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"93": {
"pageid": 93,
"ns": 0,
"title": "Rethinking CS Education",
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"*": "{{#evt:\nservice=youtubeIA\n|id=N9c7_8Gp7gI\n|alignment=left\n|autoresize=true\n}}\n\n<subtitle id=\"0:0:5\">and with that it is my honor to\u00a0\u00a0introduce you Ellen can work you know</subtitle>\n\n<subtitle id=\"0:0:14\">okay</subtitle>\n\n<subtitle id=\"0:0:17\"> this is just a little preliminary\u00a0\u00a0warning here</subtitle>\n\n<subtitle id=\"0:0:20\"> because</subtitle>\n\n<subtitle id=\"0:0:23\"> the the internet\u00a0\u00a0has done in supported</subtitle>\n\n<subtitle id=\"0:0:26\"> criticism\u00a0\u00a0it's</subtitle>\n\n<subtitle id=\"0:0:29\"> like Gresham's law bad money drives\u00a0\u00a0out</subtitle>\n\n<subtitle id=\"0:0:32\"> the good and there's so much\u00a0\u00a0unsupported</subtitle>\n\n<subtitle id=\"0:0:35\"> criticism that good</subtitle>\n\n<subtitle id=\"0:0:38\">\u00a0\u00a0criticism criticism that supported is</subtitle>\n\n<subtitle id=\"0:0:41\">\u00a0\u00a0often claimed to be a rant</subtitle>\n\n<subtitle id=\"0:0:44\"> but this is\u00a0\u00a0not a rant</subtitle>\n\n<subtitle id=\"0:0:47\"> however it will be critical</subtitle>\n\n<subtitle id=\"0:0:53\">so my first exhibit</subtitle>\n\n<subtitle id=\"0:0:56\"> here is a kind</subtitle>\n\n<subtitle id=\"0:0:59\"> of\u00a0\u00a0American dream so it</subtitle>\n\n<subtitle id=\"0:1:2\"> is the trappings of\u00a0\u00a0riding</subtitle>\n\n<subtitle id=\"0:1:5\"> the bicycle as it's</subtitle>\n\n<subtitle id=\"0:1:8\"> very fancy\u00a0\u00a0it has training wheels</subtitle>\n\n<subtitle id=\"0:1:11\"> the buyer of</subtitle>\n\n<subtitle id=\"0:1:14\"> this\u00a0\u00a0device would be a parent probably</subtitle>\n\n<subtitle id=\"0:1:17\"> and\u00a0\u00a0most important</subtitle>\n\n<subtitle id=\"0:1:20\"> thing about it is it's\u00a0\u00a0like frets</subtitle>\n\n<subtitle id=\"0:1:23\"> on a violin it happens the\u00a0\u00a0training</subtitle>\n\n<subtitle id=\"0:1:26\"> wheels actually don't help you\u00a0\u00a0to learn to</subtitle>\n\n<subtitle id=\"0:1:29\"> ride a bike in fact they\u00a0\u00a0help you towards the opposite</subtitle>\n\n<subtitle id=\"0:1:32\"> the number\u00a0\u00a0one skill you have to learn when</subtitle>\n\n<subtitle id=\"0:1:35\"> you're\u00a0\u00a0riding a bike is to balance and turn\u00a0\u00a0into</subtitle>\n\n<subtitle id=\"0:1:38\"> the turns and the training wheels\u00a0\u00a0prevent you from doing</subtitle>\n\n<subtitle id=\"0:1:41\"> that and so the</subtitle>\n\n<subtitle id=\"0:1:44\">this</subtitle>\n\n<subtitle id=\"0:1:47\"> is not a joke just when I was</subtitle>\n\n<subtitle id=\"0:1:50\">looking for slides for this on the\u00a0\u00a0internet I found amazingly</subtitle>\n\n<subtitle id=\"0:1:53\"> that there\u00a0\u00a0are a number of adult societies</subtitle>\n\n<subtitle id=\"0:1:56\"> that\u00a0\u00a0have bikes with</subtitle>\n\n<subtitle id=\"0:1:59\"> training wheels like\u00a0\u00a0this this is not a joke these people</subtitle>\n\n<subtitle id=\"0:2:2\"> do\u00a0\u00a0Turing they race everything</subtitle>\n\n<subtitle id=\"0:2:5\"> else because\u00a0\u00a0this is what they learned now of course\u00a0\u00a0many</subtitle>\n\n<subtitle id=\"0:2:8\"> children get off the training\u00a0\u00a0wheels at</subtitle>\n\n<subtitle id=\"0:2:11\"> some point\u00a0\u00a0but significant</subtitle>\n\n<subtitle id=\"0:2:14\"> numbers of adults don't</subtitle>\n\n<subtitle id=\"0:2:17\">now the way you to write</subtitle>\n\n<subtitle id=\"0:2:20\"> a bike and this\u00a0\u00a0is relatively</subtitle>\n\n<subtitle id=\"0:2:23\"> recent compared to the\u00a0\u00a0training wheel phenomenon is</subtitle>\n\n<subtitle id=\"0:2:26\"> you what\u00a0\u00a0you want is to get the kids low bikes\u00a0\u00a0they</subtitle>\n\n<subtitle id=\"0:2:29\"> don't even have any pedals because\u00a0\u00a0that's not the</subtitle>\n\n<subtitle id=\"0:2:32\"> germane part if you want\u00a0\u00a0low bytes so they</subtitle>\n\n<subtitle id=\"0:2:35\"> don't fall over and\u00a0\u00a0they can it's kind of like a scooter and\u00a0\u00a0what</subtitle>\n\n<subtitle id=\"0:2:38\"> you do is you learn to glide and to\u00a0\u00a0turn</subtitle>\n\n<subtitle id=\"0:2:41\"> into the thing that's how you learn\u00a0\u00a0to ride a bike</subtitle>\n\n<subtitle id=\"0:2:44\"> so these two exhibits</subtitle>\n\n<subtitle id=\"0:2:47\"> are\u00a0\u00a0very germane I think</subtitle>\n\n<subtitle id=\"0:2:50\"> to what we're\u00a0\u00a0talking about today so</subtitle>\n\n<subtitle id=\"0:2:53\"> I think of this\u00a0\u00a0side as marketing</subtitle>\n\n<subtitle id=\"0:2:56\"> marketing is basically\u00a0\u00a0dealing with</subtitle>\n\n<subtitle id=\"0:2:59\"> what people want and that\u00a0\u00a0is</subtitle>\n\n<subtitle id=\"0:3:2\"> a large number like we want sugar we</subtitle>\n\n<subtitle id=\"0:3:5\">\u00a0\u00a0want fat we want fantasy football</subtitle>\n\n<subtitle id=\"0:3:8\"> we\u00a0\u00a0have many many</subtitle>\n\n<subtitle id=\"0:3:11\"> wants and if you're\u00a0\u00a0interested in it you</subtitle>\n\n<subtitle id=\"0:3:14\"> might look at a\u00a0\u00a0book called human universals by</subtitle>\n\n<subtitle id=\"0:3:17\">grant Brown who's an anthropologist\u00a0\u00a0who's identified</subtitle>\n\n<subtitle id=\"0:3:20\"> about 300 things</subtitle>\n\n<subtitle id=\"0:3:23\">\u00a0\u00a0genetic things that</subtitle>\n\n<subtitle id=\"0:3:26\"> we are born wanting\u00a0\u00a0and</subtitle>\n\n<subtitle id=\"0:3:29\"> many of the consumer</subtitle>\n\n<subtitle id=\"0:3:32\"> society\u00a0\u00a0successes today are</subtitle>\n\n<subtitle id=\"0:3:35\"> technological\u00a0\u00a0amplifiers for those things</subtitle>\n\n<subtitle id=\"0:3:38\"> now the</subtitle>\n\n<subtitle id=\"0:3:41\">other group of people that are\u00a0\u00a0interested in who people are</subtitle>\n\n<subtitle id=\"0:3:44\">about we should be interested in who the\u00a0\u00a0user is going</subtitle>\n\n<subtitle id=\"0:3:47\"> to be our educators</subtitle>\n\n<subtitle id=\"0:3:50\"> they\u00a0\u00a0also study this is what we're supposed\u00a0\u00a0to</subtitle>\n\n<subtitle id=\"0:3:53\"> be doing here I want to try and\u00a0\u00a0differentiate</subtitle>\n\n<subtitle id=\"0:3:56\"> between the two and\u00a0\u00a0education</subtitle>\n\n<subtitle id=\"0:3:59\"> educators are interested in\u00a0\u00a0what people need</subtitle>\n\n<subtitle id=\"0:4:2\"> so this is requires\u00a0\u00a0taking a moral stance</subtitle>\n\n<subtitle id=\"0:4:5\"> and it's tricky\u00a0\u00a0because</subtitle>\n\n<subtitle id=\"0:4:8\"> of course we are all flawed\u00a0\u00a0beings</subtitle>\n\n<subtitle id=\"0:4:11\"> also and people who take moral\u00a0\u00a0stance</subtitle>\n\n<subtitle id=\"0:4:14\"> who are floral flawed beings\u00a0\u00a0often wind</subtitle>\n\n<subtitle id=\"0:4:17\"> up with something that\u00a0\u00a0resembles a religion or a cult</subtitle>\n\n<subtitle id=\"0:4:20\"> but still\u00a0\u00a0what the educators</subtitle>\n\n<subtitle id=\"0:4:23\">doing is essentially chain\u00a0\u00a0rather</subtitle>\n\n<subtitle id=\"0:4:26\"> than catering and</subtitle>\n\n<subtitle id=\"0:4:29\"></subtitle>\n\n<subtitle id=\"0:4:32\"> in many cases\u00a0\u00a0people don't</subtitle>\n\n<subtitle id=\"0:4:35\"> want what they need in</subtitle>\n\n<subtitle id=\"0:4:38\"> fact\u00a0\u00a0there's a whole field called behavioral</subtitle>\n\n<subtitle id=\"0:4:41\">\u00a0\u00a0economics came</subtitle>\n\n<subtitle id=\"0:4:44\"> after Anthropology got\u00a0\u00a0politicized</subtitle>\n\n<subtitle id=\"0:4:47\"> we fortunately have this\u00a0\u00a0branch of cognitive</subtitle>\n\n<subtitle id=\"0:4:50\"> psychology called\u00a0\u00a0behavioral economics that has</subtitle>\n\n<subtitle id=\"0:4:53\"> been\u00a0\u00a0looking at what people do not what</subtitle>\n\n<subtitle id=\"0:4:56\"> they\u00a0\u00a0say people as they are rather than</subtitle>\n\n<subtitle id=\"0:4:59\"> as\u00a0\u00a0they're supposed to be and so the</subtitle>\n\n<subtitle id=\"0:5:2\">\u00a0\u00a0interesting question it would be really\u00a0\u00a0nice</subtitle>\n\n<subtitle id=\"0:5:5\"> if we can get people to want what\u00a0\u00a0they need and there</subtitle>\n\n<subtitle id=\"0:5:8\"> are some actual ways\u00a0\u00a0of doing that</subtitle>\n\n<subtitle id=\"0:5:11\"> and I'll mention mention a\u00a0\u00a0couple</subtitle>\n\n<subtitle id=\"0:5:14\"> so this</subtitle>\n\n<subtitle id=\"0:5:17\"> is mice I could not find\u00a0\u00a0a picture of this</subtitle>\n\n<subtitle id=\"0:5:20\"> proper British lady I\u00a0\u00a0had supper</subtitle>\n\n<subtitle id=\"0:5:23\"> with 30 years now in London</subtitle>\n\n<subtitle id=\"0:5:26\">but Mary Poppins she was the Mary\u00a0\u00a0Poppins type</subtitle>\n\n<subtitle id=\"0:5:29\"> and we had a great\u00a0\u00a0conversation and drifted</subtitle>\n\n<subtitle id=\"0:5:32\"> into education\u00a0\u00a0and at some point</subtitle>\n\n<subtitle id=\"0:5:35\"> she said oh you\u00a0\u00a0Americans</subtitle>\n\n<subtitle id=\"0:5:38\"> have the best high school\u00a0\u00a0education in the world and I</subtitle>\n\n<subtitle id=\"0:5:41\"> said what\u00a0\u00a0and she said</subtitle>\n\n<subtitle id=\"0:5:44\"> what a pity you have to go\u00a0\u00a0to college to get it</subtitle>\n\n<subtitle id=\"0:5:50\">now graduate school</subtitle>\n\n<subtitle id=\"0:5:53\"> so there</subtitle>\n\n<subtitle id=\"0:5:56\"> are these\u00a0\u00a0tests of reading the National</subtitle>\n\n<subtitle id=\"0:5:59\"> Assessment\u00a0\u00a0of Educational Progress they</subtitle>\n\n<subtitle id=\"0:6:2\"> have a\u00a0\u00a0dismal standard</subtitle>\n\n<subtitle id=\"0:6:5\"> for what they call\u00a0\u00a0proficient reading it's not</subtitle>\n\n<subtitle id=\"0:6:8\"> what we\u00a0\u00a0would call proficient but it's the main\u00a0\u00a0one that</subtitle>\n\n<subtitle id=\"0:6:11\"> has looked at that's mainly for\u00a0\u00a0K through 12 but</subtitle>\n\n<subtitle id=\"0:6:14\"> what school if you dig\u00a0\u00a0around on</subtitle>\n\n<subtitle id=\"0:6:17\"> their website you can find\u00a0\u00a0that they've also looked</subtitle>\n\n<subtitle id=\"0:6:20\"> at using the\u00a0\u00a0same criteria at</subtitle>\n\n<subtitle id=\"0:6:23\"> graduates graduates of\u00a0\u00a0four-year colleges</subtitle>\n\n<subtitle id=\"0:6:26\"> and universities and</subtitle>\n\n<subtitle id=\"0:6:29\">in 1992</subtitle>\n\n<subtitle id=\"0:6:32\"></subtitle>\n\n<subtitle id=\"0:6:35\"> 42 percent of</subtitle>\n\n<subtitle id=\"0:6:38\"> college graduates</subtitle>\n\n<subtitle id=\"0:6:41\">\u00a0\u00a0were proficient or better</subtitle>\n\n<subtitle id=\"0:6:44\"> so less than\u00a0\u00a0half</subtitle>\n\n<subtitle id=\"0:6:47\"> in 2003 11 years later</subtitle>\n\n<subtitle id=\"0:6:50\"> when they\u00a0\u00a0did it was down to 31 percent</subtitle>\n\n<subtitle id=\"0:6:53\"> so\u00a0\u00a0colleges are not even guarding</subtitle>\n\n<subtitle id=\"0:6:56\"> the\u00a0\u00a0literacy so</subtitle>\n\n<subtitle id=\"0:6:59\"> what this says to me that on\u00a0\u00a0this average I mean this is</subtitle>\n\n<subtitle id=\"0:7:2\"> one number\u00a0\u00a0for 4,000 institutions</subtitle>\n\n<subtitle id=\"0:7:5\"> but what it says\u00a0\u00a0is that lump</subtitle>\n\n<subtitle id=\"0:7:8\"> together colleges are\u00a0\u00a0essentially selling</subtitle>\n\n<subtitle id=\"0:7:11\"> degrees we kind of\u00a0\u00a0know that but that's what</subtitle>\n\n<subtitle id=\"0:7:14\">because the college is not actually\u00a0\u00a0guarding</subtitle>\n\n<subtitle id=\"0:7:17\"> what it means to be educated\u00a0\u00a0that</subtitle>\n\n<subtitle id=\"0:7:20\"> in some very important census they\u00a0\u00a0are</subtitle>\n\n<subtitle id=\"0:7:23\"> giving people degrees who cannot\u00a0\u00a0possibly be educated</subtitle>\n\n<subtitle id=\"0:7:26\"> so</subtitle>\n\n<subtitle id=\"0:7:29\"> another little\u00a0\u00a0preliminary idea</subtitle>\n\n<subtitle id=\"0:7:32\"> here is because we're\u00a0\u00a0we</subtitle>\n\n<subtitle id=\"0:7:35\"> tend to use indo-european languages</subtitle>\n\n<subtitle id=\"0:7:38\">\u00a0\u00a0including the ones came</subtitle>\n\n<subtitle id=\"0:7:41\"> out of India\u00a0\u00a0those languages</subtitle>\n\n<subtitle id=\"0:7:44\"> are very noun oriented</subtitle>\n\n<subtitle id=\"0:7:47\">now and</subtitle>\n\n<subtitle id=\"0:7:50\"> there's mostly about things the\u00a0\u00a0things don't</subtitle>\n\n<subtitle id=\"0:7:53\"> interpenetrate and</subtitle>\n\n<subtitle id=\"0:7:56\"> so if we\u00a0\u00a0think of ideas as matter</subtitle>\n\n<subtitle id=\"0:7:59\"> they oppose\u00a0\u00a0each other but we also could</subtitle>\n\n<subtitle id=\"0:8:2\">ideas as being made\u00a0\u00a0of radiation we</subtitle>\n\n<subtitle id=\"0:8:5\"> got superposition now we\u00a0\u00a0can shine as many lights in</subtitle>\n\n<subtitle id=\"0:8:8\"> the same\u00a0\u00a0spot as we want and we don't have to\u00a0\u00a0resolve</subtitle>\n\n<subtitle id=\"0:8:11\"> them we can look at the mixtures\u00a0\u00a0of</subtitle>\n\n<subtitle id=\"0:8:14\"> them and we can consider them\u00a0\u00a0separately we don't</subtitle>\n\n<subtitle id=\"0:8:17\"> have to make a\u00a0\u00a0decision they're all occupying the</subtitle>\n\n<subtitle id=\"0:8:20\">space and I'm offering this up as a\u00a0\u00a0metaphor because</subtitle>\n\n<subtitle id=\"0:8:23\"> even</subtitle>\n\n<subtitle id=\"0:8:26\"> before Design\u00a0\u00a0Thinking was a phrase the</subtitle>\n\n<subtitle id=\"0:8:29\"> number one\u00a0\u00a0thing about design is being able to hold</subtitle>\n\n<subtitle id=\"0:8:32\">mutually incompatible things in your\u00a0\u00a0head for a very</subtitle>\n\n<subtitle id=\"0:8:35\"> very long time before\u00a0\u00a0you make</subtitle>\n\n<subtitle id=\"0:8:38\"> any commitments we</subtitle>\n\n<subtitle id=\"0:8:41\"> tend to\u00a0\u00a0commit early much too early</subtitle>\n\n<subtitle id=\"0:8:44\"> so things\u00a0\u00a0are processes nouns or</subtitle>\n\n<subtitle id=\"0:8:47\"> verbs here's the\u00a0\u00a0t-shirt for today</subtitle>\n\n<subtitle id=\"0:8:50\"> this is silicon valley\u00a0\u00a0so</subtitle>\n\n<subtitle id=\"0:8:53\"> this would have been you know we\u00a0\u00a0always make t-shirts so my</subtitle>\n\n<subtitle id=\"0:8:56\"> design\u00a0\u00a0t-shirt would show the superposition of</subtitle>\n\n<subtitle id=\"0:8:59\">\u00a0\u00a0ideas as radiation</subtitle>\n\n<subtitle id=\"0:9:2\"> and can't</subtitle>\n\n<subtitle id=\"0:9:5\"> do a talk\u00a0\u00a0without a Winston Churchill story</subtitle>\n\n<subtitle id=\"0:9:8\"> there\u00a0\u00a0are so many good ones and</subtitle>\n\n<subtitle id=\"0:9:11\"> I'll avoid my\u00a0\u00a0tendency to digress to</subtitle>\n\n<subtitle id=\"0:9:14\"> tell you five of\u00a0\u00a0them but</subtitle>\n\n<subtitle id=\"0:9:17\"> the one that's good at this one\u00a0\u00a0he was at a party there</subtitle>\n\n<subtitle id=\"0:9:20\"> he is smoking\u00a0\u00a0his cigar and the</subtitle>\n\n<subtitle id=\"0:9:23\"> hostess who is a\u00a0\u00a0duchess came over to</subtitle>\n\n<subtitle id=\"0:9:26\"> him and said mr.\u00a0\u00a0Churchill I'm so distressed</subtitle>\n\n<subtitle id=\"0:9:29\"> I just saw\u00a0\u00a0Earl so-and-so</subtitle>\n\n<subtitle id=\"0:9:32\"> over there steal one of\u00a0\u00a0my silver salt</subtitle>\n\n<subtitle id=\"0:9:35\"> shakers and</subtitle>\n\n<subtitle id=\"0:9:38\"> Churchill\u00a0\u00a0thought for a while and he went over</subtitle>\n\n<subtitle id=\"0:9:41\">the Earl and on the way picked up\u00a0\u00a0another salt shaker and put it in</subtitle>\n\n<subtitle id=\"0:9:44\"> his\u00a0\u00a0pocket and when he got over to the Earl\u00a0\u00a0he took</subtitle>\n\n<subtitle id=\"0:9:47\"> it out and he said I think we've\u00a0\u00a0been noticed perhaps</subtitle>\n\n<subtitle id=\"0:9:50\"> we should put these\u00a0\u00a0back</subtitle>\n\n<subtitle id=\"0:9:53\">\u00a0\u00a0so this is how you if you</subtitle>\n\n<subtitle id=\"0:9:56\"> want to get\u00a0\u00a0something done the way you do it is not</subtitle>\n\n<subtitle id=\"0:9:59\">so much trying to convince somebody but\u00a0\u00a0to create</subtitle>\n\n<subtitle id=\"0:10:2\"> a tribe that is a conspiracy\u00a0\u00a0because</subtitle>\n\n<subtitle id=\"0:10:5\"> anthropologically that is what</subtitle>\n\n<subtitle id=\"0:10:8\">\u00a0\u00a0we are more than any other thing we are\u00a0\u00a0tribal</subtitle>\n\n<subtitle id=\"0:10:11\"> beings and we tend to\u00a0\u00a0automatically oppose</subtitle>\n\n<subtitle id=\"0:10:14\"> things outside of\u00a0\u00a0our tribe even</subtitle>\n\n<subtitle id=\"0:10:17\"> if they're good ideas\u00a0\u00a0because that isn't the way we think\u00a0\u00a0in</subtitle>\n\n<subtitle id=\"0:10:20\"> fact we don't think we're not\u00a0\u00a0primarily</subtitle>\n\n<subtitle id=\"0:10:23\"> thinking animals</subtitle>\n\n<subtitle id=\"0:10:26\"> so this</subtitle>\n\n<subtitle id=\"0:10:29\"> thing\u00a0\u00a0about coding is</subtitle>\n\n<subtitle id=\"0:10:32\"> often mentioned</subtitle>\n\n<subtitle id=\"0:10:35\"> side by\u00a0\u00a0side with jobs competitiveness</subtitle>\n\n<subtitle id=\"0:10:38\"></subtitle>\n\n<subtitle id=\"0:10:41\"> diversity\u00a0\u00a0it's</subtitle>\n\n<subtitle id=\"0:10:44\"> got a million things going on with</subtitle>\n\n<subtitle id=\"0:10:47\">\u00a0\u00a0it but I thought I'd put</subtitle>\n\n<subtitle id=\"0:10:50\"> up three other\u00a0\u00a0things that I think need</subtitle>\n\n<subtitle id=\"0:10:53\"> to be thought\u00a0\u00a0about first and one of</subtitle>\n\n<subtitle id=\"0:10:56\"> them is our I\u00a0\u00a0think</subtitle>\n\n<subtitle id=\"0:10:59\"> our primary duty as adults is not</subtitle>\n\n<subtitle id=\"0:11:2\">\u00a0\u00a0to go out and get a job but to</subtitle>\n\n<subtitle id=\"0:11:5\"> think\u00a0\u00a0about the next generation</subtitle>\n\n<subtitle id=\"0:11:8\"> that's part of\u00a0\u00a0the larger picture of thing a</subtitle>\n\n<subtitle id=\"0:11:11\"> job is\u00a0\u00a0just about us and now</subtitle>\n\n<subtitle id=\"0:11:14\"> children are the\u00a0\u00a0next</subtitle>\n\n<subtitle id=\"0:11:17\"> generation and Marshall McLuhan\u00a0\u00a0said</subtitle>\n\n<subtitle id=\"0:11:20\"> children are the messages</subtitle>\n\n<subtitle id=\"0:11:23\"> we send\u00a0\u00a0to the future but my</subtitle>\n\n<subtitle id=\"0:11:26\"> retort to McLuhan\u00a0\u00a0was no</subtitle>\n\n<subtitle id=\"0:11:29\"> they they are the future we're\u00a0\u00a0sending to the future</subtitle>\n\n<subtitle id=\"0:11:32\"> they're not a\u00a0\u00a0message they are the future and</subtitle>\n\n<subtitle id=\"0:11:35\"> we've</subtitle>\n\n<subtitle id=\"0:11:38\">\u00a0\u00a0got another duty in a</subtitle>\n\n<subtitle id=\"0:11:41\"> society that has\u00a0\u00a0created so much wealth by</subtitle>\n\n<subtitle id=\"0:11:44\"> a certain\u00a0\u00a0complicated difficult kind</subtitle>\n\n<subtitle id=\"0:11:47\"> of\u00a0\u00a0cooperation the reason</subtitle>\n\n<subtitle id=\"0:11:50\"> we're all here is\u00a0\u00a0not because we're competitive reason</subtitle>\n\n<subtitle id=\"0:11:53\">\u00a0\u00a0we're here is because we live in a\u00a0\u00a0larger</subtitle>\n\n<subtitle id=\"0:11:56\"> structure in which competition\u00a0\u00a0the</subtitle>\n\n<subtitle id=\"0:11:59\"> hunting and gathering parts of us\u00a0\u00a0that</subtitle>\n\n<subtitle id=\"0:12:2\"> go back a couple hundred thousand\u00a0\u00a0years are subsumed</subtitle>\n\n<subtitle id=\"0:12:5\">\u00a0\u00a0a larger set of cooperation that</subtitle>\n\n<subtitle id=\"0:12:8\"> creates\u00a0\u00a0all of the wealth hunting and gatherers</subtitle>\n\n<subtitle id=\"0:12:11\">\u00a0\u00a0need fertile valleys created</subtitle>\n\n<subtitle id=\"0:12:14\"> by somebody\u00a0\u00a0else nature they</subtitle>\n\n<subtitle id=\"0:12:17\"> strip it dry that's the\u00a0\u00a0impulse and move on sounds</subtitle>\n\n<subtitle id=\"0:12:20\"> a little bit\u00a0\u00a0like business doesn't</subtitle>\n\n<subtitle id=\"0:12:23\"> even sound the\u00a0\u00a0agricultural but</subtitle>\n\n<subtitle id=\"0:12:26\"> in order to scale our\u00a0\u00a0natural</subtitle>\n\n<subtitle id=\"0:12:29\"> tendencies to exploit we have</subtitle>\n\n<subtitle id=\"0:12:32\"> something very very different and\u00a0\u00a0we</subtitle>\n\n<subtitle id=\"0:12:35\"> are the beneficiaries of that</subtitle>\n\n<subtitle id=\"0:12:38\"> so for\u00a0\u00a0thinking about education my</subtitle>\n\n<subtitle id=\"0:12:41\">don't</subtitle>\n\n<subtitle id=\"0:12:44\"> even bother with this for a while\u00a0\u00a0let's</subtitle>\n\n<subtitle id=\"0:12:47\"> worry about what's really going on\u00a0\u00a0and then</subtitle>\n\n<subtitle id=\"0:12:50\"> there's this idea which is\u00a0\u00a0almost</subtitle>\n\n<subtitle id=\"0:12:53\"> never talked about in</subtitle>\n\n<subtitle id=\"0:12:56\"> our\u00a0\u00a0pragmatic society like ours</subtitle>\n\n<subtitle id=\"0:12:59\"> which is I\u00a0\u00a0just been calling</subtitle>\n\n<subtitle id=\"0:13:2\"> richness it can happen</subtitle>\n\n<subtitle id=\"0:13:5\">\u00a0\u00a0in the context of work it</subtitle>\n\n<subtitle id=\"0:13:8\">with children can happen with citizen\u00a0\u00a0chip</subtitle>\n\n<subtitle id=\"0:13:11\"> but it's basically something that\u00a0\u00a0is the</subtitle>\n\n<subtitle id=\"0:13:14\"> man does not live by bread alone\u00a0\u00a0idea</subtitle>\n\n<subtitle id=\"0:13:17\"> and I</subtitle>\n\n<subtitle id=\"0:13:20\"> believe that this is</subtitle>\n\n<subtitle id=\"0:13:23\"> a\u00a0\u00a0rallying point to try and understand</subtitle>\n\n<subtitle id=\"0:13:26\">what the rest of education is about\u00a0\u00a0particularly</subtitle>\n\n<subtitle id=\"0:13:29\"> as it relates</subtitle>\n\n<subtitle id=\"0:13:32\"> to how we\u00a0\u00a0should think about children</subtitle>\n\n<subtitle id=\"0:13:35\"> in the next\u00a0\u00a0generation</subtitle>\n\n<subtitle id=\"0:13:38\"> ok so that was one I'm\u00a0\u00a0basically</subtitle>\n\n<subtitle id=\"0:13:41\"> doing five points here</subtitle>\n\n<subtitle id=\"0:13:44\"> before</subtitle>\n\n<subtitle id=\"0:13:47\">\u00a0\u00a0I look at a look</subtitle>\n\n<subtitle id=\"0:13:50\"> at them a little more\u00a0\u00a0deeply I usually don't do that I don't\u00a0\u00a0like top-down</subtitle>\n\n<subtitle id=\"0:13:53\"> stuff but I figured for</subtitle>\n\n<subtitle id=\"0:13:56\">\u00a0\u00a0this talk it would be good so the first\u00a0\u00a0thing had to</subtitle>\n\n<subtitle id=\"0:13:59\"> do with you know what what\u00a0\u00a0are some</subtitle>\n\n<subtitle id=\"0:14:2\"> of the contexts that we care\u00a0\u00a0about second context</subtitle>\n\n<subtitle id=\"0:14:5\"> is humans 101</subtitle>\n\n<subtitle id=\"0:14:8\"> so\u00a0\u00a0one part of it is</subtitle>\n\n<subtitle id=\"0:14:11\"> of course we're very\u00a0\u00a0complex but</subtitle>\n\n<subtitle id=\"0:14:14\"> our minds\u00a0\u00a0are</subtitle>\n\n<subtitle id=\"0:14:17\"> very theatrical the</subtitle>\n\n<subtitle id=\"0:14:20\"> way we respond\u00a0\u00a0to theater</subtitle>\n\n<subtitle id=\"0:14:23\"> is also the way we respond</subtitle>\n\n<subtitle id=\"0:14:26\">what we like to call reality which in\u00a0\u00a0itself is a kind of</subtitle>\n\n<subtitle id=\"0:14:29\"> theater and there\u00a0\u00a0are a few people here who</subtitle>\n\n<subtitle id=\"0:14:32\"> are there are\u00a0\u00a0some neuro people here right I saw</subtitle>\n\n<subtitle id=\"0:14:35\">\u00a0\u00a0anybody yes</subtitle>\n\n<subtitle id=\"0:14:38\"> so tell them all about it\u00a0\u00a0this afternoon</subtitle>\n\n<subtitle id=\"0:14:41\"> so these are\u00a0\u00a0understanding</subtitle>\n\n<subtitle id=\"0:14:44\"> more about what's going on</subtitle>\n\n<subtitle id=\"0:14:47\">\u00a0\u00a0here is really important so the the\u00a0\u00a0theatrical</subtitle>\n\n<subtitle id=\"0:14:50\"> thing another one is our</subtitle>\n\n<subtitle id=\"0:14:53\">\u00a0\u00a0minds are tiny here's George Miller one</subtitle>\n\n<subtitle id=\"0:14:56\">of the inventors of cognitive psychology\u00a0\u00a0and fact</subtitle>\n\n<subtitle id=\"0:14:59\"> 7 plus or minus 2 has been\u00a0\u00a0downgraded</subtitle>\n\n<subtitle id=\"0:15:2\"> 7</subtitle>\n\n<subtitle id=\"0:15:5\"> plus or minus 2 was dealing\u00a0\u00a0with number sequences</subtitle>\n\n<subtitle id=\"0:15:8\"> and stuff and this</subtitle>\n\n<subtitle id=\"0:15:11\">has been looked at and a lot and the\u00a0\u00a0truth is is that we're terrible</subtitle>\n\n<subtitle id=\"0:15:14\"> at\u00a0\u00a0multitasking and in fact it is</subtitle>\n\n<subtitle id=\"0:15:17\"> very\u00a0\u00a0difficult for us to sensibly deal with</subtitle>\n\n<subtitle id=\"0:15:20\">\u00a0\u00a0multiple things even if they have been</subtitle>\n\n<subtitle id=\"0:15:23\">\u00a0\u00a0chunked hugely so</subtitle>\n\n<subtitle id=\"0:15:26\"> we can think of this\u00a0\u00a0as like if you take these two</subtitle>\n\n<subtitle id=\"0:15:29\"> ideas\u00a0\u00a0together this is also user interface</subtitle>\n\n<subtitle id=\"0:15:32\">\u00a0\u00a0design 101 we</subtitle>\n\n<subtitle id=\"0:15:35\"> have theatrical reactions\u00a0\u00a0to things we</subtitle>\n\n<subtitle id=\"0:15:38\"> need to create theater when\u00a0\u00a0we're creating a user interface</subtitle>\n\n<subtitle id=\"0:15:41\"> design\u00a0\u00a0and we're completely limited and</subtitle>\n\n<subtitle id=\"0:15:44\"> so\u00a0\u00a0playing those off against each other is\u00a0\u00a0tremendously</subtitle>\n\n<subtitle id=\"0:15:47\"> important we'll look at\u00a0\u00a0this a little bit more and then</subtitle>\n\n<subtitle id=\"0:15:50\"> a more\u00a0\u00a0controversial idea is that we are mostly\u00a0\u00a0not</subtitle>\n\n<subtitle id=\"0:15:53\"> human this is</subtitle>\n\n<subtitle id=\"0:15:56\"> something that is\u00a0\u00a0outside of the myth that human</subtitle>\n\n<subtitle id=\"0:15:59\"> beings\u00a0\u00a0like to believe in but in fact we</subtitle>\n\n<subtitle id=\"0:16:2\"> a lot\u00a0\u00a0of us is primate and a</subtitle>\n\n<subtitle id=\"0:16:5\"> whole lot of us\u00a0\u00a0is mammalian and</subtitle>\n\n<subtitle id=\"0:16:8\"> how that plays out\u00a0\u00a0against</subtitle>\n\n<subtitle id=\"0:16:11\"> some of the more recent\u00a0\u00a0additions</subtitle>\n\n<subtitle id=\"0:16:14\"> to our mental apparatus\u00a0\u00a0particularly our culture are</subtitle>\n\n<subtitle id=\"0:16:17\"> interesting\u00a0\u00a0so these three things are things that\u00a0\u00a0are worthwhile</subtitle>\n\n<subtitle id=\"0:16:20\"> holding in mind by the\u00a0\u00a0way these are things that computer</subtitle>\n\n<subtitle id=\"0:16:23\">\u00a0\u00a0people just hate to think about most\u00a0\u00a0computer</subtitle>\n\n<subtitle id=\"0:16:26\"> people went into computing\u00a0\u00a0because they were disturb</subtitle>\n\n<subtitle id=\"0:16:29\">\u00a0\u00a0by other human beings</subtitle>\n\n<subtitle id=\"0:16:32\"> and</subtitle>\n\n<subtitle id=\"0:16:35\"> one of the\u00a0\u00a0reasons that coding</subtitle>\n\n<subtitle id=\"0:16:38\"> programming has\u00a0\u00a0stayed so much</subtitle>\n\n<subtitle id=\"0:16:41\"> the way it is terrible\u00a0\u00a0set of ideas that</subtitle>\n\n<subtitle id=\"0:16:44\"> were almost necessary\u00a0\u00a0in the 40s</subtitle>\n\n<subtitle id=\"0:16:47\"> and 50s are still around\u00a0\u00a0today as</subtitle>\n\n<subtitle id=\"0:16:50\"> the primary ways of doing\u00a0\u00a0programming</subtitle>\n\n<subtitle id=\"0:16:53\"> because they are the most\u00a0\u00a0mechanical ways</subtitle>\n\n<subtitle id=\"0:16:56\"> that in the small they\u00a0\u00a0are the most understandable</subtitle>\n\n<subtitle id=\"0:16:59\">reliable the problem is in the large\u00a0\u00a0they don't scale</subtitle>\n\n<subtitle id=\"0:17:2\"> at all in the large\u00a0\u00a0they are the least</subtitle>\n\n<subtitle id=\"0:17:5\"> reliable way of doing\u00a0\u00a0anything and it's only</subtitle>\n\n<subtitle id=\"0:17:8\"> by looking at\u00a0\u00a0tiny little places that people have any</subtitle>\n\n<subtitle id=\"0:17:11\">\u00a0\u00a0comfort at all and so they stay with\u00a0\u00a0where they're</subtitle>\n\n<subtitle id=\"0:17:14\"> comfortable this is so</subtitle>\n\n<subtitle id=\"0:17:17\"> the\u00a0\u00a0theatrical part of this is lots bigger</subtitle>\n\n<subtitle id=\"0:17:20\">\u00a0\u00a0than we think the limitations are much</subtitle>\n\n<subtitle id=\"0:17:23\">\u00a0\u00a0less or smaller than we think and the</subtitle>\n\n<subtitle id=\"0:17:26\">\u00a0\u00a0relationship we have with our</subtitle>\n\n<subtitle id=\"0:17:29\"> heritage\u00a0\u00a0is much we</subtitle>\n\n<subtitle id=\"0:17:32\"> are much more different than\u00a0\u00a0we think we are</subtitle>\n\n<subtitle id=\"0:17:35\"> okay now the third idea\u00a0\u00a0here would</subtitle>\n\n<subtitle id=\"0:17:38\"> go back to the first Turing\u00a0\u00a0Award winner</subtitle>\n\n<subtitle id=\"0:17:41\"> this little gnome of a man\u00a0\u00a0was one of the great</subtitle>\n\n<subtitle id=\"0:17:44\"> men of our time\u00a0\u00a0Alper Lowe's and</subtitle>\n\n<subtitle id=\"0:17:47\"> he more or less created\u00a0\u00a0computer</subtitle>\n\n<subtitle id=\"0:17:50\"> science and I thought since the</subtitle>\n\n<subtitle id=\"0:17:53\">\u00a0\u00a0CS term is bandied about a lot it might\u00a0\u00a0be interesting</subtitle>\n\n<subtitle id=\"0:17:56\"> to see what the guy who\u00a0\u00a0invented the term actually meant by</subtitle>\n\n<subtitle id=\"0:17:59\"> it\u00a0\u00a0so he said this in</subtitle>\n\n<subtitle id=\"0:18:2\"> the early 60s and\u00a0\u00a0somebody said</subtitle>\n\n<subtitle id=\"0:18:5\"> what does that mean and he\u00a0\u00a0said computer science</subtitle>\n\n<subtitle id=\"0:18:8\"> is the science of\u00a0\u00a0processes I remember</subtitle>\n\n<subtitle id=\"0:18:11\"> science\u00a0\u00a0he didn't mean science as in library\u00a0\u00a0science</subtitle>\n\n<subtitle id=\"0:18:14\"> he didn't mean sciences and\u00a0\u00a0social science he</subtitle>\n\n<subtitle id=\"0:18:17\"> actually meant science\u00a0\u00a0he didn't mean it as a metaphor</subtitle>\n\n<subtitle id=\"0:18:20\"> he meant\u00a0\u00a0we need to have a science of things</subtitle>\n\n<subtitle id=\"0:18:23\"> in\u00a0\u00a0process and there are a gazillion of</subtitle>\n\n<subtitle id=\"0:18:26\">\u00a0\u00a0them that is what he meant he didn't</subtitle>\n\n<subtitle id=\"0:18:29\">have an engineering definition that's\u00a0\u00a0something</subtitle>\n\n<subtitle id=\"0:18:32\"> else he said we need to\u00a0\u00a0understand</subtitle>\n\n<subtitle id=\"0:18:35\"> things in process and he</subtitle>\n\n<subtitle id=\"0:18:38\">meant all processes meant mechanical\u00a0\u00a0processes</subtitle>\n\n<subtitle id=\"0:18:41\">\u00a0\u00a0technological processes there's the</subtitle>\n\n<subtitle id=\"0:18:44\">\u00a0\u00a0Constitution social processes</subtitle>\n\n<subtitle id=\"0:18:47\"> the guys\u00a0\u00a0who did the Constitution</subtitle>\n\n<subtitle id=\"0:18:50\"> were social</subtitle>\n\n<subtitle id=\"0:18:53\">\u00a0\u00a0geniuses they actually put</subtitle>\n\n<subtitle id=\"0:18:56\"> together a\u00a0\u00a0system better than any computer system\u00a0\u00a0we've</subtitle>\n\n<subtitle id=\"0:18:59\"> ever done because it has millions</subtitle>\n\n<subtitle id=\"0:19:2\">\u00a0\u00a0and millions of not terribly cooperating\u00a0\u00a0parts</subtitle>\n\n<subtitle id=\"0:19:5\"> and it is basically thrived with</subtitle>\n\n<subtitle id=\"0:19:8\">\u00a0\u00a0some hiccups along the way for hundreds\u00a0\u00a0of</subtitle>\n\n<subtitle id=\"0:19:11\"> years think about that and the cops</subtitle>\n\n<subtitle id=\"0:19:14\">\u00a0\u00a0Constitution I have a version of it with</subtitle>\n\n<subtitle id=\"0:19:17\">me is just a tiny little book it's a\u00a0\u00a0meta</subtitle>\n\n<subtitle id=\"0:19:20\"> recipe for a</subtitle>\n\n<subtitle id=\"0:19:23\"> very complicated multi\u00a0\u00a0processing operating</subtitle>\n\n<subtitle id=\"0:19:26\"> system far far\u00a0\u00a0beyond anything we've been able to</subtitle>\n\n<subtitle id=\"0:19:29\"> do\u00a0\u00a0and of</subtitle>\n\n<subtitle id=\"0:19:32\"> course biology and of course\u00a0\u00a0mental</subtitle>\n\n<subtitle id=\"0:19:35\"> processes all of these processes\u00a0\u00a0were things</subtitle>\n\n<subtitle id=\"0:19:38\"> and the other thing that\u00a0\u00a0pearl Ellis said is</subtitle>\n\n<subtitle id=\"0:19:41\"> besides</subtitle>\n\n<subtitle id=\"0:19:44\"> looking at\u00a0\u00a0all processes it itself because of</subtitle>\n\n<subtitle id=\"0:19:47\"> what\u00a0\u00a0it is can serve as a representation a</subtitle>\n\n<subtitle id=\"0:19:50\">\u00a0\u00a0kind of a mathematics for all processes\u00a0\u00a0so this</subtitle>\n\n<subtitle id=\"0:19:53\"> is a big idea this is an\u00a0\u00a0exciting idea</subtitle>\n\n<subtitle id=\"0:19:56\"> it excited me it's</subtitle>\n\n<subtitle id=\"0:19:59\"> like\u00a0\u00a0one of the greatest things I hate to see\u00a0\u00a0computing</subtitle>\n\n<subtitle id=\"0:20:2\"> and computer science water\u00a0\u00a0down to some</subtitle>\n\n<subtitle id=\"0:20:5\"> terrible kind of\u00a0\u00a0engineering that the Babylonians</subtitle>\n\n<subtitle id=\"0:20:8\"> might\u00a0\u00a0have failed at with</subtitle>\n\n<subtitle id=\"0:20:11\"> tiny conceptions of\u00a0\u00a0programming a computer</subtitle>\n\n<subtitle id=\"0:20:14\"> like munging\u00a0\u00a0variables with an</subtitle>\n\n<subtitle id=\"0:20:17\"> assignment statement\u00a0\u00a0that is pathetic and</subtitle>\n\n<subtitle id=\"0:20:20\"> I'm saying it in\u00a0\u00a0this strong way because</subtitle>\n\n<subtitle id=\"0:20:23\"> you need to\u00a0\u00a0realize that we're in the middle of</subtitle>\n\n<subtitle id=\"0:20:26\"> a\u00a0\u00a0complete form</subtitle>\n\n<subtitle id=\"0:20:29\"> of bullshit that has grown\u00a0\u00a0up out of</subtitle>\n\n<subtitle id=\"0:20:32\"> the pop culture colliding with</subtitle>\n\n<subtitle id=\"0:20:35\">\u00a0\u00a0this power this power and wealth</subtitle>\n\n<subtitle id=\"0:20:38\"> in\u00a0\u00a0order to serve education which</subtitle>\n\n<subtitle id=\"0:20:41\"> i think\u00a0\u00a0is much more still should be about</subtitle>\n\n<subtitle id=\"0:20:44\">people need rather than what they want\u00a0\u00a0education can't</subtitle>\n\n<subtitle id=\"0:20:47\"> cave in to what the pop\u00a0\u00a0culture</subtitle>\n\n<subtitle id=\"0:20:50\"> does it has to think about\u00a0\u00a0itself</subtitle>\n\n<subtitle id=\"0:20:53\"> as being about the\u00a0\u00a0culture that developed</subtitle>\n\n<subtitle id=\"0:20:56\"> culture shouldn't\u00a0\u00a0get rid of the pop culture cop</subtitle>\n\n<subtitle id=\"0:20:59\"> pop\u00a0\u00a0culture has incredible energy</subtitle>\n\n<subtitle id=\"0:21:2\"> any\u00a0\u00a0developed culture needs that energy</subtitle>\n\n<subtitle id=\"0:21:5\"> but\u00a0\u00a0it cannot give in to that energy there</subtitle>\n\n<subtitle id=\"0:21:8\">\u00a0\u00a0has to be a reasonable tension there</subtitle>\n\n<subtitle id=\"0:21:11\"> so\u00a0\u00a0that was number three number four is</subtitle>\n\n<subtitle id=\"0:21:14\"> boy\u00a0\u00a0if you look at other fields like</subtitle>\n\n<subtitle id=\"0:21:17\">\u00a0\u00a0mechanical CAD or electrical cat or\u00a0\u00a0biocad</subtitle>\n\n<subtitle id=\"0:21:20\"> now they have all these great</subtitle>\n\n<subtitle id=\"0:21:23\">\u00a0\u00a0toys they happen to be all</subtitle>\n\n<subtitle id=\"0:21:26\"> implemented\u00a0\u00a0on computers computer-aided design</subtitle>\n\n<subtitle id=\"0:21:29\">\u00a0\u00a0simulators and now</subtitle>\n\n<subtitle id=\"0:21:32\"> fab you</subtitle>\n\n<subtitle id=\"0:21:35\"> think it up\u00a0\u00a0save mechanically whatever</subtitle>\n\n<subtitle id=\"0:21:38\"> it is design\u00a0\u00a0it</subtitle>\n\n<subtitle id=\"0:21:41\"> simulate it now we can build it build</subtitle>\n\n<subtitle id=\"0:21:44\">\u00a0\u00a0a flute so the idea here is</subtitle>\n\n<subtitle id=\"0:21:47\"> in every\u00a0\u00a0place except computing is</subtitle>\n\n<subtitle id=\"0:21:50\"> this notion of\u00a0\u00a0people moving</subtitle>\n\n<subtitle id=\"0:21:53\"> towards wanting to design\u00a0\u00a0and wanting to ship</subtitle>\n\n<subtitle id=\"0:21:56\"> the design it's</subtitle>\n\n<subtitle id=\"0:21:59\"> in\u00a0\u00a0computing that we are so far behind</subtitle>\n\n<subtitle id=\"0:22:2\">\u00a0\u00a0we're still more</subtitle>\n\n<subtitle id=\"0:22:5\"> than 80 percent of the\u00a0\u00a0undergraduates at</subtitle>\n\n<subtitle id=\"0:22:8\"> UCLA a top 10 computer\u00a0\u00a0science</subtitle>\n\n<subtitle id=\"0:22:11\"> department use by terminal\u00a0\u00a0emulators</subtitle>\n\n<subtitle id=\"0:22:14\"> which itself was emulating\u00a0\u00a0decks</subtitle>\n\n<subtitle id=\"0:22:17\"> of punched cards doing</subtitle>\n\n<subtitle id=\"0:22:20\"> the same\u00a0\u00a0kind of compilation</subtitle>\n\n<subtitle id=\"0:22:23\"> loading and linking\u00a0\u00a0in</subtitle>\n\n<subtitle id=\"0:22:26\"> say C++ that's</subtitle>\n\n<subtitle id=\"0:22:29\"> their main language\u00a0\u00a0there as was done</subtitle>\n\n<subtitle id=\"0:22:32\"> 50 years ago this does\u00a0\u00a0not</subtitle>\n\n<subtitle id=\"0:22:35\"> scale and yet this is what computer\u00a0\u00a0people are doing they</subtitle>\n\n<subtitle id=\"0:22:38\"> don't have\u00a0\u00a0anything like what more sensible</subtitle>\n\n<subtitle id=\"0:22:41\">in these other fields are using\u00a0\u00a0computers for so</subtitle>\n\n<subtitle id=\"0:22:44\"> if you take these two\u00a0\u00a0things together take perlis</subtitle>\n\n<subtitle id=\"0:22:47\"> and this</subtitle>\n\n<subtitle id=\"0:22:50\">\u00a0\u00a0notion is a programming</subtitle>\n\n<subtitle id=\"0:22:53\"> system yeah part\u00a0\u00a0of it is the functionality part</subtitle>\n\n<subtitle id=\"0:22:56\"> that's\u00a0\u00a0what you see in most</subtitle>\n\n<subtitle id=\"0:22:59\"> systems for let's\u00a0\u00a0everybody code</subtitle>\n\n<subtitle id=\"0:23:2\"> it's got a</subtitle>\n\n<subtitle id=\"0:23:5\">\u00a0\u00a0most of them got numbers</subtitle>\n\n<subtitle id=\"0:23:8\"> maybe they got\u00a0\u00a0a raise they got assignment</subtitle>\n\n<subtitle id=\"0:23:11\"> statements\u00a0\u00a0all the usual suspects</subtitle>\n\n<subtitle id=\"0:23:14\"> there that's not\u00a0\u00a0even close</subtitle>\n\n<subtitle id=\"0:23:17\"> that is not what the put in\u00a0\u00a0front of people</subtitle>\n\n<subtitle id=\"0:23:20\"> what you need is</subtitle>\n\n<subtitle id=\"0:23:23\"> an\u00a0\u00a0environment an environment is it's about\u00a0\u00a0systems</subtitle>\n\n<subtitle id=\"0:23:26\"> it's a bit about design it's\u00a0\u00a0about media programming</subtitle>\n\n<subtitle id=\"0:23:29\"> language is a\u00a0\u00a0user interface as</subtitle>\n\n<subtitle id=\"0:23:32\"> much as it is any\u00a0\u00a0other thing why have</subtitle>\n\n<subtitle id=\"0:23:35\"> multiple ones\u00a0\u00a0they're altering equivalent</subtitle>\n\n<subtitle id=\"0:23:38\"> so what's\u00a0\u00a0the difference well at one end it's</subtitle>\n\n<subtitle id=\"0:23:41\"> some\u00a0\u00a0of them run faster than others another</subtitle>\n\n<subtitle id=\"0:23:44\">\u00a0\u00a0part you might have to write</subtitle>\n\n<subtitle id=\"0:23:47\">less code but another part is they\u00a0\u00a0should be something</subtitle>\n\n<subtitle id=\"0:23:50\"> that you think in\u00a0\u00a0terms of and they're the</subtitle>\n\n<subtitle id=\"0:23:53\"> idea of a user\u00a0\u00a0interface and giving you</subtitle>\n\n<subtitle id=\"0:23:56\"> ways of\u00a0\u00a0thinking about things starts dominating</subtitle>\n\n<subtitle id=\"0:23:59\">\u00a0\u00a0okay last of the five ideas to</subtitle>\n\n<subtitle id=\"0:24:2\"> get\u00a0\u00a0started here is this notion of</subtitle>\n\n<subtitle id=\"0:24:5\">\u00a0\u00a0thresholds this is critical</subtitle>\n\n<subtitle id=\"0:24:8\"> and I think\u00a0\u00a0this is an interesting</subtitle>\n\n<subtitle id=\"0:24:11\"> thing that in\u00a0\u00a0science and engineering</subtitle>\n\n<subtitle id=\"0:24:14\"> this is\u00a0\u00a0something that is understood</subtitle>\n\n<subtitle id=\"0:24:17\"> in a way\u00a0\u00a0but it's rarely</subtitle>\n\n<subtitle id=\"0:24:20\"> talked about and in most</subtitle>\n\n<subtitle id=\"0:24:23\">educational situations it's not\u00a0\u00a0understood</subtitle>\n\n<subtitle id=\"0:24:26\"> and thus rarely talked about\u00a0\u00a0and</subtitle>\n\n<subtitle id=\"0:24:29\"> it's this idea</subtitle>\n\n<subtitle id=\"0:24:32\"> time</subtitle>\n\n<subtitle id=\"0:24:35\"> progress wiggly\u00a0\u00a0line</subtitle>\n\n<subtitle id=\"0:24:38\"> see</subtitle>\n\n<subtitle id=\"0:24:41\"> them in the paper all the time\u00a0\u00a0could be reading</subtitle>\n\n<subtitle id=\"0:24:44\"> scores yay</subtitle>\n\n<subtitle id=\"0:24:47\"> ooh yay\u00a0\u00a0boo</subtitle>\n\n<subtitle id=\"0:24:50\"> yeah meaningless</subtitle>\n\n<subtitle id=\"0:24:53\"> absolutely and\u00a0\u00a0completely meaningless same with the</subtitle>\n\n<subtitle id=\"0:24:56\">stock market no matter what happens in\u00a0\u00a0the stock market there's</subtitle>\n\n<subtitle id=\"0:24:59\"> some\u00a0\u00a0rationalization for it even if it's just\u00a0\u00a0looking</subtitle>\n\n<subtitle id=\"0:25:2\"> at random noise</subtitle>\n\n<subtitle id=\"0:25:5\"> think about what\u00a0\u00a0thinking is thinking</subtitle>\n\n<subtitle id=\"0:25:8\"> is not being\u00a0\u00a0logical</subtitle>\n\n<subtitle id=\"0:25:11\"> thinking is choosing</subtitle>\n\n<subtitle id=\"0:25:14\">environment that you're going to think\u00a0\u00a0in before</subtitle>\n\n<subtitle id=\"0:25:17\"> you start rationalizing\u00a0\u00a0so</subtitle>\n\n<subtitle id=\"0:25:20\"> let's put a threshold in</subtitle>\n\n<subtitle id=\"0:25:23\"> so my\u00a0\u00a0threshold name is what is</subtitle>\n\n<subtitle id=\"0:25:26\"> actually\u00a0\u00a0needed and here we</subtitle>\n\n<subtitle id=\"0:25:29\"> can see that this guy\u00a0\u00a0and this</subtitle>\n\n<subtitle id=\"0:25:32\"> guy are irrelevant this guy is\u00a0\u00a0really</subtitle>\n\n<subtitle id=\"0:25:35\"> relevant we got past the\u00a0\u00a0threshold now we're</subtitle>\n\n<subtitle id=\"0:25:38\">something before we were just\u00a0\u00a0bullshitting around</subtitle>\n\n<subtitle id=\"0:25:41\"> yay we don't care</subtitle>\n\n<subtitle id=\"0:25:44\">\u00a0\u00a0the fluctuations here are things</subtitle>\n\n<subtitle id=\"0:25:47\">we're really interested in because we're\u00a0\u00a0guiding</subtitle>\n\n<subtitle id=\"0:25:50\"> this growth process now</subtitle>\n\n<subtitle id=\"0:25:53\"> for most\u00a0\u00a0things in</subtitle>\n\n<subtitle id=\"0:25:56\"> human society we've got this</subtitle>\n\n<subtitle id=\"0:25:59\">\u00a0\u00a0the threshold is up here and</subtitle>\n\n<subtitle id=\"0:26:2\"> now none of\u00a0\u00a0this actually means any this is</subtitle>\n\n<subtitle id=\"0:26:5\"> like\u00a0\u00a0reading take reading</subtitle>\n\n<subtitle id=\"0:26:8\"> doesn't matter\u00a0\u00a0where it's going up or down because</subtitle>\n\n<subtitle id=\"0:26:11\"> it's\u00a0\u00a0all below threshold the children aren't\u00a0\u00a0really</subtitle>\n\n<subtitle id=\"0:26:14\"> learning to read fluently enough\u00a0\u00a0in so you're always getting a\u00a0\u00a0qualitative</subtitle>\n\n<subtitle id=\"0:26:17\"> gap you're basically in this\u00a0\u00a0zone</subtitle>\n\n<subtitle id=\"0:26:20\"> I call the pink zone doesn't</subtitle>\n\n<subtitle id=\"0:26:23\"> matter\u00a0\u00a0most</subtitle>\n\n<subtitle id=\"0:26:26\"> people don't care about it and</subtitle>\n\n<subtitle id=\"0:26:29\"> the\u00a0\u00a0idea of thresholds are actually fought</subtitle>\n\n<subtitle id=\"0:26:32\">\u00a0\u00a0because a threshold will reveal</subtitle>\n\n<subtitle id=\"0:26:35\">\u00a0\u00a0something is actually</subtitle>\n\n<subtitle id=\"0:26:38\"> wrong now</subtitle>\n\n<subtitle id=\"0:26:41\"> reforms\u00a0\u00a0or impulses</subtitle>\n\n<subtitle id=\"0:26:44\"> often happen down here\u00a0\u00a0here's</subtitle>\n\n<subtitle id=\"0:26:47\"> one</subtitle>\n\n<subtitle id=\"0:26:50\"> huge amount of effort</subtitle>\n\n<subtitle id=\"0:26:53\"> fizzle\u00a0\u00a0yay wonk</subtitle>\n\n<subtitle id=\"0:26:56\"> completely irrelevant</subtitle>\n\n<subtitle id=\"0:26:59\"> and can\u00a0\u00a0be in any area it</subtitle>\n\n<subtitle id=\"0:27:2\"> could be an education\u00a0\u00a0you see it all time how about the\u00a0\u00a0moonshot</subtitle>\n\n<subtitle id=\"0:27:5\"> hey we made it to the moon so</subtitle>\n\n<subtitle id=\"0:27:8\">what we set back space travel more than\u00a0\u00a050 years</subtitle>\n\n<subtitle id=\"0:27:11\"> why because the</subtitle>\n\n<subtitle id=\"0:27:14\"> physics the\u00a0\u00a0chemistry and the mathematics</subtitle>\n\n<subtitle id=\"0:27:17\"> of space\u00a0\u00a0travel are that it just</subtitle>\n\n<subtitle id=\"0:27:20\">with chemical rocketry\u00a0\u00a0it's</subtitle>\n\n<subtitle id=\"0:27:23\"> about MV equals MV you're\u00a0\u00a0exchanging momentum</subtitle>\n\n<subtitle id=\"0:27:26\"> chemical processes\u00a0\u00a0cannot</subtitle>\n\n<subtitle id=\"0:27:29\"> get the velocity</subtitle>\n\n<subtitle id=\"0:27:32\">\u00a0\u00a0of the particles you're letting out to</subtitle>\n\n<subtitle id=\"0:27:35\">\u00a0\u00a0be high enough to actually give</subtitle>\n\n<subtitle id=\"0:27:38\"> you\u00a0\u00a0that's why the Saturn rocket is 45</subtitle>\n\n<subtitle id=\"0:27:41\">stories literally have you ever seen one\u00a0\u00a0up close\u00a0\u00a0Kate</subtitle>\n\n<subtitle id=\"0:27:44\"> calves Romy Canaveral Museum in\u00a0\u00a0Florida don't</subtitle>\n\n<subtitle id=\"0:27:47\"> miss it they have one\u00a0\u00a0sideways so</subtitle>\n\n<subtitle id=\"0:27:50\"> this is a forty five story\u00a0\u00a0building hung sideways</subtitle>\n\n<subtitle id=\"0:27:53\"> that is one and a\u00a0\u00a0half football feels</subtitle>\n\n<subtitle id=\"0:27:56\"> and it is all high\u00a0\u00a0explosive</subtitle>\n\n<subtitle id=\"0:27:59\"> except for the little end part\u00a0\u00a0where there are three people</subtitle>\n\n<subtitle id=\"0:28:2\"> if you want\u00a0\u00a0a visual</subtitle>\n\n<subtitle id=\"0:28:5\"> explanation of the physics of</subtitle>\n\n<subtitle id=\"0:28:8\">\u00a0\u00a0chemical rocketry no you cannot</subtitle>\n\n<subtitle id=\"0:28:11\"> do space\u00a0\u00a0travel that way and</subtitle>\n\n<subtitle id=\"0:28:14\"> this whole thing was</subtitle>\n\n<subtitle id=\"0:28:17\">\u00a0\u00a0a huge effort but it was aimed at the\u00a0\u00a0wrong place</subtitle>\n\n<subtitle id=\"0:28:20\"> so you actually set up a\u00a0\u00a0bunch of</subtitle>\n\n<subtitle id=\"0:28:23\"> technologies that now had to be\u00a0\u00a0exploited further and you still</subtitle>\n\n<subtitle id=\"0:28:26\">get anywhere and you still don't get\u00a0\u00a0anywhere and now everybody's</subtitle>\n\n<subtitle id=\"0:28:29\"> lost their\u00a0\u00a0taste for it</subtitle>\n\n<subtitle id=\"0:28:32\"> the web I'm not going</subtitle>\n\n<subtitle id=\"0:28:35\"> to my\u00a0\u00a0diatribe about the web but web browsers</subtitle>\n\n<subtitle id=\"0:28:38\">everybody uses it every day it's like\u00a0\u00a0one of the worst ideas</subtitle>\n\n<subtitle id=\"0:28:41\"> ever ever</subtitle>\n\n<subtitle id=\"0:28:44\"> it only\u00a0\u00a0does a few things compared</subtitle>\n\n<subtitle id=\"0:28:47\"> to what it\u00a0\u00a0should be doing and this is hard</subtitle>\n\n<subtitle id=\"0:28:50\">explain the people you heart it's hard\u00a0\u00a0to find people who actually</subtitle>\n\n<subtitle id=\"0:28:53\"> are willing\u00a0\u00a0to criticize the whip but</subtitle>\n\n<subtitle id=\"0:28:56\"> you know why\u00a0\u00a0so well gee you can't it</subtitle>\n\n<subtitle id=\"0:28:59\"> was done on a\u00a0\u00a0machine that already had WYSIWYG editing</subtitle>\n\n<subtitle id=\"0:29:2\">\u00a0\u00a0after 20 years why doesn't it still have\u00a0\u00a0wood why</subtitle>\n\n<subtitle id=\"0:29:5\"> doesn't have WYSIWYG editing\u00a0\u00a0well they're getting to it</subtitle>\n\n<subtitle id=\"0:29:8\"> no he took a\u00a0\u00a0couple of years to do</subtitle>\n\n<subtitle id=\"0:29:11\"> WYSIWYG editing in\u00a0\u00a0the first place so</subtitle>\n\n<subtitle id=\"0:29:14\"> what we've got there\u00a0\u00a0is the ultimate Esau's</subtitle>\n\n<subtitle id=\"0:29:17\"> cup of soup if\u00a0\u00a0you know that story from the Bible Esau</subtitle>\n\n<subtitle id=\"0:29:20\">\u00a0\u00a0came home from a hunt he was the big\u00a0\u00a0hairy</subtitle>\n\n<subtitle id=\"0:29:23\"> he-man brother the little brother\u00a0\u00a0jacob</subtitle>\n\n<subtitle id=\"0:29:26\"> was cooking some soup and he saw\u00a0\u00a0said</subtitle>\n\n<subtitle id=\"0:29:29\"> brother i'm hungry\u00a0\u00a0can i have some soup and</subtitle>\n\n<subtitle id=\"0:29:32\"> jacob said yes\u00a0\u00a0for your birthright and</subtitle>\n\n<subtitle id=\"0:29:35\"> he saw i said\u00a0\u00a0okay</subtitle>\n\n<subtitle id=\"0:29:38\"> that's humans 101 that</subtitle>\n\n<subtitle id=\"0:29:41\"> is what\u00a0\u00a0behavioral economics is all about</subtitle>\n\n<subtitle id=\"0:29:44\">\u00a0\u00a0we are willing to sell a lot</subtitle>\n\n<subtitle id=\"0:29:47\"> for\u00a0\u00a0momentary convenience so</subtitle>\n\n<subtitle id=\"0:29:50\"> here are two\u00a0\u00a0words better and perfect do</subtitle>\n\n<subtitle id=\"0:29:53\"> we need to\u00a0\u00a0really pay heat this is</subtitle>\n\n<subtitle id=\"0:29:56\"> the more\u00a0\u00a0dangerous one better and perfect are</subtitle>\n\n<subtitle id=\"0:29:59\"> the\u00a0\u00a0two enemies of what is actually needed\u00a0\u00a0right</subtitle>\n\n<subtitle id=\"0:30:2\"> perfect as</subtitle>\n\n<subtitle id=\"0:30:5\"> I was talking to Mike\u00a0\u00a0earlier</subtitle>\n\n<subtitle id=\"0:30:8\"> I hope to get to this slide\u00a0\u00a0because he did something that</subtitle>\n\n<subtitle id=\"0:30:11\"> is really\u00a0\u00a0cool I'm gonna show you the the</subtitle>\n\n<subtitle id=\"0:30:14\">abstraction of it and I hope we get to\u00a0\u00a0what it actually is</subtitle>\n\n<subtitle id=\"0:30:17\"> no better</subtitle>\n\n<subtitle id=\"0:30:20\"> disaster\u00a0\u00a0this is where incremental</subtitle>\n\n<subtitle id=\"0:30:23\"> progress comes\u00a0\u00a0from we need qualitative</subtitle>\n\n<subtitle id=\"0:30:26\"> progress so</subtitle>\n\n<subtitle id=\"0:30:29\"> you\u00a0\u00a0need to get there</subtitle>\n\n<subtitle id=\"0:30:32\"> it's the lowest thing\u00a0\u00a0that is</subtitle>\n\n<subtitle id=\"0:30:35\"> above the threshold this is the</subtitle>\n\n<subtitle id=\"0:30:38\">secret you know this is something they\u00a0\u00a0don't teach you in design</subtitle>\n\n<subtitle id=\"0:30:41\"> school but\u00a0\u00a0it's something it's really important to</subtitle>\n\n<subtitle id=\"0:30:44\">understand if you wanted if you want to\u00a0\u00a0invent something</subtitle>\n\n<subtitle id=\"0:30:47\"> that is gonna generate\u00a0\u00a0say 30 trillion bucks</subtitle>\n\n<subtitle id=\"0:30:50\"> like twenty four\u00a0\u00a0of us</subtitle>\n\n<subtitle id=\"0:30:53\"> at Xerox PARC this is how you do</subtitle>\n\n<subtitle id=\"0:30:56\">\u00a0\u00a0it you have to find this thing and</subtitle>\n\n<subtitle id=\"0:30:59\"> I\u00a0\u00a0call this</subtitle>\n\n<subtitle id=\"0:31:2\"> the McCready sweet spot Paul</subtitle>\n\n<subtitle id=\"0:31:5\">MacCready was the guy who did\u00a0\u00a0man-powered flight after 50</subtitle>\n\n<subtitle id=\"0:31:8\"> years of\u00a0\u00a0really good people failing at it he did</subtitle>\n\n<subtitle id=\"0:31:11\">it in six months from the time he\u00a0\u00a0decided to</subtitle>\n\n<subtitle id=\"0:31:14\"> do it I will not use the time\u00a0\u00a0to tell that</subtitle>\n\n<subtitle id=\"0:31:17\"> story but maybe in the\u00a0\u00a0question and answer because it's a great\u00a0\u00a0story</subtitle>\n\n<subtitle id=\"0:31:20\"> but this guy more</subtitle>\n\n<subtitle id=\"0:31:23\"> than any other\u00a0\u00a0person I ever knew and he</subtitle>\n\n<subtitle id=\"0:31:26\"> wouldn't budge\u00a0\u00a0until he found this so</subtitle>\n\n<subtitle id=\"0:31:29\"> you can think of\u00a0\u00a0this as the</subtitle>\n\n<subtitle id=\"0:31:32\"> primary part of making\u00a0\u00a0progress is</subtitle>\n\n<subtitle id=\"0:31:35\"> problem finding problem fine\u00a0\u00a0forget</subtitle>\n\n<subtitle id=\"0:31:38\"> about problem solving you're\u00a0\u00a0probably in the wrong context</subtitle>\n\n<subtitle id=\"0:31:41\"> you're\u00a0\u00a0already in a place</subtitle>\n\n<subtitle id=\"0:31:44\"> where your sense of\u00a0\u00a0problems is probably completely wrong</subtitle>\n\n<subtitle id=\"0:31:47\">so like the premise of this whole\u00a0\u00a0meeting is probably completely wrong</subtitle>\n\n<subtitle id=\"0:31:50\">\u00a0\u00a0start there probably completely</subtitle>\n\n<subtitle id=\"0:31:53\"> but it's\u00a0\u00a0good because you got the people here but</subtitle>\n\n<subtitle id=\"0:31:56\">just start off with the idea it's\u00a0\u00a0probably come\u00a0\u00a0me wrong</subtitle>\n\n<subtitle id=\"0:31:59\"> what is actually needed and\u00a0\u00a0what is</subtitle>\n\n<subtitle id=\"0:32:2\"> that and</subtitle>\n\n<subtitle id=\"0:32:5\"></subtitle>\n\n<subtitle id=\"0:32:8\"> here's something the\u00a0\u00a0thunders hate</subtitle>\n\n<subtitle id=\"0:32:11\"> like if this is Xerox PARC</subtitle>\n\n<subtitle id=\"0:32:14\">\u00a0\u00a0this was the</subtitle>\n\n<subtitle id=\"0:32:17\"> ARPA community for 10 years</subtitle>\n\n<subtitle id=\"0:32:20\">\u00a0\u00a0Xerox PARC has held up as some</subtitle>\n\n<subtitle id=\"0:32:23\">\u00a0\u00a0miraculous Oasis and that that wasn't</subtitle>\n\n<subtitle id=\"0:32:26\">\u00a0\u00a0true at all we were just an outgrowth of\u00a0\u00a0this</subtitle>\n\n<subtitle id=\"0:32:29\"> much larger community that in fact</subtitle>\n\n<subtitle id=\"0:32:32\">hought up most of the ideas the\u00a0\u00a0philosophies and</subtitle>\n\n<subtitle id=\"0:32:35\"> we were just recent</subtitle>\n\n<subtitle id=\"0:32:38\">\u00a0\u00a0PhDs I was the oldest person there I was</subtitle>\n\n<subtitle id=\"0:32:41\">\u00a0\u00a030 Butler Lampson was 27 the</subtitle>\n\n<subtitle id=\"0:32:44\"> guy who was\u00a0\u00a0set it up Bob Taylor was 38</subtitle>\n\n<subtitle id=\"0:32:47\"> there was\u00a0\u00a0all this money</subtitle>\n\n<subtitle id=\"0:32:50\"> that went into inventing\u00a0\u00a0computer</subtitle>\n\n<subtitle id=\"0:32:53\"> graphics and artificial\u00a0\u00a0intelligence and the programming</subtitle>\n\n<subtitle id=\"0:32:56\">\u00a0\u00a0language Lisp and just every</subtitle>\n\n<subtitle id=\"0:32:59\"> kind of\u00a0\u00a0thing there and</subtitle>\n\n<subtitle id=\"0:33:2\"> when we went to park\u00a0\u00a0what we looked at is what is this</subtitle>\n\n<subtitle id=\"0:33:5\"> for\u00a0\u00a0this ARPA</subtitle>\n\n<subtitle id=\"0:33:8\"> dream</subtitle>\n\n<subtitle id=\"0:33:11\"> and once you get there</subtitle>\n\n<subtitle id=\"0:33:14\">\u00a0\u00a0you get a whole region now you can</subtitle>\n\n<subtitle id=\"0:33:17\">operate it because it's not just getting\u00a0\u00a0to a point</subtitle>\n\n<subtitle id=\"0:33:20\"> you're actually getting to a\u00a0\u00a0place with</subtitle>\n\n<subtitle id=\"0:33:23\"> a different set of ideas and\u00a0\u00a0all of</subtitle>\n\n<subtitle id=\"0:33:26\"> a sudden you're definitely above\u00a0\u00a0what is</subtitle>\n\n<subtitle id=\"0:33:29\"> actually needed and for a while\u00a0\u00a0you</subtitle>\n\n<subtitle id=\"0:33:32\"> can actually make real progress not</subtitle>\n\n<subtitle id=\"0:33:35\">\u00a0\u00a0fake progress</subtitle>\n\n<subtitle id=\"0:33:38\"> and basically you think of\u00a0\u00a0as taking our normal</subtitle>\n\n<subtitle id=\"0:33:41\"> pink brains and\u00a0\u00a0adding a point</subtitle>\n\n<subtitle id=\"0:33:44\"> of view an\u00a0\u00a0epistemological stance a way</subtitle>\n\n<subtitle id=\"0:33:47\"> of looking\u00a0\u00a0at things that was different that makes</subtitle>\n\n<subtitle id=\"0:33:50\">\u00a0\u00a0our week mental</subtitle>\n\n<subtitle id=\"0:33:53\"> operations much much\u00a0\u00a0more powerful I mean my slogan</subtitle>\n\n<subtitle id=\"0:33:56\"> for that\u00a0\u00a0is point of view is worth 80 IQ points</subtitle>\n\n<subtitle id=\"0:33:59\">\u00a0\u00a0it's the number one thing that you want\u00a0\u00a0to do</subtitle>\n\n<subtitle id=\"0:34:2\"> because we're terrible at thinking\u00a0\u00a0and weak context</subtitle>\n\n<subtitle id=\"0:34:5\"> okay</subtitle>\n\n<subtitle id=\"0:34:8\"> don't forget that\u00a0\u00a0when you're thinking about things this\u00a0\u00a0afternoon</subtitle>\n\n<subtitle id=\"0:34:11\">\u00a0\u00a0and we probably don't have any</subtitle>\n\n<subtitle id=\"0:34:14\"> funders\u00a0\u00a0in the room but I like to point out</subtitle>\n\n<subtitle id=\"0:34:17\">hem that no invention has been more\u00a0\u00a0practical than</subtitle>\n\n<subtitle id=\"0:34:20\"> science I also</subtitle>\n\n<subtitle id=\"0:34:23\">the business business is always saying\u00a0\u00a0well we're in business to</subtitle>\n\n<subtitle id=\"0:34:26\"> make money I\u00a0\u00a0said no you aren't really you're only\u00a0\u00a0trying</subtitle>\n\n<subtitle id=\"0:34:29\"> to make millions and billions</subtitle>\n\n<subtitle id=\"0:34:32\">cience has created trillions</subtitle>\n\n<subtitle id=\"0:34:35\"> trillions\u00a0\u00a0and trillions of dollars off</subtitle>\n\n<subtitle id=\"0:34:38\"> almost no\u00a0\u00a0investment</subtitle>\n\n<subtitle id=\"0:34:41\"> get your head on straight\u00a0\u00a0invest</subtitle>\n\n<subtitle id=\"0:34:44\"> the right way ok</subtitle>\n\n<subtitle id=\"0:34:47\"> so let's quickly\u00a0\u00a0take</subtitle>\n\n<subtitle id=\"0:34:50\"> a look at a couple of these clothes\u00a0\u00a0here we take</subtitle>\n\n<subtitle id=\"0:34:53\"> a look at these any\u00a0\u00a0questions so far on this</subtitle>\n\n<subtitle id=\"0:34:56\"> claim this is\u00a0\u00a0not a rant because</subtitle>\n\n<subtitle id=\"0:34:59\"> I'm happy to justify\u00a0\u00a0anything that I've said</subtitle>\n\n<subtitle id=\"0:35:2\"> but I'm because\u00a0\u00a0this is an oral talk I'm</subtitle>\n\n<subtitle id=\"0:35:5\"> short\u00a0\u00a0circuiting and just making it as claims</subtitle>\n\n<subtitle id=\"0:35:8\">\u00a0\u00a0but I'm sure you'll trust what</subtitle>\n\n<subtitle id=\"0:35:11\"> I'm\u00a0\u00a0saying here so take</subtitle>\n\n<subtitle id=\"0:35:14\"> these four areas\u00a0\u00a0let's take a look</subtitle>\n\n<subtitle id=\"0:35:17\"> at jobs</subtitle>\n\n<subtitle id=\"0:35:20\"> coding for\u00a0\u00a0jobs so I got</subtitle>\n\n<subtitle id=\"0:35:23\"> my friend Vishal here and\u00a0\u00a0I happened</subtitle>\n\n<subtitle id=\"0:35:26\"> to know him very well I think\u00a0\u00a0we've</subtitle>\n\n<subtitle id=\"0:35:29\"> known each other for years right\u00a0\u00a0so</subtitle>\n\n<subtitle id=\"0:35:32\"> so I'm gonna put I'm gonna</subtitle>\n\n<subtitle id=\"0:35:35\"> put\u00a0\u00a0something into his mouth and let's see\u00a0\u00a0what</subtitle>\n\n<subtitle id=\"0:35:38\"> he says Vishal my</subtitle>\n\n<subtitle id=\"0:35:41\"> my screen Vishal\u00a0\u00a0says I don't want my</subtitle>\n\n<subtitle id=\"0:35:44\"> folks cold the code\u00a0\u00a0the old bad ways I want them</subtitle>\n\n<subtitle id=\"0:35:47\"> to know how\u00a0\u00a0to design and think is that reasonable</subtitle>\n\n<subtitle id=\"0:35:50\">\u00a0\u00a0100 percent right CEO of</subtitle>\n\n<subtitle id=\"0:35:53\"> a company that\u00a0\u00a0has a hundred and eighty thousand people\u00a0\u00a0and</subtitle>\n\n<subtitle id=\"0:35:56\"> it depends on programming</subtitle>\n\n<subtitle id=\"0:35:59\"> the\u00a0\u00a0problem is teaching people</subtitle>\n\n<subtitle id=\"0:36:2\"> to code in\u00a0\u00a0the way most of this is being done it's\u00a0\u00a0not</subtitle>\n\n<subtitle id=\"0:36:5\"> going to get you there it's just\u00a0\u00a0dicking around underneath</subtitle>\n\n<subtitle id=\"0:36:8\"> the threshold\u00a0\u00a0so for</subtitle>\n\n<subtitle id=\"0:36:11\"> even going to worry about jobs\u00a0\u00a0for three nanoseconds</subtitle>\n\n<subtitle id=\"0:36:14\"> we need something\u00a0\u00a0qualitatively different let's</subtitle>\n\n<subtitle id=\"0:36:17\"> take a\u00a0\u00a0look at next generation</subtitle>\n\n<subtitle id=\"0:36:20\"> there's so many\u00a0\u00a0things we could say here but one is</subtitle>\n\n<subtitle id=\"0:36:23\"> we\u00a0\u00a0have decided</subtitle>\n\n<subtitle id=\"0:36:26\"> in our society we're going\u00a0\u00a0to teach reading and writing to every\u00a0\u00a0child regardless</subtitle>\n\n<subtitle id=\"0:36:29\"> of whether they want to\u00a0\u00a0or not right</subtitle>\n\n<subtitle id=\"0:36:32\"> it is not their choice so\u00a0\u00a0this</subtitle>\n\n<subtitle id=\"0:36:35\"> violates Einstein who said love</subtitle>\n\n<subtitle id=\"0:36:38\"> is\u00a0\u00a0a better teacher than duty I</subtitle>\n\n<subtitle id=\"0:36:41\"> happen to\u00a0\u00a0agree with this idea</subtitle>\n\n<subtitle id=\"0:36:44\"> because I think\u00a0\u00a0it's the duty of</subtitle>\n\n<subtitle id=\"0:36:47\"> this society to do\u00a0\u00a0something about</subtitle>\n\n<subtitle id=\"0:36:50\"> instilling the strongest\u00a0\u00a0parts of</subtitle>\n\n<subtitle id=\"0:36:53\"> the culture in the next\u00a0\u00a0generation and so we're just taking</subtitle>\n\n<subtitle id=\"0:36:56\"> that\u00a0\u00a0even though in many ways it's going</subtitle>\n\n<subtitle id=\"0:36:59\"> to\u00a0\u00a0be problematic Thoreau has said without\u00a0\u00a0books</subtitle>\n\n<subtitle id=\"0:37:2\"> history is silent literature dumb\u00a0\u00a0science</subtitle>\n\n<subtitle id=\"0:37:5\"> crippled thought and speculation\u00a0\u00a0at a standstill</subtitle>\n\n<subtitle id=\"0:37:8\"> so</subtitle>\n\n<subtitle id=\"0:37:11\"> we're just doing it</subtitle>\n\n<subtitle id=\"0:37:17\">high school</subtitle>\n\n<subtitle id=\"0:37:20\"> is way too late I don't even\u00a0\u00a0know why you're bothering with it here</subtitle>\n\n<subtitle id=\"0:37:23\">\u00a0\u00a0period</subtitle>\n\n<subtitle id=\"0:37:26\"> this does I</subtitle>\n\n<subtitle id=\"0:37:29\"> mean it's okay if you\u00a0\u00a0got spare time</subtitle>\n\n<subtitle id=\"0:37:32\"> but if you're gonna take\u00a0\u00a0a subject</subtitle>\n\n<subtitle id=\"0:37:35\"> seriously like reading and\u00a0\u00a0writing</subtitle>\n\n<subtitle id=\"0:37:38\"> like thinking</subtitle>\n\n<subtitle id=\"0:37:41\"> and whatever the</subtitle>\n\n<subtitle id=\"0:37:44\">part that computing might have to play\u00a0\u00a0and thinking</subtitle>\n\n<subtitle id=\"0:37:47\"> in the future and I think\u00a0\u00a0it's a big part I'm</subtitle>\n\n<subtitle id=\"0:37:50\"> going to take it\u00a0\u00a0serious forget about high school</subtitle>\n\n<subtitle id=\"0:37:53\"> we're\u00a0\u00a0talking about something that</subtitle>\n\n<subtitle id=\"0:37:56\"> has to be\u00a0\u00a0begin early</subtitle>\n\n<subtitle id=\"0:37:59\"> and this</subtitle>\n\n<subtitle id=\"0:38:2\"> has been a tough\u00a0\u00a0sell because the way America</subtitle>\n\n<subtitle id=\"0:38:5\"> looks at it\u00a0\u00a0we have jobs problems and if we</subtitle>\n\n<subtitle id=\"0:38:8\">them you know we can get\u00a0\u00a0no</subtitle>\n\n<subtitle id=\"0:38:11\"> that's disaster that's like\u00a0\u00a0quarter-to-quarter</subtitle>\n\n<subtitle id=\"0:38:14\"> thinking done on a\u00a0\u00a0national scale it</subtitle>\n\n<subtitle id=\"0:38:17\"> is just bad so</subtitle>\n\n<subtitle id=\"0:38:20\"> we have\u00a0\u00a0to think earlier now if</subtitle>\n\n<subtitle id=\"0:38:23\"> you have good\u00a0\u00a0thoughts for children</subtitle>\n\n<subtitle id=\"0:38:26\"> an interesting\u00a0\u00a0thing is that those are not</subtitle>\n\n<subtitle id=\"0:38:29\"> pet for\u00a0\u00a0tossing</subtitle>\n\n<subtitle id=\"0:38:32\"> into high school as long as you\u00a0\u00a0don't take them too seriously\u00a0\u00a0like</subtitle>\n\n<subtitle id=\"0:38:35\"> the user-interface that everybody\u00a0\u00a0uses it today</subtitle>\n\n<subtitle id=\"0:38:38\"> the GUI that was my\u00a0\u00a0invention and I originally</subtitle>\n\n<subtitle id=\"0:38:41\">for children and I designed it that way\u00a0\u00a0because</subtitle>\n\n<subtitle id=\"0:38:44\"> we had far more important things\u00a0\u00a0that we wanted them to learn that</subtitle>\n\n<subtitle id=\"0:38:47\">interface is not a good user interface\u00a0\u00a0for adults</subtitle>\n\n<subtitle id=\"0:38:50\"> but in fact it's the</subtitle>\n\n<subtitle id=\"0:38:53\"> one that\u00a0\u00a0adults wound up using because we</subtitle>\n\n<subtitle id=\"0:38:56\"> made it\u00a0\u00a0easier for children to learn same thing</subtitle>\n\n<subtitle id=\"0:38:59\">the iPad the iPad is good for two year\u00a0\u00a0olds and ninety two</subtitle>\n\n<subtitle id=\"0:39:2\">in between\u00a0\u00a0it's</subtitle>\n\n<subtitle id=\"0:39:5\"> a terrible user interface and\u00a0\u00a0hardly anybody knows it</subtitle>\n\n<subtitle id=\"0:39:8\">\u00a0\u00a0think about it and Apple finally\u00a0\u00a0realized</subtitle>\n\n<subtitle id=\"0:39:11\"> oh maybe we should put</subtitle>\n\n<subtitle id=\"0:39:14\">ools in there like maybe a pencil maybe\u00a0\u00a0a keyboard</subtitle>\n\n<subtitle id=\"0:39:17\"> reminds me of a idea</subtitle>\n\n<subtitle id=\"0:39:20\"> from the\u00a0\u00a060s they'll</subtitle>\n\n<subtitle id=\"0:39:23\"> get there eventually okay</subtitle>\n\n<subtitle id=\"0:39:26\"> so\u00a0\u00a0the relationship</subtitle>\n\n<subtitle id=\"0:39:29\"> here with what vishal\u00a0\u00a0wants</subtitle>\n\n<subtitle id=\"0:39:32\"> we have to take a bit of a long\u00a0\u00a0view it's not I</subtitle>\n\n<subtitle id=\"0:39:35\"> mean K through 12 is 13\u00a0\u00a0years how long</subtitle>\n\n<subtitle id=\"0:39:38\"> is how long does it take\u00a0\u00a0to even get going how long does it take</subtitle>\n\n<subtitle id=\"0:39:41\">\u00a0\u00a0to deploy that's what</subtitle>\n\n<subtitle id=\"0:39:44\"> we have to be\u00a0\u00a0thinking about</subtitle>\n\n<subtitle id=\"0:39:47\"> five years from now\u00a0\u00a0today's</subtitle>\n\n<subtitle id=\"0:39:50\"> kindergartners will be in fifth\u00a0\u00a0grade and we know a lot about</subtitle>\n\n<subtitle id=\"0:39:53\"> what to do\u00a0\u00a0with fifth graders and we know a bit</subtitle>\n\n<subtitle id=\"0:39:56\">\u00a0\u00a0about what to do with younger children\u00a0\u00a0the</subtitle>\n\n<subtitle id=\"0:39:59\"> logistics are enormous for</subtitle>\n\n<subtitle id=\"0:40:2\"> doing any\u00a0\u00a0kind of deployment we'll</subtitle>\n\n<subtitle id=\"0:40:5\"> talk about that\u00a0\u00a0on a bit</subtitle>\n\n<subtitle id=\"0:40:8\"> biggest barrier for children</subtitle>\n\n<subtitle id=\"0:40:11\">\u00a0\u00a0all the adults around them</subtitle>\n\n<subtitle id=\"0:40:14\">this</subtitle>\n\n<subtitle id=\"0:40:17\"> this happens to be a</subtitle>\n\n<subtitle id=\"0:40:20\"> it's a\u00a0\u00a0parliament in a country</subtitle>\n\n<subtitle id=\"0:40:23\"> we regard as\u00a0\u00a0eminently civilized</subtitle>\n\n<subtitle id=\"0:40:26\"> this on this\u00a0\u00a0particular day</subtitle>\n\n<subtitle id=\"0:40:29\"> they lost it and it\u00a0\u00a0wasn't the only time</subtitle>\n\n<subtitle id=\"0:40:32\"> but that's not\u00a0\u00a0that's</subtitle>\n\n<subtitle id=\"0:40:35\"> just the symptom the</subtitle>\n\n<subtitle id=\"0:40:38\"> problem is\u00a0\u00a0because</subtitle>\n\n<subtitle id=\"0:40:41\"> adults are trying to\u00a0\u00a0recapitulate the children</subtitle>\n\n<subtitle id=\"0:40:44\"> into\u00a0\u00a0themselves if they aren't</subtitle>\n\n<subtitle id=\"0:40:47\"> at the\u00a0\u00a0tippy-top of the of</subtitle>\n\n<subtitle id=\"0:40:50\"> the century that\u00a0\u00a0they're living in they're recapitulating</subtitle>\n\n<subtitle id=\"0:40:53\">\u00a0\u00a0children into the past this is</subtitle>\n\n<subtitle id=\"0:40:56\">the Montessori pointed out in her first\u00a0\u00a0book she said</subtitle>\n\n<subtitle id=\"0:40:59\"> the biggest problem\u00a0\u00a0she</subtitle>\n\n<subtitle id=\"0:41:2\"> said children are driven by nature\u00a0\u00a0to</subtitle>\n\n<subtitle id=\"0:41:5\"> learn the environment around them\u00a0\u00a0they don't know where they're being born</subtitle>\n\n<subtitle id=\"0:41:8\">into by the way she was the one of the\u00a0\u00a0top three people</subtitle>\n\n<subtitle id=\"0:41:11\"> in anthropology in in</subtitle>\n\n<subtitle id=\"0:41:14\">\u00a0\u00a0Italy</subtitle>\n\n<subtitle id=\"0:41:17\"> at this</subtitle>\n\n<subtitle id=\"0:41:20\"> urged today digress and\u00a0\u00a0this is a good story\u00a0\u00a0so</subtitle>\n\n<subtitle id=\"0:41:23\"> Montessori undergraduate degree was\u00a0\u00a0in</subtitle>\n\n<subtitle id=\"0:41:26\"> engineering that's</subtitle>\n\n<subtitle id=\"0:41:29\"> what she wanted to\u00a0\u00a0get a PhD in they wouldn't let her</subtitle>\n\n<subtitle id=\"0:41:32\"> this\u00a0\u00a0is 19th century Italy and</subtitle>\n\n<subtitle id=\"0:41:35\"> so she put up\u00a0\u00a0a fuss and finally</subtitle>\n\n<subtitle id=\"0:41:38\"> the University of\u00a0\u00a0Rome said they'd admit her for a medical</subtitle>\n\n<subtitle id=\"0:41:41\">degree if she could pass this test they\u00a0\u00a0were sure she couldn't</subtitle>\n\n<subtitle id=\"0:41:44\"> pass but think\u00a0\u00a0about Maria Montessori she was just much</subtitle>\n\n<subtitle id=\"0:41:47\">\u00a0\u00a0much smarter than any of us in this room\u00a0\u00a0she</subtitle>\n\n<subtitle id=\"0:41:50\"> was a first-class intellect she aced</subtitle>\n\n<subtitle id=\"0:41:53\">this test and became the first woman\u00a0\u00a0physician</subtitle>\n\n<subtitle id=\"0:41:56\"> in Italy and</subtitle>\n\n<subtitle id=\"0:41:59\"> not having had a\u00a0\u00a0calling for it she decided</subtitle>\n\n<subtitle id=\"0:42:2\">medicine and it was through the slum\u00a0\u00a0medicine that she</subtitle>\n\n<subtitle id=\"0:42:5\"> saw the children she\u00a0\u00a0started picking up ideas for them</subtitle>\n\n<subtitle id=\"0:42:8\">eanwhile she was studying anthropology\u00a0\u00a0and the</subtitle>\n\n<subtitle id=\"0:42:11\"> number one principle she had is\u00a0\u00a0children</subtitle>\n\n<subtitle id=\"0:42:14\"> don't know what society they're\u00a0\u00a0being born</subtitle>\n\n<subtitle id=\"0:42:17\"> into and yet they learn it\u00a0\u00a0therefore</subtitle>\n\n<subtitle id=\"0:42:20\"> we need to set up the society\u00a0\u00a0we</subtitle>\n\n<subtitle id=\"0:42:23\"> want them to acclimate to and</subtitle>\n\n<subtitle id=\"0:42:26\"> if we\u00a0\u00a0can't do it in home then we should you</subtitle>\n\n<subtitle id=\"0:42:29\">make\u00a0\u00a0Google embody the idea it's not a\u00a0\u00a0question of</subtitle>\n\n<subtitle id=\"0:42:32\"> telling the children about\u00a0\u00a0the century</subtitle>\n\n<subtitle id=\"0:42:35\">question of putting them in this entry\u00a0\u00a0instead</subtitle>\n\n<subtitle id=\"0:42:38\"> of living land this is an idea\u00a0\u00a0that Seymour Papert use</subtitle>\n\n<subtitle id=\"0:42:41\"> very strong in\u00a0\u00a0his metaphor for math land</subtitle>\n\n<subtitle id=\"0:42:44\"> want to go\u00a0\u00a0learn French go to France want</subtitle>\n\n<subtitle id=\"0:42:47\"> to go\u00a0\u00a0learn math go to a math land except</subtitle>\n\n<subtitle id=\"0:42:50\"> we\u00a0\u00a0don't have a math land make what</subtitle>\n\n<subtitle id=\"0:42:53\"> so</subtitle>\n\n<subtitle id=\"0:42:56\">is a big idea and I think this is the\u00a0\u00a0number one thing</subtitle>\n\n<subtitle id=\"0:42:59\"> that should be thought\u00a0\u00a0about if we're doing design this\u00a0\u00a0afternoon</subtitle>\n\n<subtitle id=\"0:43:2\"> is this idea of hey what</subtitle>\n\n<subtitle id=\"0:43:5\">children were brought up in the future\u00a0\u00a0there are some interesting</subtitle>\n\n<subtitle id=\"0:43:8\"> efforts</subtitle>\n\n<subtitle id=\"0:43:11\"> there\u00a0\u00a0was an extended Montessori</subtitle>\n\n<subtitle id=\"0:43:14\"> effort done\u00a0\u00a0by the</subtitle>\n\n<subtitle id=\"0:43:17\"> British between the two world</subtitle>\n\n<subtitle id=\"0:43:20\">wars called the British infant school\u00a0\u00a0system anybody here</subtitle>\n\n<subtitle id=\"0:43:23\"> ever hear of that\u00a0\u00a0yeah so</subtitle>\n\n<subtitle id=\"0:43:26\"> this is so basically the\u00a0\u00a0reasoning there was we created</subtitle>\n\n<subtitle id=\"0:43:29\"> the\u00a0\u00a0stewards of the British Empire</subtitle>\n\n<subtitle id=\"0:43:32\"> in the\u00a0\u00a0boarding schools Eton</subtitle>\n\n<subtitle id=\"0:43:35\"> and Harrow we took\u00a0\u00a0the children away from this plate</subtitle>\n\n<subtitle id=\"0:43:38\"> of\u00a0\u00a0Plato's Republic 101 right take the\u00a0\u00a0children</subtitle>\n\n<subtitle id=\"0:43:41\"> away from their parents train\u00a0\u00a0them make them</subtitle>\n\n<subtitle id=\"0:43:44\"> into the kind of Brits</subtitle>\n\n<subtitle id=\"0:43:47\">\u00a0\u00a0the official Brit that's the job of</subtitle>\n\n<subtitle id=\"0:43:50\"> Eton\u00a0\u00a0and Harrow we'll create all</subtitle>\n\n<subtitle id=\"0:43:53\"> these\u00a0\u00a0administrators and the Reformers</subtitle>\n\n<subtitle id=\"0:43:56\"> in the\u00a0\u00a020s said yeah that's a really good</subtitle>\n\n<subtitle id=\"0:43:59\"> idea\u00a0\u00a0we can't build</subtitle>\n\n<subtitle id=\"0:44:2\"> such schools for the\u00a0\u00a0working class</subtitle>\n\n<subtitle id=\"0:44:5\"> but what we can do is take\u00a0\u00a0the children away from their parents for</subtitle>\n\n<subtitle id=\"0:44:8\">all of their waking hours this is the\u00a0\u00a0British infant school</subtitle>\n\n<subtitle id=\"0:44:11\"> system they fed\u00a0\u00a0them children were in these schools</subtitle>\n\n<subtitle id=\"0:44:14\"> for\u00a0\u00a0about 12 hours a day and what</subtitle>\n\n<subtitle id=\"0:44:17\"> they did\u00a0\u00a0was to extend Montessori ideas in</subtitle>\n\n<subtitle id=\"0:44:20\">very powerful ways so if you're\u00a0\u00a0interested in this</subtitle>\n\n<subtitle id=\"0:44:23\"> way of see</subtitle>\n\n<subtitle id=\"0:44:26\"> everybody\u00a0\u00a0gets that</subtitle>\n\n<subtitle id=\"0:44:29\"> this is one of the ways you\u00a0\u00a0get people to want what they need</subtitle>\n\n<subtitle id=\"0:44:32\"> right\u00a0\u00a0because</subtitle>\n\n<subtitle id=\"0:44:35\"> we don't think about whether we\u00a0\u00a0want to learn our culture</subtitle>\n\n<subtitle id=\"0:44:38\">\u00a0\u00a0we just learn</subtitle>\n\n<subtitle id=\"0:44:41\"> it nobody</subtitle>\n\n<subtitle id=\"0:44:44\"> tells we're in\u00a0\u00a0this thing it's</subtitle>\n\n<subtitle id=\"0:44:47\"> seamless</subtitle>\n\n<subtitle id=\"0:44:50\"> Steve</subtitle>\n\n<subtitle id=\"0:44:53\"> Jobs this\u00a0\u00a0is</subtitle>\n\n<subtitle id=\"0:44:56\"> his big brother photograph from 1984</subtitle>\n\n<subtitle id=\"0:44:59\">everybody should learn how to code it\u00a0\u00a0teaches you how to think</subtitle>\n\n<subtitle id=\"0:45:2\"> well teaching\u00a0\u00a0you how to think badly</subtitle>\n\n<subtitle id=\"0:45:5\"> this is I mean</subtitle>\n\n<subtitle id=\"0:45:8\">\u00a0\u00a0Steve didn't even code so</subtitle>\n\n<subtitle id=\"0:45:11\"> yeah no idea</subtitle>\n\n<subtitle id=\"0:45:14\">what he was taught this is just complete\u00a0\u00a0bullshit</subtitle>\n\n<subtitle id=\"0:45:17\"> and</subtitle>\n\n<subtitle id=\"0:45:20\"> just empirically if you\u00a0\u00a0look at</subtitle>\n\n<subtitle id=\"0:45:23\"> where maybe</subtitle>\n\n<subtitle id=\"0:45:26\">anecdotally but it'd be great to do you\u00a0\u00a0know just look</subtitle>\n\n<subtitle id=\"0:45:29\"> at the last 300</subtitle>\n\n<subtitle id=\"0:45:32\"> computer\u00a0\u00a0people you looked at and</subtitle>\n\n<subtitle id=\"0:45:35\"> maybe\u00a0\u00a0encountered on the internet or</subtitle>\n\n<subtitle id=\"0:45:38\">and there's no evidence that they can\u00a0\u00a0think at all</subtitle>\n\n<subtitle id=\"0:45:41\"> they can do a few little\u00a0\u00a0things but in fact</subtitle>\n\n<subtitle id=\"0:45:44\"> they don't even know\u00a0\u00a0what thinking is because thinking</subtitle>\n\n<subtitle id=\"0:45:47\"> is not\u00a0\u00a0actually</subtitle>\n\n<subtitle id=\"0:45:50\"> logic that</subtitle>\n\n<subtitle id=\"0:45:53\"> was the mistake that\u00a0\u00a0the Greeks made and that was the mistake</subtitle>\n\n<subtitle id=\"0:45:56\">\u00a0\u00a0that st. Thomas Aquinas made was the\u00a0\u00a0major</subtitle>\n\n<subtitle id=\"0:45:59\"> mistake of Middle Ages it was also\u00a0\u00a0the major mistake</subtitle>\n\n<subtitle id=\"0:46:2\"> of post-modernism that\u00a0\u00a0isn't what it is</subtitle>\n\n<subtitle id=\"0:46:5\"></subtitle>\n\n<subtitle id=\"0:46:8\"> so</subtitle>\n\n<subtitle id=\"0:46:11\">programming but it's for different\u00a0\u00a0bigger more</subtitle>\n\n<subtitle id=\"0:46:14\"> important reasons</subtitle>\n\n<subtitle id=\"0:46:17\"> but don't\u00a0\u00a0don't be led astray just because</subtitle>\n\n<subtitle id=\"0:46:20\">guy was successful in the pop culture I\u00a0\u00a0knew</subtitle>\n\n<subtitle id=\"0:46:23\"> him very well Steve and I were\u00a0\u00a0friends to the extent that he</subtitle>\n\n<subtitle id=\"0:46:26\"> could have\u00a0\u00a0a friend I was the guy</subtitle>\n\n<subtitle id=\"0:46:29\"> who set up the\u00a0\u00a0Pixar deal for him besides having</subtitle>\n\n<subtitle id=\"0:46:32\"> a fair\u00a0\u00a0amount to do with the Mac</subtitle>\n\n<subtitle id=\"0:46:35\">very well\u00a0\u00a0he's</subtitle>\n\n<subtitle id=\"0:46:38\"> one of the great salesmen of all\u00a0\u00a0times</subtitle>\n\n<subtitle id=\"0:46:41\"> okay so</subtitle>\n\n<subtitle id=\"0:46:44\">\u00a0\u00a0citizenship so</subtitle>\n\n<subtitle id=\"0:46:47\"> the simple one here I\u00a0\u00a0think is just</subtitle>\n\n<subtitle id=\"0:46:50\"> Jefferson's</subtitle>\n\n<subtitle id=\"0:46:53\"> basically the\u00a0\u00a0path the ultimate powers reside</subtitle>\n\n<subtitle id=\"0:46:56\">people if we think them not alight did\u00a0\u00a0not let's not take it away</subtitle>\n\n<subtitle id=\"0:46:59\"> from them but\u00a0\u00a0you better inform their discretion\u00a0\u00a0through</subtitle>\n\n<subtitle id=\"0:47:2\"> education period that is why\u00a0\u00a0public education is set</subtitle>\n\n<subtitle id=\"0:47:5\"> up in this\u00a0\u00a0country I'm not going to be labor at\u00a0\u00a0this point</subtitle>\n\n<subtitle id=\"0:47:8\"> but you could hardly find\u00a0\u00a0that this is the fact when</subtitle>\n\n<subtitle id=\"0:47:11\"> you go to any\u00a0\u00a0school they</subtitle>\n\n<subtitle id=\"0:47:14\"> teach dates here and there\u00a0\u00a0but I've</subtitle>\n\n<subtitle id=\"0:47:17\"> never found a public school\u00a0\u00a0that actually teaches the children</subtitle>\n\n<subtitle id=\"0:47:20\"> how\u00a0\u00a0the country works what was the</subtitle>\n\n<subtitle id=\"0:47:23\"> whole\u00a0\u00a0point of setting it up that particular\u00a0\u00a0way</subtitle>\n\n<subtitle id=\"0:47:26\"> and why has it worked as well as it\u00a0\u00a0has</subtitle>\n\n<subtitle id=\"0:47:29\"> so the question here</subtitle>\n\n<subtitle id=\"0:47:32\"> is we have to\u00a0\u00a0ask what is enlightened enough mean for\u00a0\u00a0this</subtitle>\n\n<subtitle id=\"0:47:35\"> century what does that mean</subtitle>\n\n<subtitle id=\"0:47:38\"> now I'm\u00a0\u00a0just pointing this out because if we\u00a0\u00a0don't</subtitle>\n\n<subtitle id=\"0:47:41\"> take care of things like this it's\u00a0\u00a0moot</subtitle>\n\n<subtitle id=\"0:47:44\"> whether children learn how to\u00a0\u00a0program regardless of</subtitle>\n\n<subtitle id=\"0:47:47\"> whether it's we\u00a0\u00a0have perfect participation by every</subtitle>\n\n<subtitle id=\"0:47:50\">ethnic group and every gender and every\u00a0\u00a0it's</subtitle>\n\n<subtitle id=\"0:47:53\"> this moot we have to take</subtitle>\n\n<subtitle id=\"0:47:56\"> care of\u00a0\u00a0the larger ideas and education</subtitle>\n\n<subtitle id=\"0:47:59\">\u00a0\u00a0okay so richness so</subtitle>\n\n<subtitle id=\"0:48:2\"> this</subtitle>\n\n<subtitle id=\"0:48:5\"> is a diagram I\u00a0\u00a0like that we</subtitle>\n\n<subtitle id=\"0:48:8\"> have the systems of the\u00a0\u00a0natural world we have the social systems\u00a0\u00a0we</subtitle>\n\n<subtitle id=\"0:48:11\"> have technological systems and we\u00a0\u00a0have ourselves as many</subtitle>\n\n<subtitle id=\"0:48:14\"> systems and\u00a0\u00a0richness</subtitle>\n\n<subtitle id=\"0:48:17\"> for most people comes out of\u00a0\u00a0different aspects of</subtitle>\n\n<subtitle id=\"0:48:20\"> this we could also\u00a0\u00a0turn it around and</subtitle>\n\n<subtitle id=\"0:48:23\">going to do an education for the 21st\u00a0\u00a0century it</subtitle>\n\n<subtitle id=\"0:48:26\"> is precisely this that we\u00a0\u00a0should</subtitle>\n\n<subtitle id=\"0:48:29\"> look at and by the way there's an\u00a0\u00a0underlying unifying</subtitle>\n\n<subtitle id=\"0:48:32\"> way of thinking\u00a0\u00a0about things and that</subtitle>\n\n<subtitle id=\"0:48:35\"> is as terms of\u00a0\u00a0systems these things are abstractly</subtitle>\n\n<subtitle id=\"0:48:38\">similar as systems even though they\u00a0\u00a0ramify</subtitle>\n\n<subtitle id=\"0:48:41\"> in many different ways\u00a0\u00a0that could be a different way</subtitle>\n\n<subtitle id=\"0:48:44\"> of getting\u00a0\u00a0rid of the stovepiping</subtitle>\n\n<subtitle id=\"0:48:47\"> that education is\u00a0\u00a0mired in</subtitle>\n\n<subtitle id=\"0:48:50\"> right now okay so we need to</subtitle>\n\n<subtitle id=\"0:48:53\">deal with the ineffable and so this\u00a0\u00a0whole passel</subtitle>\n\n<subtitle id=\"0:48:56\"> of things\u00a0\u00a0is kind of a minimum</subtitle>\n\n<subtitle id=\"0:48:59\"> set I could come up\u00a0\u00a0with it would fit into 10 or</subtitle>\n\n<subtitle id=\"0:49:2\"> 15 minutes\u00a0\u00a0as part of this talk that</subtitle>\n\n<subtitle id=\"0:49:5\"> needs to be\u00a0\u00a0kind of thought about when you're trying\u00a0\u00a0to think</subtitle>\n\n<subtitle id=\"0:49:8\"> about something you want every\u00a0\u00a0child to learn</subtitle>\n\n<subtitle id=\"0:49:11\"></subtitle>\n\n<subtitle id=\"0:49:14\"> and maybe you start with\u00a0\u00a0the children go</subtitle>\n\n<subtitle id=\"0:49:17\"> to richness come back on\u00a0\u00a0citizenship maybe</subtitle>\n\n<subtitle id=\"0:49:20\"> you start with\u00a0\u00a0richness go to the children come over</subtitle>\n\n<subtitle id=\"0:49:23\"> to\u00a0\u00a0citizenship in all cases jobs</subtitle>\n\n<subtitle id=\"0:49:26\"> winds up\u00a0\u00a0being the last thing because</subtitle>\n\n<subtitle id=\"0:49:29\"> jobs come\u00a0\u00a0primarily out of</subtitle>\n\n<subtitle id=\"0:49:32\"> having wealth to do\u00a0\u00a0something</subtitle>\n\n<subtitle id=\"0:49:35\"> with and wealth here I mean is\u00a0\u00a0the potential</subtitle>\n\n<subtitle id=\"0:49:38\"> wealth is like having\u00a0\u00a0energy resources</subtitle>\n\n<subtitle id=\"0:49:41\"> wealth is like\u00a0\u00a0inventing personal computing</subtitle>\n\n<subtitle id=\"0:49:44\"> and then in\u00a0\u00a0the internet these are the potential for</subtitle>\n\n<subtitle id=\"0:49:47\">doing things those are the things that\u00a0\u00a0have to be invented</subtitle>\n\n<subtitle id=\"0:49:50\"> okay so mr. Spock\u00a0\u00a0here\u00a0\u00a0is</subtitle>\n\n<subtitle id=\"0:49:53\"> always shocked when anybody</subtitle>\n\n<subtitle id=\"0:49:56\"> pays any\u00a0\u00a0attention to human beings especially</subtitle>\n\n<subtitle id=\"0:49:59\">\u00a0\u00a0technical people so</subtitle>\n\n<subtitle id=\"0:50:2\"> here's a couple of\u00a0\u00a0ideas simple</subtitle>\n\n<subtitle id=\"0:50:5\"> metaphor from the 19th\u00a0\u00a0century about human</subtitle>\n\n<subtitle id=\"0:50:8\"> memory it's like an\u00a0\u00a0erosion gully water</subtitle>\n\n<subtitle id=\"0:50:11\"> comes down in some\u00a0\u00a0random place if it gets</subtitle>\n\n<subtitle id=\"0:50:14\">that channel is a little more efficient\u00a0\u00a0pretty</subtitle>\n\n<subtitle id=\"0:50:17\"> soon you've got one of these and\u00a0\u00a0then pretty soon you've got the</subtitle>\n\n<subtitle id=\"0:50:20\"> Grand\u00a0\u00a0Canyon is an erosion gully if</subtitle>\n\n<subtitle id=\"0:50:23\"> you've\u00a0\u00a0ever been there it's a hell of a one and\u00a0\u00a0in</subtitle>\n\n<subtitle id=\"0:50:26\"> fact when you're in here</subtitle>\n\n<subtitle id=\"0:50:29\"> it's hard to\u00a0\u00a0even imagine that you could</subtitle>\n\n<subtitle id=\"0:50:32\"> get out I\u00a0\u00a0suppose you were born in there</subtitle>\n\n<subtitle id=\"0:50:35\"> you might\u00a0\u00a0not even know that this is sort</subtitle>\n\n<subtitle id=\"0:50:38\"> of\u00a0\u00a0pinkish it's the only color there</subtitle>\n\n<subtitle id=\"0:50:41\"> is so\u00a0\u00a0this is a way of thinking</subtitle>\n\n<subtitle id=\"0:50:44\">context that we like to call reality\u00a0\u00a0we're</subtitle>\n\n<subtitle id=\"0:50:47\"> just in an erosion gully the\u00a0\u00a0reason</subtitle>\n\n<subtitle id=\"0:50:50\"> we fight everybody else in the\u00a0\u00a0world is they're in a different inner\u00a0\u00a0ocean gully</subtitle>\n\n<subtitle id=\"0:50:53\"> none of these things are\u00a0\u00a0real they're</subtitle>\n\n<subtitle id=\"0:50:56\"> all made up of stories and\u00a0\u00a0beliefs</subtitle>\n\n<subtitle id=\"0:50:59\"> so here's a thing that's fun if</subtitle>\n\n<subtitle id=\"0:51:2\">we had time we could do a few more of\u00a0\u00a0them but</subtitle>\n\n<subtitle id=\"0:51:5\"> quarters\u00a0\u00a0I like</subtitle>\n\n<subtitle id=\"0:51:8\"> oranges</subtitle>\n\n<subtitle id=\"0:51:11\"> whole one so it's twice\u00a0\u00a0as far away as</subtitle>\n\n<subtitle id=\"0:51:14\"> the other and on a retina</subtitle>\n\n<subtitle id=\"0:51:17\">\u00a0\u00a0as they</subtitle>\n\n<subtitle id=\"0:51:20\"> cart found out the cart found\u00a0\u00a0out</subtitle>\n\n<subtitle id=\"0:51:23\"> by getting an ox eye and peeling the\u00a0\u00a0back off and that great</subtitle>\n\n<subtitle id=\"0:51:26\"> the ox was dead\u00a0\u00a0but</subtitle>\n\n<subtitle id=\"0:51:29\"> he was curious as to whether a\u00a0\u00a0biological lens</subtitle>\n\n<subtitle id=\"0:51:32\"> worked like a glass one\u00a0\u00a0and it did</subtitle>\n\n<subtitle id=\"0:51:35\"> so the one that's twice as\u00a0\u00a0far away comes</subtitle>\n\n<subtitle id=\"0:51:38\"> out half the size we\u00a0\u00a0can't see it that</subtitle>\n\n<subtitle id=\"0:51:41\"> way because we've got\u00a0\u00a0this pachinko</subtitle>\n\n<subtitle id=\"0:51:44\"> machine called the brain\u00a0\u00a0the</subtitle>\n\n<subtitle id=\"0:51:47\"> processes that the brain give rise\u00a0\u00a0to some of them</subtitle>\n\n<subtitle id=\"0:51:50\"> we can call our beliefs\u00a0\u00a0this big pink thing it's like the</subtitle>\n\n<subtitle id=\"0:51:53\"> Grand\u00a0\u00a0Canyon and we've got a real-time</subtitle>\n\n<subtitle id=\"0:51:56\"> version\u00a0\u00a0of it called the waking dream and</subtitle>\n\n<subtitle id=\"0:51:59\"> as our\u00a0\u00a0neuro folks here will say</subtitle>\n\n<subtitle id=\"0:52:2\"> yeah the\u00a0\u00a0difference between the waking dream and\u00a0\u00a0the sleeping</subtitle>\n\n<subtitle id=\"0:52:5\"> dream has a lot to do with\u00a0\u00a0just being</subtitle>\n\n<subtitle id=\"0:52:8\"> able to check out references\u00a0\u00a0every</subtitle>\n\n<subtitle id=\"0:52:11\"> few seconds right isolation tanks\u00a0\u00a0are</subtitle>\n\n<subtitle id=\"0:52:14\"> making a comeback if you have never\u00a0\u00a0tried</subtitle>\n\n<subtitle id=\"0:52:17\"> one this is a thing from the 60s\u00a0\u00a0you put</subtitle>\n\n<subtitle id=\"0:52:20\"> on a wetsuit you're in a blood\u00a0\u00a0temperature</subtitle>\n\n<subtitle id=\"0:52:23\"> high saline bath plugged</subtitle>\n\n<subtitle id=\"0:52:26\">\u00a0\u00a0ears plugged eyes you can't feel a thing\u00a0\u00a0you</subtitle>\n\n<subtitle id=\"0:52:29\"> can't hear a thing about ten</subtitle>\n\n<subtitle id=\"0:52:32\"> minutes\u00a0\u00a0you start going on an LSD trip except\u00a0\u00a0you don't need</subtitle>\n\n<subtitle id=\"0:52:35\"> any LSD because</subtitle>\n\n<subtitle id=\"0:52:38\"> the\u00a0\u00a0references that</subtitle>\n\n<subtitle id=\"0:52:41\"> are normally used here\u00a0\u00a0to keep this waking dream were less on</subtitle>\n\n<subtitle id=\"0:52:44\">\u00a0\u00a0track are no longer there and you start\u00a0\u00a0generating</subtitle>\n\n<subtitle id=\"0:52:47\"> even while you're awake\u00a0\u00a0everybody should do this</subtitle>\n\n<subtitle id=\"0:52:50\"> so what happens\u00a0\u00a0with the quarters</subtitle>\n\n<subtitle id=\"0:52:53\"> is we believe that\u00a0\u00a0they</subtitle>\n\n<subtitle id=\"0:52:56\"> are the same size and the</subtitle>\n\n<subtitle id=\"0:52:59\">combination of that with what we get\u00a0\u00a0from our retina</subtitle>\n\n<subtitle id=\"0:53:2\"> interestingly enough our\u00a0\u00a0retina doesn't</subtitle>\n\n<subtitle id=\"0:53:5\"> win our beliefs Trump the\u00a0\u00a0thing and</subtitle>\n\n<subtitle id=\"0:53:8\"> the further away guys about\u00a0\u00a080% to size subjectively</subtitle>\n\n<subtitle id=\"0:53:11\"> this is called\u00a0\u00a0size constancy</subtitle>\n\n<subtitle id=\"0:53:14\">\u00a0\u00a0it's one of many many illusions</subtitle>\n\n<subtitle id=\"0:53:17\">how to the extent that we are\u00a0\u00a0disconnected</subtitle>\n\n<subtitle id=\"0:53:20\">\u00a0\u00a0actually from what our senses</subtitle>\n\n<subtitle id=\"0:53:23\"> McLuhan\u00a0\u00a0said until I believe it I can't</subtitle>\n\n<subtitle id=\"0:53:26\"> see it\u00a0\u00a0that's a good one</subtitle>\n\n<subtitle id=\"0:53:29\"> and Vishal's</subtitle>\n\n<subtitle id=\"0:53:32\"> favors we\u00a0\u00a0cannot learn to see until we admit we\u00a0\u00a0are blind</subtitle>\n\n<subtitle id=\"0:53:35\"> that's what happened when we\u00a0\u00a0invented science</subtitle>\n\n<subtitle id=\"0:53:38\"> that was the first time\u00a0\u00a0the human race really admitted that</subtitle>\n\n<subtitle id=\"0:53:41\"> it's\u00a0\u00a0common sense ways of dealing with the\u00a0\u00a0world</subtitle>\n\n<subtitle id=\"0:53:44\"> as what it seems were not valid</subtitle>\n\n<subtitle id=\"0:53:47\"> so\u00a0\u00a0you have to do some work to get</subtitle>\n\n<subtitle id=\"0:53:50\">his so here's something it happened\u00a0\u00a0right outside my hotel</subtitle>\n\n<subtitle id=\"0:53:53\"> room in May there</subtitle>\n\n<subtitle id=\"0:53:56\">\u00a0\u00a0was a guy with a hammer and</subtitle>\n\n<subtitle id=\"0:53:59\"> you'd attack</subtitle>\n\n<subtitle id=\"0:54:2\">some people the day before\u00a0\u00a0further</subtitle>\n\n<subtitle id=\"0:54:5\"> south this is like 8th Avenue</subtitle>\n\n<subtitle id=\"0:54:8\">\u00a0\u00a0and 43rd Street and</subtitle>\n\n<subtitle id=\"0:54:11\"> here's what people\u00a0\u00a0who</subtitle>\n\n<subtitle id=\"0:54:14\"> saw this attacked said oh mrs.\u00a0\u00a0O'Grady</subtitle>\n\n<subtitle id=\"0:54:17\"> said he was in flight when he</subtitle>\n\n<subtitle id=\"0:54:20\">was shot he looked like he was trying to\u00a0\u00a0get away from the officers we've</subtitle>\n\n<subtitle id=\"0:54:23\"> heard\u00a0\u00a0that recently and other incidents</subtitle>\n\n<subtitle id=\"0:54:26\"> ms</subtitle>\n\n<subtitle id=\"0:54:29\">\u00a0\u00a0khalsa said and I'm sorry maybe I'm\u00a0\u00a0crazy but</subtitle>\n\n<subtitle id=\"0:54:32\"> I saw a man who is handcuffed\u00a0\u00a0being shot</subtitle>\n\n<subtitle id=\"0:54:35\"> so this is seconds</subtitle>\n\n<subtitle id=\"0:54:38\"> after this\u00a0\u00a0incident now fortunately</subtitle>\n\n<subtitle id=\"0:54:41\"> I heard the\u00a0\u00a0shots I was</subtitle>\n\n<subtitle id=\"0:54:44\"> in my hotel room fortunately</subtitle>\n\n<subtitle id=\"0:54:47\">\u00a0\u00a0they had a camera surveillance camera so\u00a0\u00a0here's</subtitle>\n\n<subtitle id=\"0:54:50\"> what the surveillance camera take\u00a0\u00a0a look at the upper right hand corner</subtitle>\n\n<subtitle id=\"0:54:59\">there's the</subtitle>\n\n<subtitle id=\"0:55:2\"> guy chasing the female cop\u00a0\u00a0there's</subtitle>\n\n<subtitle id=\"0:55:5\"> the male cop shooting him wasn't</subtitle>\n\n<subtitle id=\"0:55:8\">\u00a0\u00a0handcuffed he wasn't running away wasn't</subtitle>\n\n<subtitle id=\"0:55:11\">doing any of the things the eyewitnesses\u00a0\u00a0saw a few seconds</subtitle>\n\n<subtitle id=\"0:55:14\"> ago they couldn't see</subtitle>\n\n<subtitle id=\"0:55:17\">\u00a0\u00a0what was on their retina</subtitle>\n\n<subtitle id=\"0:55:20\"> don't</subtitle>\n\n<subtitle id=\"0:55:23\"> ever get\u00a0\u00a0in court don't ever go to a jury</subtitle>\n\n<subtitle id=\"0:55:26\"> trial\u00a0\u00a0don't ever do anything that</subtitle>\n\n<subtitle id=\"0:55:29\"> relies on\u00a0\u00a0witnesses</subtitle>\n\n<subtitle id=\"0:55:32\"> because the you know the\u00a0\u00a0prosecutors have no</subtitle>\n\n<subtitle id=\"0:55:35\"> idea of any of this\u00a0\u00a0stuff they just want to convict</subtitle>\n\n<subtitle id=\"0:55:38\"> good as\u00a0\u00a0you know we're here today to honor</subtitle>\n\n<subtitle id=\"0:55:41\"> mrs.\u00a0\u00a0flexor who you all know as your</subtitle>\n\n<subtitle id=\"0:55:44\">first-grade teacher\u00a0\u00a0she'll be here in just a minute</subtitle>\n\n<subtitle id=\"0:55:47\"></subtitle>\n\n<subtitle id=\"0:55:50\"> okay</subtitle>\n\n<subtitle id=\"0:55:53\">what's</subtitle>\n\n<subtitle id=\"0:55:56\"> that look</subtitle>\n\n<subtitle id=\"0:55:59\"></subtitle>\n\n<subtitle id=\"0:56:2\"> what does that look\u00a0\u00a0yeah</subtitle>\n\n<subtitle id=\"0:56:5\"> that's okay she's frightened out of\u00a0\u00a0her mind that</subtitle>\n\n<subtitle id=\"0:56:8\"> is the number one I just</subtitle>\n\n<subtitle id=\"0:56:11\">got this off the internet there are\u00a0\u00a0zillions of surprise party</subtitle>\n\n<subtitle id=\"0:56:14\">have been caught so this is a gold mine\u00a0\u00a0if you're</subtitle>\n\n<subtitle id=\"0:56:17\"> interested in</subtitle>\n\n<subtitle id=\"0:56:20\"> people have done\u00a0\u00a0so the Internet</subtitle>\n\n<subtitle id=\"0:56:23\"> has captured enough of\u00a0\u00a0these some people have died of heart\u00a0\u00a0attacks</subtitle>\n\n<subtitle id=\"0:56:26\"> from a surprise party</subtitle>\n\n<subtitle id=\"0:56:29\"> a couple</subtitle>\n\n<subtitle id=\"0:56:32\">\u00a0\u00a0of minutes later a release</subtitle>\n\n<subtitle id=\"0:56:35\"> in tears a\u00a0\u00a0couple of minutes later</subtitle>\n\n<subtitle id=\"0:56:38\"> and her report</subtitle>\n\n<subtitle id=\"0:56:41\">on this is this was the happiest day of\u00a0\u00a0her life despite</subtitle>\n\n<subtitle id=\"0:56:44\"> the fact that she had\u00a0\u00a0been almost frightened out of her</subtitle>\n\n<subtitle id=\"0:56:47\"> wits\u00a0\u00a0so</subtitle>\n\n<subtitle id=\"0:56:50\"> Daniel Kahneman would call this first</subtitle>\n\n<subtitle id=\"0:56:53\">\u00a0\u00a0reaction the fast reaction system one\u00a0\u00a0and</subtitle>\n\n<subtitle id=\"0:56:56\"> he called system one it's said well\u00a0\u00a0it's not really</subtitle>\n\n<subtitle id=\"0:56:59\"> a system it's this is an\u00a0\u00a0expository fiction this</subtitle>\n\n<subtitle id=\"0:57:2\"> is putting\u00a0\u00a0together a lot of complicated</subtitle>\n\n<subtitle id=\"0:57:5\"> things\u00a0\u00a0into one gloss</subtitle>\n\n<subtitle id=\"0:57:8\"> on fast reactions</subtitle>\n\n<subtitle id=\"0:57:11\">things\u00a0\u00a0reactions are not</subtitle>\n\n<subtitle id=\"0:57:14\"> what we would call\u00a0\u00a0thoughtful reactions they</subtitle>\n\n<subtitle id=\"0:57:17\"> are more like\u00a0\u00a0reflexes now</subtitle>\n\n<subtitle id=\"0:57:20\"> notice that misses call\u00a0\u00a0misses flexor here</subtitle>\n\n<subtitle id=\"0:57:23\"> knew everything about\u00a0\u00a0surprise parties</subtitle>\n\n<subtitle id=\"0:57:26\"> why was she surprised\u00a0\u00a0well</subtitle>\n\n<subtitle id=\"0:57:29\"> seven plus or minus two she</subtitle>\n\n<subtitle id=\"0:57:32\">about it but it wasn't in her current\u00a0\u00a0context</subtitle>\n\n<subtitle id=\"0:57:35\"> her thinking thing</subtitle>\n\n<subtitle id=\"0:57:38\"> condiment\u00a0\u00a0system two took</subtitle>\n\n<subtitle id=\"0:57:41\"> a while and figured out\u00a0\u00a0everything safe</subtitle>\n\n<subtitle id=\"0:57:44\"> now we should ask you</subtitle>\n\n<subtitle id=\"0:57:47\">\u00a0\u00a0so besides adrenaline whatever else</subtitle>\n\n<subtitle id=\"0:57:50\">happens when you get one of these\u00a0\u00a0surprise reactions</subtitle>\n\n<subtitle id=\"0:57:53\"> what so</subtitle>\n\n<subtitle id=\"0:57:56\"> many things\u00a0\u00a0like dopamine and serotonin</subtitle>\n\n<subtitle id=\"0:57:59\"> why well if\u00a0\u00a0you have to</subtitle>\n\n<subtitle id=\"0:58:2\"> fight you don't want to feel\u00a0\u00a0any pain</subtitle>\n\n<subtitle id=\"0:58:5\"> so what happens is your brain\u00a0\u00a0dopes your</subtitle>\n\n<subtitle id=\"0:58:8\"> entire body up so you cannot\u00a0\u00a0feel pain when</subtitle>\n\n<subtitle id=\"0:58:11\"> you're in a survival\u00a0\u00a0situation and</subtitle>\n\n<subtitle id=\"0:58:14\"> guess what happens when\u00a0\u00a0she didn't have to fight</subtitle>\n\n<subtitle id=\"0:58:17\">\u00a0\u00a0she was completely alert and coped</subtitle>\n\n<subtitle id=\"0:58:20\"> to\u00a0\u00a0the gills on her own dope</subtitle>\n\n<subtitle id=\"0:58:23\"> you</subtitle>\n\n<subtitle id=\"0:58:26\"> have to\u00a0\u00a0understand this stuff</subtitle>\n\n<subtitle id=\"0:58:29\"> so here's</subtitle>\n\n<subtitle id=\"0:58:32\"> an old\u00a0\u00a0book that's still good it has about 40\u00a0\u00a0different ways</subtitle>\n\n<subtitle id=\"0:58:35\"> of looking at the mind I\u00a0\u00a0put</subtitle>\n\n<subtitle id=\"0:58:38\"> that up there just so you realize\u00a0\u00a0that there are dozens</subtitle>\n\n<subtitle id=\"0:58:41\"> of perspectives\u00a0\u00a0here they're not all the</subtitle>\n\n<subtitle id=\"0:58:44\"> last word some\u00a0\u00a0of them are compatible with each</subtitle>\n\n<subtitle id=\"0:58:47\"> other\u00a0\u00a0look at these kids</subtitle>\n\n<subtitle id=\"0:58:50\">\u00a0\u00a0these kids did</subtitle>\n\n<subtitle id=\"0:58:53\"> not get on this roller\u00a0\u00a0coaster expecting to die</subtitle>\n\n<subtitle id=\"0:58:56\"> nobody does</subtitle>\n\n<subtitle id=\"0:58:59\"> and\u00a0\u00a0yet and</subtitle>\n\n<subtitle id=\"0:59:2\"> they're presumably very happy at\u00a0\u00a0the end</subtitle>\n\n<subtitle id=\"0:59:5\"> piccaboo works over and over</subtitle>\n\n<subtitle id=\"0:59:8\"> and\u00a0\u00a0over again and the reason is is that\u00a0\u00a0system</subtitle>\n\n<subtitle id=\"0:59:11\"> one can't be talked out of it\u00a0\u00a0so one</subtitle>\n\n<subtitle id=\"0:59:14\"> a test that you do go next to a\u00a0\u00a0door and</subtitle>\n\n<subtitle id=\"0:59:17\"> you watch me I'll slam that\u00a0\u00a0door and</subtitle>\n\n<subtitle id=\"0:59:20\"> you'll get this even though you\u00a0\u00a0you</subtitle>\n\n<subtitle id=\"0:59:23\"> know every single thing about it\u00a0\u00a0doesn't matter</subtitle>\n\n<subtitle id=\"0:59:26\"> so it's important to\u00a0\u00a0realize</subtitle>\n\n<subtitle id=\"0:59:29\"> that there is a heck of a lot of\u00a0\u00a0mechanism</subtitle>\n\n<subtitle id=\"0:59:32\"> in there that deals with real\u00a0\u00a0time reactions</subtitle>\n\n<subtitle id=\"0:59:35\"> to things and the\u00a0\u00a0important</subtitle>\n\n<subtitle id=\"0:59:38\"> thing here is to understand\u00a0\u00a0that this fast</subtitle>\n\n<subtitle id=\"0:59:41\"> guy is also dealing</subtitle>\n\n<subtitle id=\"0:59:44\"> with\u00a0\u00a0what you might call the atoms of</subtitle>\n\n<subtitle id=\"0:59:47\"> thought\u00a0\u00a0for the slow thinking</subtitle>\n\n<subtitle id=\"0:59:50\"> I'll just let that\u00a0\u00a0idea sit</subtitle>\n\n<subtitle id=\"0:59:53\"> for a second learning</subtitle>\n\n<subtitle id=\"1:0:2\">okay</subtitle>\n\n<subtitle id=\"1:0:5\"> you got your turn signal on all</subtitle>\n\n<subtitle id=\"1:0:11\">okay</subtitle>\n\n<subtitle id=\"1:0:14\"></subtitle>\n\n<subtitle id=\"1:0:17\"></subtitle>\n\n<subtitle id=\"1:0:20\"></subtitle>\n\n<subtitle id=\"1:0:23\"> everybody remember that</subtitle>\n\n<subtitle id=\"1:0:26\"> you can't\u00a0\u00a0your parent</subtitle>\n\n<subtitle id=\"1:0:29\"> is trying to give you if I\u00a0\u00a0can't hear what they're saying</subtitle>\n\n<subtitle id=\"1:0:32\"> stop\u00a0\u00a0signs over here you can</subtitle>\n\n<subtitle id=\"1:0:35\"> barely see\u00a0\u00a0what's going so if you tried to drive\u00a0\u00a0with</subtitle>\n\n<subtitle id=\"1:0:38\"> system two you're gonna</subtitle>\n\n<subtitle id=\"1:0:41\"> miss most\u00a0\u00a0everything what happens is you</subtitle>\n\n<subtitle id=\"1:0:44\"> start\u00a0\u00a0training these real-time you</subtitle>\n\n<subtitle id=\"1:0:47\"> get real\u00a0\u00a0trying modules that get trained at being\u00a0\u00a0able to do</subtitle>\n\n<subtitle id=\"1:0:50\"> all of these things and no\u00a0\u00a0for a musical instrument might</subtitle>\n\n<subtitle id=\"1:0:53\"> take a\u00a0\u00a0couple of years McCarthy pointed out</subtitle>\n\n<subtitle id=\"1:0:56\">programming is somewhere between\u00a0\u00a0learning to</subtitle>\n\n<subtitle id=\"1:0:59\"> drive and flying a plane</subtitle>\n\n<subtitle id=\"1:1:2\"> so\u00a0\u00a0whenever we set</subtitle>\n\n<subtitle id=\"1:1:5\"> up something it's not\u00a0\u00a0always just</subtitle>\n\n<subtitle id=\"1:1:8\"> a cognitive thing this is\u00a0\u00a0one of the problems of some</subtitle>\n\n<subtitle id=\"1:1:11\">approaches we took in the past as we\u00a0\u00a0would tend</subtitle>\n\n<subtitle id=\"1:1:14\"> to say hey the drill and\u00a0\u00a0practice thing is a</subtitle>\n\n<subtitle id=\"1:1:17\"> bad well it is a bad\u00a0\u00a0idea that is not the way to get</subtitle>\n\n<subtitle id=\"1:1:20\"> the\u00a0\u00a0repetitions the train system won but</subtitle>\n\n<subtitle id=\"1:1:23\"> the\u00a0\u00a0thing is the cognitive approach actually\u00a0\u00a0gives you something</subtitle>\n\n<subtitle id=\"1:1:26\"> that is much more\u00a0\u00a0like this</subtitle>\n\n<subtitle id=\"1:1:29\"> driving situation and it's not\u00a0\u00a0enough context</subtitle>\n\n<subtitle id=\"1:1:32\"> to do the kinds of\u00a0\u00a0thinking that you need this implies</subtitle>\n\n<subtitle id=\"1:1:35\"> that\u00a0\u00a0the pedagogy and the approach is</subtitle>\n\n<subtitle id=\"1:1:38\"> going\u00a0\u00a0to be very very different that</subtitle>\n\n<subtitle id=\"1:1:41\"> somehow\u00a0\u00a0you have to do the atoms</subtitle>\n\n<subtitle id=\"1:1:44\"> of thinking in\u00a0\u00a0any thoughtful</subtitle>\n\n<subtitle id=\"1:1:47\"> thing without losing the\u00a0\u00a0larger context</subtitle>\n\n<subtitle id=\"1:1:50\"> so music you get it by\u00a0\u00a0having the</subtitle>\n\n<subtitle id=\"1:1:53\"> children play really great\u00a0\u00a0music and you're willing to</subtitle>\n\n<subtitle id=\"1:1:56\"> sacrifice\u00a0\u00a0everything else in order to get that</subtitle>\n\n<subtitle id=\"1:1:59\">happen but you have to stay on it long\u00a0\u00a0and I used to teach</subtitle>\n\n<subtitle id=\"1:2:2\"> guitar you have to\u00a0\u00a0stay on it long</subtitle>\n\n<subtitle id=\"1:2:5\"> enough so that they\u00a0\u00a0actually start developing the system one</subtitle>\n\n<subtitle id=\"1:2:8\">that can handle all the real-time\u00a0\u00a0demands</subtitle>\n\n<subtitle id=\"1:2:11\"> okay there are zillions of these\u00a0\u00a0I</subtitle>\n\n<subtitle id=\"1:2:14\"> just went on the internet I found 20</subtitle>\n\n<subtitle id=\"1:2:17\">on the internet but then it wound up\u00a0\u00a0adding some</subtitle>\n\n<subtitle id=\"1:2:20\"> more these are all biases\u00a0\u00a0that have been found well</subtitle>\n\n<subtitle id=\"1:2:23\"> known\u00a0\u00a0you can think</subtitle>\n\n<subtitle id=\"1:2:26\"> of many of them are\u00a0\u00a0aspects of this Grand Canyon</subtitle>\n\n<subtitle id=\"1:2:29\"> idea\u00a0\u00a0many</subtitle>\n\n<subtitle id=\"1:2:32\"> of them are seven plus</subtitle>\n\n<subtitle id=\"1:2:35\"> or minus two\u00a0\u00a0here's one that I wasn't</subtitle>\n\n<subtitle id=\"1:2:38\">internet thing but it's something we\u00a0\u00a0should look at here</subtitle>\n\n<subtitle id=\"1:2:41\"> thing we do all the\u00a0\u00a0time is perfect reasoning</subtitle>\n\n<subtitle id=\"1:2:44\"> from wrong\u00a0\u00a0premises because if we're in the</subtitle>\n\n<subtitle id=\"1:2:47\"> wrong\u00a0\u00a0context and we reason brilliantly we're\u00a0\u00a0not going</subtitle>\n\n<subtitle id=\"1:2:50\"> to get anywhere the Greeks\u00a0\u00a0were graded the st. Thomas Aquinas was\u00a0\u00a0great</subtitle>\n\n<subtitle id=\"1:2:53\"> at it didn't get anywhere because\u00a0\u00a0the context</subtitle>\n\n<subtitle id=\"1:2:56\"> was wrong so</subtitle>\n\n<subtitle id=\"1:2:59\"> rationalization\u00a0\u00a0rationalizing</subtitle>\n\n<subtitle id=\"1:3:2\"> rational thought all of\u00a0\u00a0these things are secondary to</subtitle>\n\n<subtitle id=\"1:3:5\"> something\u00a0\u00a0stronger looking</subtitle>\n\n<subtitle id=\"1:3:8\"> for the lamppost for\u00a0\u00a0the lost keys that's</subtitle>\n\n<subtitle id=\"1:3:11\"> a version of Esau\u00a0\u00a0on the cup</subtitle>\n\n<subtitle id=\"1:3:14\"> of soup giving up something\u00a0\u00a0really important for convenience</subtitle>\n\n<subtitle id=\"1:3:17\"> like\u00a0\u00a0finding the keys linear</subtitle>\n\n<subtitle id=\"1:3:20\"> scaling well\u00a0\u00a0hardly anything</subtitle>\n\n<subtitle id=\"1:3:23\"> that's interesting is\u00a0\u00a0linear and</subtitle>\n\n<subtitle id=\"1:3:26\"> so we can't give in to our\u00a0\u00a0nervous system I'm looking</subtitle>\n\n<subtitle id=\"1:3:29\"> at scaling\u00a0\u00a0and this has been really disastrous in\u00a0\u00a0programming</subtitle>\n\n<subtitle id=\"1:3:32\"> because programming is\u00a0\u00a0taught as though the program's</subtitle>\n\n<subtitle id=\"1:3:35\"> don't\u00a0\u00a0turn into systems and the systems</subtitle>\n\n<subtitle id=\"1:3:38\">turn into something large and so there\u00a0\u00a0isn't an internet</subtitle>\n\n<subtitle id=\"1:3:41\"> and so forth this is\u00a0\u00a0getting</subtitle>\n\n<subtitle id=\"1:3:44\"> completely miss taking simple\u00a0\u00a0chemistry</subtitle>\n\n<subtitle id=\"1:3:47\"> for biology they're just not\u00a0\u00a0in</subtitle>\n\n<subtitle id=\"1:3:50\"> the same ballpark so</subtitle>\n\n<subtitle id=\"1:3:53\"> Francis Bacon so</subtitle>\n\n<subtitle id=\"1:3:56\">here's the row again one of the\u00a0\u00a0advantages of reading a lot is</subtitle>\n\n<subtitle id=\"1:3:59\"> hardly\u00a0\u00a0any</subtitle>\n\n<subtitle id=\"1:4:2\"> of us certainly me all</subtitle>\n\n<subtitle id=\"1:4:5\"> my ideas are\u00a0\u00a0derivative</subtitle>\n\n<subtitle id=\"1:4:8\"> just because I've read\u00a0\u00a0thousands</subtitle>\n\n<subtitle id=\"1:4:11\"> of books I didn't have to\u00a0\u00a0puzzle this out</subtitle>\n\n<subtitle id=\"1:4:14\"> because bacon wrote a\u00a0\u00a0book called the</subtitle>\n\n<subtitle id=\"1:4:17\"> Novum organum in 1620\u00a0\u00a0where</subtitle>\n\n<subtitle id=\"1:4:20\"> he said hey look\u00a0\u00a0our brains are messed up we</subtitle>\n\n<subtitle id=\"1:4:23\"> have bad\u00a0\u00a0brains he called the</subtitle>\n\n<subtitle id=\"1:4:26\"> ways of messing up\u00a0\u00a0idols so</subtitle>\n\n<subtitle id=\"1:4:29\"> we have we get serious errors\u00a0\u00a0because of our genetics</subtitle>\n\n<subtitle id=\"1:4:32\"> we get serious\u00a0\u00a0errors because of the culture we're in\u00a0\u00a0we</subtitle>\n\n<subtitle id=\"1:4:35\"> get serious errors because of the\u00a0\u00a0languages we use they don't</subtitle>\n\n<subtitle id=\"1:4:38\"> represent\u00a0\u00a0what's actually out there we get serious</subtitle>\n\n<subtitle id=\"1:4:41\">\u00a0\u00a0it errors from the way academia hangs on</subtitle>\n\n<subtitle id=\"1:4:44\">to bad ideas and teaches them over again\u00a0\u00a0these are his four</subtitle>\n\n<subtitle id=\"1:4:47\"> idols anybody ever\u00a0\u00a0read bacon he</subtitle>\n\n<subtitle id=\"1:4:50\"> said we need something to</subtitle>\n\n<subtitle id=\"1:4:53\">\u00a0\u00a0get around our bad brains a set of</subtitle>\n\n<subtitle id=\"1:4:56\">heuristics is the term we'd used today\u00a0\u00a0and</subtitle>\n\n<subtitle id=\"1:4:59\"> what</subtitle>\n\n<subtitle id=\"1:5:2\"> he called for was what he\u00a0\u00a0called for science because</subtitle>\n\n<subtitle id=\"1:5:5\"> that's what\u00a0\u00a0Novum organum the rest of the title</subtitle>\n\n<subtitle id=\"1:5:8\"> was\u00a0\u00a0a new way of</subtitle>\n\n<subtitle id=\"1:5:11\"> dealing with knowledge</subtitle>\n\n<subtitle id=\"1:5:14\"> and\u00a0\u00a0science</subtitle>\n\n<subtitle id=\"1:5:17\"> is not the knowledge right\u00a0\u00a0because</subtitle>\n\n<subtitle id=\"1:5:20\"> the knowledge is is in this\u00a0\u00a0context</subtitle>\n\n<subtitle id=\"1:5:23\"> what science is is the\u00a0\u00a0negotiation</subtitle>\n\n<subtitle id=\"1:5:26\"> between what's out there and\u00a0\u00a0what we can represent</subtitle>\n\n<subtitle id=\"1:5:29\"> this is the big\u00a0\u00a0idea this is the idea</subtitle>\n\n<subtitle id=\"1:5:32\">in school this is the idea we should be\u00a0\u00a0teaching it's</subtitle>\n\n<subtitle id=\"1:5:35\"> one of the biggest ideas\u00a0\u00a0of all time it</subtitle>\n\n<subtitle id=\"1:5:38\"> isn't the knowledge it's\u00a0\u00a0the relationship because what's</subtitle>\n\n<subtitle id=\"1:5:41\"> out\u00a0\u00a0there is only knowable</subtitle>\n\n<subtitle id=\"1:5:44\"> by phenomena that\u00a0\u00a0is being filtered in</subtitle>\n\n<subtitle id=\"1:5:47\"> every possible way\u00a0\u00a0and we</subtitle>\n\n<subtitle id=\"1:5:50\"> don't know whether our brain is\u00a0\u00a0even capable of representing</subtitle>\n\n<subtitle id=\"1:5:53\"> the stuff\u00a0\u00a0and so to</subtitle>\n\n<subtitle id=\"1:5:56\"> think about science as the\u00a0\u00a0truth is completely</subtitle>\n\n<subtitle id=\"1:5:59\"> wrong it's not the</subtitle>\n\n<subtitle id=\"1:6:2\">\u00a0\u00a0right way to look at it but if you think\u00a0\u00a0about</subtitle>\n\n<subtitle id=\"1:6:5\"> is the negotiation between the\u00a0\u00a0best</subtitle>\n\n<subtitle id=\"1:6:8\"> you can do right now and stuff\u00a0\u00a0that's out there that where</subtitle>\n\n<subtitle id=\"1:6:11\">completely sure you're in a very strong\u00a0\u00a0position</subtitle>\n\n<subtitle id=\"1:6:14\"> science has been the most\u00a0\u00a0powerful</subtitle>\n\n<subtitle id=\"1:6:17\"> thought system</subtitle>\n\n<subtitle id=\"1:6:20\"> human beings\u00a0\u00a0have ever invented because</subtitle>\n\n<subtitle id=\"1:6:23\"> it gave up\u00a0\u00a0the idea of truth and it</subtitle>\n\n<subtitle id=\"1:6:26\"> substituted for\u00a0\u00a0a thousand variations</subtitle>\n\n<subtitle id=\"1:6:29\"> of false some of\u00a0\u00a0which are incredibly</subtitle>\n\n<subtitle id=\"1:6:32\"> powerful\u00a0\u00a0right this is the big</subtitle>\n\n<subtitle id=\"1:6:35\"> idea so we're\u00a0\u00a0gonna think about computing</subtitle>\n\n<subtitle id=\"1:6:38\"> this is one\u00a0\u00a0way and I've</subtitle>\n\n<subtitle id=\"1:6:41\"> Seymour Papert thought\u00a0\u00a0about it in a different way but</subtitle>\n\n<subtitle id=\"1:6:44\"> this is\u00a0\u00a0one way of thinking about</subtitle>\n\n<subtitle id=\"1:6:47\"> Wow computers\u00a0\u00a0they are representatives</subtitle>\n\n<subtitle id=\"1:6:50\">about representations\u00a0\u00a0can simulate</subtitle>\n\n<subtitle id=\"1:6:53\"> ideas we get a very good\u00a0\u00a0much better</subtitle>\n\n<subtitle id=\"1:6:56\"> sense of dealing</subtitle>\n\n<subtitle id=\"1:6:59\"> with\u00a0\u00a0thinking about these complexities okay</subtitle>\n\n<subtitle id=\"1:7:2\">\u00a0\u00a0so</subtitle>\n\n<subtitle id=\"1:7:5\"> maybe one I think we're</subtitle>\n\n<subtitle id=\"1:7:8\"> one last</subtitle>\n\n<subtitle id=\"1:7:11\"> part\u00a0\u00a0of this pep talk and then I'll turn it\u00a0\u00a0over to V</subtitle>\n\n<subtitle id=\"1:7:14\"> Shaw so let's go back to the\u00a0\u00a0pink plane</subtitle>\n\n<subtitle id=\"1:7:17\"> here and</subtitle>\n\n<subtitle id=\"1:7:20\"> let's see we're at a\u00a0\u00a0place</subtitle>\n\n<subtitle id=\"1:7:23\"> on the pink plane and we have a\u00a0\u00a0goal so we're</subtitle>\n\n<subtitle id=\"1:7:26\"> we're at a we</subtitle>\n\n<subtitle id=\"1:7:29\"> only are\u00a0\u00a0looking in that direction because that's</subtitle>\n\n<subtitle id=\"1:7:32\">where we're going we see B we say let's\u00a0\u00a0plot a course</subtitle>\n\n<subtitle id=\"1:7:35\"> to B but guess what</subtitle>\n\n<subtitle id=\"1:7:38\"> the\u00a0\u00a0world is nonlinear so we're really in\u00a0\u00a0that</subtitle>\n\n<subtitle id=\"1:7:41\"> because we didn't think about all\u00a0\u00a0the dimensions okay</subtitle>\n\n<subtitle id=\"1:7:44\"> so we can explore we</subtitle>\n\n<subtitle id=\"1:7:47\">\u00a0\u00a0can tinker away around it that's better\u00a0\u00a0if</subtitle>\n\n<subtitle id=\"1:7:50\"> that was good we can engineer a\u00a0\u00a0superhighway and if</subtitle>\n\n<subtitle id=\"1:7:53\"> we're really\u00a0\u00a0adventurous we can invent the airplane</subtitle>\n\n<subtitle id=\"1:7:56\">\u00a0\u00a0forget about land travel let's just fly\u00a0\u00a0over</subtitle>\n\n<subtitle id=\"1:7:59\"> that mountain and here's the big\u00a0\u00a0idea once we decide</subtitle>\n\n<subtitle id=\"1:8:2\"> to take off from\u00a0\u00a0land travel</subtitle>\n\n<subtitle id=\"1:8:5\"> we not only are in</subtitle>\n\n<subtitle id=\"1:8:8\"> a\u00a0\u00a0different world we're not we</subtitle>\n\n<subtitle id=\"1:8:11\"> discover\u00a0\u00a0we're in a blue world and the blue world\u00a0\u00a0has</subtitle>\n\n<subtitle id=\"1:8:14\"> a much better destination than than\u00a0\u00a0B</subtitle>\n\n<subtitle id=\"1:8:17\"> so I've submit this as a metaphor that\u00a0\u00a0can</subtitle>\n\n<subtitle id=\"1:8:20\"> be used in many different areas</subtitle>\n\n<subtitle id=\"1:8:23\"> like\u00a0\u00a0simple one often</subtitle>\n\n<subtitle id=\"1:8:26\"> you have to go away\u00a0\u00a0from your goal to get to you go</subtitle>\n\n<subtitle id=\"1:8:29\"> that is\u00a0\u00a0a toughy remember we're</subtitle>\n\n<subtitle id=\"1:8:32\"> primates the way\u00a0\u00a0they catch monkeys in Burma</subtitle>\n\n<subtitle id=\"1:8:35\"> everybody\u00a0\u00a0know this Oh everybody</subtitle>\n\n<subtitle id=\"1:8:38\"> should know this\u00a0\u00a0okay so</subtitle>\n\n<subtitle id=\"1:8:41\"> monkeys are primates like us and\u00a0\u00a0what they do is they</subtitle>\n\n<subtitle id=\"1:8:44\"> they just fasten\u00a0\u00a0jars and</subtitle>\n\n<subtitle id=\"1:8:47\"> they put a big nut</subtitle>\n\n<subtitle id=\"1:8:50\">\u00a0\u00a0the monkeys reach in to get that nut</subtitle>\n\n<subtitle id=\"1:8:53\">\u00a0\u00a0they can't get</subtitle>\n\n<subtitle id=\"1:8:56\"> there aren't handout okay</subtitle>\n\n<subtitle id=\"1:8:59\">now\u00a0\u00a0that monkey could</subtitle>\n\n<subtitle id=\"1:9:2\"> escape anytime by just\u00a0\u00a0letting go of this nut but</subtitle>\n\n<subtitle id=\"1:9:5\">hey don't let goes and nothing that\u00a0\u00a0sound</subtitle>\n\n<subtitle id=\"1:9:8\"> like any human activity you've\u00a0\u00a0ever heard they</subtitle>\n\n<subtitle id=\"1:9:11\"> can't let go than that\u00a0\u00a0so</subtitle>\n\n<subtitle id=\"1:9:14\"> in the morning they just</subtitle>\n\n<subtitle id=\"1:9:17\"> come around\u00a0\u00a0and so that I like monkey brains and\u00a0\u00a0Burma</subtitle>\n\n<subtitle id=\"1:9:20\"> so they come around just collect\u00a0\u00a0these monkeys</subtitle>\n\n<subtitle id=\"1:9:23\"> that could get away\u00a0\u00a0anytime they wanted that</subtitle>\n\n<subtitle id=\"1:9:26\"> isn't us I\u00a0\u00a0don't know what it is</subtitle>\n\n<subtitle id=\"1:9:29\">\u00a0\u00a0so being able to go away from</subtitle>\n\n<subtitle id=\"1:9:32\"> the goal\u00a0\u00a0this is a heart like NSF</subtitle>\n\n<subtitle id=\"1:9:35\"> is completely\u00a0\u00a0blown it in computing</subtitle>\n\n<subtitle id=\"1:9:38\"> because they've\u00a0\u00a0given up on problem finding in</subtitle>\n\n<subtitle id=\"1:9:41\"> doing\u00a0\u00a0stuff that really doesn't have a goal</subtitle>\n\n<subtitle id=\"1:9:44\"> in\u00a0\u00a0the proposal for example goal</subtitle>\n\n<subtitle id=\"1:9:47\"> should be\u00a0\u00a0to find the goal somebody needs</subtitle>\n\n<subtitle id=\"1:9:50\"> to pay\u00a0\u00a0for that the</subtitle>\n\n<subtitle id=\"1:9:53\"> engineering as a refinement\u00a0\u00a0of something</subtitle>\n\n<subtitle id=\"1:9:56\"> that's more like tinkling\u00a0\u00a0or bricolage see more used to kala</subtitle>\n\n<subtitle id=\"1:9:59\"> then\u00a0\u00a0this idea that hey maybe surface</subtitle>\n\n<subtitle id=\"1:10:2\"> travel\u00a0\u00a0isn't the deal at all let's do</subtitle>\n\n<subtitle id=\"1:10:5\"> something\u00a0\u00a0qualitatively different and start flying</subtitle>\n\n<subtitle id=\"1:10:8\">\u00a0\u00a0and once you've made that effort</subtitle>\n\n<subtitle id=\"1:10:11\"> to\u00a0\u00a0qualitatively change</subtitle>\n\n<subtitle id=\"1:10:14\"> suddenly you have\u00a0\u00a0the possibility of scaping from this\u00a0\u00a0whole</subtitle>\n\n<subtitle id=\"1:10:17\"> context which was actually holding\u00a0\u00a0you back ok</subtitle>\n\n<subtitle id=\"1:10:20\"> I'll leave you with that\u00a0\u00a0thank you very much for listening</subtitle>"
}
]
},
"6": {
"pageid": 6,
"ns": 0,
"title": "Rethinking Design, Risk, and Software (2012)",
"revisions": [
{
"contentformat": "text/x-wiki",
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"*": "{{#evt:\nservice=youtubeIA\n|id=QboI_1WJUlM\n|alignment=left\n|autoresize=true\n}}\n<slideview/>\n\n== Introduction by Joel Orr ==\n<note for=\"0:06\">\n<slide for=\"0:00\" name=\"COFES2012-Title.png\"/>\nJoel Orr was Chief Visionary (Emeritus) at Cyon Research.\n</note>\n<subtitle id=\"0:06\">I'm Joel Orr. I'm welcoming you to COFES. I'm very glad that you're all here, and I have the impossible task of introducing Alan Kay this morning. Alan has been an idol of mine for many many years. And, when I asked him how to introduce him, he said, like a woman's skirt. And I said, huh, and he said short enough to be interesting. And really, I could spend the whole hour talking about Alan's contributions to the worlds of computing, education, and so much more. Please do look them up on the web.</subtitle>\n\n<subtitle id=\"0:0:59\"> There is no lack of adequate places to learn about the inventor of the laptop, the guy responsible for all kinds of wonderful networking things and language things.</subtitle>\n\n<subtitle id=\"0:1:14\">So, with that let me not take any more time away from his keynote, and let me welcome my friend Alan Kay.</subtitle>\n\n== Opening ==\n\n<subtitle id=\"0:1:29\"> I tried to incorporate in this title the topic, central topic, of this symposium. And, I'm also using the words engineering and science.</subtitle>\n\n<subtitle id=\"0:1:41\"> I'm\u00a0\u00a0taking the larger sense of those terms. Larger sense of engineering, and larger sense of what science is. And, I want to apply it to our thoughts and needs about software.</subtitle>\n\n<subtitle id=\"0:1:59\"> Viewpoints Research Institute is a 501c3 nonprofit public benefit\norganization so so we don't have a product, we're not trying to sell you anything.</subtitle>\n\n<subtitle id=\"0:2:11\"> Brad invited me here to provide some alternative points of view on how we might think about software, and how we might make software because the time is going to be dire</subtitle>\n\n<subtitle id=\"0:2:26\"> I put my email address up there. I should put it at the end but I'll put it here so that if people have a question that didn't get answered while I'm here. I welcome email I like email.</subtitle>\n\n<subtitle id=\"0:2:47\"> I love it better than almost any other form of communication because I can decide when not to use it.</subtitle>\n\n== What is Engineering? ==\n\n<note for=\"0:2:56\">\n<slide for=\"2:56\" name=\"COFES2012-WhatIsEngineering1.png\"/>\n<slide for=\"3:20\" name=\"COFES2012-WhatIsEngineering2.png\"/>\n<slide for=\"3:26\" name=\"COFES2012-WhatIsEngineering3.png\"/>\n<slide for=\"3:32\" name=\"COFES2012-WhatIsEngineering4.png\"/>\n<slide for=\"3:50\" name=\"COFES2012-WhatIsEngineering5.png\"/>\n<slide for=\"3:59\" name=\"COFES2012-WhatIsEngineering6.png\"/>\n<slide for=\"4:08\" name=\"COFES2012-WhatIsEngineering7.png\"/>\n<slide for=\"4:14\" name=\"COFES2012-WhatIsEngineering8.png\"/>\n<slide for=\"4:23\" name=\"COFES2012-WhatIsEngineering9.png\"/>\n<slide for=\"4:24\" name=\"COFES2012-WhatIsEngineering10.png\"/>\n</note>\n<subtitle id=\"0:2:56\"> You all know what I mean. Okay, let's tackle engineering first.</subtitle>\n\n<subtitle id=\"0:2:59\"> One way of thinking about engineering is that in the world we're presented with situations. Here's a really nice beautiful one but it has a couple of drawbacks from practical human need that gives rise to an idea.</subtitle>\n\n<subtitle id=\"0:3:20\"> We design something we make a thing that caters to that.</subtitle>\n\n<subtitle id=\"0:3:26\"> And, if we don't extract principles from this thing, then we're not doing engineering yet we're just tinkering.</subtitle>\n\n<subtitle id=\"0:3:32\"> Tinkering is kind of the thing that is built in to many mammals. If you have a cat, imagine what a cat would be like if it had hands it would be basically a monkey. If you'd come home from vacation your house would be dismantled.</subtitle>\n\n<subtitle id=\"0:3:50\"> We want to extract principles we want to push them back into the things, so we start doing principles building of things.</subtitle>\n\n<subtitle id=\"0:3:59\"> Those principles leak back into how we design things, and they even leak back into how we have ideas.</subtitle>\n\n<subtitle id=\"0:4:8\"> This has been going along on a lot longer than mathematics and science.</subtitle>\n\n<subtitle id=\"0:4:14\"> In the twentieth century one of the ideas that gave rise to was a really really tall building done very quickly.</subtitle>\n\n<subtitle id=\"0:4:23\"> Here's what it looked like when they got done with it. And, I'm not going to spend a lot of time with this but when you talk about engineering, this is one of the three or four things that comes up, the Empire State Building.</subtitle>\n\n== How Empire State Building was designed and architected ==\n\n<note for=\"0:4:38\">\nPaul Starrett oversaw and managed the construction of the Empire State Building. See [[Wikipedia:Paul_Starrett|Paul Starrett on Wikipedia]]\n<slide for=\"0:4:38\" name=\"COFES2012-EmpireState1.png\"/>\n<slide for=\"0:4:53\" name=\"COFES2012-EmpireState2.png\"/>\n<slide for=\"0:4:54\" name=\"COFES2012-EmpireState3.png\"/>\n<slide for=\"0:4:55\" name=\"COFES2012-EmpireState4.png\"/>\n<slide for=\"0:4:56\" name=\"COFES2012-EmpireState5.png\"/>\n<slide for=\"0:4:57\" name=\"COFES2012-EmpireState6.png\"/>\n<slide for=\"0:4:58\" name=\"COFES2012-EmpireState7.png\"/>\n</note>\n<subtitle id=\"0:4:38\"> here's an article in one of the engineering magazines that says planning control permit erection of 85 stories of steel in six months. It wasn't just 85 stories of steel, it was 85 stories of steel and granite.</subtitle>\n\n<subtitle id=\"0:4:53\"> Here's what it looked like. Here's the site after they demolished the old Waldorf Astoria Hotel, and then, Bing, Bing, Bing, Bing, Bing.</subtitle>\n\n<subtitle id=\"0:5:5\"> So they clad the thing as they went up and the entire building of the Empire State Building took less than 12 months and was done by about 3,000 people.</subtitle>\n\n<subtitle id=\"0:5:17\"> We could not muster 3,000 people to do something major in less than a year in computing. So, whatever we mean when we say software engineering, we don't mean real engineering.</subtitle>\n\n<subtitle id=\"0:5:29\"> We mean something that we're aspiring to. This is the way the term software engineering was intended back in the 60s at the Garmisch conference in 1968 where it was coined as an aspiration.</subtitle>\n\n<subtitle id=\"0:5:44\"> Today, if you go to a university or many companies and ask them what is software engineering, they'll say it's what we're doing. That is manifestly not the case.</subtitle>\n\n<subtitle id=\"0:5:56\"> There's some really interesting things. Anybody who aspires to being an engineer of any kind should be intimately familiar with how this was done.</subtitle>\n\n== A book on the Empire State Building ==\n\n<note for=\"0:6:8\">\n<slide for=\"0:6:8\" name=\"COFES2012-Starrett1.png\"/>\n<slide for=\"0:6:10\" name=\"COFES2012-Starrett2.png\"/>\n<slide for=\"0:6:12\" name=\"COFES2012-Starrett3.png\"/>\n<slide for=\"0:6:14\" name=\"COFES2012-Starrett4.png\"/>\n<slide for=\"0:6:16\" name=\"COFES2012-Starrett5.png\"/>\n</note>\n<subtitle id=\"0:6:8\"> What's wonderful that there are many good books about it, including this facsimile of the Foreman's, notebook. One of the foremen, every night, typed on his pica typewriter, and took a picture and pasted it in there.</subtitle>\n\n<subtitle id=\"0:6:26\"> This has come down to us but we don't know who the foreman was. And, a few years ago it was a facsimile into a book that you can buy and are many interesting things are in there.</subtitle>\n\n<subtitle id=\"0:6:41\"> One of the questions that was asked the aspiring contractors was what tools do you have for this job.</subtitle>\n\n<subtitle id=\"0:6:50\"> One of them was Paul Starret who was one of two Starret brothers. They had built some very large buildings in Manhattan previously but they were one of three big companies bidding for this job.</subtitle>\n\n<subtitle id=\"0:7:2\"> They'd all said to this question, \"well, we have all the tools we need in blah blah blah blah.\"</subtitle>\n\n<subtitle id=\"0:7:8\"> What Starrett said is not a blankety-blank thing, not even a pick and shovel.</subtitle>\n\n<subtitle id=\"0:7:14\"> \"Gentlemen, this building of yours is going to present unusual problems. Ordinary building equipment won't be built worth a damn on. it will buy and make new stuff fitted for the job that's what we do on every big job. It costs less than renting secondhand stuff, and it's more efficient.\" Okay.</subtitle>\n\n<subtitle id=\"0:7:32\"> Now in software, a first order theory that's obtained as long as I've been in the field, which is 50 years, is that you should never build your own tools. It's a black hole. Don't build your own operating system. Don't build your own computer for god sakes .</subtitle>\n\n<subtitle id=\"0:7:47\"> Don't build your own programming languages. Get all this stuff from the vendors.</subtitle>\n\n<subtitle id=\"0:7:53\"> That way, you're actually going to speed up your ability to produce the thing that you want to do. It turns out this isn't true. Or, it's true, if you can't, if you don't know how to build your own tools.</subtitle>\n\n<subtitle id=\"0:8:8\"> You can certainly get into a black hole. We all know of them. But in fact the second-order theory is also true, which is, if you know how to build your own tools then you better, because you can bypass not just workarounds that you have to do but you bypass an entire set of perspectives that may have nothing whatsoever to do with what you're trying to do.</subtitle>\n\n<subtitle id=\"0:8:32\"> And, they might even be antagonistic to it.</subtitle>\n\n<subtitle id=\"0:8:35\"> So, these guys did a lot of wonderful things. This is a narrow gauge railway that was on every floor of the Empire State Building.</subtitle>\n\n<subtitle id=\"0:8:41\"> They also built twice as many elevators than there they are now just as temporary elevators, but going up 85 stories in order to move equipment around, and when they got the building up they took down these elevators.</subtitle>\n\n<subtitle id=\"0:9:2\"> Sounds ridiculous, right? Not really.</subtitle>\n\n== Engineering Bridges ==\n\n<note for=\"0:9:5\">\n<slide for=\"0:9:5\" name=\"COFES2012-Bridge1.png\"/>\n<slide for=\"0:9:26\" name=\"COFES2012-Bridge2.png\"/>\n<slide for=\"0:9:59\" name=\"COFES2012-Bridge3.png\"/>\n<slide for=\"0:10:14\" name=\"COFES2012-Bridge4.png\"/>\n<slide for=\"0:10:17\" name=\"COFES2012-Bridge5.png\"/>\n<slide for=\"0:13:23\" name=\"COFES2012-Bridge6.png\"/>\n<slide for=\"0:14:14\" name=\"COFES2012-Bridge7.png\"/>\n</note>\n<subtitle id=\"0:9:5\"> Now, the other thing about engineering, real engineering that makes it rather different still from what we attempt to do in software is this problem.</subtitle>\n\n<subtitle id=\"0:9:17\"> This is the Tacoma Narrows Bridge. We have much of our infrastructure is crumbling.</subtitle>\n\n<subtitle id=\"0:9:26\"> Here's one that wasn't as funny as the Tacoma Narrows Bridge was funny because nobody got hurt.</subtitle>\n\n<subtitle id=\"0:9:32\"> It was predicted by a University of Washington professor.</subtitle>\n\n<subtitle id=\"0:9:38\"> The reason they got good movies of it is he said when a wind comes up that's over 55 miles an hour, this bridge is going down. So, when that wind came up, they went down to a now-famous camera store in Seattle, famous for supplying the movie cameras, which they then took out to the bridge, set them up.</subtitle>\n\n<note for=\"0:9:56\">\nYou can see the movie on the Internet, for example, like this one: [https://www.youtube.com/watch?v=j-zczJXSxnw|Tacoma Narrows Bridge Collapse.].\n</note>\n<subtitle id=\"0:9:56\"> And, watch the thing shake itself apart.</subtitle>\n\n<subtitle id=\"0:9:59\"> this one though, in Minneapolis, was not so funny because many people got killed and a whole school bus full of children just missed getting demolished.</subtitle>\n\n<subtitle id=\"0:10:14\"> So there are many casualties on this.</subtitle>\n\n<subtitle id=\"0:10:17\"> The trace back on this one was: first they thought the rivets were substandard but they turned out to be right. They finally found out that those gusset plates, those square things that the rivets are joining those beams with.</subtitle>\n\n<subtitle id=\"0:10:35\"> By a clerical error where about .. 3/16 of an inch too thin. 20 years later that defect in the structural engineering plus the clerical error brought down the entire bridge.</subtitle>\n\n<subtitle id=\"0:10:56\"> The point here is that one of the reasons you can fly in a jet plane and not feel upset, if you knew what was going on in the jet engine that's right outside there,</subtitle>\n\n<subtitle id=\"0:11:8\"> and you should if you're aspire to be an engineer, you will know that inside that jet engine, there are temperatures that are higher than the melting point of any of the materials in the jet engine.</subtitle>\n\n<subtitle id=\"0:11:23\"> It's just one of those great things.</subtitle>\n\n<subtitle id=\"0:11:26\"> But jet engines run for thousands and thousands and thousands of hours. They're one of the most perfect engineering creations especially given the difficulties that they labor under.</subtitle>\n\n<subtitle id=\"0:11:44\"> They have to spin at 30,000 rpm. They have these temperature problems. They have enormous shear forces and everything else going on. they're just fantastic.</subtitle>\n\n<subtitle id=\"0:11:53\"> The thing that has allowed engineering to advance is that people get really pissed off when their friends and relatives wind up dying on some engineering failure.</subtitle>\n\n<subtitle id=\"0:12:8\"> So the forces of nature plus the social forces have conspired to make engineers rather careful.</subtitle>\n\n<subtitle id=\"0:12:17\"> Of course if you think about the parallel situation inside of a computer, the forces and the masses are slight.</subtitle>\n\n<subtitle id=\"0:12:26\"> Many software systems are starting a crash that will take 10 years to happen from this instant they are actually deployed.</subtitle>\n\n<subtitle id=\"0:12:35\"> They're completely buggy but the gusset plate is going to take a long time to gradually come apart as it gets more and more complicated.</subtitle>\n\n<subtitle id=\"0:12:47\"> When you move from something where doing something out in the world of forces and masses into a world where you don't have these, you have to have an artificial sense of discipline.</subtitle>\n\n<subtitle id=\"0:13:2\"> This is omething we are still learning how to do.</subtitle>\n\n<subtitle id=\"0:13:5\"> Now we don't know what happened to the Roman engineers who failed.</subtitle>\n\n<subtitle id=\"0:13:11\">I've suspected, because their engineering was so good for its time, I've suspected that they actually wound up in the Colosseum for failures.</subtitle>\n\n<subtitle id=\"0:13:23\">But consider this. This is the longest extant, it's not the longest Roman bridge ever made, but it's the longest one that we still have. With those light poles on it.</subtitle>\n\n<subtitle id=\"0:13:32\"> Becasue it's been continuous use for over 2,000 years, and has had cars running on it for the last century.</subtitle>\n\n<subtitle id=\"0:13:44\">Now, if go look at this bridge it's in Merida, Spain, near the Portuguese border, it looks like it was built yesterday.</subtitle>\n\n<subtitle id=\"0:13:53\"> This is partly because the Romans created the best cement the world has ever known. It took a long time for us to find out, just really about 10-15 years ago, to find out exactly what the secrets were of the Roman cement.</subtitle>\n\n<note for=\"0:14:14\">\nAlc\u00e1ntara Bridge, also in Extremadura, Spain, [https://en.wikipedia.org/wiki/Alc%C3%A1ntara_Bridge].\n</note>\n\n<subtitle id=\"0:14:14\"> How about this one. Same age. Again, if you walk right up to it, looks, holy smokes. This thing looks like it was built yesterday.</subtitle>\n\n<subtitle id=\"0:14:23\"> If ever been to, how many people have ever been to the Pantheon in Rome. She's been to Rome you've been to the Pantheon.</subtitle>\n\n<subtitle id=\"0:14:29\"> First time I went, I thought wow! You know, it looked like it was made out of granite, and then I found that it was made out of reinforced concrete. How many people, most people here might have found that out. Do you realize?</subtitle>\n\n<subtitle id=\"0:14:41\"> How many people realize it was made out of reinforced concrete?</subtitle>\n\n<subtitle id=\"0:14:44\">It looks like it was made yesterday. You go around. It's just every, nothing is crumbled. Just Incredible.</subtitle>\n\n<subtitle id=\"0:14:53\">If you really care about it, engineering goes from beyond a set of these principles to a true art form.</subtitle>\n\n<subtitle id=\"0:15:0\"> And, you could even go so far to say the big art form of the 20th century were science and engineering.</subtitle>\n\n<subtitle id=\"0:15:8\"> That's a lot to live up to for something that wants to call itself a science like computer science, and that wants to call itself an engineering discipline like software engineering.</subtitle>\n\n<subtitle id=\"0:15:20\">Yeah, so the answer to this question is, \"no\". Software Engineering cannot do anything like this today.</subtitle>\n\n== \"Can Software Engineering do anything like this?\": Complexity of Software and Software Engineering ==\n<note for=\"0:15:32\">\n<slide for=\"0:15:32\" name=\"COFES2012-SoftwareEngineering1.png\"/>\n<slide for=\"0:15:35\" name=\"COFES2012-SoftwareEngineering2.png\"/>\n<slide for=\"0:15:48\" name=\"COFES2012-SoftwareEngineering3.png\"/>\n<slide for=\"0:15:57\" name=\"COFES2012-SoftwareEngineering4.png\"/>\n<slide for=\"0:16:17\" name=\"COFES2012-SoftwareEngineering5.png\"/>\n<slide for=\"0:16:48\" name=\"COFES2012-SoftwareEngineering6.png\"/>\n<slide for=\"0:17:18\" name=\"COFES2012-SoftwareEngineering7.png\"/>\n<slide for=\"0:17:24\" name=\"COFES2012-SoftwareEngineering8.png\"/>\n<slide for=\"0:17:41\" name=\"COFES2012-SoftwareEngineering8.png\"/>\n</note>\n<subtitle id=\"0:15:32\">To make some comparisons here, I just note that a 400 page book has 20,000 lines of text in it.</subtitle>\n<subtitle id=\"0:15:35\"> Each one of those could be a line of code so 20,000 line program is one 400 page book.</subtitle>\n\n<subtitle id=\"0:15:48\"> And a foot of books is about 300,000 lines. Million lines of code per meter: there's an easy one to remember.</subtitle>\n\n<subtitle id=\"0:15:57\"> The Empire State Building is about 441 million lines of code high, as stacked books is 20,000 lines, 50 lines of code at a time stacked up.</subtitle>\n\n<subtitle id=\"0:16:11\"> That sounds like a lot. But in fact a lot of companies are wrestling with about this much code.</subtitle>\n\n<subtitle id=\"0:16:17\"> Personal computing, which I had something to do with a long time ago. Microsoft's essays into it provide operating systems over a hundred million lines of code and application suites is well over a hundred million lines of code.</subtitle>\n\n<subtitle id=\"0:16:35\"> You look at that, you think, \"Are we really getting that much bang for a couple hundred million lines of code?\"</subtitle>\n\n<subtitle id=\"0:16:45\"> I hope you're saying no. I hope you haven't gotten complacent about this.</subtitle>\n\n<subtitle id=\"0:16:48\"> So personal computing, 250, say 200 million lines of code. But of course it's not really that much. The problem is that when you make a lot of code, there's a point, where their dependencies are so intertwined, the engineering has been done so poorly, that people start becoming afraid to remove things.</subtitle>\n\n<subtitle id=\"0:17:11\"> So they just let it stay there and they start layering over it.</subtitle>\n\n<subtitle id=\"0:17:18\"> This big software company has now gone over 400 million lines of code.</subtitle>\n\n<subtitle id=\"0:17:24\"> I haven't changed the slide. Yeah, I used to use this analogy, because, I mean, a pyramid is kind of a garbage dump plastered over with limestone so it looks nice.</subtitle>\n\n<subtitle id=\"0:17:32\"> Just a big accretion. But when I look at this picture, I think I can't use that metaphor anymore because, look at how modular these pyramids are.</subtitle>\n\n<subtitle id=\"0:17:41\"> We would love to have that modularity in the code that we write. so I think the picture that fits our code better is a slum.</subtitle>\n\n<subtitle id=\"0:17:51\"> Particularly the web. But basically it's all rather slum like.</subtitle>\n\n<subtitle id=\"0:17:53\">There is no large sense of architecture of any kind. Things are tacked in there.</subtitle>\n\n<subtitle id=\"0:18:5\">Urban renewal bulldozers out some stuff but just leaves the stuff lying around, never carts it off and and so forth.</subtitle>\n\n<subtitle id=\"0:18:11\"> The real question is not whether we can improve on this. </subtitle>\n\n<subtitle id=\"0:18:17\"> But what is the actual level of improvement, which is tantamount to asking, how complex is the actual problems we're trying to solve compared to the complexity we're creating by just bumbling around.</subtitle>\n\n== What is Science: With a hair ball standing in for Complexity ==\n<note for=\"0:18:35\">\n<slide for=\"0:18:35\" name=\"COFES2012-WhatIsScience1.png\"/>\n<slide for=\"0:19:2\" name=\"COFES2012-WhatIsScience2.png\"/>\n<slide for=\"0:19:8\" name=\"COFES2012-WhatIsScience3.png\"/>\n<slide for=\"0:19:17\" name=\"COFES2012-WhatIsScience4.png\"/>\n<slide for=\"0:19:26\" name=\"COFES2012-WhatIsScience5.png\"/>\n<slide for=\"0:19:29\" name=\"COFES2012-WhatIsScience6.png\"/>\n<slide for=\"0:19:29\" name=\"COFES2012-WhatIsScience7.png\"/>\n<slide for=\"0:20:41\" name=\"COFES2012-WhatIsScience8.png\"/>\n<slide for=\"0:20:47\" name=\"COFES2012-WhatIsScience9.png\"/>\n<slide for=\"0:20:53\" name=\"COFES2012-WhatIsScience10.png\"/>\n<slide for=\"0:21:44\" name=\"COFES2012-WhatIsScience11.png\"/>\n<slide for=\"0:21:50\" name=\"COFES2012-WhatIsScience12.png\"/>\n</note>\n\n<subtitle id=\"0:18:35\"> Let's ask a question about what science is. Now that we've talked about engineering.</subtitle>\n\n<subtitle id=\"0:18:44\"> Real science looks at hairballs. This is my favorite hairball. It's about this big, recovered from the stomach of a woolly mammoth found in a glacier.</subtitle>\n\n<subtitle id=\"0:18:53\"> But because hair balls are ugly to look at but it got your attention, especially when I say how big it is.</subtitle>\n\n<subtitle id=\"0:19:2\"> It represents complications. But, you know, the universe is good enough.</subtitle>\n\n<subtitle id=\"0:19:8\"> The starry night it's pretty air but it's still complicated. People spent thousand of years misunderstanding it in a bunch of ways.</subtitle>\n\n<note for=\"0:19:17\">\nScheffer Stroke is a logical operation of NAND, from which you can build any other operations, and logical structure. [https://en.wikipedia.org/wiki/Sheffer_stroke|Scheffer Stroke on Wikipedia].\n</note>\n<subtitle id=\"0:19:17\"> We little creatures with our brains have languages. We can make all of our languages out of the Scheffer's stroke. Here, this is the NAND operator.</subtitle>\n\n<note for=\"0:19:29\">\nOliver Heavyside cleaned up the formula to concisely describe Maxwell original idea. [https://en.wikipedia.org/wiki/Oliver_Heaviside]\n</note>\n<subtitle id=\"0:19:29\"> Because we have tiny little brains, we invented mathematics, and we come up with something like Maxwell's equations, or Heavyside's version of Maxwell's equation, and put a large part of the phenomena that we're looking at out there on a T-shirt.</subtitle>\n\n<subtitle id=\"0:19:47\"> This represents complexity, so the complexity of the electromagnetic field, in large amounts of it, enough to invent a radio and radar and etc. etc., can be represented by a couple of these equations.</subtitle>\n\n<subtitle id=\"0:20:5\"> These equations should be symmetrical because the magnetic field and the electric field are trade off against each other but aren't.</subtitle>\n\n<subtitle id=\"0:20:17\"> So, if you worry about that and you happen to be named Einstein, you will come up with the special theory of relativity which will put symmetry into the whole thing and you get down to two equations, just like you should have. One for the electric field and one for the magnetic field.</subtitle>\n\n<note for=\"0:20:35\">\nThe notation is not science.\n</note>\n<subtitle id=\"0:20:35\"> Now science is not this. The problem is when most people take science courses they're taught the T-shirt.</subtitle>\n\n<subtitle id=\"0:20:41\"> But science is actually that. Science is the realm of the relationship between the phenomena that we can't get to.</subtitle>\n\n== Science with Engineering by making an artifact and observing it ==\n\n<subtitle id=\"0:20:53\"> Similarly, we can do science with engineering, because it's an artifact that has phenomena so we can actually look at that bridge that we built there. Scientists can look at what engineers do and make a T-shirt of it.</subtitle>\n\n<subtitle id=\"0:21:11\"> We have T-shirts of what bridges are, their theories of bridges. Then, the cool thing, this is why it's great to be alive today, the cool thing is you can take that T-shirt and make one hell of a bridge.</subtitle>\n\n<subtitle id=\"0:21:29\">Engineering was around for a long time but it didn't hit its stride until it had this beginning the yang here, event of making things and looking at them the special way that science does.</subtitle>\n\n<subtitle id=\"0:21:44\"> How big is this bridge? Well, See those little boats down there? Those are super tankers.</subtitle>\n\n<subtitle id=\"0:21:50\"> Just for comparison, there is our Empire State Building. So the pylons on this bridge are the height of the Empire Building. And, there's the Great Pyramid of Egypt.</subtitle>\n\n<note for=\"0:22:0\">\nAkashi Kaiky\u014d Bridge. The longest suspension bridge in the world. [https://en.wikipedia.org/wiki/Akashi_Kaiky%C5%8D_Bridge| Wikipedia].\n</note>\n<subtitle id=\"0:22:0\"> This is the Asahi [Akashi] bridge in Japan. Just can't beat it. So lovely.</subtitle>\n\n<subtitle id=\"0:22:8\"> So, this is what we want to think about. We want to think about real engineering. We want to think about real science.</subtitle>\n\n== Computer Science, contrasted with Real Science and Engineering ==\n\n<note for=\"0:22:14\">\n<slide for=\"0:22:14\" name=\"COFES2012-ComputerScience1.png\"/>\n<slide for=\"0:22:29\" name=\"COFES2012-ComputerScience2.png\"/>\n<slide for=\"0:22:41\" name=\"COFES2012-ComputerScience3.png\"/>\n<slide for=\"0:23:5\" name=\"COFES2012-ComputerScience4.png\"/>\n<slide for=\"0:23:20\" name=\"COFES2012-ComputerScience5.png\"/>\n</note>\n<subtitle id=\"0:22:14\"> Computer science is not real science. Ask anybody to give you a definition, and they will give you an engineering definition.</subtitle>\n\n<subtitle id=\"0:22:20\"> Part of it is because computer science persists in only building things. It doesn't spend a lot of time trying to understand them.</subtitle>\n\n<subtitle id=\"0:22:29\"> So, you can look, you know, computers We have built. There, you have their complicated artifacts. Programming languages is a complicated artifacts you can do the same thing.</subtitle>\n\n<note for=\"0:22:41\">\nWhat is on the T-shirt is Lisp semantics written in the form of an interpreter written in Lisp. The core of a language can fit on a T-Shirt.\n</note>\n<subtitle id=\"0:22:41\"> John McCarthy looked at them, and being a mathematician, you want a G-shirt [\"T-shirt\"]. This is the programming language Lisp on the T-shirt.</subtitle>\n\n<subtitle id=\"0:22:50\"> Once you look at that you realize, whoops, programming is not as complicated as I thought. All the semantics I really care about are not in these in humongous Fortran or Java compilers but they are actually very small.</subtitle>\n\n<subtitle id=\"0:23:5\"> When I make them small enough for my tiny little brain I can actually think about to manipulate them.</subtitle>\n\n<subtitle id=\"0:23:8\"> Whereas trying to go over on the other side and mess around with Fortran directly to make it better, it just never happen.</subtitle>\n\n<note for=\"0:23:20\">\nAlan is showing the cell biology he studied and the Internet that inspired [[Smalltalk]] design.\n</note>\n<subtitle id=\"0:23:20\"> So, John came up with a mathematical theory of computation. And, those of us who came in the next generation after McCarthy got to do some really fun things with this idea. I should mention that what I'm talking to you about actually happened in the 60s. </subtitle>\n\n<subtitle id=\"0:23:41\"> And, it bore some real fruits. But, in fact, it never made it into the world of the 60s which was dominated by IBM. Or, the world of the 80s and 90s which is dominated by Microsoft.</subtitle>\n\n<subtitle id=\"0:23:53\">It just didn't happen. So most people program in a way that is strikingly similar to the way programming was done around 1965.</subtitle>\n\n== Tactics vs. Strategies ==\n\n<note for=\"0:24:5\">\n<slide for=\"0:24:5\" name=\"COFES2012-TacticsStrategies1.png\"/>\n<slide for=\"0:24:14\" name=\"COFES2012-TacticsStrategies2.png\"/>\n<slide for=\"0:24:20\" name=\"COFES2012-TacticsStrategies3.png\"/>\n<slide for=\"0:24:35\" name=\"COFES2012-TacticsStrategies4.png\"/>\n<slide for=\"0:24:47\" name=\"COFES2012-TacticsStrategies5.png\"/>\n<slide for=\"0:25:11\" name=\"COFES2012-TacticsStrategies6.png\"/>\n<slide for=\"0:25:17\" name=\"COFES2012-TacticsStrategies7.png\"/>\n<slide for=\"0:25:35\" name=\"COFES2012-TacticsStrategies8.png\"/>\n<slide for=\"0:26:5\" name=\"COFES2012-TacticsStrategies9.png\"/>\n<slide for=\"0:26:29\" name=\"COFES2012-TacticsStrategies10.png\"/>\n<slide for=\"0:26:47\" name=\"COFES2012-TacticsStrategies11.png\"/>\n<slide for=\"0:27:2\" name=\"COFES2012-TacticsStrategies12.png\"/>\n<slide for=\"0:27:5\" name=\"COFES2012-TacticsStrategies13.png\"/>\n<slide for=\"0:27:8\" name=\"COFES2012-TacticsStrategies14.png\"/>\n<slide for=\"0:27:14\" name=\"COFES2012-TacticsStrategies15.png\"/>\n<slide for=\"0:27:38\" name=\"COFES2012-TacticsStrategies16.png\"/>\n<slide for=\"0:27:59\" name=\"COFES2012-TacticsStrategies17.png\"/>\n<slide for=\"0:28:11\" name=\"COFES2012-TacticsStrategies18.png\"/>\n<slide for=\"0:28:20\" name=\"COFES2012-TacticsStrategies19.png\"/>\n<slide for=\"0:30:32\" name=\"COFES2012-TacticsStrategies20.png\"/>\n<slide for=\"0:30:35\" name=\"COFES2012-TacticsStrategies21.png\"/>\n</note>\n<subtitle id=\"0:24:5\"> Let's take a look at the idea of tactics versus strategies.</subtitle>\n\n<subtitle id=\"0:24:11\"> The simplest thing when we have materials is to think tactically.</subtitle>\n\n<subtitle id=\"0:24:14\"> Have a bunch of these materials piles and stacks.</subtitle>\n\n<subtitle id=\"0:24:20\"> Simplest things we can get out of those hardly any design effort at all as pyramids and walls.</subtitle>\n\n<subtitle id=\"0:24:26\"> People did this with bricks for thousands of years before somebody had a strategic thought which is,</subtitle>\n\n<subtitle id=\"0:24:35\">\"hey, let's make something out of the bricks before we make the thing.\"</subtitle>\n\n<subtitle id=\"0:24:38\"> Let's make a new kind of building component a different kind of structural integrity than a pyramid does, and all of a sudden, we can kick ass.</subtitle>\n\n<note for=\"0:24:47\">\nWith an arch, one can build as tall structure as a pyramid with much less material.\n</note>\n<subtitle id=\"0:24:47\"> Took thousands of years to get beyond what the brick forced into our minds by being in front of us to this very odd thing that requires more building materials to make than when you're done. This is one of the hard things about an arch.</subtitle>\n\n<subtitle id=\"0:25:5\"> It's hard to imagine it because it doesn't work until it works: so people just ignored it.</subtitle>\n\n<subtitle id=\"0:25:11\"> The same thing happened in computing, where we build things out of NAND's.</subtitle>\n\n<subtitle id=\"0:25:17\"> Basically computing is all about comparing things. So you can take materials, like even two rulers, this is something that first graders love is they can do any fractional arithmetic problem their ten-year-old brother can't do.</subtitle>\n\n<subtitle id=\"0:25:35\"> They can do it in two seconds with two rulers. All right, because the ruler is an addition slide rule. You show this to a kid they'll love you for life</subtitle>\n\n<subtitle id=\"0:25:44\"> Just compute the whole thing out ahead of time, and say here's what it is, and by the way, you're teaching them vectors at the same time.</subtitle>\n\n<subtitle id=\"0:25:53\"> It beats regular fractions in many many ways. Of course the Romans and the Greeks. Romans had a socially accepted QWERTY form of numbers called Roman numerals.</subtitle>\n\n<subtitle id=\"0:26:5\"> But they didn't use them. most people use this in the wrong way. The Romans and the Greeks had abacuses to compute with. This is a Roman abacus and those stones are called calculi.</subtitle>\n\n<subtitle id=\"0:26:17\"> The calculus came from this notion of what they pull out of your teeth, also. When they you go to the dentist to get the plaque removed they call them calculi.</subtitle>\n\n<note for=\"0:26:29\">\nThe couple of British are William Eccles and F. W. Jordan. Origin of Flip Flop on [https://en.wikipedia.org/wiki/Flip-flop_(electronics)|Wikipedia].\n</note>\n<subtitle id=\"0:26:29\"> Flip-flops didn't come people wanted to do computers but because a couple of Brits wanted to see if they could make a memory that could do some of the things human memory could do out of materials.</subtitle>\n\n<subtitle id=\"0:26:44\"> Remember, vitalism was a big deal back then.</subtitle>\n\n<subtitle id=\"0:26:47\"> And ENIAC.</subtitle>\n\n<subtitle id=\"0:26:50\"> But the problem is matter is inconvenient for this. It's just, you know, basically the scaling problems overwhelm you very little return.</subtitle>\n\n<subtitle id=\"0:27:2\"> You need to go strategically.</subtitle>\n\n<note for=\"0:27:5\">\nJacquard Loom was a powered device that was controlled by punch cards and produced textiles with complex patterns. [https://en.wikipedia.org/wiki/Jacquard_loom|Jacuard Loom on Wikipedia]. Alan refers to the fact that von Neumann style languages are following what the low-level machine instructions dictates, including ALGOL and Java shown on the slide.\n</note>\n<subtitle id=\"0:27:5\"> Of course this was done a long time before with a Jacquard loom, von Neumann architectures, von Neumann style programming languages.</subtitle>\n\n<subtitle id=\"0:27:14\"> Even the programming languages of today like Java, which is also a von Neumann style language in spite of a few trappings it has on it.</subtitle>\n\n<subtitle id=\"0:27:23\"> Basically, the programming that we're doing today has not stirred from this in 50 years.</subtitle>\n\n<subtitle id=\"0:27:32\"> There have been about 3,000 different programming languages invented and some of them really useful.</subtitle>\n\n<subtitle id=\"0:27:38\"> But style of programming that is used today is almost entirely this style. It's style where the programming language is rather similar to the underlying storage mechanisms and control structures of the machine.</subtitle>\n\n<subtitle id=\"0:27:53\"> There are few convenience is there, but not a lot and not enough.</subtitle>\n\n<note for=\"0:27:59\">\nSketchpad is the black and white picture with the light pen interface on the bottom row. [https://en.wikipedia.org/wiki/Sketchpad|Wikipedia].\n</note>\n<subtitle id=\"0:27:59\"> But, of course there are always weird people out on the fringes, who, like Turing himself, who did things are completely different. For instance, Sketchpad, which is having its 50th anniversary this year, computed by, you programmed it by, putting in constraints that Sketchpad had to figure out.</subtitle>\n\n<subtitle id=\"0:28:20\"> So, instead of writing solutions to problems, you just gave Sketchpad what the problem, what the nature of the problem was, what the nature that would characterize a solution. Sketchpad had three problem solvers.</subtitle>\n\n<subtitle id=\"0:28:32\"> In 1962, it would solve those problems for you.</subtitle>\n\n<subtitle id=\"0:28:38\"> By the way, he also invented computer graphics while doing it, and also this is the first object-oriented system I know of. </subtitle>\n\n<subtitle id=\"0:28:44\"> Those three things were done by Ivan Sutherland as a thesis project in one year, one person. I once asked Ivan: \"how could you do these three things in one year?\" He says well I didn't know it was hard.</subtitle>\n\n<subtitle id=\"0:28:59\"> Ivan was a genius, but he had also had the advantage of just aiming for what we really needed.</subtitle>\n\n<subtitle id=\"0:29:8\"> He didn't worry about whether it was hard, because nobody knew what was easy and hard in 1962. He just went for what we needed, which is an interactive system, that, you could show sort of what you wanted then tell it what the criteria were to the job up and it finished the job up. Great.</subtitle>\n\n<subtitle id=\"0:29:26\"> Too bad we don't have it today.</subtitle>\n\n<subtitle id=\"0:29:29\"> The Internet, another thing which is almost completely ignored by computer people. Why?</subtitle>\n\n<subtitle id=\"0:29:35\"> Because it works too well. Most computer people, certainly most people in the world, but most computer people even don't think of this as technology.</subtitle>\n\n<subtitle id=\"0:29:44\"> It's completely different from the technology they're used to. The internet has never gone down started running in '69 but continuously, since then to replace all of its atoms and it's bits without ever being shut down.</subtitle>\n\n<subtitle id=\"0:29:59\"> People are shutting down their software systems all the time. They shut down individual servers, even though a server is just a name. You never have to do that.</subtitle>\n\n<subtitle id=\"0:30:8\"> What we've got is two cultures here. We got culture that was able to make something get scaled successfully by eveven orders of magnitude. We've got another culture, who, who can't even appreciate the feat of engineering and science that took it to do.</subtitle>\n\n<subtitle id=\"0:30:26\"> The Internet is really the only extant true object-oriented system in the world right now.</subtitle>\n<note for=\"0:30:32\">\nThe brain image used to denote AI. In other talks the same image is used to explain how brain interprets the incoming signal and how itself synthesizes information.\n</note>\n<subtitle id=\"0:30:32\"> Then, there's, of course, AI, which people have lost interest in, just as it was starting to get really well work done. We should be spending more time thinking about this. </subtitle>\n\n== Xerox ALTO in 1973 ==\n\n<subtitle id=\"0:30:40\"> Now, one little blast from the past, 1973, we showed this machine and this system.</subtitle>\n\n<note for=\"0:30:56\">\nAlan refers to the idea that each graphical object on screen can be considered as a self-contained entity like an application, and the window border around them is optional. A document in DTP can be organized as an assortment of such graphical objects.\n<slide for=\"0:30:40\" name=\"COFES2012-Alto1.png\"/>\n<slide for=\"0:10:14\" name=\"COFES2012-Alto2.png\"/>\n<slide for=\"0:31:23\" name=\"COFES2012-Alto6.png\"/>\n<slide for=\"0:31:38\" name=\"COFES2012-Alto7.png\"/>\n<slide for=\"0:32:5\" name=\"COFES2012-Alto8.png\"/>\n<slide for=\"0:32:20\" name=\"COFES2012-Alto9.png\"/>\n<slide for=\"0:32:35\" name=\"COFES2012-Alto10.png\"/>\n</note>\n<subtitle id=\"0:30:56\"> Notice, overlapping windows there, it was a view oriented object-oriented system, desktop publishing was essentially the views without the borders on them.</subtitle>\n\n<subtitle id=\"0:31:14\"> These got split up when they came out into the real world, but it's, in Xerox theory, one thing. There was no operating system, because you don't need one.</subtitle>\n\n<subtitle id=\"0:31:23\"> When Xerox asked us what we were we're doing, we gave them our own version of Paul Starrett's speech, not even a pick and shovel.</subtitle>\n\n<subtitle id=\"0:31:38\"> Part of the deal at Xerox PARC was we built every bit of the hardware and software ourselves from scratch.</subtitle>\n\n<subtitle id=\"0:31:44\"> We did not go out and buy commercial computers. We did not go out and buy commercial software.</subtitle>\n\n<subtitle id=\"0:31:53\"> The reason is this stuff was so different that we would have spent all of our time running into walls that were simply irrelevant to what we were trying to do.</subtitle>\n\n<subtitle id=\"0:32:5\"> The cool thing was this was a tiny machine: 128 K RAM, and we used half of it for the display. So, it had a display about 800 by 600.</subtitle>\n\n<subtitle id=\"0:32:20\"> all the software from the end-user down to the non-existent operating system, down to the metal of the machine, was only about 10,000 lines of code. It was done in a language we invented specifically for the purpose.</subtitle>\n\n<subtitle id=\"0:32:35\"> One way of thinking about this is, in the end, no matter what it is you think you're doing, math wins.</subtitle>\n\n<subtitle id=\"0:32:44\"> The thing that is math, the mathematization of an idea dominates all other things once you've done the spadework around the edges. At some point, you have to sit down and do something like mathematical thinking in order to collapse all the things that seem to be artificially dissimilar into things that are similar.</subtitle>\n\n<subtitle id=\"0:33:8\"> This is called making an algebra. This was a technique that we use pretty generally at PARC.</subtitle>\n\n== 8 and half Inventions at Xerox PARC ==\n\n<note for=\"0:33:14\">\nHalf of the Internet means that Xerox PARC had its own packet switching protocol called PUP, which influenced the design of TCP/IP.\n<slide for=\"0:33:14\" name=\"COFES2012-Parc1.png\"/>\n<slide for=\"0:33:15\" name=\"COFES2012-Parc2.png\"/>\n<slide for=\"0:33:16\" name=\"COFES2012-Parc3.png\"/>\n<slide for=\"0:33:17\" name=\"COFES2012-Parc4.png\"/>\n<slide for=\"0:33:18\" name=\"COFES2012-Parc5.png\"/>\n<slide for=\"0:33:19\" name=\"COFES2012-Parc6.png\"/>\n<slide for=\"0:33:20\" name=\"COFES2012-Parc7.png\"/>\n<slide for=\"0:33:21\" name=\"COFES2012-Parc8.png\"/>\n<slide for=\"0:33:22\" name=\"COFES2012-Parc9.png\"/>\n<slide for=\"0:33:23\" name=\"COFES2012-Parc10.png\"/>\n<slide for=\"0:33:24\" name=\"COFES2012-Parc11.png\"/>\n<slide for=\"0:33:25\" name=\"COFES2012-Parc12.png\"/>\n</note>\n<subtitle id=\"0:33:14\"> In a few years, we did this: the bitmap screen, the GUI, WYSIWYG in desktop publishing, real objects, laser printers, Ethernet, peer-to-peer and client-server, and about a half of the Internet.</subtitle>\n\n<subtitle id=\"0:33:35\"> Now, what was interesting about that, perhaps, is it was only two dozen people.</subtitle>\n\n<subtitle id=\"0:33:41\"> Any company here could have afforded to do this. Two dozen people, just ten million dollars a year in today's dollars, you could do it right now.</subtitle>\n\n<subtitle id=\"0:33:53\"> You won't do it though. Nobody is doing it. you won't do it in spite of the fact that it returned 30 plus trillion bucks, returning about a trillion dollars a year still.</subtitle>\n\n<subtitle id=\"0:34:8\"> So, this is a huge win, but in fact, it is against what most people think is good practice.</subtitle>\n\n<subtitle id=\"0:34:17\"> I don't mean in computing only. I mean in management.</subtitle>\n\n<subtitle id=\"0:34:23\"> We'll leave that because we don't want to talk about the past too much.</subtitle>\n\n<subtitle id=\"0:34:26\"> Most people do not realize it was only two dozen people. That is only four to five years to do all this stuff, and doing it all from scratch.</subtitle>\n\n== Introduction to the STEPS project background ==\n\n<note for=\"0:34:38\">\nThe picture, with two children (two of triplets) using the XO laptop, is a recreation of the drawing in the [http://www.vpri.org/pdf/hc_pers_comp_for_children.pdf|\"Personal Computer for Children of All Ages\"] paper.\n<slide for=\"0:34:38\" name=\"COFES2012-ScienceProject1.png\"/>\n<slide for=\"0:34:59\" name=\"COFES2012-ScienceProject2.png\"/>\n<slide for=\"0:35:8\" name=\"COFES2012-ScienceProject3.png\"/>\n</note>\n<subtitle id=\"0:34:38\"> Now let's take a look at a science project in the present. Same idea here, so all of these ideas I've been talking about here.</subtitle>\n\n<subtitle id=\"0:34:50\"> We're going to apply them to this big thing called personal computing. It's got all kinds of stuff in it.</subtitle>\n\n<subtitle id=\"0:34:59\"> Again, we're interested in this area that goes from the end-user all the way down to the metal. so, there's a lot of stuff.</subtitle>\n\n<subtitle id=\"0:35:8\"> We want to know how many T-shirts does it take, right?</subtitle>\n\n<subtitle id=\"0:35:14\"> This is a completely different thing here. We are not interested.. we're doing science here.</subtitle>\n\n<subtitle id=\"0:35:20\"> We're going to have to do a little bit of engineering because the only way we can validate this science is by making it run.</subtitle>\n\n<subtitle id=\"0:35:29\"> But this is a science project. We want those T-shirts.</subtitle>\n\n== Principles of STEPS ==\n\n<note for=\"0:35:32\">\nRefer to some of the STEPS proposals and reports available at the VPRI site: [http://vpri.org/html/writings.php|VPRI Writings], including [http://www.vpri.org/pdf/tr2012001_steps.pdf|the first year report].\n<slide for=\"0:35:32\" name=\"COFES2012-RealComputerScience1.png\"/>\n<slide for=\"0:35:53\" name=\"COFES2012-RealComputerScience2.png\"/>\n<slide for=\"0:36:11\" name=\"COFES2012-RealComputerScience3.png\"/>\n<slide for=\"0:36:34\" name=\"COFES2012-RealComputerScience4.png\"/>\n<slide for=\"0:36:17\" name=\"COFES2012-RealComputerScience5.png\"/>\n<slide for=\"0:38:20\" name=\"COFES2012-RealComputerScience6.png\"/>\n</note>\n<subtitle id=\"0:35:32\"> So, let's take a look. Let's say half of what Microsoft, or Moore, has in there is just code they can't get rid of. But still, most of these, you know, Linux and OpenOffice and stuff: it's like a hundred million lines of code. </subtitle>\n\n<subtitle id=\"0:35:53\"> So, it's a lot of a lot of stuff of different kinds.</subtitle>\n\n<subtitle id=\"0:36:2\"> Now, here here we have, we're kind of behind the eight-ball of having a brief talk. This part, to do this part in a reasonable way, would take a couple of days.</subtitle>\n\n<subtitle id=\"0:36:17\"> I hate bullets. So please do not regard these as bullets. just look. They're ten blobs, out of twelve or thirteen blobs, that we used.</subtitle>\n\n<subtitle id=\"0:36:29\"> What they are are things, a couple of those we invented but, most of them were things that have been around for 50 years that didn't make it into the particulars design culture that computing is.</subtitle>\n\n<subtitle id=\"0:36:44\"> See, the difference here is nature helps physicists be honest, because in the end you're supposed to submit your theories back to nature. But the problem is we're a design field: so our trade is bullshit.</subtitle>\n\n<subtitle id=\"0:36:56\"> That's what design is. There's good and there's bad and there's different. A lot, a lot of stuff in between.</subtitle>\n\n<subtitle id=\"0:37:5\"> We can have a fad like, for instance, semaphores. Semaphores were known to be a bad idea when they were first invented by Dykstra and Hoare. But, in fact, in that culture, they took on, and for a variety of different reasons, they are still being taught today and they're still being used today.</subtitle>\n\n<subtitle id=\"0:37:26\"> Why are they a bad idea? anybody know? What's wrong with a semaphores?</subtitle>\n\n<subtitle id=\"0:37:32\"> A system lock up. there is no way to do something ahead of time that will tell you you won't get system lock up.</subtitle>\n\n<note for=\"0:37:44\">\nSimulation of Time is one of the principles. Alan refers to John McCarthy's Situation Calculus and the concept of fluents [https://en.wikipedia.org/wiki/Situation_calculus|Situation Calculus on Wikipedia] and David Reed's work on distributed decision making [http://publications.csail.mit.edu/lcs/specpub.php?id=773].\n</note>\n<subtitle id=\"0:37:44\"> So, this is like the world's worst idea to let the CPU control the time base of your computations. you're screwed.</subtitle>\n\n<subtitle id=\"0:37:53\"> May take a while, may happen quickly, but it's just basically a bad idea. There was already a good idea also thought up by John McCarthy in the early 60s that actually works and works much better.</subtitle>\n\n<subtitle id=\"0:38:8\"> But it's just not generally used, and it won't be used for a while, because these things take decades to get rid of things that are, you know, de facto religions.</subtitle>\n\n== The graphics engine of the STEPS project: Dan Amelang's Nile and Gezira ==\n\n<note for=\"0:38:20\">\n<slide for=\"0:38:41\" name=\"COFES2012-DanMom1.png\"/>\n<slide for=\"0:39:23\" name=\"COFES2012-DanMom2.png\"/>\n<slide for=\"0:40:11\" name=\"COFES2012-DanMom3.png\"/>\n<slide for=\"0:40:44\" name=\"COFES2012-DanMom4.png\"/>\n<slide for=\"0:40:44\" name=\"COFES2012-DanMom6.png\"/>\n<slide for=\"0:43:11\" name=\"COFES2012-FrankPopout1.png\"/>\n<slide for=\"0:43:29\" name=\"COFES2012-NileFeatures1.png\"/>\n<slide for=\"0:43:30\" name=\"COFES2012-NileFeatures2.png\"/>\n<slide for=\"0:43:38\" name=\"COFES2012-NileFeatures3.png\"/>\n<slide for=\"0:43:53\" name=\"COFES2012-NileFeatures4.png\"/>\n<slide for=\"0:43:39\" name=\"COFES2012-NileFeatures5.png\"/>\n<slide for=\"0:43:40\" name=\"COFES2012-NileFeatures6.png\"/>\n<slide for=\"0:43:41\" name=\"COFES2012-NileFeatures7.png\"/>\n<slide for=\"0:43:59\" name=\"COFES2012-NileFeatures8.png\"/>\n<slide for=\"0:44:01\" name=\"COFES2012-NileFeatures9.png\"/>\n<slide for=\"0:44:03\" name=\"COFES2012-NileFeatures10.png\"/>\n<slide for=\"0:44:05\" name=\"COFES2012-NileFeatures11.png\"/>\n<slide for=\"0:44:07\" name=\"COFES2012-NileFeatures12.png\"/>\n</note>\n<subtitle id=\"0:38:20\"> I'm just going to pick on a couple of these. I already talked about math wins, and I want to talk about this now in this area, up around in here, because one of the things we have to do in personal computing today is make anti-alias, 2 and 1/2 D computer graphics.</subtitle>\n\n<subtitle id=\"0:38:41\"> We have to make it look really good. If we didn't have it look really good, then we will be sloughing off part of making something that is like computer graphics that we can recognize today.</subtitle>\n\n<subtitle id=\"0:38:59\"> Of course whenever you have a hard problem you get a graduate student to do it, because they are just so much smarter than we are.</subtitle>\n\n<subtitle id=\"0:39:8\">This is Dan Amelang, who's a graduate student at UC San Diego. A very good mathematician and computer guy. And even better, he has a mom.</subtitle>\n\n<subtitle id=\"0:39:23\"> Of course we all do, but his mom happens to be a high school geometry teacher of that special kind that actually understands math.</subtitle>\n\n<subtitle id=\"0:39:32\"> So, they do exist. He went home Thanksgiving three four years ago, and his mom said: \"well, son, what are you doing at Viewpoints?\" He said: \"well, I need to reduce the amount of code to do computer graphics on a personal computer by a factor of a thousand.</subtitle>\n\n<subtitle id=\"0:39:53\"> She said: \"Oh, that sounds interesting. What are you going to do?\" In fact her expertise was in projective geometry. so, Dan did not come back from Thanksgiving. He stayed working with his mom.</subtitle>\n\n<subtitle id=\"0:40:11\"> he and his mom worked together on this thing through January, finally showed up in January with this formula.</subtitle>\n\n<note for=\"0:40:17\">\nTo see more about Dan's work, check out the talk by him [http://tinlizzie.org/IA/index.php/How_Complex_is_%22Personal_Computing%22%3F_(2009)|A talk at UIUC by Dan (starts around 17:00 mark)].\n</note>\n<subtitle id=\"0:40:17\"> This is one of these serendipitous things that you can't completely supply by method. But this stuff has been kicked around by the best people in the world for forty five years. But in fact, they found a new way of thinking about the involvement of an arbitrary polygon with a pixel that computes exactly the right shade of the pixel to give you perfect anti-aliasing.</subtitle>\n\n<subtitle id=\"0:40:44\"> It's only that big. The next thing Dan did was to make a math a language out of the mathematics that looked like the mathematics, but could run on a computer.</subtitle>\n\n<subtitle id=\"0:40:57\"> When you tell these 45 lines of code to do it, they can do things like this. They can render anti-alias text and anti-aliased graphic objects. That was a great start.</subtitle>\n\n<subtitle id=\"0:41:11\"> This language that he devised, he decided to make it a dataflow language with kind of functional engines at the nodes. Because of that, it is highly amenable to automatic use of parallel resources.</subtitle>\n\n<note for=\"0:41:29\">\nRefer to some other talks for the live demo, until we manage to put the movie, or a real working system here.\n<slide for=\"0:43:5\" name=\"COFES2012-DanMom6.png\"/>\n</note>\n<subtitle id=\"0:41:29\"> Here's one of our benchmarks. This is 5000 anti-aliased translucent characters being re-rendered every time by these 45 lines of code.</subtitle>\n\n<subtitle id=\"0:41:47\"> So, there's no caching or anything here. We can take a look at the CPU usage. We can see that it's basically using..</subtitle>\n\n<subtitle id=\"0:41:59\"> This is a four-core Mac but the cores can handle two highly interleaved threads at once.</subtitle>\n\n<subtitle id=\"0:42:8\"> So you're seeing that one of those is being devoted to this task, and the fan has come on.</subtitle>\n\n<subtitle id=\"0:42:14\"> As I say go faster, it says \"okay, give me another thread.\" There it is. What it's doing here is when I say up to four here, it's spacing them out, so they're each in different cores.</subtitle>\n\n<subtitle id=\"0:42:35\"> As I go faster and faster, it starts interleaving them. I can start zooming in. here so you can sort of see what's going on a little better.</subtitle>\n\n<subtitle id=\"0:42:47\"> You got enough monkeys.</subtitle>\n\n<subtitle id=\"0:42:53\"> We're actually quite surprised that... this is a lot of computing, but we're getting a lot of a lot out of it. </subtitle>\n\n<subtitle id=\"0:43:5\"> What I thought was, \"wow, we should be able to make a whole system just out of this math.\"</subtitle>\n\n<subtitle id=\"0:43:11\"> This is in fact what I'm using. I'm not using PowerPoint here.</subtitle>\n\n<subtitle id=\"0:43:17\"> It's probably obvious by now, but. Here is this system that is this replacement for personal computing.</subtitle>\n\n<subtitle id=\"0:43:29\"> Here's my next slide.</subtitle>\n\n<note for=\"0:43:38\">\nThe CompositeOver rule, which does the normal blending, is shown in the first oval, and compositing the star with gradient over the Frank character is shown as a result.\n</note>\n<subtitle id=\"0:43:38\">Here's Dan's brother, and here's all the compositing rules.</subtitle>\n\n<note for=\"0:43:41\">\nLikewise, there are three more examples of using different composition rules.\n</note>\n<subtitle id=\"0:43:41\"> So for instance, this one is invert. Here's another combination rule here.</subtitle>\n\n<subtitle id=\"0:43:53\">It's 95 lines to do all of the compositing rules that you use.</subtitle>\n\n<subtitle id=\"0:43:59\"> Now that you've seen. Of course there are those 45 lines. There's gradients, so I should actually... </subtitle>\n\n<note for=\"0:44:08\">\nThe document editor is called Frank. Refer to the STEPS project reports and also a paper: [http://www.vpri.org/pdf/tr2013002_KSonward.pdf|KScript and KSWorld: A Time-Aware and Mostly Declarative Language and Interactivev GUI Framework].\n</note>\n<subtitle id=\"0:44:08\"> This user interface here is made out of the system also, because it's all one sort of one big desktop publishing document.</subtitle>\n\n<subtitle id=\"0:44:17\"> I'm going to.. The system is also live. This has not been compiled away into C code down there. </subtitle>\n\n<note for=\"0:44:26\">\nAlan pops out from the full screen mode by clicking the top right button, select a button widget for editing in the document editor, and change the gradient by manipulating mutli-stop gradient editor.\n<slide for=\"0:44:26\" name=\"COFES2012-Frank1.png\"/>\n<slide for=\"0:44:32\" name=\"COFES2012-Frank2.png\"/>\n<slide for=\"0:44:40\" name=\"COFES2012-Frank3.png\"/>\n<slide for=\"0:44:50\" name=\"COFES2012-Frank4.png\"/>\n<slide for=\"0:44:55\" name=\"COFES2012-Frank5.png\"/>\n</note>\n<subtitle id=\"0:44:26\"> I'm actually going to pick an object here like this.</subtitle>\n\n<subtitle id=\"0:44:32\"> This menu here, and I'm going to say, \"okay, let's change the gradient fill on this.</subtitle>\n\n<subtitle id=\"0:44:53\">Yeah, something like that maybe. Or maybe we don't want as hard an edge so we'll zoom this out. Okay, get the idea?</subtitle>\n\n<subtitle id=\"0:45:00\"> So the whole system is live. It's using its own stuff here. We keep on chugging along.</subtitle>\n\n<subtitle id=\"0:45:11\"> We can see here's pen stroking, filtering.</subtitle>\n\n<subtitle id=\"0:45:17\"> All of the graphics for personal computing in this little science exercise came out to be four hundred and fifty seven lines of code.</subtitle>\n\n<subtitle id=\"0:45:23\"> How do we know it is 457? Because you can count 457 things, right?.</subtitle>\n\n<subtitle id=\"0:45:29\"> It's hard to count 400 thousands or 440 million or so on.</subtitle>\n\n<subtitle id=\"0:45:35\"> This is about a thousand times smaller than the way it is done, say, in Firefox. right?</subtitle>\n\n<subtitle id=\"0:45:41\"> So a thousand should get your attention, right? You have to learn a new language. On the other hand, here it is. The whole thing is just a few pages of code, and it's live, and you can run and use it. Okay.</subtitle>\n\n== OMeta, Language Transformation Language ==\n\n<note for=\"0:45:56\">\nThe language Nothing was an experiment at VPRI to provide an intermediate system language. (This demo was not using Nothing.)\n<slide for=\"0:45:56\" name=\"COFES2012-CodeTansformation1.png\"/>\n<slide for=\"0:46:5\" name=\"COFES2012-CodeTansformation2.png\"/>\n<slide for=\"0:46:14\" name=\"COFES2012-CodeTansformation3.png\"/>\n<slide for=\"0:46:16\" name=\"COFES2012-CodeTansformation4.png\"/>\n<slide for=\"0:46:18\" name=\"COFES2012-CodeTansformation5.png\"/>\n<slide for=\"0:46:20\" name=\"COFES2012-CodeTansformation6.png\"/>\n<slide for=\"0:45:21\" name=\"COFES2012-CodeTansformation7.png\"/>\n<slide for=\"0:46:23\" name=\"COFES2012-CodeTansformation8.png\"/>\n<slide for=\"0:45:24\" name=\"COFES2012-CodeTansformation9.png\"/>\n<slide for=\"0:45:25\" name=\"COFES2012-CodeTansformation10.png\"/>\n<slide for=\"0:45:26\" name=\"COFES2012-CodeTansformation11.png\"/>\n<slide for=\"0:45:27\" name=\"COFES2012-CodeTansformation12.png\"/>\n<slide for=\"0:46:29\" name=\"COFES2012-CodeTansformation13.png\"/>\n<slide for=\"0:46:33\" name=\"COFES2012-CodeTansformation14.png\"/>\n<slide for=\"0:46:38\" name=\"COFES2012-CodeTansformation15.png\"/>\n<slide for=\"0:46:44\" name=\"COFES2012-CodeTansformation16.png\"/>\n<slide for=\"0:46:48\" name=\"COFES2012-CodeTansformation17.png\"/>\n<slide for=\"0:46:53\" name=\"COFES2012-CodeTansformation18.png\"/>\n<slide for=\"0:46:56\" name=\"COFES2012-CodeTansformation19.png\"/>\n<slide for=\"0:47:5\" name=\"COFES2012-CodeTansformation20.png\"/>\n<slide for=\"0:47:41\" name=\"COFES2012-Ometa1.png\"/>\n<slide for=\"0:47:47\" name=\"COFES2012-Ometa2.png\"/>\n<slide for=\"0:47:53\" name=\"COFES2012-Ometa3.png\"/>\n<slide for=\"0:48:26\" name=\"COFES2012-Ometa4.png\"/>\n<slide for=\"0:48:56\" name=\"COFES2012-Ometa5.png\"/>\n</note>\n<subtitle id=\"0:45:56\"> Where did this language come from? I have to build that.</subtitle>\n\n<subtitle id=\"0:46:5\">So there's actually quite a distance between one of these compositing rules, a one-liner of code, and getting the result at the other end.</subtitle>\n\n<subtitle id=\"0:46:14\"> So I might need to remove the hood and show you what's there. This looks a little more daunting, because I have to translate this language into a standard form.</subtitle>\n\n<subtitle id=\"0:46:23\">I have to translate this into another language that is sort of like C.</subtitle>\n\n<subtitle id=\"0:46:29\"> I have to translate to something that eventually will run on the x86 architecture that's on this machine.</subtitle>\n\n<subtitle id=\"0:46:38\"> That looks like a lot of work. And, of course, I run the system on multiple processors so I have to do that.</subtitle>\n\n<subtitle id=\"0:46:44\"> One way of thinking about it is, gee, it looks like there's a lot of work in these square boxes here and all.</subtitle>\n\n<subtitle id=\"0:46:50\"> We need another special language. We've just showed you a domain-specific language.</subtitle>\n\n<subtitle id=\"0:46:59\"> In the old days, they are called problem-oriented languages. I like old terminology because I'm old.</subtitle>\n\n<subtitle id=\"0:47:5\"> We need another problem-oriented language here, whose problem domain is transforming languages.</subtitle>\n\n<subtitle id=\"0:47:11\"> Of course, there are tools around for doing this.</subtitle>\n\n<subtitle id=\"0:47:17\"> But this is one of the big stoppers for people doing this themselves because making a language the way it is taught in school is a daunting procedures usually taught through some set of tools like Yacc.</subtitle>\n\n<subtitle id=\"0:47:29\"> This is not the way to do it. But the poor student comes out either not understanding it all, or convinced that it's too hard.</subtitle>\n\n<subtitle id=\"0:47:38\"> But in fact, you can make a much better language.</subtitle>\n\n<note for=\"0:47:41\">\nOMeta by Alex Warth is described in detail in his Ph.D thesis: [http://www.vpri.org/pdf/tr2008003_experimenting.pdf|Experimenting with Programming Languages].\n</note>\n<subtitle id=\"0:47:41\"> Here's one we did called OMeta. and here's a simple arithmetic expression, and here's the program. If I say do it, it transforms that expression into a tree.</subtitle>\n\n<subtitle id=\"0:47:53\"> If I come down here, and pick this more complicated expression up, and paste it in here and say do it.</subtitle>\n\n<subtitle id=\"0:48:8\"> I get that.</subtitle>\n\n<subtitle id=\"0:48:10\"> This translation system isn't just for translating things that have strings. It translates any kind of objects into any other kind of objects. So, You want to do it in that generality, because you're going to use this everywhere.</subtitle>\n\n<subtitle id=\"0:48:26\"> So, this graphical language winds up being 130 lines of code to make the trees, and another 700 lines of code to make the lower-level stuff that is actually run on the machine.</subtitle>\n\n<subtitle id=\"0:48:38\"> You could say a thousand lines of code, 900 lines of code to make that graphical language.</subtitle>\n\n<subtitle id=\"0:48:44\"> But, this is like a shaggy dog story, right? Because, well, now I have to make the language transforming language.</subtitle>\n\n<subtitle id=\"0:48:53\"> But of course, it can make itself.</subtitle>\n\n<subtitle id=\"0:48:56\"> Alex Warth did it particularly nicely, so it can make itself in 100 lines of code.</subtitle>\n\n<subtitle id=\"0:49:2\"> As you get closer and closer down to the bottom of the system, you start using these base things over and over again.</subtitle>\n\n<subtitle id=\"0:49:11\"> The problem-oriented language is staying on the top.</subtitle>\n\n== The working model of TCP/IP by Ian Piumarta ==\n\n<note for=\"0:49:14\">\nRefer to the [http://www.vpri.org/pdf/tr2007008_steps.pdf|first year STEPS annual report].\n<slide for=\"0:49:14\" name=\"COFES2012-DesignWins1.png\"/>\n<slide for=\"0:49:32\" name=\"COFES2012-DesignWins2.png\"/>\n<slide for=\"0:49:35\" name=\"COFES2012-DesignWins3.png\"/>\n<slide for=\"0:49:41\" name=\"COFES2012-DesignWins4.png\"/>\n<slide for=\"0:49:47\" name=\"COFES2012-DesignWins5.png\"/>\n\n</note>\n<subtitle id=\"0:49:14\"> Okay, but we have to do the internet. So, TCP/IP, 20,000 lines of C for that. So, one book, one of those books. This C code and most computers is a good nice job.</subtitle>\n\n<subtitle id=\"0:49:32\"> TCP/IP was invented by experts so we didn't expect to get a factor of thousand on this.</subtitle>\n\n<subtitle id=\"0:49:41\"> Ian Piumarta only got a little more than a factor of a hundred.</subtitle>\n\n<subtitle id=\"0:49:47\"> TCP/IP is about 160 lines of code using these techniques. If you're interested, I can explain...</subtitle>\n\n<subtitle id=\"0:49:53\"> This is particularly elegant the way he did it I'll explain it later for people who are interested.</subtitle>\n\n<subtitle id=\"0:49:59\"> This represents taking something it was done by very good people, but in the wrong language, and done essentially in a way that generated unnecessary code.</subtitle>\n\n<subtitle id=\"0:50:11\"> The big key here was not so much the language as the method.</subtitle>\n\n<subtitle id=\"0:50:17\"> The method came first, and then we did the language to do it so the whole thing collapses down.</subtitle>\n\n<subtitle id=\"0:50:23\"> Okay.</subtitle>\n\n== Particles and Fields Abstraction ==\n\n<note for=\"0:50:26\">\nThe dynamic content here is to be filled in.\n<slide for=\"0:50:26\" name=\"COFES2012-ComputingAsPhenomena2.png\"/>\n</note>\n<subtitle id=\"0:50:26\"> Let's take another one of these metaphors: particles and fields. Everybody understands this as a kind of a metaphor for iron filings in a magnetic field. The iron filings seem to know what to do. They're feeling this field and they're doing individual things that look like they're somewhat coordinated.</subtitle>\n\n<subtitle id=\"0:50:44\"> In fact, there are animals that do this also like ants.</subtitle>\n\n<subtitle id=\"0:50:50\"> Here's a little ant simulation. This is their nest. These guys are the food. And, if we start this thing going, then we see that the ants are finding the food, going to the nest and they're leaving this pheromone trail. </subtitle>\n\n<subtitle id=\"0:51:8\"> This is using about eleven thousand parallel processes, because each little cell is being used to diffuse the perfume the ants lay down. You see, right now, all of the ants have been captured by the field even they're not communicating directly with each other they're communicating indirectly with each other.</subtitle>\n\n<subtitle id=\"0:51:29\"> We would call this loose coupling.</subtitle>\n\n== Paragraph Justification with Rules ==\n\n<subtitle id=\"0:51:32\"> Well, if you have crazy brains, you could imagine that a paragraph of text is one of those things.</subtitle>\n\n<subtitle id=\"0:51:41\"> Who said you could do the encyclopedia over here?</subtitle>\n\n<subtitle id=\"0:51:47\">We're not going to do the encyclopedia but we're just going to say: \"hey, we should be able to organizae these little ants to do a paragraph.</subtitle>\n\n<subtitle id=\"0:51:59\">The simplest thing that you can get fifth graders to figure out is.. Well, when you have to do something, follow the guy who is in front of you, and if there's nobody in front of you go to the upper left-hand corner.</subtitle>\n\n<subtitle id=\"0:52:8\"> If you find yourself over the the right-hand margin, tell the guy in front of you, and eventually somebody will know what to do, like go to the next line, right?</subtitle>\n\n<subtitle id=\"0:52:17\"> Let's just say go do this.</subtitle>\n\n<subtitle id=\"0:52:23\"> I just gave you like a three line formatter, right?</subtitle>\n\n<subtitle id=\"0:52:29\"> So, this is math. I'm going to set it off again.</subtitle>\n\n<subtitle id=\"0:52:35\"> And, I'm going to point out that I can edit this. Let's let it.</subtitle>\n\n<subtitle id=\"0:52:41\"> I can turn general here into justify.</subtitle>\n\n<subtitle id=\"0:52:47\"> And, it's just redoing this over and over again. All right.</subtitle>\n\n<subtitle id=\"0:52:53\"> The editor is actually working</subtitle>\n\n<subtitle id=\"0:52:59\">Now, another way to do it, a little faster, is to say: \"hey, don't follow the leader here because this is just for the crowd\".</subtitle>\n\n<subtitle id=\"0:53:5\"> When it's time to do your thing, wait until the guy in front of you gets to the right place, and then go right behind him.</subtitle>\n\n<subtitle id=\"0:53:14\"> This is called jump, and here's what that looks like.</subtitle>\n\n<subtitle id=\"0:53:17\"> Now, they're all standing still. Okay.</subtitle>\n\n<subtitle id=\"0:53:29\"> If I start jump here, and I just say now do this in between frame times.</subtitle>\n\n<subtitle id=\"0:53:35\">Bonk</subtitle>\n\n<subtitle id=\"0:53:41\">okay, so all of the editing here is done like this.</subtitle>\n\n<subtitle id=\"0:53:47\"> In fact, this is another one of the documents in this universal document system.</subtitle>\n\n<subtitle id=\"0:53:53\"> Remember, we have to do Microsoft Office here.</subtitle>\n\n<subtitle id=\"0:53:56\"> But, why would anybody in the right mind give you seven applications that all do almost the same thing but not quite.</subtitle>\n\n<subtitle id=\"0:54:5\"> Well, the answer is simple, because amazingly people will put up with this silliness enough to buy it from them, and thus encourage them further.</subtitle>\n\n<subtitle id=\"0:54:17\"> This is nonsense.</subtitle>\n\n<subtitle id=\"0:54:20\"> Really, what you want is a universal document in just different ways. You really don't need to have a different system for the World Wide Web, do you?</subtitle>\n\n<subtitle id=\"0:54:32\"> No, because it's just a different way of accessing these multimedia Docs.</subtitle>\n\n<subtitle id=\"0:54:38\"> This is actually how we write code. This is an explanation to somebody like you to show in a little essay how the how the code actually works.</subtitle>\n\n<subtitle id=\"0:54:56\"> We start off here, and say: \"okay, the first thing we want to do is just get these guys out there randomly.\"</subtitle>\n\n<subtitle id=\"0:55:5\"> These two lines of these two little boxes of code do this. And, here's one that just does this without worrying about the next line.</subtitle>\n\n<subtitle id=\"0:55:17\"> Here are some special cases.</subtitle>\n\n<subtitle id=\"0:55:26\"> This is a reminiscent of the way Knuth sometimes likes to program.</subtitle>\n\n<subtitle id=\"0:55:32\"> You actually learn the thing while you're looking at it. You can do little experiments.</subtitle>\n\n<subtitle id=\"0:55:38\"> By the time you've done that, bingo, you've got the thing.</subtitle>\n\n<subtitle id=\"0:55:44\"> Here, this is a yet another problem-oriented language, but with rules this time. So rule based.</subtitle>\n\n<subtitle id=\"0:55:53\"> Seven rules for doing the layout.</subtitle>\n\n<subtitle id=\"0:55:59\"> The whole editor, like Microsoft Word. Paragraphs is 35 rules, okay.</subtitle>\n\n<subtitle id=\"0:56:8\"> So, that's all you have to do for that.</subtitle>\n\n== Coordinating Multiple Solvers ==\n\n<note for=\"0:56:13\">\nRefer to Hesam Samimi and Alan Borning work on [http://vpri.org/html/writings.php|VPRI Writings] page.\n<slide id=\"0:56:13\" name=\"COFES2012-RelationalProgramming1.png\"/>\n<slide id=\"0:56:20\" name=\"COFES2012-RelationalProgramming2.png\"/>\n<slide id=\"0:56:35\" name=\"COFES2012-RelationalProgramming3.png\"/>\n<slide id=\"0:56:36\" name=\"COFES2012-RelationalProgramming4.png\"/>\n<slide id=\"0:56:37\" name=\"COFES2012-RelationalProgramming5.png\"/>\n<slide id=\"0:56:38\" name=\"COFES2012-RelationalProgramming6.png\"/>\n<slide id=\"0:56:39\" name=\"COFES2012-RelationalProgramming7.png\"/>\n<slide id=\"0:56:40 name=\"COFES2012-RelationalProgramming8.png\"/>\n<slide id=\"0:56:47\" name=\"COFES2012-RelationalProgramming9.png\"/>\n<slide id=\"0:56:50\" name=\"COFES2012-RelationalProgramming10.png\"/>\n<slide id=\"0:56:55\" name=\"COFES2012-RelationalProgramming11.png\"/>\n<slide id=\"0:57:00\" name=\"COFES2012-RelationalProgramming12.png\"/>\n</note>\n<subtitle id=\"0:56:13\">Here is another area. A thing that's very useful to have is problem-solvers.</subtitle>\n\n<subtitle id=\"0:56:20\"> But the problem with problem solvers and these problem-oriented languages, they're [also] problem solvers, they aren't integrated.</subtitle>\n\n<subtitle id=\"0:56:29\">So, you wind up with a hodgepodge of different things serving different things, and you want to be able to integrate them.</subtitle>\n\n<subtitle id=\"0:56:35\"> Here, we can have a simplex solver, differential equations, propagation, dynamic programming, relaxing, the rules for the paragraph. These all have different problem domains.</subtitle>\n\n<subtitle id=\"0:56:47\"> What we want to do is to approach them strategically, as I've been talking about here, through general relational languages that talk to, or a kind of a little operating system for solvers, and often with the help of an expert system that helps make a strategy for using these things.</subtitle>\n\n<subtitle id=\"0:57:8\"> The further stuff here is beyond the scope of this short talk, so I'll just move on here.</subtitle>\n\n== From Gears to Ecologies ==\n\n<note for=\"0:57:14\">\n<slide for=\"0:57:14\" name=\"COFES2012-Gears1.png\"/>\n<slide for=\"0:57:35\" name=\"COFES2012-Gears2.png\"/>\n<slide for=\"0:58:5\" name=\"COFES2012-Gears3.png\"/>\n<slide for=\"0:58:14\" name=\"COFES2012-Gears4.png\"/>\n</note>\n<subtitle id=\"0:57:14\">Okay, here's an important idea. Too many ideas in this talk, right?</subtitle>\n\n<subtitle id=\"0:57:23\"> Here's something that happened in the 60s except nobody noticed it except maybe the ARPA researchers, and the outgrowth of that to Xerox PARC. </subtitle>\n\n<subtitle id=\"0:57:35\"> That is, that the entire paradigm of computing, because of Moore's law, was going to be able to shift from a gear like way of doing things, basically tight coupling, brittle code, to something more like ecology, something more biological.</subtitle>\n\n<subtitle id=\"0:57:53\"> We use these ideas very strongly in the invention of the Internet, and in the invention of the object-oriented techniques that we used for software at Xerox PARC.</subtitle>\n\n<subtitle id=\"0:58:5\"> The deal here is you can fix a clock, but you can only make clocks of a certain size. Maybe a thousand gears before they just crash.</subtitle>\n\n<subtitle id=\"0:58:11\"> This is what happens in today's programming.</subtitle>\n\n<subtitle id=\"0:58:14\"> You have to negotiate with the system. A lot of what growing the old world into this new world is learning what it means to do this kind of negotiation, as you add more system elements.</subtitle>\n\n<subtitle id=\"0:58:26\"> The next little thing is just a couple of minutes of gloss, because I'm getting close to the end here. But I wanted to say something about systems.</subtitle>\n\n== Simulation of Space and Time ==\n\n<note for=\"0\"58:38\">\nDavid Reed's work on distributed decision making [http://publications.csail.mit.edu/lcs/specpub.php?id=773]. and Gerald Popek's Locus: [https://mitpress.mit.edu/books/locus-distributed-system-architecture|Locus].\n<slide for=\"0:58:38\" name=\"COFES2012-Phenomena2-2.png\"/>\n<slide for=\"0:58:38\" name=\"COFES2012-SimulationTime1.png\"/>\n<slide for=\"0:59:5\" name=\"COFES2012-SimulationTime2.png\"/>\n<slide for=\"0:58:55\" name=\"COFES2012-SimulationTime3.png\"/>\n<slide for=\"1:00:8\" name=\"COFES2012-SimulationTime4.png\"/>\n<slide for=\"1:00:56\" name=\"COFES2012-SimulationTime5.png\"/>\n<slide for=\"1:01:29\" name=\"COFES2012-SimulationTime6.png\"/>\n<slide for=\"1:01:44\" name=\"COFES2012-SimulationTime7.png\"/>\n</note>\n<subtitle id=\"0:58:38\"> Three of the ideas here are that we want to control time. I mentioned this a little bit before. We do not want to CPU to control time first. </subtitle>\n\n<subtitle id=\"0:58:47\">We control time, and we'll do it by simulating our own time.</subtitle>\n\n<subtitle id=\"0:58:50\"> We don't want to have any preferred center. We want to have something like the Internet all the way down.</subtitle>\n\n<subtitle id=\"0:58:55\"> We want loose coupling. Now of course, this has all been done before, again with networks.</subtitle>\n\n<subtitle id=\"0:59:5\"> Here now, we're looking at physical computers on the Internet or Ethernet.</subtitle>\n\n<subtitle id=\"0:59:11\"> Ideally, we'd like our computations to be software versions of these hardware networks. Why?</subtitle>\n\n<subtitle id=\"0:59:20\"> Because in most cases we will need to do load balancing.</subtitle>\n\n<subtitle id=\"0:59:26\"> Sometimes we'll be able to run all of these guys on a single machine, in which case we just have increased integrity and ability to design quickly. But a lot of the time, especially now with mobile, we want to have the same computations able to drift around the network to different kinds of devices.</subtitle>\n\n<subtitle id=\"0:59:47\"> In some cases, not all of the computation is going to want to be in the machine that is next to the user interface. If you think of the user interface here, it's basically a set of views of processes that are giving it images to integrate up on the surface.</subtitle>\n\n<subtitle id=\"1:00:8\">Here's a great thing if you're interested. Dave Reed's 1978 Ph. D thesis at MIT. The design of an operating system for the Internet was never done, but we validated it a few years ago at Viewpoints.</subtitle>\n\n<subtitle id=\"1:00:26\"> What if you want to make a system that is the size of the Internet that is a software system. What is it that you have to do to absolutely ensure that you're going to have what people like to call data integrity always.</subtitle>\n\n<subtitle id=\"1:00:41\"> So that no matter where you ask a question anywhere on the network about anything anywhere on the network, you will get the same answer for the pseudo time referent of that question.</subtitle>\n\n<subtitle id=\"1:00:56\"> A working version of a migratory system was done by Jerry Popek. I put this up here because this book was written in the 80s, you can still get it from MIT press.</subtitle>\n\n<subtitle id=\"1:01:8\"> The Locus distributed system architecture. You'll find the entire book interesting. It just a thin little volume. The first two chapters are a classic still of the issues you have to think about and solve in order to do this.</subtitle>\n\n<subtitle id=\"1:01:23\"> Again, this has all been done. This is almost 30 years old now, but nobody uses it.</subtitle>\n\n<subtitle id=\"1:01:29\"> but if you were to use it, all applications are now just mashups, right?</subtitle>\n\n<subtitle id=\"1:01:35\"> We don't want applications as smoke stacks, because we want to integrate. We didn't have appications at Xerox PARC, and we did not have operating systems.</subtitle>\n\n<subtitle id=\"1:01:44\"> The current web which is getting more and more complicated can immediately get simple except for all the legacy stuff that has been done so far.</subtitle>\n\n== Scalability of Ecology and Psychology ==\n\n<note for=\"1:01:56\">\nThe books shown are Ecology: From Individuals to Ecosystems [https://en.wikipedia.org/wiki/Ecology:_From_Individuals_to_Ecosystems] and the Society of Mind.\n<slide for=\"1:01:56\" name=\"COFES2012-Ecology1.png\"/>\n<slide for=\"1:03:2\" name=\"COFES2012-Ecology2.png\"/>\n</note>\n<subtitle id=\"1:01:56\"> Here's something that Viewpoints has on its list but we expect not to be able to solve this, at least in this path of doing things. it, may be beyond, may require a much larger effort than a small nonprofit can do.</subtitle>\n\n<subtitle id=\"1:02:14\"> But if you think about analogies to what's happening with the scaling that's going on here. It basically starts looking like a biological ecology.</subtitle>\n\n<subtitle id=\"1:02:26\"> These have their own dynamics and they need to be thought about in special ways.</subtitle>\n\n<subtitle id=\"1:02:32\"> The ability for us to scale to what Moore's law is allowing right now is going to require us to start thinking more and more like this</subtitle>\n\n<subtitle id=\"1:02:42\"> We did this to some extent when we did the Internet.</subtitle>\n\n<subtitle id=\"1:02:44\"> Like, I have a degree in molecular biology in my misspent youth.</subtitle>\n\n<subtitle id=\"1:02:50\"> A lot of the ways I think about this stuff is through tissue biology and how the hundred trillion cells in our body work without having a dedicated center and so forth.</subtitle>\n\n<subtitle id=\"1:03:2\"> But in computing, we have problems of our own that are special. Then, the next step beyond this, the best book I've ever seen about it is Minsky's Society of Mind book, which is actually about a model for human psychology.</subtitle>\n\n<subtitle id=\"1:03:17\"> But in fact, it is a very good model for what the Internet is going to turn into. Okay.</subtitle>\n\n== Apple, Orange and Lemon ==\n\n<note for=\"1:03:26\">\nApple is Apple, and orange refers to the theme color of Ubuntu as a stand in for the Linux Operating System.\n<slide for=\"1:03:2\" name=\"COFES2012-Apple1.png\"/>\n<slide for=\"1:03:29\" name=\"COFES2012-Apple2.png\"/>\n<slide for=\"1:03:32\" name=\"COFES2012-Apple3.png\"/>\n<slide for=\"1:03:35\" name=\"COFES2012-Apple4.png\"/>\n</note>\n<subtitle id=\"1:03:26\"> So the punchline here, we've got three main operating systems.</subtitle>\n\n<subtitle id=\"1:03:29\"> I won't say which one is the lemon.</subtitle>\n\n<subtitle id=\"1:03:32\"> Down on the bottom here, our little Frankenstein monster that we made is that I've been showing you today is less than 20,000 lines of code.</subtitle>\n\n<subtitle id=\"1:03:44\"> So it's worth pondering.</subtitle>\n\n<subtitle id=\"1:03:47\"> We are not using any of the Macintosh software in order to do this demo.</subtitle>\n\n<subtitle id=\"1:03:56\"> Here's just to kick off, I think I'll just show this slide and then quit.</subtitle>\n\n<subtitle id=\"1:04:2\"> I organized the talk so I can stop now at any place and I need to in about a minute.</subtitle>\n\n<subtitle id=\"1:04:8\"> I'll just leave this one thought with you. Maybe we can have a few questions.</subtitle>\n\n<subtitle id=\"1:04:14\"> Then, maybe more will happen. I think there's a smaller group question session coming up later.</subtitle>\n\n== News and New ==\n\n<note for=\"1:04:23\">\nA recurring theme on learning that Alan mentions in various ways over the decades.\n<slide for=\"1:03:35\" name=\"COFES2012-News1.png\"/>\n<slide for=\"1:04:32\" name=\"COFES2012-News2.png\"/>\n<slide for=\"1:05:5\" name=\"COFES2012-News3.png\"/>\n<slide for=\"1:03:35\" name=\"COFES2012-News4.png\"/>\n<slide for=\"1:03:35\" name=\"COFES2012-News5.png\"/>\n<slide for=\"1:05:32\" name=\"COFES2012-News6.png\"/>\n<slide for=\"1:05:41\" name=\"COFES2012-News7.png\"/>\n<slide for=\"1:05:53\" name=\"COFES2012-News8.png\"/>\n<slide for=\"1:06:32\" name=\"COFES2012-News9.png\"/>\n</note>\n\n<subtitle id=\"1:04:23\">Let's think about this idea. Something appears and we've got two things about it. That are very different. There's news and new.</subtitle>\n\n<subtitle id=\"1:04:32\"> News is the stuff that is incremental to the categories that we already know. Almost every bit of news is a specific parameter into some category that we already understand.</subtitle>\n\n<subtitle id=\"1:04:44\"> It's this war, that killing, this marriage, that hem size, right?</subtitle>\n\n<subtitle id=\"1:04:53\"> You can get a quite a bit of this out in a few minutes.</subtitle>\n\n<subtitle id=\"1:04:59\"> There's almost no context to news that it's not already inside of our own head.</subtitle>\n\n<subtitle id=\"1:05:5\"> New on the other hand, real new. not news.</subtitle>\n\n<subtitle id=\"1:05:11\"> Real new is invisible. We don't have a category. McLuhan said until I believe it I can't see it.</subtitle>\n\n<subtitle id=\"1:05:20\"> That is the way it works in the human nervous system.</subtitle>\n\n<subtitle id=\"1:05:23\"> News is something that's been going on for the entire existence of the human race about two hundred thousand years.</subtitle>\n\n<subtitle id=\"1:05:32\">It's basically campfires, and this is what we're doing right now.</subtitle>\n\n<subtitle id=\"1:05:35\"> This is a campfire. I'm doing the best I can do in an hour of telling stories in a campfire.</subtitle>\n\n<subtitle id=\"1:05:41\"> The problem is new can take two to five years to get the new categories that you need in order to actually see it.</subtitle>\n\n<subtitle id=\"1:05:53\"> One of the unfortunate things that happens is that new when you try to talk about it, and people make an effort on it, they usually transform it back into news.</subtitle>\n\n<subtitle id=\"1:06:5\"> For instance, we did this as a way of boosting mankind.</subtitle>\n\n<subtitle id=\"1:06:11\"> It was all about learning by doing.</subtitle>\n\n<subtitle id=\"1:06:14\"> But in fact, almost everybody in the world uses it only as a consumable device for their own convenience.</subtitle>\n\n<subtitle id=\"1:06:23\"> I would spend thousand five hundred dollars, which is the price of an average American car, for a laptop. if I could, because I know what computers are good for.</subtitle>\n\n<subtitle id=\"1:06:32\"> But in fact, people only value them as as much as they value their television sets. And, they use them roughly the way they use their television sets. The big problem whenever something new comes along, like personal computing and the internet, is that people when they see a convenience to themselves, they recast it back to the forms that they know about.</subtitle>\n\n<subtitle id=\"1:06:56\"> For instance, object-oriented programming never made it outside of Xerox PARC. Only the term did.</subtitle>\n\n<subtitle id=\"1:06:59\"> We got designer jeans, but designer jeans are just dungarees with a fancy label on them. Thank you.</subtitle>"
}
]
}
}
}
}