Today is asteroid-day.. https://en.wikipedia.org/wiki/Asteroid_Day Grtz, Dirk.

Bom dia, boa tarde ou boa noite a todos, Estava curioso sobre a opinião da maioria dos Brasileiros em relação ao conceito de Asgardia por vivermos em um país tão diferente. 1 ) A maioria de vocês tem consenso que a Asgardia possui uma ideia praticamente utópica em questão da conquista do universo e da vivencia da nossa sociedade. Vocês todos são a favor ou presumidamente acreditam que as coisas em Asgardia deveriam mudar por ser impossível? 2 ) Estariam dispostos em viver em um mundo realmente igualitário onde religião, cultura e afins não seriam mais usados para tirar proveito do outro? Minha opinião é um pouco derivado da realidade de muitos, que sim é possível, mas não vai ser uma coisa conquistada de um dia pro outro, mas através de muitas mudanças e sacrifícios na forma de nosso convívio, afinal pessoas são SIM diferentes mas possuem um potencial equivalente. Se eu consigo viver em uma sociedade onde a empatia e a unidade é apreciada e procurada, sei que o resto da população também conseguiria. Mas claro que isso é uma teoria, independentes dos milhares de anos que nós vivemos em uma sociedade globalizada, ainda não é o suficiente pra termos uma conclusão de algo.

Humans evolved to educate themselves — not sit in rows. All normal children are intensely curious, playful and sociable, beginning at birth or shortly after. A fourth drive, which we might call "planfulness" — the drive to think about and make plans for the future–emerges and strengthens as children grow older. It is reasonable to refer to these drives as the "educative drives". The biological foundations of these drives, encoded in DNA, have been shaped by natural selection, over our evolutionary history, to serve the purpose of education. Our standard schools quite deliberately suppress these drives, especially the first three of them, in the interest of promoting conformity and keeping children fixed to the school’s curriculum. Self Directed Education operate by allowing these natural drives to flourish. Here is a bit of elaboration on each of these drives and how they interact with one another to promote education: CURIOSITY Aristotle began his great work on the origin of knowledge (Metaphysica) with the words, “Human beings are naturally curious about things.” Nothing could be truer. We are intensely curious, from the moment of our birth to, in many cases, the moment of our death. Within hours of birth, infants begin to look longer at novel objects than at those they have already seen. As they gain mobility, first with their arms and hands and then their legs, they use that mobility to explore ever-larger realms of their environment. They want to understand the objects in their environment, and they particularly want to know what they can do with those objects. That’s why they are continuously getting into things, always exploring. That’s why, once they have language, they ask so many questions. Such curiosity does not diminish as children grow older, unless schooling quashes it, but continues to motivate ever more sophisticated modes of exploration and experimentation. Children are, by nature, scientists. PLAYFULNESS The drive to play serves educative purposes complementary to those of curiosity. While curiosity motivates children to seek new knowledge and understanding, playfulness motivates them to practice new skills and use those skills creatively. Children everywhere, when they are free to do so and have plenty of playmates, spend enormous amounts of time playing. They play to have fun, not deliberately to educate themselves, but education is the side effect for which the strong drive to play came about in the course of evolution. They play at the full range of skills that are crucial to their long-term survival and wellbeing. They play in physical ways, as they climb, chase, and rough-and-tumble, and that is how they develop strong bodies and graceful movement. They play in risky ways, and that is how they learn to manage fear and develop courage. They play with language, and that is how they become competent with language. They play socially, with other children, and that is how they learn to negotiate, compromise, and get along with peers. They play games with implicit or explicit rules, and that is how they learn to follow rules. They play imaginative games, and that is how they learn to think hypothetically and creatively. They play with logic, and that is how they become logical. They play at building things, and that is how they learn to build. They play with the tools of their culture, and that is how they become skilled at using those tools. Play is not recess from education; it IS education. Children learn far more in play, and with far more joy, than they could possibly learn in a classroom. SOCIABILITY We humans are not only the most curious and playful of mammals, but also the most social. Our children come into the world with an instinctive understanding that their survival and wellbeing depend on their ability to connect with and learn from other people. All humans, but especially young humans, want to know what those around them know and share their own thoughts and knowledge with others. Anthropologists report that children everywhere learn more by watching and listening to the people around them than through any other means.[1] Our most unique adaptation for social life, which enhances tremendously our ability to learn from one another, is language. Almost as soon as they can talk at all, children start to ask questions. They don’t want to be told about things that don’t interest them, but they almost demand to be told about things that do. Language allows us to share all sorts of information with one another. It allows us to tell one another not just about the here and now, but also about the past, future, and hypothetical. As the philosopher Daniel Dennett put it in a chapter on language and intelligence, “Comparing our brains with bird brains or dolphin brains is almost beside the point, because our brains are in effect joined together into a single cognitive system that dwarfs all others. They are joined by an innovation that has invaded our brain and no others: language.”[2] Self-directed learners, eagerly and naturally, hook themselves into that network. Today, because of the Internet, that cognitive system is bigger than ever before. Young people with access to the Internet have access to the whole world of hypotheses, ideas, and information. Self-Directed Education has never been easier. PLANFULNESS We, far more than any other species, have the capacity to think ahead. In fact, we are driven to do so. We don’t just react to immediate conditions; we make plans and follow through on those plans. This is the most consciously cognitive of our basic educative drives, and it develops more slowly than the others. As children grow older, they become increasingly able and motivated to plan ahead, and ever farther ahead. This is the drive that leads self-directed learners to think about their life goals, big and small, and to deliberately seek out the knowledge and practice the skills needed to achieve those goals. Cognitive scientists refer to this capacity to make plans and carry them out as self-directed executive functioning. Research by such scientists has shown that children who have ample free time to play and explore on their own and with other children, independent of adults, develop this capacity more fully than do children who spend more time in adult-structured activities.[3] That is not surprising. When children create their own activities, without adult control, they are continuously practicing the ability to make plans and carry them out. They make mistakes, but they learn from those mistakes. [by Prof. Dr. Peter Gray] [1] Lancy, D. F., Bock, J., & Gaskins, S. (2010). Putting learning into context. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood, 3–10. AltaMira Press. [2] Dennett, D. C. (1994). Language and intelligence. In J. Khalfa (Ed.), What is intelligence? Cambridge University Press. [3] Barker, J. et al (2014). Less-structured time in children’s lives predicts self-directed executive functioning. Frontiers in Psychology, 5, 1-16.

Hello Asgardians! Merry Christmas! Well, as you all may know Venezuela is becoming a horrible place to live because we are under a dictatorial goverment who think they control the world, but that's another history as you may wondering, Why I am talking about this? Because only 1 person, just one person destroy a whole country and this is the topic I'm going to talk. The man who destroy the country was Hugo Chavez. This person tried to take the power of the country with a stroke of State or a coup d'État but he didn't make it, because he failed and he was arrested and sentenced to jail, but here is the funny part the president in that moment Rafael Caldera who was in the charge while Hugo was committing the stroke for some reason I think a presidential order he was released from jail with all the rights that a person that didn't do anything was having and then he ran the for the presidential charge and he made it but now is dead. So, my questions is, if someone tried to take the control of the country with a stroke what are we going to do? and All the people that committed crimes are going to have the same rights as us?

Hello dear Asgardians, What do you think about building cities for Asgardia on the sea like the Oceanix city project ? With this, we'll have our true (and first) sovereign territory. This is compatible with our national constitution (article 5, point 3 of the constitution). The link of the Oceanix cities project : https://oceanix.org/

Join the virtual Discord party at 16:00 GMT and don't forget to tune in to our YouTube channel at 17:00 GMT. Discord: https://discord.gg/EGtT9CE YouTube: https://www.youtube.com/c/asgardiaspace Come together with your Asgardia compatriots to celebrate and watch the a live broadcast with the Head of Nation Dr Igor Ashurbeyli, as well as congratulations from around the world, a prize draw and many other surprises! See you soon!

Congratulations to the honorees and all participants in the "Bridge to Space" Art Competition, the artworks were all notable and it was a great success overall. asgardia.space/news/Bridge-to-Space-Results-Announced?-link

Es muy interesante relevar la importancia de los análisis y como afectan los sistemas sociales, nuestros ecosistemas estocásticos tienen un dinamismo que nos hace repensar cada día cuales son las prioridades, en el caso de la Agenda 2030 y las tareas que debemos generar es crítico priorizar porque no tenemos tiempo ni recursos para cubrir todos los elementos y/o factores para mejorar antes de generar situaciones irreversibles. El tema priorización se vuelve complejo, según el Foro económico CEPAL 2017, uno de los actores de dicha reunión, hacía mención el valor en dólares/ año que requerimos para poder cumplir con los OBJETIVOS DESARROLLO SOSTENIBLE. 3 a 14 billones x año. Una suma que sólo cambiando " para ayer " las metodologías de asignación de recursos (una parte para mitigar la brecha de asignación estructurada) podría ayudar a que esto se cumpla. Si bien es cierto el escenario este complejo. Ahí entramos entonces esta ola de la sociedad civil a aportar desde nuestros espacios, de alguna manera. A los países nos queda a priori colocar en las agendas legislativas el recurso económico para los OBJETIVOS DESARROLLO SOSTENIBLE, compatibilizar políticas públicas con las necesidades de desarrollo por sobre las de rentabilidad privada. Aplicar el tema de finanzas confinadas (fondos públicos, f. Filantropías) con la finalidad de atraer inversiones basadas en la confianza. En el fondo un camino que exigir desde la sociedad civil (como Red quizá podríamos ejercer respuesta a esto) y mientras tanto paralelamente continuar con nuestro camino y metas que tenemos en el marco de la agenda 2030. A no desanimarnos porque nuestra casa necesita mantenimiento y reparación. La colaboración hoy más que nunca en nuestra historia de cientos de miles de años y sobre todo en nuestra historia contemporánea de miles de años es un acto de sobrevivencia, necesitamos apoyarnos para comprender más que entender, para aprender más que conocer, en nuestra región las emociones están a flor de tierra, en la primera capa social, y claro no sólo acá sino que en casi todo el mundo, vivimos una transición que no es fácil ni voluntaria muchas veces, entonces que nos queda, usar la sabiduría para elegir el mejor camino y quienes nos acompañarán en él, así juntos tal vez podamos comprender y aprender que solos o sólo en algún punto de la rueda de los OBJETIVOS DESARROLLO SOSTENIBLE resolveremos lo que vemos y sobre todo sentimos, la crisis actual es del alma porque no pueden controlar acciones ni instintos mercantilizando nuestras sociedades y convirtiéndolas en binarias y bipolares. A veces es necesario el silencio mental para escuchar correctamente, sin los prejuicios que tenemos. No sólo se hace impracticable generar lucidez en los análisis para tomar buenas decisiones, muchas veces tu propio convencimiento te impide ver más allá de tus pensamientos y eso es peligroso porque terminas enamorado de ti mismo y tus emociones y razón. Es importante entender, pero más importante es comprender, tú puedes entender la tristeza o la alegría, pero si no eres sabio no puedes comprender que los produce, ergo no puedes definir que los causa y así poder aportar a disminuir la tristeza y aumentar la alegría. Comprender para amar y Aprender para ser sabio...🙏🙌🧠👁👂 TARIK

For the average citizen of Asgardia, what does citizenship within this quasi-state entail? Access to this website? Is it not little more than a very basic social media site? Worse, it has a paywall that offers nothing in return for your hard-earned money. While many might consider 100 euros a trifling figure, it is a considerable annual fee to get effectively nothing in return. Yes, there are aspects of the site that deal with the implementation of rules, culture, processes and working toward official recognition. But these are no more accessible to the average Asgardian than are those same processes within our respective earthly nations. Shouldn't Asgardia - the first truly international state - be more representative of its people? Otherwise, what are we? What is our role in this nation? What is Asgardia for?

Super excited about asgadiatv.com I created my own channel and will start uploading my videos to it. My first contribution : https://asgardiatv.com/v/72?channelName=Riebens

Chairman Opik closed the meeting with a brief review of the translation services that were trialed and the topics covered during the meeting. After reviewing the action steps next needed to be taken, Chairman Opik reminded the MPs of the next weekly meeting time.

As you all know ,Asgardia is exploding in population I strongly suggest we divide people into respective factions to manage themselves They will have to free choice of joining and changing their respective faction This will provide stability and security to our society

Currently we do not have sovereign terrestrial territory and I believe we never will. That leaves us with "digital territory", and there the sky is the limit. The Montevideo Convention on the Rights and Duties of States supports the declarative theory of statehood ( and nationhood) in that we are a nation because we say so and do not need the acceptance of others to be such. The first sentence of Article 3 explicitly states that "The political existence of the state is independent of recognition by the other states." I am attending the US Space Force and Air Force Legal Conference, and one of the subjects that came up: When a city is created on another orbiting body, moon or mars - and permanent habitation is achieved, does that make them a state in their own right, as no earth state can claim sovereignty in space? This idea and thinking was offered by a law professor of the university of Nebraska, and the idea is also used in a lot of his exams for legal and military students. Think of the future that holds and how that works or can work to the advantage of Asgardia as a nation without any earth territory where we are not bound by the Outer Space Treaty on current earth nations.