Waldzell Home Page

The incorporation of a new non-profit organization (with the tentative name Waldzell, Inc.) is currently being planned. Waldzell's purpose will be the development, maintenance and promotion of a community of comprehensive polymaths. A polymath, as defined here, is a person with the knowledge and expertise of a specialist in several, usually non-overlapping, domains of knowledge or expertise. A comprehensive polymath, or comprehensivist, is a polymath with the ability to synthesize knowledge and expertise from any combination of domains.

The main focus of this organization, initially, is the development of a site on the World Wide Web as a single point of contact for those interested in the comprehensivist approach to knowledge and to its acquisition and deployment. This website, as currently conceived, contains five major areas:

	the Waldzell Canon, a unified knowledge repository of universal scope which is consistent with a single, strongly cohesive ontology (an axiomatic set of concepts and assertions that forms the basis for the definition of more complex concepts and assertions)
	the Waldzell Glass Bead Game, a concretized version of the game described in general terms in Hermann Hesse's 1943 novel, Das Glasperlenspiel (English: Magister Ludi or The Glass Bead Game), intended as a highly motivating outlet for comprehensivist thought and discourse and as a source of input for the development of the Canon
	the Waldzell Conlang, the primary resource for Waldzell's artificially constructed language, an expressive medium that is tightly integrated with the Canon; the Conlang is designed for use by comprehensivists who are verbally inclined and who wish to engage in highly disambiguated discourse, and it is the primary point of interaction between the Canon and the Waldzell Glass Bead Game
	the Waldzell Forum, a collection of original essays on any number of topics that impinge on the goals and activities of the Waldzell organization
	the Waldzell Library, a repository of links to learning resources on the Web and of references to offline learning resources (the emphasis being on Web-based courseware, but resorting to other useful material where didacticized resources are unavailable)