Difference between revisions of "Alan Kay at the Media Lab 30th anniversary (2015)"
From Viewpoints Intelligent Archive
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+ | |||
+ | <subtitle id="0:0:6">credit for inventing the personal</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:9"> computer the dynabook in 1972</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:12"> Alan Kay has said that his goal was to</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:15"> make a personal computer for children of all ages</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:18"> and he was a precocious child he</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:21">tells us that he learned to read fluently at age</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:24"> three reading about a hundred and fifty books</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:27"> by the time he reached first grade after</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:30"> done a book he went to Atari he</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:33"> was a leader in object-oriented programming the developer</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:36"> of the squeak programming language the basis for the</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:39">programming language he was on the founders</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:42"> working with Nicholas Negroponte E on one laptop per</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:45"> child please welcome Alan</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:54">Thank</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:57"> You Willie send me that video of Seymour</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:0"> a couple of days ago and</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:3"> it very much / muted this</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:6"> talk because I thought the video</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:9"> could not be less characteristic</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:12"> of what seemed war was about and</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:15"> since C</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:18"> moire was such an important part not just of</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:21"> our lives of people who knew him</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:24"> but also</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:27"> one of the most</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:30"> important voices in thinking about</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:33"> what learning is all about what</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:36"> are the goals what does it mean to grow</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:39"> up in the 21st century I thought</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:42"> I would say a few words and I put</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:45"> this picture of Seymour and Marvin</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:48"> up there together because the two</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:51"> of them for many years were one</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:54"> of the most vital forces in</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:57"> thinking about what</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:0"> the future could and should be like</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:3"> one of the reasons they were able to do this is</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:6"> because they were not bound</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:9"> in any</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:12"> hidebound way to the present</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:15"> they didn't think of the present as reality it</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:18"> was just one of the possible ways it</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:21"> could have been and this allowed them the freedom to</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:24">about that the future did not have to be just an extension</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:27"> of the present and because</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:30"> we've heard from Marvin I</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:33">thought I'd say a little bit more about Seymour we're aware of his</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:36"> work with children but</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:39"> again there's always more cast</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:42"> of characters this is Cynthia Solomon there's see more</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:45"> without his beard back when they were doing one of</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:48"> the very first explorations</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:51"> of what it would mean to use the computer as a</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:54"> medium for children not to teach them</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:57">programming so they grow up to be programmers it</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:0"> wasn't about coding it was about using</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:3"> the computer as a kind of a vehicle for</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:6"> hanging on the most powerful ideas</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:9"> of our society and in</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:12"> the brief time I have I thought I'd show you a little example</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:15"> from one of the papers written back</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:18"> then the title of this paper was called teaching</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:21"> children to be mathematicians versus</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:24"> teaching children math and</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:27"> the difference there is that</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:30"> most subjects like math and science</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:33"> are rather in schools today are</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:36"> rather like music appreciation you</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:39"> sit in a class and you learn about some</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:42">listen to some music but you don't ever get to do any music</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:45"> now it turns out music appreciation is</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:48"> fantastic if you happen to be a musician so</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:51"> if you develop into</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:54"> a musician than learning these things is very useful but</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:57"> in fact you hardly get to touch music otherwise</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:0"> and so see war was proposing was</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:3"> that young children could</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:6"> have authentic experiences with intellectually</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:9"> honest versions of real mathematics and</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:12"> that the computer could actually help</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:15">this and here's an example of one of the ideas of the</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:18"> thing children like to do which</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:21"> is balancing things it's easy to balance a</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:24"> broom it's hard to balance a toothbrush and</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:27"> when we do this we don't generally</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:30"> think too strongly about</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:33">what's actually going on we're occupied with doing it</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:36"> so the next idea was well make a little thing</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:39"> like a cart put a rod on</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:42"> it put a movable wait so you could see where</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:45"> the center of gravity of that it move</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:48"> it have the kid move it back and forth and now you're actually</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:51">disconnected enough from it so you can start getting a</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:54"> sense of what you have to do to</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:57"> balance that rod and</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:0"> then the famous turtle</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:3"> first one was about</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:6"> this big if you put that rod on</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:9"> top of it you could now think about</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:12"> actually trying to tell the turtle how to</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:15"> balance that stick in order to do that the</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:18"> turtle has to sense where the stick is just</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:21"> as you do with your hand and</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:24"> in the version of logo at that time</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:27">program would look something like this and it's very easy</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:30"> to read you want to see if the angle</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:33"> of that stick is more than 10 degrees</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:36"> you want to move forward the turtle so</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:39"> it's going that way we got to move it forward</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:42"> and if it's coming back</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:45"> too much this way we have to move the turtle back and</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:48"> we put in a little delay there</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:51"> and then we do it over and over again so</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:54"> that's all there is to it it's but it's sensing</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:57"> and where the stick is at any given time</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:0"> is not repeatable it's dealing with</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:3"> the way the real world handles things</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:6"> but it's dealing with it in a form that's</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:9">relatively controllable using feedback so this</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:12"> is an example of a powerful idea</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:15"> not the idea of testing</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:18"> something not even the idea of being able</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:21"> to move the turtle forward with the idea</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:24"> of feedback and that idea</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:27"> pervades both nature and biology</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:30"> pervades engineering it pervades</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:33">the internet it's one of the most powerful ideas and what</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:36"> Seymour was about was not growing children</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:39"> up to be programmers but growing children up to be powerful</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:42"> thinkers and this has gotten lost over</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:45"> the years and it's kind of discouraging</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:48"> more almost 50 years later now that</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:51"> the schools are</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:54"> yes they are saurian to grapple with</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:57"> computers but they're grappling with</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:0"> them in the same old way that they grapple with them for</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:3"> media namely is a convenient way of dealing</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:6"> with media that we already had like words</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:9"> and pictures and movies and videos and recordings</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:12"> of music but these other things that the computer</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:15"> are special about that Seymour wanted</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:18">pay attention to and he was one of the most to articulate and</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:21"> beautiful spokes person for this now</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:24"> this other little thing I put up there is that</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:27"> this program is not</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:30"> perfect just as no</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:33">description of nature can be perfect and so there's</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:36"> this opportunity to debug the things</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:39"> that have been left out in the program to refine the program and</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:42"> this iterative process is</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:45"> dealing between nature and our</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:48"> symbol symbolic ways</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:51"> of representing things is the very essence</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:54"> of what science is about</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:57"> so we want to think about what that</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:0"> means it doesn't mean a job in the future</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:3"> but that's irrelevant but</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:6"> what it mine me it is a powerful citizen</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:9"> think you're in the future a powerful parent</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:12"> so here's another way of expressing something</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:15"> you've heard a few times already and that</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:18"> is this complex intertwined</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:21"> set of systems we live in the</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:24"> natural systems the social systems that</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:27"> middle fear their technological systems</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:30"> that is a self-portrait of the internet and</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:33"> then all of the systems we are not</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:36"> just physical but also mental systems and</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:39"> in order to try and deal with this</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:42"> we have our same old brain and it's</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:45"> full of this pink stuff the technical term for the</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:48"> pink stuff they are label beliefs the technical</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:51"> term is bullshit basically</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:54"> we have about three pounds of porridge</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:57"> like bullshit between our ears that</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:0"> we think is reality has really</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:3">been a few hundred years ago that science was invented</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:6"> to help negotiate between our tendency</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:9"> to make stories and narratives out of</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:12"> things and so we can say what a</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:15"> restatement of what Seymour was out after is</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:18"> this thinking is not remembering</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:21"> thinking is not doing logic</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:24"> thinking is a negotiation</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:27"> between what's going on</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:30"> which we can't get to directly and our</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:33"> poor abilities are noisy abilities to</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:36"> represent what's going on so this is a very</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:39"> very big deal it's one of the biggest deals</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:42"> it was one of the foundations both Nicholas's</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:45"> lives life in my life and the life</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:48"> of hundreds of others were changed by being</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:51"> around marvin and see more</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:54"></subtitle> | ||
+ | |||
+ | <subtitle id="0:9:57"> okay this is my music room</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:0"> the but the music isn't</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:3"> in the pipe organ there's one right up there</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:6"> I guarantee you there's no music in it</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:9"> somebody gets up there who can't play it where</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:12"> somebody gets up there who plays it mechanically still</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:15"> not going to get music but what you have</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:18"> is something that actually provided</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:21"> a vehicle a motivation</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:24"> a reason for composing some of the greatest music</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:27"> that has ever been composed and the parallel</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:30"> idea here is the computer is an instrument whose</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:33"> music is ideas so</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:36"> you can't just put children next to a musical instrument</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:39">and have music happened it happens in a musical</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:42"> culture</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:45"> the trappings of a bicycle</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:48"> this is a real bike has training</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:51"> wheels on it gigas it's like putting</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:54"> frets on a violin it's exactly the wrong way</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:57"> to learn these are real</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:0">that's not a joke who in their</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:3"> adult lives have do races and stuff with training wheel</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:6"> bikes that they learned real</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:9"> way to learn to ride a bike is on a get a little bike</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:12"> has no pedals on it it's so low that the</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:15"> kid can just put their feet down and so</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:18">they learn to do is to glide and turn into the turn in balance</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:21"> all the things that have to do with real bike riding and</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:24"> so very young children can really learn to ride a bike</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:27"> this is a metaphor for the</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:30"> fact that user friendly is not always</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:33"> friendly</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:36"> so</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:39"> then we have this problem that Einstein</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:42"> is right love is a better teacher than duty</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:45"> what does that mean</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:48"> means that boy if you like it you're</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:51"> going to work at it great</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:54"> idea what the problem is what</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:57"> if the child doesn't like reading what</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:0"> if the child doesn't like science</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:3"> things that the society needs</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:6"> them to like</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:9"> so a Montessori had a</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:12"> way out of that because</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:15"> children learn the</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:18"> culture around them she said look don't try and teach them</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:21"> these big epistemological ideas</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:24">difficult to learn just embed them in the culture and they'll</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:27"> learn them because they're set up by nature to learn the</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:30"> culture and this was an idea that Seymour was very</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:33"> deeply part of and it's really part of the whole media</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:36"> lab way of looking at things ok</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:39"> construction</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:42"> these are the tinker toys Marvin once made one</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:45"> of the world's highest structures ever made in a</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:48"> Tinkertoy when he was a kid Legos</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:51"> construction</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:54"> and the reason these are important</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:57"> is we make things not just to have them not</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:0">wit just to play with them but to understand them</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:3"> you can think of this as being a little bit like learning to</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:6"> play music and then Mitchell</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:9"> Resnick and others had the idea of what if a child</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:12"> could actually make a turtle</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:15"> now the technology is much less mysterious</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:18"> and that turtle can be programmed that</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:21"> led to the idea of Lego Mindstorms and</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:24"> today</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:27"> I'm going to bring on</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:30"> the CEO of Lego</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:33"> your</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:36"> canoed store and</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:39"> I'm going to bring on</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:42"> aya</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:45"> should have asked her how to pronounce your last name</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:48"> but I'll just guess it's bad ear who did</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:51"> a lot of work here in the media lab about learning</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:54"> what you learn when you take her around and</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:57"> with that I'll conclude Mike a</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:0"> little talk here and bring on Jurgen</subtitle> |
Latest revision as of 23:14, 6 December 2017
credit for inventing the personal
computer the dynabook in 1972
Alan Kay has said that his goal was to
make a personal computer for children of all ages
and he was a precocious child he
tells us that he learned to read fluently at age
three reading about a hundred and fifty books
by the time he reached first grade after
done a book he went to Atari he
was a leader in object-oriented programming the developer
of the squeak programming language the basis for the
programming language he was on the founders
working with Nicholas Negroponte E on one laptop per
child please welcome Alan
Thank
You Willie send me that video of Seymour
a couple of days ago and
it very much / muted this
talk because I thought the video
could not be less characteristic
of what seemed war was about and
since C
moire was such an important part not just of
our lives of people who knew him
but also
one of the most
important voices in thinking about
what learning is all about what
are the goals what does it mean to grow
up in the 21st century I thought
I would say a few words and I put
this picture of Seymour and Marvin
up there together because the two
of them for many years were one
of the most vital forces in
thinking about what
the future could and should be like
one of the reasons they were able to do this is
because they were not bound
in any
hidebound way to the present
they didn't think of the present as reality it
was just one of the possible ways it
could have been and this allowed them the freedom to
about that the future did not have to be just an extension
of the present and because
we've heard from Marvin I
thought I'd say a little bit more about Seymour we're aware of his
work with children but
again there's always more cast
of characters this is Cynthia Solomon there's see more
without his beard back when they were doing one of
the very first explorations
of what it would mean to use the computer as a
medium for children not to teach them
programming so they grow up to be programmers it
wasn't about coding it was about using
the computer as a kind of a vehicle for
hanging on the most powerful ideas
of our society and in
the brief time I have I thought I'd show you a little example
from one of the papers written back
then the title of this paper was called teaching
children to be mathematicians versus
teaching children math and
the difference there is that
most subjects like math and science
are rather in schools today are
rather like music appreciation you
sit in a class and you learn about some
listen to some music but you don't ever get to do any music
now it turns out music appreciation is
fantastic if you happen to be a musician so
if you develop into
a musician than learning these things is very useful but
in fact you hardly get to touch music otherwise
and so see war was proposing was
that young children could
have authentic experiences with intellectually
honest versions of real mathematics and
that the computer could actually help
this and here's an example of one of the ideas of the
thing children like to do which
is balancing things it's easy to balance a
broom it's hard to balance a toothbrush and
when we do this we don't generally
think too strongly about
what's actually going on we're occupied with doing it
so the next idea was well make a little thing
like a cart put a rod on
it put a movable wait so you could see where
the center of gravity of that it move
it have the kid move it back and forth and now you're actually
disconnected enough from it so you can start getting a
sense of what you have to do to
balance that rod and
then the famous turtle
first one was about
this big if you put that rod on
top of it you could now think about
actually trying to tell the turtle how to
balance that stick in order to do that the
turtle has to sense where the stick is just
as you do with your hand and
in the version of logo at that time
program would look something like this and it's very easy
to read you want to see if the angle
of that stick is more than 10 degrees
you want to move forward the turtle so
it's going that way we got to move it forward
and if it's coming back
too much this way we have to move the turtle back and
we put in a little delay there
and then we do it over and over again so
that's all there is to it it's but it's sensing
and where the stick is at any given time
is not repeatable it's dealing with
the way the real world handles things
but it's dealing with it in a form that's
relatively controllable using feedback so this
is an example of a powerful idea
not the idea of testing
something not even the idea of being able
to move the turtle forward with the idea
of feedback and that idea
pervades both nature and biology
pervades engineering it pervades
the internet it's one of the most powerful ideas and what
Seymour was about was not growing children
up to be programmers but growing children up to be powerful
thinkers and this has gotten lost over
the years and it's kind of discouraging
more almost 50 years later now that
the schools are
yes they are saurian to grapple with
computers but they're grappling with
them in the same old way that they grapple with them for
media namely is a convenient way of dealing
with media that we already had like words
and pictures and movies and videos and recordings
of music but these other things that the computer
are special about that Seymour wanted
pay attention to and he was one of the most to articulate and
beautiful spokes person for this now
this other little thing I put up there is that
this program is not
perfect just as no
description of nature can be perfect and so there's
this opportunity to debug the things
that have been left out in the program to refine the program and
this iterative process is
dealing between nature and our
symbol symbolic ways
of representing things is the very essence
of what science is about
so we want to think about what that
means it doesn't mean a job in the future
but that's irrelevant but
what it mine me it is a powerful citizen
think you're in the future a powerful parent
so here's another way of expressing something
you've heard a few times already and that
is this complex intertwined
set of systems we live in the
natural systems the social systems that
middle fear their technological systems
that is a self-portrait of the internet and
then all of the systems we are not
just physical but also mental systems and
in order to try and deal with this
we have our same old brain and it's
full of this pink stuff the technical term for the
pink stuff they are label beliefs the technical
term is bullshit basically
we have about three pounds of porridge
like bullshit between our ears that
we think is reality has really
been a few hundred years ago that science was invented
to help negotiate between our tendency
to make stories and narratives out of
things and so we can say what a
restatement of what Seymour was out after is
this thinking is not remembering
thinking is not doing logic
thinking is a negotiation
between what's going on
which we can't get to directly and our
poor abilities are noisy abilities to
represent what's going on so this is a very
very big deal it's one of the biggest deals
it was one of the foundations both Nicholas's
lives life in my life and the life
of hundreds of others were changed by being
around marvin and see more
okay this is my music room
the but the music isn't
in the pipe organ there's one right up there
I guarantee you there's no music in it
somebody gets up there who can't play it where
somebody gets up there who plays it mechanically still
not going to get music but what you have
is something that actually provided
a vehicle a motivation
a reason for composing some of the greatest music
that has ever been composed and the parallel
idea here is the computer is an instrument whose
music is ideas so
you can't just put children next to a musical instrument
and have music happened it happens in a musical
culture
the trappings of a bicycle
this is a real bike has training
wheels on it gigas it's like putting
frets on a violin it's exactly the wrong way
to learn these are real
that's not a joke who in their
adult lives have do races and stuff with training wheel
bikes that they learned real
way to learn to ride a bike is on a get a little bike
has no pedals on it it's so low that the
kid can just put their feet down and so
they learn to do is to glide and turn into the turn in balance
all the things that have to do with real bike riding and
so very young children can really learn to ride a bike
this is a metaphor for the
fact that user friendly is not always
friendly
so
then we have this problem that Einstein
is right love is a better teacher than duty
what does that mean
means that boy if you like it you're
going to work at it great
idea what the problem is what
if the child doesn't like reading what
if the child doesn't like science
things that the society needs
them to like
so a Montessori had a
way out of that because
children learn the
culture around them she said look don't try and teach them
these big epistemological ideas
difficult to learn just embed them in the culture and they'll
learn them because they're set up by nature to learn the
culture and this was an idea that Seymour was very
deeply part of and it's really part of the whole media
lab way of looking at things ok
construction
these are the tinker toys Marvin once made one
of the world's highest structures ever made in a
Tinkertoy when he was a kid Legos
construction
and the reason these are important
is we make things not just to have them not
wit just to play with them but to understand them
you can think of this as being a little bit like learning to
play music and then Mitchell
Resnick and others had the idea of what if a child
could actually make a turtle
now the technology is much less mysterious
and that turtle can be programmed that
led to the idea of Lego Mindstorms and
today
I'm going to bring on
the CEO of Lego
your
canoed store and
I'm going to bring on
aya
should have asked her how to pronounce your last name
but I'll just guess it's bad ear who did
a lot of work here in the media lab about learning
what you learn when you take her around and
with that I'll conclude Mike a
little talk here and bring on Jurgen