Viewpoints Intelligent Archive - User contributions [en]

Alan Kay Turing Award Lecture (2004)

2017-12-14T05:50:22Z

Matthew:

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== Introduction by John Vlissides ==
<note for="0:0:1">
Dr. John Vlissides is the conference chair of OOPSLA 2004.
</note>
<subtitle id="0:0:1">Good Afternoon, and welcome to the Association for Computing Machinery's Turing Award Lecture.</subtitle>

<subtitle id="0:0:7">The Turing Award is ACM's most prestigious technical award.</subtitle>

<subtitle id="0:0:12">If you look at past Turing laureates, it'll read like a Who's Who of computer science.</subtitle>

<subtitle id="0:0:19">The Turing award is given out annually to an individual who has contributed, has given contributions of lasting and major technical importance to the field.</subtitle>

<subtitle id="0:0:36">And, the Turing Laureate is invited to give a talk on whatever topic they'd like at any ACM conference during the year.</subtitle>

<subtitle id="0:0:49">We are privileged to have this year's laureate choose OOPSLA as their venue.</subtitle>
<subtitle id="0::0:55">So, without further ado I'd like to introduce Dr. Alan Kay. He's a senior fellow at Hewlett Packard.</subtitle>

<subtitle id="0:1:1">He's president of Viewpoints Research Institute.</subtitle>

<subtitle id="0:1:6">The Turing award was given to him for pioneering many of the ideas at the root of contemporary object-oriented programming languages, for leading the team that developed Smalltalk, and for fundamental contributions to personal computing.</subtitle>

<subtitle id="0:1:22">Let's give a warm OOPSLA welcome to Alan Kay.</subtitle>

== Introduction and Context: Education for High School and First Year College ==

<note for="0:1:47">
<slide for="0:1:47" name="OOPSLA2004-TitleSlide.png"/>
</note>
<subtitle id="0:1:47">Of course, one of the funny things about the larger citation was, it was also said for coming up and helping to come up with many of the ideas that eventually led to C++ and Java.</subtitle>

<subtitle id="0:2:5">It reminded me of Tony Hoare's, in his Turing lecture, which was quite a bit about ALGOL. He pointed out that ALGOL is a great improvement, especially on its successors.</subtitle>

<subtitle id="0:2:29">About a year ago, I got asked by SIGCSE to come and give a talk here, which happened yesterday, about early experiences in computing, primarily for high school, and to some extent for first year college.</subtitle>

<subtitle id="0:2:49"> And, I wasn't of course expecting to get this award.</subtitle>

<subtitle id="0:2:54">I had spent a fair amount of time trying to think about the high school and college situation.</subtitle>

<subtitle id="0:3:2">Since I had no real experience doing a first course.</subtitle>

<subtitle id="0:3:8">And, I certainly didn't like what I found when I went out and read books and the AP stuff and so forth.</subtitle>

<subtitle id="0:3:19">But I figured nobody wants to hear anybody complain even if they're telling the truth for an hour.</subtitle>

<subtitle id="0:3:27">So what I decided to do was to see if I were going to teach a first course in high school or college what would it be like.</subtitle>

<subtitle id="0:3:34">That was the talk I gave yesterday.</subtitle>

<subtitle id="0:3:39">And, I wound up thinking that, perhaps, a slightly different version of this would make a reasonable Turing Lecture.</subtitle>

== Don Knuth Quote on New Mathematics for Computing ==

<note for="0:3:53">
<slide for="0:3:53" name="OOPSLA2004-Don Quote.png"/>
Donald Knuth is a famous computer scientist. Wikipedia: [https://en.wikipedia.org/wiki/Donald_Knuth].
</note>
<subtitle id="0:3:53">Here it is. First I want to start off with a Don quote.</subtitle>

<subtitle id="0:3:57">He has lots of them, but this is my favorite one of his.</subtitle>

<subtitle id="0:4:0">"Beware of bugys in the above code; I've only proved it correct, not tried it.</subtitle>

<subtitle id="0:4:8">This is the perfect antidote to what you might call the academization of the field, which, quite a bit of which, has been an attempt to use classical mathematics to deal with a new mathematics that requires a new math to help describe it. </subtitle>

<subtitle id="0:4:27">So what we have is a new field.</subtitle>

<subtitle id="0:4:31">I believe a simple statement about our field is that math wins: Basically every time you can do something reasonably mathematical what we're trying to do, we make great advances.</subtitle>

<subtitle id="0:4:44">But, it's rare that old math wins.</subtitle>

<subtitle id="0:4:49">Because, we have a new way of dealing with things. Our theorems are not short, and they're not about infinite things, which is what classical math is generally about.</subtitle>

<subtitle id="0:5:4">The equivalent of our theorems and proofs are very very long things about finite structures.</subtitle>

<subtitle id="0:5:12">So we have a different way of doing about, and hence Don's quote, which i think is absolutely perfect.</subtitle>

== Research Accomplishment within the Community ==

<note for="0:5:19">
<slide for="0:5:19" name="OOPSLA2004-Colleagues.png"/>
</note>
<subtitle id="0:5:19"> Because our field is the way it is, everything we do is done within a community, and nobody has benefited more from their community than I have over the years.</subtitle>

<subtitle id="0:5:34">For the stuff I'm going to talk about and show tonight, a lot of people contributed, especially over the last few weeks, putting together some of these examples.</subtitle>

<subtitle id="0:5:47">These are some of the people. Some of them you notice have gray hair.</subtitle>

<note for="0:25:20">
Daniel Ingalls on Wikipedia: [https://en.wikipedia.org/wiki/Dan_Ingalls]
</note>
<subtitle id="0:5:51">This guy, I know is here, Dan Ingalls, who is the actual creator of Smalltalk.</subtitle>

<subtitle id="0:6:2">I just wrote the math part, and Dan was the guy who actually made it work.</subtitle>

<subtitle id="0:6:6">So, we should give him a round of applause.</subtitle>

== Science and Engineering of Computing: Pyramids vs. Arches vs. Cathedrals ==

<note for="0:6:20">
<slide for="0:6:20" name="OOPSLA2004-Three Architectures0.png"/>
<slide for="0:11:29" name="OOPSLA2004-Three Architectures1.png"/>
</note>
<subtitle id="0:6:18">I guess the first thing to think about here is we have these terms: Computer science and software engineering.</subtitle>

<subtitle id="0:6:26">I happen to be around when both of these terms were made up</subtitle>

<note for="0:6:28">
Alan Perlis [https://en.wikipedia.org/wiki/Alan_Perlis] was a leader of the early computer science field.
</note>
<subtitle id="0:6:28">Al Perlis made up the term computer science, absolutely not implying that we had one but as something to actually aspire to.</subtitle>

<subtitle id="0:6:41">And, I think he immediately regretted, even in the first few years afterwards, because what happened was what some people have sometimes called physics envy.</subtitle>

<subtitle id="0:6:52">Basically everybody who dabbles in the sciences wants to be a physicist, because they deal with the absolute foundations of the universe.</subtitle>

<subtitle id="0:7:4">They do it with serious math and serious experiments.</subtitle>

<subtitle id="0:7:10">Physics envy is, science envy is often found when fields wind up having science in their name.</subtitle>

<subtitle id="0:7:20">So, library science, social science, computer science.</subtitle>

<subtitle id="0:7:27">Interestingly physics, chemistry, and biology don't have science in their name.</subtitle>

<subtitle id="0:7:35">I think there can be a science of computing, similar to a science of bridge building, and in fact, Simon pointed out in his book called the sciences of the artificial that you can have a science about artifacts like a science of bridge building.</subtitle>

<subtitle id="0:7:00">Build a bridge by any means whatsoever stress it in various ways analyze it come up with a theory of build bridge building build some more bridges and so forth.</subtitle>

<subtitle id="0:8:11">In many ways physics has found itself becoming a science of the artificial, because a lot of physics is actually all about the science of building accelerators and detectors,</subtitle>

<subtitle id="0:8:26">and trying to figure out just exactly what it is that those needle swings actually mean.</subtitle>

<note for="0:8:32">
The report from the Software Engineering Conference in '68 is available online. [http://www.scrummanager.net/files/nato1968e.pdf]
</note>
<subtitle id="0:8:32">Software engineering actually was a term that came about for a conference (I think) in '68 and Garmisch, Germany.</subtitle>

<subtitle id="0:8:42">Again, the people who went to that conference, except for a few, did not think there was anything remotely like a software engineering at that time.</subtitle>

<subtitle id="0:8:51">In fact, the slide shows kind of..., from the depths to something that we might call engineering today of the difference between a pyramid made out of bricks with no architecture.</subtitle>

<note for="0:9:8">
The venue of the talk was Vancouver, Canada. Alan is referring to Seattle, where Microsoft is located.
</note>
<subtitle id="0:9:8">Just a garbage dump with a nice limestone cover made by slaves: Sounds like something that happens a few miles south of here, actually.</subtitle>

<subtitle id="0:9:24">I can just imagine some pharaonic architect at some conference, announcing their new pyramid.</subtitle>

<note for="0:9:45">
One of the books is "Building the Empire State", edited by Carol Willis. [http://books.wwnorton.com/books/detail.aspx?ID=16901]. See also another talk by Alan on this site: [http://tinlizzie.org/IA/index.php/Rethinking_Design,_Risk,_and_Software_(2012)#A_book_on_the_Empire_State_Building].
</note>
<subtitle id="0:9:45">On the other side of the scale, we have one of my favorite artifacts: the Empire State Building, which is well documented and I urge every single one of you who has aspirations to be an engineer to read the three or four excellent recent books about the Empire State Building.</subtitle>

<subtitle id="0:10:5">One of them is the actual log by the foreman.</subtitle>

<subtitle id="0:10:09">Basically, the Empire State Building was constructed from start to finish, that is,</subtitle>

<subtitle id="0:10:15">from tearing down the buildings that were there to occupancy in less than 11 months by less than 3,000 people.</subtitle>

<subtitle id="0:10:25">The flooring itself went up at the rate of almost two stories a day.</subtitle>

<subtitle id="0:10:29">And, the steel was still warm, about a hundred degrees warm, from the steel mills in Pittsburgh, where it came from.</subtitle>

<subtitle id="0:10:37">This is one of the greatest organized projects.</subtitle>

<subtitle id="0:10:40">The Starrett brothers who did the Empire State Building knew they were making a statement, because the Depression had just happened.</subtitle>

<subtitle id="0:10:48">Everything was set up to do this thing. They had already done a couple of skyscrapers and they had a feeling this might be the last skyscraper for a while.</subtitle>

<subtitle id="0:10:55">So they decided to make it an expression of what it meant to be able to make a skyscraper.</subtitle>

<subtitle id="0:11:1">It's just the greatest thing.</subtitle>

<subtitle id="0:11:3">But, I think if we look at our own field, we cannot find any instance of 3,000 people being put together to something incredible in less than 11 months and have it work.</subtitle>

<subtitle id="0:11:16">Whatever it is that we've got in engineering, it might be closer to Egyptian or Babylonian engineering.</subtitle>

<subtitle id="0:11:26">Now, somewhere in the middle, things with arches started appearing, an actual architecture appeared.</subtitle>

<subtitle id="0:11:36">Interesting thing that happened some years before the Gothic cathedrals was the Pantheon in Rome, which has this clear span, the dome of clear span of fourteen stories.</subtitle>

<subtitle id="0:11:49">Made out of the best reinforced concrete the world ever known, but two thousand years ago. That was amazing.</subtitle>

<subtitle id="0:11:57">if you've ever been there, it looks like it was made yesterday.</subtitle>

<subtitle id="0:12:1">I think the best practice that we have right now in our field as far as engineering is a little bit like a Gothic cathedral.</subtitle>

<subtitle id="0:12:11">Sometimes our projects take a hundred years. but we can aspire to build rather large structures by the standards of the Middle Ages out of much much less material than the Egyptians needed.</subtitle>

<subtitle id="0:12:30">So, little progress is being made but I think that whenever we say computer science or software engineering, especially whenever we think we're teaching it, the worst thing we could ever do is to pretend to the students that we know what it is.</subtitle>

<subtitle id="0:12:48">Because the students are going to be the only ones that are going to save us.</subtitle>

<subtitle id="0:12:55">So, we should teach the students what I was taught when I was in graduate school in the sixties: that is it isn't done yet. It's not even close to be done. You have to understand what the actual scope of computing is going to be and you have to help us invent it.</subtitle>

<subtitle id="0:13:13">In fact, in those years in the ARPA community, the PhDs were given out for actual advances in the state of the art, as opposed for, as opposed to commentaries and small additions to the state of the art.</subtitle>

<subtitle id="0:13:27">So it was a very different time back then but it was a lot simpler.</subtitle>

== A Simple Model of Motivations: Inner- vs. outer-motivated. instrumental vs. intrinsic reasoners ==
<note for="0:13:35">
<slide for="0:13:35" name="OOPSLA2004-Motivations.png"/>
</note>
<subtitle id="0:13:35">I could give a whole talk, maybe not terribly successfully, about motivations.</subtitle>

<subtitle id="0:13:41">In the end, everything we do is being subject to other people's motivations, in particular the user interface. I feel particularly in education.</subtitle>

<subtitle id="0:13:52">But I thought I'd show a much simpler model than we use, but it's only a two-dimensional model.</subtitle>

<subtitle id="0:14:1">And just have us all ponder it for a bit. So, one dimension is, in the reasoning and change area, is the incredible disparity between the percentage of human beings, who are basically instrumental reasoners,</subtitle>

<subtitle id="0:14:20">those who are basically interested in ideas. This has been studied in a variety of different ways.</subtitle>

<subtitle id="0:14:30">It seems like the normal us, normal human beings, are basically instrumental reasoners.</subtitle>

<subtitle id="0:14:33">An instrumental reasoner is a person who judges any new tool or idea by how well that tool or idea contributes to his or her current goal.</subtitle>

<subtitle id="0:14:45">so, most of us are very goal-oriented. We're working on things. Somebody comes up with something new, and our ability to accept it or reject it, if we're instrumental reasoners, depends on whether we can see it contributing to our current goal.</subtitle>

<subtitle id="0:15:0">The other 5% are primarily motivated by ideas. So, when a new idea comes along that appeals to them, they will transform themselves and their goals in the presence of the idea.</subtitle>

<subtitle id="0:15:13">Needless to say, the 5% are much easier to teach. In particular, if you're trying to teach them things that were inventions, rather than things that are built into human beings.</subtitle>

<subtitle id="0:15:26">If you're trying to teach something really weird like science, it is not an easy thing, because you're dealing with a set of very practical and pragmatic kinds of people.</subtitle>

<subtitle id="0:15:39">The other dimension here is (between) basically about reward:</subtitle>

<subtitle id="0:15:48">Inner-motivated vs. outer-motivated.</subtitle>

<subtitle id="0:15:52">About 85 percent of us are motivated by things outside of ourselves. About 15 percent are motivated by things inside ourselves.</subtitle>

<subtitle id="0:16:3">That's kind of interesting.</subtitle>

<subtitle id="0:16:7">What we have here, if we look at this, is we have a kind of an interesting category of people who are inner-motivated and interested in ideas.</subtitle>

<subtitle id="0:16:19">I'll leave it for you to figure out who those people are.</subtitle>

<subtitle id="0:16:21">An interesting category number two is people who are outer-motivated and interested in ideas.</subtitle>

<subtitle id="0:16:29">The people who are inner-motivated and not interested in ideas tend to be dangerous and caused a lot of trouble.</subtitle>

<subtitle id="0:16:38">A lot of corporate executives are up in there.</subtitle>

<subtitle id="0:16:47">Basically, our field is a field that's the next great 500 year idea after the printing press. And, we should all be properly concerned with something quite different.</subtitle>

<subtitle id="0:17:2">That is, we have to be concerned with how the entire bulk of humanity is going to respond and deal with the things that we do.</subtitle>

<subtitle id="0:17:14">So it's extremely interesting to consider the 80% here.</subtitle>

<subtitle id="0:17:18">That our outer-motivated and basically practical.</subtitle>

<subtitle id="0:17:23">A fair amount is known about this 80 percent.</subtitle>

<subtitle id="0:17:27">In the past, I've used the term voting.</subtitle>

<note for="0:17:35">
<slide for="0:17:35" name="OOPSLA2004-Motivations2.png"/>
</note>
<subtitle id="0:17:35">You know, this group does not go to the polls to vote on the things they believe in.</subtitle>

<subtitle id="0:17:41">It takes them a long time to change what they believe in.</subtitle>

<subtitle id="0:17:44">But the way they do it is kind of interesting. It's a kind of a consensus that is gradual.</subtitle>

<subtitle id="0:17:55">It's a seeping kind of consensus, and it has many of the same characteristics as a model of a forest fire.</subtitle>

<note for="0:18:4">
The system was StarSqueak, which is inspired by Resnick's StarLogo. A book by Resnick explains the non-linearity of the simulation [https://mitpress.mit.edu/books/turtles-termites-and-traffic-jams].
</note>
<subtitle id="0:18:4">I have a little particle system here.</subtitle>

<subtitle id="0:18:10">The percentage of trees to the percentage of clearing here is just 50/50.</subtitle>

<subtitle id="0:18:18">If I say okay, let's see if we can spread the fire throughout the forest here with a 50%.</subtitle>

<subtitle id="0:18:27">I didn't initialize that. Let's try again.</subtitle>

<subtitle id="0:18:32">Here's 50%.</subtitle>

<subtitle id="0:18:38">So surprising that it doesn't [burn much]. Try again.</subtitle>

<subtitle id="0:18:43">Let's try go up to 60%, Let's say. You can think of the 60% as people who are almost ready to agree.</subtitle>

<subtitle id="0:18:54">People are essentially there. So 10% more, it spreads better.</subtitle>

<subtitle id="0:19:9">Try another one. Each time the placement is random so you got a slightly different behavior.</subtitle>

<subtitle id="0:19:24">Yeah, so that's about what you get.</subtitle>

<subtitle id="0:19:31">they burned itself out. If we go up to like 66 percent or so 67, 66.</subtitle>

<subtitle id="0:19:44">Yeah. In these contagion models, you can think of this as spreading memes, if you will.</subtitle>

<subtitle id="0:19:53">Roughly two-thirds of this 80% has to pretty much be there before you can get them to agree and do something: because they just won't do it unless everybody else is doing it.</subtitle>

<subtitle id="0:20:7">This model works really great for even weird things like wearing baseball caps backwards and girls showing their belly buttons.</subtitle>

<subtitle id="0:20:18">If you trace the girls showing their belly buttons over the years, you'll see how gradual this change was, until suddenly it was okay.</subtitle>

<subtitle id="0:20:28">The thing is, if it's okay now, it was always okay. So, what's the problem?</subtitle>

<subtitle id="0:20:32">Well, the problem was that this group generally didn't think it was okay.</subtitle>

<subtitle id="0:20:37"> It wasn't okay until about two-thirds of them thought it was okay. And then, all of a sudden it became okay.</subtitle>

<subtitle id="0:20:42">So, you're trying to reform education, or you're trying to get a group of people to understand real object-oriented programming, or any other new kind of thing that comes along, you get this incredible disparity,</subtitle>

<subtitle id="0:20:58">which in computing, there are many many instances of roughly 30-year lags from when an idea was really proved out to when it gets generally accepted.</subtitle>

<subtitle id="0:21:11">Nobody knows whether this thirty years actually means anything or not.</subtitle>

<subtitle id="0:21:16">But it's interesting to look at the case of UNIX and all of its different adventures over the years and finally being accepted. </subtitle>

<subtitle id="0:21:28">Even though it has a basically late '60s architecture, which is better than the architecture of some of the operating systems that are around.</subtitle>

<subtitle id="0:21:39">But still, it's a fairly old architecture. So, I'm desperately trying to hold on to life until at least 2007 or 8.</subtitle>

<subtitle id="0:21:52">Because quite a bit of the work at PARC peaked 30 years ago from those days, and I'm curious to see whether those ideas will actually be accepted.</subtitle>

== Doug Engelbart and NLS ==

<note for="0:22:05">
<slide for="0:22:05" name="OOPSLA2004-NLS New.png"/>
Doug Enbelbart on the Engelbart Institute site: [http://dougengelbart.org/].
</note>
<subtitle id="0:22:3">However, if you look at an extreme case, Doug Engelbart, who had some of the best ideas ever.</subtitle>

<subtitle id="0:22:10">I think he was on a different plane. His ideas are now getting closer and closer to being 40 years old.</subtitle>

<subtitle id="0:22:19">in their articulate expression, and most people still don't understand what it was that he was trying to do.</subtitle>

== Temptation of Complexity ==

<note for="0:22:29">
<slide for="0:22:29" name="OOPSLA2004-JOY.png"/>
The slide is in the style of the Joy of Cooking ["http://www.thejoykitchen.com/"].
</note>
<subtitle id="0:22:28">I think an ancillary problem is that our field, and I think people in general, take great delight in complexity.</subtitle>

<subtitle id="0:22:42">It seems like, you go to schools, it is remarkable how much work they make the poor kids do, when they taught the math better and differently, the kids would have to do much less work.</subtitle>

<subtitle id="0:22:59">But in fact, I think people delight in complexity and think that putting immense amounts of hard work in, even if there's an easier way is actually, there's something morally good about it.</subtitle>

<subtitle id="0:23:15">I think, for our field, one of the hardest things is the delight of complexity, because of the many levels of structure in computing, and the difficulty of going from one level to another.</subtitle>

<subtitle id="0:23:33">Pretty much everyone who gets interested in computing and a successful at it is a person who has mastered staggering amounts of complexity.</subtitle>

<subtitle id="0:23:42">Now, I believe that most of those complexity is absolutely unnecessary, and I believe it can be proved that it's unnecessary.</subtitle>

<note for="0:23:53">
<slide for="0:23:53" name="OOPSLA2004-JOY2.png"/>
</note>
<subtitle id="0:23:51">What we really want is to find the joy of simplicity.</subtitle>

<subtitle id="0:23:57">A lot of this talk is almost a living cliché, in the sense that very little of what I'm going to say here is stuff that you don't already know.</subtitle>

<subtitle id="0:24:10">But, when I started thinking about what should I say at this talk, simplicity just kept on coming back.</subtitle>

<subtitle id="0:24:17">All the projects I've been involved in that have been successful have been successful because the people who worked in them put quite a bit of effort into keeping things to be simple.</subtitle>

== PARC ==

<note for="0:24:35">
<slide for="0:24:35" name="OOPSLA2004-PARC Inventions1.png"/>
</note>
<subtitle id="0:24:32">And, this community of ARPA and then Xerox PARC was outstanding at being simple.</subtitle>

<subtitle id="0:24:41">This is a very, very confident group of people.</subtitle>

<subtitle id="0:24:48">But surprisingly, I won't use the word modest because I don't think anybody would recognize that word applied to these people, but I would say we are very, very respectful of these grand ideas they are trying to do.</subtitle>

<note for="0:25:6">
Butler Lampson on Wikipedia: [https://en.wikipedia.org/wiki/Butler_Lampson]
</note>
<subtitle id="0:25:6">Butler Lampson here was always pounding for simplicity.</subtitle>

<note for="0:25:6">
Charles Thacker on Wikipedia: [https://en.wikipedia.org/wiki/Charles_P._Thacker].
</note>
<subtitle id="0:25:13">Chuck Thacker, we did the Alto in just three months, was a master of simplicity.</subtitle>

<subtitle id="0:25:20">Dan Ingalls was master of simplicity.</subtitle>

<note for="0:25:25">
Robert Metcalfe and David Boggs designed Ethernet and started the 3COM compnay [http://ethernethistory.typepad.com/papers/EthernetPaper.pdf]
</note>
<subtitle id="0:25:25">So were Metcalfe and Boggs.</subtitle>

<subtitle id="0:25:29">Metcalfe tells a great, great stories about how he didn't actually -- how many things he'd actually didn't understand.</subtitle>

<subtitle id="0:25:36">It was incredibly important that he did not understand of of these things. Else, he never would have been able to invent the Ethernet.</subtitle>
<note for="0:25:44">
Gary Starkweather on Wikipedia: [https://en.wikipedia.org/wiki/Gary_Starkweather]
</note>
<subtitle id="0:25:44">Gary Starkweather, who did the laser printer -- first laser printer was a page a second, 500 pixels to the inch, faster than most laser printers today, was about three-quarters made with parts that Gary got from Edmund Scientific hobby catalog,</subtitle>

<subtitle id="0:26:6">because they were cheap so he could get many of them and try them out, and so forth.</subtitle>

<subtitle id="0:26:14">This particular way of looking at things, which was... basically this group said we're just nowhere near as smart as IBM claims to be.</subtitle>

<subtitle id="0:26:29">They're always announcing some new complicated network architecture that we can't see how to make it work.</subtitle>

<subtitle id="0:26:37">So, we'll just stick to our old full duplex ideas and retransmission, and put a few other things in there.</subtitle>

<subtitle id="0:26:44">It may not work as well as what IBM claims it's going to do, but it's probably going to work.</subtitle>

<subtitle id="0:26:51">Funny thing is that the network's we use today are those terribly designed, unbelievably inefficient stochastic networks that are far from perfect.</subtitle>

<subtitle id="0:27:4">But, what's great is that they eventually get that packet through perfectly.</subtitle>

<subtitle id="0:27:09">You just have to be willing to wait.</subtitle>

== The idea of Kernels to build Larger Systems ==

<note for="0:27:14">
<slide for="0:27:14" name="OOPSLA2004-Some Prejudices.png"/>
Books shown are "Molecular Biology of the Gene" by James Watson, "Relativity Visualized" by Lewis Carroll Epstein, and the US Constitution.
</note>
<subtitle id="0:27:14">The other thing that this group was really good at was what I call a different kind of simplicity.</subtitle>

<subtitle id="0:27:23">It's hard to claim that Maxwell's equations here is simple, because there are all that work you have to do to understand vectors and curl and divergence and gradient.</subtitle>

<subtitle id="0:27:36">But the thing about it is once you've done that work it shrinks down to something that's just a simple eyeful.</subtitle>

<subtitle id="0:27:43">the Constitution of the United States is one of my favorite systems design.</subtitle>

<subtitle id="0:27:49">Think of it: Millions and millions of mutually incompatible parts running without completely breaking for more than 200 years. Pretty Amazing.</subtitle>

<subtitle id="0:27:59">You can hold it in your hand. The reason you can hold it in your hand is they were wise not to put any laws in it.</subtitle>

<subtitle id="0:28:6">It was not a law-based thing. It's not a case-based thing. It was a principle-based thing. It was a kernel.</subtitle>

<subtitle id="0:28:14">These are the kinds of things that appeal to me greatly over the years.</subtitle>

<subtitle id="0:28:21">I think trying to give beginners at computing a taste for the power of the particular kind of simplicity that works so well is what we should do</subtitle>

== Relationship between Science, Math, Computing and Systems in Introductory Courses ==

<note for="0:28:35">
<slide for="0:28:35" name="OOPSLA2004-Four Areas.png"/>
</note>
<subtitle id="0:28:35">Now, the other thing I've noticed in talking with younger people and teaching a course, upper division course at UCLA once a year, is that</subtitle>

<subtitle id="0:28:47">it's not so much that the juniors and seniors don't know that much: they actually don't know that much for being close to graduating from college, but the thing that is distressing about them is that the things that they do know, they know very badly,</subtitle>

<subtitle id="0:29:5">as they know them in ways that are almost counterproductive for their thinking.</subtitle>

<subtitle id="0:29:12">So I think in a first course at anything, you have a real chance to not just teach the one subject. But in the first course, you can actually touch on a lot of subjects.</subtitle>

<subtitle id="0:29:26">For instance, I think math and science should always be taught together in the beginning.</subtitle>

<subtitle id="0:29:33">They came about that way. One is a language and one is a process.</subtitle>

<subtitle id="0:29:39">I think systems and computing should be taught together. I think the four of them should be taught together.</subtitle>

<subtitle id="0:29:46">there are arts. We should teach art and engineering, and why not throw in a little bit about how these unusual ways of looking at the world have affected civilization.</subtitle>

<subtitle id="0:29:59">I think the other thing that is so critical and so absent in most of our undergraduate computer science curricula is the failure to think what we're doing as a kind of literacy.</subtitle>

<subtitle id="0:30:15">Literacy is something that comes up about when you have first ideas that are worthwhile talking about.</subtitle>

<subtitle id="0:30:21">You have a way of writing down those ideas and discussing them that gives literature.</subtitle>

<subtitle id="0:30:26">Literacy is the ability to deal with both the spoken and the written forms of these ideas.</subtitle>

<subtitle id="0:30:34">When we teach an English class, a first English class in college, we're not aiming that class at people who are going to become professional writers, when they graduate four years later, </subtitle>

<subtitle id="0:30:45">We actually think of the impact of the printing press, and the new rhetorics and new ways of arguing that came with the printing press as something that is larger than becoming a professional reader or writer.</subtitle>

<subtitle id="0:31:3">I think the same thing is true for computing.</subtitle>

<subtitle id="0:31:6">Fifty years from now, this will not be controversial. But right now, it's thought of as, even in mighty Stanford with its great endowment, as basically vocational training in Java. It's primarily thought of as teaching kids programming.</subtitle>

<subtitle id="0:31:25">It's absolutely important to learn how to program but computer science and software engineering are not the same as programming, any more than building Chartres Cathedral is the same as Brick Laying.</subtitle>

<subtitle id="0:31:40">You have to understand one the other, but they're very different.</subtitle>

<note for="0:31:44">
Konrad Lorenz was an ethologist [https://en.wikipedia.org/wiki/Konrad_Lorenz]. He is famous for books such as [https://en.wikipedia.org/wiki/King_Solomon%27s_Ring_(book)|King Solomon's Ring].
</note>
<subtitle id="0:31:44">I think this is absolutely critical, because the picture on this little slide here is Konrad Lorenz out swimming in the pond with his ducks following.</subtitle>

<subtitle id="0:31:54">Remember of Lorentz found that whatever moved near a duckling during one little critical period of a few hours was taken thereafter by that duckling to be its mother.</subtitle>

<subtitle id="0:32:9">And, it would follow even into adulthood that person.</subtitle>

<subtitle id="0:32:14">Lorenz found that they would follow him, even more happily if he jumped into the water. So, there he is.</subtitle>

<subtitle id="0:32:20">I think whenever we're introducing somebody to something, we have to realize that we are going to be a Konrad.</subtitle>

<subtitle id="0:32:28">If we're successful, we're going to be a kind of Konrad Lorenz. We should take great care to what we're going to imprint them on.</subtitle>

<subtitle id="0:32:34">We don't want to imprint them on, for God's sakes, is the data structures and algorithms.</subtitle>

<subtitle id="0:32:41">That was a great idea in the 50s and you had to understand it. And, it's still useful today for optimization and other things.</subtitle>

<subtitle id="0:32:52">But, it is not the center of the field, and has not been at the center of the field for a long time.</subtitle>

<subtitle id="0:32:56">What's worse about it is it doesn't scale.</subtitle>

<subtitle id="0:33:0">Those very little systems aspect in way the data structures and algorithms are taught.</subtitle>

<subtitle id="0:33:7">I believe that we have to do is to give the students a real taste of what the whole deal is.</subtitle>

<subtitle id="0:33:14">They have to start thinking in systems ways, thinking in mathematical ways, scientific ways, as we go along.</subtitle>

<subtitle id="0:33:23">This is a tall order, obviously./subtitle>

== Sketchpad ==

<note for="0:33:32">
<slide for="0:33:32" name="OOPSLA2004-Sketchpad1.png"/>
Alan was showing the Sketchpad movie embedded in the slide. There are numerous instances of the movie online. A digital version of his thesis is also available: [https://www.cl.cam.ac.uk/techreports/UCAM-CL-TR-574.pdf].
</note>
<subtitle id="0:33:26">Now, we could all remember our Konrad Lorentz. Mine happened after I'd been a programmer for five years.</subtitle>

<subtitle id="0:33:36">A journeyman programmer putting myself through school, went to graduate school, and was given Ivan Sutherland's thesis by Dave Evans.</subtitle>

<subtitle id="0:33:49">Dave said: "Read it, then come back and talk with me about it."</subtitle>

<subtitle id="0:33:55">It was big thick thing, but I saw that his thesis advisor was a guy by the name of Claude E. Shannon.</subtitle>

<subtitle id="0:34:5">I'd heard of Shannon. I thought: "Boy, if Shannon signed this thing, maybe I should read it."</subtitle>

<subtitle id="0:34:10">I discovered that it was the most amazing thing that I had ever heard of being done with a computer up to that point. [I will] just show you a little bit of the idea of it.</subtitle>

<subtitle id="0:34:28">This is a huge machine, which is about the size of this auditorium, had only one guy on it from 3 o'clock the morning to 6 o'clock the morning.</subtitle>

<subtitle id="0:34:38">You know, as he just sketched in something there, then told those edges to become mutually perpendicular, and Sketchpad figured out how to do that for him.</subtitle>

<subtitle id="0:34:46">First system to have a clipping window. You are actually drawing on this huge virtual sheet of paper.</subtitle>

<subtitle id="0:34:53">Then he draws quickly, points to these two guys and say, "okay, become parallel". It figures out how to do that.</subtitle>

<subtitle id="0:35:3">Now he's saying "be collinear", so lay yourself over these lines.</subtitle>

<subtitle id="0:35:11">Of course, this display on this machine only plotted points.</subtitle>

<subtitle id="0:35:15">About half the capacity of this machine, about here over there.</subtitle>

<subtitle id="0:35:21">It was just to put these little dots up on the screen, and pretend it was a line drawing display.</subtitle>

<subtitle id="0:35:28">Now, he's got a hole in the flange.</subtitle>

<subtitle id="0:35:34">And, he wants to make a rivet.</subtitle>

<subtitle id="0:35:38">Got some more ink. Notice the two-handed user interface, as all user interfaces should be.</subtitle>

<subtitle id="0:35:47">That is what the other hand is for.</subtitle>

<subtitle id="0:35:50">He pointed the center of the cross piece there to get the center of the arc. And again, let's do the mutually perpendicular trick,</subtitle>

<subtitle id="0:36:0">that drags the center guy, which drags the arc guys we got a nice little symmetric rivet.</subtitle>

<subtitle id="0:36:8">And, he could tell it to be in some ratio.</subtitle>

<subtitle id="0:36:12">The two sides of the vertical part of the rivet. Here, he's just showing it us that will do another solution.</subtitle>

<subtitle id="0:36:21">now he's going to go back to the original form and show us one other interesting thing,</subtitle>

<subtitle id="0:36:32">which is he can make instances of this guy.</subtitle>

<subtitle id="0:36:41">They get an instance of the rivet here he can move it around. See, the success of sketchpad led to a desire for a better looking displays.</subtitle>

<subtitle id="0:36:56">Actually, those twinkling is.. they discovered right away that you got seasick unless they randomly plotted the dots.</subtitle>

<subtitle id="0:37:6">Every time something is being done in there, they are actually sorting half the memory of the machine to keep the dot display random.</subtitle>

<subtitle id="0:37:14">it wouldn't swim around much more than it it is here.</subtitle>

<subtitle id="0:37:20">He's got four instances now, and he says, "whoops, I forgot about the cross piece." So, it goes to the master, which we would call a class, makes the cross pieces transparent.</subtitle>

<subtitle id="0:37:32">And, we see the instances all feel that.</subtitle>

<subtitle id="0:37:40">Now, he's going to take this thing that he just made, and make it into a master.</subtitle>

<subtitle id="0:37:53">So, the new construction is a master. Now, he can get some instances of this flange here.</subtitle>

<subtitle id="0:38:01">The range of Sketchpad was surprising.</subtitle>

<subtitle id="0:38:6">By the end of 1962, he could not only do stuff like this, but he decided, okay, I need letters and numbers.</subtitle>

<subtitle id="0:38:17">so letters and numbers were actually made out of the Sketchpad stuff directly by drawing them in.</subtitle>

<subtitle id="0:38:24">So, all of the captions and all of his drawings in his thesis were made by the system as well.</subtitle>

<subtitle id="0:38:29">And then, he realized: "oh yeah, I can actually do a bridge."</subtitle>

<subtitle id="0:38:34">Because the bridge actually acts a little bit like a very stiff set of springs.</subtitle>

<subtitle id="0:38:41">I can tell Sketchpad to try and keep these guys constant when something is trying to force them to move and I can measure the disparity,</subtitle>

<subtitle id="0:38:53">the strain on each one of these guys and I actually can show those labels on all of these guys, and I get a simulation of a bridge without Sketchpad ever having heard about a bridge.</subtitle>

<subtitle id="0:39:5">He realized: "oh, I can do that with EMF also."</subtitle>

<subtitle id="0:39:9">I can make circuits, and the constraints will actually drive all of these simulations.</subtitle>

<subtitle id="0:39:15">In my career, I think what I've been doing for the last forty years is trying to get the next version of Sketchpad out,</subtitle>

<subtitle id="0:39:26">because if you think about what this thing is. This is kind of what we want.</subtitle>

<subtitle id="0:39:30">We want something, in which anything that we are interested in, especially dynamic things that were interested in, we can simply draw them in there,</subtitle>

<subtitle id="0:39:42">put in the relationships that we understand piece by piece, and have the system synthesize all this into a dynamic simulation of astounding range.</subtitle>

<subtitle id="0:39:53">It's just beautiful. (If there are,) I don't know whether our field has Newton yet. But if it has Newton, then I think it would have to be Ivan Sutherland, because the field was before Ivan came on the scene, and after it was fantastic.</subtitle>

<subtitle id="0:40:13">I went to ask Ivan how could you possibly, in one year, in machine code, on this big but rather slow machine with no graphics display on it, have done the first graphics system, the first object-oriented software system, and the first dynamic problem-solving system.</subtitle>

<subtitle id="0:40:40">Ivan looked at me and said: "Well, I didn't know it was hard."</subtitle>

<subtitle id="0:40:47">(so the period) By the way this thesis is available from MIT - you should get it and read it.</subtitle>

<subtitle id="0:40:53">My favorite line from it is, he says that his hope that future work will far surpass this effort.</subtitle>

<subtitle id="0:41:5">So, that was my first day in graduate school.</subtitle>

== Imprinting of Good Ideas ==

<note for="0:41:14>
<slide for="0:41:14" name="OOPSLA2004-ARPAnet.png"/>
</note>
<subtitle id="0:41:13">Second day, I found out about that I was actually in the middle of the ARPA community, which I had no realization about.</subtitle>

<note for="0:41:21">
J.C.R. Licklider was the first director of ARPA IPTO until 64 and succeeded by Robert Taylor. The funding is credited to create various computer inventions, including the world wide network now known as the Internet.
</note>
<subtitle id="0:41:21">Licklider was not the funder in 1966: it was Bob Taylor. They were just starting to talk about doing what Licklider called the Intergalactic Network.</subtitle>

<subtitle id="0:41:35">The reason he called it that is he didn't want people to design a small network.</subtitle>

<subtitle id="0:41:40">Those original theory was wherever electricity plug on the face of the earth, there should be a place where you can plug into this intergalactic network.</subtitle>

<subtitle id="0:41:48">That meant that the thing had the scale at least up to 500 million to a billion users.</subtitle>

<note for="0:41:57">
[https://en.wikipedia.org/wiki/Kristen_Nygaard] and [https://en.wikipedia.org/wiki/Ole-Johan_Dahl] on Wikipedia.
</note>
<subtitle id="0:41:57">So, people were starting to think about that. In a couple of days later I got a tape and some documents about a language called Simula from Norway by Dahl here and Nygaard.</subtitle>

<subtitle id="0:42:14">It's very hard to understand.</subtitle>

<subtitle id="0:42:17">After a lot of work, and looking at the listings, we realize, well, this is a programming language that is dealing with the same kind of structures as Sketchpad.</subtitle>

<subtitle id="0:42:27">By the way, I should mention that, you know, the name, the term object predates object-oriented programming.</subtitle>

<subtitle id="0:42:36">Object, in the early 60s, was a general term that was used to describe compound data structures, especially if they had pointers in them.</subtitle>

<subtitle id="0:42:44">There was none the paraphernalia of what we think about as object native programming today. Object was just a general term. You'll find it in lots of old papers.</subtitle>

<subtitle id="0:42:55">And, the realization that you could write procedures for dealing with the kind of structures Sketchpad was doing was very liberating,</subtitle>

<subtitle id="0:43:7">because even though it was ugly compared to what Sketchpad was, Sketchpad was just unbelievably elegant, but nobody knew how to scale the solver on it.</subtitle>

<subtitle id="0:43:16">In fact, that problem has not been solved today yet.</subtitle>

<subtitle id="0:43:20">But, by going to the less elegant way of being able to write code against these structures, we all got excited about the possibilities of being able to do in a system like Simula the kinds of graphic and interactive manipulation.</subtitle>

<subtitle id="0:43:40">My background coming into this was in molecular biology and mathematics.</subtitle>

<subtitle id="0:43:48">And, particularly Sketchpad just hit me right here as one of these kernels.</subtitle>

<subtitle id="0:43:57">The thing I suddenly realized was that if you were sufficiently abstract if you ignored what these systems were trying to do,</subtitle>

<subtitle id="0:44:10">if you just thought of them as being cheap versions of all these little computers on the ARPANET,</subtitle>

<subtitle id="0:44:20">you could solve the same scaling problem in software.</subtitle>

<subtitle id="0:44:25">Then, you could actually subsume everything in computing with just one kind of idea, which is essentially a little software computer:</subtitle>

<subtitle id="0:44:33">Not a procedure, not a data structure, but a whole computer.</subtitle>

<subtitle id="0:44:37">A lot of the development of OOP was software engineering after that.</subtitle>

<subtitle id="0:44:45">Because the Interesting things to me in the development of OOP and development of practical OOP as it wound up in Xerox PARC was very similar to what happened in Lisp earlier, which is, boy, we've got this incredibly elegant wonderful thing.</subtitle>

<subtitle id="0:45:1">Too bad it runs so slow. But, what if we could make it run faster in a way that doesn't get in the users way, then we would have something really, really nice.</subtitle>

<note for="0:45:11">>
Guy Steele Jr. contributed to numerous programming languages, including Lisp [https://en.wikipedia.org/wiki/Guy_L._Steele_Jr].
</note>
<subtitle id="0:45:11">Some of the best, actually I just talked Guy Steele, who is one of the people who helped make Lisp into something really special to use as well as to contemplate.</subtitle>

<subtitle id="0:45:25">So, the image here was, "wow it's all about messages."</subtitle>

<subtitle id="0:45:32">The reasons about messages and not about objects so much is that the messages are the abstractions.</subtitle>

<subtitle id="0:45:38">We spend far too much time in our field worrying about what the objects are.</subtitle>

== Influences ==

<note for="0:45:53">
<slide for="0:45:53" name="OOPSLA2004-Prejudices.png"/>
</note>
<subtitle id="0:45:51">I need to move along. I have a bazillion prejudices.</subtitle>

<subtitle id="0:45:58">I love parallelism because I learned how to program plug boards before programming a computer.</subtitle>

<subtitle id="0:46:5">The beauty about those things was you could make a kind of a machine that was highly parallel.</subtitle>

<note for="0:48:13">
Burroughs computers are designed by Bob Barton, and designed for executing a higher-level language directly and safely. [https://en.wikipedia.org/wiki/Burroughs_large_systems]
</note>
<subtitle id="0:46:13">I love hardware like the B5000. All of our virtual machines today that we use came out of the hardware of that machine.</subtitle>

<subtitle id="0:46:22">Too bad Intel and Motorola have never saw fit to learn anything about software. It'd make our lives much simpler.</subtitle>

<subtitle id="0:46:32">I love Lisp. Everybody should understand it.</subtitle>

<note for="0:46:38">
A movie of JOSS is available here: [https://youtu.be/EeeEGheYAx8] and also the paper: [https://www.rand.org/content/dam/rand/pubs/papers/2008/P2922.pdf]
</note>
<subtitle id="0:46:38">JOSS was the most beautiful programming language ever done. It could hardly do anything but it did it beautifully.</subtitle>

<subtitle id="0:46:47">It's an interesting challenge to take something of this level of beauty and try to scale it.</subtitle>

<subtitle id="0:46:53">You combine these two together, you got the original Logo that's how Logo came about:</subtitle>

<subtitle id="0:46:58">An attempt to take Lisp and have something prettier, especially for kids.</subtitle>

<subtitle id="0:47:4">I love APL. All of these all of these systems I think can be done in a different way.</subtitle>

<subtitle id="0:47:12">But basically the love of these things is because these guys got to some special kernel.</subtitle>

<subtitle id="0:47:16">I love what Engelbart did. A lot of spreadsheets. I loved HyperCard.</subtitle>

<subtitle id="0:47:21">Suppose you could amalgamate all these wonderful things into a simple system that regular people can use.</subtitle>

<note for="0:47:31">
<slide for="0:47:31" name="OOPSLA2004-Exploratorium.png"/>
Exploratorium is a museum located in San Francisco, where visitors can try hands-on exhibits. Frank Oppenheimer is the founder.
</note>
<subtitle id="0:47:31">Now, let's talk about the why of what we're doing.</subtitle>

<subtitle id="0:47:39">Why do people do things? Well, Frank Oppenheimer in the Exploratorium made 500 exhibits to teach just one idea:</subtitle>

<subtitle id="0:47:48">The world is not as it seems.</subtitle>

<subtitle id="0:47:50">They asked him why, and he said: "well, every child is different. We have 2,000 children in here, bumping against 500 different exhibits.</subtitle>

<subtitle id="0:47:58">"There's a good chance that a child will find the exhibit that speaks to them clearly about this first important idea about science.</subtitle>

<subtitle id="0:48:8">So he said 500 of them. I think if you're going to teach a course in this, you need 20 to 30 projects or so for each area to give the children the choice.</subtitle>
<note for="048:35">
Even before you can hear it in this movie, the chat by backstage personnels was becoming audible.
</note>
<subtitle id="0:48:35">(Excuse me, am I interfering your conversation back here?)

<subtitle id="0:48:50">I won't tell you what quadrant they're in.</subtitle>

<note for="0:48:59">
<slide for="0:48:59" name="OOPSLA2004-Model T Scratch.png"/>
Alan mentioned that the farm he grew up had one and that was kept operational by fixing it by themselves.
</note>
<subtitle id="0:48:57">I think the another important idea is scratch programming, because so much of computing education today is learning the library.</subtitle>

<subtitle id="0:49:8">I don't think beginners should ever be shown the library. If the programming language can't do interesting things without the library, then what is it?</subtitle>

<subtitle id="0:49:20">I think it should be like a Model T. Model T has about 350 parts, and you could take it apart over a weekend and put it back together.</subtitle>

<subtitle id="0:49:31">But it was a completely real automobile.</subtitle>

<subtitle id="0:49:35">A lot of what we're going to look at here in the next few minutes are sort of first-order ideas that might say some important things.</subtitle>

<note for="0:49:44">
<slide for="0:49:44" name="OOPSLA2004-influences.png"/>
</note>
<subtitle id="0:49:44">Now, a good thing is that many people have written about the fun, the beauty, the romance, what's important, and about looking ahead in computing.</subtitle>

<subtitle id="0:49:58">There's not just one book out there, and there's less than 1% of books about computing are worthwhile reading.</subtitle>

<subtitle id="0:50:7">But, it's not one book. There are dozens of them, and there's plenty of ideas for how to do this stuff.</subtitle>

== A Learning Environment: Control or Learning? ==

<note for="0:50:16">
<slide for="0:50:16" name="OOPSLA2004-ControlvLearning C.png"/>
</note>
<subtitle id="0:50:16">The user interface had better not be like Microsoft's caricature of the stuff that was done at PARC, (which is..,) I always have the feeling when I'm using Windows that I'm dealing with a somewhat dangerous nuclear reactor control panel,</subtitle>

<subtitle id="0:50:38">and that I haven't had enough training on it.</subtitle>

<subtitle id="0:50:40">Whereas what I want is something like pencil and paper. Although there are things I can learn about pencil and paper, what is most important about them is what I can do without knowing much.</subtitle>

<subtitle id="0:50:51">I can find out the pencil and paper is fun.</subtitle>

== Flow, explained ==

<note for="0:50:56">
<slide for="0:50:56" name="OOPSLA2004-FLOW.png"/>
<slide for="0:52:04" name="OOPSLA2004-FLOW2.png"/>
<slide for="0:52:15" name="OOPSLA2004-FLOW3.png"/>
<slide for="0:52:24" name="OOPSLA2004-FLOW4.png"/>
<slide for="0:52:32" name="OOPSLA2004-FLOW5.png"/>
There is a book by Csikszentmihalyi titled "Flow" [https://en.wikipedia.org/wiki/Mihaly_Csikszentmihalyi]
</note>
<subtitle id="0:50:56">I want an environment that deals with a set of ideas in a way that gets me to lose myself in the ideas.</subtitle>

<subtitle id="0:51:10">Mike Csikszentmihalyi here, was one of our advisors, had this nice model about this balance between our abilities and the challenges.</subtitle>

<subtitle id="0:51:24">He said, well, if the challenges are higher than our abilities then we start getting anxious, especially if we're climbing up a rock face, or giving a talk in front of an audience.</subtitle>

<subtitle id="0:51:41">But, if our abilities are greater than the challenge, we start getting bored.</subtitle>

<subtitle id="0:51:46">So, these are the two main states that humans are in: either anxious or bored.</subtitle>

<subtitle id="0:51:53">Hard to get to is this flow state where everything is just working.</subtitle>

<subtitle id="0:52:00">We like to widen this flow state for beginners.</subtitle>

<subtitle id="0:52:4">For example, one of the things we could do to deal with areas that where the challenge is greater than our abilities is to increase the safety.</subtitle>

<subtitle id="0:52:15">So, having undo in an environment is nice.</subtitle>

<subtitle id="0:52:21">Most programming environments don't have much of an undo.</subtitle>

<subtitle id="0:52:24">On the other hand, because we get bored so easily, we want something to help us to pay attention better.</subtitle>

<subtitle id="0:52:32">A good user interface basically deals with these things.</subtitle>

<subtitle id="0:52:35">it provides more safety than most computer people think an ordinary person needs.</subtitle>

<subtitle id="0:52:40">It provides more ways of attracting their attention than most of us think people need.</subtitle>

== Introduction to Drive a Car ==

<note for="0:52:50">
Alan is drawing a car, explain the viewer and some tiles.
There are movies of a typical Squeak Etoys demo available elsewhere.
</note>
<subtitle id="0:52:50">I just want to show you, give you, a little bit of a flavor about how children start, and then show you where I think things are actually going to go.</subtitle>

<subtitle id="0:53:5">The work we do with children, we want them to have an experience that is basically thinking about ideas, making pictures of them.</subtitle>

<subtitle id="0:53:22">For example, take something that most kids would like to do for one reason or another, which is to learn how to drive their parents car.</subtitle>

<subtitle id="0:53:36">We get them to design a car. Most kids, boys and girls, put on big off-road tires like this, because part of the deal is feeling powerless, and wanting to feel empowered.</subtitle>

<subtitle id="0:53:52">This is something that video game manufacturers really understand.</subtitle>

<subtitle id="0:53:58">Why are those games so violent?</subtitle>

<subtitle id="0:54:6">We have a little graphic object here, and to do things to it, we can open it up and see a viewer of it.</subtitle>

<subtitle id="0:54:20">I realize people in the back can't see very well. So I'm looking at a property here called the heading of the thing, and I'm going to count up the number starts at zero.</subtitle>

<subtitle id="0:54:29">As I count it up, you can see the little car turning. </subtitle>

<subtitle id="0:54:32">I've got a behavioral property here: "forward."</subtitle>

<subtitle id="0:54:36">I've got another one called "turn by".</subtitle>

<subtitle id="0:54:41">If I just drag out the lines of script here and turn on the clock, then I've got my little car going.</subtitle>

<subtitle id="0:54:57">There are many different kinds of things I can do with it. For the kids they want to learn a little bit about driving the car.</subtitle>

<subtitle id="0:55:07">So, the first experiment is what happens if I click this number. It says "turn by". Now, "turn by zero". It goes straight. Turn by negative. </subtitle>

<subtitle id="0:55:19">I'll call this guy "Car".</subtitle>

<subtitle id="0:55:20">Keep it straight here. That's a little bit like kissing your sister, because real cars use wheels.</subtitle>

<subtitle id="0:55:28">So I want to make a wheel here. Just draw one.</subtitle>

<subtitle id="0:55:39">It's got the same user interface as the other one, because this is a system, which has only one kind of object.</subtitle>

<subtitle id="0:55:49">It's exactly the opposite of the systems that you're used to that have zillions and zillions of classes and subclasses and so forth.</subtitle>

<subtitle id="0:55:58">We can talk a little bit about it, about this in the question and answer, if you would like.</subtitle>

<subtitle id="0:56:5">And, so here's this wheel it's got a heading also. If I pick up the name of that heading and just drag it over to the script here.</subtitle>

<subtitle id="0:56:14">So it says "car turned by wheel's heading." Now I can just turn the car around.</subtitle>

<subtitle id="0:56:20">Now, what's important for ten-year olds is that they learn what a variable is for the rest of their life from this one shot.</subtitle>

<subtitle id="0:56:28">That's good, and actually I believe this would be good for high school and college kids, too, because there's quite a bit of evidence that they don't ever learn much about what a variable actually is, or does ways of thinking about it.</subtitle>

<subtitle id="0:56:43">So there are many different kinds of things here that can be done.</subtitle>

== Safe Meta Features in Etoys ==

<note for="0:56:50">
Open a viewer on the scriptor and rotate them.
</note>
<subtitle id="0:56:47">So, having one kind of object. That's kind of weird.</subtitle>

<subtitle id="0:56:53">I mean, here's a photograph which we can see has the same kind of feel here.</subtitle>

<subtitle id="0:57:0">The script is one of these guys. What if I open up its viewer. I got one called scriptor here, and I see, "oh yeah" it looks really the same kind of thing.</subtitle>

<subtitle id="0:57:11">So what if I make a script on the script here, and get it going.</subtitle>

<subtitle id="0:57:21">Think about the implications of this: it means that wherever I go out, for instance, what if I go over here.</subtitle>

<note for="0:57:30">
Open a viewer on the pane in viewer and rotate them.
</note>
<subtitle id="0:57:30">Well, the viewers got one of those things and so does this category.</subtitle>

<note for="0:57:38">
Open a viewer on the world, and show different panes.
</note>
<subtitle id="0:57:38">And, this whole outside thing that I'm giving the talk in terms of is also one of these things.</subtitle>

<subtitle id="0:57:48">So I look at its viewer, the viewer of the world, and well, it's got the same kinds of things here.</subtitle>

<note for="0:57:58">
Nathanael Schärli et al. developed a behavior composition scheme called Traits: [https://digitalcommons.ohsu.edu/csetech/345/]. The main work was done when Nathanael was interning at Alan's group at Disney Walt Imagineering R&D. The scheme was later adapted to various languages.
</note>
<subtitle id="0:57:58">We looked at the various traits here. This is like what Nathanael Schärli was talking about earlier.</subtitle>

<subtitle id="0:58:4">This notion of side-ways composition also goes back to PARC. Back then in the 70s, it was called aspects but that word means something somewhat different now.</subtitle>

<subtitle id="0:58:17">We look at various things you can see: "Oh, the thing is a collection."</subtitle>

<subtitle id="0:58:22">It's got stuff about its colors and borders, and other kinds of things here.</subtitle>

<subtitle id="0:58:30">And, here's one that says 'as object'. Now, an inheritance system the Object would be way up at the end of the inheritance system,</subtitle>

<subtitle id="0:58:37">but in a side-ways composition object system, it's going to be one of the traits. We're looking at it's a view of the object as an object. </subtitle>

<subtitle id="0:58:47">We tried to think about what would be an interesting way of showing this idea of meta.</subtitle>

<note for="0:58:54">
Choose world useBluePrintCanvas: to change the look.
</note>
<subtitle id="0:58:54">What I'm going to do is suppress all the costumes on all the objects. I think this will help you to see that everything is sort of abstractly the same here</subtitle>

<subtitle id="0:59:5">Ok, basically I just turned off the costume mechanism. Now, I have this interesting problem of getting back.</subtitle>

<subtitle id="0:59:16">But, that's why I left my mouse here. so, this is the guy who did it. I'm going to click the little caret here, which I know is there to make it false.</subtitle>

<subtitle id="0:59:26">Then, we're going to hit the exclamation point to turn everything back on again.</subtitle>

<subtitle id="0:59:30">Do you see wghat I'm talking about though? Basically, meta is safe if you can allow fence after fence after fence after fence.</subtitle>

<subtitle id="0:59:39">Now, there are many many examples, which if I had longer talk I'd show you, but I wanted to show you the last set of ideas here.</subtitle>

<subtitle id="0:59:50">If we could just go to the video 2, please, in the back.</subtitle>

<subtitle id="0:59:57">Okay, return to Sketchpad here. If we look at a more future-oriented environment, we see that we now have the ability of doing much more complicated ways of thinking of environments.</subtitle>

== The Springy Flag demo ==

<note for="1:00:17">
Alan switched to a Croquet Image.
<slide for="1:00:17" name="OOPSLA2004-Croquet1.png"/>
<slide for="1:0:56" name="OOPSLA2004-Croquet-mars1.png"/>
<slide for="1:01:3" name="OOPSLA2004-Croquet-mars2.png"/>
<slide for="1:01:39" name="OOPSLA2004-Croquet bridge1.png"/>
<slide for="1:02:48" name="OOPSLA2004-Croquet k1400.png"/>
<slide for="1:01:58" name="OOPSLA2004-Croquet k400.png"/>
<slide for="1:03:14" name="OOPSLA2004-Croquet wind on.png"/>
<slide for="1:03:51" name="OOPSLA2004-Croquet canada.png"/>
</note>
<subtitle id="1:0:17">Here, I am in a 3D environment that we built called Croquet.</subtitle>

<subtitle id="1:0:20">By the way, if you are interested in the kids stuff, It's found on the website:</subtitle>

<subtitle id="1:0:26">squeakland.org, and this Croquet environment, this is all free software. Croquet environment is found on opencroquet.org.</subtitle>

<subtitle id="1:0:40">So again, this is a completely constructible environment here.</subtitle>

<subtitle id="1:0:47">But what we did was to do a kind of an interesting analogy to webpages.</subtitle>

<subtitle id="1:0:55">Each 3D world here is like a web page, and these portals are like a hyperlink to them.</subtitle>

<subtitle id="1:1:3">I'm just going to pop Alice to enter this guy here. I'm just going to do a 360. Those are a Mars environment.</subtitle>

<subtitle id="1:1:18">All of these environments are buildable.</subtitle>

<subtitle id="1:1:26">I'm just going to show you one last thing so I can end on time.</subtitle>

<subtitle id="1:1:39">I kind of like bridges as an analogy here.</subtitle>

<subtitle id="1:1:44">We have a bridge structure. I want to show you what the kids scripting environment looks like for doing a bridge.</subtitle>

<subtitle id="1:1:58">The first thing we want to look at is the little script for Masses.</subtitle>

<subtitle id="1:2:2">Basically what we have here is F = ma. Acceleration is the force divided by the mass. The velocity is increasing by the acceleration.</subtitle>

<subtitle id="1:2:16">The location of all the little elements on here is going to increase by the velocity.</subtitle>

<subtitle id="1:2:24">I'm going to turn on the the force here. (I get the mouse to work.)</subtitle>

<subtitle id="1:2:35">Say ok. Let's do that.</subtitle>

<subtitle id="1:2:41">This bridge structures is feeling gravity. You can see it coming into equilibrium.</subtitle>

<subtitle id="1:2:48">It could be made it stiffer. But let's look at the springs. The springs are fairly stiff:</subtitle>

<subtitle id="1:2:58">K gets -1400 here. What I'm going to do here is to make it -400.</subtitle>

<subtitle id="1:3:08">Tell it to go ahead. That's going to let it sag quite a bit more.</subtitle>

<subtitle id="1:3:14">Then, we all remember the Tacoma Narrows Bridge film. Of course, we have to have some wind.</subtitle>

<subtitle id="1:3:25">Basically, what I'm going to do here is to turn on a variable gusting wind that's completely described by this script here.</subtitle>

<subtitle id="1:3:40">Okay, now it's going to do some Tacoma Narrows stuff here.</subtitle>

<subtitle id="1:3:51">I need sound. I noticed the sound wasn't working. Thank you.</subtitle>

<subtitle id="1:4:1">Let's take a look at our bridge here. You know it's funny when you look at a model of steel, if you remember that Tacoma Narrows Bridge movie, it was really like the bridge was made out of fabric of some kind.</subtitle>

<subtitle id="1:4:26">This has this kind of same aspect. That gave us an interesting idea here.</subtitle>

<subtitle id="1:5:1"> I think a good way to end this talk is just to say that if we can't get kids interested in the romance, why this is unbelievably beautiful new art form, then,</subtitle>

<subtitle id="1:5:17">we're not living up to what our duty is of enjoying the stuff ourselves.</subtitle>

<subtitle id="1:5:22">We have to reach deeply inside of ourselves to remember what it was that first got us interested in this wonderful new thing.</subtitle>

<subtitle id="1:5:30">Remember that it hasn't even started yet, It's our duty to help the children as young as possible to try and do a better job of it than we have.</subtitle>

<subtitle id="1:5:42">Thank you very much.</subtitle>

<subtitle id="1:6:26">Thank you, Alan for a fantastic talk, and we have a token of our affection here as well.</subtitle>

<subtitle id="1:6:34">That concludes our Turing Award Lecture and you're welcome now to go get dinner, and then, afterwards at 8 o'clock, we'll be beginning the last thing on this evenings agenda: GOF tenth anniversary reunion. You are dismissed.</subtitle>

Alan Kay talk at Coors Television (late 1986 or early 1987)

2017-12-09T05:47:33Z

Matthew:

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<subtitle id='00:00:00'> play our guests I delighted to see so many faces that I don't recognize</subtitle>
<subtitle id='00:00:06'>judging by the number of phone calls that I've received in the past few days</subtitle>
<subtitle id='00:00:10'>I know that there's that our universities and colleges are well</subtitle>
<subtitle id='00:00:14'>represented here as well as one of the</subtitle>
<subtitle id='00:00:18'>gifted and talented programs from northglenn I wanted to make a comment</subtitle>
<subtitle id='00:00:23'>about the donuts out in the hall those are intended to stay you over until</subtitle>
<subtitle id='00:00:29'>lunchtime those really intended as a lunch for those of you who haven't been</subtitle>
<subtitle id='00:00:36'>here before I just like to say a couple words about our program our program is</subtitle>
<subtitle id='00:00:42'>intended for two things first thing it's intended to be educational and to allow</subtitle>
<subtitle id='00:00:50'>us to look at what the future could be and the second thing it's intended as a</subtitle>
<subtitle id='00:00:56'>networking forum and I'd like to</subtitle>
<subtitle id='00:01:00'>challenge every one of you here at Coors to meet someone new and exchange some of</subtitle>
<subtitle id='00:01:06'>your ideas our speaker this morning many</subtitle>
<subtitle id='00:01:11'>of you have had an opportunity to hear him last year while he was here he's a</subtitle>
<subtitle id='00:01:17'>graduate at the University in Boulder he</subtitle>
<subtitle id='00:01:23'>is easy to track you pick up almost any</subtitle>
<subtitle id='00:01:28'>electronic magazine throughout the year and you'll see his name mentioned he's</subtitle>
<subtitle id='00:01:33'>on the forefront of technology I would like you to help me welcome dr. Alan Kay</subtitle>
<subtitle id='00:01:38'>Alan</subtitle>
<subtitle id='00:01:50'>so discovered it's not very easy to stride confidently down the aisle with a</subtitle>
<subtitle id='00:01:54'>full cup of coffee Thanks well last year</subtitle>
<subtitle id='00:02:03'>when I was here we talked about what I</subtitle>
<subtitle id='00:02:10'>think computers really are which are not</subtitle>
<subtitle id='00:02:16'>gadgets for number crunching or even</subtitle>
<subtitle id='00:02:21'>things made out of silicon but to all of</subtitle>
<subtitle id='00:02:25'>us that use them computers are to us what appears on the screen what we can</subtitle>
<subtitle id='00:02:32'>move around in other words computers are really a theatrical experience as we use</subtitle>
<subtitle id='00:02:38'>them today even people who design them</subtitle>
<subtitle id='00:02:43'>really don't know what's going on inside except abstractly you have a machine</subtitle>
<subtitle id='00:02:49'>that can execute six million instructions per second even when it</subtitle>
<subtitle id='00:02:53'>appears to be doing nothing then it's very very difficult to understand what</subtitle>
<subtitle id='00:02:58'>the heck is going on in there and so in order to understand computers we've been</subtitle>
<subtitle id='00:03:03'>forced to find simpler ways of relating</subtitle>
<subtitle id='00:03:08'>to them in one of the ways that we worked out at xerox parc many years ago</subtitle>
<subtitle id='00:03:13'>was a way every eight relating to them as though there were a stage that actors</subtitle>
<subtitle id='00:03:21'>could appear on the actors could wear costumes the actors could be influenced</subtitle>
<subtitle id='00:03:25'>and that off stage was all the other stuff the scene shop and so forth that</subtitle>
<subtitle id='00:03:30'>you didn't want to see most of the time and that what you had was not reality</subtitle>
<subtitle id='00:03:36'>that we think of in the objective world but the kind of reality that we have in</subtitle>
<subtitle id='00:03:40'>the theater in other words in a theatrical presentation you can show</subtitle>
<subtitle id='00:03:45'>magical things and the audience will go</subtitle>
<subtitle id='00:03:49'>along with it as long as you don't violate expectation so one of the things</subtitle>
<subtitle id='00:03:54'>you always do in theaters to try and let people know in the first few minutes</subtitle>
<subtitle id='00:03:59'>what the rules of the game are and if you don't violate those they'll go along</subtitle>
<subtitle id='00:04:03'>with whatever you do the worst thing you can ever do in theater is at some crux</subtitle>
<subtitle id='00:04:09'>moment when the heroine is in trouble and the train is bearing down on her is</subtitle>
<subtitle id='00:04:14'>to go to the next scene and she appears</subtitle>
<subtitle id='00:04:18'>without it here ruffled and she said all I got out of that one fairly easily the</subtitle>
<subtitle id='00:04:23'>audience's won't stand for that because a rabbit out of the Hat has been pulled</subtitle>
<subtitle id='00:04:27'>it wasn't part of the original premise that's why Superman always has to have</subtitle>
<subtitle id='00:04:32'>kryptonite if you have an all-powerful being without any weaknesses you don't</subtitle>
<subtitle id='00:04:38'>have a show so what we did at xerox was</subtitle>
<subtitle id='00:04:43'>to work on one part of this theater idea and it was the part of the theater where</subtitle>
<subtitle id='00:04:50'>the actors on stage we're pretty much like puppets in other words you as the</subtitle>
<subtitle id='00:04:57'>audience move these actors around on stage and so you had something also that</subtitle>
<subtitle id='00:05:01'>could be compared to the top of your desk the things the structures inside</subtitle>
<subtitle id='00:05:07'>the computer the processes that are going on were objectified into things</subtitle>
<subtitle id='00:05:14'>that appear to you to be like objects and of course I'm talk the modern</subtitle>
<subtitle id='00:05:18'>equivalent of what we did at Xerox PARC is the Macintosh how many people have</subtitle>
<subtitle id='00:05:22'>used a Macintosh are familiar with that</subtitle>
<subtitle id='00:05:26'>well that that is the idea where whatever it is inside has been projected</subtitle>
<subtitle id='00:05:32'>into a much simpler representation that you can move around as though it were a</subtitle>
<subtitle id='00:05:36'>real thing and the movement and the</subtitle>
<subtitle id='00:05:40'>influence of these things is tried to try to be made as uniform as possible</subtitle>
<subtitle id='00:05:45'>across applications so we have this interesting thing that happens on the</subtitle>
<subtitle id='00:05:50'>Macintosh is a remarkable number of people who use the Macintosh have never</subtitle>
<subtitle id='00:05:54'>opened a manual and in fact the if you</subtitle>
<subtitle id='00:05:58'>think about it that only is really good if everything important about the</subtitle>
<subtitle id='00:06:03'>Macintosh can be figured out without the manual we know that isn't true I</subtitle>
<subtitle id='00:06:07'>discovered when my secretary has learned the Macintosh I was really intrigued</subtitle>
<subtitle id='00:06:12'>that they never opened the manual at all in order they were able to do documents and everything else but</subtitle>
<subtitle id='00:06:17'>they never learned for instance about extending selections you know in the</subtitle>
<subtitle id='00:06:21'>Macintosh that's done with the shift key and a click and there's no way of</subtitle>
<subtitle id='00:06:26'>finding out that that works on the Macintosh without opening the manual so</subtitle>
<subtitle id='00:06:31'>you see if you do a system that's easy to use you have to go all away with it</subtitle>
<subtitle id='00:06:35'>the next versions of the Macintosh will actually try and do away with the manual</subtitle>
<subtitle id='00:06:41'>since people hardly use it now in the few little things that are not totally</subtitle>
<subtitle id='00:06:46'>obvious will actually be part of the user interface to be found out so what</subtitle>
<subtitle id='00:06:54'>we get from this is a way of dealing</subtitle>
<subtitle id='00:06:58'>with computer objects that works until</subtitle>
<subtitle id='00:07:02'>the resources available to you gets to</subtitle>
<subtitle id='00:07:06'>be about 100 if you realize that the</subtitle>
<subtitle id='00:07:11'>being able to browse for instance without having to know the names of different files and so forth is</subtitle>
<subtitle id='00:07:16'>wonderful we all remember where we put a book at home by its position now it</subtitle>
<subtitle id='00:07:22'>works perfectly well until you get several thousand books and it starts</subtitle>
<subtitle id='00:07:26'>breaking down the same thing happens with this objectification idea on the</subtitle>
<subtitle id='00:07:31'>Macintosh is as it gets hooked up to a network and as we discovered at Xerox</subtitle>
<subtitle id='00:07:36'>PARC ten years ago that this simplistic</subtitle>
<subtitle id='00:07:40'>way of looking at communicating with computers starts to break down right now</subtitle>
<subtitle id='00:07:45'>it's not terribly important because networking is something that the micro</subtitle>
<subtitle id='00:07:49'>industry is just starting to discover in five years from now it's going to be</subtitle>
<subtitle id='00:07:55'>critical and the I predict that the</subtitle>
<subtitle id='00:07:59'>whole way of dealing with computers is going to completely change from what now</subtitle>
<subtitle id='00:08:04'>I would term manipulation you have tools</subtitle>
<subtitle id='00:08:09'>you use your hands you move things around as though they are real it's</subtitle>
<subtitle id='00:08:13'>going to change to management in other</subtitle>
<subtitle id='00:08:17'>words I'll give you an example today</subtitle>
<subtitle id='00:08:21'>there are slightly more than 10,000</subtitle>
<subtitle id='00:08:25'>differ databases that you can dial into via the</subtitle>
<subtitle id='00:08:30'>phone now most most personal computers the largest database you can have is</subtitle>
<subtitle id='00:08:36'>about two thousand records so most personal computers like the IBM PC and</subtitle>
<subtitle id='00:08:41'>the Macintosh can't even have a database that has one record for every resource</subtitle>
<subtitle id='00:08:46'>that you can now dial in on the phone how are we going to find out there might</subtitle>
<subtitle id='00:08:51'>be something useful there when the resources get up into the 50s and</subtitle>
<subtitle id='00:08:56'>hundreds of thousands we now have a completely different problem of getting</subtitle>
<subtitle id='00:09:00'>to things that might be of use to us and at Xerox PARC we started thinking about</subtitle>
<subtitle id='00:09:05'>this problem and decided that what would</subtitle>
<subtitle id='00:09:09'>probably happen is we would change from this way of dealing with things directly</subtitle>
<subtitle id='00:09:17'>to something more like managing projections of ourselves slaves if you</subtitle>
<subtitle id='00:09:23'>will of the computer everybody would love to have slaves but we we don't want</subtitle>
<subtitle id='00:09:28'>them to be human beings anymore but we'd like to have servants around that can</subtitle>
<subtitle id='00:09:33'>carry out extensions of our purpose I'm</subtitle>
<subtitle id='00:09:37'>going to show you some examples of those so for instance one of the things that</subtitle>
<subtitle id='00:09:43'>we did at MIT five years ago was a system that you could you had an agent</subtitle>
<subtitle id='00:09:53'>this agent could learn your preferences</subtitle>
<subtitle id='00:09:57'>for news of various kinds that Co system</subtitle>
<subtitle id='00:10:02'>was called news peak and over a period</subtitle>
<subtitle id='00:10:07'>of some weeks it would learn your preferences for news in a variety of ways and every night it would spend all</subtitle>
<subtitle id='00:10:13'>night long logging into different news networks would log into AP would log</subtitle>
<subtitle id='00:10:19'>into the New York Times that would log into Nexus and what it would be doing is</subtitle>
<subtitle id='00:10:23'>looking for things that it thought you might be interested in it wouldn't be</subtitle>
<subtitle id='00:10:27'>just looking directly for things you might like to read about plane crashes</subtitle>
<subtitle id='00:10:31'>or invasions of SK Afghanistan or things like that but also will be looking for</subtitle>
<subtitle id='00:10:36'>wild card things things of general interests and things conform to your reading patterns and in</subtitle>
<subtitle id='00:10:43'>the morning when you come down you would wind up with on your screen with</subtitle>
<subtitle id='00:10:47'>something like your personal version of USA Today because this agent that we did</subtitle>
<subtitle id='00:10:52'>at MIT would read these articles because</subtitle>
<subtitle id='00:10:56'>it had to read them in some fashion in order to retrieve them but saw a name</subtitle>
<subtitle id='00:11:00'>like mitterrand it would look on a disk</subtitle>
<subtitle id='00:11:04'>that we had that had 42 thousand pictures of famous people and would find</subtitle>
<subtitle id='00:11:10'>a picture of MIT Iran not the last one it showed you of mitterrand we got this</subtitle>
<subtitle id='00:11:15'>from The Associated Press and it would use that and if there was a place named</subtitle>
<subtitle id='00:11:19'>like Paris France it would go to another</subtitle>
<subtitle id='00:11:23'>disk that we got from JP donnelly and find a set of maps so you could see</subtitle>
<subtitle id='00:11:28'>where things were related so in other words it was doing color related things</subtitle>
<subtitle id='00:11:33'>as well as just retrieving an article the whole thing was put together and</subtitle>
<subtitle id='00:11:38'>related so that topics that were</subtitle>
<subtitle id='00:11:42'>happening over in this article were related dynamically with topics over</subtitle>
<subtitle id='00:11:46'>here and that's what you'd see each morning now it also looked at your</subtitle>
<subtitle id='00:11:51'>electronic mail so for instance the headline in your personal newspaper</subtitle>
<subtitle id='00:11:56'>sometimes would read instead of the Russians have invaded Afghanistan again</subtitle>
<subtitle id='00:12:01'>it might read your three o'clock meeting has been cancelled because the agent</subtitle>
<subtitle id='00:12:06'>might have decided that that was the important thing of the day that you had</subtitle>
<subtitle id='00:12:10'>to know about there might be a sidebar that said your children slept well last</subtitle>
<subtitle id='00:12:15'>night in other words news what news is</subtitle>
<subtitle id='00:12:19'>something that has lost its meaning to us it's hard for us to remember that the</subtitle>
<subtitle id='00:12:24'>the original reasons for newspapers back</subtitle>
<subtitle id='00:12:30'>before the telegraph was actually for pamphleteering which is actually quite a</subtitle>
<subtitle id='00:12:34'>different way of conveying things pamphleteering is an extension of the</subtitle>
<subtitle id='00:12:38'>book and most newspapers back before the Telegraph were extensions they're</subtitle>
<subtitle id='00:12:43'>essentially fast books or a way of getting essays and thoughts about</subtitle>
<subtitle id='00:12:47'>various things and it is remarkable to realize that our Constitution was</subtitle>
<subtitle id='00:12:53'>actually designed and debated in public in the New York newspapers so a</subtitle>
<subtitle id='00:12:59'>collection of essays called Federalist Papers written by John Jay Hamilton and</subtitle>
<subtitle id='00:13:03'>Madison and these were public this is not something that wasn't thing these</subtitle>
<subtitle id='00:13:08'>are published as they wrote them in the paper so that all of the citizens could</subtitle>
<subtitle id='00:13:12'>read them now we relegate them to something that we're supposed to learn</subtitle>
<subtitle id='00:13:16'>in school but back then that was news it was the Telegraph that fragmented the</subtitle>
<subtitle id='00:13:21'>news into what it is today and once you</subtitle>
<subtitle id='00:13:25'>have repeatable you have this kind of journey but once you decide that a</subtitle>
<subtitle id='00:13:31'>newspaper or magazine has to appeal around a regular basis it requires the</subtitle>
<subtitle id='00:13:36'>people who do that to create news all</subtitle>
<subtitle id='00:13:40'>right news as always things are always going on but in fact it doesn't now when</subtitle>
<subtitle id='00:13:44'>you have to fill space it doesn't matter whether things are interesting or not because the space must be filled and now</subtitle>
<subtitle id='00:13:50'>news has been created as an idea as electronic media is going to redefine</subtitle>
<subtitle id='00:13:56'>news again news is once again going to mean those things that are of interest</subtitle>
<subtitle id='00:14:01'>to you so it's personal news rather than interest to people in general it's a</subtitle>
<subtitle id='00:14:07'>whole different ball so that's an example of an agent the agent partially</subtitle>
<subtitle id='00:14:13'>decides on what to get for you on the basis of watching you read the newspaper</subtitle>
<subtitle id='00:14:18'>so every couple of weeks it may say to you I noticed you haven't been reading</subtitle>
<subtitle id='00:14:22'>about terrorist attacks anymore are you no longer interested to know should I</subtitle>
<subtitle id='00:14:26'>stop retrieving you say oh no I really i still love reading about crime and</subtitle>
<subtitle id='00:14:31'>violence please retrieve that for me I just haven't had time to devote to that</subtitle>
<subtitle id='00:14:36'>so now the point of this is that although it's quite possible to do what</subtitle>
<subtitle id='00:14:42'>I just described to you by hand there's nothing to prevent you from going in</subtitle>
<subtitle id='00:14:46'>each night and spending 12 to 18 hours</subtitle>
<subtitle id='00:14:50'>logging into all of those networks that's what people do today and you can</subtitle>
<subtitle id='00:14:54'>find all of those things and if you have a long checklist of all the things that you're interested in that would give you</subtitle>
<subtitle id='00:14:59'>a set of keys with but you're not going to do it we're going to do it</subtitle>
<subtitle id='00:15:05'>and in fact so the message of networking is that we have to go from direct</subtitle>
<subtitle id='00:15:11'>manipulation to indirect management and the difficulty with this as we</subtitle>
<subtitle id='00:15:17'>discovered building this news peak agent at MIT five years ago was that there is</subtitle>
<subtitle id='00:15:23'>nothing in artificial intelligence that is it all helpful we built this as an</subtitle>
<subtitle id='00:15:28'>expert system that is the artificial intelligence technology it's available</subtitle>
<subtitle id='00:15:32'>for dealing with something like this and we found out a lot about expert systems</subtitle>
<subtitle id='00:15:38'>and most of what we found out we didn't really want to know and I came out of</subtitle>
<subtitle id='00:15:43'>the experience feeling that expert systems were the designer genes of computer science in other words they're</subtitle>
<subtitle id='00:15:49'>a phrase that conjures up much more than what they can do in fact expert systems</subtitle>
<subtitle id='00:15:54'>to me are just large programs and rule-based systems are just a way of</subtitle>
<subtitle id='00:16:00'>organizing large programs in a way that doesn't get you into trouble for a while</subtitle>
<subtitle id='00:16:04'>but as far as having any overlap with</subtitle>
<subtitle id='00:16:09'>the idea of intelligence expert systems have none and the characterization I had</subtitle>
<subtitle id='00:16:14'>of them was that they were like termites now you probably know that termites are</subtitle>
<subtitle id='00:16:19'>the only species on earth besides mankind that build structures out of the</subtitle>
<subtitle id='00:16:24'>true arch or maybe you didn't know that but they do and termite Hills and</subtitle>
<subtitle id='00:16:31'>Australia particular amazing there are on the order of 10 million termites</subtitle>
<subtitle id='00:16:36'>living in a hill the hills are air-conditioned and the air conditioning</subtitle>
<subtitle id='00:16:40'>is not gratuitous it is something that is part of what it means to build a</subtitle>
<subtitle id='00:16:44'>termite Hill and whenever you get four</subtitle>
<subtitle id='00:16:48'>or five termites together they immediately start building arches these</subtitle>
<subtitle id='00:16:53'>termites are these honeycomb structures of true catenary arches like our Gothic</subtitle>
<subtitle id='00:16:58'>cathedrals are built out of and are completely marvelous they're very few</subtitle>
<subtitle id='00:17:03'>mammals that you could compare to what termites and other social insects are</subtitle>
<subtitle id='00:17:08'>able to do but in fact they aren't intelligent they don't learn and</subtitle>
<subtitle id='00:17:12'>everything that termites can do is built into their nervous system wired into</subtitle>
<subtitle id='00:17:18'>their d na now you I think you may also know</subtitle>
<subtitle id='00:17:23'>about insects as they have this remarkable structure that insect brains</subtitle>
<subtitle id='00:17:29'>are derived embryologically different from ours and the bug in I can use that</subtitle>
<subtitle id='00:17:37'>expression when talking about insects in the design of insects is that the the</subtitle>
<subtitle id='00:17:43'>ganglia from which insect brains are derived happens to surround the</subtitle>
<subtitle id='00:17:47'>esophagus okay because it didn't matter</subtitle>
<subtitle id='00:17:51'>when there were worms but as they got smarter and smarter and got bigger and</subtitle>
<subtitle id='00:17:56'>bigger brains you have this remarkable thing that the smarter and insect gets</subtitle>
<subtitle id='00:18:00'>the less able it is to eat and that in</subtitle>
<subtitle id='00:18:06'>fact is why spiders which are quite smart insects have to dissolve their</subtitle>
<subtitle id='00:18:11'>food externally they digest the food first and then suck it up as a kind of</subtitle>
<subtitle id='00:18:16'>soup because their esophagus is almost closed and so nature in order to get us</subtitle>
<subtitle id='00:18:22'>which we think of as being lot smarter than insects it's not clear yet we've</subtitle>
<subtitle id='00:18:27'>only been around for a few million years and they've been around for 350 but we</subtitle>
<subtitle id='00:18:32'>think of ourselves as being much smarter than insects because we can learn things in order to have a brain that can learn</subtitle>
<subtitle id='00:18:38'>Nature had to back its way completely out of that pathway of in vertebrates</subtitle>
<subtitle id='00:18:43'>and start over again it had to go to</subtitle>
<subtitle id='00:18:47'>organisms much simpler than the in vertebrates in order to eventually get</subtitle>
<subtitle id='00:18:53'>mammals and so what I got out of this experience was G in the 50s the</subtitle>
<subtitle id='00:18:59'>artificial intelligence people claimed that they would have superhuman intelligences in fact there isn't any</subtitle>
<subtitle id='00:19:05'>philosophical reason why a some arbitrary computer in the future can't</subtitle>
<subtitle id='00:19:10'>be much smarter than us right there just</subtitle>
<subtitle id='00:19:14'>because a brick when you look at it is</subtitle>
<subtitle id='00:19:18'>fairly obvious of how you build a wall and people have figured out how to build</subtitle>
<subtitle id='00:19:22'>dog houses but took a thousand years to go from Romanesque architecture to the</subtitle>
<subtitle id='00:19:27'>gothic and I was using the same bricks so in any comp</subtitle>
<subtitle id='00:19:32'>flex organization of things architecture dominates the material so and the the</subtitle>
<subtitle id='00:19:39'>people who work with computers in the 1950s realized very early that there are</subtitle>
<subtitle id='00:19:45'>no real limitations to what could be built out of a computer and therefore</subtitle>
<subtitle id='00:19:49'>there is no reason to suspect the computers couldn't be much smarter than us so that's what they claimed and I had</subtitle>
<subtitle id='00:19:55'>not the faintest idea how to do it nor do they today so in the 60s they decided</subtitle>
<subtitle id='00:20:00'>to modify these claims and said well computers will be as smart as humans and</subtitle>
<subtitle id='00:20:07'>that again is philosophically possible but in fact that didn't happen then the</subtitle>
<subtitle id='00:20:12'>military started wanting the results and so they said well we'll do expert</subtitle>
<subtitle id='00:20:16'>systems they're smart as termites and in</subtitle>
<subtitle id='00:20:21'>fact we've been able to do some pretty good termites in the 70s now I claim</subtitle>
<subtitle id='00:20:25'>that in the 80s what we want to be studying along these lines are mammalian</subtitle>
<subtitle id='00:20:32'>mentalities for instance if in two or three years we could do something that</subtitle>
<subtitle id='00:20:39'>was a an honest squirrel that you could</subtitle>
<subtitle id='00:20:44'>put out into an invite com Plex environment and it could complete the</subtitle>
<subtitle id='00:20:49'>learning laid down by its DNA and survive and move along and make more of</subtitle>
<subtitle id='00:20:54'>its kind and so forth that would be an absolute triumph because there is no</subtitle>
<subtitle id='00:20:58'>system today that you can look at and said if we did this twice as well or ten</subtitle>
<subtitle id='00:21:04'>times as well we would get a squirrel in other words what I'm saying is that</subtitle>
<subtitle id='00:21:08'>there's a qualitative gap between the kinds of architectures that we're</subtitle>
<subtitle id='00:21:12'>building now for what we call intelligent systems and what we actually need so what I'm going to talk to you</subtitle>
<subtitle id='00:21:18'>about for most of this talk is an</subtitle>
<subtitle id='00:21:22'>attempt that we're making at that's now being funded by Apple and is involving</subtitle>
<subtitle id='00:21:27'>lots of interesting people about how to find out something a little bit more</subtitle>
<subtitle id='00:21:32'>about the way mentalities actually can function before I do that I'd like to</subtitle>
<subtitle id='00:21:37'>I'd like to do it sort of as an analogy to some of the work that we did at Xerox</subtitle>
<subtitle id='00:21:42'>PARC many years ago in order to do that I first have to warn</subtitle>
<subtitle id='00:21:49'>everybody I've discovered it people used</subtitle>
<subtitle id='00:21:58'>to complain when I gave talks that I would whip IBM too much but in fact so I</subtitle>
<subtitle id='00:22:04'>made up the sign to warn everybody that if you don't like hearing IBM jokes now</subtitle>
<subtitle id='00:22:09'>is a good time to leave of course the</subtitle>
<subtitle id='00:22:13'>first IBM joke is that you can't do this slide on IBM equipment it's done on an</subtitle>
<subtitle id='00:22:19'>apple laserwriter now one of the funny</subtitle>
<subtitle id='00:22:30'>things about difference between</subtitle>
<subtitle id='00:22:34'>designers and problem solvers is that the designers often don't know what</subtitle>
<subtitle id='00:22:38'>problem they're working on problem solvers usually have goals that they're</subtitle>
<subtitle id='00:22:44'>trying to reach and designers usually have nothing better than directions</subtitle>
<subtitle id='00:22:48'>directions are kind of fun because they outlast goals they're stronger than</subtitle>
<subtitle id='00:22:52'>goals they're like a magnetic field or what a salmon smells when he was working</subtitle>
<subtitle id='00:22:57'>his way up stream it doesn't know where he's going but he can tell when he's</subtitle>
<subtitle id='00:23:01'>closer and in order to work with areas</subtitle>
<subtitle id='00:23:06'>in the future where we don't know what the answers are going to be and we don't want to prejudice the what we're trying</subtitle>
<subtitle id='00:23:11'>to do we try to come up with simple metaphors the one we came up with long</subtitle>
<subtitle id='00:23:15'>ago at Xerox PARC was this notion of a pencil</subtitle>
<subtitle id='00:23:22'>that instead of a desk or instead of a</subtitle>
<subtitle id='00:23:26'>car we could think of a computer as being our information vehicle just</subtitle>
<subtitle id='00:23:31'>pretty much what it is today we thought gee a pencil is a fantastic information</subtitle>
<subtitle id='00:23:37'>medium we wait until kids are 18 to</subtitle>
<subtitle id='00:23:41'>teach driving and we don't want to wait until they're 18 in order to teach</subtitle>
<subtitle id='00:23:45'>reading and writing although it seems like that's happening these days but</subtitle>
<subtitle id='00:23:50'>generally we'd like to have the the dominant ways of communicating in our</subtitle>
<subtitle id='00:23:54'>society reach people as young as</subtitle>
<subtitle id='00:23:58'>possible pencil is so portable you can carry other things too all right you</subtitle>
<subtitle id='00:24:04'>can't say that about too many computers point 5 herniation spur block is not</subtitle>
<subtitle id='00:24:08'>portability so one of the tests we had</subtitle>
<subtitle id='00:24:15'>for is it a personal computer back in nineteen seventy is would you be willing</subtitle>
<subtitle id='00:24:20'>to do anything so mundane as to write down your grocery list on it take it in</subtitle>
<subtitle id='00:24:26'>to the supermarket and be willing to walk out with two bags of groceries okay</subtitle>
<subtitle id='00:24:31'>in other words the right now almost all systems including laughs computers would</subtitle>
<subtitle id='00:24:36'>fail that test that gets this how many people have their computer with them</subtitle>
<subtitle id='00:24:41'>right now I rest my case</subtitle>
<subtitle id='00:24:47'>that's really when technology starts being used for mundane things that it's</subtitle>
<subtitle id='00:24:52'>inserted it sells into our lives I was really amazed when i went to xerox in</subtitle>
<subtitle id='00:24:56'>1970 discovered that thirty eight percent of their domestic copy revenues</subtitle>
<subtitle id='00:25:01'>were from outlaw copying like party announcements and picnics and so forth</subtitle>
<subtitle id='00:25:06'>it was a large part of their business and they claimed that the other</subtitle>
<subtitle id='00:25:11'>sixty-two percent was largely there because of the thirty eight percent in</subtitle>
<subtitle id='00:25:18'>other words when xerography becomes a way of life you do it casually and thus</subtitle>
<subtitle id='00:25:24'>you have to be able to this is something that people never understood in order to get people to xerox at all you have to</subtitle>
<subtitle id='00:25:30'>break down the barriers and one of the ways to do that is to be able to use it</subtitle>
<subtitle id='00:25:35'>for other things and official purposes now unfortunately instead of this pencil</subtitle>
<subtitle id='00:25:41'>what our industry the best our industry has been able to come up with so far as</subtitle>
<subtitle id='00:25:45'>something like this which is also a way of writing a letter you can jackhammer a</subtitle>
<subtitle id='00:25:51'>letter into the asphalt of the street you can pry up the asphalt put it on a</subtitle>
<subtitle id='00:25:56'>truck and carry it across town and deliver your message it is definitely an</subtitle>
<subtitle id='00:26:01'>information manipulator and of course it's painted blue for good reason now</subtitle>
<subtitle id='00:26:10'>come on you know I'm talking to speaking the truth so in other words the it's not</subtitle>
<subtitle id='00:26:18'>a question of being able to formally satisfy the ability to impress</subtitle>
<subtitle id='00:26:24'>information into some medium that's not what counts what counts is what the how</subtitle>
<subtitle id='00:26:29'>many barriers they actually are to doing it casually because it's only when it's</subtitle>
<subtitle id='00:26:34'>done casually that the thing starts modifying our ways of doing thinking one</subtitle>
<subtitle id='00:26:40'>of the interesting things about this is not this is more of an observation than</subtitle>
<subtitle id='00:26:44'>a slam at IBM but the few observed</subtitle>
<subtitle id='00:26:48'>people using IBM computers they do not sit for at them for any great length of</subtitle>
<subtitle id='00:26:52'>time and the reason is that the display is not good enough to keep them there</subtitle>
<subtitle id='00:26:58'>without eye strain and doesn't matter whether it's a monochrome display when you display</subtitle>
<subtitle id='00:27:03'>light characters on a black background we discovered it Xerox long ago that</subtitle>
<subtitle id='00:27:09'>your eye dark adapts so when you move from that that mostly dark display down</subtitle>
<subtitle id='00:27:14'>to the light papers that you're looking at for their spread around your eye</subtitle>
<subtitle id='00:27:18'>lighted apps in fact what's going on is a constant change in your iris when you</subtitle>
<subtitle id='00:27:24'>look at a display like that that's why the the Macintosh and that as we're the</subtitle>
<subtitle id='00:27:29'>machines at Xerox PARC flood the screen with light it's the key that display was</subtitle>
<subtitle id='00:27:34'>designed in 1972 at Xerox to allow</subtitle>
<subtitle id='00:27:38'>people to sit at it for six and seven hours at a time without any eye strain</subtitle>
<subtitle id='00:27:42'>and it's only when you're sitting at the thing for that wrong you start using it</subtitle>
<subtitle id='00:27:46'>for what it's really good for which is thinking other slide that I like to show</subtitle>
<subtitle id='00:27:55'>just so we understand a little bit about where we are I used to be a molecular</subtitle>
<subtitle id='00:28:02'>biologist before I got into this racket and once a few years ago when I had</subtitle>
<subtitle id='00:28:08'>nothing better to do I decided to look at an intestinal bacterium ecoli we have</subtitle>
<subtitle id='00:28:17'>millions of them in our digestive tract and they're rather small there about 15</subtitle>
<subtitle id='00:28:23'>hundredth the size of a typical mammalian cell typical body cell and in</subtitle>
<subtitle id='00:28:28'>our body and if you take that ecoli and</subtitle>
<subtitle id='00:28:32'>model it as an information system which it is and leave out electrons as you</subtitle>
<subtitle id='00:28:38'>model it only at the level of which it really represents information then one</subtitle>
<subtitle id='00:28:42'>of them contains 100 billion bytes that's a lot that's 12 million 8k games</subtitle>
<subtitle id='00:28:49'>cartridges</subtitle>
<subtitle id='00:28:53'>fifty thousand to megabyte Lisa systems for people in the humanities 600 Louvre</subtitle>
<subtitle id='00:29:00'>paintings had a resolution so high you can't you can't see the pixels that's a</subtitle>
<subtitle id='00:29:07'>lot and you can tell what company I was working for that i showed the president</subtitle>
<subtitle id='00:29:13'>of atari this one day and I said there are 12 million 8k games cartridges in</subtitle>
<subtitle id='00:29:18'>one ecoli and he looked at me and said how can I get some of them e.coli nice I</subtitle>
<subtitle id='00:29:27'>said you can either use a feather or looking or look at yesterday's stock</subtitle>
<subtitle id='00:29:31'>reports the point is that even though</subtitle>
<subtitle id='00:29:40'>there's been a fair amount of relative progress in the last 40 years we aren't</subtitle>
<subtitle id='00:29:45'>even close in dealing with computer</subtitle>
<subtitle id='00:29:49'>stuff to building systems that are anywhere near as complex as some of the</subtitle>
<subtitle id='00:29:54'>simplest living things we don't know very much about dynamic architecture one</subtitle>
<subtitle id='00:30:00'>of the things that's true about living things for instance is that they're not very fragile pull out a few molecules</subtitle>
<subtitle id='00:30:07'>from an e coli it's not going to care it</subtitle>
<subtitle id='00:30:11'>will keep on going because it's enormously redundant and it's designed</subtitle>
<subtitle id='00:30:15'>to keep on function you pull out a few bites from the average code on any kind</subtitle>
<subtitle id='00:30:19'>of pc and old crash there's no redundancy there at all and so what</subtitle>
<subtitle id='00:30:25'>we're dealing with right now are very carefully poised houses of cards they're</subtitle>
<subtitle id='00:30:30'>just balanced up by the applications programmers and shipped out with the</subtitle>
<subtitle id='00:30:35'>hope that they will work so there's many</subtitle>
<subtitle id='00:30:40'>long ways to go now let me show you</subtitle>
<subtitle id='00:30:44'>very quickly I think I have to go up on the podium here get my remote control</subtitle>
<subtitle id='00:30:57'>let's see I think these to turn it on yeah</subtitle>
<subtitle id='00:31:06'>now this whoops this is an example of</subtitle>
<subtitle id='00:31:10'>what I claim is the first personal computer goes back to nineteen sixty two</subtitle>
<subtitle id='00:31:16'>and this is an amazing machine that</subtitle>
<subtitle id='00:31:22'>actually had virtual memory on it on</subtitle>
<subtitle id='00:31:26'>those tapes about 2,000 of them were built and mostly for bio medical</subtitle>
<subtitle id='00:31:32'>technicians and when Dex saw this machine deck was a young company when</subtitle>
<subtitle id='00:31:37'>this machine was done they said boy what a great way of building small mainframes</subtitle>
<subtitle id='00:31:41'>but nobody's used to looking at display so we'll make that an option and nobody</subtitle>
<subtitle id='00:31:46'>knows about virtual memory so we'll put files on those tapes and out of this</subtitle>
<subtitle id='00:31:50'>machine the mini computer was born but it's sobering to realize that the good</subtitle>
<subtitle id='00:31:55'>idea that of personal computing was right here and nobody could see it back</subtitle>
<subtitle id='00:32:00'>in nineteen back in 1962 here's the</subtitle>
<subtitle id='00:32:05'>first personal computer I did called the</subtitle>
<subtitle id='00:32:09'>flex machine it was done in 1967 this is a picture of it on its own display they</subtitle>
<subtitle id='00:32:15'>can sort of see what display graphics were like this machine had two</subtitle>
<subtitle id='00:32:19'>interesting characteristics first it was a great coffee warmer had had 700 they</subtitle>
<subtitle id='00:32:27'>didn't really have integrated circuits back then just barely and had 700 little</subtitle>
<subtitle id='00:32:32'>chips in it and put out an enormous amount of heat the other thing it had</subtitle>
<subtitle id='00:32:37'>was a very powerful language on it that I designed that completely repelled</subtitle>
<subtitle id='00:32:41'>every user we ever stuck on the machine</subtitle>
<subtitle id='00:32:47'>and that was the first time in my life that I realized that graduate students</subtitle>
<subtitle id='00:32:51'>and other people were different the graduate students love this it was</subtitle>
<subtitle id='00:32:56'>incredibly powerful and we started dimly</subtitle>
<subtitle id='00:33:00'>getting the idea that actually it wasn't enough to just have the strict form and</subtitle>
<subtitle id='00:33:09'>build in power that there had to be some way to access it also the same year of</subtitle>
<subtitle id='00:33:14'>1968 this gadget appeared which is the</subtitle>
<subtitle id='00:33:22'>world's first flat panel display this</subtitle>
<subtitle id='00:33:26'>has been a technology that has never gotten to us in any practical form but</subtitle>
<subtitle id='00:33:31'>it goes back a long ways and we realized back then there was only going to be a matter of years before all the hardware</subtitle>
<subtitle id='00:33:37'>that took cubic feet in computers back then would be able to be put on the back</subtitle>
<subtitle id='00:33:42'>of something the size of a notebook that's where this idea of personal</subtitle>
<subtitle id='00:33:46'>computing really was born of something that you could carry around casually we</subtitle>
<subtitle id='00:33:53'>did this machine at xerox parc in order to study how all this worked this is the</subtitle>
<subtitle id='00:33:59'>alto computer and this is the forerunner of the leaves in the macintosh it's 1972</subtitle>
<subtitle id='00:34:05'>it's about twice the speed of the macintosh we built about 2,000 of these</subtitle>
<subtitle id='00:34:10'>dark spent somewhere in excess 100 million dollars on this experiment back</subtitle>
<subtitle id='00:34:15'>then they really wanted to see what it would be like what computing in the</subtitle>
<subtitle id='00:34:20'>1980s would be like and so they were willing to spend any amount of money to</subtitle>
<subtitle id='00:34:25'>find out and they hired people who are willing to sit down we just simply</subtitle>
<subtitle id='00:34:30'>anticipated what the computing power would be like in the 1980s and then built a bunch of them using 1970s</subtitle>
<subtitle id='00:34:36'>technology so this is the first bitmap</subtitle>
<subtitle id='00:34:42'>screen this picture is taken in 1972 and I already mentioned why we decided to go</subtitle>
<subtitle id='00:34:48'>black on white it's the same reason that we use paper black on white in that you</subtitle>
<subtitle id='00:34:53'>want to keep your eyes adapted to what the ambient lighting actually</subtitle>
<subtitle id='00:34:58'>is windows were invented at that same</subtitle>
<subtitle id='00:35:03'>time in order to allow access thing to</subtitle>
<subtitle id='00:35:07'>things but also to greatly magnify the display area and finally almost all the</subtitle>
<subtitle id='00:35:16'>work that we did at xerox parc was done for children this is a very important</subtitle>
<subtitle id='00:35:21'>one of the things we discovered that when we were trying to design this stuff for adults there's always a place where</subtitle>
<subtitle id='00:35:28'>the design process got hard and we would say to ourselves oh what the heck we'll</subtitle>
<subtitle id='00:35:34'>send them to training school for two weeks because that's what people do with</subtitle>
<subtitle id='00:35:38'>the dots when something gets hard we'll send them and get training and for the</subtitle>
<subtitle id='00:35:43'>children though we didn't want to send them the training school they're already</subtitle>
<subtitle id='00:35:47'>suffering and school enough so we wanted to give them easy access so they didn't</subtitle>
<subtitle id='00:35:51'>have to learn and in fact during the last several years of the experiment</subtitle>
<subtitle id='00:35:56'>with children we work with about 900 children over a period of four years the</subtitle>
<subtitle id='00:36:01'>last several years we didn't teach the children to program at all we just left</subtitle>
<subtitle id='00:36:05'>the stuff materials lying around and they learned it on their own I'd like to</subtitle>
<subtitle id='00:36:09'>show you giving an example of a couple</subtitle>
<subtitle id='00:36:13'>of things that some children did how many people have used mac draw not mac</subtitle>
<subtitle id='00:36:18'>paint but mac draw it's the one where the drawing the object nature of the the</subtitle>
<subtitle id='00:36:25'>things that you draw is retain so you can move things around and make copies</subtitle>
<subtitle id='00:36:30'>of things and move them that is an applications program done by some</subtitle>
<subtitle id='00:36:34'>talented people at Apple and our mode today is that we go to a store and we</subtitle>
<subtitle id='00:36:38'>buy a program written by somebody else that's called an application then we use</subtitle>
<subtitle id='00:36:42'>whatever allows us to do what I like to show you is this example</subtitle>
<subtitle id='00:37:06'>here's a similar system this is done in 1975 and I think I he got her off I</subtitle>
<subtitle id='00:37:14'>switched over like that program you the pointing device called a mouse well you</subtitle>
<subtitle id='00:37:19'>see a little handle there she has a menu down the lower right-hand corner there</subtitle>
<subtitle id='00:37:24'>she's changed the color exist in the quite gentle and allowed five sizes and</subtitle>
<subtitle id='00:37:29'>colors to change it will you know I</subtitle>
<subtitle id='00:37:38'>think to realize about this is that this</subtitle>
<subtitle id='00:37:42'>applications program was written by a 12 year old girl she wrote the application</subtitle>
<subtitle id='00:37:49'>program herself and she wrote it after less than three months of programming</subtitle>
<subtitle id='00:37:53'>and the program itself was less than a page long less than 50 lines she had to</subtitle>
<subtitle id='00:38:00'>write in order to do this thing from scratch and the system was not set up</subtitle>
<subtitle id='00:38:04'>beforehand with the building blocks of graphics this is a scratch program one</subtitle>
<subtitle id='00:38:09'>of the first instances in history when an actual tool was done by a novice user</subtitle>
<subtitle id='00:38:26'>the idea that system to a drawn something every column is damned intuitively because they already know</subtitle>
<subtitle id='00:38:31'>about drawing in school in order to</subtitle>
<subtitle id='00:38:38'>design a business of them however Susan had to gain a fairly deep symbolic</subtitle>
<subtitle id='00:38:42'>understanding of some of the semantics of drawing even more important she</subtitle>
<subtitle id='00:38:47'>enjoyed the graphs the very powerful notion which have something to do with</subtitle>
<subtitle id='00:38:51'>inventing comprehensive models that not only capture her desires and ideas that</subtitle>
<subtitle id='00:38:55'>would also run</subtitle>
<subtitle id='00:39:10'>here's another example this was done by a 15 year old boy this is about 80 lines</subtitle>
<subtitle id='00:39:16'>of code about a page and a half he was a</subtitle>
<subtitle id='00:39:21'>interested in ham radio and he hated to draw a circuit diagram so that one of</subtitle>
<subtitle id='00:39:26'>the first programs he wrote was this tool to allow him to make circuit</subtitle>
<subtitle id='00:39:31'>diagrams you can see his hand on the mouse here again this is a from scratch</subtitle>
<subtitle id='00:39:36'>program the menu of shapes is down below and you see every once in a while where</subtitle>
<subtitle id='00:39:40'>the cursor is a pop-up menu like that will appear where he's put tools that he</subtitle>
<subtitle id='00:39:46'>uses very often where he doesn't want to reach for them so he has things like</subtitle>
<subtitle id='00:39:50'>open and closed dots you can pick up things like he's picking up picking up a</subtitle>
<subtitle id='00:39:54'>battery here and he can rotate it and position it I particularly like this one</subtitle>
<subtitle id='00:39:59'>as an example of novice user programming because less than 10 years before this</subtitle>
<subtitle id='00:40:04'>was done a PhD thesis was awarded for a system that wasn't as good we felt that</subtitle>
<subtitle id='00:40:11'>there was some hope the reason I showed</subtitle>
<subtitle id='00:40:15'>this is this is the logical extension of where we are today over the next three</subtitle>
<subtitle id='00:40:21'>to five years it's the next step in the</subtitle>
<subtitle id='00:40:25'>short term in personal computing for people is going to be easy ways for</subtitle>
<subtitle id='00:40:29'>people to tailor and build their own vertical applications you see sort of</subtitle>
<subtitle id='00:40:35'>very messy and annoying attempts today</subtitle>
<subtitle id='00:40:40'>in the form of keyboard macros and 123</subtitle>
<subtitle id='00:40:44'>and other abortions like that the the idea behind them is good namely that</subtitle>
<subtitle id='00:40:50'>people should be able to customize and capture their actions and be able to play them back later it's just that the</subtitle>
<subtitle id='00:40:55'>the people who designed it had no idea how important it was and how important</subtitle>
<subtitle id='00:41:00'>it was in order to make customization</subtitle>
<subtitle id='00:41:05'>really easy and understandable the next round of systems will see in the next</subtitle>
<subtitle id='00:41:09'>three to five years will be like this</subtitle>
<subtitle id='00:41:13'>systems will not be written in machine code anymore they'll be written in a</subtitle>
<subtitle id='00:41:17'>very high level language this is these children were programming in small talk</subtitle>
<subtitle id='00:41:23'>which is an object one of the first completely object-oriented languages and</subtitle>
<subtitle id='00:41:28'>the size of the code you have to write to get something in Smalltalk compared</subtitle>
<subtitle id='00:41:33'>to say Pascal or C is about a factor of 80 and this allowed we discovered the</subtitle>
<subtitle id='00:41:40'>children especially most novice users let me stop this because it they're just</subtitle>
<subtitle id='00:41:45'>further examples we discovered that most novice users could program and could</subtitle>
<subtitle id='00:41:50'>understand their programs as long as the programs weren't larger than one visual</subtitle>
<subtitle id='00:41:55'>field and that meant practically back then about two pages or about a hundred</subtitle>
<subtitle id='00:42:02'>lines of program and we discovered by experiments that it didn't matter what</subtitle>
<subtitle id='00:42:07'>kind of language it was whether it was a very low level language like basic or</subtitle>
<subtitle id='00:42:11'>medium level language like logo or a high level language like small talk that</subtitle>
<subtitle id='00:42:15'>there is a way of teaching each of these but in fact the ability the short-term</subtitle>
<subtitle id='00:42:20'>memory ability of novices was much stronger than the level of the language</subtitle>
<subtitle id='00:42:26'>that in fact one of the differences between a novice and expert ism is how</subtitle>
<subtitle id='00:42:31'>much they have to use their short-term memory to do to in place of what experts</subtitle>
<subtitle id='00:42:36'>are able to use their long-term memory and chunky that got is very interested</subtitle>
<subtitle id='00:42:41'>in how people's minds work let's see if</subtitle>
<subtitle id='00:42:48'>I can go on oh I've everything's fine i think maybe i just turned it off but let</subtitle>
<subtitle id='00:42:52'>me go forward this way</subtitle>
<subtitle id='00:43:01'>the slot of the slide time oh great thanks well this the legend on the slide</subtitle>
<subtitle id='00:43:07'>actually says how people's minds work and I can tell you that when we started</subtitle>
<subtitle id='00:43:13'>this at Xerox PARC we really did not want to go into psychology we what we</subtitle>
<subtitle id='00:43:19'>were hoping to be able to do is to just simply sit down and have a few bright</subtitle>
<subtitle id='00:43:23'>ideas and have them be right and be able to implement them and then we would have</subtitle>
<subtitle id='00:43:27'>succeeded but in fact what we discovered that we had not the faintest idea of</subtitle>
<subtitle id='00:43:32'>what was going on inside of people's heads and here's an example of why we're</subtitle>
<subtitle id='00:43:39'>confused if you look at this for a while you'll see there's something wrong with</subtitle>
<subtitle id='00:43:43'>this picture how many people see it okay</subtitle>
<subtitle id='00:43:47'>I was I was very taken by gave this talk</subtitle>
<subtitle id='00:43:51'>in japan this summer and it was</subtitle>
<subtitle id='00:43:55'>wonderful that the Japanese took just as long as we did to see that but what's</subtitle>
<subtitle id='00:44:01'>wrong with this picture mouth is upside</subtitle>
<subtitle id='00:44:05'>down what else the eyes are upside down okay here's what it looks like right</subtitle>
<subtitle id='00:44:09'>side up now notice the huge difference</subtitle>
<subtitle id='00:44:15'>even though you knew it was wrong before noticed a huge difference in reaction</subtitle>
<subtitle id='00:44:19'>here let me we go back there we go okay</subtitle>
<subtitle id='00:44:28'>so this is excite swear to you this is exactly the same whoops this is it</subtitle>
<subtitle id='00:44:35'>exactly the same picture</subtitle>
<subtitle id='00:44:40'>ok now I have to move I have to move it back because people won't listen to me</subtitle>
<subtitle id='00:44:44'>when it's the other way now this</subtitle>
<subtitle id='00:44:51'>illustrate it happens that this is a good illustration and a talk of</subtitle>
<subtitle id='00:44:55'>something that's very complex to understand and that is it is an illusion</subtitle>
<subtitle id='00:45:01'>in fact the theatrical illusion that we all live in that reality is objective</subtitle>
<subtitle id='00:45:07'>and seamless but in fact the truth is</subtitle>
<subtitle id='00:45:11'>that we all live in a dream and hallucination of our own devising and</subtitle>
<subtitle id='00:45:17'>you can start to see some of the seams in this dream by certain kinds of visual</subtitle>
<subtitle id='00:45:22'>illusions this is one that is understood very well so on the under right hand side of the brain where facial</subtitle>
<subtitle id='00:45:28'>recognition is done there are two areas more than an inch apart they're</subtitle>
<subtitle id='00:45:32'>contributing to what you see here one of them is the thing that allows you to see</subtitle>
<subtitle id='00:45:36'>faces and clouds it's just generally good at recognizing face like things and</subtitle>
<subtitle id='00:45:41'>it's reporting an upside-down face like thing it's also this area that scares</subtitle>
<subtitle id='00:45:47'>children when they're around five and six years old in the Twilight so</subtitle>
<subtitle id='00:45:52'>everything starts looking like monsters and what it's seeing is it's picking up</subtitle>
<subtitle id='00:45:56'>shadow configurations that are things like but are not human like so it's</subtitle>
<subtitle id='00:46:03'>saying this is a face like thing and about an inch away is a patch of brain</subtitle>
<subtitle id='00:46:07'>tissue that say only cares about eyes and mouth and it's saying that's an okay</subtitle>
<subtitle id='00:46:13'>mouth and those are okay eyes so there's very little conflict here upside down</subtitle>
<subtitle id='00:46:19'>with the eye is a mouth guys say that's fine no problem go to this one and the</subtitle>
<subtitle id='00:46:27'>face face guy is saying that's a right-side up face like thing and the</subtitle>
<subtitle id='00:46:31'>eyes and mouth guy is saying something is very wrong here</subtitle>
<subtitle id='00:46:35'>and we can imagine why we might have that reaction because an expression like</subtitle>
<subtitle id='00:46:40'>that might mean you're going to die in the next 10 seconds and in fact all</subtitle>
<subtitle id='00:46:49'>mammals this is something that's not peculiar to humans all mammals will have</subtitle>
<subtitle id='00:46:54'>that reaction to that picture if you'd like to try it out on a dog I suggest</subtitle>
<subtitle id='00:46:58'>you pick a small one so in other words</subtitle>
<subtitle id='00:47:08'>what I'm working up to here is the idea that inside our skull is not a not</subtitle>
<subtitle id='00:47:16'>something as they believed in Washington the perception is reality this is a</subtitle>
<subtitle id='00:47:20'>frightening statement when you think about it but something much more like</subtitle>
<subtitle id='00:47:25'>Hitchhiker's Guide to the galaxy which has the great line reality is frequently</subtitle>
<subtitle id='00:47:29'>inaccurate in other words what what is</subtitle>
<subtitle id='00:47:34'>going on here another good way is since the this is this is a good crowd to talk</subtitle>
<subtitle id='00:47:39'>to you'll go along with anything right so put hold up your left hand with your</subtitle>
<subtitle id='00:47:46'>thumb up like this if you have any if you have two quarters in your pocket you</subtitle>
<subtitle id='00:47:50'>can pick a quarter up and hold it but if something is pretty good and then take</subtitle>
<subtitle id='00:47:55'>your other hand and hold it about half way as close to halfway as you can</subtitle>
<subtitle id='00:47:59'>measure between the two you can put it on axis but it's easier to compare if</subtitle>
<subtitle id='00:48:04'>you just hold it a little bit off axis and look at the relative size of the thumbs or the quarters and what most</subtitle>
<subtitle id='00:48:11'>people will see is that the further away thumb is about 80% the size of the close</subtitle>
<subtitle id='00:48:15'>one right on your retina the further away thumb is one half the size in other</subtitle>
<subtitle id='00:48:23'>words what you're seeing is not what's there we don't see what's there we see</subtitle>
<subtitle id='00:48:28'>what we are and there are dozens of examples of that that what we're seeing</subtitle>
<subtitle id='00:48:33'>is actually a recreation of partly</subtitle>
<subtitle id='00:48:37'>queued in by what's actually out there but mostly queued in by what we've learned if we were a primitive society</subtitle>
<subtitle id='00:48:43'>right now we would not be able to see perspective very well meta evil art</subtitle>
<subtitle id='00:48:49'>there is no perspective because in meta</subtitle>
<subtitle id='00:48:53'>evil art which is a primitive non self conscious society you're a member of the</subtitle>
<subtitle id='00:48:57'>community not an individual and when the community looks at the building they</subtitle>
<subtitle id='00:49:01'>look at it from all angles at once and when they draw that building they draw</subtitle>
<subtitle id='00:49:05'>it as it is so they draw all what all walls as being the same height because</subtitle>
<subtitle id='00:49:10'>that's what they are same way as children draw a table showing all four</subtitle>
<subtitle id='00:49:14'>legs because that's what it is seeing it from all angles at once it's only when</subtitle>
<subtitle id='00:49:20'>you are in a society like ours sprung from the Renaissance where we think of</subtitle>
<subtitle id='00:49:25'>ourselves as individuals and having individual points of view that something like perspective could be invented in</subtitle>
<subtitle id='00:49:31'>fact perspective was invented for the first time ever in a solid way less than</subtitle>
<subtitle id='00:49:37'>40 years after the printing press became available and those were not cuenta that</subtitle>
<subtitle id='00:49:43'>was not just a coincidence one cause the other the book that you can take with</subtitle>
<subtitle id='00:49:48'>you d tribe Eliza's you because it's</subtitle>
<subtitle id='00:49:52'>something you can go off you for the first time ever in history you could learn something without being in a room</subtitle>
<subtitle id='00:49:57'>with a bunch of other people and have it be a social event that's where individualism comes from and that's why</subtitle>
<subtitle id='00:50:02'>perspective was invented when it was these things are really mysterious</subtitle>
<subtitle id='00:50:07'>because our society seems like the only reasonable one that there is but in fact</subtitle>
<subtitle id='00:50:11'>most of the things that we think are inevitable our product of of the culture</subtitle>
<subtitle id='00:50:17'>that we grew up in so I'm dealing with</subtitle>
<subtitle id='00:50:21'>they move off this so dealing with</subtitle>
<subtitle id='00:50:25'>people oh I'm sorry I went backwards</subtitle>
<subtitle id='00:50:32'>there we go so dealing with these issues means that what we're dealing with is</subtitle>
<subtitle id='00:50:37'>not something simple but we're actually dealing with multiple mentalities that</subtitle>
<subtitle id='00:50:42'>work inside people's heads that we found very confusing</subtitle>
<subtitle id='00:50:50'>and we got very interested in three of these</subtitle>
<subtitle id='00:50:57'>we all know about I think we all know about the French psychologist Piaget now</subtitle>
<subtitle id='00:51:02'>poj thought that children went through</subtitle>
<subtitle id='00:51:06'>three major stages one was a doing stage when they're very young an object is to</subtitle>
<subtitle id='00:51:12'>grab it a whole is to dig it in other words objective reality is in the</subtitle>
<subtitle id='00:51:17'>actions necessary to make tactile contact with it in some way later</subtitle>
<subtitle id='00:51:22'>there's a stage which is very visual that's one where you know in the PGA</subtitle>
<subtitle id='00:51:27'>experiment we use pour from the squat glass into the tall thin one everybody's</subtitle>
<subtitle id='00:51:31'>heard of that right children in this stage will say there's more water in the</subtitle>
<subtitle id='00:51:36'>tall thin glass because it looks that way and then around 11 or 12 children</subtitle>
<subtitle id='00:51:43'>shift into a symbolic stage where they start using facts and logic in order to</subtitle>
<subtitle id='00:51:50'>drive things this is the first stage in which you can decouple yourself from</subtitle>
<subtitle id='00:51:55'>current reality now in a wonderful</subtitle>
<subtitle id='00:51:59'>series of experiments in the 1950s Jerome Bruner showed something very</subtitle>
<subtitle id='00:52:04'>startling that these things that Piaget thought were phases of development were</subtitle>
<subtitle id='00:52:09'>actually completely separate mentalities all working at the same time there was a</subtitle>
<subtitle id='00:52:15'>change of dominance so one of the experiments he did was to take a child</subtitle>
<subtitle id='00:52:20'>who would say that there was more water in the tall thin glass and pour that</subtitle>
<subtitle id='00:52:25'>water and then he'd immediately cover up the tall thin glass and the child would</subtitle>
<subtitle id='00:52:30'>say oh but there must be the same amount of water because where could it go and</subtitle>
<subtitle id='00:52:34'>Brenda would take it away and the kid would look at the glass and he would say</subtitle>
<subtitle id='00:52:38'>oh but there must be more look at it and Brenda would cover it up again and the</subtitle>
<subtitle id='00:52:43'>kid would say but there must be the same amount of water because where could it go so if you have any 10 year olds you'd</subtitle>
<subtitle id='00:52:48'>like to torment</subtitle>
<subtitle id='00:52:54'>this is a great way to do it because what Brynner was doing is bouncing this kid back and forth that he was showing</subtitle>
<subtitle id='00:53:00'>that the child was dominated by this mentality but in fact the other one was</subtitle>
<subtitle id='00:53:05'>functioning and it was by preventing the kid from seeing what was going on that</subtitle>
<subtitle id='00:53:10'>the kid could start using this in fact this is a very powerful way of learning</subtitle>
<subtitle id='00:53:14'>things and Berner came up with some curriculum ideas that said it's a great</subtitle>
<subtitle id='00:53:18'>idea to be able to learn things in this order the same order that recapitulates</subtitle>
<subtitle id='00:53:23'>our own development and thus we have more than one mentality to fall back on</subtitle>
<subtitle id='00:53:27'>when our symbolic fact ridden way of doing things fails great mathematician</subtitle>
<subtitle id='00:53:34'>Hadamard did a study of the 100 most creative mathematicians in the world</subtitle>
<subtitle id='00:53:39'>which being French he included himself in the list in fact he was and so he</subtitle>
<subtitle id='00:53:48'>interviewed all these people who were friends of his asking them how do you do</subtitle>
<subtitle id='00:53:52'>your thing and only a few of the mathematicians i think it was three</subtitle>
<subtitle id='00:53:57'>claimed that they use mathematical symbology at all this is nothing to</subtitle>
<subtitle id='00:54:01'>think about when you have children in school and what they're being taught is</subtitle>
<subtitle id='00:54:05'>only mathematical symbology the under great mathematicians in the world don't</subtitle>
<subtitle id='00:54:09'>use mathematical symbology because that is a way of expressing mathematics not</subtitle>
<subtitle id='00:54:14'>doing it they all claim to have visual</subtitle>
<subtitle id='00:54:19'>interaction with the ideas and an amazing thirty percent of these 100</subtitle>
<subtitle id='00:54:24'>mathematicians including Einstein said they had tactile sensations Einstein</subtitle>
<subtitle id='00:54:30'>said I have feelings of a kinesthetic or muscular type so Einstein did</subtitle>
<subtitle id='00:54:35'>mathematics by feeling he could feel the</subtitle>
<subtitle id='00:54:39'>multi-dimensional space as he was dealing with so we see here an</subtitle>
<subtitle id='00:54:43'>illustration of the cliche that genius is the ability to recapture childhood it</subtitle>
<subtitle id='00:54:48'>will but another way of looking at it is what these people were that we think of</subtitle>
<subtitle id='00:54:52'>as supremely creative we're doing is using these other mentalities that are</subtitle>
<subtitle id='00:54:57'>mostly shut down in most adults and these mentalities have completely</subtitle>
<subtitle id='00:55:03'>different rules and this is the key to my talk today this is the most</subtitle>
<subtitle id='00:55:08'>important idea this one is Aristotelian</subtitle>
<subtitle id='00:55:13'>it loves things like a is not not a everybody learned that in college right</subtitle>
<subtitle id='00:55:18'>a is not not a thing can't be itself and something else at the same time sounds</subtitle>
<subtitle id='00:55:24'>sounds logical very logical this one has</subtitle>
<subtitle id='00:55:28'>a completely different set of rules in the visual arts the graphic arts</subtitle>
<subtitle id='00:55:32'>figuring ground exchange that's a is not a the thing in its opposite are the same</subtitle>
<subtitle id='00:55:39'>this is like alchemy here good and evil darkness and light okay in other words</subtitle>
<subtitle id='00:55:45'>the visual mentality is one that groups</subtitle>
<subtitle id='00:55:49'>not by logical structures but by</subtitle>
<subtitle id='00:55:53'>abstract similarities those similarities are figurative rather than logical so</subtitle>
<subtitle id='00:56:01'>this this area is a very mushy place to live right because almost anything is</subtitle>
<subtitle id='00:56:06'>possible however it is the world's greatest place to go to for a little</subtitle>
<subtitle id='00:56:11'>vacation because here the rules are</subtitle>
<subtitle id='00:56:15'>completely different and most creativity I assert is done by traveling to these</subtitle>
<subtitle id='00:56:21'>areas getting stuff that couldn't possibly be true and bringing it back</subtitle>
<subtitle id='00:56:26'>out here where it can be worked on by logic in other words what I'm saying is</subtitle>
<subtitle id='00:56:30'>logic is a weak method it only works</subtitle>
<subtitle id='00:56:35'>when you have the right context and the saying I made up at Xerox PARC was that</subtitle>
<subtitle id='00:56:40'>point of view is worth 80 IQ points in</subtitle>
<subtitle id='00:56:44'>other words if you want to multiply two numbers together and you happen to be in 60 ad you're in trouble you have to be a</subtitle>
<subtitle id='00:56:52'>genius if you want to find out where Mars is going to go in 1325 you have to</subtitle>
<subtitle id='00:56:57'>be a genius because you're in Ptolemaic astronomy or Roman numerals neither one</subtitle>
<subtitle id='00:57:02'>of those are context in which logic is simple for what you want to do but by</subtitle>
<subtitle id='00:57:07'>rotating or changing our paradigm as</subtitle>
<subtitle id='00:57:12'>Kuhn has called it we find the context in which logic works now the problem</subtitle>
<subtitle id='00:57:18'>with the way most people are taught in school and an American business as dibona</subtitle>
<subtitle id='00:57:22'>appointed out is that one of the main things American business does when they</subtitle>
<subtitle id='00:57:26'>get into trouble is to redouble their efforts right usually the reason they're</subtitle>
<subtitle id='00:57:33'>in trouble is in there in the wrong place this is like digging for gold and</subtitle>
<subtitle id='00:57:37'>you've dug down five feet you haven't found any so you decide to dig twice as fast if the gold is 20 feet to the side</subtitle>
<subtitle id='00:57:44'>you're going to dig all the way to China before you find it because creativity is</subtitle>
<subtitle id='00:57:50'>not single dimensional and logic is so a</subtitle>
<subtitle id='00:57:56'>simple characterization of Western civilization at its best is our</subtitle>
<subtitle id='00:58:02'>civilization as a civilization in which artistic ideas are conceived the way</subtitle>
<subtitle id='00:58:07'>they are in every society which is down here at a visceral an iconic level a</subtitle>
<subtitle id='00:58:12'>difference between Western civilization and all other civilizations on the</subtitle>
<subtitle id='00:58:16'>planet is that we can then have apply centuries of technique to those new</subtitle>
<subtitle id='00:58:22'>ideas in order to bring them out that's what's the difference between our music</subtitle>
<subtitle id='00:58:26'>and the music of other cultures our music isn't any more heartfelt it isn't</subtitle>
<subtitle id='00:58:32'>any more beautiful than other cultures where our music is the only music that</subtitle>
<subtitle id='00:58:37'>has applied technique to art okay and</subtitle>
<subtitle id='00:58:41'>that is the difference that is a civilization that is able to use more</subtitle>
<subtitle id='00:58:45'>than one way of dealing with the world so we got very interested in these ideas</subtitle>
<subtitle id='00:58:50'>and I want to give you an example two quick examples of why it's powerful</subtitle>
<subtitle id='00:58:59'>here's an experiment you can do with some children children are really fun</subtitle>
<subtitle id='00:59:05'>because they'll go along with most most things that matter how wacky they seem</subtitle>
<subtitle id='00:59:11'>the idea here was to get children to draw circles and logo it's a programming</subtitle>
<subtitle id='00:59:16'>language fairly easy to use and you take a five year old who's in this body phase</subtitle>
<subtitle id='00:59:22'>you take a ten year old is in the visual and a 15 year old and the symbolic and</subtitle>
<subtitle id='00:59:27'>you try and get them to draw circles well the way you do with the five year old is you close get them to close their</subtitle>
<subtitle id='00:59:32'>eyes and say we'll make a circle with your body so the five year old starts</subtitle>
<subtitle id='00:59:37'>doing this and after a while you ask what are you doing Johnny and he says</subtitle>
<subtitle id='00:59:42'>well I'm going a little and turning a little over and over so if you type that</subtitle>
<subtitle id='00:59:46'>into logo you'll get a perfect circle that's because the five year old knows</subtitle>
<subtitle id='00:59:51'>differential equations</subtitle>
<subtitle id='00:59:56'>right circle is that thing of constant curvature so the change in curvature is</subtitle>
<subtitle id='01:00:01'>zero and that's exactly what a person's body knows how to do in other words</subtitle>
<subtitle id='01:00:06'>egocentric coordinates are something that it took mathematicians thousands of</subtitle>
<subtitle id='01:00:13'>years to arrive at differential geometry was invented by Gauss in the 1840s so as</subtitle>
<subtitle id='01:00:20'>only 130 years ago the mathematician started using what a five-year-old will</subtitle>
<subtitle id='01:00:24'>use instinctively and logo is able to</subtitle>
<subtitle id='01:00:28'>deal with those egocentric coordinates on purpose for exactly this reason</subtitle>
<subtitle id='01:00:33'>because children of that age don't think the way adults do well if you take a 10</subtitle>
<subtitle id='01:00:39'>year old 10 year old is too grown up to do something as silly as the five year</subtitle>
<subtitle id='01:00:44'>old will do and he's in a visual stage and he wants to draw a lots of circles</subtitle>
<subtitle id='01:00:49'>so he give him a compass and let him draw circles and after a while he will</subtitle>
<subtitle id='01:00:53'>figure out that what a circle is is a gadget that has in which the points are</subtitle>
<subtitle id='01:00:59'>the same distance from the rim so he will eventually write this logo program</subtitle>
<subtitle id='01:01:07'>which is you pick the pin-up go out measure a distance like a hundred out</subtitle>
<subtitle id='01:01:11'>make a dot back up to the center turn one degree perfect circle it's what we</subtitle>
<subtitle id='01:01:20'>had to learn in school as the locus of points equidistant from a given point</subtitle>
<subtitle id='01:01:24'>okay much harder way to do it but you still get a perfect circle now of course</subtitle>
<subtitle id='01:01:28'>I wouldn't be telling you this story if the 15 year olds succeeded in fact the</subtitle>
<subtitle id='01:01:34'>15 year old is in the symbolic stage and fails miserably because he knows the</subtitle>
<subtitle id='01:01:39'>most horrible fact ever thought up by the mind of man which is this one right</subtitle>
<subtitle id='01:01:48'>we all have learned this but we have to realize that it's in the wrong</subtitle>
<subtitle id='01:01:52'>coordinate system and even if we're in a</subtitle>
<subtitle id='01:02:02'>this was done by a friend of mine but I</subtitle>
<subtitle id='01:02:08'>didn't know him then in 1975 a guy by the name of Tim Galway wrote a book</subtitle>
<subtitle id='01:02:13'>called the inner game of tennis and this</subtitle>
<subtitle id='01:02:17'>book enraged Harry Reasoner who was at ABC in those days and had a Sunday</subtitle>
<subtitle id='01:02:24'>afternoon show and Harry I think was from Iowa or something and was a</subtitle>
<subtitle id='01:02:29'>grudging tennis player of the worst kind a knew damn well at tennis wasn't easy</subtitle>
<subtitle id='01:02:33'>because he'd been trying for 20 years and he still hadn't gotten very good and</subtitle>
<subtitle id='01:02:37'>so in this person who actually lived in Malibu California wrote a book saying</subtitle>
<subtitle id='01:02:43'>that you've just really shouldn't try too hard and you could really go out and</subtitle>
<subtitle id='01:02:48'>play tennis fantastically in just an hour or two Harry Reasoner got very</subtitle>
<subtitle id='01:02:53'>upset and he sent apparently an ABC hatchet squad out to California to do</subtitle>
<subtitle id='01:03:00'>Tim Galway in they rounded up a whole bunch of people I think it's 35 or 40</subtitle>
<subtitle id='01:03:04'>people and got them to sign legal affidavits saying that they'd never played tennis in their life they took</subtitle>
<subtitle id='01:03:09'>all of these people out in the courts and they picked the worst one who was a</subtitle>
<subtitle id='01:03:13'>55 year old lady 40 pounds overweight five foot two and a moo moo</subtitle>
<subtitle id='01:03:19'>and hurry affidavit said that not only had she never played tennis but actually</subtitle>
<subtitle id='01:03:25'>it not exercised for 20 years and she</subtitle>
<subtitle id='01:03:29'>tried to get out of it but they went out and they bought her tennis shoes and so forth then on live television one Sunday</subtitle>
<subtitle id='01:03:35'>they set a clock at the side of the court and said to Tim Galway you have 20</subtitle>
<subtitle id='01:03:40'>minutes to teach her how to play tennis and this is what happened now for people</subtitle>
<subtitle id='01:03:50'>there are various ways of watching this this is this was gotten directly from</subtitle>
<subtitle id='01:03:58'>the television show and you might when you look at it you might try and see if</subtitle>
<subtitle id='01:04:03'>you can guess what he's doing to get results I'll give you a couple of clues</subtitle>
<subtitle id='01:04:13'>as it goes long but take a look fly through the air I want you just to watch it we're very instance the ball hits the</subtitle>
<subtitle id='01:04:20'>court I want you to stay bounce the very</subtitle>
<subtitle id='01:04:24'>instant the ball hits the racket I want you to say hip this became bound okay</subtitle>
<subtitle id='01:04:29'>all you need to do is watch the ball okay the key of all the exercises in</subtitle>
<subtitle id='01:04:35'>either game it's two focuses minds attention somewhere where it will not</subtitle>
<subtitle id='01:04:41'>interfere with the body's ability to hit the ball automatically you stand here</subtitle>
<subtitle id='01:04:46'>until pro and you just continue doing the same</subtitle>
<subtitle id='01:04:50'>thing not at first if Chris just say bout when the ball bounces and hit when</subtitle>
<subtitle id='01:04:55'>you would hit it but doing it then after you feel like a nerd go ahead and do</subtitle>
<subtitle id='01:04:59'>okay so you might watch your right arm here okay cuz something's trying to hit</subtitle>
<subtitle id='01:05:04'>the ball right now</subtitle>
<subtitle id='01:05:12'>the players first learning the game of tennis and what he says bounce he's also</subtitle>
<subtitle id='01:05:18'>how the corner of his eye watching me so</subtitle>
<subtitle id='01:05:22'>even though he's not trying to see how I hit the image and refitting it is going</subtitle>
<subtitle id='01:05:28'>right into his memory enjoy yourself yeah really think about me Oh written on</subtitle>
<subtitle id='01:05:37'>tennis about to watch the ball notice</subtitle>
<subtitle id='01:05:41'>they're really suitable the reason is</subtitle>
<subtitle id='01:05:45'>they get bored so I tried to give them</subtitle>
<subtitle id='01:05:49'>something to see in the ball that's interesting so we want the trajectory of</subtitle>
<subtitle id='01:05:54'>the ball there the gracefulness of the line made by the balls are flying</subtitle>
<subtitle id='01:05:59'>through the air hallway hit the same put the mind somewhere work and stay calm</subtitle>
<subtitle id='01:06:04'>and not get you up tight but relaxed and</subtitle>
<subtitle id='01:06:08'>interested there's a body does so beautifully so beautifu my car listening</subtitle>
<subtitle id='01:06:13'>to the ballboy down to the rocket yeah</subtitle>
<subtitle id='01:06:18'>yeah</subtitle>
<subtitle id='01:06:23'>I don't that sound like Derek go he'll he's like one that one stop people is</subtitle>
<subtitle id='01:06:31'>nano you'll hear the sound in your life within this blender</subtitle>
<subtitle id='01:06:38'>sighs</subtitle>
<subtitle id='01:06:47'>watch the footwork here now be aware that writing as part of your arm I did</subtitle>
<subtitle id='01:06:54'>this feeling so i thought i'd let it</subtitle>
<subtitle id='01:06:58'>happen that's it do what's comfortable on every time i did start to think</subtitle>
<subtitle id='01:07:02'>things went wrong</subtitle>
<subtitle id='01:07:06'>the body seems to know what to do you</subtitle>
<subtitle id='01:07:10'>feel with your left hand where I girl just win the back there feel it</subtitle>
<subtitle id='01:07:23'>we're going to do one of those jokes now and this one's called the curb and the</subtitle>
<subtitle id='01:07:29'>server is this like a dance it just like again we'll come back here I'll show you</subtitle>
<subtitle id='01:07:34'>how to do a dent call the shirt I've</subtitle>
<subtitle id='01:07:39'>done this dance a little bit to all just do it okay in fact you can start coming</subtitle>
<subtitle id='01:07:48'>if you want the rhythm like this Wow ok</subtitle>
<subtitle id='01:08:02'>now we do won't you stand there shut</subtitle>
<subtitle id='01:08:06'>your eyes Oh God imagine yourself doing</subtitle>
<subtitle id='01:08:10'>that same damn my start humming a little bit as you doing it yeah</subtitle>
<subtitle id='01:08:18'>ok now we're going to there's no thinking that's gonna do it quick</subtitle>
<subtitle id='01:08:23'>nothing to close her up to well don't</subtitle>
<subtitle id='01:08:27'>worry about looking keep going keep the whole thing go do do do quick that's it</subtitle>
<subtitle id='01:08:32'>fine again don't worry about him they watch the wrist snap here there you go I</subtitle>
<subtitle id='01:08:40'>get them to home the rhythm of my serve</subtitle>
<subtitle id='01:08:44'>so they're not thinking Paul didn't what are you doing with his elbow this is what he's doing in hand and that's kind</subtitle>
<subtitle id='01:08:48'>of a number all that they start humming and they see themselves doing very</subtitle>
<subtitle id='01:08:52'>similar things must kind of movement to what I did but they're not thinking</subtitle>
<subtitle id='01:08:56'>about so it just comes out naturally and fluidly that didn't take long that's</subtitle>
<subtitle id='01:09:01'>called serving</subtitle>
<subtitle id='01:09:10'>gin double fault the entire match okay</subtitle>
<subtitle id='01:09:27'>okay happy fourth point down it was 15</subtitle>
<subtitle id='01:09:31'>home no need the universe all of a</subtitle>
<subtitle id='01:09:40'>sudden everything became effortless this is sort of like floating along now I'm</subtitle>
<subtitle id='01:09:46'>doing what came naturally playing tennis this is a 30 ball rally I</subtitle>
<subtitle id='01:09:53'>have a clear idea of what you want then let it happen don't try too hard I'm</subtitle>
<subtitle id='01:10:00'>going to go tonight we miss Martin's going on too long he sings a couple at</subtitle>
<subtitle id='01:10:04'>her here get a little bit harder you</subtitle>
<subtitle id='01:10:08'>just keep watching the ball</subtitle>
<subtitle id='01:10:37'>well when I saw that on television I said something approximating holy cow</subtitle>
<subtitle id='01:10:44'>decided what I saw was something I just really it took me a while to take it in</subtitle>
<subtitle id='01:10:50'>I eventually got that book and read it when I learn tennis myself from what was</subtitle>
<subtitle id='01:10:56'>in the book and then we started using those ideas very heavily in working with</subtitle>
<subtitle id='01:11:01'>the children and in fact the stuff that I showed you in the early part of the</subtitle>
<subtitle id='01:11:05'>children being able to do these applications programs after only a few</subtitle>
<subtitle id='01:11:09'>months was due in part to what you can do with small talk but the large part it</subtitle>
<subtitle id='01:11:14'>was due to what you just saw in the several examples i showed you that in</subtitle>
<subtitle id='01:11:18'>fact the user interface design and the</subtitle>
<subtitle id='01:11:23'>way the kids approach this was designed to get them into a place where they could be very powerful when they were</subtitle>
<subtitle id='01:11:28'>thinking about things not powerful logically because human beings aren't</subtitle>
<subtitle id='01:11:32'>powerful logically you know it took our race which is supposed to be brainy more</subtitle>
<subtitle id='01:11:38'>than 200,000 years to go from one kind of stone hand x to the next back in the</subtitle>
<subtitle id='01:11:44'>ice age and we really needed that new design we aren't smart but what we are</subtitle>
<subtitle id='01:11:49'>able to do is to pick up what other people have already laborious Lee figured out real easy and it's that</subtitle>
<subtitle id='01:11:54'>distinction that we have to understand when we're doing schooling now what I'd</subtitle>
<subtitle id='01:12:02'>like to talk to you now about is what the next phase of this I think is going</subtitle>
<subtitle id='01:12:06'>to be as I mentioned the this notion of being able to directly manipulate</subtitle>
<subtitle id='01:12:11'>objects and to create your own tools as one I think it's going to be played out</subtitle>
<subtitle id='01:12:15'>over the next three years and it really is going to be better than what we're doing today now let's talk about agents</subtitle>
<subtitle id='01:12:21'>for a bit because I think I established in the beginning that no matter what we</subtitle>
<subtitle id='01:12:27'>do on this pathway there are barriers to being able to get further I for one</subtitle>
<subtitle id='01:12:33'>would like to be able to sit down at my computer ten years from now and be</subtitle>
<subtitle id='01:12:37'>connected with the wisdom of the ages but in fact it would be like one of</subtitle>
<subtitle id='01:12:43'>those horrible stories of the three wishes and Grimm's fairy tales if that</subtitle>
<subtitle id='01:12:48'>were to happen tomorrow zero would be connected to the wisdom of the ages and</subtitle>
<subtitle id='01:12:52'>not able to find a single thing they know the amount of information that our</subtitle>
<subtitle id='01:12:57'>civilization is accumulating is doubling now every two and a half years and what</subtitle>
<subtitle id='01:13:04'>that means is our ability to get at it at best is having every two and a half</subtitle>
<subtitle id='01:13:10'>years and so what we're going to wind up with is the ability to do almost</subtitle>
<subtitle id='01:13:15'>anything and the ability inability to find out anything at all so we have to</subtitle>
<subtitle id='01:13:20'>stem that tide and so I'd like to talk</subtitle>
<subtitle id='01:13:24'>to you about agents a little bit and to do that I want to give you a couple of</subtitle>
<subtitle id='01:13:28'>examples of agents that have been done in the past here's a very simple one but</subtitle>
<subtitle id='01:13:33'>I think it will give you the idea of how different things are likely to be this</subtitle>
<subtitle id='01:13:45'>is one that we did when I was at Atari but it was originally done at MIT hotel</subtitle>
<subtitle id='01:13:54'>what color blue we're there create a red</subtitle>
<subtitle id='01:14:02'>Atari we're north of all that up you see</subtitle>
<subtitle id='01:14:08'>if I can start and stop that again and see if we get it</subtitle>
<subtitle id='01:14:17'>there put that there</subtitle>
<subtitle id='01:14:26'>he put that where their name the hotel</subtitle>
<subtitle id='01:14:36'>the del monte highest move to Del Monte</subtitle>
<subtitle id='01:14:41'>hired where to the Bahamas change your</subtitle>
<subtitle id='01:14:50'>voice as you wish the green sailboat</subtitle>
<subtitle id='01:14:56'>plan their name that next year's BTW</subtitle>
<subtitle id='01:15:09'>move next year's meeting where put your</subtitle>
<subtitle id='01:15:17'>backup plan with the Baker</subtitle>
<subtitle id='01:15:24'>create a red cruise ship where their</subtitle>
<subtitle id='01:15:33'>name acoustic corporate research delete</subtitle>
<subtitle id='01:15:43'>corporate research we have to be careful</subtitle>
<subtitle id='01:15:54'>when you make prophecies like that because that's exactly what happened to it said Atari but you get the idea that</subtitle>
<subtitle id='01:16:03'>the interchange with the agent is first</subtitle>
<subtitle id='01:16:07'>going to be done in some more natural</subtitle>
<subtitle id='01:16:12'>way some way that we're used to may not be completely in terms of natural language because nobody knows how to do</subtitle>
<subtitle id='01:16:17'>that and the agent is also customizable in the sense that you should be able to</subtitle>
<subtitle id='01:16:24'>build your own agent of you don't want</subtitle>
<subtitle id='01:16:28'>to have an agent supplied to you'd like to have it built in terms of maybe a</subtitle>
<subtitle id='01:16:33'>cartoon figure something like that or something where you can change the voice</subtitle>
<subtitle id='01:16:38'>of it so on it's customizable thing because the worst thing you can ever do</subtitle>
<subtitle id='01:16:43'>with agents is to think that they're actually intelligent so almost all of</subtitle>
<subtitle id='01:16:48'>the work that we did when we read Atari is to find ways of defusing the notion</subtitle>
<subtitle id='01:16:52'>of intelligence and one of the ways we found was too instead of using highly</subtitle>
<subtitle id='01:16:59'>high-resolution computer images we use low resolution cartoon type images so</subtitle>
<subtitle id='01:17:05'>here's an example of that that we did as</subtitle>
<subtitle id='01:17:09'>a joke this is the what you'll see here is the this is the president of Warner</subtitle>
<subtitle id='01:17:13'>Communications Manager argh and we wrote a program that would take any photograph</subtitle>
<subtitle id='01:17:18'>and make it into a caricature and be</subtitle>
<subtitle id='01:17:22'>able to animate that caricature and we had a program that could take voice</subtitle>
<subtitle id='01:17:27'>samples that I had a phone call with this guy and got his very distinctive</subtitle>
<subtitle id='01:17:31'>voice samples and then we were able to hook it up to our information systems</subtitle>
<subtitle id='01:17:36'>such as the one that you saw and this is the result where is Miami oh yeah that's</subtitle>
<subtitle id='01:17:46'>right I gotta move past this headboard</subtitle>
<subtitle id='01:18:03'>so I forgot about this is the pain of using one of these that doesn't have a scan feature where their name that LMK</subtitle>
<subtitle id='01:18:24'>room Atari through the right of Warner</subtitle>
<subtitle id='01:18:30'>roof LF k plan to the right of the car</subtitle>
<subtitle id='01:18:41'>where is LMK west central and okay I</subtitle>
<subtitle id='01:18:52'>guess one thing I should mention here is that I didn't explain is our vision of</subtitle>
<subtitle id='01:18:58'>the personal computer during this phase is instead of having a notebook size</subtitle>
<subtitle id='01:19:03'>machine the idea was to that in the</subtitle>
<subtitle id='01:19:09'>later phase in the 1990s what we'll do is we'll wear an ID bracelet which will</subtitle>
<subtitle id='01:19:13'>be be a watch and besides telling us the time it will tell the computers that are</subtitle>
<subtitle id='01:19:18'>now built in to every wall that it's us walking from place to place and so this</subtitle>
<subtitle id='01:19:24'>is a model where you could just walk into a room and the thing on your wrist</subtitle>
<subtitle id='01:19:28'>told the computer in the room that it was you and it also told the computer in</subtitle>
<subtitle id='01:19:33'>the room where your hand was in space that's how he was able to point he's</subtitle>
<subtitle id='01:19:37'>wearing this wristwatch gadget that is kind of a three-dimensional mouse but</subtitle>
<subtitle id='01:19:42'>it's something that travels with you and you don't have to pick it up or anything that's what you're seeing there now</subtitle>
<subtitle id='01:19:47'>let's see if we can get on to this other example we've done</subtitle>
<subtitle id='01:19:59'>thanks LMK what description a cruise</subtitle>
<subtitle id='01:20:05'>ship delete alakay what command delete</subtitle>
<subtitle id='01:20:13'>this is sort of showing the subconscious feelings of researchers</subtitle>
<subtitle id='01:20:26'>okay so here's a database of the future</subtitle>
<subtitle id='01:20:32'>super desktop with all sorts of different things oh baby oh my god are</subtitle>
<subtitle id='01:20:40'>you there you help us out we're the</subtitle>
<subtitle id='01:20:45'>middle of a higher argument about world war two okay now here's an example of</subtitle>
<subtitle id='01:20:52'>you have to realize that the the agent here knows nothing about World War two</subtitle>
<subtitle id='01:20:57'>and we found out that what happens to people when they work with an agent is</subtitle>
<subtitle id='01:21:01'>they expect it to be an Oracle it's</subtitle>
<subtitle id='01:21:05'>exactly the way six-year-olds feel about the library and the first couple of</subtitle>
<subtitle id='01:21:09'>times they go to the library the librarian is supposed to know the answer and they don't realize that the</subtitle>
<subtitle id='01:21:14'>librarian is really a guide so as soon</subtitle>
<subtitle id='01:21:18'>as they mentioned World War two what Manny did is say oh well let me look it</subtitle>
<subtitle id='01:21:23'>up and I'll talk to you tonight because he knows enough about all he knows about</subtitle>
<subtitle id='01:21:27'>World War two is it is a huge area and</subtitle>
<subtitle id='01:21:31'>the chances of him delivering on anything they want is extremely low so</subtitle>
<subtitle id='01:21:36'>what he's doing here is diffusing their expectations before they start asking</subtitle>
<subtitle id='01:21:40'>him any hard questions okay so our</subtitle>
<subtitle id='01:21:48'>question is could we have is dated Europe earlier but you're dead right def</subtitle>
<subtitle id='01:21:53'>we fucked that one up what could be where they loved it he is a complete</subtitle>
<subtitle id='01:21:58'>fanatic be crazy maybe</subtitle>
<subtitle id='01:22:03'>can you show us okay why did the</subtitle>
<subtitle id='01:22:13'>strategy fails to show up so he</subtitle>
<subtitle id='01:22:18'>retrieves a simulation would you game</subtitle>
<subtitle id='01:22:23'>Eastern Front where you can actually try and go through the problem oh that looks</subtitle>
<subtitle id='01:22:34'>far to the killer I think maybe around for the East who will have any take it</subtitle>
<subtitle id='01:22:38'>to the enemy lit most people / couple oh well thanks Manny having fun in there</subtitle>
<subtitle id='01:22:45'>thanks for your help see ya so well it's</subtitle>
<subtitle id='01:22:58'>a certain requires a certain amount of hood spa actually to Manny actually gave</subtitle>
<subtitle id='01:23:03'>us permission to show that in public this is a good but the idea back then</subtitle>
<subtitle id='01:23:08'>was that in the agent user interface</subtitle>
<subtitle id='01:23:13'>what you're trying to do now is set up theatrical expectations that aren't</subtitle>
<subtitle id='01:23:17'>going to be zapped by reality and so what the interface here is trying to be</subtitle>
<subtitle id='01:23:22'>helpful and it can go off and do lots of things for you but what it must do is</subtitle>
<subtitle id='01:23:26'>always subliminally remind you that it's not intelligent and one of the reasons</subtitle>
<subtitle id='01:23:31'>we picked cartoon characters are they were the one anthropomorphic thing that</subtitle>
<subtitle id='01:23:35'>we knew about that we're like people but people didn't expect to be smart most</subtitle>
<subtitle id='01:23:39'>cartoon characters do not act as though they're intelligent and I think that</subtitle>
<subtitle id='01:23:44'>this strategy is going to work in the in the future now let me yeah so now time</subtitle>
<subtitle id='01:23:49'>is running on let me show you very quickly about what we're doing with</subtitle>
<subtitle id='01:23:53'>children in Los Angeles this is an</subtitle>
<subtitle id='01:23:59'>example of what we expect to do with</subtitle>
<subtitle id='01:24:05'>with kids and that is to get them to</subtitle>
<subtitle id='01:24:10'>think about intelligent behavior by studying the way animals Co</subtitle>
<subtitle id='01:24:15'>with things let me give you an example</subtitle>
<subtitle id='01:24:22'>I'll just take fish as a as a group that</subtitle>
<subtitle id='01:24:29'>aren't too smart but I think you'll get the idea here what if a cartoon</subtitle>
<subtitle id='01:24:35'>character could play with you the interactive animation group at corporate</subtitle>
<subtitle id='01:24:40'>research is creating an interactive character through a synthesis of ideas</subtitle>
<subtitle id='01:24:44'>from artificial intelligence cartoon animation perception and theater we are</subtitle>
<subtitle id='01:24:51'>looking at four areas a behavior model graphic representation expressiveness</subtitle>
<subtitle id='01:24:58'>and tools for an animator a caster</subtitle>
<subtitle id='01:25:06'>misbehaves making its own decisions that had to react to changing situations a</subtitle>
<subtitle id='01:25:12'>simple rule based decision model causes interesting motion in this Atari 800</subtitle>
<subtitle id='01:25:17'>example the smart thing is attracted to</subtitle>
<subtitle id='01:25:21'>the food and Republican show follows a path that's reasonably improvement</subtitle>
<subtitle id='01:25:27'>empower our colleagues at Cambridge Atari research have built a</subtitle>
<subtitle id='01:25:32'>general-purpose behavior model which can act as a grain for many different</subtitle>
<subtitle id='01:25:36'>characters but how can we provide a way for this brain to tell us what it's</subtitle>
<subtitle id='01:25:41'>thinking our computer characters must puppeteer their graphic representation</subtitle>
<subtitle id='01:25:46'>in ways that the viewer will see their thought processes we must provide our</subtitle>
<subtitle id='01:25:52'>characters with graphics they can change in real time puppets who pull their own</subtitle>
<subtitle id='01:25:58'>strength</subtitle>
<subtitle id='01:26:02'>we do not want to simulate real life changes we want something more</subtitle>
<subtitle id='01:26:06'>expressive and exaggerating which will communicate meaning more precisely</subtitle>
<subtitle id='01:26:12'>Disney animators have provided a set of rules we find more rules for expressive</subtitle>
<subtitle id='01:26:17'>gesture and traditions taught two dancers minds and actors in perceptual</subtitle>
<subtitle id='01:26:25'>psychology we find explanations of how exaggeration may help us understand our</subtitle>
<subtitle id='01:26:30'>perceptions we see what computer-generated dot pattern as a</subtitle>
<subtitle id='01:26:34'>person walking can we gain control system</subtitle>
<subtitle id='01:26:42'>red complex behaviors even emotions with interactive graphics absolutely an</subtitle>
<subtitle id='01:26:49'>important aspect of this project is building tools which can be used to</subtitle>
<subtitle id='01:26:54'>create expressive interactive characters the animator must create movement cycles</subtitle>
<subtitle id='01:26:59'>and provide ways for the character to modify these cycles what will we be able</subtitle>
<subtitle id='01:27:11'>to do with interactive characters the children of all ages fine animal</subtitle>
<subtitle id='01:27:15'>specimens cartoon animal characters our</subtitle>
<subtitle id='01:27:27'>behavioral toys which a child could be friends</subtitle>
<subtitle id='01:27:43'>a group of characters comprising an</subtitle>
<subtitle id='01:27:50'>ecosystem could be an entertaining learning tool demonstrating</subtitle>
<subtitle id='01:27:54'>interactively dynamic and complex ideas by the balance of nature or how society</subtitle>
<subtitle id='01:28:00'>functions a dance machine could create</subtitle>
<subtitle id='01:28:05'>graphics which change with the dances movements</subtitle>
<subtitle id='01:28:19'>okay well you get the idea so the idea</subtitle>
<subtitle id='01:28:24'>is that what we're going to do is try and not do intelligent that with</subtitle>
<subtitle id='01:28:30'>intelligence that we think of as being anthropomorphic but intelligence that would be acceptable in the animal domain</subtitle>
<subtitle id='01:28:36'>and in the elementary school in Los</subtitle>
<subtitle id='01:28:41'>Angeles we're working with second and third graders and fifth and sixth graders in a project to allow them to do</subtitle>
<subtitle id='01:28:47'>something like this is to take a shape and stretch it edit it smooth it out</subtitle>
<subtitle id='01:28:57'>show it what to do and then start to</subtitle>
<subtitle id='01:29:02'>give it behavior patterns behavior patterns and aren't your stimulus</subtitle>
<subtitle id='01:29:06'>stimulus response but behavior patterns that lead to true learning many of these</subtitle>
<subtitle id='01:29:15'>are filled kind of ideas so these are examples of what the user interface will</subtitle>
<subtitle id='01:29:20'>probably look like the people will be showing examples in forms of images</subtitle>
<subtitle id='01:29:24'>dragging things around and so forth and the system will be assimilating them</subtitle>
<subtitle id='01:29:28'>into a larger pattern there's a lot</subtitle>
<subtitle id='01:29:40'>there so one of the problems in this project just as it was when we were trying to reduce applications programs</subtitle>
<subtitle id='01:29:46'>that were 50 or 60 k bytes long to a page of small talk we have to find a way</subtitle>
<subtitle id='01:29:51'>of collapsing ideas into something much more powerful so the number of things</subtitle>
<subtitle id='01:29:57'>that people have to worry about is much less</subtitle>
<subtitle id='01:30:05'>then of course a simple test is when you</subtitle>
<subtitle id='01:30:09'>make a sample fish you should be able to stick it into an aquarium and if you</subtitle>
<subtitle id='01:30:14'>knock on the screen the fish should be able to do something in response to it</subtitle>
<subtitle id='01:30:18'>so the fish have to be able to sense they might have to eat each other</subtitle>
<subtitle id='01:30:23'>because it's very hard to build in motivation to kept to these characters</subtitle>
<subtitle id='01:30:29'>without having some goals that they are trying to work on it's very important to</subtitle>
<subtitle id='01:30:35'>have a complex environment that can complete the learning so the children</subtitle>
<subtitle id='01:30:41'>have to build the environment also here</subtitle>
<subtitle id='01:30:46'>for instance is this is one iconic way of dealing with the dynamics of a coral</subtitle>
<subtitle id='01:30:50'>reef here's an example of an actual</subtitle>
<subtitle id='01:30:56'>system that was done last year and showed at the National graphics</subtitle>
<subtitle id='01:31:00'>convention people could sit down this is in the art exhibit which is kind of</subtitle>
<subtitle id='01:31:04'>interesting thought of as being a kinetic art you can sit down and design</subtitle>
<subtitle id='01:31:08'>your fish and you could give the behavior patterns of the fish and how they were to learn and show here that</subtitle>
<subtitle id='01:31:14'>there are rocks and various kinds of algae and so forth and the fish were</subtitle>
<subtitle id='01:31:19'>animated in three dimensions and would</subtitle>
<subtitle id='01:31:23'>go about their go about that sorry go about their business another example is</subtitle>
<subtitle id='01:31:31'>to be able to see this complex environment from the mind's eye if you</subtitle>
<subtitle id='01:31:37'>will of each of the characters so here is seeing a frog and the feet of a bird</subtitle>
<subtitle id='01:31:41'>from a fish fish point of view here's</subtitle>
<subtitle id='01:31:45'>looking at things from the herons point of view here's looking at things from</subtitle>
<subtitle id='01:31:50'>the frogs point of view and the</subtitle>
<subtitle id='01:31:54'>experience of the children is to be able to all be looking in from their own</subtitle>
<subtitle id='01:31:59'>points of view into this single world one of the things that we feel is very</subtitle>
<subtitle id='01:32:04'>important that if school did nothing else to children than just one thing and</subtitle>
<subtitle id='01:32:10'>that is the idea of teaching children that there's more than one way of looking at things more than one</subtitle>
<subtitle id='01:32:15'>perspective it would have done far more than what it's trying to do now it's one of</subtitle>
<subtitle id='01:32:19'>the disasters of the way school is being run is that far too often things are</subtitle>
<subtitle id='01:32:24'>thought of as being facts and this is this is the truth this this is a</subtitle>
<subtitle id='01:32:29'>relativistic system that tries to show the truth is something that as much of</subtitle>
<subtitle id='01:32:34'>it is in the mind of the beholder and each of these characters has a different</subtitle>
<subtitle id='01:32:38'>way of apprehending the world now one of</subtitle>
<subtitle id='01:32:45'>the problems with a system like this is that the children after a while might</subtitle>
<subtitle id='01:32:49'>think that they're playing God and in fact we have to defuse that because what</subtitle>
<subtitle id='01:32:54'>we really don't know that what how animal mentalities work and we don't</subtitle>
<subtitle id='01:32:58'>want the children to think that what they're doing is building an animal mentality when we did musical synthesis</subtitle>
<subtitle id='01:33:04'>at xerox parc we had actual harpsichords and other musical instruments in the</subtitle>
<subtitle id='01:33:08'>room so that when the children built at ombre they could understand the</subtitle>
<subtitle id='01:33:12'>difference between the simulation and the real thing so one of the plans is to</subtitle>
<subtitle id='01:33:17'>defuse by moving into fantasy after we've built fish fish that can motivate</subtitle>
<subtitle id='01:33:23'>around so we give the animals some personality we can make fanciful animals</subtitle>
<subtitle id='01:33:32'>here's an example of an animal that</subtitle>
<subtitle id='01:33:36'>could exist 50 million years from now it's a very reasonable product of</subtitle>
<subtitle id='01:33:42'>evolving processes there's another</subtitle>
<subtitle id='01:33:47'>example of that</subtitle>
<subtitle id='01:33:54'>one of the things you might wonder is whether these what would a fish look at</subtitle>
<subtitle id='01:33:59'>on television if it had television in</subtitle>
<subtitle id='01:34:03'>other words one of the nice things about this 101 dalmatians shot is the notion</subtitle>
<subtitle id='01:34:09'>that there are also social activities and portrayals within portrayals and</subtitle>
<subtitle id='01:34:16'>finally we get to this notion of what should things look like now I personally</subtitle>
<subtitle id='01:34:21'>hate current-day 3d graphics not because</subtitle>
<subtitle id='01:34:25'>people haven't worked hard on it but I don't like the way it looks it looks too</subtitle>
<subtitle id='01:34:29'>much like plasticine shiny has it's not</subtitle>
<subtitle id='01:34:33'>organic enough and we are one of the people we're working with on this</subtitle>
<subtitle id='01:34:37'>project to interesting people one is Jim Henson of the Muppets to do physical</subtitle>
<subtitle id='01:34:42'>models that the children will be able to animate and I'm working with the head</subtitle>
<subtitle id='01:34:47'>animator of the Fox and the Hound from Disney to find a graphic look that was</subtitle>
<subtitle id='01:34:53'>much more organic that can still be done by computer graphics this is an example</subtitle>
<subtitle id='01:34:58'>from Fantasia probably the best animation has ever been done in history</subtitle>
<subtitle id='01:35:03'>in which every frame was airbrushed you get this marvelous past like animated</subtitle>
<subtitle id='01:35:08'>pastels there's another example stuff</subtitle>
<subtitle id='01:35:13'>and this is what we expect the simulated computer world look like something with</subtitle>
<subtitle id='01:35:18'>this kind of power to it let me give you an example of that here's it this is a</subtitle>
<subtitle id='01:35:23'>example of computer animation let's see</subtitle>
<subtitle id='01:35:30'>let me I think that's just about it yeah this is an example of computer animation</subtitle>
<subtitle id='01:35:35'>done by this animator Glen Keane from Disney and I think you'll see that's</subtitle>
<subtitle id='01:35:40'>completely different from any computer animation you've ever seen before this</subtitle>
<subtitle id='01:35:46'>shows the process of creating it</subtitle>
<subtitle id='01:35:52'>you</subtitle>
<subtitle id='01:35:57'>this is quick because it takes a takes a long time to do these things so they'll</subtitle>
<subtitle id='01:36:02'>say don't blink here</subtitle>
<subtitle id='01:36:13'>I think you'll see the whole feel is much different this is all done a</subtitle>
<subtitle id='01:36:19'>computer</subtitle>
<subtitle id='01:36:53'>so we expected to look something like that now let me I think we're way out of</subtitle>
<subtitle id='01:37:01'>way out of time let me let me sum up by saying that the telling you a couple of</subtitle>
<subtitle id='01:37:08'>user interface jokes that I think are appropriate to what I've been talking</subtitle>
<subtitle id='01:37:13'>about today the first one is what we</subtitle>
<subtitle id='01:37:17'>call the Mexican airlines joke and it</subtitle>
<subtitle id='01:37:21'>was a almost true story of a friend of mine who had to fly from Mexico City</subtitle>
<subtitle id='01:37:26'>down to the Yucatan Peninsula and he got to the airport and saw that the plane</subtitle>
<subtitle id='01:37:30'>was an incredibly old dc-3 with paint peeling off it and oil dripping out of</subtitle>
<subtitle id='01:37:35'>the engine and he was very weird he looked inside he saw that in the cockpit</subtitle>
<subtitle id='01:37:40'>that half of the instruments had been removed from there just holes there and</subtitle>
<subtitle id='01:37:45'>the other ones were twisted about at crazy angles he thought oh no I'm going to die on this trip but he had to go so</subtitle>
<subtitle id='01:37:52'>he got on they had a terrible take off and they're dodging mountains down there</subtitle>
<subtitle id='01:37:57'>and he decided you look in the cockpit and see what the pilot looked like and he poked his head in the cockpit and saw</subtitle>
<subtitle id='01:38:02'>up on the control panel that every needle was pointing straight up in other</subtitle>
<subtitle id='01:38:08'>words this pilot had solved the user interface problem the one that you want</subtitle>
<subtitle id='01:38:12'>to solve first and foremost and that is how can I tell when everything is all</subtitle>
<subtitle id='01:38:16'>right and how can I tell when something is wrong any instrument that wouldn't</subtitle>
<subtitle id='01:38:21'>conform to that he just ripped out they twisted all the other one so that normal</subtitle>
<subtitle id='01:38:25'>man up now you think about that that is</subtitle>
<subtitle id='01:38:29'>a heck of a good idea and the people who had designed that cockpit had probably</subtitle>
<subtitle id='01:38:34'>been designing cockpits for 10 or 15 years and they never thought of having</subtitle>
<subtitle id='01:38:39'>an iconic representation for goodness it's sobering to realize that according</subtitle>
<subtitle id='01:38:45'>to the Air Force figures that sixty-two percent of all of their jet fatalities</subtitle>
<subtitle id='01:38:49'>in the Air Force are single pilot errors there's no other plane in the sky and</subtitle>
<subtitle id='01:38:54'>they think that most of them have to do with the inability of controlling a Mach</subtitle>
<subtitle id='01:38:58'>two or three aircraft in understanding what state it's in by these current day</subtitle>
<subtitle id='01:39:04'>instrumentation really sobering something to think about in any kind of computer system that</subtitle>
<subtitle id='01:39:10'>requires interaction and the other joke is the Winston Churchill joke and there</subtitle>
<subtitle id='01:39:16'>are many wonderful Winston Churchill jokes they all have the format of him being at a party he was well known to be</subtitle>
<subtitle id='01:39:22'>able to function much better than ordinary people under the influence of</subtitle>
<subtitle id='01:39:26'>whiskey and usually the the joke takes place at one stage of the party or</subtitle>
<subtitle id='01:39:31'>another this particular one was early in the party and the hostess came up to</subtitle>
<subtitle id='01:39:37'>Winston Churchill and said mr. Churchill was what can I do I'm very distraught a</subtitle>
<subtitle id='01:39:41'>famous Earl over there just stole one of my silver salt shakers and Churchill</subtitle>
<subtitle id='01:39:47'>looked at her and he stuck his cigar in his mouth and he said don't worry madam I I know what to do he went over towards</subtitle>
<subtitle id='01:39:53'>the Earl and on the way he took a silver salt shaker and put it in his pocket and</subtitle>
<subtitle id='01:39:58'>when he got to the early took it out and said I think we've been noticed perhaps we should put these back this is why we</subtitle>
<subtitle id='01:40:04'>won World War two in other words if you want to get people</subtitle>
<subtitle id='01:40:08'>to do something you have to involve them in the same conspiracy and what personal</subtitle>
<subtitle id='01:40:15'>computing is all about and the user interface for personal computing is a</subtitle>
<subtitle id='01:40:19'>conspiracy of man and machine we need to</subtitle>
<subtitle id='01:40:24'>make that conspiracy better thank you very much</subtitle>
<subtitle id='01:40:40'>Alan will be here a minute if you want to come up y'all stay I'll stay for four</subtitle>
<subtitle id='6045'>questions people are welcome to leave </subtitle>

Intelligent Archive

2017-12-09T04:17:08Z

Matthew:

<strong>Welcome to Viewpoints Intelligent Archive!</strong>

We would like to collect and disseminate the interesting thoughts and ideas of Dr. Alan Kay. The [[Talks by Alan Kay]] page lists accessible movies, documents, and (soon) running simulations and demos linked with the talks and documents.

As of now, the Talks page has most of the known recordings. Many of the movies have auto-generated transcripts. Some movies have transcripts that have been cleaned up and annotated by knowledgeable collaborators. The goal is to have clean transcripts for all the movies and to add annotations. We would like to have the simulations and demos Alan used in his talks so that readers can access them.

[[Talks by Alan Kay]]