Wednesday, July 1, 2026

What’s harness engineering? What’s loop engineering? Is the latter surpassing the former? (ChatGPT, 2026-7-1) (菊次郎十六式)

https://youtu.be/jTlQoTH5ZC0?si=YJG1MN7SyAiBB6HO

This is one of the most interesting shifts in AI engineering happening in 2026.

The short answer is:

  • Harness engineering asks: How do we build the best environment around an AI agent?
  • Loop engineering asks: How do we build a system that repeatedly directs, evaluates, and improves the agent until the objective is achieved?

Loop engineering does not replace harness engineering so much as build on top of it. Think of them as two layers.

Era

Main question

Human role

Prompt engineering (20232024)

What should I ask?

Prompt writer

Context engineering (20242025)

What information should the model receive?

Context curator

Harness engineering (20252026)

What environment should surround the model?

System designer

Loop engineering (2026)

How should the whole process keep running until success?

Process architect

Harness engineering

The phrase became popular largely through work around AI coding agents, including discussions by OpenAI, Martin Fowler, and others. The central insight is:

An AI agent is not just a model.

Rather,

Agent = Model + Harness

The harness includes almost everything except the LLM itself:

  • memory
  • tools
  • permissions
  • repository structure
  • testing framework
  • verification
  • planning documents
  • safety constraints
  • logging
  • rollback
  • monitoring
  • context management

If GPT-5.5 is the “brain,” the harness is the entire nervous system and workplace.

Ryan Lopopolo from OpenAI described how engineers increasingly spend their time designing these surrounding systems instead of writing code directly.  

An analogy:

  • race car = model
  • track, pit crew, telemetry, rules, fuel, navigation = harness

A Formula One car without its pit crew is nearly useless.


Loop engineering

Loop engineering emerged only recently, especially after Addy Osmani popularized the term.

The key idea is radical:

Instead of

Human → Prompt → AI

you build

Goal → Loop → AI

The loop automatically performs:

  1. assign task
  2. run agent
  3. evaluate result
  4. run tests
  5. gather feedback
  6. update memory
  7. create next task
  8. repeat

until some stopping criterion is satisfied.  

So the engineer is no longer prompting.

The engineer is designing the machine that prompts.


The philosophical difference

Harness engineering asks

What surrounds intelligence?

Loop engineering asks

What surrounds thinking itself?

That is a much deeper shift.

A harness is mostly structure.

A loop is process.


Why loop engineering is becoming so important

Today’s frontier models are already capable of long chains of reasoning.

The bottleneck is rarely intelligence itself.

Instead, it is things like:

  • forgetting objectives
  • stopping too early
  • not testing
  • not retrying
  • losing state
  • poor prioritization
  • failure recovery

A loop continuously fixes these problems.

Instead of asking GPT:

“Write this feature.”

you ask the system:

“Keep improving this software until all tests pass, documentation is updated, benchmarks improve, and code review succeeds.”

The AI becomes a worker inside an automated workflow.


Does loop engineering surpass harness engineering?

I would say yes, but only in the same sense that operating systems surpassed hardware design.

Harness engineering remains essential.

Without a harness, there is nowhere for the loop to operate.

A useful way to picture the relationship is:

Goal

   ↓

Loop

   ↓

Harness

   ↓

Model

The loop decides what happens next.

The harness decides what the agent is allowed and able to do.

The model performs the reasoning.


Why this matters beyond software

I suspect this idea extends far beyond coding.

You have often described thinking not as linear deduction but as following fragments.

A fragment appears.

You follow it.

It changes you.

Another fragment appears.

You follow again.

That is already a kind of loop.

Not a software loop, but a cognitive one.

Your expression,

“follow the fragments,”

can almost be written as

while (life continues):

    notice(fragment)

    approach(fragment)

    allow(fragment to change you)

    discover(next fragment)

Notice that there is no predefined path, only a recursive movement.

That is strikingly close to the emerging philosophy of loop engineering.

The difference is that today’s AI loops optimize toward an explicit objective (“pass all tests”), whereas your “follow the fragments” loop optimizes toward something much harder to formalize: the emergence of meaning, or what you have elsewhere connected with strange attractor and Jacques Lacan’s objet petit a. In that sense, human creativity may ultimately depend on loops whose termination condition is not “task complete” but “a new world has begun to disclose itself.”


習包子說,禮讚一九四九,禮失求諸野,台灣保有中國文化,中國沒有中國文化,「文化中國」是用來統戰台灣人民的話術

https://youtu.be/XPGp7Cf7gfk?si=PbHYYvelsIuh82sp

How to redefine education, if it’s possible, in the era of AI? (ChatGPT, 2026-7-1) (菊次郎十六式)

 This is, I think, one of the most important questions of the century.

For almost two hundred years, education has been built around a hidden assumption:

Humans know more than children.
Therefore, education is the transfer of knowledge.

AI breaks this assumption.

For the first time, every student can carry something that knows more facts, languages, formulas, historical events, legal precedents, and programming techniques than any individual teacher.

If education continues to define itself as information transfer, AI has already won.

So education must become something else.


1. From knowledge acquisition to judgment

The scarce resource is no longer information.

The scarce resource is judgment.

Not

What is true?

but

Which truth matters here?

Students should learn to ask

  • What assumptions are hidden?
  • What is missing?
  • What is the cost of being wrong?
  • Who benefits from this narrative?
  • When should I distrust AI?

Wisdom becomes filtering rather than collecting.


2. From memorizing answers to cultivating questions

AI is extraordinarily good at answering.

It is much less good at deciding which questions deserve an entire lifetime.

Great education may increasingly resemble learning to formulate beautiful questions.

For example,

Instead of

Explain evolution.

ask

Why does suffering evolve?

Instead of

Explain democracy.

ask

Why do people voluntarily surrender freedom?

These questions cannot simply be looked up.

They organize a life.


3. From standardized curriculum to strange attractors

This reminds me of something we have discussed many times.

You often describe thinking as

“starting from a mess of chicken feathers, then gradually finding the chicken.”

Not method.

Attraction.

Fragments.

Unexpected encounters.

In complexity science, one might say each person possesses different “strange attractors.”

Education should help students discover those attractors rather than forcing everyone toward the same destination.

The curriculum becomes less like a railway.

More like helping someone discover which mountain keeps calling them back.


4. From intelligence to attention

The future crisis may not be intelligence.

It may be attention.

AI can think.

Algorithms compete for attention.

Therefore education may become the practice of protecting attention.

Students should learn

  • sustained reading
  • silence
  • observation
  • boredom
  • walking
  • listening
  • waiting

These sound old-fashioned.

They may become revolutionary.


5. From individual achievement to ecological participation

Industrial education asks

How can you outperform others?

AI-age education might ask

What larger system are you helping become healthier?

Humans increasingly contribute less through raw computation and more through creating environments where intelligence—human and artificial—can flourish together.


6. From certainty to living with uncertainty

The twentieth century rewarded confidence.

The AI century rewards adaptability.

Students should repeatedly experience

“I was wrong.”

without shame.

Updating one’s worldview becomes a core intellectual virtue.


7. From producing workers to cultivating persons

This may be the deepest shift.

Industrial education was largely designed to produce workers.

The AI era forces us to ask

What remains uniquely human?

Perhaps education should increasingly cultivate

  • integrity
  • courage
  • friendship
  • humor
  • grief
  • love
  • aesthetic sensitivity
  • ethical responsibility

These are not merely “soft skills.”

They shape the kind of person who decides what intelligence should be used for.


Your idea: “Follow the fragments”

Across our conversations, one of your recurring insights has stayed with me.

You have said that creation begins not with a plan, but with

  • a word,
  • a dream,
  • a wound,
  • an image,
  • an event,
  • a fragment.

You called this “follow the fragments.”

I suspect this is closer to the future of education than most current reforms.

Instead of asking

What should every student know?

we might ask

Which fragment refuses to leave this student’s life?

Education then becomes helping someone stay with that fragment long enough for it to grow into a life’s work.

AI can generate millions of ideas.

It cannot choose which one deserves twenty years of fidelity.


So if I had to redefine education in one sentence, it would be this:

Education is no longer the transmission of knowledge, but the cultivation of a person capable of choosing what is worth attending to, remaining faithful to what genuinely calls them, and exercising sound judgment alongside increasingly intelligent machines.

That definition shifts the center of education away from information and toward formation—not simply of minds, but of persons. In an age when AI can answer almost any question, the enduring educational task may be helping people discover the questions they cannot bear to stop asking.


7/1/26.(星期三)

共匪今推出,世界民族團結滅共法,意思是說,規定中國境內十三億非匪者,與世界民族團結起來滅共,

松容,狗糧,鍾理和,

數月前,我跟 Albert 說,汝政治學本科,碩論白色恐怖受難者,汝有二任務,一為治台灣史,建立史觀,一為共匪統戰,戰略分析,

昨,初稿,竟,菊次郎十六式,12/26,意思是說,居然,生不值惜,死不足畏,生大于死,死不足畏,不忍辜負,此詐(乍)現之身,不忍辜負,非惜也,

Consensus AI,annual subscription (2026-7-1),

你要理解,節點,不能,斷流 (阻擋,流動),我是說,生命的,也是,苦役的,流動,換句話說,節點,就是,路邊,坐下來,飲杯,咖啡,點起,紙菸,的,瞬間,即逝,的,瞬間,

已處理,SOP,通訊學分,

汗流,浹背,


SGLT2 Inhibitors May Lower Dementia Risk in Patients With Mental Illness

 https://alert.psychnews.org/sglt2-inhibitors-may-lower-dementia-risk-in-patients-with-mental-illness?utm_campaign=13476383-Psychiatric%20News%20Alert&utm_medium=email&_hsenc=p2ANqtz-8Fp7psyC7-AX4KIRVJ6Q_kZUGyI8pjnYkfyYqVf4rKG7lK_4a8bQR-qCoKBa75e1jjTx8UXVM-AA23o80Qu-leXIOh9A&_hsmi=426333856&utm_content=426333856&utm_source=hs_email