Difference between revisions of "Alan Kay Speaks at ATLAS Institute"

Latest revision as of 02:29, 20 November 2021

thank you all so much for being on this snowy day my

name is Phil Despres an associate director of

the Atlas Institute although today my primary

purpose is timekeeper so

I'll be the one cutting you off a really interesting talk

to make sure that we get to some of your questions well

should we do negotiating

Atlas

is an institute for radical creativity and

invention and when I look around the room I see

some of the faces including John plant the previous

director of Atlas and really this whole front

section people who bought into an

supportiveness

interdisciplinary teaching and research and so thank you all so much

for being here and I'm really

grateful to be part of this community of polymaths

and I think we'll be hearing that word a lot

in this talk and I'm going to turn things over to our

favorite polymath or director micros

I guess

I'm not gonna bother to read your

Alan's bio because it's really long and you can

look it up yourself probably have but

now that Wikipedia page starts out Alan

Kay is an American computer scientist and

a lot of people read that and decided not to publish this talk

but there's much much more he's much much more

that so that's a small part of the story today's

theme is polymaths and the poster

child for that of course is Leonardo da Vinci he was a painter

for sure but also an anatomist a military engineer and

the aeronautical engineer chemist and

in those days you mixed your own pigments okay

he was kind of an important part of art we're hitting

mark to go back into the most recent century

it was a film actress also an inventor and

engineer and worked with frequency

skipping signal processing and and

by the way your collaborator on that military work

was a music composer so that's

the thing of polymaths I like to think about technology

visionaries and virtuosos

as people who have the vision and also

the technical chops to realize it so the

go hand-in-hand it's really hard to have a strong vision if you don't understand

in a deep way what you can't do and it's

interesting to be able to just do stuff

technically without having a vision for now technology

isn't just that computer break you

have in your pocket of your Android phone or your iPhone it's

much much more coding in Python but I think now it's

doing to elaborate on that so I want my idea

for Atlas I've been doing this now almost six years

it is basically to attract a sustained

polymath technical polymath technology

visionaries and virtuosos so of course places

come to mind like Bell Labs or the

Bauhaus or Xerox PARC

you should be hearing something about you

expect that kind of thing out of MIT or

Stanford or Berkeley I expected up see

you both and alakay who

graduated from here in molecular biology and mathematics is

the case in point he's living proof that

it can happen here I like to think if Alice exhibited

back when Allen was an undergraduate student here he'd be part of

this community back then pretty sure of that okay

Joe mentioned I'm the current that was it's

a good director and didn't take the job because I love university

administration or manage my

favorite thing to do I took it to give others

the opportunity that others have given me to pursue their

vision so now MK is one of those people at age

23 or 24 I was part of the MIT logo

group and Alan hired us all to become part

of Atari Cambridge research labs to investigate

and explore computing environments for children

so that was back in the 1980s it's

privilege and great pleasure to introduce Alec

a welcome him back to city Boulder and to the Atlas Institute

thank you thank you

well of course the best part

of the way

this visit started out was to be

able to take that ride over the last hill and

there is shangri-la

nestled up against the foothills and I

was so afraid that it was gonna

be so built out but it wasn't built

out who really looked so much

like it looked 55:6

whatever it was and

I looked at the campus

using the satellite feature of Google

and Wow nobody put a building

in the Norlin library quad

there the old campus

was pretty much preserved the way it was

Mary Ripon theater

put in a real amphitheater it used to be

just terrorists grass back when I

was here so it's been it's been great

to visit and

we can blame mark

for this title

and

he was interested

in this community which

I think everybody has heard of

the exploits of this

community have affected

everybody but they've also been worked on by

many journalists and many

games of telephone so

and I'm not going to tell the history

of this but I thought it'd be interesting to take

the theme of polymaths and take

a look at how it affected

some of the technological inventions especially

the ones that involve human beings and

any

talk that involves science always try and find a

Sidney Harris cartoon this is my favorite

I'll confess and

but then I realize this reminded me of something

in fact remind me of an

advanced calculus class that my old

friend Dave Volker here and I took which

will never forget will we Dave it may

be the best class I ever had certainly the best math class

and so my translation

of this is here's Dave at the blackboard with Professor

McKelvey and this guy was really a friendly

professor he the way he

taught advanced calculus as he made the students just prove every

theorem so we didn't memorize

proofs we just had a slim book that

had the the theorems in there and he would help

each and every one of us at the board prove

it the way we thought so

we had if you had an idea this

guy was a good enough mathematician he could see if you're

going to be on a track and he would instead of showing us

the standard proof he would help us with the proof that

we are trying to develop as one of the greatest experiences I've ever

had and the cool part of the story is that this

guy was a physicist he

came over to the math department every seventh

year on a sabbatical because his hobby was

math and he just

was really one of the greatest teachers we've ever had

yeah but then I found a

great Sidney

Harris cartoon about and now pause

read this group

of polymaths here at a table

Tennyson's still bidding

Crouch whom the rest paid yes but obviously

that doesn't consider an electrical dipole in

spherical molecule you could see it Gershwin Cole Porter

in the restoration poets it all comes back to

Leviticus and

over here she says

in French very amusing but

Socrates and his

let's see ala ala

gari D or a PN

hmm I used to know

alagar is like

but still already it's

now the case that so it's a you

find it everybody everywhere in classical Greek

IDI means

already or

now hora

is where we get the word our from

so it's time so

but it's already time

where it's now time but I've

kept Yin Yin the hell is

a PN ax so I realized

I just flunked my

polymath merit badge

my all perfect linguistics

professor mrs. kasuba would kill

me right now so I had to look

it up a piena means

sleep and so

this the translation here is but

now it's already

time to sleep I've realized oh yeah this is the end of the apology

and what Socrates

is alluding to is time to take

the hemlock but then I realized Oh

Harris is being very funny here because what

she's saying is she's completely bored stiff

there it's now

time to sleep which now may be now time to take the

hemlock this meeting is so boring

and

the other thing is it doesn't show them as being really tired

because the big deal about polymath

really doesn't count unless you're enough

above threshold to be accepted by

a professional as a colleague you don't

have to be great but you have to be above

threshold or else it's just around you

know it's just not and

so all the polymaths I know

who are keeping all of this stuff up are

actually kind of exhausted most of the time

and I came

to Colorado and 63 after the air force

and here's

this advanced calculus in a woods that we had I don't

know do you remember what

our advanced calculus book wasn't it I

think it was woods yeah

David but

I was also a biology major and

I had a minor in

anthropology with the consecration and linguistics

which I obviously did not hold up

very well and another minor in English and

I had to work my way through school so I was a

half-time programmer at NCAR

back when I was down on 30th Street not

up in the Mesa programming

supercomputers I actually spent most

of my time in the theater and

I believe I met my friend Dave

in a pit where he

was playing trumpet right behind my ear

and I noticed

he was playing in tune and

bass players usually are too lazy to

warm up so they play sharp and everybody else sounds flat

you've ever wondered why the beginning of things sounds

weird but Dave was playing in tune I knew he had warmed up

so he and I became fast friends and then I think

we found we're both math majors and I had

been a professional jazz musician so played

occasional gigs and had

a lot of fun over in Mackay playing

the organs the classical music

stuff and I also did a fair amount of painting

while I was here so this is kind of my polymath

credentials and

yeah baby too many and

at

the end of it when I got my degrees and stuff

I was so exhausted I couldn't

stand the idea of going to graduate school neither

of those I didn't want a job that

was the last thing I wanted and so

I was very very depressed and

but then I realized that like

most programmers I really

understand anything about computing I was just

a good programmer and they were just

really two completely different things

and I thought boy if I if I could get into a master's

program for a year I could

avoid graduate school in these

other two things I could avoid getting a real job and

I loved Boulder

and so I

looked in Norlin library for

all the places that had a computer degree in

this is 1966 that were above 4,000

feet in altitude and at

Boulder it had one I would still be here and

but turned out the

University of Utah did have one and it was the only one

and if you ever been to Salt

Lake it's like here except reversed the

Sun comes up over the hills

rather than setting and so forth and

so going there was maybe the luckiest

ever did I knew nothing about what was going on I was

just trying to avoid and to

the polymath thing the interesting thing about all

of these successes is in

what happens thereafter I

use them all every single one

of them and I think

at least to me an important

point is the more things you know the

more possibilities you have for seeing something and seeing

connections so it's really worth

trying to get as many facets

as possible so I showed up

University of Utah

and before I got a desk

I had to learn about sketchpad and I'm

gonna show you a couple of these old things

because to me what was I think

the point of this talk is not what

we did it parks so much but why

we came to do it we came to do it because

of the culture there was already in

existence there that it started in the early 60s

and so

this is on a machine

approximately eight or

nine times the size of this room at least

and it had its own roof

it was the building that it was

in with one guy on it from three o'clock

in the morning to six o'clock in the morning the guy

person who had invented this machine which is a sage

air defense test machine liked

Ivan Sutherland and gave

him time on this incredibly huge

supercomputer and here's what he did

so here's the console

[Music]

and

he's gonna reach up with he

has a light pen in his hand the light pen can

see what the what's on the display and he

actually invented this rubber band technique this is the first time

ver done so what you're seeing here is the first real

computer graphics system ever done by this graduate

student Ivan Sutherland now

I just pointed at the edges and said I want everybody to

be mutually perpendicular and the system did

it for him and you notice it's the first he

has knobs that will zoom in real-time

here he's going to make some dotted lines so first

he makes some guidelines points at them and says

become parallel so it just

figured that out for him and did it and

saying what I'm drawing here be collinear with

the lines underneath

by the way to display

can't even draw lines so he had

to program that display itself I can only put up dots so

all of the graphics you see here he had to do in

his one year so he now he made the guidelines

invisible so you see the

hole and the flange zooms it back out

that wants to make a rivet

and the reason

it's called sketchpad is you don't have to be very careful

because the system will come so now he's using the

cross thing as a guide for this arc and

notice what happens here if he points

to all of these guys and says everybody be

mutually perpendicular you can watch it solve the

problem here to make a symmetric

rivet and that's not the only solution

he

can distort it in a different way and

when he tells it to solve

it'll again do the same

thing it will come up with a symmetric solution

we want something that looks

more like a real rivet I think

you understand that the system did not have

to be told what a rivet was beforehand right you saw him draw it

from scratch so there is a rivet and

it's actually a master drawing of a rivet so now we can

get an instance of that rivet

you can rotate

it and scale it you could see that the

system led to better displays

but he wants to

stick it in the flange there and

I was showing that oh I can get

other rivets these are all drawn from

the master drawing then

he says oops I forgot those cross pieces

doesn't look like a rivet I'll go to the master drawing and

make the cross pieces transparent and

lo and behold when we go there

we see that the rivets of all felt so this is object-oriented programming

for the first time done in real time on

the world's first graphic system pretty cool

so the whole idea of

this demo here now he anything that you make

can be a master and he can get instances

of that and he's drawing on

a virtual drawing surface about a third of a mile on the

side so he can put enormous drawings

on there okay

so in

looking at this stuff I discovered

well Ivan this

guy's a graduate student this was his thesis one

year of work writing in machine code

where he had

to invent everything from scratch

invented modern

interactive computer graphics the first time

everything we do comes from

that the first real use

of objects object-oriented design

masters and instances the

programming of the system you saw was not

programming you're used to because sketchpad

was a problem solver so you told that the results

you wanted and sketchpad figured out how to do it

so most people would like to program this way

sketchpad could solve

these problems and it could solve nonlinear problems here's

a bridge we're

all and it doesn't know about bridges but if you put

hook it together like this

put force on

it and have

a sketchpad show you the stress and strain on

those lines it's showing you

what the steel beams would do because

it's making the Assumption which is true that steel beams are

a bit like Springs and so

this system you could put in an electronic

circuit and would figure out what voltage is

o

these automatic dynamic simulations

and all of these characters

everything these are all drawn in sketch pads this is one

of the few computer system computer graphic systems in

which every diagram was actually

done on the system and it was the first one what

do you think about that it'd be nice to have

right yeah so this was

Newton desk where

at least Galloway Galileo asked and

that same

week I saw a programming

language that could do a few of these things and

I also learned that the ARPA community was going

to do a network called the ARPANET which we just celebrated

the 50th anniversary of this

was just in the planning stage and I've

been in graduate school for about three days

and my reaction this

is a technical term get

used to it because I'm going to use it a few more times

well I could program a computer there

was nothing about sketchpad that

I was mentally prepared for I

didn't there were no it

was almost the only computer graphics round I'd

never seen any of these things before and it was like wait

a minute did I just fall into some alternate

universe here and so

the combination of

all of those things plus by my my bio major

got me to think about a new way of thinking

about programming computers which

is in terms of virtual computers networked

together like on the ARPANET and see here's

the cool thing a computer

a whole computer can simulate anything that any computer

can do so it's the most powerful thing

ever have for a component you can't have anything more powerful

and what that means is is that if you

allow them to communicate together you can make every

system that can ever be done on a computer and

uniformly made out of

recursive organizations

of these things and the whole data

goes away procedures go away

you're dealing with pure behaviors and pure

relationships so that was the first idea I

had there and then a

month later Doug Engelbart showed

up and showed

us this well

I can say I'd like to go to Paris but

I'd liked Oh to

produce they get big I'd like to say one branch only and

let me look just that low and

I see it oh I can say I'd

like to see one line only I can

see but there's another thing I can do

does root lice that I have here

so here I'm afraid I'll need a different pictures

of you so here's what I do with

a picture drawing capability here's a slight and lamp if I start from

here's the route I seem to have to go to to pick up

all the materials and that's my plan for getting home tonight

but if I want to I can say the library

what am I supposed to pick up there I can just point to

that you know I see overdue books and

sustainment there with that name on it go

back what if I once my supposed to pick up the drugstore hmm

I see everything all right

market can do things

if I want to just say I'd like to interchange the modules

and camp materials bingo

so there's a lot more this is extracted

from the thing called the mother of all demos which happened

in 68 but he was showing most of that and

it involved things we're familiar

with today like hyperlinking but the

first time in an interactive system and many

other parts of it Engelbert is known

generally for being

one of the inventors of the mouse and this

allows me to make a point about these

people from

the past which is generally people

look at the work done in the past as

a not as a cruder

version of what we have in the present like

this is a precursor of what we have in the present and this

is to miss the context that these guys were operating

in it actually makes our present

more important

because we're here then

it might have been and Brett Victor who is kind of

the modern Engelbart had

a great comment when angle

Bart died Brett Victor wrote a great obituary

which is worth while reading and Brett

said well when I read tech writers interviews with Engelbart

I imagine these writers interviewing George Orwell

asking in-depth probing questions about its typewriter

the

mouse is the equivalent of the type but the it's

not the most important thing that Orwell

did although people do love his typewriter

you can get online and see pictures of it and

then Brett says this

is shopping list interpretation which

is all the things we have today these

are precursors that Engelbart did and this is

completely far from

what the actual case is in

fact almost everything at the angle Bart

did except for the quality of the graphics

which improved over time was

actually a richer past for

a cruder present in almost every case

here's an example of that

so angle Bart himself said hey

why are people's so

excited about the mouse that's just the button on the radio

we invented a whole car and

this is the the car is the thing

understand the mouse is easy to understand

so this is how journalism works

and what did it mean that they had meetings with

this system in front

hem well of course they had video conferencing

but is it was it like the video conferencing we had

I see

it over like that leaves a corner up there and I say

now computer do the automatic switching that

will bring in a camera picture from the camera mounted on his

console such as a camera mounted on - I know

that's great now we're connected

audio you can see my work okay

I'm just gonna freeze it there so

on this system no matter what you did so

this is that the operating system level no matter what

you did any number of people could collaborate not

just by video but

when you got on this thing your cursor

up there and if there were more than two people collaborating

the initial your initials would show up on the cursor so

there could be 15 different cursors you

all had access to the stuff so it

was like an open blackboard so

no system today does that Google Docs

only allows one cursor at a time and

the collaboration that we have today

is restricted to apps like Skype and

there you can't even share the material you can only

look at it no operating system today

not Mac us not Windows

not Linux not iOS

none of them allow

in this day and age of the internet

with high bandwidth allow automatic

conferencing it's obvious

you can do it because there are little isolated

cases of it but in fact the people

who built the system today so little understood

what collaboration actually means

that they could not come close to doing it reasonably

whereas Engelbart showed this more

than 50 years ago now when

it was really hard to do the difference was he knew

what should be done and the

people who who exists in the world when it's easier

to do don't know what should be done

so

here's the way they thought about this this

is about augmenting human beings

and the natural

way we think about doing it is to give human beings tools

'okay

people would have tools we have tools

we can hit things with a hammer make

things happen and in doing that

we got feedback

and a little part of our brain starts turning the

color yellow here the hammer yellow

I mean I think about causing other things

to happen by hammering and we might think

about using a nuclear weapon as a hammer we have done

that in this country we

might think of using AI as a hammer people

are thinking about that real hard so

the idea here is that tools

without anything else going on

usually teach us a very impoverished

thing it's

like when you fool around with a piano you're

not going to get what two centuries of developing

keyboard technique you're going to get you're going to get a chops

chops cut sticks culture if you're lucky

because the piano can't really teach you how to play

it it can just teach you a little

bit and the way they looked at

it is Wow the tools are

now a million times more powerful or more than

what cave people did so when a cave person got pissed

off and hit somebody with a rock other people could

jump on it nowadays if somebody gets pissed off they

assault weapon and you can't jump on them or

they might be ahead of a government and have

something much more powerful than an assault weapon and

the idea is that any tool you have that

has power can be used in

any direction and so

part of their idea was you

must not use this stuff

that's vastly beyond what our

hundred thousand year old brains can deal with without

a lot of Education and training and if

you do that

then you can use modern methods and if you do that you

can use modern ways of representing ideas so

these five things made

up what these people thought of

as a person being augmented now

think about your use of the iPhone and the PC

is there anything

connected with the iPhone and the PC that is like this not

even close it's only the simple-minded

idea that we're going to make you a tool for convenience

there's none of this other stuff

sure Facebook is convenient

but nobody

needs to learn about what a legal drug

is of by over supplying people's desire

for social coherence nobody needs to

learn anything about that be perfectly innocent

so this stuff makes my blood curdle

it is so naive and

what's worse is the

Engelbart people thought about it and wrote it up and

so if any computer person chose to look at one of the

towering figures of our past they

would have this concept at least thought by somebody

else and then the idea is if

you have a group that's collaborating it's

made up of these twin

tuples of augmented people

and the group itself has this kind of framework so

this is the way they were thinking this this idea by the way was

developed in 1962 and then built

out to this great demo

so another

holy here

and then

it exactly the same time

as the mouse was invented

the RAND Corporation invented the first good

tablet and here's what that system looked like

well we may

start to edit the flow diagram so he's scrubbing out the

line there flow arrow then move the connector out

way so that we may draw a box and it's we're dragging

came from recognized he wanted a box and made him

one now it's recognizing his printing the printing in

the box is being used as commentary only in this case

the box is slightly too large modern-day

window controls

then draw flow from

connector to the pot recognizes what he wants

attach a decision element to the

box enjoy flow from it to scan

we then erased the flow arrows

attached to the process post new area and move

the box to the new position [Music]

this allows us to draw a new box

then chop off its core

okay so definitely a holy

so what's cool about this today

if you got a flat flowchart app

would let you draw a flowchart

that's pretty dumb if you think about

it because

you're just making an image you

see how it's been working today the marketing

people will not give you anything that wasn't old and

familiar they're just trying to give you the old

stuff in a way that's a little more

convenient but on the computer

on sketch pad it's not just for making

drawings it's for simulating the things that you're

making grail is not just for making a flowchart it's

for creating processes in fact the entire grail

system was written in itself why not write

it's a flow charting system

so

all of those things

got me and my friend Ed Cheadle

here to think of building this machine so

this is a very early desktop personal computer

first object-oriented operating

system and programming language this is a

self-portrait of it on its own display so the displays had

gotten a little bit nicer

and then the

next year I learned about Marshall

McLuhan I'll just tell you one important insight

that McLuhan had

and I'll tell it to you in engineering terms

which he wasn't he

had a terrible time explaining his ideas

because he was a literary critic they didn't know either psychology

or engineering but here's

what he pointed out and again I'm translating that

hey guess what a radio

can't receive a message

unless it has a MA model of the

carrier of that message in the radio itself

you need that to tune

to the station but you also need to demodulate

that carry need to take the carrier out in some

way so that the message that's on the carrier

is recovered and what

he said was I think guess what happens when you learn how to read

what's important about

reading is not even what's in

the books what's important about reading is the

changes your brain has to make in

order to become a reader at all and that

change was the change that is most strongly

correlated with what we call civilization today

there has never been something we call a civilization

that didn't have reading and writing

and it's that hidden

property of what happens to

you when you learn something that is submerged

below the fact that you're abusing the thing for content

but while you're using it for content it

is restructuring you

so that is like a holy cow

and also in 68 was one

of the first actual working flatscreen

displays at the University

of Illinois there and

I also ran into Seymour Papert and

Packard's idea

was

there is something very special about

the computer that makes

what seems to be difficult in abstract

and mathematics that can

make it into a concrete and

manipulable experience even for young children

now as a mathematician

as a computer guy I knew everything that Patrick

was doing except I'd never thought of it in terms of

children he was and

in fact many he was a very

good mathematician many of the things he did allow things

like calculus to be taught in a better way

than you can do in high school to children who are

nine and ten years old am

i this is maybe

the most jaw-dropping experience of the

whole thing and on

the plane back from this visit with pampered I drew

this cartoon and when I got back to Utah

I made this cardboard model

because I believe what Patrick

was doing I realized the flaw

in computing was we're thinking of it as tools for adults

like guns

but in fact Patrick was thinking of it much

more like a book I later

called this thing a Dinah book but

book if it's about literacy if it's about reading

and writing in new ways then

you have to start with children gets harder

and harder Harrod I'm shift to shift in epistemology

and ARPA

was working on both the wired Network

but it was also starting to do wireless and

of course it had to be end user programmable

had a stylus tucked in here

but meanwhile I had

to finish up my thesis so this

o here's your's my reaction

I'd never had ideas like this until

I just happened to walk in at Utah

the context there was so rich so

different that

I just started having ideas in

spite of myself and this is

something we should never lose sight of because it's the best

what it has really have hard having ideas outside

of a context the context provided

by our ARPA and these ideas as

I say there I didn't think they were coming

from me they were just coming

they were just reactions to all these

things that Arthur was doing

well we mentioned Leonardo

so let's suppose you

have twice the IQ Leonardo

but you're born in 20,000 BC

how far you gonna get

it

was actually in the wrong century for

what he wanted to do and no amount of IQ

could transcend the

century he was in so he did

drawings but he couldn't make things whereas

omebody nowhere near the intellect of Leonardo

Henry Ford did it easily

Ford made millions of self-propelled

machines without

any large effort because

born into the right century a century that was

already doing things like this that already had

technologies that allowed Ford to

add to it his thoughts and

why was he born into the right century it's

because this guy Newton completely

changed the way of looking at the world

you know maybe the largest qualitative

jump in history

to what was in the Middle Ages and

the Renaissance which Leonardo existed

in to the kinds of thinking done

in our modern world and

that happened at a very good time because just about

a hundred years later the Industrial Revolution started

the Industrial Revolution wasn't just about engineering

it was informed by science and

a combination of those things was this extremely

important and powerful

so a point of view is worth 80 IQ

points I I think if this is knowledge is silver

but context is gold and

IQ without the other two is basically

a lead weight it's essentially a

pop culture thing IQ without these things is being

clever and outwitting

other people but it's the accumulation

of these things that makes the big

difference and what I was experiencing

at ARPA was that idea so here's

this could be any

curve that you want it you can pick what it is but suppose

it's reading scores in the u.s. that's a typical

yay boo yay

for reading it's

completely meaningless

because most things actually have thresholds and

if most of the children aren't really learning how to

read it doesn't matter whether the reading scores are going up or down and

the biggest flaw people have in thinking about

simple data is not to

establish the thresholds that constitute meaning

so this isn't a very important this is a very

important idea for Poli Moore's polymaths

what you care about is are

you past that threshold of

what is actually needed and we can see

that trying for the top and trying

to improve are both enemies of this you

things that makes you feel good down here and it means

nothing and perfection is

hard even for angels to get to so

what you want is a process

that finds the first blue

area it's the simplest

hing that is qualitatively different from where you are but

once you're there you're

in a different world you're in a blue world

it has blue thoughts you can do blue things

and

if you're working on difficult things you have this problem

you have to withstand society

you have to withstand your parents you

have to withstand your teachers because

what everybody wants is continuous improvement

Americans

especially hate learning curves American

marketing really hates learning curves they won't sell anything

that has a learning curve they wouldn't sell a bike if

it were invented yesterday too

dangerous all those lawsuits too

hard to learn they just wouldn't do it

but often to get past

that barrier you have to go through quite a bit of learning the

arpa community was

willing to pay for that learning so

they didn't just pay for problem solving they

put probably 40% of

their budget into problem finding and

they made the assumption that any problem

that can be articulated from the present is

probably not the problem you want to work on

you have to find a future or

a qualitatively different version

of that problem or you wind up doing something incremental now

here's the one second explanation

of what I've been talking about ARPA

is over here Xerox PARC is here

here's the Internet

all the stuff flowed from

the radar efforts in both UK

and the

US

during World War two especially

building 20 at MIT and there was

a lot of effort at Bletchley Park so

of course I can't explain this but I'm trying

to give you a sense of why things are difficult

and Thornton Wilder had

an old fortune teller in the time of your life say hey

I tell the future nothing easier right just whatever

you want to say hasn't happened yet but

who can tell the past the past has

always detail in it and a lot of it

is too complicated to make up a simple story

and Goethe pointed out boy

it's hard to identify heroes without

a lot of disclaimers because when you have a whole community

doing this stuff the idea is go

back and forth and there are individual heroes

but you have to take what I'm saying here

are the grain of salt this is much much larger than even

a whole University course

so here's Xerox and

so a small

number of us got invited there to pursue

things we're in and I had a real yen

to see about this children's computer

for for children of all ages

and these

are obvious but you can't tell from today's technology

so persons are the most important

children are the most important things so if you lose sight

of that you're just making gadgets and

that means there

needs to be a course called person's 101 and children

101 and here's the crib notes for

your midterm exam so

a person is a mixture of Hamlet

7 plus or minus 2 you

know about our cognitive load limitations system

1 is the animal part of our

brain that is like a neural net it does

correlations we're

cultural animals we can't

exist or even learn outside of a culture and our minds

are not unitary we have at

least 20 definable minds inside

of us and some of them are critical to

so

our minds are like theaters they're really tiny

seven plus or minus

two in most studies recently

that was for memorizing letters

and numbers it's really more like four plus or

minus three before you get overloaded

so the theories we have are tiny why

do I say theaters because we think in terms

of stories and

that can make us feel good but in fact

stories don't have much of a mapping

on to the real world as people found to their surprise when

science finally got invented after two hundred

thousand years of us fooling ourselves with

stories

and our

minds are mostly animals

omething we don't

and if we were born anywhere in the world but

taken to say Paris we're gonna wind up French

if we're taking born

taken somewhere else we're gonna wind up wherever we

go we're set up to learn the culture as

reality wherever it is

so that's efficient in one

way but it is a true source of problems

and this multiple minding thing I'm not

gonna mention 20 but we have a whole mind

just for tactile kinesthetic

like we can we can touch

our fingers behind our back without

looking we know where we are in space

we learn when we do things when

we drag things around when we touch

then we have a mind that is

iconic it's visual it's can see I

can see about a hundred things at once and

pictures are about four times more memorable

than words and what's

fun is if you put a hundred words up on the wall and

you just draw a boxes about them they're twice as memorable

as the words without the boxes because the boxes

I make the words into half pictures

and so it engages the picture part of your

and the

thing that makes us interesting and also

dangerous is the extent to which we can use

our language facilities for

layering ideas on top of

our genetics was never directly set up for so

we're more theatrical than we assume we

treat our beliefs as reality smaller than

we assume we can't take in whole context we're

much more non-human than we assume we hate the idea

that we're not human but we are we

react Everett rather than

thinking we're more

culturally shaped and we want our conclusions are mostly social

this is the disaster most people cannot

do something just because it's a good idea

about 85%

of humanity won't do something unless

they sense their society

around them also believes in the idea

so this is a critical

problem in our modern day

and

we're much more fragmented than we think we're

mostly we think of ourselves as unitary whether rather

than a bunch of minds even to

the extent that we

when we see

a candy bar in an apple and

we have a conflict on the thing we don't think

of this as being two Minds each one wants

something and we only have one body this

happens all the time and we're we're quite used to

it so that

the key here is we can use

these things for positive things

once we are real is why anthropology is a good idea

I think it's probably the only

required course I would put into both

K through 12 and college it's

surprising that in a liberal

arts university they don't make people understand their

own species mm-hmm isn't

that funny yeah so

we're way off so hang on I know

but I'm but I'm using words

so when

we thought about children we thought about

many more people in this but here's Montessori

pointing out you can't teach the 20th century

in the classroom because we're actually set up by

nature to learn from our culture so if you

want children to learn an epistemology you

have to make the school into something

environment this is

Montessori x' idea if you want to learn

French don't go to a classroom to learn to go

to France another thing that

Seymour's said and one

of the big influences here was Jerome Bruner I'll just

mention this that here's his challenge

if you can you

need to teach intellectually honest forms if you're teaching

them to children you're gonna have to invent new

forms that embody the content

you're going to teach children mathematics you

have to figure out the mathematics that their brain can handle and

it has to be real mathematics so

like you probably don't want to teach children

fractional arithmetic

at an early age

it's absolutely a dumb it

doesn't match up well with what they do and

okay so

let's take so this is going to take about eight

or nine minutes so forgive me

so

well in computing you have

to do real things because

you can't prove much so we

needed a Dynabook to experiment with and we couldn't make one

because of displays didn't exist and so we

had this genius Chuck Thacker at Parc who

made an interim diner book

[Music] so

this is the day it started working and

you see on the screen there there's a cookie monster that

was drawn on the screen and in

fact the here's

what this machine could do you can

little bit more powerful than a Mac was this

has done 11 years before the Mac eleven

years

and because

this was an emulation computer it could also do

12 poly Tom Braille real-time

voices and you could just hook

the keys from any keyboard into

the machine and you had the

first real-time synthesizer that was Polly Tom Braille

and it was made for children

we work with hundreds of children they're in

the same spirit as Seymour Papert

and how did we program

this well this idea of little

a network I had

another genius Dan Ingalls and

here's a progression of user interfaces which

will look sort of familiar to you this

is desktop publishing with embedded

graphics and you can see the user interface comes

up fear

and towards the end of

the 70s we built machines with

larger screens and in fact I have a revival

of one actually

so this is the

now I switch over it's designed to use

so this is actually a running version

see if I

can find here we go and it

was done for this first portable machine and

so it calls a note-taker you notice it has

the same recognition thing here

and we're running it on this larger machine

right now

and how do we get it well here's

right there as a disk

pack of hundreds that Xerox through a way of this work

rescued

and on it happened to be a file

[Music]

that had

the system on it and this system

was in the form of a complete network so

it included everything including the

it was like an Internet

where objects were connected together

and because

the whole thing was was contained

all we had to do is write a little emulator for the

machine that it ran on and the whole system started working

and you're looking at it right now using it to give you this

presentation and this

gives us a time machine taking

us back into the past and

the only difference between this system that

I'm showing you today and the past is the

emulator has much more memory so I can show many

more bitmap pictures than we could back then

and here it is so this looks

and by the way this is the system that Steve Jobs saw

in his famous visit so you'll have

something interested see what he saw and

what the Mac did

and didn't do so

[Music]

so among other things

well is the overlapping windows

in this system

you could use the for instance suppose I wanted

to Center I can use the recognizer to

Center it or

so the gesture recognition here's

a painting I did like 45 years ago

and it's

live so I can select some paint here

I can select it a brush here and I can scribble it

up [Music]

the

recognizer and

so forth and

now what am i showing here well this

system had unlimited desktops each

desktop is live so

these are not pages in a presentation

manager all right why would anybody want

that right once you give the presentation

you're dead you cannot interact with

the thing isn't that crazy why did they do that so

here each one of these things is

live and it persists over time and so I can give

a demonstration of anything I want just

by sequencing through these different

desktops you can see where I've been here

here's the slides I just showed here

here's where I am now and here I'm going to

go look

at something again would be nice to have so this is called an active

essay so again

it's a desktop but this is

a 12 year old girl who wrote this article which was published

magazine but she did an active version here

and you can see what she did so here's a

simulation of the computer that she used and

so

making a box called Jo and I

can say Jo turn 45

so this is kind of like logo I can

say Jo

grow

100

right so

I'd like to be able to do this today one

of the things that Frost's me the most is none

of the media systems that you can buy today will allow

you to run active content in it it's all imitations

of past media you can't do this

in Microsoft Word you can't do this

on the net you can't do it in

Wikipedia how crazy it is to go to an article on

programming language in Wikipedia and not being able to try

the language so this is complete blindness

okay so I'll

[Music]

I'll just go past this

and now [Music]

okay

so the last idea here is a little

something about communication and

Licklider who set up all of this stuff wrote

this memo in 1963 to

the members of the intergalactic network

why did he call it that well

they asked him and he said well engineers always

give you the the minimum and I want

network so I'm asking for an integral active one

and he got

it and he had this idea which

was if we make an enormous

network our biggest problem is going to be learning to communicate with

aliens and he meant that once

you get larger than the context you're in you start

losing the commonalities that are needed for communication

so it's like communicating

with aliens and there's this problem

of if you have two different

contexts you could be in trouble

you could both be human and

mane and hooves and a tail this is a joke if you're

a medical person right it's

called over diagnosing it's a zebra

no it's just a horse

here's the conflict between candy

bars and apples and then the question we

had back then was what kind of shared context

can you put together to allow you to communicate with a computer

and what you're doing is negotiating common

areas

and again theater comes to

play here because think about what theater is the

audience doesn't get to interact with the play so

the playwright and the actors have

to supply what would be the note

negotiation

and it's in theater it's called a

magic mirror in the profession because the idea

is to beam the audience's intelligence back out at them

to think about things they haven't thought about for a long

time and same thing with

writing writing has to do the negotiation this

is why writing for most people is difficult because

they're like children children think everybody knows what's

on their mind and so they just say what's on their mind

and that isn't what writing is about

okay so one way

to think about it is all of these communication

things are kind of like pointing because

we're pointing to the thing we hope is common between us

so to get

computers to talk to each other well we had to do that

with the internet and also with

object-oriented languages and

of course we might have to deal with aliens

o for this computers and humans thing

we've got this theater

what should we put on the stage and ours

our solution was let's put what the

computer is thinking on the stage but in a form

humans can deal with so this is what we're the graphical

user interface came from it is

a theater that's explorable

and when

put

the pointer into him into a window

and it comes up to the top you're choosing a context

you're choosing what here's what I'm going

and the computer knows what you're going to talk about

next so you're moving from topic to topic

you want to have all of the things

available and

then these three mentalities here

need to be combined you need

to do something with this because this

is not just memory but dragging

is intimacy you're

to something and moving it around and the reason

the Mac that interface was popular

is because most people who used

it felt some sort of rapport with

it there was a bond that bond comes from

the kinesthetic part of things

so this is Jerome Bruner 101

and then the thing that's left out

in most interfaces is

the fact that there is a new

literacy here because you have a computer and so

any interface that doesn't allow you to program safely at

any age is very poorly designed

it's basically made for people

that the technologists think

of is intellectual cripples

here's a good place to quit

so to do this interface and you

could argue that you know there's a like eight inventions

that needed to be done to get the modern world in computing

and networking the gateway

one was the GUI because

without it you don't get four or five billion

people being able to communicate with the computers

it is the intermediary between them and

here are the disciplines that were needed

to do that design

and the way it worked out was

one there was one person who could do those disciplines

and a bunch of

people who could do

several of them and do them better than the person

that could do all of them right

so the person who could do all of them could talk with everybody

in the team and like

Dan Ingalls there who is a much better programmer

than I was I let the better programmers do the

programming all right so you have this

combination of differences and similarities that

allow you to build extremely powerful teams

and with that thank you very much for inviting me

and I hope to visit again sometime thank you

[Applause]

exactly our

read upon well if you started three minutes late because you

and Mark come on

okay

oh yeah where

do you think the education system is headed with

this well the education he's asking

where does he think the EDD where do I think

the education system is headed in the next few years I'm

presuming you're talking about K through 12 o

higher ed okay well

I

think

the most difficult because

humans are so

imbibed with the

context that they grew up in contexts they

work in they're not aware that they're in a context so

McLuhan had a great quote he said I don't know who discovered

water but it wasn't a fish

because our nervous systems are absolutely

set up to damp out anything that's

constant it's called accommodation and

McLuhan pointed out the number one thing we need to pay attention to

is the stuff that we've damped out

it's the stuff that we

had to learn in order to do

things without like we read without difficulty

so we completely miss what

happened to us when we learned to read so

so my reading

don't know how to criticize higher education in general but

I can certainly do it in particular in that

most people

I meet who have college degrees

or you know you can never get really

educated but there's a threshold idea

and in my opinion

most most undergraduates that

I've taught in the last 30 years or

and most people with college degrees that I've met

aren't passed any threshold that I would call

educated not even close

because they don't know the most

elementary things about their own species and

it seems like the

basic notion of education

is not it's different than training

different than a vocational school it's

about context it's about perspective and you

can think of 10 or 20 things that

need to have much more perspective on then

humans generally do growing up in any particular

culture so I believe that education is flunking

that terribly and

it happened I saw some of it happening

because many universities like my wife

went to Stanford she missed the

year before was last year they did a Western

civilization course at Stanford and

she never that wasn't

part of her Stanford education there was no context

for most of the other stuff she was learning there

are other things that were taught in lieu of Western

civilization but it absolutely doesn't make

sense not to try to prioritize

the impact of knowledge

and so

I think that's worse today I think

the I think the idea that people have

that they should follow their own bliss

is a really good idea but if

try to do it without gathering context they're nuts

because you

know when you're 16 years old or 17 years

old and high school and you decide you're

to decide what you're going to do for the rest of your life that

is the worst mistake you can ever make and

somebody needs to

explain that to the kids and the

reason we have compulsory education is precisely because it

hundred thousand years to discover science

there's nothing obvious about the stuff that's important

and that's why we have schools K

through 12 and we have colleges it's

exactly for the stuff that it's not can't

be learned as an apprentice so

either yes sir yes hi

the

departed Oh where well

that that was around here oh no

I let's see we're we're in Boulder so

as he was I think between Palo

Alto and Mountain View that

Xerox dumped there yeah

that quite a few of that of the work was lost

this revival that

I showed you was a Christmas project that a bunch of

his old timers did just for fun around I

think 2014

be this thing

I would not

be surprised at all it's probably you

know a PhD means PhD

means piled higher and deeper and I'm

sure that pile is piled higher

and deeper now we were very

lucky to get that because it happened to be the only file

of this particular system that was ever recovered

and in fact it was it required

a fair amount of archaeological work to

Eve to figure out what it was we had to look at kind

of the raw stuff on it

and then figure out you

know what was the minimum what could we do

to bring the thing to life fortunately everything in I

mean it was doing its own screen paintings not using anything else

so there's no extra code

in it and by the way that whole system including the

operating system and the development system everything is about 10,000

lines of code if you want to compare that with the

way programming is done today today that would

be probably about a million lines

of code or ten million lines of code or

so it's because we this is

the power of mathematics if you have a mathematical

bent then

you can see that the

what you're doing with computing is a set of relationships

the problem is math doesn't run

well math assumes

basically infinite speed and

but if you can find a compromise between math

that won't run on a computer but it's very compact and something

that's say twice the size of that that

does run that's what you were seeing there you wind

up with code that is maybe a factor of a thousand smaller

than the way typical programming is done

yeah the field has been very in

curious as to how we did all this stuff that

is what is just as they are in curious about Engelbart

and getting curious about ivan sutherland

because our field is basically a pop culture and

a pop culture is all about an individual

saying i'm here too

and so they're not interested

in the past at all they're interested in what

can do and they don't care whether it's better or worse

than the past because that's not what it's about it's

basically proclaiming identity and

you have that in a field that purports to be you

know an engineering or a scientific field watch

out because they will

lack the discipline to establish those thresholds

that will make the system safe and also

they will lose the ability to

know retain the quality of

some of the better ideas from the past that's

why i show this stuff because we just want

people I rub people's noses in it to see

that yeah the displays got better looking but the

software got worse and one

of the ways of thinking about it is if you're gonna reinvent

something you better reinvent

the wheel they used to be frowned on

but right now I take it any time because

what's being reinvented is the flat tire

I've got a true

believer okay

well in biology

there's a place called Genelia labs outside

of Washington DC which is pretty darn

that is

a very Xerox PARC looking place I don't know of a computer

place you know the

quality of the people around there are numerically

more people around today of the quality of the

park and ARPA people

percentage-wise is much worse because

of the pop culture aspect there are millions and millions of

people who probably shouldn't be writing code

but that

disparity also exists in a smaller

way in the in the 60s because

the people who work for IBM were not really

that good and

my what I'm trying to show was Wow

if you don't have this context at the ARPA

thing none of us were any good

I was surprised at the ideas that I had

and all of us when

Park went away we when we have

meetings we all talk about wow we

haven't been nearly as a productive we've

done things but the synergy is gone from

the thing that so the one

way of thinking about the bottom line that I tried to sum this up

is that the quality of the results is most

strongly correlated with the quality of the funders

because if you think about

biology as variation every

generation will have that one in a million or one in ten

million person you

can guarantee it the real question is

doesn't vote through those seeds fall in fertile

soil or not and this is where the funders actually

take the lion the funders who don't

try to control so the big

deal about the ARPA funders was they didn't confuse

the responsibility which they had drawl this money with

the the need for controlling

you can't control an artist

it's like hurting a cat

can't do it you can get a calf to do anything

you want if you present the cat with a situation that

it wants to do you

that is and that's what a good research manager

does they just set up an environment like

look lighter got hundreds of people working

on the following vision the

destiny of computers are

to become interactive intellectual

amplifiers for all humans pervasively

network worldwide that's what he said back in

the early 60s and he never deviated from that and

you didn't know what that meant didn't

know how the networking was going to be done do you know what an intellectual

amplifier what didn't matter because people came out

of the woodwork and Licklider was happy

to take 70% not

fruitful which

he didn't think of his failure but just overhead to

get the 30% that would change the world

right if you think about it was cheap at the

price because cost in today's

it probably cost maybe half a billion dollars to

do this park was maybe a hundred million and

the return has been on the order of 60

about 60 trillion dollars now

on this so the return on investment of

trusting the

researchers and setting up a good process is far far more than

accomplished the only way

not to make millions and billions safely and

most of the millions billions they're making are made from

these unsafe processes that are no longer being

funded having been

funded in this country for like 35 or almost

40 years now yes

you know where

[Music]

well I don't know because

the if you think about that Xerox

was a fluke and Kaler had to get

xerox to sign a an agreement that

they wouldn't mess around with us for five years which

they hated but they did and the

reason is that companies don't get rewarded for doing

edge of the art research there are no tax breaks

there's not even anything like depreciation

research gets charged as just

as an expense and so most

companies would rather use you

know that use capital and do acquisitions after somebody

has done it but they don't realize that their company

court culture gets diluted every time they

acquire so they eventually wind up with

less and less synergy in the in the

company and they they they can't do much so

it's a

so again looking at the one example

we have that worked really well the

government launders

money that it gets through taxes

so it it puts an

intermediary that we that companies

it's like you're spending their money

even though you aren't but they

feel like it and they want you to do what they need rather

than what is actually needed to be done so

government short-circuits that it takes the money away and

it's a regis distribution agency and

the other unfortunate

thing is this only works in a

democratic government when there's

an enormous threat like war

it's completely correlated

with that why because the reasonable people who run things

absolutely do not

want to deal with people like artists and scientists

that's those are the last people

that they want to talk to and it's only like same

thing in the UK they're completely

against boffin's until the

hitler and then all of a sudden they were able to set up Bletchley

Park and do the radar stuff early enough to save the

country but as soon as World

War Two is over they threw out Churchill and they

failed to reward the people who actually did

the technology that won World War two for them and

business

people are that way they're not there to

improve the world so

trying to get this kind of stuff funded

in a business especially

in the public domain where it needs to be

because you need to you know these

large things create industries not just products and

industries can't be done by any

group you have to put the stuff out so this is like

the exact opposite of the hunting and gathering

instincts that most people have this is like agriculture

this is like building and if

you think about the US we are a country that is

built on cooperation but

the next level down every business is competing against

every human is competing against every other human so

this is nuts but we are

we are crazy species

because we feel punished

when we're taken away from people but as soon as we get in a group we

start trying to take advantage of it and

so do monkeys and so do

chimpanzees and so do other primates

this is not a purely is why I say

we're not nearly as human as we think

those conflicting

input you know impulses are actually

something you'll find in most mammals but especially in

primates worth pondering

yes

her own

well so nobody the

number-one thing here is nobody

who does the kinds of things we're

talking about is other than an optimist

and

if you think about it it it doesn't make sense to

be pessimistic you're just

you know might as well be an optimist and just

take more shots to the chin but

overall you'll have more of a chance than if

you're pessimistic you'll dodge too many things so number

compared to this golden

age I've been talking about it really was there's

nothing like it right now

like

the best people the best person I I think Brett

Vickers he's definitely in my top two

or three maybe even of all

time but especially in this day and age he can

hardly get any funding because

working on a thing that's really a 10 year out thing

it's wonderful he's they've built it you

can use it it's a whole different way of

thinking about it's computing as a part

of it will be 15 or 20 years from now

fantastic can't get a dime from

all these Silicon Valley billionaires because they're

not interested in anything they can't turn into a product

and the government is

afraid of being criticized by Congress

so the

NSF has always required

both peer review and propose

in computing proposals that are akin to engineering

proposals which means you have to explain to them

are you going to do something and that's not what research

is research is having an

idea about how you might you

know it's basically about saying yeah

conditions are very good for this kind of thing

give us some money and we'll find out

so that doesn't really exist today

very well universities could do

a much better job so MIT for

a number of years it

had a fund

which was part of its endowment where

they did their own funding of certain professors

who couldn't get normal funding in

peer-review processes one of the most famous was Norbert

Weiner cybernetics guy and

the president of MIT just decided hey

we should set up a position called Institute professor and

will not only pay their salary but will give them

you know today it would be like a half a million a year

to do whatever they wanted put

a couple of students on some idea that's too crazy

to even talk about so you have to do

yeah the other way of looking at it is this enlightened

funding is like the MacArthur Fellow grants

but for groups I've tried to get

the MacArthur people to understand

that so many important

hings are actually done by groups of people and

by just restricting to individual artists

they're they're doing a good thing but they're missing

the point of the whole process of a bunch of arts

that they don't can't recognize and

so far I haven't been able to convince them I've

been on their committees for choosing MacArthur

fellows but it's basically they have this

do and they're proud of it and they

really don't want to hear about you

know how a lot of things need to get done it if

you think about Engelbart

a hundred percent concerned with saving the world he

was one of the most dedicated people I've ever met

and thought about it for a long

time he was on task

on all of the stuff

that he did and he had concluded that what

you have to do is boost the collective IQ of

groups of people working together in order to solve world

problems and that's what is those

designs this is a lofty

ER set of ideas than you'll find from any manufacturer

today any vendor they just don't think

that that way and you can tell

so so that sounds

dismal on the

other hand you're at the right place for

doing stuff because the university

is kind of a bastion it's supposed to be a bastion against

the hordes

coming in to sack Rome

right so you're at a place

problem with the universities is they can't get their act together

as far as these larger groups

things and

it it has to do with the degree process where they wrong especially

in technology they wrongly tried to get

people to do individual PhDs

whereas what you really want what a PhD

really means is a person who does

world-class work and if

they do that in a 10-person group any adviser

worth their salt will say this is a PhD

both of them

PhD and their thesis

might have ten names on it doesn't matter

because if the advisor knows what they're doing they

know what the students are doing you have

to realize that the that the PhD is

saying it's more

like getting an MD it's saying

this person is qualified to

be considered a world-class

intellectual leader in their

field that's what it should mean and they to

do the PhD they have been of

an important part of edge

of the art research so

if universities

could do it and I personally every time I talk

to a university president I say

look you guys are missing the century

that we're living in right now universities

have a unique position to actually

help things out much much more

than they are right now just because they're not

they're not supposed to be businesses

and they

don't have to show a profit and

with the government being hung up the way it is

trying to get university

funds involved in this stuff could be a tremendous

difference compared to the way things are

now yeah I've talked to the unit you

know University of California has four or five universities

in the top ten in computing and

I pointed out to them that this is four

or five in the top ten in computing and

you guys are letting the regents tell you what tenure

is are you kidding just

take it over it's not up to the

Regents what tenure is they don't know anything

about computing define

what tenure means and define it differently than

paper County period so

part of the problem is faculties

are more comfortable than they probably

should be yes sir

well

if you think about say

at least kind of paradigm-shifting

periods in the

context of 20th century capitalism so

you had Bell Labs a lot of

paradigm-shifting people research gap

occurs in the context of a

company that had day-to-day business you

know the telephone yeah of course it was a monopoly and

it was a monopoly and yet

there so that the incredible innovation can happen

in the context of a water

tower with energy yeah I don't think

that's a good one because precisely because

I would believe that argument if

it is sustained after the divestiture

but it didn't it collapsed as soon

as as soon as the baby bells went away

you were

you and your colleagues were

kind of an inflection point to me where you were

within the context well eventually Xerox

their precedence but it came together in

Xerox incredibly into innovative but

then it became the classic textbook

example of clueless manic

businessman they didn't know what

they had they blew it off it

let me let me we're just totally different for Bell

Labs let me put it let me put a little more

context on it so one of the myths about Xerox

is that they failed to profit from

Park in fact they made their entire investment

at park over by about

a factor of 210 so if

you work that out in return on investment that is astounding

they made it from only one of the eight things

we did which is the laser printer that

was the one thing they understood but they paid for Park hundreds

of times overall apart not just the computing

part of our companies that

followed well Microsoft and

Apple there's basically no

innovation they're just redeploying

yeah I mean minor tweets

yeah well but not major innovations like

bailout Xerox and then you think of the successor

companies to those Google Facebook and

it's even more extreme yeah even

less innovative they're just reacting

the paradigm that you you and your colleagues

invented if you said well I didn't invent it I I

inherited it and I was taught it

as a graduate student and yeah

so it seems like Xerox here is a

red herring because of this agreement Taylor got

with Xerox and the fact that the park

people and the ARPA people considered Park

as just ARPA project number

17 the reason park was

set up at all was because of the Mansfield amendment

throttling the funding

to the DoD for our but so is

the secret to creating a

context in which you have real

fundamental innovation that you either need

total government control or now holds

no I mean these are

Apple Microsoft a to the monopoly but they never done

anything really fundamentally well

I think the I think the capitalism

the I first I

think I would leave Bell Labs out just

because IBM

is a much more interesting example because

it was a virtual monopoly also

and you

know back in the 60s when a billion was

a lot of money they spent two and a

half billion dollars a year on Rd of

which four out of five working prototypes

never went to market so

they had enormous resources their

problem was they thought of their R&D as a hedge and

I think that I think

the most important thing is if you compare for

instance of Friedman's notion

of capitalism with Peter Drucker's Friedman's

idea which is in vogue today is

capitalism

in the United States is entirely at

the service of the stockholders

you're trying to increase shareholder value

and that is if Drucker said no

that is a really bad way to think about it

capitalism in America should

be entirely at the service of the customers

that is the way you should look at but today

yes what just one more line

but today

the capitalism has

to be at the service of the planet it

doesn't matter anything smaller than that is completely

below that what is actually needed thing

it doesn't matter what you do with capitalism unless

it's a the blue line there is

at the service of the entire planet because that's what

the system's nature of today is and this

different than the system's nature of a hundred years ago it

just is and you basically have to

go with what's actually what actually is

[Applause]

what a wonderful night program

thank you for a long day and a great

and a long talk thank

you

Difference between revisions of "Alan Kay Speaks at ATLAS Institute"

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 }}
+<subtitle id="0:0:8">thank you all so much for being on this snowy day my</subtitle>
+<subtitle id="0:0:11"> name is Phil Despres an associate director of</subtitle>
+<subtitle id="0:0:14"> the Atlas Institute although today my primary</subtitle>
+<subtitle id="0:0:17"> purpose is timekeeper so</subtitle>
+<subtitle id="0:0:20"> I'll be the one cutting you off a really interesting talk</subtitle>
+<subtitle id="0:0:23"> to make sure that we get to some of your questions well</subtitle>
+<subtitle id="0:0:26"> should we do negotiating</subtitle>
+<subtitle id="0:0:29"> Atlas</subtitle>
+<subtitle id="0:0:32"> is an institute for radical creativity and</subtitle>
+<subtitle id="0:0:35">invention and when I look around the room I see</subtitle>
+<subtitle id="0:0:38"> some of the faces including John plant the previous</subtitle>
+<subtitle id="0:0:41"> director of Atlas and really this whole front</subtitle>
+<subtitle id="0:0:44"> section people who bought into an</subtitle>
+<subtitle id="0:0:47"> supportiveness</subtitle>
+<subtitle id="0:0:50">interdisciplinary teaching and research and so thank you all so much</subtitle>
+<subtitle id="0:0:53"> for being here and I'm really</subtitle>
+<subtitle id="0:0:56"> grateful to be part of this community of polymaths</subtitle>
+<subtitle id="0:0:59"> and I think we'll be hearing that word a lot</subtitle>
+<subtitle id="0:1:2"> in this talk and I'm going to turn things over to our</subtitle>
+<subtitle id="0:1:5"> favorite polymath or director micros</subtitle>
+<subtitle id="0:1:8"> I guess</subtitle>
+<subtitle id="0:1:11"></subtitle>
+<subtitle id="0:1:14"></subtitle>
+<subtitle id="0:1:17"> I'm not gonna bother to read your</subtitle>
+<subtitle id="0:1:20"> Alan's bio because it's really long and you can</subtitle>
+<subtitle id="0:1:23"> look it up yourself probably have but</subtitle>
+<subtitle id="0:1:26"> now that Wikipedia page starts out Alan</subtitle>
+<subtitle id="0:1:29"> Kay is an American computer scientist and</subtitle>
+<subtitle id="0:1:32">a lot of people read that and decided not to publish this talk</subtitle>
+<subtitle id="0:1:35"> but there's much much more he's much much more</subtitle>
+<subtitle id="0:1:38">that so that's a small part of the story today's</subtitle>
+<subtitle id="0:1:41"> theme is polymaths and the poster</subtitle>
+<subtitle id="0:1:44"> child for that of course is Leonardo da Vinci he was a painter</subtitle>
+<subtitle id="0:1:47">for sure but also an anatomist a military engineer and</subtitle>
+<subtitle id="0:1:50"> the aeronautical engineer chemist and</subtitle>
+<subtitle id="0:1:53">in those days you mixed your own pigments okay</subtitle>
+<subtitle id="0:1:56"> he was kind of an important part of art we're hitting</subtitle>
+<subtitle id="0:1:59">mark to go back into the most recent century</subtitle>
+<subtitle id="0:2:2"> it was a film actress also an inventor and</subtitle>
+<subtitle id="0:2:5"> engineer and worked with frequency</subtitle>
+<subtitle id="0:2:8"> skipping signal processing and and</subtitle>
+<subtitle id="0:2:11"> by the way your collaborator on that military work</subtitle>
+<subtitle id="0:2:14"> was a music composer so that's</subtitle>
+<subtitle id="0:2:17"> the thing of polymaths I like to think about technology</subtitle>
+<subtitle id="0:2:20"> visionaries and virtuosos</subtitle>
+<subtitle id="0:2:23"> as people who have the vision and also</subtitle>
+<subtitle id="0:2:26"> the technical chops to realize it so the</subtitle>
+<subtitle id="0:2:29">go hand-in-hand it's really hard to have a strong vision if you don't understand</subtitle>
+<subtitle id="0:2:32"> in a deep way what you can't do and it's</subtitle>
+<subtitle id="0:2:35"> interesting to be able to just do stuff</subtitle>
+<subtitle id="0:2:38">technically without having a vision for now technology</subtitle>
+<subtitle id="0:2:41"> isn't just that computer break you</subtitle>
+<subtitle id="0:2:44"> have in your pocket of your Android phone or your iPhone it's</subtitle>
+<subtitle id="0:2:47"> much much more coding in Python but I think now it's</subtitle>
+<subtitle id="0:2:50"> doing to elaborate on that so I want my idea</subtitle>
+<subtitle id="0:2:53"> for Atlas I've been doing this now almost six years</subtitle>
+<subtitle id="0:2:56"> it is basically to attract a sustained</subtitle>
+<subtitle id="0:2:59"> polymath technical polymath technology</subtitle>
+<subtitle id="0:3:2"> visionaries and virtuosos so of course places</subtitle>
+<subtitle id="0:3:5"> come to mind like Bell Labs or the</subtitle>
+<subtitle id="0:3:8"> Bauhaus or Xerox PARC</subtitle>
+<subtitle id="0:3:11"> you should be hearing something about you</subtitle>
+<subtitle id="0:3:14"> expect that kind of thing out of MIT or</subtitle>
+<subtitle id="0:3:17"> Stanford or Berkeley I expected up see</subtitle>
+<subtitle id="0:3:20"> you both and alakay who</subtitle>
+<subtitle id="0:3:23"> graduated from here in molecular biology and mathematics is</subtitle>
+<subtitle id="0:3:26"> the case in point he's living proof that</subtitle>
+<subtitle id="0:3:29"> it can happen here I like to think if Alice exhibited</subtitle>
+<subtitle id="0:3:32"> back when Allen was an undergraduate student here he'd be part of</subtitle>
+<subtitle id="0:3:35"> this community back then pretty sure of that okay</subtitle>
+<subtitle id="0:3:38"> Joe mentioned I'm the current that was it's</subtitle>
+<subtitle id="0:3:41"> a good director and didn't take the job because I love university</subtitle>
+<subtitle id="0:3:44"> administration or manage my</subtitle>
+<subtitle id="0:3:47"> favorite thing to do I took it to give others</subtitle>
+<subtitle id="0:3:50"> the opportunity that others have given me to pursue their</subtitle>
+<subtitle id="0:3:53"> vision so now MK is one of those people at age</subtitle>
+<subtitle id="0:3:56"> 23 or 24 I was part of the MIT logo</subtitle>
+<subtitle id="0:3:59">group and Alan hired us all to become part</subtitle>
+<subtitle id="0:4:2"> of Atari Cambridge research labs to investigate</subtitle>
+<subtitle id="0:4:5"> and explore computing environments for children</subtitle>
+<subtitle id="0:4:8"> so that was back in the 1980s it's</subtitle>
+<subtitle id="0:4:11">privilege and great pleasure to introduce Alec</subtitle>
+<subtitle id="0:4:14"> a welcome him back to city Boulder and to the Atlas Institute</subtitle>
+<subtitle id="0:4:17"> thank you thank you</subtitle>
+<subtitle id="0:4:20"></subtitle>
+<subtitle id="0:4:23"> well of course the best part</subtitle>
+<subtitle id="0:4:26"> of the way</subtitle>
+<subtitle id="0:4:29"> this visit started out was to be</subtitle>
+<subtitle id="0:4:32"> able to take that ride over the last hill and</subtitle>
+<subtitle id="0:4:35"> there is shangri-la</subtitle>
+<subtitle id="0:4:38"> nestled up against the foothills and I</subtitle>
+<subtitle id="0:4:41"> was so afraid that it was gonna</subtitle>
+<subtitle id="0:4:44"> be so built out but it wasn't built</subtitle>
+<subtitle id="0:4:47"> out who really looked so much</subtitle>
+<subtitle id="0:4:50"> like it looked 55:6</subtitle>
+<subtitle id="0:4:53"> whatever it was and</subtitle>
+<subtitle id="0:4:56"> I looked at the campus</subtitle>
+<subtitle id="0:4:59"> using the satellite feature of Google</subtitle>
+<subtitle id="0:5:2"> and Wow nobody put a building</subtitle>
+<subtitle id="0:5:5"> in the Norlin library quad</subtitle>
+<subtitle id="0:5:8"> there the old campus</subtitle>
+<subtitle id="0:5:11"> was pretty much preserved the way it was</subtitle>
+<subtitle id="0:5:14"> Mary Ripon theater</subtitle>
+<subtitle id="0:5:17"> put in a real amphitheater it used to be</subtitle>
+<subtitle id="0:5:20"> just terrorists grass back when I</subtitle>
+<subtitle id="0:5:23"> was here so it's been it's been great</subtitle>
+<subtitle id="0:5:26"> to visit and</subtitle>
+<subtitle id="0:5:29"> we can blame mark</subtitle>
+<subtitle id="0:5:32"> for this title</subtitle>
+<subtitle id="0:5:35">and</subtitle>
+<subtitle id="0:5:38">he was interested</subtitle>
+<subtitle id="0:5:41"> in this community which</subtitle>
+<subtitle id="0:5:44"> I think everybody has heard of</subtitle>
+<subtitle id="0:5:47"> the exploits of this</subtitle>
+<subtitle id="0:5:50"> community have affected</subtitle>
+<subtitle id="0:5:53"> everybody but they've also been worked on by</subtitle>
+<subtitle id="0:5:56"> many journalists and many</subtitle>
+<subtitle id="0:5:59"> games of telephone so</subtitle>
+<subtitle id="0:6:2"> and I'm not going to tell the history</subtitle>
+<subtitle id="0:6:5"> of this but I thought it'd be interesting to take</subtitle>
+<subtitle id="0:6:8"> the theme of polymaths and take</subtitle>
+<subtitle id="0:6:11"> a look at how it affected</subtitle>
+<subtitle id="0:6:14"> some of the technological inventions especially</subtitle>
+<subtitle id="0:6:17"> the ones that involve human beings and</subtitle>
+<subtitle id="0:6:20"> any</subtitle>
+<subtitle id="0:6:23"> talk that involves science always try and find a</subtitle>
+<subtitle id="0:6:26"> Sidney Harris cartoon this is my favorite</subtitle>
+<subtitle id="0:6:29"> I'll confess and</subtitle>
+<subtitle id="0:6:32"> but then I realize this reminded me of something</subtitle>
+<subtitle id="0:6:35"> in fact remind me of an</subtitle>
+<subtitle id="0:6:38"> advanced calculus class that my old</subtitle>
+<subtitle id="0:6:41"> friend Dave Volker here and I took which</subtitle>
+<subtitle id="0:6:44"> will never forget will we Dave it may</subtitle>
+<subtitle id="0:6:47"> be the best class I ever had certainly the best math class</subtitle>
+<subtitle id="0:6:50"> and so my translation</subtitle>
+<subtitle id="0:6:53"> of this is here's Dave at the blackboard with Professor</subtitle>
+<subtitle id="0:6:56"> McKelvey and this guy was really a friendly</subtitle>
+<subtitle id="0:6:59"> professor he the way he</subtitle>
+<subtitle id="0:7:2"> taught advanced calculus as he made the students just prove every</subtitle>
+<subtitle id="0:7:5"> theorem so we didn't memorize</subtitle>
+<subtitle id="0:7:8"> proofs we just had a slim book that</subtitle>
+<subtitle id="0:7:11"> had the the theorems in there and he would help</subtitle>
+<subtitle id="0:7:14"> each and every one of us at the board prove</subtitle>
+<subtitle id="0:7:17"> it the way we thought so</subtitle>
+<subtitle id="0:7:20"> we had if you had an idea this</subtitle>
+<subtitle id="0:7:23"> guy was a good enough mathematician he could see if you're</subtitle>
+<subtitle id="0:7:26"> going to be on a track and he would instead of showing us</subtitle>
+<subtitle id="0:7:29">the standard proof he would help us with the proof that</subtitle>
+<subtitle id="0:7:32"> we are trying to develop as one of the greatest experiences I've ever</subtitle>
+<subtitle id="0:7:35"> had and the cool part of the story is that this</subtitle>
+<subtitle id="0:7:38"> guy was a physicist he</subtitle>
+<subtitle id="0:7:41">came over to the math department every seventh</subtitle>
+<subtitle id="0:7:44"> year on a sabbatical because his hobby was</subtitle>
+<subtitle id="0:7:47"> math and he just</subtitle>
+<subtitle id="0:7:50"> was really one of the greatest teachers we've ever had</subtitle>
+<subtitle id="0:7:53"> yeah but then I found a</subtitle>
+<subtitle id="0:7:56"> great Sidney</subtitle>
+<subtitle id="0:7:59"> Harris cartoon about and now pause</subtitle>
+<subtitle id="0:8:2">read this group</subtitle>
+<subtitle id="0:8:5"> of polymaths here at a table</subtitle>
+<subtitle id="0:8:8"> Tennyson's still bidding</subtitle>
+<subtitle id="0:8:11"> Crouch whom the rest paid yes but obviously</subtitle>
+<subtitle id="0:8:14"> that doesn't consider an electrical dipole in</subtitle>
+<subtitle id="0:8:17">spherical molecule you could see it Gershwin Cole Porter</subtitle>
+<subtitle id="0:8:20"> in the restoration poets it all comes back to</subtitle>
+<subtitle id="0:8:23"> Leviticus and</subtitle>
+<subtitle id="0:8:26"> over here she says</subtitle>
+<subtitle id="0:8:29"> in French very amusing but</subtitle>
+<subtitle id="0:8:32"> Socrates and his</subtitle>
+<subtitle id="0:8:35"> let's see ala ala</subtitle>
+<subtitle id="0:8:38"> gari D or a PN</subtitle>
+<subtitle id="0:8:41"> hmm I used to know</subtitle>
+<subtitle id="0:8:47">alagar is like</subtitle>
+<subtitle id="0:8:50"> but still already it's</subtitle>
+<subtitle id="0:8:53"> now the case that so it's a you</subtitle>
+<subtitle id="0:8:56"> find it everybody everywhere in classical Greek</subtitle>
+<subtitle id="0:8:59"> IDI means</subtitle>
+<subtitle id="0:9:2"> already or</subtitle>
+<subtitle id="0:9:5"> now hora</subtitle>
+<subtitle id="0:9:8"> is where we get the word our from</subtitle>
+<subtitle id="0:9:11"> so it's time so</subtitle>
+<subtitle id="0:9:14"> but it's already time</subtitle>
+<subtitle id="0:9:17"> where it's now time but I've</subtitle>
+<subtitle id="0:9:20"> kept Yin Yin the hell is</subtitle>
+<subtitle id="0:9:23"> a PN ax so I realized</subtitle>
+<subtitle id="0:9:26"> I just flunked my</subtitle>
+<subtitle id="0:9:29"> polymath merit badge</subtitle>
+<subtitle id="0:9:32"> my all perfect linguistics</subtitle>
+<subtitle id="0:9:35"> professor mrs. kasuba would kill</subtitle>
+<subtitle id="0:9:38"> me right now so I had to look</subtitle>
+<subtitle id="0:9:41"> it up a piena means</subtitle>
+<subtitle id="0:9:44"> sleep and so</subtitle>
+<subtitle id="0:9:47"> this the translation here is but</subtitle>
+<subtitle id="0:9:50"> now it's already</subtitle>
+<subtitle id="0:9:53">time to sleep I've realized oh yeah this is the end of the apology</subtitle>
+<subtitle id="0:9:56"> and what Socrates</subtitle>
+<subtitle id="0:9:59"> is alluding to is time to take</subtitle>
+<subtitle id="0:10:2"> the hemlock but then I realized Oh</subtitle>
+<subtitle id="0:10:5"> Harris is being very funny here because what</subtitle>
+<subtitle id="0:10:8"> she's saying is she's completely bored stiff</subtitle>
+<subtitle id="0:10:11"> there it's now</subtitle>
+<subtitle id="0:10:14">time to sleep which now may be now time to take the</subtitle>
+<subtitle id="0:10:17"> hemlock this meeting is so boring</subtitle>
+<subtitle id="0:10:20"> and</subtitle>
+<subtitle id="0:10:23"> the other thing is it doesn't show them as being really tired</subtitle>
+<subtitle id="0:10:26"> because the big deal about polymath</subtitle>
+<subtitle id="0:10:29">really doesn't count unless you're enough</subtitle>
+<subtitle id="0:10:32"> above threshold to be accepted by</subtitle>
+<subtitle id="0:10:35"> a professional as a colleague you don't</subtitle>
+<subtitle id="0:10:38"> have to be great but you have to be above</subtitle>
+<subtitle id="0:10:41"> threshold or else it's just  around you</subtitle>
+<subtitle id="0:10:44"> know it's just not and</subtitle>
+<subtitle id="0:10:47"> so all the polymaths I know</subtitle>
+<subtitle id="0:10:50"> who are keeping all of this stuff up are</subtitle>
+<subtitle id="0:10:53"> actually kind of exhausted most of the time</subtitle>
+<subtitle id="0:10:56"> and I came</subtitle>
+<subtitle id="0:10:59"> to Colorado and 63 after the air force</subtitle>
+<subtitle id="0:11:2"> and here's</subtitle>
+<subtitle id="0:11:5"> this advanced calculus in a woods that we had I don't</subtitle>
+<subtitle id="0:11:8"> know do you remember what</subtitle>
+<subtitle id="0:11:11"> our advanced calculus book wasn't it I</subtitle>
+<subtitle id="0:11:14"> think it was woods yeah</subtitle>
+<subtitle id="0:11:17"> David but</subtitle>
+<subtitle id="0:11:20"> I was also a biology major and</subtitle>
+<subtitle id="0:11:23"> I had a minor in</subtitle>
+<subtitle id="0:11:26">anthropology with the consecration and linguistics</subtitle>
+<subtitle id="0:11:29"> which I obviously did not hold up</subtitle>
+<subtitle id="0:11:32"> very well and another minor in English and</subtitle>
+<subtitle id="0:11:35"> I had to work my way through school so I was a</subtitle>
+<subtitle id="0:11:38"> half-time programmer at NCAR</subtitle>
+<subtitle id="0:11:41"> back when I was down on 30th Street not</subtitle>
+<subtitle id="0:11:44"> up in the Mesa programming</subtitle>
+<subtitle id="0:11:47"> supercomputers I actually spent most</subtitle>
+<subtitle id="0:11:50"> of my time in the theater and</subtitle>
+<subtitle id="0:11:53"> I believe I met my friend Dave</subtitle>
+<subtitle id="0:11:56">in a pit where he</subtitle>
+<subtitle id="0:11:59"> was playing trumpet right behind my ear</subtitle>
+<subtitle id="0:12:2"> and I noticed</subtitle>
+<subtitle id="0:12:5"> he was playing in tune and</subtitle>
+<subtitle id="0:12:8"> bass players usually are too lazy to</subtitle>
+<subtitle id="0:12:11"> warm up so they play sharp and everybody else sounds flat</subtitle>
+<subtitle id="0:12:14">you've ever wondered why the beginning of things sounds</subtitle>
+<subtitle id="0:12:17"> weird but Dave was playing in tune I knew he had warmed up</subtitle>
+<subtitle id="0:12:20"> so he and I became fast friends and then I think</subtitle>
+<subtitle id="0:12:23"> we found we're both math majors and I had</subtitle>
+<subtitle id="0:12:26"> been a professional jazz musician so played</subtitle>
+<subtitle id="0:12:29"> occasional gigs and had</subtitle>
+<subtitle id="0:12:32"> a lot of fun over in Mackay playing</subtitle>
+<subtitle id="0:12:35"> the organs the classical music</subtitle>
+<subtitle id="0:12:38"> stuff and I also did a fair amount of painting</subtitle>
+<subtitle id="0:12:41">while I was here so this is kind of my polymath</subtitle>
+<subtitle id="0:12:44"> credentials and</subtitle>
+<subtitle id="0:12:53">yeah baby too many and</subtitle>
+<subtitle id="0:12:56"> at</subtitle>
+<subtitle id="0:12:59"> the end of it when I got my degrees and stuff</subtitle>
+<subtitle id="0:13:2"> I was so exhausted I couldn't</subtitle>
+<subtitle id="0:13:5"> stand the idea of going to graduate school neither</subtitle>
+<subtitle id="0:13:8"> of those I didn't want a job that</subtitle>
+<subtitle id="0:13:11"> was the last thing I wanted and so</subtitle>
+<subtitle id="0:13:14"> I was very very depressed and</subtitle>
+<subtitle id="0:13:17"> but then I realized that like</subtitle>
+<subtitle id="0:13:20"> most programmers I really</subtitle>
+<subtitle id="0:13:23"> understand anything about computing I was just</subtitle>
+<subtitle id="0:13:26"> a good programmer and they were just</subtitle>
+<subtitle id="0:13:29"> really two completely different things</subtitle>
+<subtitle id="0:13:32"> and I thought boy if I if I could get into a master's</subtitle>
+<subtitle id="0:13:35"> program for a year I could</subtitle>
+<subtitle id="0:13:38"> avoid graduate school in these</subtitle>
+<subtitle id="0:13:41">other two things I could avoid getting a real job and</subtitle>
+<subtitle id="0:13:44"> I loved Boulder</subtitle>
+<subtitle id="0:13:47"> and so I</subtitle>
+<subtitle id="0:13:50"> looked in Norlin library for</subtitle>
+<subtitle id="0:13:53"> all the places that had a computer degree in</subtitle>
+<subtitle id="0:13:56"> this is 1966 that were above 4,000</subtitle>
+<subtitle id="0:13:59"> feet in altitude and at</subtitle>
+<subtitle id="0:14:2"> Boulder it had one I would still be here and</subtitle>
+<subtitle id="0:14:5"> but turned out the</subtitle>
+<subtitle id="0:14:8">University of Utah did have one and it was the only one</subtitle>
+<subtitle id="0:14:11"> and if you ever been to Salt</subtitle>
+<subtitle id="0:14:14"> Lake it's like here except reversed the</subtitle>
+<subtitle id="0:14:17"> Sun comes up over the hills</subtitle>
+<subtitle id="0:14:20"> rather than setting and so forth and</subtitle>
+<subtitle id="0:14:23"> so going there was maybe the luckiest</subtitle>
+<subtitle id="0:14:26">ever did I knew nothing about what was going on I was</subtitle>
+<subtitle id="0:14:29"> just trying to avoid and to</subtitle>
+<subtitle id="0:14:32"> the polymath thing the interesting thing about all</subtitle>
+<subtitle id="0:14:35"> of these successes is in</subtitle>
+<subtitle id="0:14:38"> what happens thereafter I</subtitle>
+<subtitle id="0:14:41"> use them all every single one</subtitle>
+<subtitle id="0:14:44"> of them and I think</subtitle>
+<subtitle id="0:14:47"> at least to me an important</subtitle>
+<subtitle id="0:14:50"> point is the more things you know the</subtitle>
+<subtitle id="0:14:53">more possibilities you have for seeing something and seeing</subtitle>
+<subtitle id="0:14:56"> connections so it's really worth</subtitle>
+<subtitle id="0:14:59"> trying to get as many facets</subtitle>
+<subtitle id="0:15:2"> as possible so I showed up</subtitle>
+<subtitle id="0:15:5"> University of Utah</subtitle>
+<subtitle id="0:15:8"> and before I got a desk</subtitle>
+<subtitle id="0:15:11"> I had to learn about sketchpad and I'm</subtitle>
+<subtitle id="0:15:14"> gonna show you a couple of these old things</subtitle>
+<subtitle id="0:15:17"> because to me what was I think</subtitle>
+<subtitle id="0:15:20"> the point of this talk is not what</subtitle>
+<subtitle id="0:15:23"> we did it parks so much but why</subtitle>
+<subtitle id="0:15:26"> we came to do it we came to do it because</subtitle>
+<subtitle id="0:15:29"> of the culture there was already in</subtitle>
+<subtitle id="0:15:32"> existence there that it started in the early 60s</subtitle>
+<subtitle id="0:15:35"> and so</subtitle>
+<subtitle id="0:15:38"> this is on a machine</subtitle>
+<subtitle id="0:15:41"> approximately eight or</subtitle>
+<subtitle id="0:15:44"> nine times the size of this room at least</subtitle>
+<subtitle id="0:15:47"> and it had its own roof</subtitle>
+<subtitle id="0:15:50"> it was the building that it was</subtitle>
+<subtitle id="0:15:53"> in with one guy on it from three o'clock</subtitle>
+<subtitle id="0:15:56"> in the morning to six o'clock in the morning the guy</subtitle>
+<subtitle id="0:15:59"> person who had invented this machine which is a sage</subtitle>
+<subtitle id="0:16:2"> air defense test machine liked</subtitle>
+<subtitle id="0:16:5"> Ivan Sutherland and gave</subtitle>
+<subtitle id="0:16:8"> him time on this incredibly huge</subtitle>
+<subtitle id="0:16:11"> supercomputer and here's what he did</subtitle>
+<subtitle id="0:16:17">so here's the console</subtitle>
+<subtitle id="0:16:20"> [Music]</subtitle>
+<subtitle id="0:16:23">and</subtitle>
+<subtitle id="0:16:26"> he's gonna reach up with he</subtitle>
+<subtitle id="0:16:29"> has a light pen in his hand the light pen can</subtitle>
+<subtitle id="0:16:32">see what the what's on the display and he</subtitle>
+<subtitle id="0:16:35"> actually invented this rubber band technique this is the first time</subtitle>
+<subtitle id="0:16:38">ver done so what you're seeing here is the first real</subtitle>
+<subtitle id="0:16:41"> computer graphics system ever done by this graduate</subtitle>
+<subtitle id="0:16:44"> student Ivan Sutherland now</subtitle>
+<subtitle id="0:16:47"> I just pointed at the edges and said I want everybody to</subtitle>
+<subtitle id="0:16:50"> be mutually perpendicular and the system did</subtitle>
+<subtitle id="0:16:53"> it for him and you notice it's the first he</subtitle>
+<subtitle id="0:16:56"> has knobs that will zoom in real-time</subtitle>
+<subtitle id="0:16:59"> here he's going to make some dotted lines so first</subtitle>
+<subtitle id="0:17:2"> he makes some guidelines points at them and says</subtitle>
+<subtitle id="0:17:5"> become parallel so it just</subtitle>
+<subtitle id="0:17:8"> figured that out for him and did it and</subtitle>
+<subtitle id="0:17:11">saying what I'm drawing here be collinear with</subtitle>
+<subtitle id="0:17:14"> the lines underneath</subtitle>
+<subtitle id="0:17:20">by the way to display</subtitle>
+<subtitle id="0:17:23"> can't even draw lines so he had</subtitle>
+<subtitle id="0:17:26"> to program that display itself I can only put up dots so</subtitle>
+<subtitle id="0:17:29"> all of the graphics you see here he had to do in</subtitle>
+<subtitle id="0:17:32"> his one year so he now he made the guidelines</subtitle>
+<subtitle id="0:17:35"> invisible so you see the</subtitle>
+<subtitle id="0:17:38"> hole and the flange zooms it back out</subtitle>
+<subtitle id="0:17:41"> that wants to make a rivet</subtitle>
+<subtitle id="0:17:47">and the reason</subtitle>
+<subtitle id="0:17:50"> it's called sketchpad is you don't have to be very careful</subtitle>
+<subtitle id="0:17:53">because the system will come so now he's using the</subtitle>
+<subtitle id="0:17:56"> cross thing as a guide for this arc and</subtitle>
+<subtitle id="0:17:59"> notice what happens here if he points</subtitle>
+<subtitle id="0:18:2"> to all of these guys and says everybody be</subtitle>
+<subtitle id="0:18:5"> mutually perpendicular you can watch it solve the</subtitle>
+<subtitle id="0:18:8"> problem here to make a symmetric</subtitle>
+<subtitle id="0:18:11"> rivet and that's not the only solution</subtitle>
+<subtitle id="0:18:14"> he</subtitle>
+<subtitle id="0:18:17"> can distort it in a different way and</subtitle>
+<subtitle id="0:18:20"> when he tells it to solve</subtitle>
+<subtitle id="0:18:23"> it'll again do the same</subtitle>
+<subtitle id="0:18:26"> thing it will come up with a symmetric solution</subtitle>
+<subtitle id="0:18:29"> we want something that looks</subtitle>
+<subtitle id="0:18:32"> more like a real rivet I think</subtitle>
+<subtitle id="0:18:35"> you understand that the system did not have</subtitle>
+<subtitle id="0:18:38"> to be told what a rivet was beforehand right you saw him draw it</subtitle>
+<subtitle id="0:18:41"> from scratch so there is a rivet and</subtitle>
+<subtitle id="0:18:44"> it's actually a master drawing of a rivet so now we can</subtitle>
+<subtitle id="0:18:47"> get an instance of that rivet</subtitle>
+<subtitle id="0:18:53">you can rotate</subtitle>
+<subtitle id="0:18:56"> it and scale it you could see that the</subtitle>
+<subtitle id="0:18:59"> system led to better displays</subtitle>
+<subtitle id="0:19:2"> but he wants to</subtitle>
+<subtitle id="0:19:5"> stick it in the flange there and</subtitle>
+<subtitle id="0:19:8"> I was showing that oh I can get</subtitle>
+<subtitle id="0:19:11"> other rivets these are all drawn from</subtitle>
+<subtitle id="0:19:14"> the master drawing then</subtitle>
+<subtitle id="0:19:17"> he says oops I forgot those cross pieces</subtitle>
+<subtitle id="0:19:20">doesn't look like a rivet I'll go to the master drawing and</subtitle>
+<subtitle id="0:19:23"> make the cross pieces transparent and</subtitle>
+<subtitle id="0:19:26"> lo and behold when we go there</subtitle>
+<subtitle id="0:19:29"> we see that the rivets of all felt so this is object-oriented programming</subtitle>
+<subtitle id="0:19:32"> for the first time done in real time on</subtitle>
+<subtitle id="0:19:35"> the world's first graphic system pretty cool</subtitle>
+<subtitle id="0:19:38"> so the whole idea of</subtitle>
+<subtitle id="0:19:41"> this demo here now he anything that you make</subtitle>
+<subtitle id="0:19:44"> can be a master and he can get instances</subtitle>
+<subtitle id="0:19:47"> of that and he's drawing on</subtitle>
+<subtitle id="0:19:50"> a virtual drawing surface about a third of a mile on the</subtitle>
+<subtitle id="0:19:53"> side so he can put enormous drawings</subtitle>
+<subtitle id="0:19:56"> on there okay</subtitle>
+<subtitle id="0:20:2">so in</subtitle>
+<subtitle id="0:20:5"> looking at this stuff I discovered</subtitle>
+<subtitle id="0:20:8"> well Ivan this</subtitle>
+<subtitle id="0:20:11"> guy's a graduate student this was his thesis one</subtitle>
+<subtitle id="0:20:14"> year of work writing in machine code</subtitle>
+<subtitle id="0:20:17"> where he had</subtitle>
+<subtitle id="0:20:20"> to invent everything from scratch</subtitle>
+<subtitle id="0:20:23"> invented modern</subtitle>
+<subtitle id="0:20:26">interactive computer graphics the first time</subtitle>
+<subtitle id="0:20:29"> everything we do comes from</subtitle>
+<subtitle id="0:20:32"> that the first real use</subtitle>
+<subtitle id="0:20:35"> of objects object-oriented design</subtitle>
+<subtitle id="0:20:38"> masters and instances the</subtitle>
+<subtitle id="0:20:41"> programming of the system you saw was not</subtitle>
+<subtitle id="0:20:44">programming you're used to because sketchpad</subtitle>
+<subtitle id="0:20:47"> was a problem solver so you told that the results</subtitle>
+<subtitle id="0:20:50"> you wanted and sketchpad figured out how to do it</subtitle>
+<subtitle id="0:20:53"> so most people would like to program this way</subtitle>
+<subtitle id="0:20:56"> sketchpad could solve</subtitle>
+<subtitle id="0:20:59"> these problems and it could solve nonlinear problems here's</subtitle>
+<subtitle id="0:21:2"> a bridge we're</subtitle>
+<subtitle id="0:21:5"> all and it doesn't know about bridges but if you put</subtitle>
+<subtitle id="0:21:8"> hook it together like this</subtitle>
+<subtitle id="0:21:11"> put force on</subtitle>
+<subtitle id="0:21:14"> it and have</subtitle>
+<subtitle id="0:21:17"> a sketchpad show you the stress and strain on</subtitle>
+<subtitle id="0:21:20"> those lines it's showing you</subtitle>
+<subtitle id="0:21:23"> what the steel beams would do because</subtitle>
+<subtitle id="0:21:26"> it's making the Assumption which is true that steel beams are</subtitle>
+<subtitle id="0:21:29"> a bit like Springs and so</subtitle>
+<subtitle id="0:21:32"> this system you could put in an electronic</subtitle>
+<subtitle id="0:21:35"> circuit and would figure out what voltage is</subtitle>
+<subtitle id="0:21:38">o</subtitle>
+<subtitle id="0:21:41"> these automatic dynamic simulations</subtitle>
+<subtitle id="0:21:44"> and all of these characters</subtitle>
+<subtitle id="0:21:47">everything these are all drawn in sketch pads this is one</subtitle>
+<subtitle id="0:21:50"> of the few computer system computer graphic systems in</subtitle>
+<subtitle id="0:21:53"> which every diagram was actually</subtitle>
+<subtitle id="0:21:56"> done on the system and it was the first one what</subtitle>
+<subtitle id="0:21:59"> do you think about that it'd be nice to have</subtitle>
+<subtitle id="0:22:2"> right yeah so this was</subtitle>
+<subtitle id="0:22:5"> Newton desk where</subtitle>
+<subtitle id="0:22:8"> at least Galloway Galileo asked and</subtitle>
+<subtitle id="0:22:11"> that same</subtitle>
+<subtitle id="0:22:14"> week I saw a programming</subtitle>
+<subtitle id="0:22:17">language that could do a few of these things and</subtitle>
+<subtitle id="0:22:20"> I also learned that the ARPA community was going</subtitle>
+<subtitle id="0:22:23"> to do a network called the ARPANET which we just celebrated</subtitle>
+<subtitle id="0:22:26"> the 50th anniversary of this</subtitle>
+<subtitle id="0:22:29"> was just in the planning stage and I've</subtitle>
+<subtitle id="0:22:32"> been in graduate school for about three days</subtitle>
+<subtitle id="0:22:35"> and my reaction this</subtitle>
+<subtitle id="0:22:38"> is a technical term get</subtitle>
+<subtitle id="0:22:41"> used to it because I'm going to use it a few more times</subtitle>
+<subtitle id="0:22:47">well I could program a computer there</subtitle>
+<subtitle id="0:22:50"> was nothing about sketchpad that</subtitle>
+<subtitle id="0:22:53"> I was mentally prepared for I</subtitle>
+<subtitle id="0:22:56"> didn't there were no it</subtitle>
+<subtitle id="0:22:59"> was almost the only computer graphics round I'd</subtitle>
+<subtitle id="0:23:2"> never seen any of these things before and it was like wait</subtitle>
+<subtitle id="0:23:5"> a minute did I just fall into some alternate</subtitle>
+<subtitle id="0:23:8"> universe here and so</subtitle>
+<subtitle id="0:23:11"> the combination of</subtitle>
+<subtitle id="0:23:14"> all of those things plus by my my bio major</subtitle>
+<subtitle id="0:23:17"> got me to think about a new way of thinking</subtitle>
+<subtitle id="0:23:20"> about programming computers which</subtitle>
+<subtitle id="0:23:23"> is in terms of virtual computers networked</subtitle>
+<subtitle id="0:23:26"> together like on the ARPANET and see here's</subtitle>
+<subtitle id="0:23:29"> the cool thing a computer</subtitle>
+<subtitle id="0:23:32"> a whole computer can simulate anything that any computer</subtitle>
+<subtitle id="0:23:35"> can do so it's the most powerful thing</subtitle>
+<subtitle id="0:23:38">ever have for a component you can't have anything more powerful</subtitle>
+<subtitle id="0:23:41"> and what that means is is that if you</subtitle>
+<subtitle id="0:23:44"> allow them to communicate together you can make every</subtitle>
+<subtitle id="0:23:47">system that can ever be done on a computer and</subtitle>
+<subtitle id="0:23:50"> uniformly made out of</subtitle>
+<subtitle id="0:23:53"> recursive organizations</subtitle>
+<subtitle id="0:23:56"> of these things and the whole data</subtitle>
+<subtitle id="0:23:59"> goes away procedures go away</subtitle>
+<subtitle id="0:24:2"> you're dealing with pure behaviors and pure</subtitle>
+<subtitle id="0:24:5"> relationships so that was the first idea I</subtitle>
+<subtitle id="0:24:8"> had there and then a</subtitle>
+<subtitle id="0:24:11"> month later Doug Engelbart showed</subtitle>
+<subtitle id="0:24:14"> up and showed</subtitle>
+<subtitle id="0:24:17"> us this well</subtitle>
+<subtitle id="0:24:20"> I can say I'd like to go to Paris but</subtitle>
+<subtitle id="0:24:23"> I'd liked Oh to</subtitle>
+<subtitle id="0:24:26"> produce they get big I'd like to say one branch only and</subtitle>
+<subtitle id="0:24:29"> let me look just that low and</subtitle>
+<subtitle id="0:24:32"> I see it oh I can say I'd</subtitle>
+<subtitle id="0:24:35"> like to see one line only I can</subtitle>
+<subtitle id="0:24:38"> see but there's another thing I can do</subtitle>
+<subtitle id="0:24:41"> does root lice that I have here</subtitle>
+<subtitle id="0:24:47">so here I'm afraid I'll need a different pictures</subtitle>
+<subtitle id="0:24:50"> of you so here's what I do with</subtitle>
+<subtitle id="0:24:53">a picture drawing capability here's a slight and lamp if I start from</subtitle>
+<subtitle id="0:24:56">here's the route I seem to have to go to to pick up</subtitle>
+<subtitle id="0:24:59"> all the materials and that's my plan for getting home tonight</subtitle>
+<subtitle id="0:25:2"> but if I want to I can say the library</subtitle>
+<subtitle id="0:25:5"> what am I supposed to pick up there I can just point to</subtitle>
+<subtitle id="0:25:8"> that you know I see overdue books and</subtitle>
+<subtitle id="0:25:11">sustainment there with that name on it go</subtitle>
+<subtitle id="0:25:14"> back what if I once my supposed to pick up the drugstore hmm</subtitle>
+<subtitle id="0:25:17"> I see everything all right</subtitle>
+<subtitle id="0:25:20"> market can do things</subtitle>
+<subtitle id="0:25:23"> if I want to just say I'd like to interchange the modules</subtitle>
+<subtitle id="0:25:26"> and camp materials bingo</subtitle>
+<subtitle id="0:25:29"></subtitle>
+<subtitle id="0:25:32"> so there's a lot more this is extracted</subtitle>
+<subtitle id="0:25:35"> from the thing called the mother of all demos which happened</subtitle>
+<subtitle id="0:25:38"> in 68 but he was showing most of that and</subtitle>
+<subtitle id="0:25:41"> it involved things we're familiar</subtitle>
+<subtitle id="0:25:44"> with today like hyperlinking but the</subtitle>
+<subtitle id="0:25:47">first time in an interactive system and many</subtitle>
+<subtitle id="0:25:50"> other parts of it Engelbert is known</subtitle>
+<subtitle id="0:25:53"> generally for being</subtitle>
+<subtitle id="0:25:56"> one of the inventors of the mouse and this</subtitle>
+<subtitle id="0:25:59"> allows me to make a point about these</subtitle>
+<subtitle id="0:26:2"> people from</subtitle>
+<subtitle id="0:26:5"> the past which is generally people</subtitle>
+<subtitle id="0:26:8"> look at the work done in the past as</subtitle>
+<subtitle id="0:26:11"> a not as a cruder</subtitle>
+<subtitle id="0:26:14"> version of what we have in the present like</subtitle>
+<subtitle id="0:26:17"> this is a precursor of what we have in the present and this</subtitle>
+<subtitle id="0:26:20"> is to miss the context that these guys were operating</subtitle>
+<subtitle id="0:26:23"> in it actually makes our present</subtitle>
+<subtitle id="0:26:26"> more important</subtitle>
+<subtitle id="0:26:29"> because we're here then</subtitle>
+<subtitle id="0:26:32"> it might have been and Brett Victor who is kind of</subtitle>
+<subtitle id="0:26:35"> the modern Engelbart had</subtitle>
+<subtitle id="0:26:38"> a great comment when angle</subtitle>
+<subtitle id="0:26:41"> Bart died Brett Victor wrote a great obituary</subtitle>
+<subtitle id="0:26:44"> which is worth while reading and Brett</subtitle>
+<subtitle id="0:26:47"> said well when I read tech writers interviews with Engelbart</subtitle>
+<subtitle id="0:26:50"> I imagine these writers interviewing George Orwell</subtitle>
+<subtitle id="0:26:53"> asking in-depth probing questions about its typewriter</subtitle>
+<subtitle id="0:26:56"> the</subtitle>
+<subtitle id="0:26:59"> mouse is the equivalent of the type but the it's</subtitle>
+<subtitle id="0:27:2"> not the most important thing that Orwell</subtitle>
+<subtitle id="0:27:5"> did although people do love his typewriter</subtitle>
+<subtitle id="0:27:8"> you can get online and see pictures of it and</subtitle>
+<subtitle id="0:27:11"> then Brett says this</subtitle>
+<subtitle id="0:27:14"> is shopping list interpretation which</subtitle>
+<subtitle id="0:27:17"> is all the things we have today these</subtitle>
+<subtitle id="0:27:20"> are precursors that Engelbart did and this is</subtitle>
+<subtitle id="0:27:23"> completely far from</subtitle>
+<subtitle id="0:27:26"> what the actual case is in</subtitle>
+<subtitle id="0:27:29"> fact almost everything at the angle Bart</subtitle>
+<subtitle id="0:27:32"> did except for the quality of the graphics</subtitle>
+<subtitle id="0:27:35"> which improved over time was</subtitle>
+<subtitle id="0:27:38"> actually a richer past for</subtitle>
+<subtitle id="0:27:41"> a cruder present in almost every case</subtitle>
+<subtitle id="0:27:44"> here's an example of that</subtitle>
+<subtitle id="0:27:50">so angle Bart himself said hey</subtitle>
+<subtitle id="0:27:53"> why are people's so</subtitle>
+<subtitle id="0:27:56"> excited about the mouse that's just the button on the radio</subtitle>
+<subtitle id="0:27:59"> we invented a whole car and</subtitle>
+<subtitle id="0:28:2"> this is the the car is the thing</subtitle>
+<subtitle id="0:28:5">understand the mouse is easy to understand</subtitle>
+<subtitle id="0:28:8"> so this is how journalism works</subtitle>
+<subtitle id="0:28:14">and what did it mean that they had meetings with</subtitle>
+<subtitle id="0:28:17"> this system in front</subtitle>
+<subtitle id="0:28:20">hem well of course they had video conferencing</subtitle>
+<subtitle id="0:28:23"> but is it was it like the video conferencing we had</subtitle>
+<subtitle id="0:28:26"> I see</subtitle>
+<subtitle id="0:28:29"> it over like that leaves a corner up there and I say</subtitle>
+<subtitle id="0:28:32"> now computer do the automatic switching that</subtitle>
+<subtitle id="0:28:35"> will bring in a camera picture from the camera mounted on his</subtitle>
+<subtitle id="0:28:38"> console such as a camera mounted on - I know</subtitle>
+<subtitle id="0:28:41"> that's great now we're connected</subtitle>
+<subtitle id="0:28:44"> audio you can see my work okay</subtitle>
+<subtitle id="0:28:47"> I'm just gonna freeze it there so</subtitle>
+<subtitle id="0:28:50"> on this system no matter what you did so</subtitle>
+<subtitle id="0:28:53"> this is that the operating system level no matter what</subtitle>
+<subtitle id="0:28:56"> you did any number of people could collaborate not</subtitle>
+<subtitle id="0:28:59"> just by video but</subtitle>
+<subtitle id="0:29:2"> when you got on this thing your cursor</subtitle>
+<subtitle id="0:29:5">up there and if there were more than two people collaborating</subtitle>
+<subtitle id="0:29:8"> the initial your initials would show up on the cursor so</subtitle>
+<subtitle id="0:29:11"> there could be 15 different cursors you</subtitle>
+<subtitle id="0:29:14"> all had access to the stuff so it</subtitle>
+<subtitle id="0:29:17"> was like an open blackboard so</subtitle>
+<subtitle id="0:29:20"> no system today does that Google Docs</subtitle>
+<subtitle id="0:29:23"> only allows one cursor at a time and</subtitle>
+<subtitle id="0:29:26"> the collaboration that we have today</subtitle>
+<subtitle id="0:29:29"> is restricted to apps like Skype and</subtitle>
+<subtitle id="0:29:32"> there you can't even share the material you can only</subtitle>
+<subtitle id="0:29:35"> look at it no operating system today</subtitle>
+<subtitle id="0:29:38"> not Mac us not Windows</subtitle>
+<subtitle id="0:29:41"> not Linux not iOS</subtitle>
+<subtitle id="0:29:44"> none of them allow</subtitle>
+<subtitle id="0:29:47"> in this day and age of the internet</subtitle>
+<subtitle id="0:29:50"> with high bandwidth allow automatic</subtitle>
+<subtitle id="0:29:53"> conferencing it's obvious</subtitle>
+<subtitle id="0:29:56"> you can do it because there are little isolated</subtitle>
+<subtitle id="0:29:59"> cases of it but in fact the people</subtitle>
+<subtitle id="0:30:2"> who built the system today so little understood</subtitle>
+<subtitle id="0:30:5"> what collaboration actually means</subtitle>
+<subtitle id="0:30:8"> that they could not come close to doing it reasonably</subtitle>
+<subtitle id="0:30:11"> whereas Engelbart showed this more</subtitle>
+<subtitle id="0:30:14"> than 50 years ago now when</subtitle>
+<subtitle id="0:30:17"> it was really hard to do the difference was he knew</subtitle>
+<subtitle id="0:30:20"> what should be done and the</subtitle>
+<subtitle id="0:30:23"> people who who exists in the world when it's easier</subtitle>
+<subtitle id="0:30:26"> to do don't know what should be done</subtitle>
+<subtitle id="0:30:29">so</subtitle>
+<subtitle id="0:30:32"> here's the way they thought about this this</subtitle>
+<subtitle id="0:30:35"> is about augmenting human beings</subtitle>
+<subtitle id="0:30:38"> and the natural</subtitle>
+<subtitle id="0:30:41"> way we think about doing it is to give human beings tools</subtitle>
+<subtitle id="0:30:44">'okay</subtitle>
+<subtitle id="0:30:47"> people would have tools we have tools</subtitle>
+<subtitle id="0:30:50"> we can hit things with a hammer make</subtitle>
+<subtitle id="0:30:53"> things happen and in doing that</subtitle>
+<subtitle id="0:30:56"> we got feedback</subtitle>
+<subtitle id="0:30:59"> and a little part of our brain starts turning the</subtitle>
+<subtitle id="0:31:2"> color yellow here the hammer yellow</subtitle>
+<subtitle id="0:31:5"> I mean I think about causing other things</subtitle>
+<subtitle id="0:31:8"> to happen by hammering and we might think</subtitle>
+<subtitle id="0:31:11"> about using a nuclear weapon as a hammer we have done</subtitle>
+<subtitle id="0:31:14"> that in this country we</subtitle>
+<subtitle id="0:31:17"> might think of using AI as a hammer people</subtitle>
+<subtitle id="0:31:20"> are thinking about that real hard so</subtitle>
+<subtitle id="0:31:23"> the idea here is that tools</subtitle>
+<subtitle id="0:31:26"> without anything else going on</subtitle>
+<subtitle id="0:31:29"> usually teach us a very impoverished</subtitle>
+<subtitle id="0:31:32"> thing it's</subtitle>
+<subtitle id="0:31:35"> like when you fool around with a piano you're</subtitle>
+<subtitle id="0:31:38"> not going to get what two centuries of developing</subtitle>
+<subtitle id="0:31:41"> keyboard technique you're going to get you're going to get a chops</subtitle>
+<subtitle id="0:31:44"> chops cut sticks culture if you're lucky</subtitle>
+<subtitle id="0:31:47"> because the piano can't really teach you how to play</subtitle>
+<subtitle id="0:31:50"> it it can just teach you a little</subtitle>
+<subtitle id="0:31:53"> bit and the way they looked at</subtitle>
+<subtitle id="0:31:56"> it is Wow the tools are</subtitle>
+<subtitle id="0:31:59"> now a million times more powerful or more than</subtitle>
+<subtitle id="0:32:2"> what cave people did so when a cave person got pissed</subtitle>
+<subtitle id="0:32:5"> off and hit somebody with a rock other people could</subtitle>
+<subtitle id="0:32:8"> jump on it nowadays if somebody gets pissed off they</subtitle>
+<subtitle id="0:32:11">assault weapon and you can't jump on them or</subtitle>
+<subtitle id="0:32:14"> they might be ahead of a government and have</subtitle>
+<subtitle id="0:32:17"> something much more powerful than an assault weapon and</subtitle>
+<subtitle id="0:32:20"> the idea is that any tool you have that</subtitle>
+<subtitle id="0:32:23"> has power can be used in</subtitle>
+<subtitle id="0:32:26"> any direction and so</subtitle>
+<subtitle id="0:32:29"> part of their idea was you</subtitle>
+<subtitle id="0:32:32"> must not use this stuff</subtitle>
+<subtitle id="0:32:35"> that's vastly beyond what our</subtitle>
+<subtitle id="0:32:38"> hundred thousand year old brains can deal with without</subtitle>
+<subtitle id="0:32:41"> a lot of Education and training and if</subtitle>
+<subtitle id="0:32:44"> you do that</subtitle>
+<subtitle id="0:32:47"> then you can use modern methods and if you do that you</subtitle>
+<subtitle id="0:32:50"> can use modern ways of representing ideas so</subtitle>
+<subtitle id="0:32:53"> these five things made</subtitle>
+<subtitle id="0:32:56"> up what these people thought of</subtitle>
+<subtitle id="0:32:59"> as a person being augmented now</subtitle>
+<subtitle id="0:33:2"> think about your use of the iPhone and the PC</subtitle>
+<subtitle id="0:33:5"> is there anything</subtitle>
+<subtitle id="0:33:8"> connected with the iPhone and the PC that is like this not</subtitle>
+<subtitle id="0:33:11"> even close it's only the simple-minded</subtitle>
+<subtitle id="0:33:14"> idea that we're going to make you a tool for convenience</subtitle>
+<subtitle id="0:33:17"> there's none of this other stuff</subtitle>
+<subtitle id="0:33:20"> sure Facebook is convenient</subtitle>
+<subtitle id="0:33:23"> but nobody</subtitle>
+<subtitle id="0:33:26"> needs to learn about what a legal drug</subtitle>
+<subtitle id="0:33:29"> is of by over supplying people's desire</subtitle>
+<subtitle id="0:33:32"> for social coherence nobody needs to</subtitle>
+<subtitle id="0:33:35"> learn anything about that be perfectly innocent</subtitle>
+<subtitle id="0:33:38"> so this stuff makes my blood curdle</subtitle>
+<subtitle id="0:33:41"> it is so naive and</subtitle>
+<subtitle id="0:33:44"> what's worse is the</subtitle>
+<subtitle id="0:33:47"> Engelbart people thought about it and wrote it up and</subtitle>
+<subtitle id="0:33:50"> so if any computer person chose to look at one of the</subtitle>
+<subtitle id="0:33:53"> towering figures of our past they</subtitle>
+<subtitle id="0:33:56"> would have this concept at least thought by somebody</subtitle>
+<subtitle id="0:33:59"> else and then the idea is if</subtitle>
+<subtitle id="0:34:2"> you have a group that's collaborating it's</subtitle>
+<subtitle id="0:34:5"> made up of these twin</subtitle>
+<subtitle id="0:34:8"> tuples of augmented people</subtitle>
+<subtitle id="0:34:11"> and the group itself has this kind of framework so</subtitle>
+<subtitle id="0:34:14">this is the way they were thinking this this idea by the way was</subtitle>
+<subtitle id="0:34:17"> developed in 1962 and then built</subtitle>
+<subtitle id="0:34:20"> out to this great demo</subtitle>
+<subtitle id="0:34:23">so another</subtitle>
+<subtitle id="0:34:26"> holy here</subtitle>
+<subtitle id="0:34:29"> and then</subtitle>
+<subtitle id="0:34:32">it exactly the same time</subtitle>
+<subtitle id="0:34:35"> as the mouse was invented</subtitle>
+<subtitle id="0:34:38"> the RAND Corporation invented the first good</subtitle>
+<subtitle id="0:34:41"> tablet and here's what that system looked like</subtitle>
+<subtitle id="0:34:44"> well we may</subtitle>
+<subtitle id="0:34:47"> start to edit the flow diagram so he's scrubbing out the</subtitle>
+<subtitle id="0:34:50"> line there flow arrow then move the connector out</subtitle>
+<subtitle id="0:34:53">way so that we may draw a box and it's we're dragging</subtitle>
+<subtitle id="0:34:56"> came from recognized he wanted a box and made him</subtitle>
+<subtitle id="0:34:59"> one now it's recognizing his printing the printing in</subtitle>
+<subtitle id="0:35:2"> the box is being used as commentary only in this case</subtitle>
+<subtitle id="0:35:5"> the box is slightly too large modern-day</subtitle>
+<subtitle id="0:35:8"> window controls</subtitle>
+<subtitle id="0:35:11"> then draw flow from</subtitle>
+<subtitle id="0:35:14">connector to the pot recognizes what he wants</subtitle>
+<subtitle id="0:35:17"> attach a decision element to the</subtitle>
+<subtitle id="0:35:20"> box enjoy flow from it to scan</subtitle>
+<subtitle id="0:35:23"> we then erased the flow arrows</subtitle>
+<subtitle id="0:35:26"> attached to the process post new area and move</subtitle>
+<subtitle id="0:35:29"> the box to the new position [Music]</subtitle>
+<subtitle id="0:35:35">this allows us to draw a new box</subtitle>
+<subtitle id="0:35:41">then chop off its core</subtitle>
+<subtitle id="0:35:44"> okay so definitely a holy</subtitle>
+<subtitle id="0:35:47"> so what's cool about this today</subtitle>
+<subtitle id="0:35:50"> if you got a flat flowchart app</subtitle>
+<subtitle id="0:35:53"> would let you draw a flowchart</subtitle>
+<subtitle id="0:35:56"> that's pretty dumb if you think about</subtitle>
+<subtitle id="0:35:59"> it because</subtitle>
+<subtitle id="0:36:2"></subtitle>
+<subtitle id="0:36:5"></subtitle>
+<subtitle id="0:36:8"></subtitle>
+<subtitle id="0:36:11"></subtitle>
+<subtitle id="0:36:14"> you're just making an image you</subtitle>
+<subtitle id="0:36:17"> see how it's been working today the marketing</subtitle>
+<subtitle id="0:36:20"> people will not give you anything that wasn't old and</subtitle>
+<subtitle id="0:36:23"> familiar they're just trying to give you the old</subtitle>
+<subtitle id="0:36:26"> stuff in a way that's a little more</subtitle>
+<subtitle id="0:36:29"> convenient but on the computer</subtitle>
+<subtitle id="0:36:32"> on sketch pad it's not just for making</subtitle>
+<subtitle id="0:36:35"> drawings it's for simulating the things that you're</subtitle>
+<subtitle id="0:36:38"> making grail is not just for making a flowchart it's</subtitle>
+<subtitle id="0:36:41"> for creating processes in fact the entire grail</subtitle>
+<subtitle id="0:36:44"> system was written in itself why not write</subtitle>
+<subtitle id="0:36:47"> it's a flow charting system</subtitle>
+<subtitle id="0:36:50"> so</subtitle>
+<subtitle id="0:36:53"> all of those things</subtitle>
+<subtitle id="0:36:56"> got me and my friend Ed Cheadle</subtitle>
+<subtitle id="0:36:59"> here to think of building this machine so</subtitle>
+<subtitle id="0:37:2"> this is a very early desktop personal computer</subtitle>
+<subtitle id="0:37:5"> first object-oriented operating</subtitle>
+<subtitle id="0:37:8"> system and programming language this is a</subtitle>
+<subtitle id="0:37:11">self-portrait of it on its own display so the displays had</subtitle>
+<subtitle id="0:37:14"> gotten a little bit nicer</subtitle>
+<subtitle id="0:37:17"> and then the</subtitle>
+<subtitle id="0:37:20"> next year I learned about Marshall</subtitle>
+<subtitle id="0:37:23"> McLuhan I'll just tell you one important insight</subtitle>
+<subtitle id="0:37:26"> that McLuhan had</subtitle>
+<subtitle id="0:37:29"> and I'll tell it to you in engineering terms</subtitle>
+<subtitle id="0:37:32"> which he wasn't he</subtitle>
+<subtitle id="0:37:35"> had a terrible time explaining his ideas</subtitle>
+<subtitle id="0:37:38">because he was a literary critic they didn't know either psychology</subtitle>
+<subtitle id="0:37:41"> or engineering but here's</subtitle>
+<subtitle id="0:37:44"> what he pointed out and again I'm translating that</subtitle>
+<subtitle id="0:37:47"> hey guess what a radio</subtitle>
+<subtitle id="0:37:50"> can't receive a message</subtitle>
+<subtitle id="0:37:53"> unless it has a MA model of the</subtitle>
+<subtitle id="0:37:56"> carrier of that message in the radio itself</subtitle>
+<subtitle id="0:37:59"> you need that to tune</subtitle>
+<subtitle id="0:38:2"> to the station but you also need to demodulate</subtitle>
+<subtitle id="0:38:5"> that carry need to take the carrier out in some</subtitle>
+<subtitle id="0:38:8"> way so that the message that's on the carrier</subtitle>
+<subtitle id="0:38:11"> is recovered and what</subtitle>
+<subtitle id="0:38:14"> he said was I think guess what happens when you learn how to read</subtitle>
+<subtitle id="0:38:17"> what's important about</subtitle>
+<subtitle id="0:38:20"> reading is not even what's in</subtitle>
+<subtitle id="0:38:23"> the books what's important about reading is the</subtitle>
+<subtitle id="0:38:26"> changes your brain has to make in</subtitle>
+<subtitle id="0:38:29"> order to become a reader at all and that</subtitle>
+<subtitle id="0:38:32"> change was the change that is most strongly</subtitle>
+<subtitle id="0:38:35">correlated with what we call civilization today</subtitle>
+<subtitle id="0:38:38"> there has never been something we call a civilization</subtitle>
+<subtitle id="0:38:41"> that didn't have reading and writing</subtitle>
+<subtitle id="0:38:44"> and it's that hidden</subtitle>
+<subtitle id="0:38:47"> property of what happens to</subtitle>
+<subtitle id="0:38:50"> you when you learn something that is submerged</subtitle>
+<subtitle id="0:38:53"> below the fact that you're abusing the thing for content</subtitle>
+<subtitle id="0:38:56"> but while you're using it for content it</subtitle>
+<subtitle id="0:38:59"> is restructuring you</subtitle>
+<subtitle id="0:39:2"> so that is like a holy cow</subtitle>
+<subtitle id="0:39:5"> and also in 68 was one</subtitle>
+<subtitle id="0:39:8"> of the first actual working flatscreen</subtitle>
+<subtitle id="0:39:11"> displays at the University</subtitle>
+<subtitle id="0:39:14"> of Illinois there and</subtitle>
+<subtitle id="0:39:17"> I also ran into Seymour Papert and</subtitle>
+<subtitle id="0:39:20"> Packard's idea</subtitle>
+<subtitle id="0:39:23"> was</subtitle>
+<subtitle id="0:39:26"> there is something very special about</subtitle>
+<subtitle id="0:39:29"> the computer that makes</subtitle>
+<subtitle id="0:39:32"> what seems to be difficult in abstract</subtitle>
+<subtitle id="0:39:35"> and mathematics that can</subtitle>
+<subtitle id="0:39:38"> make it into a concrete and</subtitle>
+<subtitle id="0:39:41"> manipulable experience even for young children</subtitle>
+<subtitle id="0:39:44"> now as a mathematician</subtitle>
+<subtitle id="0:39:47"> as a computer guy I knew everything that Patrick</subtitle>
+<subtitle id="0:39:50"> was doing except I'd never thought of it in terms of</subtitle>
+<subtitle id="0:39:53"> children he was and</subtitle>
+<subtitle id="0:39:56"> in fact many he was a very</subtitle>
+<subtitle id="0:39:59"> good mathematician many of the things he did allow things</subtitle>
+<subtitle id="0:40:2"> like calculus to be taught in a better way</subtitle>
+<subtitle id="0:40:5">than you can do in high school to children who are</subtitle>
+<subtitle id="0:40:8"> nine and ten years old am</subtitle>
+<subtitle id="0:40:11"> i this is maybe</subtitle>
+<subtitle id="0:40:14"> the most jaw-dropping experience of the</subtitle>
+<subtitle id="0:40:17"> whole thing and on</subtitle>
+<subtitle id="0:40:20"> the plane back from this visit with pampered I drew</subtitle>
+<subtitle id="0:40:23"> this cartoon and when I got back to Utah</subtitle>
+<subtitle id="0:40:26"> I made this cardboard model</subtitle>
+<subtitle id="0:40:29"> because I believe what Patrick</subtitle>
+<subtitle id="0:40:32"> was doing I realized the flaw</subtitle>
+<subtitle id="0:40:35"> in computing was we're thinking of it as tools for adults</subtitle>
+<subtitle id="0:40:38"> like guns</subtitle>
+<subtitle id="0:40:41"> but in fact Patrick was thinking of it much</subtitle>
+<subtitle id="0:40:44"> more like a book I later</subtitle>
+<subtitle id="0:40:47"> called this thing a Dinah book but</subtitle>
+<subtitle id="0:40:50">book if it's about literacy if it's about reading</subtitle>
+<subtitle id="0:40:53"> and writing in new ways then</subtitle>
+<subtitle id="0:40:56"> you have to start with children gets harder</subtitle>
+<subtitle id="0:40:59"> and harder Harrod I'm shift to shift in epistemology</subtitle>
+<subtitle id="0:41:2"> and ARPA</subtitle>
+<subtitle id="0:41:5"> was working on both the wired Network</subtitle>
+<subtitle id="0:41:8"> but it was also starting to do wireless and</subtitle>
+<subtitle id="0:41:11"> of course it had to be end user programmable</subtitle>
+<subtitle id="0:41:14"> had a stylus tucked in here</subtitle>
+<subtitle id="0:41:17"> but meanwhile I had</subtitle>
+<subtitle id="0:41:20"> to finish up my thesis so this</subtitle>
+<subtitle id="0:41:26">o here's your's my reaction</subtitle>
+<subtitle id="0:41:29"></subtitle>
+<subtitle id="0:41:32"> I'd never had ideas like this until</subtitle>
+<subtitle id="0:41:35"> I just happened to walk in at Utah</subtitle>
+<subtitle id="0:41:38"> the context there was so rich so</subtitle>
+<subtitle id="0:41:41"> different that</subtitle>
+<subtitle id="0:41:44"> I just started having ideas in</subtitle>
+<subtitle id="0:41:47"> spite of myself and this is</subtitle>
+<subtitle id="0:41:50"> something we should never lose sight of because it's the best</subtitle>
+<subtitle id="0:41:53"> what it has really have hard having ideas outside</subtitle>
+<subtitle id="0:41:56"> of a context the context provided</subtitle>
+<subtitle id="0:41:59"> by our ARPA and these ideas as</subtitle>
+<subtitle id="0:42:2"> I say there I didn't think they were coming</subtitle>
+<subtitle id="0:42:5"> from me they were just coming</subtitle>
+<subtitle id="0:42:8"> they were just reactions to all these</subtitle>
+<subtitle id="0:42:11"> things that Arthur was doing</subtitle>
+<subtitle id="0:42:14"> well we mentioned Leonardo</subtitle>
+<subtitle id="0:42:17"> so let's suppose you</subtitle>
+<subtitle id="0:42:20">have twice the IQ Leonardo</subtitle>
+<subtitle id="0:42:23"> but you're born in 20,000 BC</subtitle>
+<subtitle id="0:42:26"> how far you gonna get</subtitle>
+<subtitle id="0:42:29"></subtitle>
+<subtitle id="0:42:32"></subtitle>
+<subtitle id="0:42:35"></subtitle>
+<subtitle id="0:42:38"> it</subtitle>
+<subtitle id="0:42:41"> was actually in the wrong century for</subtitle>
+<subtitle id="0:42:44"> what he wanted to do and no amount of IQ</subtitle>
+<subtitle id="0:42:47"> could transcend the</subtitle>
+<subtitle id="0:42:50"> century he was in so he did</subtitle>
+<subtitle id="0:42:53"> drawings but he couldn't make things whereas</subtitle>
+<subtitle id="0:42:56">omebody nowhere near the intellect of Leonardo</subtitle>
+<subtitle id="0:42:59"> Henry Ford did it easily</subtitle>
+<subtitle id="0:43:2"> Ford made millions of self-propelled</subtitle>
+<subtitle id="0:43:5"> machines without</subtitle>
+<subtitle id="0:43:8"> any large effort because</subtitle>
+<subtitle id="0:43:11">born into the right century a century that was</subtitle>
+<subtitle id="0:43:14"> already doing things like this that already had</subtitle>
+<subtitle id="0:43:17"> technologies that allowed Ford to</subtitle>
+<subtitle id="0:43:20"> add to it his thoughts and</subtitle>
+<subtitle id="0:43:23"> why was he born into the right century it's</subtitle>
+<subtitle id="0:43:26"> because this guy Newton completely</subtitle>
+<subtitle id="0:43:29"> changed the way of looking at the world</subtitle>
+<subtitle id="0:43:32"> you know maybe the largest qualitative</subtitle>
+<subtitle id="0:43:35"> jump in history</subtitle>
+<subtitle id="0:43:38"> to what was in the Middle Ages and</subtitle>
+<subtitle id="0:43:41"> the Renaissance which Leonardo existed</subtitle>
+<subtitle id="0:43:44"> in to the kinds of thinking done</subtitle>
+<subtitle id="0:43:47"> in our modern world and</subtitle>
+<subtitle id="0:43:50">that happened at a very good time because just about</subtitle>
+<subtitle id="0:43:53"> a hundred years later the Industrial Revolution started</subtitle>
+<subtitle id="0:43:56">the Industrial Revolution wasn't just about engineering</subtitle>
+<subtitle id="0:43:59"> it was informed by science and</subtitle>
+<subtitle id="0:44:2"> a combination of those things was this extremely</subtitle>
+<subtitle id="0:44:5"> important and powerful</subtitle>
+<subtitle id="0:44:8"> so a point of view is worth 80 IQ</subtitle>
+<subtitle id="0:44:11"> points I I think if this is knowledge is silver</subtitle>
+<subtitle id="0:44:14"> but context is gold and</subtitle>
+<subtitle id="0:44:17"> IQ without the other two is basically</subtitle>
+<subtitle id="0:44:20"> a lead weight it's essentially a</subtitle>
+<subtitle id="0:44:23"> pop culture thing IQ without these things is being</subtitle>
+<subtitle id="0:44:26"> clever and outwitting</subtitle>
+<subtitle id="0:44:29"> other people but it's the accumulation</subtitle>
+<subtitle id="0:44:32"> of these things that makes the big</subtitle>
+<subtitle id="0:44:35"> difference and what I was experiencing</subtitle>
+<subtitle id="0:44:38"> at ARPA was that idea so here's</subtitle>
+<subtitle id="0:44:41"> this could be any</subtitle>
+<subtitle id="0:44:44"> curve that you want it you can pick what it is but suppose</subtitle>
+<subtitle id="0:44:47"> it's reading scores in the u.s. that's a typical</subtitle>
+<subtitle id="0:44:50"> yay boo yay</subtitle>
+<subtitle id="0:44:53"> for reading it's</subtitle>
+<subtitle id="0:44:56"> completely meaningless</subtitle>
+<subtitle id="0:44:59"> because most things actually have thresholds and</subtitle>
+<subtitle id="0:45:2"> if most of the children aren't really learning how to</subtitle>
+<subtitle id="0:45:5">read it doesn't matter whether the reading scores are going up or down and</subtitle>
+<subtitle id="0:45:8"> the biggest flaw people have in thinking about</subtitle>
+<subtitle id="0:45:11"> simple data is not to</subtitle>
+<subtitle id="0:45:14"> establish the thresholds that constitute meaning</subtitle>
+<subtitle id="0:45:17"> so this isn't a very important this is a very</subtitle>
+<subtitle id="0:45:20"> important idea for Poli Moore's polymaths</subtitle>
+<subtitle id="0:45:23"> what you care about is are</subtitle>
+<subtitle id="0:45:26"> you past that threshold of</subtitle>
+<subtitle id="0:45:29"> what is actually needed and we can see</subtitle>
+<subtitle id="0:45:32"> that trying for the top and trying</subtitle>
+<subtitle id="0:45:35"> to improve are both enemies of this you</subtitle>
+<subtitle id="0:45:38">things that makes you feel good down here and it means</subtitle>
+<subtitle id="0:45:41"> nothing and perfection is</subtitle>
+<subtitle id="0:45:44"> hard even for angels to get to so</subtitle>
+<subtitle id="0:45:47"> what you want is a process</subtitle>
+<subtitle id="0:45:50"> that finds the first blue</subtitle>
+<subtitle id="0:45:53"> area it's the simplest</subtitle>
+<subtitle id="0:45:56">hing that is qualitatively different from where you are but</subtitle>
+<subtitle id="0:45:59"> once you're there you're</subtitle>
+<subtitle id="0:46:2"> in a different world you're in a blue world</subtitle>
+<subtitle id="0:46:5"> it has blue thoughts you can do blue things</subtitle>
+<subtitle id="0:46:11">and</subtitle>
+<subtitle id="0:46:14">if you're working on difficult things you have this problem</subtitle>
+<subtitle id="0:46:17"> you have to withstand society</subtitle>
+<subtitle id="0:46:20"> you have to withstand your parents you</subtitle>
+<subtitle id="0:46:23"> have to withstand your teachers because</subtitle>
+<subtitle id="0:46:26"> what everybody wants is continuous improvement</subtitle>
+<subtitle id="0:46:29"> Americans</subtitle>
+<subtitle id="0:46:32"> especially hate learning curves American</subtitle>
+<subtitle id="0:46:35">marketing really hates learning curves they won't sell anything</subtitle>
+<subtitle id="0:46:38"> that has a learning curve they wouldn't sell a bike if</subtitle>
+<subtitle id="0:46:41"> it were invented yesterday too</subtitle>
+<subtitle id="0:46:44"> dangerous all those lawsuits too</subtitle>
+<subtitle id="0:46:47"> hard to learn they just wouldn't do it</subtitle>
+<subtitle id="0:46:50"> but often to get past</subtitle>
+<subtitle id="0:46:53"> that barrier you have to go through quite a bit of learning the</subtitle>
+<subtitle id="0:46:56"> arpa community was</subtitle>
+<subtitle id="0:46:59"> willing to pay for that learning so</subtitle>
+<subtitle id="0:47:2"> they didn't just pay for problem solving they</subtitle>
+<subtitle id="0:47:5"> put probably 40% of</subtitle>
+<subtitle id="0:47:8"> their budget into problem finding and</subtitle>
+<subtitle id="0:47:11"> they made the assumption that any problem</subtitle>
+<subtitle id="0:47:14"> that can be articulated from the present is</subtitle>
+<subtitle id="0:47:17"> probably not the problem you want to work on</subtitle>
+<subtitle id="0:47:20"> you have to find a future or</subtitle>
+<subtitle id="0:47:23"> a qualitatively different version</subtitle>
+<subtitle id="0:47:26"> of that problem or you wind up doing something incremental now</subtitle>
+<subtitle id="0:47:29"> here's the one second explanation</subtitle>
+<subtitle id="0:47:32"> of what I've been talking about ARPA</subtitle>
+<subtitle id="0:47:35"> is over here Xerox PARC is here</subtitle>
+<subtitle id="0:47:38"> here's the Internet</subtitle>
+<subtitle id="0:47:41"> all the stuff flowed from</subtitle>
+<subtitle id="0:47:44"> the radar efforts in both UK</subtitle>
+<subtitle id="0:47:47"> and the</subtitle>
+<subtitle id="0:47:50"> US</subtitle>
+<subtitle id="0:47:53"> during World War two especially</subtitle>
+<subtitle id="0:47:56"> building 20 at MIT and there was</subtitle>
+<subtitle id="0:47:59"> a lot of effort at Bletchley Park so</subtitle>
+<subtitle id="0:48:2"> of course I can't explain this but I'm trying</subtitle>
+<subtitle id="0:48:5"> to give you a sense of why things are difficult</subtitle>
+<subtitle id="0:48:8"> and Thornton Wilder had</subtitle>
+<subtitle id="0:48:11"> an old fortune teller in the time of your life say hey</subtitle>
+<subtitle id="0:48:14">I tell the future nothing easier right just whatever</subtitle>
+<subtitle id="0:48:17"> you want to say hasn't happened yet but</subtitle>
+<subtitle id="0:48:20"> who can tell the past the past has</subtitle>
+<subtitle id="0:48:23"> always detail in it and a lot of it</subtitle>
+<subtitle id="0:48:26"> is too complicated to make up a simple story</subtitle>
+<subtitle id="0:48:29"> and Goethe pointed out boy</subtitle>
+<subtitle id="0:48:32"> it's hard to identify heroes without</subtitle>
+<subtitle id="0:48:35"> a lot of disclaimers because when you have a whole community</subtitle>
+<subtitle id="0:48:38"> doing this stuff the idea is go</subtitle>
+<subtitle id="0:48:41"> back and forth and there are individual heroes</subtitle>
+<subtitle id="0:48:44"> but you have to take what I'm saying here</subtitle>
+<subtitle id="0:48:47"> are the grain of salt this is much much larger than even</subtitle>
+<subtitle id="0:48:50"> a whole University course</subtitle>
+<subtitle id="0:48:53"> so here's Xerox and</subtitle>
+<subtitle id="0:48:59">so a small</subtitle>
+<subtitle id="0:49:2"> number of us got invited there to pursue</subtitle>
+<subtitle id="0:49:5"> things we're in and I had a real yen</subtitle>
+<subtitle id="0:49:8"> to see about this children's computer</subtitle>
+<subtitle id="0:49:11"> for for children of all ages</subtitle>
+<subtitle id="0:49:14"> and these</subtitle>
+<subtitle id="0:49:17"> are obvious but you can't tell from today's technology</subtitle>
+<subtitle id="0:49:20"> so persons are the most important</subtitle>
+<subtitle id="0:49:23">children are the most important things so if you lose sight</subtitle>
+<subtitle id="0:49:26"> of that you're just making gadgets and</subtitle>
+<subtitle id="0:49:29"> that means there</subtitle>
+<subtitle id="0:49:32"> needs to be a course called person's 101 and children</subtitle>
+<subtitle id="0:49:35"> 101 and here's the crib notes for</subtitle>
+<subtitle id="0:49:38"> your midterm exam so</subtitle>
+<subtitle id="0:49:41"> a person is a mixture of Hamlet</subtitle>
+<subtitle id="0:49:44"> 7 plus or minus 2 you</subtitle>
+<subtitle id="0:49:47"> know about our cognitive load limitations system</subtitle>
+<subtitle id="0:49:50"> 1 is the animal part of our</subtitle>
+<subtitle id="0:49:53"> brain that is like a neural net it does</subtitle>
+<subtitle id="0:49:56"> correlations we're</subtitle>
+<subtitle id="0:49:59"> cultural animals we can't</subtitle>
+<subtitle id="0:50:2"> exist or even learn outside of a culture and our minds</subtitle>
+<subtitle id="0:50:5"> are not unitary we have at</subtitle>
+<subtitle id="0:50:8"> least 20 definable minds inside</subtitle>
+<subtitle id="0:50:11"> of us and some of them are critical to</subtitle>
+<subtitle id="0:50:17">so</subtitle>
+<subtitle id="0:50:20"> our minds are like theaters they're really tiny</subtitle>
+<subtitle id="0:50:23"> seven plus or minus</subtitle>
+<subtitle id="0:50:26"> two in most studies recently</subtitle>
+<subtitle id="0:50:29"> that was for memorizing letters</subtitle>
+<subtitle id="0:50:32"> and numbers it's really more like four plus or</subtitle>
+<subtitle id="0:50:35"> minus three before you get overloaded</subtitle>
+<subtitle id="0:50:38"> so the theories we have are tiny why</subtitle>
+<subtitle id="0:50:41"> do I say theaters because we think in terms</subtitle>
+<subtitle id="0:50:44"> of stories and</subtitle>
+<subtitle id="0:50:47"> that can make us feel good but in fact</subtitle>
+<subtitle id="0:50:50"> stories don't have much of a mapping</subtitle>
+<subtitle id="0:50:53"> on to the real world as people found to their surprise when</subtitle>
+<subtitle id="0:50:56"> science finally got invented after two hundred</subtitle>
+<subtitle id="0:50:59"> thousand years of us fooling ourselves with</subtitle>
+<subtitle id="0:51:2"> stories</subtitle>
+<subtitle id="0:51:5">and our</subtitle>
+<subtitle id="0:51:8"> minds are mostly animals</subtitle>
+<subtitle id="0:51:11">omething we don't</subtitle>
+<subtitle id="0:51:17">and if we were born anywhere in the world but</subtitle>
+<subtitle id="0:51:20"> taken to say Paris we're gonna wind up French</subtitle>
+<subtitle id="0:51:23"> if we're taking born</subtitle>
+<subtitle id="0:51:26">taken somewhere else we're gonna wind up wherever we</subtitle>
+<subtitle id="0:51:29"> go we're set up to learn the culture as</subtitle>
+<subtitle id="0:51:32"> reality wherever it is</subtitle>
+<subtitle id="0:51:35"> so that's efficient in one</subtitle>
+<subtitle id="0:51:38"> way but it is a true source of problems</subtitle>
+<subtitle id="0:51:41"> and this multiple minding thing I'm not</subtitle>
+<subtitle id="0:51:44"> gonna mention 20 but we have a whole mind</subtitle>
+<subtitle id="0:51:47"> just for tactile kinesthetic</subtitle>
+<subtitle id="0:51:50"> like we can we can touch</subtitle>
+<subtitle id="0:51:53"> our fingers behind our back without</subtitle>
+<subtitle id="0:51:56"> looking we know where we are in space</subtitle>
+<subtitle id="0:51:59"> we learn when we do things when</subtitle>
+<subtitle id="0:52:2"> we drag things around when we touch</subtitle>
+<subtitle id="0:52:5"> then we have a mind that is</subtitle>
+<subtitle id="0:52:8"> iconic it's visual it's can see I</subtitle>
+<subtitle id="0:52:11"> can see about a hundred things at once and</subtitle>
+<subtitle id="0:52:14"> pictures are about four times more memorable</subtitle>
+<subtitle id="0:52:17"> than words and what's</subtitle>
+<subtitle id="0:52:20"> fun is if you put a hundred words up on the wall and</subtitle>
+<subtitle id="0:52:23"> you just draw a boxes about them they're twice as memorable</subtitle>
+<subtitle id="0:52:26"> as the words without the boxes because the boxes</subtitle>
+<subtitle id="0:52:29"> I make the words into half pictures</subtitle>
+<subtitle id="0:52:32"> and so it engages the picture part of your</subtitle>
+<subtitle id="0:52:35">and the</subtitle>
+<subtitle id="0:52:38"> thing that makes us interesting and also</subtitle>
+<subtitle id="0:52:41"> dangerous is the extent to which we can use</subtitle>
+<subtitle id="0:52:44"> our language facilities for</subtitle>
+<subtitle id="0:52:47"> layering ideas on top of</subtitle>
+<subtitle id="0:52:50">our genetics was never directly set up for so</subtitle>
+<subtitle id="0:52:53"> we're more theatrical than we assume we</subtitle>
+<subtitle id="0:52:56"> treat our beliefs as reality smaller than</subtitle>
+<subtitle id="0:52:59"> we assume we can't take in whole context we're</subtitle>
+<subtitle id="0:53:2"> much more non-human than we assume we hate the idea</subtitle>
+<subtitle id="0:53:5"> that we're not human but we are we</subtitle>
+<subtitle id="0:53:8"> react Everett rather than</subtitle>
+<subtitle id="0:53:11"> thinking we're more</subtitle>
+<subtitle id="0:53:14">culturally shaped and we want our conclusions are mostly social</subtitle>
+<subtitle id="0:53:17"> this is the disaster most people cannot</subtitle>
+<subtitle id="0:53:20"> do something just because it's a good idea</subtitle>
+<subtitle id="0:53:23"> about 85%</subtitle>
+<subtitle id="0:53:26"> of humanity won't do something unless</subtitle>
+<subtitle id="0:53:29"> they sense their society</subtitle>
+<subtitle id="0:53:32"> around them also believes in the idea</subtitle>
+<subtitle id="0:53:35"> so this is a critical</subtitle>
+<subtitle id="0:53:38"> problem in our modern day</subtitle>
+<subtitle id="0:53:41"> and</subtitle>
+<subtitle id="0:53:44"> we're much more fragmented than we think we're</subtitle>
+<subtitle id="0:53:47"> mostly we think of ourselves as unitary whether rather</subtitle>
+<subtitle id="0:53:50"> than a bunch of minds even to</subtitle>
+<subtitle id="0:53:53"> the extent that we</subtitle>
+<subtitle id="0:53:56"> when we see</subtitle>
+<subtitle id="0:53:59"> a candy bar in an apple and</subtitle>
+<subtitle id="0:54:2"> we have a conflict on the thing we don't think</subtitle>
+<subtitle id="0:54:5"> of this as being two Minds each one wants</subtitle>
+<subtitle id="0:54:8"> something and we only have one body this</subtitle>
+<subtitle id="0:54:11"> happens all the time and we're we're quite used to</subtitle>
+<subtitle id="0:54:14"> it so that</subtitle>
+<subtitle id="0:54:17"> the key here is we can use</subtitle>
+<subtitle id="0:54:20"> these things for positive things</subtitle>
+<subtitle id="0:54:23"> once we are real is why anthropology is a good idea</subtitle>
+<subtitle id="0:54:26"> I think it's probably the only</subtitle>
+<subtitle id="0:54:29"> required course I would put into both</subtitle>
+<subtitle id="0:54:32"> K through 12 and college it's</subtitle>
+<subtitle id="0:54:35"> surprising that in a liberal</subtitle>
+<subtitle id="0:54:38"> arts university they don't make people understand their</subtitle>
+<subtitle id="0:54:41"> own species mm-hmm isn't</subtitle>
+<subtitle id="0:54:44"> that funny yeah so</subtitle>
+<subtitle id="0:54:47"> we're way off so hang on I know</subtitle>
+<subtitle id="0:54:50"></subtitle>
+<subtitle id="0:54:53"> but I'm but I'm using words</subtitle>
+<subtitle id="0:54:56"> so when</subtitle>
+<subtitle id="0:54:59"> we thought about children we thought about</subtitle>
+<subtitle id="0:55:2"> many more people in this but here's Montessori</subtitle>
+<subtitle id="0:55:5"> pointing out you can't teach the 20th century</subtitle>
+<subtitle id="0:55:8"> in the classroom because we're actually set up by</subtitle>
+<subtitle id="0:55:11"> nature to learn from our culture so if you</subtitle>
+<subtitle id="0:55:14"> want children to learn an epistemology you</subtitle>
+<subtitle id="0:55:17"> have to make the school into something</subtitle>
+<subtitle id="0:55:20">environment this is</subtitle>
+<subtitle id="0:55:23"> Montessori x' idea if you want to learn</subtitle>
+<subtitle id="0:55:26"> French don't go to a classroom to learn to go</subtitle>
+<subtitle id="0:55:29"> to France another thing that</subtitle>
+<subtitle id="0:55:32"> Seymour's said and one</subtitle>
+<subtitle id="0:55:35"> of the big influences here was Jerome Bruner I'll just</subtitle>
+<subtitle id="0:55:38"> mention this that here's his challenge</subtitle>
+<subtitle id="0:55:41"> if you can you</subtitle>
+<subtitle id="0:55:44">need to teach intellectually honest forms if you're teaching</subtitle>
+<subtitle id="0:55:47"> them to children you're gonna have to invent new</subtitle>
+<subtitle id="0:55:50"> forms that embody the content</subtitle>
+<subtitle id="0:55:53">you're going to teach children mathematics you</subtitle>
+<subtitle id="0:55:56"> have to figure out the mathematics that their brain can handle and</subtitle>
+<subtitle id="0:55:59"> it has to be real mathematics so</subtitle>
+<subtitle id="0:56:2"> like you probably don't want to teach children</subtitle>
+<subtitle id="0:56:5"> fractional arithmetic</subtitle>
+<subtitle id="0:56:8"> at an early age</subtitle>
+<subtitle id="0:56:11"> it's absolutely a dumb it</subtitle>
+<subtitle id="0:56:14">doesn't match up well with what they do and</subtitle>
+<subtitle id="0:56:20">okay so</subtitle>
+<subtitle id="0:56:23"> let's take so this is going to take about eight</subtitle>
+<subtitle id="0:56:26"> or nine minutes so forgive me</subtitle>
+<subtitle id="0:56:29">so</subtitle>
+<subtitle id="0:56:32"> well in computing you have</subtitle>
+<subtitle id="0:56:35"> to do real things because</subtitle>
+<subtitle id="0:56:38"> you can't prove much so we</subtitle>
+<subtitle id="0:56:41"> needed a Dynabook to experiment with and we couldn't make one</subtitle>
+<subtitle id="0:56:44"> because of displays didn't exist and so we</subtitle>
+<subtitle id="0:56:47"> had this genius Chuck Thacker at Parc who</subtitle>
+<subtitle id="0:56:50"> made an interim diner book</subtitle>
+<subtitle id="0:56:56">[Music] so</subtitle>
+<subtitle id="0:56:59"> this is the day it started working and</subtitle>
+<subtitle id="0:57:2"> you see on the screen there there's a cookie monster that</subtitle>
+<subtitle id="0:57:5"> was drawn on the screen and in</subtitle>
+<subtitle id="0:57:8"> fact the here's</subtitle>
+<subtitle id="0:57:11"> what this machine could do you can</subtitle>
+<subtitle id="0:57:14">little bit more powerful than a Mac was this</subtitle>
+<subtitle id="0:57:17"> has done 11 years before the Mac eleven</subtitle>
+<subtitle id="0:57:20"> years</subtitle>
+<subtitle id="0:57:26">and because</subtitle>
+<subtitle id="0:57:29"> this was an emulation computer it could also do</subtitle>
+<subtitle id="0:57:32"> 12 poly Tom Braille real-time</subtitle>
+<subtitle id="0:57:35"> voices and you could just hook</subtitle>
+<subtitle id="0:57:38"> the keys from any keyboard into</subtitle>
+<subtitle id="0:57:41"> the machine and you had the</subtitle>
+<subtitle id="0:57:44"> first real-time synthesizer that was Polly Tom Braille</subtitle>
+<subtitle id="0:57:47"> and it was made for children</subtitle>
+<subtitle id="0:57:50">we work with hundreds of children they're in</subtitle>
+<subtitle id="0:57:53"> the same spirit as Seymour Papert</subtitle>
+<subtitle id="0:57:56"> and how did we program</subtitle>
+<subtitle id="0:57:59"> this well this idea of little</subtitle>
+<subtitle id="0:58:2">a network I had</subtitle>
+<subtitle id="0:58:5"> another genius Dan Ingalls and</subtitle>
+<subtitle id="0:58:8"> here's a progression of user interfaces which</subtitle>
+<subtitle id="0:58:11"> will look sort of familiar to you this</subtitle>
+<subtitle id="0:58:14"> is desktop publishing with embedded</subtitle>
+<subtitle id="0:58:17"> graphics and you can see the user interface comes</subtitle>
+<subtitle id="0:58:20"> up fear</subtitle>
+<subtitle id="0:58:23"> and towards the end of</subtitle>
+<subtitle id="0:58:26"> the 70s we built machines with</subtitle>
+<subtitle id="0:58:29"> larger screens and in fact I have a revival</subtitle>
+<subtitle id="0:58:32"> of one actually</subtitle>
+<subtitle id="0:58:38">so this is the</subtitle>
+<subtitle id="0:58:41"> now I switch over it's designed to use</subtitle>
+<subtitle id="0:58:44"> so this is actually a running version</subtitle>
+<subtitle id="0:58:50">see if I</subtitle>
+<subtitle id="0:58:53"> can find here we go and it</subtitle>
+<subtitle id="0:58:56"> was done for this first portable machine and</subtitle>
+<subtitle id="0:59:2">so it calls a note-taker you notice it has</subtitle>
+<subtitle id="0:59:5"> the same recognition thing here</subtitle>
+<subtitle id="0:59:8"> and we're running it on this larger machine</subtitle>
+<subtitle id="0:59:11"> right now</subtitle>
+<subtitle id="0:59:14"> and how do we get it well here's</subtitle>
+<subtitle id="0:59:17"> right there as a disk</subtitle>
+<subtitle id="0:59:20"> pack of hundreds that Xerox through a way of this work</subtitle>
+<subtitle id="0:59:23"> rescued</subtitle>
+<subtitle id="0:59:26"> and on it happened to be a file</subtitle>
+<subtitle id="0:59:29">[Music]</subtitle>
+<subtitle id="0:59:32"> that had</subtitle>
+<subtitle id="0:59:35"> the system on it and this system</subtitle>
+<subtitle id="0:59:38"> was in the form of a complete network so</subtitle>
+<subtitle id="0:59:41"> it included everything including the</subtitle>
+<subtitle id="0:59:44"> it was like an Internet</subtitle>
+<subtitle id="0:59:47"> where objects were connected together</subtitle>
+<subtitle id="0:59:50"> and because</subtitle>
+<subtitle id="0:59:53"> the whole thing was was contained</subtitle>
+<subtitle id="0:59:56"> all we had to do is write a little emulator for the</subtitle>
+<subtitle id="0:59:59"> machine that it ran on and the whole system started working</subtitle>
+<subtitle id="1:0:2"> and you're looking at it right now using it to give you this</subtitle>
+<subtitle id="1:0:5"> presentation and this</subtitle>
+<subtitle id="1:0:8"> gives us a time machine taking</subtitle>
+<subtitle id="1:0:11"> us back into the past and</subtitle>
+<subtitle id="1:0:14">the only difference between this system that</subtitle>
+<subtitle id="1:0:17"> I'm showing you today and the past is the</subtitle>
+<subtitle id="1:0:20"> emulator has much more memory so I can show many</subtitle>
+<subtitle id="1:0:23"> more bitmap pictures than we could back then</subtitle>
+<subtitle id="1:0:29">and here it is so this looks</subtitle>
+<subtitle id="1:0:32"> and by the way this is the system that Steve Jobs saw</subtitle>
+<subtitle id="1:0:35"> in his famous visit so you'll have</subtitle>
+<subtitle id="1:0:38"> something interested see what he saw and</subtitle>
+<subtitle id="1:0:41"> what the Mac did</subtitle>
+<subtitle id="1:0:44"> and didn't do so</subtitle>
+<subtitle id="1:0:50">[Music]</subtitle>
+<subtitle id="1:0:53"> so among other things</subtitle>
+<subtitle id="1:0:56"> well is the overlapping windows</subtitle>
+<subtitle id="1:0:59"> in this system</subtitle>
+<subtitle id="1:1:2"> you could use the for instance suppose I wanted</subtitle>
+<subtitle id="1:1:5"> to Center I can use the recognizer to</subtitle>
+<subtitle id="1:1:8"></subtitle>
+<subtitle id="1:1:11"> Center it or</subtitle>
+<subtitle id="1:1:14"> so the gesture recognition here's</subtitle>
+<subtitle id="1:1:17"> a painting I did like 45 years ago</subtitle>
+<subtitle id="1:1:20"> and it's</subtitle>
+<subtitle id="1:1:23"> live so I can select some paint here</subtitle>
+<subtitle id="1:1:26"> I can select it a brush here and I can scribble it</subtitle>
+<subtitle id="1:1:29"> up [Music]</subtitle>
+<subtitle id="1:1:32"> the</subtitle>
+<subtitle id="1:1:35">recognizer and</subtitle>
+<subtitle id="1:1:38"> so forth and</subtitle>
+<subtitle id="1:1:41">now what am i showing here well this</subtitle>
+<subtitle id="1:1:44"> system had unlimited desktops each</subtitle>
+<subtitle id="1:1:47"> desktop is live so</subtitle>
+<subtitle id="1:1:50"> these are not pages in a presentation</subtitle>
+<subtitle id="1:1:53"> manager all right why would anybody want</subtitle>
+<subtitle id="1:1:56"> that right once you give the presentation</subtitle>
+<subtitle id="1:1:59"> you're dead you cannot interact with</subtitle>
+<subtitle id="1:2:2"> the thing isn't that crazy why did they do that so</subtitle>
+<subtitle id="1:2:5"> here each one of these things is</subtitle>
+<subtitle id="1:2:8"> live and it persists over time and so I can give</subtitle>
+<subtitle id="1:2:11"> a demonstration of anything I want just</subtitle>
+<subtitle id="1:2:14"> by sequencing through these different</subtitle>
+<subtitle id="1:2:17"> desktops you can see where I've been here</subtitle>
+<subtitle id="1:2:20"> here's the slides I just showed here</subtitle>
+<subtitle id="1:2:23"> here's where I am now and here I'm going to</subtitle>
+<subtitle id="1:2:26"> go look</subtitle>
+<subtitle id="1:2:29"> at something again would be nice to have so this is called an active</subtitle>
+<subtitle id="1:2:32"> essay so again</subtitle>
+<subtitle id="1:2:35"> it's a desktop but this is</subtitle>
+<subtitle id="1:2:38"> a 12 year old girl who wrote this article which was published</subtitle>
+<subtitle id="1:2:41">magazine but she did an active version here</subtitle>
+<subtitle id="1:2:44"> and you can see what she did so here's a</subtitle>
+<subtitle id="1:2:47"> simulation of the computer that she used and</subtitle>
+<subtitle id="1:2:50"> so</subtitle>
+<subtitle id="1:2:53"> making a box called Jo and I</subtitle>
+<subtitle id="1:2:56"> can say Jo turn 45</subtitle>
+<subtitle id="1:2:59"> so this is kind of like logo I can</subtitle>
+<subtitle id="1:3:2"> say Jo</subtitle>
+<subtitle id="1:3:5"> grow</subtitle>
+<subtitle id="1:3:8">100</subtitle>
+<subtitle id="1:3:11">right so</subtitle>
+<subtitle id="1:3:14"> I'd like to be able to do this today one</subtitle>
+<subtitle id="1:3:17"> of the things that Frost's me the most is none</subtitle>
+<subtitle id="1:3:20"> of the media systems that you can buy today will allow</subtitle>
+<subtitle id="1:3:23"> you to run active content in it it's all imitations</subtitle>
+<subtitle id="1:3:26"> of past media you can't do this</subtitle>
+<subtitle id="1:3:29"> in Microsoft Word you can't do this</subtitle>
+<subtitle id="1:3:32"> on the net you can't do it in</subtitle>
+<subtitle id="1:3:35"> Wikipedia how crazy it is to go to an article on</subtitle>
+<subtitle id="1:3:38">programming language in Wikipedia and not being able to try</subtitle>
+<subtitle id="1:3:41"> the language so this is complete blindness</subtitle>
+<subtitle id="1:3:44"> okay so I'll</subtitle>
+<subtitle id="1:3:50">[Music]</subtitle>
+<subtitle id="1:3:53"> I'll just go past this</subtitle>
+<subtitle id="1:3:56"> and now [Music]</subtitle>
+<subtitle id="1:3:59">okay</subtitle>
+<subtitle id="1:4:2"> so the last idea here is a little</subtitle>
+<subtitle id="1:4:5"> something about communication and</subtitle>
+<subtitle id="1:4:8"> Licklider who set up all of this stuff wrote</subtitle>
+<subtitle id="1:4:11"> this memo in 1963 to</subtitle>
+<subtitle id="1:4:14"> the members of the intergalactic network</subtitle>
+<subtitle id="1:4:17"> why did he call it that well</subtitle>
+<subtitle id="1:4:20"> they asked him and he said well engineers always</subtitle>
+<subtitle id="1:4:23"> give you the the minimum and I want</subtitle>
+<subtitle id="1:4:26">network so I'm asking for an integral active one</subtitle>
+<subtitle id="1:4:29"> and he got</subtitle>
+<subtitle id="1:4:32"> it and he had this idea which</subtitle>
+<subtitle id="1:4:35"> was if we make an enormous</subtitle>
+<subtitle id="1:4:38">network our biggest problem is going to be learning to communicate with</subtitle>
+<subtitle id="1:4:41"> aliens and he meant that once</subtitle>
+<subtitle id="1:4:44"> you get larger than the context you're in you start</subtitle>
+<subtitle id="1:4:47">losing the commonalities that are needed for communication</subtitle>
+<subtitle id="1:4:50"> so it's like communicating</subtitle>
+<subtitle id="1:4:53"> with aliens and there's this problem</subtitle>
+<subtitle id="1:4:56"> of if you have two different</subtitle>
+<subtitle id="1:4:59"> contexts you could be in trouble</subtitle>
+<subtitle id="1:5:2"> you could both be human and</subtitle>
+<subtitle id="1:5:5">mane and hooves and a tail this is a joke if you're</subtitle>
+<subtitle id="1:5:8"> a medical person right it's</subtitle>
+<subtitle id="1:5:11"> called over diagnosing it's a zebra</subtitle>
+<subtitle id="1:5:14"> no it's just a horse</subtitle>
+<subtitle id="1:5:17">here's the conflict between candy</subtitle>
+<subtitle id="1:5:20"> bars and apples and then the question we</subtitle>
+<subtitle id="1:5:23"> had back then was what kind of shared context</subtitle>
+<subtitle id="1:5:26"> can you put together to allow you to communicate with a computer</subtitle>
+<subtitle id="1:5:32">and what you're doing is negotiating common</subtitle>
+<subtitle id="1:5:35"> areas</subtitle>
+<subtitle id="1:5:38">and again theater comes to</subtitle>
+<subtitle id="1:5:41"> play here because think about what theater is the</subtitle>
+<subtitle id="1:5:44">audience doesn't get to interact with the play so</subtitle>
+<subtitle id="1:5:47"> the playwright and the actors have</subtitle>
+<subtitle id="1:5:50"> to supply what would be the note</subtitle>
+<subtitle id="1:5:53"> negotiation</subtitle>
+<subtitle id="1:5:56">and it's in theater it's called a</subtitle>
+<subtitle id="1:5:59"> magic mirror in the profession because the idea</subtitle>
+<subtitle id="1:6:2"> is to beam the audience's intelligence back out at them</subtitle>
+<subtitle id="1:6:5"> to think about things they haven't thought about for a long</subtitle>
+<subtitle id="1:6:8"> time and same thing with</subtitle>
+<subtitle id="1:6:11"> writing writing has to do the negotiation this</subtitle>
+<subtitle id="1:6:14"> is why writing for most people is difficult because</subtitle>
+<subtitle id="1:6:17"> they're like children children think everybody knows what's</subtitle>
+<subtitle id="1:6:20"> on their mind and so they just say what's on their mind</subtitle>
+<subtitle id="1:6:23"> and that isn't what writing is about</subtitle>
+<subtitle id="1:6:26"> okay so one way</subtitle>
+<subtitle id="1:6:29"> to think about it is all of these communication</subtitle>
+<subtitle id="1:6:32"> things are kind of like pointing because</subtitle>
+<subtitle id="1:6:35"> we're pointing to the thing we hope is common between us</subtitle>
+<subtitle id="1:6:38"> so to get</subtitle>
+<subtitle id="1:6:41"> computers to talk to each other well we had to do that</subtitle>
+<subtitle id="1:6:44"> with the internet and also with</subtitle>
+<subtitle id="1:6:47"> object-oriented languages and</subtitle>
+<subtitle id="1:6:50"> of course we might have to deal with aliens</subtitle>
+<subtitle id="1:6:56">o for this computers and humans thing</subtitle>
+<subtitle id="1:6:59">we've got this theater</subtitle>
+<subtitle id="1:7:2"> what should we put on the stage and ours</subtitle>
+<subtitle id="1:7:5"> our solution was let's put what the</subtitle>
+<subtitle id="1:7:8"> computer is thinking on the stage but in a form</subtitle>
+<subtitle id="1:7:11">humans can deal with so this is what we're the graphical</subtitle>
+<subtitle id="1:7:14"> user interface came from it is</subtitle>
+<subtitle id="1:7:17"> a theater that's explorable</subtitle>
+<subtitle id="1:7:20"> and when</subtitle>
+<subtitle id="1:7:23">put</subtitle>
+<subtitle id="1:7:26"> the pointer into him into a window</subtitle>
+<subtitle id="1:7:29">and it comes up to the top you're choosing a context</subtitle>
+<subtitle id="1:7:32"> you're choosing what here's what I'm going</subtitle>
+<subtitle id="1:7:35">and the computer knows what you're going to talk about</subtitle>
+<subtitle id="1:7:38"> next so you're moving from topic to topic</subtitle>
+<subtitle id="1:7:41"> you want to have all of the things</subtitle>
+<subtitle id="1:7:44"> available and</subtitle>
+<subtitle id="1:7:47"> then these three mentalities here</subtitle>
+<subtitle id="1:7:50"> need to be combined you need</subtitle>
+<subtitle id="1:7:53"> to do something with this because this</subtitle>
+<subtitle id="1:7:56"> is not just memory but dragging</subtitle>
+<subtitle id="1:7:59"> is intimacy you're</subtitle>
+<subtitle id="1:8:2">to something and moving it around and the reason</subtitle>
+<subtitle id="1:8:5"> the Mac that interface was popular</subtitle>
+<subtitle id="1:8:8"> is because most people who used</subtitle>
+<subtitle id="1:8:11"> it felt some sort of rapport with</subtitle>
+<subtitle id="1:8:14"> it there was a bond that bond comes from</subtitle>
+<subtitle id="1:8:17"> the kinesthetic part of things</subtitle>
+<subtitle id="1:8:20"> so this is Jerome Bruner 101</subtitle>
+<subtitle id="1:8:23"> and then the thing that's left out</subtitle>
+<subtitle id="1:8:26"> in most interfaces is</subtitle>
+<subtitle id="1:8:29"> the fact that there is a new</subtitle>
+<subtitle id="1:8:32"> literacy here because you have a computer and so</subtitle>
+<subtitle id="1:8:35">any interface that doesn't allow you to program safely at</subtitle>
+<subtitle id="1:8:38"> any age is very poorly designed</subtitle>
+<subtitle id="1:8:41"> it's basically made for people</subtitle>
+<subtitle id="1:8:44"> that the technologists think</subtitle>
+<subtitle id="1:8:47"> of is intellectual cripples</subtitle>
+<subtitle id="1:8:53">here's a good place to quit</subtitle>
+<subtitle id="1:8:56"> so to do this interface and you</subtitle>
+<subtitle id="1:8:59"> could argue that you know there's a like eight inventions</subtitle>
+<subtitle id="1:9:2">that needed to be done to get the modern world in computing</subtitle>
+<subtitle id="1:9:5"> and networking the gateway</subtitle>
+<subtitle id="1:9:8"> one was the GUI because</subtitle>
+<subtitle id="1:9:11"> without it you don't get four or five billion</subtitle>
+<subtitle id="1:9:14"> people being able to communicate with the computers</subtitle>
+<subtitle id="1:9:17"> it is the intermediary between them and</subtitle>
+<subtitle id="1:9:20"> here are the disciplines that were needed</subtitle>
+<subtitle id="1:9:23"> to do that design</subtitle>
+<subtitle id="1:9:26"> and the way it worked out was</subtitle>
+<subtitle id="1:9:29"> one there was one person who could do those disciplines</subtitle>
+<subtitle id="1:9:32"> and a bunch of</subtitle>
+<subtitle id="1:9:35"> people who could do</subtitle>
+<subtitle id="1:9:38"> several of them and do them better than the person</subtitle>
+<subtitle id="1:9:41"> that could do all of them right</subtitle>
+<subtitle id="1:9:44"> so the person who could do all of them could talk with everybody</subtitle>
+<subtitle id="1:9:47"> in the team and like</subtitle>
+<subtitle id="1:9:50"> Dan Ingalls there who is a much better programmer</subtitle>
+<subtitle id="1:9:53"> than I was I let the better programmers do the</subtitle>
+<subtitle id="1:9:56"> programming all right so you have this</subtitle>
+<subtitle id="1:9:59">combination of differences and similarities that</subtitle>
+<subtitle id="1:10:2"> allow you to build extremely powerful teams</subtitle>
+<subtitle id="1:10:5"> and with that thank you very much for inviting me</subtitle>
+<subtitle id="1:10:8"> and I hope to visit again sometime thank you</subtitle>
+<subtitle id="1:10:11"> [Applause]</subtitle>
+<subtitle id="1:10:14"></subtitle>
+<subtitle id="1:10:20">exactly our</subtitle>
+<subtitle id="1:10:23"> read upon well if you started three minutes late because you</subtitle>
+<subtitle id="1:10:26"> and Mark come on</subtitle>
+<subtitle id="1:10:38">okay</subtitle>
+<subtitle id="1:10:41"> oh yeah where</subtitle>
+<subtitle id="1:10:44"> do you think the education system is headed with</subtitle>
+<subtitle id="1:10:47"> this well the education he's asking</subtitle>
+<subtitle id="1:10:50"> where does he think the EDD where do I think</subtitle>
+<subtitle id="1:10:53">the education system is headed in the next few years I'm</subtitle>
+<subtitle id="1:10:56"> presuming you're talking about K through 12 o</subtitle>
+<subtitle id="1:10:59"> higher ed okay well</subtitle>
+<subtitle id="1:11:2"> I</subtitle>
+<subtitle id="1:11:5"> think</subtitle>
+<subtitle id="1:11:8"> the most difficult because</subtitle>
+<subtitle id="1:11:11"> humans are so</subtitle>
+<subtitle id="1:11:14"> imbibed with the</subtitle>
+<subtitle id="1:11:17"> context that they grew up in contexts they</subtitle>
+<subtitle id="1:11:20"> work in they're not aware that they're in a context so</subtitle>
+<subtitle id="1:11:23"> McLuhan had a great quote he said I don't know who discovered</subtitle>
+<subtitle id="1:11:26"> water but it wasn't a fish</subtitle>
+<subtitle id="1:11:29">because our nervous systems are absolutely</subtitle>
+<subtitle id="1:11:32"> set up to damp out anything that's</subtitle>
+<subtitle id="1:11:35"> constant it's called accommodation and</subtitle>
+<subtitle id="1:11:38"> McLuhan pointed out the number one thing we need to pay attention to</subtitle>
+<subtitle id="1:11:41"> is the stuff that we've damped out</subtitle>
+<subtitle id="1:11:44"> it's the stuff that we</subtitle>
+<subtitle id="1:11:47"> had to learn in order to do</subtitle>
+<subtitle id="1:11:50"> things without like we read without difficulty</subtitle>
+<subtitle id="1:11:53"> so we completely miss what</subtitle>
+<subtitle id="1:11:56"> happened to us when we learned to read so</subtitle>
+<subtitle id="1:11:59"> so my reading</subtitle>
+<subtitle id="1:12:2">don't know how to criticize higher education in general but</subtitle>
+<subtitle id="1:12:5"> I can certainly do it in particular in that</subtitle>
+<subtitle id="1:12:8"> most people</subtitle>
+<subtitle id="1:12:11"> I meet who have college degrees</subtitle>
+<subtitle id="1:12:14"> or you know you can never get really</subtitle>
+<subtitle id="1:12:17"> educated but there's a threshold idea</subtitle>
+<subtitle id="1:12:20"> and in my opinion</subtitle>
+<subtitle id="1:12:23"> most most undergraduates that</subtitle>
+<subtitle id="1:12:26"> I've taught in the last 30 years or</subtitle>
+<subtitle id="1:12:29">and most people with college degrees that I've met</subtitle>
+<subtitle id="1:12:32"> aren't passed any threshold that I would call</subtitle>
+<subtitle id="1:12:35"> educated not even close</subtitle>
+<subtitle id="1:12:38"> because they don't know the most</subtitle>
+<subtitle id="1:12:41"> elementary things about their own species and</subtitle>
+<subtitle id="1:12:44"> it seems like the</subtitle>
+<subtitle id="1:12:47"> basic notion of education</subtitle>
+<subtitle id="1:12:50"> is not it's different than training</subtitle>
+<subtitle id="1:12:53"> different than a vocational school it's</subtitle>
+<subtitle id="1:12:56"> about context it's about perspective and you</subtitle>
+<subtitle id="1:12:59"> can think of 10 or 20 things that</subtitle>
+<subtitle id="1:13:2">need to have much more perspective on then</subtitle>
+<subtitle id="1:13:5"> humans generally do growing up in any particular</subtitle>
+<subtitle id="1:13:8"> culture so I believe that education is flunking</subtitle>
+<subtitle id="1:13:11"> that terribly and</subtitle>
+<subtitle id="1:13:14"> it happened I saw some of it happening</subtitle>
+<subtitle id="1:13:17"> because many universities like my wife</subtitle>
+<subtitle id="1:13:20"> went to Stanford she missed the</subtitle>
+<subtitle id="1:13:23"> year before was last year they did a Western</subtitle>
+<subtitle id="1:13:26"> civilization course at Stanford and</subtitle>
+<subtitle id="1:13:29"> she never that wasn't</subtitle>
+<subtitle id="1:13:32"> part of her Stanford education there was no context</subtitle>
+<subtitle id="1:13:35"> for most of the other stuff she was learning there</subtitle>
+<subtitle id="1:13:38"> are other things that were taught in lieu of Western</subtitle>
+<subtitle id="1:13:41"> civilization but it absolutely doesn't make</subtitle>
+<subtitle id="1:13:44"> sense not to try to prioritize</subtitle>
+<subtitle id="1:13:47"> the impact of knowledge</subtitle>
+<subtitle id="1:13:50"> and so</subtitle>
+<subtitle id="1:13:53"> I think that's worse today I think</subtitle>
+<subtitle id="1:13:56"> the I think the idea that people have</subtitle>
+<subtitle id="1:13:59"> that they should follow their own bliss</subtitle>
+<subtitle id="1:14:2"> is a really good idea but if</subtitle>
+<subtitle id="1:14:5">try to do it without gathering context they're nuts</subtitle>
+<subtitle id="1:14:8"> because you</subtitle>
+<subtitle id="1:14:11"> know when you're 16 years old or 17 years</subtitle>
+<subtitle id="1:14:14"> old and high school and you decide you're</subtitle>
+<subtitle id="1:14:17">to decide what you're going to do for the rest of your life that</subtitle>
+<subtitle id="1:14:20"> is the worst mistake you can ever make and</subtitle>
+<subtitle id="1:14:23"> somebody needs to</subtitle>
+<subtitle id="1:14:26"> explain that to the kids and the</subtitle>
+<subtitle id="1:14:29"> reason we have compulsory education is precisely because it</subtitle>
+<subtitle id="1:14:32">hundred thousand years to discover science</subtitle>
+<subtitle id="1:14:35"> there's nothing obvious about the stuff that's important</subtitle>
+<subtitle id="1:14:38"> and that's why we have schools K</subtitle>
+<subtitle id="1:14:41"> through 12 and we have colleges it's</subtitle>
+<subtitle id="1:14:44"> exactly for the stuff that it's not can't</subtitle>
+<subtitle id="1:14:47"> be learned as an apprentice so</subtitle>
+<subtitle id="1:14:50"> either yes sir yes hi</subtitle>
+<subtitle id="1:14:56">the</subtitle>
+<subtitle id="1:14:59"> departed Oh where well</subtitle>
+<subtitle id="1:15:2"> that that was around here oh no</subtitle>
+<subtitle id="1:15:5"> I let's see we're we're in Boulder so</subtitle>
+<subtitle id="1:15:8"> as he was I think between Palo</subtitle>
+<subtitle id="1:15:11"> Alto and Mountain View that</subtitle>
+<subtitle id="1:15:14"> Xerox dumped there yeah</subtitle>
+<subtitle id="1:15:17"> that quite a few of that of the work was lost</subtitle>
+<subtitle id="1:15:20"> this revival that</subtitle>
+<subtitle id="1:15:23"> I showed you was a Christmas project that a bunch of</subtitle>
+<subtitle id="1:15:26"> his old timers did just for fun around I</subtitle>
+<subtitle id="1:15:29"> think 2014</subtitle>
+<subtitle id="1:15:32"> be this thing</subtitle>
+<subtitle id="1:15:35"> I would not</subtitle>
+<subtitle id="1:15:38"> be surprised at all it's probably you</subtitle>
+<subtitle id="1:15:41"> know a PhD means PhD</subtitle>
+<subtitle id="1:15:44"> means piled higher and deeper and I'm</subtitle>
+<subtitle id="1:15:47"> sure that pile is piled higher</subtitle>
+<subtitle id="1:15:50"> and deeper now we were very</subtitle>
+<subtitle id="1:15:53"> lucky to get that because it happened to be the only file</subtitle>
+<subtitle id="1:15:56"> of this particular system that was ever recovered</subtitle>
+<subtitle id="1:15:59"> and in fact it was it required</subtitle>
+<subtitle id="1:16:2"> a fair amount of archaeological work to</subtitle>
+<subtitle id="1:16:5">Eve to figure out what it was we had to look at kind</subtitle>
+<subtitle id="1:16:8"> of the raw stuff on it</subtitle>
+<subtitle id="1:16:11"> and then figure out you</subtitle>
+<subtitle id="1:16:14"> know what was the minimum what could we do</subtitle>
+<subtitle id="1:16:17"> to bring the thing to life fortunately everything in I</subtitle>
+<subtitle id="1:16:20"> mean it was doing its own screen paintings not using anything else</subtitle>
+<subtitle id="1:16:23"> so there's no extra code</subtitle>
+<subtitle id="1:16:26"> in it and by the way that whole system including the</subtitle>
+<subtitle id="1:16:29">operating system and the development system everything is about 10,000</subtitle>
+<subtitle id="1:16:32"> lines of code if you want to compare that with the</subtitle>
+<subtitle id="1:16:35"> way programming is done today today that would</subtitle>
+<subtitle id="1:16:38"> be probably about a million lines</subtitle>
+<subtitle id="1:16:41"> of code or ten million lines of code or</subtitle>
+<subtitle id="1:16:44"> so it's because we this is</subtitle>
+<subtitle id="1:16:47"> the power of mathematics if you have a mathematical</subtitle>
+<subtitle id="1:16:50"> bent then</subtitle>
+<subtitle id="1:16:53"> you can see that the</subtitle>
+<subtitle id="1:16:56"> what you're doing with computing is a set of relationships</subtitle>
+<subtitle id="1:16:59"> the problem is math doesn't run</subtitle>
+<subtitle id="1:17:2"> well math assumes</subtitle>
+<subtitle id="1:17:5"> basically infinite speed and</subtitle>
+<subtitle id="1:17:8"> but if you can find a compromise between math</subtitle>
+<subtitle id="1:17:11"> that won't run on a computer but it's very compact and something</subtitle>
+<subtitle id="1:17:14"> that's say twice the size of that that</subtitle>
+<subtitle id="1:17:17"> does run that's what you were seeing there you wind</subtitle>
+<subtitle id="1:17:20"> up with code that is maybe a factor of a thousand smaller</subtitle>
+<subtitle id="1:17:23"> than the way typical programming is done</subtitle>
+<subtitle id="1:17:26">yeah the field has been very in</subtitle>
+<subtitle id="1:17:29"> curious as to how we did all this stuff that</subtitle>
+<subtitle id="1:17:32"> is what is just as they are in curious about Engelbart</subtitle>
+<subtitle id="1:17:35"> and getting curious about ivan sutherland</subtitle>
+<subtitle id="1:17:38"> because our field is basically a pop culture and</subtitle>
+<subtitle id="1:17:41"> a pop culture is all about an individual</subtitle>
+<subtitle id="1:17:44"> saying i'm here too</subtitle>
+<subtitle id="1:17:47"> and so they're not interested</subtitle>
+<subtitle id="1:17:50"> in the past at all they're interested in what</subtitle>
+<subtitle id="1:17:53">can do and they don't care whether it's better or worse</subtitle>
+<subtitle id="1:17:56"> than the past because that's not what it's about it's</subtitle>
+<subtitle id="1:17:59"> basically proclaiming identity and</subtitle>
+<subtitle id="1:18:2">you have that in a field that purports to be you</subtitle>
+<subtitle id="1:18:5"> know an engineering or a scientific field watch</subtitle>
+<subtitle id="1:18:8"> out because they will</subtitle>
+<subtitle id="1:18:11"> lack the discipline to establish those thresholds</subtitle>
+<subtitle id="1:18:14"> that will make the system safe and also</subtitle>
+<subtitle id="1:18:17"> they will lose the ability to</subtitle>
+<subtitle id="1:18:20"> know retain the quality of</subtitle>
+<subtitle id="1:18:23">some of the better ideas from the past that's</subtitle>
+<subtitle id="1:18:26"> why i show this stuff because we just want</subtitle>
+<subtitle id="1:18:29"> people I rub people's noses in it to see</subtitle>
+<subtitle id="1:18:32"> that yeah the displays got better looking but the</subtitle>
+<subtitle id="1:18:35"> software got worse and one</subtitle>
+<subtitle id="1:18:38"> of the ways of thinking about it is if you're gonna reinvent</subtitle>
+<subtitle id="1:18:41"> something you better reinvent</subtitle>
+<subtitle id="1:18:44"> the wheel they used to be frowned on</subtitle>
+<subtitle id="1:18:47"> but right now I take it any time because</subtitle>
+<subtitle id="1:18:50"> what's being reinvented is the flat tire</subtitle>
+<subtitle id="1:18:56">I've got a true</subtitle>
+<subtitle id="1:18:59"> believer okay</subtitle>
+<subtitle id="1:19:8">well in biology</subtitle>
+<subtitle id="1:19:11"> there's a place called Genelia labs outside</subtitle>
+<subtitle id="1:19:14"> of Washington DC which is pretty darn</subtitle>
+<subtitle id="1:19:17">that is</subtitle>
+<subtitle id="1:19:20"> a very Xerox PARC looking place I don't know of a computer</subtitle>
+<subtitle id="1:19:23"> place you know the</subtitle>
+<subtitle id="1:19:26"> quality of the people around there are numerically</subtitle>
+<subtitle id="1:19:29"> more people around today of the quality of the</subtitle>
+<subtitle id="1:19:32"> park and ARPA people</subtitle>
+<subtitle id="1:19:35"> percentage-wise is much worse because</subtitle>
+<subtitle id="1:19:38"> of the pop culture aspect there are millions and millions of</subtitle>
+<subtitle id="1:19:41"> people who probably shouldn't be writing code</subtitle>
+<subtitle id="1:19:44"> but that</subtitle>
+<subtitle id="1:19:47"> disparity also exists in a smaller</subtitle>
+<subtitle id="1:19:50"> way in the in the 60s because</subtitle>
+<subtitle id="1:19:53"> the people who work for IBM were not really</subtitle>
+<subtitle id="1:19:56"> that good and</subtitle>
+<subtitle id="1:19:59"> my what I'm trying to show was Wow</subtitle>
+<subtitle id="1:20:2"> if you don't have this context at the ARPA</subtitle>
+<subtitle id="1:20:5"> thing none of us were any good</subtitle>
+<subtitle id="1:20:8"> I was surprised at the ideas that I had</subtitle>
+<subtitle id="1:20:11"> and all of us when</subtitle>
+<subtitle id="1:20:14"> Park went away we when we have</subtitle>
+<subtitle id="1:20:17"> meetings we all talk about wow we</subtitle>
+<subtitle id="1:20:20"> haven't been nearly as a productive we've</subtitle>
+<subtitle id="1:20:23"> done things but the synergy is gone from</subtitle>
+<subtitle id="1:20:26"> the thing that so the one</subtitle>
+<subtitle id="1:20:29"> way of thinking about the bottom line that I tried to sum this up</subtitle>
+<subtitle id="1:20:32"> is that the quality of the results is most</subtitle>
+<subtitle id="1:20:35"> strongly correlated with the quality of the funders</subtitle>
+<subtitle id="1:20:38"> because if you think about</subtitle>
+<subtitle id="1:20:41"> biology as variation every</subtitle>
+<subtitle id="1:20:44">generation will have that one in a million or one in ten</subtitle>
+<subtitle id="1:20:47"> million person you</subtitle>
+<subtitle id="1:20:50"> can guarantee it the real question is</subtitle>
+<subtitle id="1:20:53"> doesn't vote through those seeds fall in fertile</subtitle>
+<subtitle id="1:20:56"> soil or not and this is where the funders actually</subtitle>
+<subtitle id="1:20:59"> take the lion the funders who don't</subtitle>
+<subtitle id="1:21:2"> try to control so the big</subtitle>
+<subtitle id="1:21:5"> deal about the ARPA funders was they didn't confuse</subtitle>
+<subtitle id="1:21:8"> the responsibility which they had drawl this money with</subtitle>
+<subtitle id="1:21:11"> the the need for controlling</subtitle>
+<subtitle id="1:21:14"> you can't control an artist</subtitle>
+<subtitle id="1:21:17"> it's like hurting a cat</subtitle>
+<subtitle id="1:21:20"> can't do it you can get a calf to do anything</subtitle>
+<subtitle id="1:21:23"> you want if you present the cat with a situation that</subtitle>
+<subtitle id="1:21:26"> it wants to do you</subtitle>
+<subtitle id="1:21:29">that is and that's what a good research manager</subtitle>
+<subtitle id="1:21:32"> does they just set up an environment like</subtitle>
+<subtitle id="1:21:35"> look lighter got hundreds of people working</subtitle>
+<subtitle id="1:21:38"> on the following vision the</subtitle>
+<subtitle id="1:21:41"> destiny of computers are</subtitle>
+<subtitle id="1:21:44"> to become interactive intellectual</subtitle>
+<subtitle id="1:21:47"> amplifiers for all humans pervasively</subtitle>
+<subtitle id="1:21:50"> network worldwide that's what he said back in</subtitle>
+<subtitle id="1:21:53"> the early 60s and he never deviated from that and</subtitle>
+<subtitle id="1:21:56"> you didn't know what that meant didn't</subtitle>
+<subtitle id="1:21:59"> know how the networking was going to be done do you know what an intellectual</subtitle>
+<subtitle id="1:22:2"> amplifier what didn't matter because people came out</subtitle>
+<subtitle id="1:22:5"> of the woodwork and Licklider was happy</subtitle>
+<subtitle id="1:22:8"> to take 70% not</subtitle>
+<subtitle id="1:22:11"> fruitful which</subtitle>
+<subtitle id="1:22:14"> he didn't think of his failure but just overhead to</subtitle>
+<subtitle id="1:22:17"> get the 30% that would change the world</subtitle>
+<subtitle id="1:22:20"> right if you think about it was cheap at the</subtitle>
+<subtitle id="1:22:23"> price because cost in today's</subtitle>
+<subtitle id="1:22:26">it probably cost maybe half a billion dollars to</subtitle>
+<subtitle id="1:22:29"> do this park was maybe a hundred million and</subtitle>
+<subtitle id="1:22:32"> the return has been on the order of 60</subtitle>
+<subtitle id="1:22:35"> about 60 trillion dollars now</subtitle>
+<subtitle id="1:22:38"> on this so the return on investment of</subtitle>
+<subtitle id="1:22:41"> trusting the</subtitle>
+<subtitle id="1:22:44"> researchers and setting up a good process is far far more than</subtitle>
+<subtitle id="1:22:47">accomplished the only way</subtitle>
+<subtitle id="1:22:50"> not to make millions and billions safely and</subtitle>
+<subtitle id="1:22:53"> most of the millions billions they're making are made from</subtitle>
+<subtitle id="1:22:56"> these unsafe processes that are no longer being</subtitle>
+<subtitle id="1:22:59"> funded having been</subtitle>
+<subtitle id="1:23:2"> funded in this country for like 35 or almost</subtitle>
+<subtitle id="1:23:5"> 40 years now yes</subtitle>
+<subtitle id="1:23:8">you know where</subtitle>
+<subtitle id="1:23:14">[Music]</subtitle>
+<subtitle id="1:23:17">well I don't know because</subtitle>
+<subtitle id="1:23:20"> the if you think about that Xerox</subtitle>
+<subtitle id="1:23:23"> was a fluke and Kaler had to get</subtitle>
+<subtitle id="1:23:26"> xerox to sign a an agreement that</subtitle>
+<subtitle id="1:23:29"> they wouldn't mess around with us for five years which</subtitle>
+<subtitle id="1:23:32"> they hated but they did and the</subtitle>
+<subtitle id="1:23:35"> reason is that companies don't get rewarded for doing</subtitle>
+<subtitle id="1:23:38">edge of the art research there are no tax breaks</subtitle>
+<subtitle id="1:23:41"> there's not even anything like depreciation</subtitle>
+<subtitle id="1:23:44"> research gets charged as just</subtitle>
+<subtitle id="1:23:47"> as an expense and so most</subtitle>
+<subtitle id="1:23:50"> companies would rather use you</subtitle>
+<subtitle id="1:23:53"> know that use capital and do acquisitions after somebody</subtitle>
+<subtitle id="1:23:56"> has done it but they don't realize that their company</subtitle>
+<subtitle id="1:23:59"> court culture gets diluted every time they</subtitle>
+<subtitle id="1:24:2"> acquire so they eventually wind up with</subtitle>
+<subtitle id="1:24:5"> less and less synergy in the in the</subtitle>
+<subtitle id="1:24:8"> company and they they they can't do much so</subtitle>
+<subtitle id="1:24:11"> it's a</subtitle>
+<subtitle id="1:24:14"> so again looking at the one example</subtitle>
+<subtitle id="1:24:17"> we have that worked really well the</subtitle>
+<subtitle id="1:24:20"> government launders</subtitle>
+<subtitle id="1:24:23"> money that it gets through taxes</subtitle>
+<subtitle id="1:24:26"> so it it puts an</subtitle>
+<subtitle id="1:24:29"> intermediary that we that companies</subtitle>
+<subtitle id="1:24:32"> it's like you're spending their money</subtitle>
+<subtitle id="1:24:35"> even though you aren't but they</subtitle>
+<subtitle id="1:24:38"> feel like it and they want you to do what they need rather</subtitle>
+<subtitle id="1:24:41"> than what is actually needed to be done so</subtitle>
+<subtitle id="1:24:44">government short-circuits that it takes the money away and</subtitle>
+<subtitle id="1:24:47"> it's a regis distribution agency and</subtitle>
+<subtitle id="1:24:50"> the other unfortunate</subtitle>
+<subtitle id="1:24:53"> thing is this only works in a</subtitle>
+<subtitle id="1:24:56"> democratic government when there's</subtitle>
+<subtitle id="1:24:59"> an enormous threat like war</subtitle>
+<subtitle id="1:25:2"> it's completely correlated</subtitle>
+<subtitle id="1:25:5"> with that why because the reasonable people who run things</subtitle>
+<subtitle id="1:25:8"> absolutely do not</subtitle>
+<subtitle id="1:25:11"> want to deal with people like artists and scientists</subtitle>
+<subtitle id="1:25:14"> that's those are the last people</subtitle>
+<subtitle id="1:25:17"> that they want to talk to and it's only like same</subtitle>
+<subtitle id="1:25:20"> thing in the UK they're completely</subtitle>
+<subtitle id="1:25:23"> against boffin's until the</subtitle>
+<subtitle id="1:25:26">hitler and then all of a sudden they were able to set up Bletchley</subtitle>
+<subtitle id="1:25:29"> Park and do the radar stuff early enough to save the</subtitle>
+<subtitle id="1:25:32"> country but as soon as World</subtitle>
+<subtitle id="1:25:35"> War Two is over they threw out Churchill and they</subtitle>
+<subtitle id="1:25:38"> failed to reward the people who actually did</subtitle>
+<subtitle id="1:25:41"> the technology that won World War two for them and</subtitle>
+<subtitle id="1:25:44"> business</subtitle>
+<subtitle id="1:25:47"> people are that way they're not there to</subtitle>
+<subtitle id="1:25:50"> improve the world so</subtitle>
+<subtitle id="1:25:53"> trying to get this kind of stuff funded</subtitle>
+<subtitle id="1:25:56"> in a business especially</subtitle>
+<subtitle id="1:25:59"> in the public domain where it needs to be</subtitle>
+<subtitle id="1:26:2"> because you need to you know these</subtitle>
+<subtitle id="1:26:5"> large things create industries not just products and</subtitle>
+<subtitle id="1:26:8"> industries can't be done by any</subtitle>
+<subtitle id="1:26:11">group you have to put the stuff out so this is like</subtitle>
+<subtitle id="1:26:14"> the exact opposite of the hunting and gathering</subtitle>
+<subtitle id="1:26:17"> instincts that most people have this is like agriculture</subtitle>
+<subtitle id="1:26:20"> this is like building and if</subtitle>
+<subtitle id="1:26:23">you think about the US we are a country that is</subtitle>
+<subtitle id="1:26:26"> built on cooperation but</subtitle>
+<subtitle id="1:26:29"> the next level down every business is competing against</subtitle>
+<subtitle id="1:26:32">every human is competing against every other human so</subtitle>
+<subtitle id="1:26:35"> this is nuts but we are</subtitle>
+<subtitle id="1:26:38"> we are crazy species</subtitle>
+<subtitle id="1:26:41"> because we feel punished</subtitle>
+<subtitle id="1:26:44"> when we're taken away from people but as soon as we get in a group we</subtitle>
+<subtitle id="1:26:47"> start trying to take advantage of it and</subtitle>
+<subtitle id="1:26:50"> so do monkeys and so do</subtitle>
+<subtitle id="1:26:53"> chimpanzees and so do other primates</subtitle>
+<subtitle id="1:26:56"> this is not a purely is why I say</subtitle>
+<subtitle id="1:26:59"> we're not nearly as human as we think</subtitle>
+<subtitle id="1:27:2"> those conflicting</subtitle>
+<subtitle id="1:27:5"> input you know impulses are actually</subtitle>
+<subtitle id="1:27:8">something you'll find in most mammals but especially in</subtitle>
+<subtitle id="1:27:11"> primates worth pondering</subtitle>
+<subtitle id="1:27:14">yes</subtitle>
+<subtitle id="1:27:23">her own</subtitle>
+<subtitle id="1:27:32">well so nobody the</subtitle>
+<subtitle id="1:27:35"> number-one thing here is nobody</subtitle>
+<subtitle id="1:27:38"> who does the kinds of things we're</subtitle>
+<subtitle id="1:27:41"> talking about is other than an optimist</subtitle>
+<subtitle id="1:27:44"> and</subtitle>
+<subtitle id="1:27:47"> if you think about it it it doesn't make sense to</subtitle>
+<subtitle id="1:27:50"> be pessimistic you're just</subtitle>
+<subtitle id="1:27:53"> you know might as well be an optimist and just</subtitle>
+<subtitle id="1:27:56"> take more shots to the chin but</subtitle>
+<subtitle id="1:27:59"> overall you'll have more of a chance than if</subtitle>
+<subtitle id="1:28:2"> you're pessimistic you'll dodge too many things so number</subtitle>
+<subtitle id="1:28:8">compared to this golden</subtitle>
+<subtitle id="1:28:11"> age I've been talking about it really was there's</subtitle>
+<subtitle id="1:28:14"> nothing like it right now</subtitle>
+<subtitle id="1:28:17"> like</subtitle>
+<subtitle id="1:28:20"> the best people the best person I I think Brett</subtitle>
+<subtitle id="1:28:23"> Vickers he's definitely in my top two</subtitle>
+<subtitle id="1:28:26"> or three maybe even of all</subtitle>
+<subtitle id="1:28:29"> time but especially in this day and age he can</subtitle>
+<subtitle id="1:28:32"> hardly get any funding because</subtitle>
+<subtitle id="1:28:35">working on a thing that's really a 10 year out thing</subtitle>
+<subtitle id="1:28:38"> it's wonderful he's they've built it you</subtitle>
+<subtitle id="1:28:41"> can use it it's a whole different way of</subtitle>
+<subtitle id="1:28:44"> thinking about it's computing as a part</subtitle>
+<subtitle id="1:28:47"> of it will be 15 or 20 years from now</subtitle>
+<subtitle id="1:28:50"> fantastic can't get a dime from</subtitle>
+<subtitle id="1:28:53"> all these Silicon Valley billionaires because they're</subtitle>
+<subtitle id="1:28:56"> not interested in anything they can't turn into a product</subtitle>
+<subtitle id="1:28:59"> and the government is</subtitle>
+<subtitle id="1:29:2"> afraid of being criticized by Congress</subtitle>
+<subtitle id="1:29:5"> so the</subtitle>
+<subtitle id="1:29:8"> NSF has always required</subtitle>
+<subtitle id="1:29:11"> both peer review and propose</subtitle>
+<subtitle id="1:29:14"> in computing proposals that are akin to engineering</subtitle>
+<subtitle id="1:29:17"> proposals which means you have to explain to them</subtitle>
+<subtitle id="1:29:20">are you going to do something and that's not what research</subtitle>
+<subtitle id="1:29:23"> is research is having an</subtitle>
+<subtitle id="1:29:26"> idea about how you might you</subtitle>
+<subtitle id="1:29:29"> know it's basically about saying yeah</subtitle>
+<subtitle id="1:29:32">conditions are very good for this kind of thing</subtitle>
+<subtitle id="1:29:35"> give us some money and we'll find out</subtitle>
+<subtitle id="1:29:38"> so that doesn't really exist today</subtitle>
+<subtitle id="1:29:41"> very well universities could do</subtitle>
+<subtitle id="1:29:44"> a much better job so MIT for</subtitle>
+<subtitle id="1:29:47"> a number of years it</subtitle>
+<subtitle id="1:29:50"> had a fund</subtitle>
+<subtitle id="1:29:53"> which was part of its endowment where</subtitle>
+<subtitle id="1:29:56"> they did their own funding of certain professors</subtitle>
+<subtitle id="1:29:59"> who couldn't get normal funding in</subtitle>
+<subtitle id="1:30:2"> peer-review processes one of the most famous was Norbert</subtitle>
+<subtitle id="1:30:5">Weiner cybernetics guy and</subtitle>
+<subtitle id="1:30:8"> the president of MIT just decided hey</subtitle>
+<subtitle id="1:30:11"> we should set up a position called Institute professor and</subtitle>
+<subtitle id="1:30:14"> will not only pay their salary but will give them</subtitle>
+<subtitle id="1:30:17"> you know today it would be like a half a million a year</subtitle>
+<subtitle id="1:30:20"> to do whatever they wanted put</subtitle>
+<subtitle id="1:30:23"> a couple of students on some idea that's too crazy</subtitle>
+<subtitle id="1:30:26"> to even talk about so you have to do</subtitle>
+<subtitle id="1:30:29">yeah the other way of looking at it is this enlightened</subtitle>
+<subtitle id="1:30:32"> funding is like the MacArthur Fellow grants</subtitle>
+<subtitle id="1:30:35"> but for groups I've tried to get</subtitle>
+<subtitle id="1:30:38"> the MacArthur people to understand</subtitle>
+<subtitle id="1:30:41"> that so many important</subtitle>
+<subtitle id="1:30:44">hings are actually done by groups of people and</subtitle>
+<subtitle id="1:30:47"> by just restricting to individual artists</subtitle>
+<subtitle id="1:30:50"> they're they're doing a good thing but they're missing</subtitle>
+<subtitle id="1:30:53"> the point of the whole process of a bunch of arts</subtitle>
+<subtitle id="1:30:56"> that they don't can't recognize and</subtitle>
+<subtitle id="1:30:59">so far I haven't been able to convince them I've</subtitle>
+<subtitle id="1:31:2"> been on their committees for choosing MacArthur</subtitle>
+<subtitle id="1:31:5"> fellows but it's basically they have this</subtitle>
+<subtitle id="1:31:8">do and they're proud of it and they</subtitle>
+<subtitle id="1:31:11"> really don't want to hear about you</subtitle>
+<subtitle id="1:31:14"> know how a lot of things need to get done it if</subtitle>
+<subtitle id="1:31:17"> you think about Engelbart</subtitle>
+<subtitle id="1:31:20">a hundred percent concerned with saving the world he</subtitle>
+<subtitle id="1:31:23"> was one of the most dedicated people I've ever met</subtitle>
+<subtitle id="1:31:26"> and thought about it for a long</subtitle>
+<subtitle id="1:31:29"> time he was on task</subtitle>
+<subtitle id="1:31:32"> on all of the stuff</subtitle>
+<subtitle id="1:31:35"> that he did and he had concluded that what</subtitle>
+<subtitle id="1:31:38"> you have to do is boost the collective IQ of</subtitle>
+<subtitle id="1:31:41">groups of people working together in order to solve world</subtitle>
+<subtitle id="1:31:44"> problems and that's what is those</subtitle>
+<subtitle id="1:31:47"> designs this is a lofty</subtitle>
+<subtitle id="1:31:50"> ER set of ideas than you'll find from any manufacturer</subtitle>
+<subtitle id="1:31:53"> today any vendor they just don't think</subtitle>
+<subtitle id="1:31:56"> that that way and you can tell</subtitle>
+<subtitle id="1:31:59"> so so that sounds</subtitle>
+<subtitle id="1:32:2"> dismal on the</subtitle>
+<subtitle id="1:32:5"> other hand you're at the right place for</subtitle>
+<subtitle id="1:32:8"> doing stuff because the university</subtitle>
+<subtitle id="1:32:11"> is kind of a bastion it's supposed to be a bastion against</subtitle>
+<subtitle id="1:32:14"> the hordes</subtitle>
+<subtitle id="1:32:17"> coming in to sack Rome</subtitle>
+<subtitle id="1:32:20"> right so you're at a place</subtitle>
+<subtitle id="1:32:23">problem with the universities is they can't get their act together</subtitle>
+<subtitle id="1:32:26"> as far as these larger groups</subtitle>
+<subtitle id="1:32:29"> things and</subtitle>
+<subtitle id="1:32:32">it it has to do with the degree process where they wrong especially</subtitle>
+<subtitle id="1:32:35"> in technology they wrongly tried to get</subtitle>
+<subtitle id="1:32:38"> people to do individual PhDs</subtitle>
+<subtitle id="1:32:41"> whereas what you really want what a PhD</subtitle>
+<subtitle id="1:32:44"> really means is a person who does</subtitle>
+<subtitle id="1:32:47"> world-class work and if</subtitle>
+<subtitle id="1:32:50"> they do that in a 10-person group any adviser</subtitle>
+<subtitle id="1:32:53"> worth their salt will say this is a PhD</subtitle>
+<subtitle id="1:32:56"> both of them</subtitle>
+<subtitle id="1:32:59"> PhD and their thesis</subtitle>
+<subtitle id="1:33:2"> might have ten names on it doesn't matter</subtitle>
+<subtitle id="1:33:5"> because if the advisor knows what they're doing they</subtitle>
+<subtitle id="1:33:8"> know what the students are doing you have</subtitle>
+<subtitle id="1:33:11"> to realize that the that the PhD is</subtitle>
+<subtitle id="1:33:14"> saying it's more</subtitle>
+<subtitle id="1:33:17"> like getting an MD it's saying</subtitle>
+<subtitle id="1:33:20"> this person is qualified to</subtitle>
+<subtitle id="1:33:23"> be considered a world-class</subtitle>
+<subtitle id="1:33:26"> intellectual leader in their</subtitle>
+<subtitle id="1:33:29"> field that's what it should mean and they to</subtitle>
+<subtitle id="1:33:32"> do the PhD they have been of</subtitle>
+<subtitle id="1:33:35"> an important part of edge</subtitle>
+<subtitle id="1:33:38"> of the art research so</subtitle>
+<subtitle id="1:33:41"> if universities</subtitle>
+<subtitle id="1:33:44"> could do it and I personally every time I talk</subtitle>
+<subtitle id="1:33:47"> to a university president I say</subtitle>
+<subtitle id="1:33:50"> look you guys are missing the century</subtitle>
+<subtitle id="1:33:53"> that we're living in right now universities</subtitle>
+<subtitle id="1:33:56"> have a unique position to actually</subtitle>
+<subtitle id="1:33:59"> help things out much much more</subtitle>
+<subtitle id="1:34:2"> than they are right now just because they're not</subtitle>
+<subtitle id="1:34:5"> they're not supposed to be businesses</subtitle>
+<subtitle id="1:34:8"> and they</subtitle>
+<subtitle id="1:34:11"> don't have to show a profit and</subtitle>
+<subtitle id="1:34:14"> with the government being hung up the way it is</subtitle>
+<subtitle id="1:34:17"> trying to get university</subtitle>
+<subtitle id="1:34:20"> funds involved in this stuff could be a tremendous</subtitle>
+<subtitle id="1:34:23"> difference compared to the way things are</subtitle>
+<subtitle id="1:34:26"> now yeah I've talked to the unit you</subtitle>
+<subtitle id="1:34:29">know University of California has four or five universities</subtitle>
+<subtitle id="1:34:32"> in the top ten in computing and</subtitle>
+<subtitle id="1:34:35"> I pointed out to them that this is four</subtitle>
+<subtitle id="1:34:38"> or five in the top ten in computing and</subtitle>
+<subtitle id="1:34:41"> you guys are letting the regents tell you what tenure</subtitle>
+<subtitle id="1:34:44"> is are you kidding just</subtitle>
+<subtitle id="1:34:47"> take it over it's not up to the</subtitle>
+<subtitle id="1:34:50"> Regents what tenure is they don't know anything</subtitle>
+<subtitle id="1:34:53"> about computing define</subtitle>
+<subtitle id="1:34:56">what tenure means and define it differently than</subtitle>
+<subtitle id="1:34:59"> paper County period so</subtitle>
+<subtitle id="1:35:2"> part of the problem is faculties</subtitle>
+<subtitle id="1:35:5"> are more comfortable than they probably</subtitle>
+<subtitle id="1:35:8"> should be yes sir</subtitle>
+<subtitle id="1:35:11"> well</subtitle>
+<subtitle id="1:35:14"> if you think about say</subtitle>
+<subtitle id="1:35:17"> at least kind of paradigm-shifting</subtitle>
+<subtitle id="1:35:20"> periods in the</subtitle>
+<subtitle id="1:35:23"> context of 20th century capitalism so</subtitle>
+<subtitle id="1:35:26"> you had Bell Labs a lot of</subtitle>
+<subtitle id="1:35:29">paradigm-shifting people research gap</subtitle>
+<subtitle id="1:35:32"> occurs in the context of a</subtitle>
+<subtitle id="1:35:35"> company that had day-to-day business you</subtitle>
+<subtitle id="1:35:38"> know the telephone yeah of course it was a monopoly and</subtitle>
+<subtitle id="1:35:41"> it was a monopoly and yet</subtitle>
+<subtitle id="1:35:44"> there so that the incredible innovation can happen</subtitle>
+<subtitle id="1:35:47"> in the context of a water</subtitle>
+<subtitle id="1:35:50"> tower with energy yeah I don't think</subtitle>
+<subtitle id="1:35:53"> that's a good one because precisely because</subtitle>
+<subtitle id="1:35:56"> I would believe that argument if</subtitle>
+<subtitle id="1:35:59"> it is sustained after the divestiture</subtitle>
+<subtitle id="1:36:2"> but it didn't it collapsed as soon</subtitle>
+<subtitle id="1:36:5"> as as soon as the baby bells went away</subtitle>
+<subtitle id="1:36:8"> you were</subtitle>
+<subtitle id="1:36:11"> you and your colleagues were</subtitle>
+<subtitle id="1:36:14"> kind of an inflection point to me where you were</subtitle>
+<subtitle id="1:36:17">within the context well eventually Xerox</subtitle>
+<subtitle id="1:36:20"> their precedence but it came together in</subtitle>
+<subtitle id="1:36:23"> Xerox incredibly into innovative but</subtitle>
+<subtitle id="1:36:26"> then it became the classic textbook</subtitle>
+<subtitle id="1:36:29"> example of clueless manic</subtitle>
+<subtitle id="1:36:32"> businessman they didn't know what</subtitle>
+<subtitle id="1:36:35"> they had they blew it off it</subtitle>
+<subtitle id="1:36:38">let me let me we're just totally different for Bell</subtitle>
+<subtitle id="1:36:41"> Labs let me put it let me put a little more</subtitle>
+<subtitle id="1:36:44"> context on it so one of the myths about Xerox</subtitle>
+<subtitle id="1:36:47"> is that they failed to profit from</subtitle>
+<subtitle id="1:36:50"> Park in fact they made their entire investment</subtitle>
+<subtitle id="1:36:53"> at park over by about</subtitle>
+<subtitle id="1:36:56"> a factor of 210 so if</subtitle>
+<subtitle id="1:36:59">you work that out in return on investment that is astounding</subtitle>
+<subtitle id="1:37:2"> they made it from only one of the eight things</subtitle>
+<subtitle id="1:37:5"> we did which is the laser printer that</subtitle>
+<subtitle id="1:37:8"> was the one thing they understood but they paid for Park hundreds</subtitle>
+<subtitle id="1:37:11"> of times overall apart not just the computing</subtitle>
+<subtitle id="1:37:14"> part of our companies that</subtitle>
+<subtitle id="1:37:17"> followed well Microsoft and</subtitle>
+<subtitle id="1:37:20"> Apple there's basically no</subtitle>
+<subtitle id="1:37:23"> innovation they're just redeploying</subtitle>
+<subtitle id="1:37:26"> yeah I mean minor tweets</subtitle>
+<subtitle id="1:37:29"> yeah well but not major innovations like</subtitle>
+<subtitle id="1:37:32"> bailout Xerox and then you think of the successor</subtitle>
+<subtitle id="1:37:35"> companies to those Google Facebook and</subtitle>
+<subtitle id="1:37:38"> it's even more extreme yeah even</subtitle>
+<subtitle id="1:37:41"> less innovative they're just reacting</subtitle>
+<subtitle id="1:37:44"> the paradigm that you you and your colleagues</subtitle>
+<subtitle id="1:37:47"> invented if you said well I didn't invent it I I</subtitle>
+<subtitle id="1:37:50"> inherited it and I was taught it</subtitle>
+<subtitle id="1:37:53"> as a graduate student and yeah</subtitle>
+<subtitle id="1:37:56"> so it seems like Xerox here is a</subtitle>
+<subtitle id="1:37:59"> red herring because of this agreement Taylor got</subtitle>
+<subtitle id="1:38:2"> with Xerox and the fact that the park</subtitle>
+<subtitle id="1:38:5"> people and the ARPA people considered Park</subtitle>
+<subtitle id="1:38:8"> as just ARPA project number</subtitle>
+<subtitle id="1:38:11"> 17 the reason park was</subtitle>
+<subtitle id="1:38:14"> set up at all was because of the Mansfield amendment</subtitle>
+<subtitle id="1:38:17"> throttling the funding</subtitle>
+<subtitle id="1:38:20"> to the DoD for our but so is</subtitle>
+<subtitle id="1:38:23"> the secret to creating a</subtitle>
+<subtitle id="1:38:26"> context in which you have real</subtitle>
+<subtitle id="1:38:29"> fundamental innovation that you either need</subtitle>
+<subtitle id="1:38:32"> total government control or now holds</subtitle>
+<subtitle id="1:38:35"> no I mean these are</subtitle>
+<subtitle id="1:38:38"> Apple Microsoft a to the monopoly but they never done</subtitle>
+<subtitle id="1:38:41"> anything really fundamentally well</subtitle>
+<subtitle id="1:38:44"> I think the I think the capitalism</subtitle>
+<subtitle id="1:38:47"> the I first I</subtitle>
+<subtitle id="1:38:50"> think I would leave Bell Labs out just</subtitle>
+<subtitle id="1:38:53"> because IBM</subtitle>
+<subtitle id="1:38:56"> is a much more interesting example because</subtitle>
+<subtitle id="1:38:59"> it was a virtual monopoly also</subtitle>
+<subtitle id="1:39:2"> and you</subtitle>
+<subtitle id="1:39:5"> know back in the 60s when a billion was</subtitle>
+<subtitle id="1:39:8"> a lot of money they spent two and a</subtitle>
+<subtitle id="1:39:11"> half billion dollars a year on Rd of</subtitle>
+<subtitle id="1:39:14"> which four out of five working prototypes</subtitle>
+<subtitle id="1:39:17"> never went to market so</subtitle>
+<subtitle id="1:39:20"> they had enormous resources their</subtitle>
+<subtitle id="1:39:23"> problem was they thought of their R&D as a hedge and</subtitle>
+<subtitle id="1:39:26"> I think that I think</subtitle>
+<subtitle id="1:39:29"> the most important thing is if you compare for</subtitle>
+<subtitle id="1:39:32"> instance of Friedman's notion</subtitle>
+<subtitle id="1:39:35"> of capitalism with Peter Drucker's Friedman's</subtitle>
+<subtitle id="1:39:38"> idea which is in vogue today is</subtitle>
+<subtitle id="1:39:41"> capitalism</subtitle>
+<subtitle id="1:39:44"> in the United States is entirely at</subtitle>
+<subtitle id="1:39:47"> the service of the stockholders</subtitle>
+<subtitle id="1:39:50"> you're trying to increase shareholder value</subtitle>
+<subtitle id="1:39:53"> and that is if Drucker said no</subtitle>
+<subtitle id="1:39:56"> that is a really bad way to think about it</subtitle>
+<subtitle id="1:39:59"> capitalism in America should</subtitle>
+<subtitle id="1:40:2"> be entirely at the service of the customers</subtitle>
+<subtitle id="1:40:5"> that is the way you should look at but today</subtitle>
+<subtitle id="1:40:8"> yes what just one more line</subtitle>
+<subtitle id="1:40:11"> but today</subtitle>
+<subtitle id="1:40:14"> the capitalism has</subtitle>
+<subtitle id="1:40:17"> to be at the service of the planet it</subtitle>
+<subtitle id="1:40:20"> doesn't matter anything smaller than that is completely</subtitle>
+<subtitle id="1:40:23"> below that what is actually needed thing</subtitle>
+<subtitle id="1:40:26"> it doesn't matter what you do with capitalism unless</subtitle>
+<subtitle id="1:40:29"> it's a the blue line there is</subtitle>
+<subtitle id="1:40:32"> at the service of the entire planet because that's what</subtitle>
+<subtitle id="1:40:35"> the system's nature of today is and this</subtitle>
+<subtitle id="1:40:38">different than the system's nature of a hundred years ago it</subtitle>
+<subtitle id="1:40:41"> just is and you basically have to</subtitle>
+<subtitle id="1:40:44"> go with what's actually what actually is</subtitle>
+<subtitle id="1:40:47"> [Applause]</subtitle>
+<subtitle id="1:40:50"></subtitle>
+<subtitle id="1:40:53"></subtitle>
+<subtitle id="1:40:56"></subtitle>
+<subtitle id="1:40:59">what a wonderful night program</subtitle>
+<subtitle id="1:41:2"> thank you for a long day and a great</subtitle>
+<subtitle id="1:41:5"> and a long talk thank</subtitle>
+<subtitle id="1:41:8"> you</subtitle>