is also important. Provide opportunities to apply knowledge to moral and social problems. Stimulate interest in the subject content. Encourage learners to accept the values of human civilization. See, there are so many good things in this teaching. We have been given the advantage in education. Our horizon is getting enlarged. We are getting the stimulation of reflective thinking. Our moral choices are getting encouraged. We are getting skilled in logical thinking. We are getting opportunities to apply knowledge to the subject content. We are getting interest in the subject content. And we are accepting the values of human civilization. So, there are not so many good things in this teaching. Then, learning for idealists is an exercise in stretching the mind to its fullest so that it can absorb and handle ideas. This is a exercise for idealists. This is an exercise in which we can spread our mind to the fullest. So that it can absorb and handle ideas. So, the more you spread your mind, the more you can absorb and handle ideas. Then, idealists have stressed the importance of mind over matter. This has been discussed by idealism many times. The importance of mind is not the importance of matter. They do not believe in materialistic society. They believe in thought. Idealists conceive of people as thinking beings who have minds capable of seeking truth through reasoning. They say that people believe that we are the thought people. The person who has the ability to think has the ability to take out the truth through reasoning. Idealist philosophers put great emphasis on individuals in terms of their intellectual development. That is why, people who are idealists use their minds over matter. So, in one way or another, what did we teach in education? We taught that intellectual development is necessary. You should know how to answer such questions. You should be clear on points. Idealism considers students as individuals with inner potentials. Education should help these students to realize these potentials. Idealism considers them as individuals who have potentials. They have the strength and the ability to do something. We have to take out those potentials from education. The teacher should impart essentials of knowledge and access to develop moral and aesthetic values. So, what we have to do with education? We have to provide knowledge to the teacher. We have to provide assistance to the teacher so that the teacher can have a healthy and healthy mind. Idealism says that education is the focus of the country. The preservation, enrichment and transmission of our culture should be done. We should keep our culture safe. We should increase it. We should also strengthen it. Education must contribute to the development of overall culture. This is the responsibility of the culture's development. Idealism in education means to develop a good relationship between students. This is very important in the present context. It is important that students do not respect the teacher. The relationship between students is distorted. So, if we accept idealism, or if we say that idealism has given the teacher a good relationship between the teacher and the teacher. There are so many points. But, where will you write? You will have to limit yourself. This is the nature of the nature. Let us look at the nature. So, what is the nature? We know that nature is the nature of nature. Nature is supreme. Naturalism is the ideology that separates nature from God, subordinates spirit to matter and establishes unchanging laws as paramount. Right? It is James Ward. James Ward said that the nature of nature is the one that separates nature from God. Subordinates spirit to matter. What was there? What was in naturalism? It was the foundation of mind. And matter was after that. And here, it is bringing matter up. It is bringing spirit down. And he says that unchanging laws as paramount. James Ward said that. Then, naturalism, like other ideas as influence education, like many other philosophies, has influenced the teacher a lot. Everything is good when it comes from the hands of the author of nature. Rousseau, which is a very popular topic, says that everything that we get from nature is right. But everything degenerates when it comes from the hands of man. But everything is destroyed in the hands of man. Naturalism and applied through education means putting the child at the centre of all educational processes. The natural laws will be the teacher to teach the child according to his own nature. He says that when we bring naturalism in the hands of the child, we will keep the child at the centre. And education will be taught according to the nature of the child. Or it will be directed to him. So what was naturalism? It was the idea of idealism, humanism and formalism which insisted on bookish knowledge to be enforced in the community of the child from outside. That is, this is how it was. Idealism, humanism and formalism. They used to say that when you want to put bookish knowledge in it, the nature of the child uses bookish knowledge. Then naturalism is always a proponent of science and experimentation. So naturalism is based on knowledge and use. He says that science can solve the mysteries of nature and only knowledge acquired from science is true. And he says that what we are getting from knowledge is true. This ideology rejects the concept of spirituality. Idealism is the opposite of naturalism. Idealism says that spiritual realm is divine. We need to enhance spirituality. And Dukrati Badi says that they rejected spirituality as a concept. What does this school say? This school of thought holds that the mind and its processes may be examined by means of the senses only. And what was idealism? That the mind has thoughts, the mind has thoughts. They say that the mind can be examined by the senses. Naturalism is a philosophy that rejects the existence of preconceived and predetermined life. Idealism has already the universal values and beauty goodness. Dukrati Badi says that the pre-conceived and predetermined life is based on the existence of the mind. He says that the mind determines the values of life through his interactions with reality. He says that the mind will listen to the reality when it is interrelated with reality. When it is interrelated with the mind and according to the demands of the mind. This is a practical philosophy. You might say that Dukrati Badi has given a practical approach. The naturalist school strives for children's present and future happiness. Dukrati Badi says that the mind is the present and future of the child. They reject the preconceived, predetermined values. Idealism emphasizes self-realization as the goal of education. Naturalist philosophy emphasizes self-expression and self-preservation. What Adarsh Badi said was that the person has potential, divine and spiritual realm. Self-realization was his goal. Naturalist philosophy is a comparison of self-expression and self-preservation. After idealism, naturalism is generally in the society. There is a reaction against idealism. This is why the opposite is happening. Darshan says that self-expression emphasizes the individual. Self-expression and self-preservation should be aimed at education. Then naturalism considers the child as a gift of natural potentiality and says that the child is a gift of nature. There is a lot of potential to achieve its natural growth. The growth processes must be natural and real without any interference from outside. The child has a child-centered education. It says that let the child study naturally in a real context. Don't bring any interference from outside. Don't let the child interfere. The child should get the freedom to interact with nature in his or her own view. The child should be able to interact with nature in his or her own way. Make the child involved in physical activities by estimulating sensory experiences with nature. Naturalism says that there is a lot of sense because nature interacts with nature and it will do the same. Even besides learning by doing what is the method of naturalism? Learning by doing is often a strict discipline. It always forbids strict discipline and stops naturalism. The child should be allowed to face the natural consequences of this. His actions and self-discipline would be developed. Nature will teach you and it will punish you. Nature will teach you and it will teach you self-discipline. It will teach you and it will punish you. It will teach you self-discipline. The tagline is follow nature. All these laws of learning are followed by nature. The naturalist method is to gather direct experiences from nature, men and thieves. The teaching method is to let the child learn from experience. Learning by doing, learning by experience. You should be taught by experience. Don't teach him anything verbally. All knowledge must emerge out of actual life situations and experience. Life experiences and experiences will be obtained. What else are you saying? Don't impose anything on the child. They want the children to acquire everything with their own efforts. They want to teach the child their own efforts. Who is the naturalist? They are against progressive education. They are progressive, liberal. They want to give freedom to the child. They want to teach the child their own instinct. They want to teach the child their own personal things. Then there is the sense of knowledge. Education is very effective when it comes to sensory channels. What else did the naturalism teach us? We were taught to use self-expression. We were taught to follow nature. We were taught to follow nature. We were taught to teach the child our own self-education. We were taught to teach the child our own self-education. Our only profession is the main predominant characteristics of modern education. Which the nature taught us So thank you and don't forget to like and subscribe my channel, Explore Education. I have done for myself.


What's happening y'all? Good day to you. When I left you last time, I was in a bad way. Just give you a quick health update. The whole family got sick. We got a bad stomach virus and basically it was four to eight hours for me and Stephanie. It was a week for Emi, and it was just nothing but toilet time and fevers, and it was just not good. And I spent all day yesterday resting up, taking all my medications, doing everything I could to get ready for today because today's meetup up at Fun and Sun, me and my buddy Rob are going up there to meet a bunch of y'all. They have a big meetup once a year where they do like tackle show. It's like a tackle show. They have pros come in and give seminars. They show off the new boats, tech that's coming out. It's like a big angler meetup. I'll be there today for a few hours and taking you along for the ride if you can't make it. Now while we're waiting to do that, we are going to do some work on the chicken run. We've got to start building some panels so that we can fully enclose the run. I found a place local that's selling chickens that are already ready to lay. We've got a plan for three species that we're going to be putting in here. And when I was looking for the best design and best size and everything, I came across these ones on Facebook Marketplace and it just turns out that the guy happens to be a watcher of the channel. So I would rather just pay a fishing freak to make a coop. The problem is it's going to be fairly good size and it's going to have to be lifted over this and be put in there. It's not going to fit through the door. That means we're going to have to prep the panels, get everything ready. I need a beam that's going to run across here. We've got some math to do but I think I've got it covered. We're going to get all that ready and then when the coop is done, we'll be able to put that in there and then assemble everything together. It's going to be locked up tight, a hint of tentry, if you will. So after doing a little math here, I think I've decided the first thing we got to do is actually build the beam. After just getting the boards and looking at it, a lot is going to be determined by this angle right here. So I really need to know how high the beam is going to sit. The problem is this enclosure is about 26 feet long and there's not, you know, your standard treated lumber just isn't that long. So I'm going to go get the wood and then figure out the joinery situation that we've got to solve. Yeah, but I'm talking the whole, so what's the whole length? 27 feet you said? Yeah, 26 feet. Okay, 26 feet. So if you got, you basically got three 10 footers and then you're going to overlap the seams and laminate them together like in the end. So in the glue and the screws is going to, so now you're going to have, instead of having a two by eight, you're actually going to have a four by eight. And then the piece that goes next to that is a 12 footer. I'm going to draw it out. Yeah, so you're going to, yeah, so yeah, that would work. Yeah, that's fine. Okay, so effectively you'd buy one, two, three, four, five, you'd buy six 12 footers. Wow.  And you're going to put glue and screw, okay? This drawing might work.  Buddy Lance is so dulled. I mean, I'm glad I called him because he's thinking about every angle to the nth degree. Things that I wouldn't think about. I'm going like, what's the simplest way? He's thinking, what is the strongest way? Shout out to Buddy Lance. He is the low key wood master. I got the plan figured out for the wood, but I'm going to just share a raw moment with you. Sorry. I went into the Home Depot, but I was clenching on the back end and blowed in a bunch of 12 foot, two by eights. Just, it was not going to help the situation. I am feeling better now and me and Rob are actually heading up to the meetup at Fun and Sun. I'm going to be doing fist bumps today for everybody. Don't be offended when I give you the fist bump. I just don't want you to get sick. So I'm feeling just good enough to go up there. So I'm going to hang out with Alford a little bit and then we're going to go build this bane, but I'm going to need some help carrying this wood home after realizing how long it actually is this truck. No rack. We're going to need another truck. Coming fresh off the meetup. Yeah. Energizing it is. I just feel better after seeing so many of y'all and talking to y'all. You know, a couple of people really, they said basically the same thing, showing a lot of the things that besides fishing, things about our lives, the little things that make us, us is helpful to a lot. It just makes us more relatable. Sometimes I turn this camera on and I'm like, and I really want to talk to this camera right now when I'm in this situation or this and that, but you know, I should and I do because of you. So I just want to thank you for your support and the opportunity to be on your screen. All right, picking up LFD's adventure truck. This is his. It's Ford. He's got the cap on it, got the rack. The bed is carpeted. He does a lot of kayak fishing. So it's really simple with the carpeted bed, slide things in and out. And this is probably going to be the truck that he takes up to Canada this year. So this is going to be loaded down with a yak or two. Maybe the crispy collector. We don't know. Yeah, I got it rigged up so we can go on adventures. You can be right there with me. Colorado maybe this year? Yes, you can sleep in that thing. Yeah, I got it. It's padded too. Wow. Well, I like it. Well, hey, I need to borrow your, your rack system because we got 16 foot boards and my truck bed's a little too small. It's going to be sticking out too far. I don't want it teetering. So we're just going to stick them on top and ratchet them down. Also, while I was at fun and sun, went ahead and just picked up some dangle poles, literally dangle poles. You know, they have, have a lot of bass tackle up there. They carry all the Guggen Squad stuff, but I've been in need of some new crappie poles. Actually, I didn't even have any jigging rods for crappie. So I got an eight foot, I got a 12 foot, then I got your standard six and a half. But these are, these are nice rods. I'm going to test them out and see, see how I like them. I literally don't have any, any jigging rods. So that's the new one. Pull a 1000 style spinning reel on there. A little eight pound test. Flare O carbon.  Leaving the Dapot 16 foot board on top. That's why you get the racks right there. Ladies and gentlemen, so you can put large loads. Dad, you could put a 16 foot kayak on there if you wanted to. Think so. You have to be a real man to get it up there though. It's the only part. That's why I have you. So thanks dad. Beautiful sunset, saw some deer moving this evening. Just a good end to a, a good day. I'm just in a much better mood. I feel better now. After all the sickness, got re-energized by the fishing freaks. Yes. And these are the ridiculously long boards, y'all. Look at these suckers right here. 16 foot. These are still a little wet. They're kind of heavy, but I think I'm going to go ahead and get started with a project in the morning and get this beam built. Got our whole dug, 10 foot post in there. I'm going to trim it up. I thought it'd be better to just go with a, a bigger board and I can cut it down. My buddies outside are working on the yard. I'm just, I'm just here and here doing wood. Ladies and gentlemen, this is where things get very interesting and start to come together a little bit. So I'm done sawing on that piece. Definitely not perfect, but you get the idea. There's a, there's a notch in there and that's going to go up right there and that will be cut down to height to make the beam level. Going across to a post right here. We don't need to put an additional post up here, a little supplemental post, but I'm going to cut right into the wood with a chainsaw. I never cut into treated wood with a chainsaw. Chain saw? I just said pain saw. That's scaring me now. Hopefully that's not a precursor. You can see where I've drawn up where I need to cut. It's just going to be rough in there. I just want it to sit and then I'm going to bolt it through on the side or screw it in.  We're going to have to clean that up with just regular saw. Good news is I've pretty much got all the meat. She's coming to check on my work. You mean the inspector? You're going to have some chickens in here very soon, my dear. We're going to have some pet chickens. It's going to be a roof above their heads. They're going to be safe. Boy, I've had to use a multitude of saws to get a semi decent looking notch. I got this saw a while back just for backpacking, hunting, bait in the woods. I keep it in the truck in the adventure wagon.  How cool is that? This thing is made by Agawa Canyon, the Boreal 21. Got it mostly for processing firewood out in the woods, but super handy. A little outdoor tool. Actually, don't put it in there. Put it on the main rail. A little posty right up there to the top. I'm using pocket hole screws to attach this, but later on I'm going to take some metal brackets and I'm going to put these on here. But just for now, this is going to attach it. Wow. It's actually really solid just the way it is. Really happy with that. The last thing we're going to do today, and this is the key to the whole shebang on the chicken run, we're going to add these chicken wire panels to the top. We're going to start building those. I'm going to have to build I think eight of them, possibly 10 of them, but eight good sized ones. So we're going to make some wooden frames. Then I'm going to take chicken wire, wrap it over there, stretch it, and then staple it. And then I'm going to just be able to stack those frames on top of that beam. And then voila.  That's the idea. Where Bobcat's going to get on top of it, slip his leg through, freak out, maybe lose a leg. I don't know. We're going to see what happens. Take me a big old pair of skizzers, staple the rest tight, panel done. The panels are not too hard to make. I mean, it's a lot of staples, but instead of doing the electric fence, I think it's a good move in that regard. It's going to keep everything out. It's pretty cheap. You know, if something does happen to break it, you know, it'd be easy to repair. So what I'm going to do now is we're just going to clean up the edges. So I'm going to wrap these around, staple them on the other side, so it'll be clean. The panels will go together nicely. And then I'm going to stain them later, but I just want to see how they're going to fit on the coupe and see how my cuts went. Been working all day. Been working all day on it. Still going to let this concrete dry before we create the beam that goes across. But this is what these panels look like. You know, these are going to go up like this. We're going to sit right up there on that beam.  When leaves get on the sucker, I'm just going to take the leaf blower, just blow them off. No big deal. And that is going to be the protection right there. I'm going to have to fill in a little bit on the sides. But as you can see, these panels take up a lot of room. Now, what you're also probably wondering is, hey man, you've got these big trees in here. What are you going to do? I'm going to have to really calculate that and then custom cut that so there's a couple of those that I'm going to need to do. This one's probably going to be the hardest because it's like right in the middle where the panel is going to go. I'm going to keep the foxes at bay and just have a nice, wrackly roost. Coming up on the channel, we still got to plant these brush piles, y'all. So I think I'm going to go do that tomorrow. Stay tuned if you want to see it. God bless every single one of you and I'll see you on the next episode.