Difference between revisions of "CrossRoads 2017"

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we could think of no better way to close out this amazing pot provoking conference

in this conversations we've had with all of you and to

that to have our next speaker who really does not need

any introduction if you're not familiar with him

I would recommend you look up his Wikipedia page and

and it goes on for quite a while so I will not go

into a lengthy introduction ladies and gentlemen Alan Kay

great that's the best introduction

I've had a long time because

you know a long one doesn't help to talk so

lots

of people are really engaged

now in trying to get computing to

children that's great because I

got that itch and

urge for lifetime from the first time I met

Seymour Papert and Cynthia Solomon in

1968 and when I

was in grad school

I have been a professional

programmer before that

I knew

when I saw what seeing I was doing what he

xcept I'd never thought of it before that

this way of using a computer this these

properties of how certain

kinds of mathematics and certain kinds of ideas

can be lifted

by computing and also

brought to much much earlier minds much

much younger Minds those things blew

mind and since

Cynthia is sitting here she'll remember that car

ride that we had

first day because Seymour and I were talking around like mad he

was driving he was a terrible driver imagine

what he was like piloting a plane and

and I was sitting in the backseat and Seymour

was talking excitedly to driving

the car and Cynthia was trying to get

him to look at look at the road so that was the that was the

first encounter what's going on right

now is great on

the engagement side of things

and it is also

having this kind of spread out effect

that happens

when things get popular and people get enthusiastic

and so their attempts to find fits

in various ways and

one of the ways of measuring things particularly

in our society is getting things done by

next week or next month or next year or

so and so a lot of things have been going on that

are essentially looking at local conditions and

trying to do something that if

you look at some of the standards in science that are just now

getting looked at in States

some of those standards have been there for 20 years and

some of those standards have been wrong for 20 years

so once something gets in there

it's like chance erosion digs a

ravine and precision you've got a Grand Canyon and it's not

easy to move and so I thought for this talk

instead of complaining like I usually do about this

might be interesting to look at from

different point of view which is long-range view as

we are in the in the

20th century

21st down the

opposite isn't it and

we as I said said

here children born this year

will be 83 at the end of the century and

this is probably the most interesting century

from the standpoint of human beings being

able to affect the conditions around them both positively

and negatively and so I thought

wow that's a not a bad way of

trying to motivate education for

in slow-moving systems like

education systems that might

as well be about things that are important not

just about jobs but about other kinds of things and

so that's what this this talk is about

and we

have the perennial problems of gazillions of

things to learn we don't know what they should be

from year to year and

we have this idea

of ways

of helping people learn these

come up over and over again and they go at

least back to the time of Socrates if not long

before and we have questions of why

so I'd

like to first look at what

we should learn in basic idea

here is in an hour talk I can't

possibly do justice to this I'm not going to

try I'm going to try and gesture use what I think

you already know and understand to

just bring these things to the front of our

our thinking again

and one of these things

actually I

forgot to say one thing there

and that is

powerful ideas when

we get fluent in them are like adding

new brain tissue that nature didn't give us it's

worthwhile thinking about what it means

to get fluent in something like calculus and to

realize that a normal person fluent

in calculus can out think Archimedes

right if you're fluently if

you have to Scrabble around at it if

you're fluent at reading you can

cover more ground than anybody in antiquity could

in an oral culture you're not fluent in reading you're still in an

oral culture so part of the idea is there

are powerful ideas and there are these fluencies fluency

doesn't mean you're a pro it doesn't mean you're making money half

you're above so we're the mechanics

of doing it are not in your way

and you're able to use this as I

call these brain ones every

time we learn something powerful to brain lift and

one of my favorite stories which

we know partly because Einstein wrote

about it in his later years was that he was sick

with the measles at five years old and

to keep the kid amused

his father gave him a compass and

of course compass compasses are fascinating

because they do somehow point

in the same direction no matter what you do

to them and people have used them for thousands of years for navigating

but Einstein said this was the

first of a few really

profound moments in his life

because what he said was

something deep something behind

things something deeply hidden so

didn't get hooked on what you could do with the compass

he was able to ignore

which most people can't but he was able

to ignore the thing that was right in front of him essentially

to look at the

the compasses shadow and

so

when we think about what we're trying to

do with computing we want to think about what part

of more learning should be about using the compass

and what apart

should be about the shadow part of it is there is a shadow

the shadow of the compass

is a lot of things pretty much

our modern world isn't shadow of this compass

because it was the compass that was first used

to show that electric currents

generated magnetic fields that could swing

the compass and he swung a compass a big

compass in the right way you could generate electricity so

that gave us motors and generators and the

rest of the 19th century the 20th century proceeded

from there so this is enormous theory of relativity came

out of the compass because a theory or special theory

of relativity was about dealing with Maxwell's equations which

were about precisely what the interactions

of the electric and magnetic

fields are about so

often in something

that is really fun really interesting and really engaging

there's something that is completely missed

so a good question

for people who are dealing with computing is

what if what's important about computing is deeply

hidden I can

tell you as far as

this one vishal was here vishal

runs an enormous company as you all know

least a hundred thousand programmers right yeah

so most of the

computing that is done in most of industry completely

misses most of what's interesting about

computing so they are basically at

a first level of exposure to it and

they're trying to optimize that think about that

because that was okay fifty

years ago because

businesses weren't that interested in computing and so they

didn't have a huge influence on universities

now they do now a

lot of university courses are about vocational training

for business now

what we learn in an AP

course in high school just happens to be taken

from what most universities think of first

year and computing should be that's influenced by

business we've got this trickle-down effect

of stuff that is actually not good for

anybody who's really trying to learn computing it is

good for jobs so thing

to think about is if you if we're saying K through

12 and not just 10 11 12

we need a completely different set

of ideas for starting

with K say up to the 8th there's

a chance of getting out of this

potential wealth that computing

has been trapped in commercially that is influencing

everything it is really tricky because

now the children want because

they want to be like adults they want to

learn what adults are doing whether adults are doing anything

reasonable or not so

this is a very tricky thing to think about

so

take a look at this this guy knows this

truck could fall over and crush

him but he also knows the person in there

being a hero

few

percent of any situations

like this will turn heroes

good look at all the reference people do they could be in

there helping but now we've got

their out an old

okay so

humans are able

to respond when there's a disaster in

this recent awful Manchester

bombing the homeless people jumped in to

help people

just do because the way

we're set up genetically is when things

are vivid enough when they're writing assignments when they're life-threatening

and to people that we don't even know will respond

it's a wonderful thing

but we just

can't get our imagination to be vivid enough

deal with things we aren't genetically set up for

especially slow changes especially things that hardly

ever happen this is New Orleans

after Katrina well yeah was the hurricane but

guess what New Orleans is years

and years ago New Orleans was fitted with pumps to

pump all the water out the only

pumps that actually worked at all

during the Katrina thing we're the first ones

put in in 1912 by Baldwin

wood one of my heroes he was

the guy who all said that he had the basic idea of the pumps that the

that they used in Holland

before they built the barrier they're

the all the newer pumps were never really

tested in there and they failed within a couple of hours and

so we got this

absolutely could have been prevented like

so many other things but people

sprang into helping

people here after the disaster but

we have a hard time dealing with disasters

before they happen it's not that we can't

believe in things or have vivid imaginations

we believed in things like angels for

hundreds of thousands of years and gods and

demons

no problem we dream

about them which is

get rid of Bible

says - and

why not cats as witches this is

a engraving from the great cat cat

massacre in Paris in the 17th century if

you're interested in weird human history

there's a book called the great cat massacre and it's

about a large and

called extraordinary popular delusions and

the madness of crowds which I commend to you of

things that people have gotten interested

in and foamed over and lynched

in this case they killed more

than a hundred thousand cats in Paris

and of course they got a bunch of rats for their

reward a little bit later but

doesn't matter there are certain kinds of things we

can really imagine and the

problem is we can't imagine things like this

and I was

on actually an imagination commission

this is an environmental research

and education Directorate at NSF

actually doesn't it's

not like the computer science Directorate it doesn't have

to have a staff this is a directory called a

matrix directory directory tor a phantom directory

it's set up

as an interdisciplinary group

of members of other advisory

boards in this case the

lingua franca of this group was

systems so they're a geologist

there were oceanographers I was

because I was a biologist and also a computer scientist

and the job of this group is to write books for the President

and maybe know more but

when I was there we we

did write books for the President and for Congress and

this is one we wrote while we were there trying

to explain to government

just how delicate

some systems that seemed to be stable actually

are and just

how careful you have to be and

we led with

something didn't have to do with the climate because

it was controversial them as it is now we lived

with something that it's absolutely known to be man-made which is

dead zones in the oceans okay and

anything about this you know there's a dead zone twice

the size of Florida outside of New Orleans

that is made from

fertilizer runoff on the Mississippi River in the Chattahoochee

Basin but that

gives rise to algae the algae eventually get rid

of the oxygen and you have this enormous dead

zone and in the ocean why hasn't

it been fixed still going on the answer is the

United States has no governing

body for dealing with rivers

every river in the United States is dealt with

half out to the middle from

one shore by whoever is on that short out to the middle from

shore and by state to state so if you look at the Mississippi

River it borders on a gazillion

states none of whom could ever get together just

just because things were getting poison

biting and it was inconvenient for the farmers

and you know the story so there's an interesting system

story that something that was completely understood

of what the problem was completely understood that how to fix

it was easy to fix it

couldn't get through the political morass

because there wasn't a pre-existing Authority

and

so one of the ways we used to

try and get Congress to pay attention

and

we say look you know this seems to be stable

and look if I poke it

comes back pretty resilient takes

a lot of effort to

fix a lot of effort to poke it so it's probably safe

but you know what

if the system is like this

notice in both cases

once that thing topples

the amount of energy needed

to get it to either of the previous equilibria is

maybe a hundred times or a thousand

times more than it took the toppling pick the

toppling is harmonic you don't need much energy

to put one of these things over

so if you're going to teach your children something early

and use computers here's one

you can start off with this and

instead of worrying about some sorting algorithm

which is absolutely unimportant to learn

doesn't even have anything really much to do with computing

really computing is about

systems it was only about sorting algorithms

for a couple of years in the 50s it's

hung on and on arm because they're simple you

can do everything but it's completely irrelevant compared

what systems our particular systems that have feedback

loops in this is one of the things that

children absolutely have to learn they have to learn early

because adults

are put into a position much

later on of being faced with something that goes against

some belief that they already have well

you can

hide my props here

yeah so what about the earth

same deal

comes back we

wind up with one of these

think about toppling the major systems

of the planet most

people have not the faintest idea of

how much energy a single hurricane even has

its vastly more than all the nuclear

arsenal we have ever made or hope to make

so once you

allow this

to happen you could

it be easily and I'm not just giving

a scare talk here you could actually be

producing a hundred thousand year event

for things to recover

that event might not involve us at

the end of it can't

completely destroy the planet just

by global warming and killing off stuff that's around but

you can make it awfully unpleasant for

us so

go back to this kit again what

is the problem well the problem is

the world that we live in this artificial world

we call a civilization is really complicated

already when everything is going well it's

still complicated it's so complicated

and going so well and all

the people worry about politically is work that

means things are really going well

because you don't worry about work when you're starving

worry about food

so these are just some of the things that

are more important than work but they're

all part and parcel of the same thing now

if you grow up to be an adult yeah you have to have

to worry about but an adult every adult

in the society should worry about the next generation whether or not

your kids are not that's part of the deal having

a rich life not just one

that copes and gets by being a citizen I

just throw in the United Nations

Declaration of Human Rights because it's

worthwhile reading if you haven't read it it's nice isn't ours and

it also has

a much better theory

about looking at what humans and human rights are

not a bad thing to retreat to what you're trying to figure

out what you should be doing and then to

take this stuff which is kind of when things are going

well and you load it on

really a hundred things I've

just got four here that are

in store in the 22nd

century the war

and slavery and trafficking you're going

on right now drinkable water doesn't

exist for 70% of the

population almost

all of the Earth's population does

not have good water to drink now

to me that's a moral crime that's outrageous

yep

Trump worrying about whether we should be paying money to help Europe

but we've got some big bigger

problems in the future and

another one is

this one I've

just started looking into this again this

is the kentucky lady who

was here yeah hi so here's

here's an interesting thing that I just

got out of the book I read in the last week and

that is the urbanization

in the world is at the rate of one

larger New York area or one

larger LA or is LA which is 16

million people every two months

one New

York City every

two months is the

urbanization and it was just a few years ago that we

world went past the halfway point where more

people are now living in cities even in sub-saharan

Africa so

this is an immense problem

because if you couple it with the other thing

that's going on

which is urban decay and every

other kind of detail like the entire American infrastructure

is way overdue for an overhaul

this is a bill that we kept on putting off amortized

into the future hoping some future generation

would pay for it I'm not going to be the one

to pay for it I figure

out exit stage left sometime in the next 10

or 15 years but you will be the ones to

pay for it or you get

this force against

this force all over the world

so the Chinese are the only ones who actually have a plan

so they plan in the next 20

years to build 300 cities

of more than a million people each

think about that for a second

that's in the next 20

building cities for the entire population of the

United stays because that's

what their problem is and

our old friend Carl Sagan had

this to say quite a few years ago but it's completely

appropriate what

hell are we doing well the problem is we can't imagine anything

except the flood and

they think they accept being

to jump in and save somebody out of a car but

we can't imagine is saving 7 billion people on

a much bigger vehicle ok

so back to the baby

so part of this is because

genetically we're set up for this

every human being on earth still has

the genes from a hundred thousand years ago

that recapitulate into what is called

traditional culture and anthropologists

have studied these cultures for many years and

over the last hundred

or more years and found about 300 things

that are never absent from any of these

cultures every culture has a language every culture

has stories every culture has kinship

every culture has revenge

these are called human universals

by the anthropologists so there are things that

are we have genetic propensities to

and the COPE each culture supplies a different

set of parameters for these universal categories

so simple way of

saying as humans are tuned to the visible the

small the nearby the quick the soon the few the social

and to endure we

are not tuned to make progress progress

was an invention of the 18th century was a radical

idea the

word was originally promised progress

in progression

word progression existed before progress

progress so

and pretty

much every invention of civilization

has been something that tries to prop this

off or to deal with it or to get around with for

instance our propensity for revenge and Vendetta

that's what the law was invented to

do the propensity for

inequity the

propensity for being

on a subsistence existence and so forth

and of course

if you take the baby

hundred thousand years ago or anywhere in the world and bring

it up say in Paris you're going to get a Frenchman

or French woman because that is

the way our genetics works we automatically

start glomming

on to all the local parameters for these hundreds

of things that our

genes drive us to learn so

by the way if you like Montessori she

was one of the two or three leading anthropologists in

Italy at the time as well as being the first

woman and the

Anthropology was her hobby but

she was a deep to his deep into

it and a Montessori School is

an attempt to embed not this in

the school but the great ideas

of the civilization that the kids

are going up into because you realize you

can't teach epistemology in a classroom

it's even

trying to teach French in and classroom over here

just take the kid to France this is an old seymour

idea goes back to Montessori

and when Seymour talked about microworlds

what he meant was making

something it not only was a little

content world lifts of

ideas but also something that the kid could respond

environmentally to not as a lesson but

as a place to live for a while so

these are great ideas these ideas were used in inventing

the graphical user interface at Parc long time

ago

so here we are in the 21st

century and

some

of us are just finding out we live on a planet

remember we're local

so it takes some work here

and it's if you like the internet

for crazy cats and flat

earthers you can find both

and

in the 20th century

started becoming it wasn't until about

1920 or so that people realized

that the universe was as big as it was up

to then it was thought that

it wasn't any bigger than our galaxy

part of it was they had a hard time

seeing faraway blobs of light as

actually other galaxies they thought they were

stars for a while

and most of us are just waking

up to the idea that it's not just a hundred

people around us like we have right here this is a typical

human group we should have a campfire here

to really do it because

now I'm talking about something that's essentially literary

here in the exact

same means that some cave person addressed the

tribe 100,000 years ago think of the incongruity

of having conferences when

what you should be doing is reading five times faster than

somebody can think and learning ten times more than you

can get in an oral they just and

then translate that to school of

just how inefficient school is about

getting and not just inefficient within the wrong form yeah

so there's not only billions of people but

there are thousands of cultures and subcultures and and

thanks

to social media every person is their own

culture now and they will fight

vociferously for their own identity in the

midst of something where they can't win

right you have to be a mass murderer to

have any notoriety and seven

billion people all exposed so this is a McLuhan

pointed this out a long time ago by the way that we

ever had a global village he said it would be a disaster

because people would feel a complete loss

identity and they'd spend the rest of their lives trying to get it back

sometimes in violent form

and then we have this technological infrastructure

that's a self-portrait of the internet but it

stands in for every other kind of thing we have

including agriculture which is a

product of Technology every kind of thing that

we have and

well

we just discovered us modern medicine really

dates to world war two that's my

life I was born in 1940 so

when I was born we didn't really have it we didn't have anti

biotics very little

was known about how things actually worked and

again in the last century

or so we started to learn about the human mind

both cognitively

and emotionally so

these a lot of systems

so I like to think this is my other context

besides the 22nd century the

22nd century out there and the

context were actually in is

this systems

concept the ones we live in ones that we are

and I could show it

on the slide any other way but but by putting up this kind of web

work there these systems are not unrelated it's

use talk about things

our single little nuggets they don't

have a glow so every time we say something

we're saying something that isn't true because we're

saying a so pipe

this is why it's frustrating to

talk because

the way we deal with these things

is not by using ordinary language

and it's simply what we'll just use Einsteins

phrase they're all deeply hidden

the system's aspects of things

are deeply hidden almost everywhere then especially in

cases though you can hardly find any hint of it

at all

okay

so the

big shifts I just

reduce this down to three enormous

important changes first

one with this hundred thousand year one of

basically thinking everything is everything

works because of angels and this

literally was in one

of the main papers written in the 17th century

that timing because Newton was

also writing the Principia Mathematica at the same time

basic idea is that you know if the plants are

going around in a circle then

centripetal force

should force

of orbit so what's keeping them in orbit and one of the

well they're angels on the other side of the planets beating

their wings to keep the planet

into the center so

this is a tough one to shake because

it's the simplest explanation

that our genetic minds can come up

with it's called a form of animism

so the 17th

century we got this we can call it

from miracles the mechanisms if you want from

Angels the gears and

this was the

scientific paradigms that things

had causes and you could track down the

causes if you were really careful and you can make models

of the causes and those models would tell you about other causes

and this change

is probably the biggest in my opinion is the biggest

epistemological shift in human history

nothing compares with it and

if you want the book that has the greatest

leap that has ever been made that's Newton's

Principia but

in the 20th century we had

something a

lot looser and a lot bigger

than gears

especially once biology started getting elucidated

anybody know how many cells we have in our body

like within a

trillion no okay well it's

a good no numbers are sometimes useful so

it turns out me walking around the

re there are a hundred thousand cells I mean

100 trillion cells hundred trillion cells

unfortunately

only 10 trillion of those have my DNA in them

same

with you 90

trillion cells that don't have our DNA what

are they well if you gathered them all together they're

all the microorganisms in our body and make a slime

ball about like this just

loaded with some of them are trying to eat you up and

some of them are trying to put you back together and most

hem don't give a damn they're just along for the ride so

these systems

work in a completely different way than gears

and we

have to heed that for a variety of reasons

not just for general knowledge

but because

for those of us

who are interested in children at an early age this is when you

learn it or you don't it's

not that you can't learn a foreign language or

to play classical piano with age 40

most people don't

so for practical purposes if you don't learn this

that is really difficult really different early

if you've got a problem and by

the way if you look at

what they call science in especially in

the early grades but even in grades 8 6 through 8

it is underwhelming to say the least to anybody

who's a scientist it's hardly recognizable

everybody

is having a good time but

the chances that the children are actually

anything important about science are pretty darn low

and of course this stuff which

has been around now for almost a hundred years maybe 80

years isn't being touched

here's the thing that's really important

for you to understand today's computing is mired

in years why do I say that

because the kind of

coordination you have to

do to call a procedure to use it

as a sub part is gear like it

is tightly meshed it's carefully planned

and almost

all computer programs have that tightly meshed aspect

to them however the Internet

does not the Internet is the size

it is ten eleven orders of

magnitude in the number of notes that it

has precisely because it is not like what computing

was like in the fifties not at all and probably

the most important thing I can perch on you

today is to try and understand that computing is not exactly

what you think it is most computer

people do not think the Internet is a computational

device because it works so much

than any computer program they've ever tried think

about it the internet doesn't break an

internet attack is not an attack on the Internet

has never been attacked because it can't attack it

all it ever gets attacked is

inside the computers written

by people who don't understand this you have to understand this

so what happened when the internet get done and

a few other things back in the 70s or

so now 40 some-odd years ago was

a big paradigm shift in computing and it

hasn't spills out yet but

looking ahead to the 22nd century this is what you have

to understand otherwise you're always going

to be steering by looking in the rearview mirror you'll

never get to where it's going to go every curriculum

will be doomed to being completely obsolete before it's ever

put out there

ok so I'm not going to go through

I'm not going to go through

these things I'm just pointing

out that on big diagrams like this which

I urge you to make your own versions of you can once

you put these things up there they immediately lead to good questions

about education because

there's a lot of stuff

like a pretty cool one is that

Wow if you try to go after this as

old disciplines like

science and math and bla bla bla bla bla you're

screwed but

if you notice that every single one of them uses the language

of systems to describe it you can come

up with a new integrated way of thinking about these STEM subjects

there wouldn't be ste M would be just a s

and there's some great books I'm

going to go through these this book came out just last week

I got it I read it over

the weekend I just loved it so much as

a guy at Santa Fe Institute I just

loved it so much that I thought about changing

this entire talk and just doing it from this book this is a magisterial

book it's written for the general public and

can't

fabulous while

we're on Santa Fe Institute here's dude Kaufman an old friend

of mine this is really a crazy book but you

want to sometimes when you learn about things it's

helpful to learn crazy ideas

about systems this is a systems book also

written for the general public here's

one of my favorite people who does get it

so Irene Lee

undergraduate degree in mathematics

she was associated with the Santa Fe Institute but

basically she understood that

it's not about computing per se

because science is the big

idea that's why people even tax science

the end of computing even though they don't mean it

it's cachet right

it's like library science

but science is

the big idea and computing is the

underpinning of the new modeling

for ideas that's what

I read and understood this it's not the only one

to understand it but she has been tireless over the last 10

years or so of trying to make this happen and

right away once

you start thinking this way you cannot use standard

programming languages because you can't get make

systems from them you have to use languages in which

you can make systems that allow you to deal with

things that that happen I'll just

mention because breath

is pretty much my favorite young thinker on

all this stuff I think he's one of the most profound

people we have around

this book some of you may

have read

very important if you haven't

read it read it because it's

what he does here is he does

what he calls expository fiction its meaning

lies lies made for

explaining something that's too complicated to explain and

the expository fiction

he comes up with is just completely brilliant

and you can take it a long way before

you get into dangerous areas on

it and what he decided was what

if we just took every mechanism in

the brain that is there to respond

quickly like a half second

or less somewhere in that ballpark

and we're all over the brain there

therefore came about different times evolution you know

they just aren't a system as he points out but he called them system

what that system one is not a system

it's just the

name I'm using for this thing and now I'm going to take everything

else that thinks does the thinking slowly I'm

gonna call it system two so

this is just complete bullshit right but

what's great about it is just from

staying with that and taking a look

at what's actually going on anybody

who's interested in learning anybody's interested in teaching can

learn an awful lot about really

good approaches in particular

to people who did not like rote learning when

they're in school well you're right

because inverse rote learning you

don't learn the you learn the

notes but not the music but the

problem is if you do the cognitive side

only which is a reaction to it you

completely lose because the cognitive the

different thinking things

in order to get really good slow thinking

going you have to have something it is tough

it is rather like learning to play a classical musical

instrument where it's basically cognitive

it's basically emotional but you have to have the chops or

it's basically like reading you

have to get really skilled at reading before

you forget you're reading and getting

to that place in all of these areas that's

really tough and with that take

a look at Frank Smith has written a lot about

what literacy is and he treats it in a nice

whoops treats it in a in

a way that's nice for us

because

you

expect them to talk about the English language he

says no forget about the English language it's

really about ideas because littered

the literature are there because there's something worthwhile

reading and writing about so

we have to think about what the ideas are that

we want to put all forth all this effort and

we start finding representations and

those of you who know about the history writing

in a natural language you'll know that most

of the early efforts were in fact

rather in story form even

for things that weren't stories that's because

didn't know any other way of structuring this

course other than what had been used around the

campfire and it took quite a while it's

really the 17th century when people started to look at

other ways of writing prose

Thomas Hobbes for example was

one of the inventors of modern prose forms

and in between you've got always pondering

and finding and these things Co evolved over time the

representations help the ideas the

ideas that you get from there

back on representations if you're lucky unless

you have in academia because academia

is tend to freeze some convenient

representation to teach and they tend to stove-piped

himself off so this was CP snows

two cultures lecture you may have read

about where he took the

literary culture in england to task

for never learning math and science despite

the fact that most of the interesting

ideas in the 20th century had mathematical

and scientific content and despite

the fact that newton's principia had math

and geometry and other things in it and it's a

work of great literature so

academia is one of the tougher

barriers and

so

I just said that I'm getting

older so I have to put in these little I hate bullets

but they're now more used

to me than they are to you

okay so here's the gazillion

things of a huge gazillions of

thing these are just things I jotted down

for ideas

of interest now and going

forward into the 22nd century there

are a lot of them notice

there aren't too many that really seem

to have too much to do directly with computers but if you look at carefully

competing underlies every single one of them

understanding them

so it's just

like

when i kritis

to criticize programming languages

so one of the things I criticized asked

about a programming language both what kind of systems can

I make in it if I'm a kid they're really set up

for making things out of simultaneous modules and

hooking them together well most of them are most

things are aggregates I really

uses starlogo

for doing that both languages can't handle any

kind of aggregates except for simple to raise

think about how ridiculous that is

in the age of science it's

a complete disconnect with everything

except what computer likes to use arrays for

simulations here's one how

many programming languages that you're using with children have

can

tell you zero

you can't have three centimeters to five inches

in any programming language and have

to get a reasonable answer because you can't say that

a number has a dimension of

inches or centimeters one

of the Mars missions was lost because of that they

programmed it in language that didn't have this like most programming

languages and the person who

program was thinking in terms of centimeters

the person who wrote the program was thinking in terms of inches and

so a 300 million dollar rocket

failed just because of that

error it's the programming language perfectly

if it was in there about reasoning

and so forth okay so there's

and

they're not isolated things I

can see Hamlet up there about humans

but the real humans are not really isolated from

aggregates from simulation

from systems from any of these things and

if you're introduced to

tiny little ideas in stovepipes

and it's up to you the students particularly

student to make sense of them between the soap

pipes you're in real trouble if you don't have a friendly

adult we actually can steer you through this

morass you're going to be trapped

in a world of non meaning

so the meaning here so I just

somebody said something that sounded good as

it should be fun and should relate to the kids like No

yes of course it should be fun but where

do you get the fun from the important thing about modern

education is it's precisely about teaching

children not to be likely where hundred

thousand years ago it is not about

catering to what kids just want

to do when they're messing around no

we don't want to torture them but

whole point of civilization is to learn things

that are stronger than what

we naturally go up with so of course the stuff is

tough real question is what makes tough

fun hard fun Seymour used to call

it what makes hard fun well it is fun especially if

a bunch of people are doing things together

so the idea

here basic it's about science this is irene lee's rap and

what's the problem

the purpose

of a book understand the force and energy

mechanics and relativity

it was here and they rely

on me the universe I go

they have made fun of me

in high school the concordance all go

in the hole I got lasers wow that's

really cool okay the mass times acceleration

[Music]

strength Yee

did I give you a

reaction here comment something up mattaniah

say okay if

I had time I'd let this is so great it's on

YouTube called physics wars and

yeah so

what's great about science is science is

mature enough so it can see what's funny about itself

I'm not sure the computing has actually got to that point

yet still taking itself very very seriously

but in fact this

exists inside of computing but much worse it exists

in the fortress

of computing against other ideas

so it's after their

resistance for instance to teaching

science with computing because a lot of people who are

pure computer people they want it they want to have

computing be an essential subject

high school what they should be asking for

don't ask for it is a separate subject what you want

is to have the children learn knowledge don't

worry about what you want it's really about

the children so

so let's take a look at

his

idea here

is the problem

when people

look at to see what percentage of the population is

naturally autodidactic and this means

not dabbling in something for

one's own amusement everybody is kind of audited tactic

and of course we all have to do our own learning

in the end learning is actually done by us

but being an autodidact

is a person who can

ferociously take charge and

maps themselves up to the

kinds of learning or better that you would get say

in a good high school or good college and

maybe five to ten percent of humans are

that so

not a lot and so

if we're going to do something that

is going to change education

in some way this is something we all agree

it with here's why you're here is we have to

deal with this genetic thing

that humans have is that we are set up to learn from other people in

fact we're not only stuff to

from who are set up to learn a lot by not even talking about

because in traditional

societies we just go off in a culture and that's what that

is our reality that is what we've learned we don't have to

go to school for most things

o

when this powerful ideas stuff

started to happen yeah maybe back in Greece

don't pin everything on dead white

guys because a lot of stuff is happening in China

right it's exactly the same time and

many many of them in the same direction but

it

started with the symbol of Socrates and

the thing right

away is when you have a great teacher and we've

all had at least one right everybody has

it we as anybody had not ever had a good teacher a

great teacher yeah usually

one or two you never forget

them they change your life the

greatest calling in the world to be a teacher we

just have to get the teachers to find

a way learning more but also

finding a way of leveraging knowledge in a different

way so

yeah when

we have a problem particularly if you happen

to be on that side of the world let's invent a technology

to help how about writing

and the cool thing about writing is

you can get

some of Socrates in there in

fact Plato was able to get enough of Socrates in

there that we still remember both of them and remember

a lot of the ideas think about that so

writing transcends time

and space and if

you know your Greek letters anybody

see what the title of that piece

of writing is there so

this is the feed rest which is one of the

most famous of the Platonic dialogues because it's

about just what I'm talking about this is

not a not as it wasn't Greek in in Greece

this was a copy done about 2,000

years ago or so yeah

and once

you have writing you

can just get a couple of intelligent

he writings together and all of a sudden you've

got something it's above threshold that's a

fantastic invention

except

not enough books but

can we invent a technology

to help sure how about the printing press and

if you like history

most people think the Industrial Revolution happened

in the 18th century but if you think about

Industrial Revolution was the printing press was the very first

invention of the Industrial Revolution yes

Industrial Revolution is

making copies of things very inexpensively and

what you got there is

two things you got the

teacher and the students and the book but

once you can make a gazillion books you got something even

better you got the autodidact in

the room so

so here's the dream of the

last 60 years in computing you may not even heard it

because it hasn't been talked about so much but it's coming back

when computer first

came about people started realizing that

besides all these wonderful things have had for representing

knowledge and representing ideas and simulating

it should be able to simulate

something more than a book can simulate

of what a Socrates can do not everything

but something more and so

I'll just show you the last slide here and then let's

get to ask that

so what I'm earning here

is instead of trying to get to the future just by making

improvements on what you're doing the problem there is you're

assuming that the present is okay and

so trying to take something whereas

the future you don't have to assume the present is okay

and just worry about what it should be and if you think

what it should be using some of these ideas you could then see

what should be going on you can bring that back and that

can be your longer-term project while you're working on

what to do next week thank you thank you very much

thank you so

I think it was I

got asked to of course

I always talk to the time given but

anybody any questions about

sure

will you actually fill

yet if you could wait for something like over we

have about 15 minutes for Q&A and I agreed to stick

around 83 introduces hi I'm Sylvia

Martinez I was wondering if you thought that

Wolfram Alpha was a big step in the

kind of programming languages that you were saying don't exist yeah

so so -

and this again this is a great question because

the future of most commercial

programming let's say

20 30 years from now almost all of

the stuff that kids are trying to learn to get jobs for is

going to be done with by languages like Wolfram

Alpha and the reason

is is be is because the you

know sort of TurboTax for

our large-scale programming

on relatively generic problems

that are relatively understood and so

for pedagogy it's exactly the

opposite because what you're giving the child

is a servant who already knows the answer

right and so if

you think of the the problems

after the aristocracy has growing up with

certain particularly if they hired smart Greeks who

knew all the answers as part of what did the Romans in is

for child you

don't want to give them a language in which you can ask

a question and get an answer so if you made

WolframAlpha be like Socrates where

you ask it a question the system

question they would start getting the kid thinking about

it then it would be good pedagogically but

if it comes back with the answer it couldn't be worse

kind of like you know the Misun misunderstanding

people had about Sim City which got every

it's one of the worst things ever done for education

because because

you couldn't examine the model it used

you couldn't change the model it use I got

after math maxis a lot about that didn't

the educators didn't care because the kids liked it they

did things but look you can't

learn about a city it's the only recourse your

simulation has to crime rate

is the only way you can stave off crime rate is build more police

stations come on that was built into Sim City

could not find it and so

we have to make the distinction between

now if you're learning a musical instrument

even you have to

do things that are hard and the pedagogy there

is to help you do those hard things if

you're trying to accomplish a goal in business what you're trying

accomplish this goal and these are just completely

two different things the one good thing about will

from Alpha which yeah

welcome

yeah well you're thinking Mathematica No

yeah I think I've seen but it isn't

the thing that you can ask it

okay

I'll look at look at

and if I know if I know wolfram at

all it does have units bits

you can add three centimeters to five inches in

it yeah so I'll look at it thank you very much for that

um so my name is Patricia

Pena from the University of Puerto Rico I my

question to you is a kind of was shocked because like

I think of you as the first person who created

an object oriented programming language right uh

you know a success

has a thousand fathers and failures

an orphan okay that's a yeah

yeah so I but I guess I'm I

was early you early but one of the things I love about object-oriented

programming is that you create units

right and then you can transfer you know

translate from or do the translation between the

units and so to hear you say that you

want unit could be implemented into

a programming language kind of to me taste the

that the beauty of voice well object-oriented

yeah so so that is an extremely good

question because yeah when we first did

small talk one of the first things we

did was to see how far you could go

just using objects and

making it do the coercion between one

scale of dimensions and another and

unless I'm completely mistaken the

this you know there's a level

where this is actually worth like it's worthwhile

using an object-oriented language to make complex numbers

and to do other kinds of

things in the number sphere most of the most of languages do

a terrible job going from one form of number

to another and many of the so called object-oriented

numbers aren't odds for

instance they aren't in Java or C

I think JavaScript either so there

isn't a class for those numbers you can't

look to see what's there you can't really add things

to them so

yeah the if you

go deeper into these dimensions thing

like what you need for science it actually is

a parallel to dimensions are

to the physical

world what a type theory is to type

languages in other words they give meaning

there

it's a way of giving meaning and objects are a way of

putting types on things

but

I would

not try and get a third grader

to extend an object-oriented language to

put in dimensions and I absolutely want

a third grader just like I wouldn't try to get them to

write the graphics system later

on I like them to open the hood and see that the graphics system

the same language that they wrote I like them to open the hood and

see that the dimension system is written

in the same thing but it's a question of what what you

want to learn when do when do you need to learn it learning the

dimensions is much more important than learning how to implement

them so you spread

them out that way yeah conversely most of the

standards

in fractions are

given to the children before they can

actually derive those

relationships and there is

where you really would it's really

makes things confusing and to teachers so

what once

went around and talked to teachers at 14 schools and 5th

grade teachers and I asked what one of the questions I asked

was when did you check out of mathematics now

when when did you decide mathematics wasn't for you

and 80% of the answers were

invert and multiply

for dividing one fraction by another and

get it in fifth grade and

if you got an eighth grade it's

trivial because you you just

had a little bit it's just a little bit of algebra you can

just derive it you don't even have to know it you just

set it up and simplify it and it

simplifies to convert and multiply but instead

fifth grade the kids are given a rule that they can't see the reason for

and if you think about fractions

the worst one which nobody complains

about is multiplying one fraction by another multiply

the top and by the bottom nobody

takes about that because it looks reasonable turns

out it doesn't reasonable law it was one of the triumphs

of Greek mathematics to figure out how to do that

right and so there you've got something

where the thing one thing is confusing and the other one is invisible

and both of those I think are bad

discussions and I think every

one of these points that's why I advocate

making a kind of panoply of

projects before we get to curriculum and

standards and those things of just trying to find out what kinds of

cognitive things done the best ways we know how

can children of different ages actually absorb

into their fluency because every

time they get fluent at something it means that opens it up to

be actually use rather than forgotten later

on right now I see that as

omething that is almost a project-by-project

idea by it idea basis and computing

and I've been surprised many many

times by some

by some of the things that children can do

once we figured out a better book

you know when they keep failing it's either

they're cognitively it's just not

there yet to do this thing but on

many occasions you know the fourth or fifth try

we thought of a complete different way of presenting the

ideas and those ideas happen to be an acog of

abilities of the children they just got

them in a most exciting fashion

I think we've all had that experience what I

what I think is missing is

and Cynthia's advocated this also as look

there are a whole bunch of really important

things that were done by the and

Seymour and EDA Sesa in

boxer Mitchell

Mitchell Resnick before he started doing the scratch stuff

we

my particularly group has done stuff for

over 40 years so we have many compelling examples

of really important ideas that children can learn really

well early those are the things that are scattered

and before I would write down

a single line and a standard or a single

word in a framework what I'd like

to do is exhibit like from K through eighth grade

here's a hundred example projects

of computing helping children

learn powerful ideas that would be greater

I just put it up on the wall and then you

can sit down and start thinking oh none of our programming

languages are very good for this

but the but because I'm using different

programming languages to get to so right

away we've got an impetus for doing a new programming language

and by the way if you look

the history and many of you here are just getting started but

the history of this is that

going back into the late 70s

early 80s when a CMS are getting interested

in this stuff they kept on picking one language after another

just because the language was around so

first it was Pascal and it was C and C++

Java

JavaScript Python

never did

any of these reformers sit down and say we

need a pedagogical language

takes too yeah

tough beans spend the two years

because there's a lot of things you can do while you're spending the

two years that's that is what really frost

me is just this expediency of taking

some random thing done four completely different even

scratch scratch came out

of the be toy stuff that we did at Disney but scratch was designed

for explicit purpose of allowing

children in one hour to do a multimedia

project about themselves in the Intel's supported

clubhouses there are a hundred Intel

supported clubhouses malice cut butt scratches

design for is not it doesn't even do all the things

that II toys did and so etoys

is lawns twenty years old is long obsolete compared to

what we should be working on so this is just

a plea for that that the ideas that were

still good most

of the mechanism that was using the past as long did

should be

you know if programming languages were only biodegradable

we do the world

and they just never go away so

for the question with us

yes sir

hello my name is Neil Saul's Griffin I run

a nonprofit called code now I'm also adjunct

faculty at Northwestern University my question is related

to your comments around

cities and systems and I was curious to know how

might someone in a position of influence or

even leadership at the C level particularly in the

United States helped invent the future

well I so

this

this scale book I by

Jeffrey West his one of the things that's

great about this this guy's a physicist so he got sucked

into this stuff the way people

and honest scientists often do

you know he got hooked by complexity in

that most interesting complexities

mathematics that classical mathematics can't

supply so computers come in and you start

looking at this stuff and his

a special interest in this book a

the middle part of the book is about cities and

this

is not a new idea but one

of the great curriculums in

K through eight is the city

building curriculum of Doreen Nelson and

if you haven't seen it you should look at it Doreen

is Frank Gehry's sister she knows

a lot about architecture and stuff

and this is a real systems curriculum

serious systems curriculum and I've

seen it implemented in the best possible

way as young as early as third grade it is absolutely

exemplary you know it takes months

to do it's done without computers

it's done with models you need a lot

of space to do it but it's

it's an example of what

is it that the children need to pay attention to what

is that they need to find out how do they need to organize

it has political parts of it because

a real city is also

rganization and if you're going to improve things

so this I can't

recommend this curriculum more

in a

higher way and so if

I were dealing if I were in the urban environment I

went to high school in New York v on the urban

environment I would use the urban environment as the

starting place David

McCauley wrote a great book called underground I don't you've seen

that book it's one of my favorite books it's

what if the what if the street was transparent

with what's actually down

there how has the city actually run it's all underground

so this visit there's a whole

thing that could be built out of that and today the

ability of the can computer to simulate

complicated things of

all kinds is

you can do a lot of really interesting things about

cities I think the vehicle

for allowing the children to do that kind of programming I

don't know if why but

since I didn't know about the Wolfram programming language

there could very well be

something I know Don Hopkins who is one

of the guys who did Sin City has done an open-source

Sin City that does allow you to

get to the various stuff but

yeah so that I mean the simple

pep talk is that it's really complicated

but the simple pep talk is science is all

around us like Einstein's compass and

the trick to getting into it is you have to ignore

all the distractions that come

into your sense and Sciences is basically about

getting around your senses and the quick perceptions

that we're set up genetically to

do because almost all of those perceptions are quite wrong

right and so it's a bit like

uncovered learning magic learning

how to get behind the scenes of the

actually going on and finding out that it's like

Fineman said really

things the more you learn about them the better they are

they'll lose the mystery they get more mysterious

and a lot of the best things in

science their mystery

is part of their art and

we get into that in history in that art by learning

understanding them more and more deeply and more and more

things so yeah some like I I

think that would be and that's what I certainly would advocate

that to any mayor like

you talk to a mayor or I talked

to the superintendent of a unified

last year and I asked

what is what is your number-one problem and the

person said 9th grade algebra

and I said

ninth grade algebra that the

kids were learning arithmetic algebra

would not be a problem

because what and

part of the problem is if then it's checked

kids don't really understand what the implication of the equal sign is

because they never merely get it and they

never get a good picture of what a number is because

they're taught numerals whereas thinking of a number

of the process of all the ways to make it so if

once you get that down in fourth and fifth

grade algebra is a snap and

so I said to the principal well

look if you just did early

raise mathematics in a reasonable way and a lot

of different ways to do it I pointed them to some of the

backward stuff and didn't want to do it because no

because the parents are not worried about

their kids when they're in the early grades they're worried

about the kids who are not going to leave home after

they leave high school what the parents want is for

kids to get jobs and to get the heck out of the house and so

the whole political pressure in LA anyway is

dealing with the high school problems and for

many of these things is way late because

it is really hard learning mathematics unless

you've gotten some of the skills way of

thinking about relations mathematics is relationships

of relationships that's a job I know I'm

included yeah so I mean

it's frustrating because it's like the

infrastructure where do you start

there's every part of it needs to be reformed I

think you've just treated as an epidemic and

an epidemic you spend a fair amount of your and

energy on triage and dealing

with what's going on right now and you have to put aside 20-25

percent of your existing funds

to try and find a cure for the disease right

because what you don't want to do is to just

take care of sick people for the rest of your life

you want this that we're in the century where

you knock out the germs

well yep the epidemic

is now

these it's it's complicated

because see I advocate that people should go to school

despite the fact that I hated many

things about school and I was there

by and large school it's

better the problem is is

that the preaching

to the choir here if anything but

the biggest problem what's the biggest problem in English

well the biggest problem in English classes they spend too much time

worrying about little tiny things

you can test with multiple-choice tests rather than

one of the big ideas expressed in English you

can't test rhetoric and writing

very well in a multiple-choice test California

did a huge experiment in the eighties where

they tried to go to a really good English

and language arts curriculum any educator here

should look it up they put gazillions

it and it

was all about children writing essays

and hiring people to to be able

to help read the essays and everything it collapsed because

in part because the teachers didn't want to eat the

kids essays in the end

the testing ran one out just because it

was more convenient and I

think so when you when you get into thing you have to ask always

you're in the middle of a bureaucracy was what are their actual

goals what are the

goals and I'll just give

you one National Association of Educational

Progress everybody know that NAEP they

do the reading tests and stuff well

just go on there don't even bother looking at the the

high school or grade school tests forget about k12 the most interesting

thing they have here is they periodically test

the graduates of four-year colleges and universities

in the US on reading proficiency

that is what you wanted want to

look at and just in case you don't want to chase

that down I can tell you that

the in the

1993

the graduates

of four-year colleges and universities in the u.s.

were only 42

percent proficient and if

you look at what proficiency means it doesn't mean really

a fluent reader so that's an absolute scale

used over 42% 2003

it was down to 31 percent

31 percent of the nation's college

graduates are proficient

and reading and everybody else is worse so

what that means to me is this

good because I contain colleges now I don't

have to go after Kaiser drop what

it means to me is the University u.s.

colleges and universities are selling

degrees and they absolutely don't have any academic

integrity anymore they

would absolutely not any institution

with academic integrity would not allow people to

get a degree and not be able to read period

it's that simple so

that is a simple one you don't have to know it's

so glaring it's so shocking that

it but it indicates something

that's bad through the whole chain I don't like the influence

of business on universities on like

I'm on the edge of faculty at UCLA mainly

for students but I'm shocked

UCLA is one of the top 10 places in the country and their

introduction to programming course is still C++

what

here's never a good reason to have

C++ be the first course in a university

vocational training maybe

but so

but Stanford turned itself into a Java

school when Java came out much

distress of the faculty there but the provost wanted

it because they could sell more C's

so we have to realize that at the university

level the universities turn themselves into businesses partly

as a result of the baby boom and there's

a good book if you want to if your endures and follow it up is called imposters

in the temple written by a Stanford

professor Impostors in the temple

yeah so so

these are systems problems right because everything

is intertwined and you start pulling on

something is what seems to be a simple problem

is attached to a fifty thousand ton weight

that some other bureaucracy that's

interested in some other things so I'm not saying any

of this is easy and the

simplest thing to do is to stand up here and complain about it

but I believe

the the simplest way out of these

things is just take

care of the kids that are in high school

as best as possible but take this

not this 83 years to the end of the century seriously

the kids born this year we got five

figure out what they should be really doing in first grade and

that is what educators should absolutely be spending

their time in you just do a year a

grade a year and

of course it's going to be difficult and

because they're ever it's against

almost everybody's killing of already

being in a pretty good place I

spent years trying to talk

the NCTM National Council teacher of mathematics

into the simplest idea

which is combining math and science hours and

Cal born in so you've got a two-hour thing everyday

and you could teach math and science together

as aspects of each other no way

they had their territory

nailed out there I spent years in Sacramento

trying to trying to make something happen there

so now

it's difficult the cool thing

about being a teacher even though

it's it's

you're not supported the way you should be

but the cool thing about being a teacher is you're

in there and you've got the class there and

until like bring the thought police in

on you which could could

happen right but it totally brings la police on in

you've done your homework on the subjects you

want to teach them you can make an enormous difference then

nobody can wipe out that to me is the

that's the big message the people really

believe in this stuff are doing it in spite

of the bullshit and the

only thing that counts is just changing

a child's mind whenever you can whenever you can get them to

see that shadow of the compass instead of the compass

you've done your job so that's a

good time to quit right okay thank you so

Difference between revisions of "CrossRoads 2017"

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@@ Line 3: / Line 3: @@
 |id=R1R2jH4PQEo
 |alignment=left
-|autoresize=false
+|autoresize=true
 }}
+<subtitle id="0:0:7">we could think of no better way to close  out this amazing pot provoking  conference</subtitle>
+<subtitle id="0:0:10"> in this conversations we've  had with all of you and to</subtitle>
+<subtitle id="0:0:13"> that to have  our next speaker who really does not  need</subtitle>
+<subtitle id="0:0:16"> any introduction if you're not  familiar with him</subtitle>
+<subtitle id="0:0:19"> I would recommend you  look up his Wikipedia page and</subtitle>
+<subtitle id="0:0:22"> and it  goes on for quite a while so I will not  go</subtitle>
+<subtitle id="0:0:25"> into a lengthy introduction  ladies and gentlemen Alan Kay</subtitle>
+<subtitle id="0:0:28"></subtitle>
+<subtitle id="0:0:31"> great  that's the best introduction</subtitle>
+<subtitle id="0:0:34"> I've had a  long time because</subtitle>
+<subtitle id="0:0:37"> you know a long one  doesn't help to talk so</subtitle>
+<subtitle id="0:0:40"> lots</subtitle>
+<subtitle id="0:0:43"> of people  are really engaged</subtitle>
+<subtitle id="0:0:46"> now in trying to get  computing to</subtitle>
+<subtitle id="0:0:49"> children that's great  because I</subtitle>
+<subtitle id="0:0:52"> got that itch and</subtitle>
+<subtitle id="0:0:55"> urge for  lifetime from the first time I met</subtitle>
+<subtitle id="0:0:58">  Seymour Papert and Cynthia Solomon in</subtitle>
+<subtitle id="0:1:1">  1968 and when I</subtitle>
+<subtitle id="0:1:4"> was in grad school</subtitle>
+<subtitle id="0:1:7"> I  have been a professional</subtitle>
+<subtitle id="0:1:10"> programmer  before that</subtitle>
+<subtitle id="0:1:13"> I knew</subtitle>
+<subtitle id="0:1:16"> when I saw what  seeing I was doing what he</subtitle>
+<subtitle id="0:1:19">xcept I'd never thought of it before  that</subtitle>
+<subtitle id="0:1:22"> this way of using a computer this  these</subtitle>
+<subtitle id="0:1:25"> properties of how certain</subtitle>
+<subtitle id="0:1:28"> kinds of  mathematics and certain kinds of ideas</subtitle>
+<subtitle id="0:1:31">  can be lifted</subtitle>
+<subtitle id="0:1:34"> by computing and also</subtitle>
+<subtitle id="0:1:37">  brought to much much earlier minds much</subtitle>
+<subtitle id="0:1:40">  much younger Minds those things blew</subtitle>
+<subtitle id="0:1:43">mind  and since</subtitle>
+<subtitle id="0:1:46"> Cynthia is sitting here she'll  remember that car</subtitle>
+<subtitle id="0:1:49"> ride that we had</subtitle>
+<subtitle id="0:1:52">first day because Seymour and I were  talking around like mad he</subtitle>
+<subtitle id="0:1:55"> was driving  he was a terrible driver imagine</subtitle>
+<subtitle id="0:1:58"> what he  was like piloting a plane and</subtitle>
+<subtitle id="0:2:1"> and I was  sitting in the backseat and Seymour</subtitle>
+<subtitle id="0:2:4"> was  talking excitedly to  driving</subtitle>
+<subtitle id="0:2:7"> the car and Cynthia was trying  to get</subtitle>
+<subtitle id="0:2:10"> him to look at look at the road  so that was the that was the</subtitle>
+<subtitle id="0:2:13"> first  encounter what's going on right</subtitle>
+<subtitle id="0:2:16"> now is  great on</subtitle>
+<subtitle id="0:2:19"> the engagement side of things</subtitle>
+<subtitle id="0:2:22">  and it is also</subtitle>
+<subtitle id="0:2:25"> having this kind of  spread out effect</subtitle>
+<subtitle id="0:2:28"> that happens</subtitle>
+<subtitle id="0:2:31"> when  things get popular and people get  enthusiastic</subtitle>
+<subtitle id="0:2:34"> and so their attempts to  find fits</subtitle>
+<subtitle id="0:2:37"> in various ways and</subtitle>
+<subtitle id="0:2:40"> one of the  ways of measuring things particularly</subtitle>
+<subtitle id="0:2:43"> in  our society is getting things done by</subtitle>
+<subtitle id="0:2:46">  next week or next month or next year or</subtitle>
+<subtitle id="0:2:49">so and so a lot of things have been  going on that</subtitle>
+<subtitle id="0:2:52"> are essentially looking at  local conditions and</subtitle>
+<subtitle id="0:2:55"> trying to do  something that if</subtitle>
+<subtitle id="0:2:58"> you look at some of  the standards in science that are just  now</subtitle>
+<subtitle id="0:3:1"> getting looked at in States</subtitle>
+<subtitle id="0:3:4"> some of  those standards have been there for 20  years and</subtitle>
+<subtitle id="0:3:7"> some of those standards have  been wrong for 20 years</subtitle>
+<subtitle id="0:3:10">  so once something gets in there</subtitle>
+<subtitle id="0:3:13">  it's like chance erosion digs a</subtitle>
+<subtitle id="0:3:16">ravine and precision you've got a Grand  Canyon and it's not</subtitle>
+<subtitle id="0:3:19"> easy to move and so  I thought for this talk</subtitle>
+<subtitle id="0:3:22"> instead of  complaining like I usually do about this</subtitle>
+<subtitle id="0:3:25">  might be interesting to look at from</subtitle>
+<subtitle id="0:3:28">different point of view which is  long-range view as</subtitle>
+<subtitle id="0:3:31"> we are in the in the</subtitle>
+<subtitle id="0:3:34">  20th century</subtitle>
+<subtitle id="0:3:37"> 21st down the</subtitle>
+<subtitle id="0:3:40"> opposite  isn't it and</subtitle>
+<subtitle id="0:3:43"> we as I said said</subtitle>
+<subtitle id="0:3:46"> here  children born this year</subtitle>
+<subtitle id="0:3:49"> will be 83 at  the end of the century and</subtitle>
+<subtitle id="0:3:52"> this is  probably the most interesting century</subtitle>
+<subtitle id="0:3:55">  from the standpoint of human beings  being</subtitle>
+<subtitle id="0:3:58"> able to affect the conditions  around them both positively</subtitle>
+<subtitle id="0:4:1"> and  negatively and so I thought</subtitle>
+<subtitle id="0:4:4"> wow that's a  not a bad way of</subtitle>
+<subtitle id="0:4:7"> trying to motivate  education for</subtitle>
+<subtitle id="0:4:10">  in slow-moving systems like</subtitle>
+<subtitle id="0:4:13"> education  systems that might</subtitle>
+<subtitle id="0:4:16"> as well be about  things that are important not</subtitle>
+<subtitle id="0:4:19"> just about  jobs but about other kinds of things and</subtitle>
+<subtitle id="0:4:22">  so that's what this this talk is about</subtitle>
+<subtitle id="0:4:25">and we</subtitle>
+<subtitle id="0:4:28"> have the perennial problems of  gazillions of</subtitle>
+<subtitle id="0:4:31"> things to learn we don't  know what they should be</subtitle>
+<subtitle id="0:4:34"> from year to  year and</subtitle>
+<subtitle id="0:4:37"> we have this idea</subtitle>
+<subtitle id="0:4:40"> of ways</subtitle>
+<subtitle id="0:4:43"> of  helping people learn these</subtitle>
+<subtitle id="0:4:46">come up over and over again and they go  at</subtitle>
+<subtitle id="0:4:49"> least back to the time of Socrates if  not long</subtitle>
+<subtitle id="0:4:52"> before and we have questions of  why</subtitle>
+<subtitle id="0:4:55"> so I'd</subtitle>
+<subtitle id="0:4:58"> like to first look at what</subtitle>
+<subtitle id="0:5:1"> we  should learn in basic idea</subtitle>
+<subtitle id="0:5:4"> here is in an  hour talk I can't</subtitle>
+<subtitle id="0:5:7"> possibly do justice to  this I'm not going to</subtitle>
+<subtitle id="0:5:10"> try I'm going to  try and gesture use what I think</subtitle>
+<subtitle id="0:5:13"> you  already know and understand to</subtitle>
+<subtitle id="0:5:16"> just  bring these things to the front of our</subtitle>
+<subtitle id="0:5:19">  our thinking again</subtitle>
+<subtitle id="0:5:22"> and one of these  things</subtitle>
+<subtitle id="0:5:25"> actually I</subtitle>
+<subtitle id="0:5:28"> forgot to say one  thing there</subtitle>
+<subtitle id="0:5:31"> and that is</subtitle>
+<subtitle id="0:5:34"> powerful ideas  when</subtitle>
+<subtitle id="0:5:37"> we get fluent in them are like  adding</subtitle>
+<subtitle id="0:5:40"> new brain tissue that nature  didn't give us it's</subtitle>
+<subtitle id="0:5:43"> worthwhile thinking  about what it means</subtitle>
+<subtitle id="0:5:46"> to get fluent in  something like calculus and to</subtitle>
+<subtitle id="0:5:49"> realize  that a normal person fluent</subtitle>
+<subtitle id="0:5:52"> in calculus  can out think Archimedes</subtitle>
+<subtitle id="0:5:55"> right if you're  fluently if</subtitle>
+<subtitle id="0:5:58"> you have to Scrabble around  at it if</subtitle>
+<subtitle id="0:6:1"> you're fluent at reading you  can</subtitle>
+<subtitle id="0:6:4"> cover more ground than anybody in  antiquity could</subtitle>
+<subtitle id="0:6:7"> in an oral culture  you're not fluent in reading you're  still in an</subtitle>
+<subtitle id="0:6:10"> oral culture so part of the  idea is there</subtitle>
+<subtitle id="0:6:13"> are powerful ideas and  there are these fluencies fluency</subtitle>
+<subtitle id="0:6:16">doesn't mean you're a pro it doesn't  mean you're making money half</subtitle>
+<subtitle id="0:6:19">you're above  so we're the mechanics</subtitle>
+<subtitle id="0:6:22"> of doing it are  not in your way</subtitle>
+<subtitle id="0:6:25"> and you're able to use  this as I</subtitle>
+<subtitle id="0:6:28"> call these brain ones every</subtitle>
+<subtitle id="0:6:31">time we learn something powerful to  brain lift and</subtitle>
+<subtitle id="0:6:34"> one of my favorite  stories which</subtitle>
+<subtitle id="0:6:37"> we know partly because  Einstein wrote</subtitle>
+<subtitle id="0:6:40"> about it in his later  years was that he was sick</subtitle>
+<subtitle id="0:6:43"> with the  measles at five years old and</subtitle>
+<subtitle id="0:6:46"> to keep  the kid amused</subtitle>
+<subtitle id="0:6:49"> his father gave him a  compass and</subtitle>
+<subtitle id="0:6:52"> of course compass compasses  are fascinating</subtitle>
+<subtitle id="0:6:55"> because they do somehow  point</subtitle>
+<subtitle id="0:6:58"> in the same direction no matter  what you do</subtitle>
+<subtitle id="0:7:1"> to them and people have used  them for thousands of years for  navigating</subtitle>
+<subtitle id="0:7:4"> but Einstein said this was  the</subtitle>
+<subtitle id="0:7:7"> first of a few really</subtitle>
+<subtitle id="0:7:10"> profound  moments in his life</subtitle>
+<subtitle id="0:7:13"> because what he said  was</subtitle>
+<subtitle id="0:7:16"> something deep something behind</subtitle>
+<subtitle id="0:7:19">  things something deeply hidden so</subtitle>
+<subtitle id="0:7:22">didn't get hooked on what you could do  with the compass</subtitle>
+<subtitle id="0:7:25"> he was able to ignore</subtitle>
+<subtitle id="0:7:28">  which most people can't but he was able</subtitle>
+<subtitle id="0:7:31">to ignore the thing that was right in  front of him essentially</subtitle>
+<subtitle id="0:7:34"> to look at the</subtitle>
+<subtitle id="0:7:37">  the compasses shadow and</subtitle>
+<subtitle id="0:7:40"> so</subtitle>
+<subtitle id="0:7:43"> when we  think about what we're trying to</subtitle>
+<subtitle id="0:7:46"> do with  computing we want to think about what  part</subtitle>
+<subtitle id="0:7:49"> of more learning should be about  using the compass</subtitle>
+<subtitle id="0:7:52"> and what apart</subtitle>
+<subtitle id="0:7:55"> should  be about the shadow part of it is there  is a shadow</subtitle>
+<subtitle id="0:7:58"> the shadow of the compass</subtitle>
+<subtitle id="0:8:1"> is  a lot of things pretty much</subtitle>
+<subtitle id="0:8:4"> our modern  world isn't shadow of this compass</subtitle>
+<subtitle id="0:8:7">because it was the compass that was  first used</subtitle>
+<subtitle id="0:8:10"> to show that electric  currents</subtitle>
+<subtitle id="0:8:13"> generated magnetic fields that  could swing</subtitle>
+<subtitle id="0:8:16"> the compass and he swung a  compass a big</subtitle>
+<subtitle id="0:8:19"> compass in the right way  you could generate electricity so</subtitle>
+<subtitle id="0:8:22"> that  gave us motors and generators and the</subtitle>
+<subtitle id="0:8:25">rest of the 19th century the 20th  century proceeded</subtitle>
+<subtitle id="0:8:28"> from there  so this is enormous theory of relativity  came</subtitle>
+<subtitle id="0:8:31"> out of the compass because a theory  or special theory</subtitle>
+<subtitle id="0:8:34"> of relativity was  about dealing with Maxwell's equations  which</subtitle>
+<subtitle id="0:8:37"> were about precisely what the  interactions</subtitle>
+<subtitle id="0:8:40"> of the electric and  magnetic</subtitle>
+<subtitle id="0:8:43"> fields are about so</subtitle>
+<subtitle id="0:8:46"> often in  something</subtitle>
+<subtitle id="0:8:49"> that is really fun really  interesting and really engaging</subtitle>
+<subtitle id="0:8:52"> there's  something that is completely missed</subtitle>
+<subtitle id="0:8:55"> so a  good question</subtitle>
+<subtitle id="0:8:58"> for people who are dealing  with computing is</subtitle>
+<subtitle id="0:9:1"> what if what's  important about computing is deeply</subtitle>
+<subtitle id="0:9:4">  hidden I can</subtitle>
+<subtitle id="0:9:7"> tell you as far as</subtitle>
+<subtitle id="0:9:10"> this one  vishal was here vishal</subtitle>
+<subtitle id="0:9:13"> runs an enormous  company as you all know</subtitle>
+<subtitle id="0:9:16">least a hundred thousand programmers  right yeah</subtitle>
+<subtitle id="0:9:19"> so most of the</subtitle>
+<subtitle id="0:9:22"> computing that  is done in most of industry completely</subtitle>
+<subtitle id="0:9:25">  misses most of what's interesting about</subtitle>
+<subtitle id="0:9:28">  computing so they are basically at</subtitle>
+<subtitle id="0:9:31"> a  first level of exposure to it and</subtitle>
+<subtitle id="0:9:34">  they're trying to optimize that think  about that</subtitle>
+<subtitle id="0:9:37"> because that was okay fifty</subtitle>
+<subtitle id="0:9:40">  years ago because</subtitle>
+<subtitle id="0:9:43"> businesses weren't  that interested in computing and so they</subtitle>
+<subtitle id="0:9:46">didn't have a huge influence on  universities</subtitle>
+<subtitle id="0:9:49"> now they do now a</subtitle>
+<subtitle id="0:9:52"> lot of  university courses are about vocational  training</subtitle>
+<subtitle id="0:9:55"> for business now</subtitle>
+<subtitle id="0:9:58"> what we learn  in an AP</subtitle>
+<subtitle id="0:10:1"> course in high school just  happens to be taken</subtitle>
+<subtitle id="0:10:4"> from what most  universities think of first</subtitle>
+<subtitle id="0:10:7"> year and  computing should be that's influenced by</subtitle>
+<subtitle id="0:10:10">business we've got this trickle-down  effect</subtitle>
+<subtitle id="0:10:13"> of stuff that is actually not  good for</subtitle>
+<subtitle id="0:10:16"> anybody who's really trying to  learn computing it is</subtitle>
+<subtitle id="0:10:19"> good for jobs so  thing</subtitle>
+<subtitle id="0:10:22"> to think about is if you if we're  saying K through</subtitle>
+<subtitle id="0:10:25"> 12 and not just 10 11  12</subtitle>
+<subtitle id="0:10:28"> we need a completely different set</subtitle>
+<subtitle id="0:10:31"> of  ideas for starting</subtitle>
+<subtitle id="0:10:34"> with K say up to the  8th  there's</subtitle>
+<subtitle id="0:10:37"> a chance of getting out of this</subtitle>
+<subtitle id="0:10:40">  potential wealth that computing</subtitle>
+<subtitle id="0:10:43"> has been  trapped in commercially that is  influencing</subtitle>
+<subtitle id="0:10:46"> everything  it is really tricky because</subtitle>
+<subtitle id="0:10:49"> now the  children want because</subtitle>
+<subtitle id="0:10:52"> they want to be  like adults they want to</subtitle>
+<subtitle id="0:10:55"> learn what  adults are doing whether adults are  doing anything</subtitle>
+<subtitle id="0:10:58"> reasonable or not so</subtitle>
+<subtitle id="0:11:1"> this  is a very tricky thing to think about</subtitle>
+<subtitle id="0:11:10">so</subtitle>
+<subtitle id="0:11:13"> take a look at this this guy knows  this</subtitle>
+<subtitle id="0:11:16"> truck could fall over and crush</subtitle>
+<subtitle id="0:11:19"> him  but he also knows the person in there</subtitle>
+<subtitle id="0:11:22">being a hero</subtitle>
+<subtitle id="0:11:25"></subtitle>
+<subtitle id="0:11:28"> few</subtitle>
+<subtitle id="0:11:31"> percent of any  situations</subtitle>
+<subtitle id="0:11:34"> like this will turn heroes</subtitle>
+<subtitle id="0:11:40">good look at all the reference people do  they could be in</subtitle>
+<subtitle id="0:11:43"> there helping but now  we've got</subtitle>
+<subtitle id="0:11:46"> their out an old</subtitle>
+<subtitle id="0:11:52">okay so</subtitle>
+<subtitle id="0:11:55"> humans are able</subtitle>
+<subtitle id="0:11:58"> to respond when  there's a disaster in</subtitle>
+<subtitle id="0:12:1"> this recent awful  Manchester</subtitle>
+<subtitle id="0:12:4"> bombing the homeless people  jumped in to</subtitle>
+<subtitle id="0:12:7"> help people</subtitle>
+<subtitle id="0:12:9"> just do because  the way</subtitle>
+<subtitle id="0:12:12"> we're set up genetically is when  things</subtitle>
+<subtitle id="0:12:15"> are vivid enough when they're  writing assignments when they're  life-threatening</subtitle>
+<subtitle id="0:12:18"> and to people that we  don't even know will respond</subtitle>
+<subtitle id="0:12:21"> it's a  wonderful thing</subtitle>
+<subtitle id="0:12:24"></subtitle>
+<subtitle id="0:12:27"> but we just</subtitle>
+<subtitle id="0:12:30"> can't get  our imagination to be vivid enough</subtitle>
+<subtitle id="0:12:33">deal with things we aren't genetically  set up for</subtitle>
+<subtitle id="0:12:36"> especially slow changes  especially things that hardly</subtitle>
+<subtitle id="0:12:39"> ever  happen this is New Orleans</subtitle>
+<subtitle id="0:12:42"> after Katrina  well yeah was the hurricane but</subtitle>
+<subtitle id="0:12:45"> guess  what New Orleans is years</subtitle>
+<subtitle id="0:12:48"> and years ago  New Orleans was fitted with pumps to</subtitle>
+<subtitle id="0:12:51">  pump all the water out the only</subtitle>
+<subtitle id="0:12:54"> pumps  that actually worked at all</subtitle>
+<subtitle id="0:12:57"> during the  Katrina thing we're the first ones</subtitle>
+<subtitle id="0:13:0"> put  in in 1912 by Baldwin</subtitle>
+<subtitle id="0:13:3"> wood one of my  heroes he was</subtitle>
+<subtitle id="0:13:6"> the guy who all said that  he had the basic idea of the pumps that  the</subtitle>
+<subtitle id="0:13:9"> that they used in Holland</subtitle>
+<subtitle id="0:13:12"> before  they built the barrier they're</subtitle>
+<subtitle id="0:13:15"> the all  the newer pumps were never really</subtitle>
+<subtitle id="0:13:18"> tested  in there and they failed within a couple  of hours and</subtitle>
+<subtitle id="0:13:21"> so we got this</subtitle>
+<subtitle id="0:13:24"> absolutely  could have been prevented like</subtitle>
+<subtitle id="0:13:27"> so many  other things but people</subtitle>
+<subtitle id="0:13:30"> sprang into  helping</subtitle>
+<subtitle id="0:13:33"> people here after the disaster  but</subtitle>
+<subtitle id="0:13:36"> we have a hard time dealing with  disasters</subtitle>
+<subtitle id="0:13:39"> before they happen it's not  that we can't</subtitle>
+<subtitle id="0:13:42"> believe in things or have  vivid imaginations</subtitle>
+<subtitle id="0:13:45"> we believed in things  like angels for</subtitle>
+<subtitle id="0:13:48"> hundreds of thousands of  years and gods and</subtitle>
+<subtitle id="0:13:51"> demons</subtitle>
+<subtitle id="0:13:54"> no problem we  dream</subtitle>
+<subtitle id="0:13:57"> about them  which is</subtitle>
+<subtitle id="0:14:0"> get rid of Bible</subtitle>
+<subtitle id="0:14:3"> says - and</subtitle>
+<subtitle id="0:14:6"> why  not cats as witches this is</subtitle>
+<subtitle id="0:14:9"> a engraving  from the great cat cat</subtitle>
+<subtitle id="0:14:12"> massacre in Paris  in the 17th century if</subtitle>
+<subtitle id="0:14:15"> you're interested  in weird human history</subtitle>
+<subtitle id="0:14:18"> there's a book  called the great cat massacre and it's</subtitle>
+<subtitle id="0:14:21">  about a large and</subtitle>
+<subtitle id="0:14:24">called extraordinary popular delusions  and</subtitle>
+<subtitle id="0:14:27"> the madness of crowds which I  commend to you of</subtitle>
+<subtitle id="0:14:30"> things that people  have gotten interested</subtitle>
+<subtitle id="0:14:33"> in and foamed  over and lynched</subtitle>
+<subtitle id="0:14:36"> in this case they  killed more</subtitle>
+<subtitle id="0:14:39"> than a hundred thousand cats  in Paris</subtitle>
+<subtitle id="0:14:42"> and of course they got a bunch  of rats for their</subtitle>
+<subtitle id="0:14:45"> reward a little bit  later but</subtitle>
+<subtitle id="0:14:48"> doesn't matter there are  certain kinds of things we</subtitle>
+<subtitle id="0:14:51"> can really  imagine and the</subtitle>
+<subtitle id="0:14:54"> problem is we can't  imagine things like this</subtitle>
+<subtitle id="0:14:57"> and I was</subtitle>
+<subtitle id="0:15:0"> on  actually an imagination commission</subtitle>
+<subtitle id="0:15:3"> this  is an environmental research</subtitle>
+<subtitle id="0:15:6"> and  education Directorate at NSF</subtitle>
+<subtitle id="0:15:9"> actually  doesn't it's</subtitle>
+<subtitle id="0:15:12"> not like the computer  science Directorate it doesn't have</subtitle>
+<subtitle id="0:15:15"> to  have a staff this is a directory called  a</subtitle>
+<subtitle id="0:15:18"> matrix directory directory tor a  phantom directory</subtitle>
+<subtitle id="0:15:21"> it's set up</subtitle>
+<subtitle id="0:15:24"> as an  interdisciplinary group</subtitle>
+<subtitle id="0:15:27"> of members of  other advisory</subtitle>
+<subtitle id="0:15:30"> boards in this case the</subtitle>
+<subtitle id="0:15:33">  lingua franca of this group was</subtitle>
+<subtitle id="0:15:36"> systems  so they're a geologist</subtitle>
+<subtitle id="0:15:39">  there were oceanographers I was</subtitle>
+<subtitle id="0:15:42">because I was a biologist and also a  computer scientist</subtitle>
+<subtitle id="0:15:45"> and the job of this  group is to write books for the  President</subtitle>
+<subtitle id="0:15:48"> and maybe know more but</subtitle>
+<subtitle id="0:15:51"> when I  was there we we</subtitle>
+<subtitle id="0:15:54"> did write books for the  President and for Congress and</subtitle>
+<subtitle id="0:15:57"> this is  one we wrote while we were there trying</subtitle>
+<subtitle id="0:16:0">  to explain to government</subtitle>
+<subtitle id="0:16:3"> just how  delicate</subtitle>
+<subtitle id="0:16:6"> some systems that seemed to be  stable actually</subtitle>
+<subtitle id="0:16:9"> are  and just</subtitle>
+<subtitle id="0:16:12"> how careful you have to be and</subtitle>
+<subtitle id="0:16:15">  we led with</subtitle>
+<subtitle id="0:16:18"> something didn't have to do  with the climate because</subtitle>
+<subtitle id="0:16:21"> it was  controversial them as it is now we lived</subtitle>
+<subtitle id="0:16:24">with something that it's absolutely  known to be man-made which is</subtitle>
+<subtitle id="0:16:27"> dead zones  in the oceans okay and</subtitle>
+<subtitle id="0:16:30">anything about this you know there's a  dead zone twice</subtitle>
+<subtitle id="0:16:33"> the size of Florida  outside of New Orleans</subtitle>
+<subtitle id="0:16:36"> that is made from</subtitle>
+<subtitle id="0:16:39">fertilizer runoff on the Mississippi  River in the Chattahoochee</subtitle>
+<subtitle id="0:16:42"> Basin but  that</subtitle>
+<subtitle id="0:16:45"> gives rise to algae the algae  eventually get rid</subtitle>
+<subtitle id="0:16:48"> of the oxygen and you  have this enormous dead</subtitle>
+<subtitle id="0:16:51"> zone and in the  ocean why hasn't</subtitle>
+<subtitle id="0:16:54"> it been fixed still  going on the answer is the</subtitle>
+<subtitle id="0:16:57"> United States  has no governing</subtitle>
+<subtitle id="0:17:0"> body for dealing with  rivers</subtitle>
+<subtitle id="0:17:3"> every river in the United States  is dealt with</subtitle>
+<subtitle id="0:17:6"> half out to the middle  from</subtitle>
+<subtitle id="0:17:9"> one shore by whoever is on that  short out to the middle from</subtitle>
+<subtitle id="0:17:12">shore and by state to state so if you  look at the Mississippi</subtitle>
+<subtitle id="0:17:15"> River it borders  on a gazillion</subtitle>
+<subtitle id="0:17:18"> states none of whom could  ever get together just</subtitle>
+<subtitle id="0:17:21"> just because  things were getting poison</subtitle>
+<subtitle id="0:17:24"> biting and it  was inconvenient for the farmers</subtitle>
+<subtitle id="0:17:27"> and you  know the story so there's an interesting  system</subtitle>
+<subtitle id="0:17:30"> story that something that was  completely understood</subtitle>
+<subtitle id="0:17:33"> of what the  problem was completely understood that  how to fix</subtitle>
+<subtitle id="0:17:36"> it was easy to fix it</subtitle>
+<subtitle id="0:17:39">couldn't get through the political  morass</subtitle>
+<subtitle id="0:17:42"> because there wasn't a  pre-existing Authority</subtitle>
+<subtitle id="0:17:45"> and</subtitle>
+<subtitle id="0:17:48"> so one of the  ways we used to</subtitle>
+<subtitle id="0:17:51"> try and get Congress to  pay attention</subtitle>
+<subtitle id="0:17:57">and</subtitle>
+<subtitle id="0:18:0"> we say look you know this seems to  be stable</subtitle>
+<subtitle id="0:18:3"> and look if I poke it</subtitle>
+<subtitle id="0:18:6"> comes  back pretty resilient takes</subtitle>
+<subtitle id="0:18:9"> a lot of  effort to</subtitle>
+<subtitle id="0:18:12"> fix a lot of effort to poke it  so it's probably safe</subtitle>
+<subtitle id="0:18:15"> but you know what</subtitle>
+<subtitle id="0:18:18">  if the system is like this</subtitle>
+<subtitle id="0:18:21"></subtitle>
+<subtitle id="0:18:24"> notice in  both cases</subtitle>
+<subtitle id="0:18:27"> once that thing topples</subtitle>
+<subtitle id="0:18:30"> the  amount of energy needed</subtitle>
+<subtitle id="0:18:33"> to get it to  either of the previous equilibria is</subtitle>
+<subtitle id="0:18:36">  maybe a hundred times or a thousand</subtitle>
+<subtitle id="0:18:39">times more than it took the toppling  pick the</subtitle>
+<subtitle id="0:18:42"> toppling is harmonic you don't  need much energy</subtitle>
+<subtitle id="0:18:45"> to put one of these  things over</subtitle>
+<subtitle id="0:18:48"> so if you're going to teach  your children something early</subtitle>
+<subtitle id="0:18:51"> and use  computers here's one</subtitle>
+<subtitle id="0:18:54"> you can start off  with this and</subtitle>
+<subtitle id="0:18:57"> instead of worrying about  some sorting algorithm</subtitle>
+<subtitle id="0:19:0"> which is  absolutely unimportant to learn</subtitle>
+<subtitle id="0:19:3">doesn't even have anything really much  to do with computing</subtitle>
+<subtitle id="0:19:6"> really computing is  about</subtitle>
+<subtitle id="0:19:9"> systems it was only about sorting  algorithms</subtitle>
+<subtitle id="0:19:12"> for a couple of years in the  50s it's</subtitle>
+<subtitle id="0:19:15"> hung on and on arm because  they're simple you</subtitle>
+<subtitle id="0:19:18"> can do everything but  it's completely irrelevant compared</subtitle>
+<subtitle id="0:19:21">what systems our particular systems that  have feedback</subtitle>
+<subtitle id="0:19:24"> loops in this is one of  the things that</subtitle>
+<subtitle id="0:19:27"> children absolutely have  to learn they have to learn early</subtitle>
+<subtitle id="0:19:30">  because adults</subtitle>
+<subtitle id="0:19:33"> are put into a position  much</subtitle>
+<subtitle id="0:19:36"> later on of being faced with  something that goes against</subtitle>
+<subtitle id="0:19:39"> some belief  that they already have well</subtitle>
+<subtitle id="0:19:42"> you can</subtitle>
+<subtitle id="0:19:45"> hide  my props here</subtitle>
+<subtitle id="0:19:57">yeah so what about the earth</subtitle>
+<subtitle id="0:20:0"> same deal</subtitle>
+<subtitle id="0:20:6">comes back we</subtitle>
+<subtitle id="0:20:9"> wind up with one of these</subtitle>
+<subtitle id="0:20:12">think about toppling the major systems</subtitle>
+<subtitle id="0:20:15">  of the planet most</subtitle>
+<subtitle id="0:20:18"> people have not the  faintest idea of</subtitle>
+<subtitle id="0:20:21"> how much energy a  single hurricane even has</subtitle>
+<subtitle id="0:20:24"> its vastly  more than all the nuclear</subtitle>
+<subtitle id="0:20:27"> arsenal we  have ever made or hope to make</subtitle>
+<subtitle id="0:20:30"> so once  you</subtitle>
+<subtitle id="0:20:33"> allow this</subtitle>
+<subtitle id="0:20:36"> to happen you could</subtitle>
+<subtitle id="0:20:39"> it be  easily and I'm not just giving</subtitle>
+<subtitle id="0:20:42"> a scare  talk here you could actually be</subtitle>
+<subtitle id="0:20:45">  producing a hundred thousand year event</subtitle>
+<subtitle id="0:20:48">  for things to recover</subtitle>
+<subtitle id="0:20:51"> that event might  not involve us at</subtitle>
+<subtitle id="0:20:54"> the end of it can't</subtitle>
+<subtitle id="0:20:57">  completely destroy the planet just</subtitle>
+<subtitle id="0:21:0"> by  global warming and killing off stuff  that's around but</subtitle>
+<subtitle id="0:21:3"> you can make it  awfully unpleasant for</subtitle>
+<subtitle id="0:21:6"> us so</subtitle>
+<subtitle id="0:21:9"> go back to  this kit again what</subtitle>
+<subtitle id="0:21:12"> is the problem well  the problem is</subtitle>
+<subtitle id="0:21:15"></subtitle>
+<subtitle id="0:21:18"> the world that we live in  this artificial world</subtitle>
+<subtitle id="0:21:21"> we call a  civilization is really complicated</subtitle>
+<subtitle id="0:21:24">  already when everything is going well  it's</subtitle>
+<subtitle id="0:21:27"> still complicated it's so  complicated</subtitle>
+<subtitle id="0:21:30"> and going so well and all</subtitle>
+<subtitle id="0:21:33">the people worry about politically is  work that</subtitle>
+<subtitle id="0:21:36"> means things are really going  well</subtitle>
+<subtitle id="0:21:39"> because you don't worry about work  when you're starving</subtitle>
+<subtitle id="0:21:42"> worry about food</subtitle>
+<subtitle id="0:21:45"> so  these are just some of the things that</subtitle>
+<subtitle id="0:21:48">  are more important than work but they're</subtitle>
+<subtitle id="0:21:51">  all part and parcel of the same thing  now</subtitle>
+<subtitle id="0:21:54"> if you grow up to be an adult yeah  you have to have</subtitle>
+<subtitle id="0:21:57"> to worry about but an  adult every adult</subtitle>
+<subtitle id="0:22:0"> in the society should  worry about the next generation whether  or not</subtitle>
+<subtitle id="0:22:3">your kids are not that's part of the  deal having</subtitle>
+<subtitle id="0:22:6"> a rich life not just one</subtitle>
+<subtitle id="0:22:9">  that copes and gets by being a citizen I</subtitle>
+<subtitle id="0:22:12">  just throw in the United Nations</subtitle>
+<subtitle id="0:22:15">  Declaration of Human Rights because it's</subtitle>
+<subtitle id="0:22:18">worthwhile reading if you haven't read  it it's nice isn't ours and</subtitle>
+<subtitle id="0:22:21"> it also has</subtitle>
+<subtitle id="0:22:24">  a much better theory</subtitle>
+<subtitle id="0:22:27"> about looking at  what humans and human rights are</subtitle>
+<subtitle id="0:22:30">not a bad thing to retreat to what  you're trying to figure</subtitle>
+<subtitle id="0:22:33"> out what you  should be doing and then to</subtitle>
+<subtitle id="0:22:36"> take this  stuff which is kind of when things are  going</subtitle>
+<subtitle id="0:22:39"> well and you load it on</subtitle>
+<subtitle id="0:22:42"> really a  hundred things I've</subtitle>
+<subtitle id="0:22:45"> just got four here  that are</subtitle>
+<subtitle id="0:22:48"> in store in the 22nd</subtitle>
+<subtitle id="0:22:51"> century  the war</subtitle>
+<subtitle id="0:22:54"> and slavery and trafficking  you're going</subtitle>
+<subtitle id="0:22:57"> on right now drinkable  water doesn't</subtitle>
+<subtitle id="0:23:0"> exist for 70% of the</subtitle>
+<subtitle id="0:23:3">  population almost</subtitle>
+<subtitle id="0:23:6"> all of the Earth's  population does</subtitle>
+<subtitle id="0:23:9"> not have good water to  drink now</subtitle>
+<subtitle id="0:23:12"> to me that's a moral crime  that's outrageous</subtitle>
+<subtitle id="0:23:15"> yep</subtitle>
+<subtitle id="0:23:18">Trump worrying about whether we should  be paying money to help Europe</subtitle>
+<subtitle id="0:23:24">but we've got some big bigger</subtitle>
+<subtitle id="0:23:27"> problems  in the future and</subtitle>
+<subtitle id="0:23:30"> another one is</subtitle>
+<subtitle id="0:23:39">this one I've</subtitle>
+<subtitle id="0:23:42"> just started looking into  this again this</subtitle>
+<subtitle id="0:23:45"> is the kentucky lady who</subtitle>
+<subtitle id="0:23:48">  was here yeah hi so here's</subtitle>
+<subtitle id="0:23:51"> here's an  interesting thing that I just</subtitle>
+<subtitle id="0:23:54"> got out of  the book I read in the last week and</subtitle>
+<subtitle id="0:23:57">  that is the urbanization</subtitle>
+<subtitle id="0:24:0"> in the world is  at the rate of one</subtitle>
+<subtitle id="0:24:3"> larger New York area  or one</subtitle>
+<subtitle id="0:24:6"> larger LA or is LA which is 16</subtitle>
+<subtitle id="0:24:9">  million people every two months</subtitle>
+<subtitle id="0:24:12"> one New</subtitle>
+<subtitle id="0:24:15">  York City every</subtitle>
+<subtitle id="0:24:18"> two months is the</subtitle>
+<subtitle id="0:24:21">urbanization and it was just a few years  ago that we</subtitle>
+<subtitle id="0:24:24"> world went past the halfway  point where more</subtitle>
+<subtitle id="0:24:27"> people are now living  in cities even in sub-saharan</subtitle>
+<subtitle id="0:24:30"> Africa so</subtitle>
+<subtitle id="0:24:33">  this is an immense problem</subtitle>
+<subtitle id="0:24:36"> because if  you couple it with the other thing</subtitle>
+<subtitle id="0:24:39">  that's going on</subtitle>
+<subtitle id="0:24:42"> which is urban decay and  every</subtitle>
+<subtitle id="0:24:45"> other kind of detail like the  entire American infrastructure</subtitle>
+<subtitle id="0:24:48"> is way  overdue for an overhaul</subtitle>
+<subtitle id="0:24:51"> this is a bill  that we kept on putting off amortized</subtitle>
+<subtitle id="0:24:54">into the future hoping some future  generation</subtitle>
+<subtitle id="0:24:57"> would pay for it I'm not  going to be the one</subtitle>
+<subtitle id="0:25:0"> to pay for it I  figure</subtitle>
+<subtitle id="0:25:3"> out exit stage left  sometime in the next 10</subtitle>
+<subtitle id="0:25:6"> or 15 years but  you will be the ones to</subtitle>
+<subtitle id="0:25:9"> pay for it or  you get</subtitle>
+<subtitle id="0:25:12"> this force against</subtitle>
+<subtitle id="0:25:15"> this force  all over the world</subtitle>
+<subtitle id="0:25:18"> so the Chinese are  the only ones who actually have a plan</subtitle>
+<subtitle id="0:25:21">  so they plan in the next 20</subtitle>
+<subtitle id="0:25:24"> years to  build 300 cities</subtitle>
+<subtitle id="0:25:27"> of more than a million  people each</subtitle>
+<subtitle id="0:25:30"> think about that for a  second</subtitle>
+<subtitle id="0:25:33"> that's in the next 20</subtitle>
+<subtitle id="0:25:36">building cities for the entire  population of the</subtitle>
+<subtitle id="0:25:39"> United  stays because that's</subtitle>
+<subtitle id="0:25:42"> what their problem  is and</subtitle>
+<subtitle id="0:25:45"> our old friend Carl Sagan had</subtitle>
+<subtitle id="0:25:48">this to say quite a few years ago but  it's completely</subtitle>
+<subtitle id="0:25:51"> appropriate what</subtitle>
+<subtitle id="0:25:54">hell are we doing well the problem is we  can't imagine anything</subtitle>
+<subtitle id="0:25:57"> except the flood  and</subtitle>
+<subtitle id="0:26:0"> they think they accept being</subtitle>
+<subtitle id="0:26:3">to jump in and save somebody out of a  car but</subtitle>
+<subtitle id="0:26:6"> we can't imagine is saving 7  billion people on</subtitle>
+<subtitle id="0:26:9"> a much bigger vehicle  ok</subtitle>
+<subtitle id="0:26:12"> so back to the baby</subtitle>
+<subtitle id="0:26:15"> so part of this  is because</subtitle>
+<subtitle id="0:26:18"> genetically we're set up for  this</subtitle>
+<subtitle id="0:26:21"> every human being on earth still  has</subtitle>
+<subtitle id="0:26:24"> the genes from a hundred thousand  years ago</subtitle>
+<subtitle id="0:26:27"> that recapitulate into what is  called</subtitle>
+<subtitle id="0:26:30"> traditional culture and  anthropologists</subtitle>
+<subtitle id="0:26:33"> have studied these  cultures for many years and</subtitle>
+<subtitle id="0:26:36"></subtitle>
+<subtitle id="0:26:39"> over the  last hundred</subtitle>
+<subtitle id="0:26:42"> or more years and found  about 300 things</subtitle>
+<subtitle id="0:26:45"> that are never absent  from any of these</subtitle>
+<subtitle id="0:26:48"> cultures every culture  has a language every culture</subtitle>
+<subtitle id="0:26:51"> has stories  every culture has kinship</subtitle>
+<subtitle id="0:26:54"> every culture  has revenge</subtitle>
+<subtitle id="0:26:57"> these are called human  universals</subtitle>
+<subtitle id="0:27:0"> by the anthropologists so  there are things that</subtitle>
+<subtitle id="0:27:3"> are we have  genetic propensities to</subtitle>
+<subtitle id="0:27:6"> and the COPE  each culture supplies a different</subtitle>
+<subtitle id="0:27:9"> set of  parameters for these universal  categories</subtitle>
+<subtitle id="0:27:12"> so simple way of</subtitle>
+<subtitle id="0:27:15"> saying as  humans are tuned to the visible the</subtitle>
+<subtitle id="0:27:18">small the nearby the quick the soon the  few the social</subtitle>
+<subtitle id="0:27:21"> and to endure we</subtitle>
+<subtitle id="0:27:24"> are not  tuned to make progress progress</subtitle>
+<subtitle id="0:27:27"> was an  invention of the 18th century was a  radical</subtitle>
+<subtitle id="0:27:30"> idea the</subtitle>
+<subtitle id="0:27:33"> word was originally  promised progress</subtitle>
+<subtitle id="0:27:36">  in progression</subtitle>
+<subtitle id="0:27:39"> word progression existed  before progress</subtitle>
+<subtitle id="0:27:42"> progress so</subtitle>
+<subtitle id="0:27:45"> and pretty</subtitle>
+<subtitle id="0:27:48">  much every invention of civilization</subtitle>
+<subtitle id="0:27:51"> has  been something that tries to prop this</subtitle>
+<subtitle id="0:27:54">off or to deal with it or to get around  with for</subtitle>
+<subtitle id="0:27:57"> instance our propensity for  revenge and Vendetta</subtitle>
+<subtitle id="0:28:0"> that's what the law  was invented to</subtitle>
+<subtitle id="0:28:3"> do the propensity for</subtitle>
+<subtitle id="0:28:6">  inequity the</subtitle>
+<subtitle id="0:28:9"> propensity for being</subtitle>
+<subtitle id="0:28:12"> on a  subsistence existence and so forth</subtitle>
+<subtitle id="0:28:15"> and  of course</subtitle>
+<subtitle id="0:28:18"> if you take the baby</subtitle>
+<subtitle id="0:28:21">hundred thousand years ago or anywhere  in the world and bring</subtitle>
+<subtitle id="0:28:24"> it up say in  Paris you're going to get a Frenchman</subtitle>
+<subtitle id="0:28:27"> or  French woman because that is</subtitle>
+<subtitle id="0:28:30"> the way our  genetics works we automatically</subtitle>
+<subtitle id="0:28:33"> start  glomming</subtitle>
+<subtitle id="0:28:36"> on to all the local parameters  for these hundreds</subtitle>
+<subtitle id="0:28:39"> of things that our</subtitle>
+<subtitle id="0:28:42">  genes drive us to learn so</subtitle>
+<subtitle id="0:28:45"> by the way if  you like Montessori she</subtitle>
+<subtitle id="0:28:48"> was one of the  two or three leading anthropologists in</subtitle>
+<subtitle id="0:28:51">  Italy at the time as well as being the  first</subtitle>
+<subtitle id="0:28:54"> woman and the</subtitle>
+<subtitle id="0:28:57"> Anthropology was her  hobby but</subtitle>
+<subtitle id="0:29:0"> she was a deep to his deep  into</subtitle>
+<subtitle id="0:29:3"> it and a Montessori School is</subtitle>
+<subtitle id="0:29:6"> an  attempt to embed not this in</subtitle>
+<subtitle id="0:29:9"> the school  but the great ideas</subtitle>
+<subtitle id="0:29:12"> of the civilization  that the kids</subtitle>
+<subtitle id="0:29:15"> are going up into because  you realize you</subtitle>
+<subtitle id="0:29:18"> can't teach epistemology  in a classroom</subtitle>
+<subtitle id="0:29:21"> it's even</subtitle>
+<subtitle id="0:29:24">trying to teach French in and classroom  over here</subtitle>
+<subtitle id="0:29:27"> just take the kid to France  this is an old seymour</subtitle>
+<subtitle id="0:29:30"> idea goes back to  Montessori</subtitle>
+<subtitle id="0:29:33"> and when Seymour talked about  microworlds</subtitle>
+<subtitle id="0:29:36"> what he meant was making</subtitle>
+<subtitle id="0:29:39">  something it not only was a little</subtitle>
+<subtitle id="0:29:42">content  world lifts of</subtitle>
+<subtitle id="0:29:45"> ideas but also something  that the kid could respond</subtitle>
+<subtitle id="0:29:48">  environmentally to not as a lesson but</subtitle>
+<subtitle id="0:29:51">  as a place to live for a while so</subtitle>
+<subtitle id="0:29:54"> these  are great ideas these ideas were used in  inventing</subtitle>
+<subtitle id="0:29:57"> the graphical user interface  at Parc long time</subtitle>
+<subtitle id="0:30:0"> ago</subtitle>
+<subtitle id="0:30:3"> so here we are in  the 21st</subtitle>
+<subtitle id="0:30:6"> century and</subtitle>
+<subtitle id="0:30:9"> some</subtitle>
+<subtitle id="0:30:12"> of us are just  finding out we live on a planet</subtitle>
+<subtitle id="0:30:15">remember we're local</subtitle>
+<subtitle id="0:30:18"> so it takes some  work here</subtitle>
+<subtitle id="0:30:21"> and it's if you like the  internet</subtitle>
+<subtitle id="0:30:24"> for crazy cats and flat</subtitle>
+<subtitle id="0:30:27">  earthers you can find both</subtitle>
+<subtitle id="0:30:30"> and</subtitle>
+<subtitle id="0:30:33"> in the  20th century</subtitle>
+<subtitle id="0:30:36"> started becoming it wasn't  until about</subtitle>
+<subtitle id="0:30:39"> 1920 or so that people  realized</subtitle>
+<subtitle id="0:30:42"> that the universe was as big as  it was up</subtitle>
+<subtitle id="0:30:45"> to then it was thought that</subtitle>
+<subtitle id="0:30:48"> it  wasn't any bigger than our galaxy</subtitle>
+<subtitle id="0:30:51"> part  of it was they had a hard time</subtitle>
+<subtitle id="0:30:54"> seeing  faraway blobs of light as</subtitle>
+<subtitle id="0:30:57"> actually other  galaxies they thought they were</subtitle>
+<subtitle id="0:31:0"> stars  for a while</subtitle>
+<subtitle id="0:31:3"> and most of us are just  waking</subtitle>
+<subtitle id="0:31:6"> up to the idea that it's not just  a hundred</subtitle>
+<subtitle id="0:31:9"> people around us like we have  right here this is a typical</subtitle>
+<subtitle id="0:31:12"> human group  we should have a campfire here</subtitle>
+<subtitle id="0:31:15"> to really  do it because</subtitle>
+<subtitle id="0:31:18"> now I'm talking about  something that's essentially literary</subtitle>
+<subtitle id="0:31:21">  here in the exact</subtitle>
+<subtitle id="0:31:24"> same means that some  cave person addressed the</subtitle>
+<subtitle id="0:31:27"> tribe 100,000  years ago think of the incongruity</subtitle>
+<subtitle id="0:31:30"> of  having conferences when</subtitle>
+<subtitle id="0:31:33"> what you should  be doing is reading five times faster  than</subtitle>
+<subtitle id="0:31:36"> somebody can think and learning ten  times more than you</subtitle>
+<subtitle id="0:31:39"> can get in an oral  they just and</subtitle>
+<subtitle id="0:31:42"> then translate that to  school of</subtitle>
+<subtitle id="0:31:45"> just how inefficient school is  about</subtitle>
+<subtitle id="0:31:48"> getting and not just inefficient  within the wrong  form yeah</subtitle>
+<subtitle id="0:31:51"> so there's not only billions  of people but</subtitle>
+<subtitle id="0:31:54"> there are thousands of  cultures and subcultures and and</subtitle>
+<subtitle id="0:31:57"> thanks</subtitle>
+<subtitle id="0:32:0">  to social media every person is their  own</subtitle>
+<subtitle id="0:32:3"> culture now and they will fight</subtitle>
+<subtitle id="0:32:6">  vociferously for their own identity in  the</subtitle>
+<subtitle id="0:32:9"> midst of something where they can't  win</subtitle>
+<subtitle id="0:32:12"> right you have to be a mass murderer  to</subtitle>
+<subtitle id="0:32:15"> have any notoriety and seven</subtitle>
+<subtitle id="0:32:18"> billion  people all exposed so this is a McLuhan</subtitle>
+<subtitle id="0:32:21">pointed this out a long time ago by the  way that we</subtitle>
+<subtitle id="0:32:24"> ever had a global village he  said it would be a disaster</subtitle>
+<subtitle id="0:32:27"> because  people would feel a complete loss</subtitle>
+<subtitle id="0:32:30">identity and they'd spend the rest of  their lives trying to get it back</subtitle>
+<subtitle id="0:32:33">  sometimes in violent form</subtitle>
+<subtitle id="0:32:36"> and then we  have this technological infrastructure</subtitle>
+<subtitle id="0:32:39">that's a self-portrait of the internet  but it</subtitle>
+<subtitle id="0:32:42"> stands in for every other kind of  thing we have</subtitle>
+<subtitle id="0:32:45"> including agriculture  which is a</subtitle>
+<subtitle id="0:32:48"> product of Technology every  kind of thing that</subtitle>
+<subtitle id="0:32:51"> we have and</subtitle>
+<subtitle id="0:32:54"> well</subtitle>
+<subtitle id="0:32:57"> we  just discovered us modern medicine  really</subtitle>
+<subtitle id="0:33:0"> dates to world war two that's my</subtitle>
+<subtitle id="0:33:3">  life I was born in 1940 so</subtitle>
+<subtitle id="0:33:6"> when I was  born we didn't really have it we didn't  have anti</subtitle>
+<subtitle id="0:33:9"> biotics  very little</subtitle>
+<subtitle id="0:33:12"> was known about how things  actually worked and</subtitle>
+<subtitle id="0:33:15"> again in the last  century</subtitle>
+<subtitle id="0:33:18"> or so we started to learn about  the human mind</subtitle>
+<subtitle id="0:33:21"> both cognitively</subtitle>
+<subtitle id="0:33:24"> and  emotionally so</subtitle>
+<subtitle id="0:33:27"> these a lot of systems</subtitle>
+<subtitle id="0:33:30"> so  I like to think this is my other context</subtitle>
+<subtitle id="0:33:33">  besides the 22nd century the</subtitle>
+<subtitle id="0:33:36"> 22nd  century out there and the</subtitle>
+<subtitle id="0:33:39"> context were  actually in is</subtitle>
+<subtitle id="0:33:42"> this systems</subtitle>
+<subtitle id="0:33:45"> concept the  ones we live in ones that we are</subtitle>
+<subtitle id="0:33:48"> and I  could show it</subtitle>
+<subtitle id="0:33:51"> on the slide any other way  but but by putting up this kind of web</subtitle>
+<subtitle id="0:33:54">work there these systems are not  unrelated it's</subtitle>
+<subtitle id="0:33:57">use  talk about things</subtitle>
+<subtitle id="0:34:0"> our single little  nuggets they don't</subtitle>
+<subtitle id="0:34:3"> have a glow so every  time we say something</subtitle>
+<subtitle id="0:34:6"> we're saying  something that isn't true because we're</subtitle>
+<subtitle id="0:34:9">  saying a so pipe</subtitle>
+<subtitle id="0:34:12"> this is why it's  frustrating to</subtitle>
+<subtitle id="0:34:15"> talk because</subtitle>
+<subtitle id="0:34:18"> the way we  deal with these things</subtitle>
+<subtitle id="0:34:21"> is not by using  ordinary language</subtitle>
+<subtitle id="0:34:24"> and it's simply what  we'll just use Einsteins</subtitle>
+<subtitle id="0:34:27"> phrase they're  all deeply hidden</subtitle>
+<subtitle id="0:34:30"> the system's aspects  of things</subtitle>
+<subtitle id="0:34:33"> are deeply hidden almost  everywhere then especially in</subtitle>
+<subtitle id="0:34:36"> cases  though you can hardly find any hint of  it</subtitle>
+<subtitle id="0:34:39"> at all</subtitle>
+<subtitle id="0:34:42"> okay</subtitle>
+<subtitle id="0:34:45"> so the</subtitle>
+<subtitle id="0:34:48"> big shifts I just</subtitle>
+<subtitle id="0:34:51">  reduce this down to three enormous</subtitle>
+<subtitle id="0:34:54">  important changes first</subtitle>
+<subtitle id="0:34:57"> one with this  hundred thousand year one of</subtitle>
+<subtitle id="0:35:0"> basically  thinking everything is everything</subtitle>
+<subtitle id="0:35:3"> works  because of angels and this</subtitle>
+<subtitle id="0:35:6"> literally was  in one</subtitle>
+<subtitle id="0:35:9"> of the main papers written in the  17th century</subtitle>
+<subtitle id="0:35:12"> that timing because Newton  was</subtitle>
+<subtitle id="0:35:15"> also writing the Principia  Mathematica at the same time</subtitle>
+<subtitle id="0:35:18">basic idea is that you know if the  plants are</subtitle>
+<subtitle id="0:35:21"> going around in a circle then</subtitle>
+<subtitle id="0:35:24">  centripetal force</subtitle>
+<subtitle id="0:35:27"> should force</subtitle>
+<subtitle id="0:35:30">of orbit so what's keeping them in orbit  and one of the</subtitle>
+<subtitle id="0:35:33">well they're angels on the other side of  the planets beating</subtitle>
+<subtitle id="0:35:36"> their wings to keep  the planet</subtitle>
+<subtitle id="0:35:39"> into the center so</subtitle>
+<subtitle id="0:35:42"> this is a  tough one to shake because</subtitle>
+<subtitle id="0:35:45"> it's the  simplest explanation</subtitle>
+<subtitle id="0:35:48"> that our genetic  minds can come up</subtitle>
+<subtitle id="0:35:51"> with it's called a  form of animism</subtitle>
+<subtitle id="0:35:54"> so the 17th</subtitle>
+<subtitle id="0:35:57"> century we  got this we can call it</subtitle>
+<subtitle id="0:36:0"> from miracles  the mechanisms if you want from</subtitle>
+<subtitle id="0:36:3"> Angels  the gears and</subtitle>
+<subtitle id="0:36:6"> this was the</subtitle>
+<subtitle id="0:36:9">  scientific paradigms that things</subtitle>
+<subtitle id="0:36:12"> had  causes and you could track down the</subtitle>
+<subtitle id="0:36:15">causes if you were really careful and  you can make models</subtitle>
+<subtitle id="0:36:18"> of the causes and  those models would tell you about other  causes</subtitle>
+<subtitle id="0:36:21"> and this change</subtitle>
+<subtitle id="0:36:24"> is probably the  biggest in my opinion is the biggest</subtitle>
+<subtitle id="0:36:27">  epistemological shift in human history</subtitle>
+<subtitle id="0:36:30">  nothing compares with it and</subtitle>
+<subtitle id="0:36:33"> if you want  the book that has the greatest</subtitle>
+<subtitle id="0:36:36"> leap that  has ever been made that's Newton's</subtitle>
+<subtitle id="0:36:39">  Principia but</subtitle>
+<subtitle id="0:36:42"> in the 20th century we had</subtitle>
+<subtitle id="0:36:45">  something a</subtitle>
+<subtitle id="0:36:48"> lot looser and a lot bigger</subtitle>
+<subtitle id="0:36:51">  than gears</subtitle>
+<subtitle id="0:36:54"> especially once biology  started getting elucidated</subtitle>
+<subtitle id="0:36:57"> anybody know  how many cells we have in our body</subtitle>
+<subtitle id="0:37:0"></subtitle>
+<subtitle id="0:37:3"> like  within a</subtitle>
+<subtitle id="0:37:6"> trillion no okay well it's</subtitle>
+<subtitle id="0:37:9"> a  good no numbers are sometimes useful so</subtitle>
+<subtitle id="0:37:12">  it turns out me walking around the</subtitle>
+<subtitle id="0:37:15">re there are a hundred thousand cells  I mean</subtitle>
+<subtitle id="0:37:18"> 100 trillion cells hundred  trillion cells</subtitle>
+<subtitle id="0:37:21"> unfortunately</subtitle>
+<subtitle id="0:37:24"> only 10  trillion of those have my DNA in them</subtitle>
+<subtitle id="0:37:27">same</subtitle>
+<subtitle id="0:37:30"> with you 90</subtitle>
+<subtitle id="0:37:33"> trillion cells that  don't have our DNA what</subtitle>
+<subtitle id="0:37:36"> are they well if  you gathered them all together they're</subtitle>
+<subtitle id="0:37:39">  all the microorganisms in our body and  make a slime</subtitle>
+<subtitle id="0:37:42"> ball about like this just</subtitle>
+<subtitle id="0:37:45">loaded with some of them are trying to  eat you up and</subtitle>
+<subtitle id="0:37:48"> some of them are trying  to put you back together and most</subtitle>
+<subtitle id="0:37:51">hem don't give a damn they're just  along for the ride so</subtitle>
+<subtitle id="0:37:54"> these systems</subtitle>
+<subtitle id="0:37:57"> work  in a completely different way than gears</subtitle>
+<subtitle id="0:38:0">  and we</subtitle>
+<subtitle id="0:38:3"> have to heed that for a variety  of reasons</subtitle>
+<subtitle id="0:38:6"> not just for general  knowledge</subtitle>
+<subtitle id="0:38:9"> but because</subtitle>
+<subtitle id="0:38:12">  for those of us</subtitle>
+<subtitle id="0:38:15"> who are interested in  children at an early age this is when  you</subtitle>
+<subtitle id="0:38:18"> learn it or you don't it's</subtitle>
+<subtitle id="0:38:21"> not that  you can't learn a foreign language or</subtitle>
+<subtitle id="0:38:24"> to  play classical piano with age 40</subtitle>
+<subtitle id="0:38:27">  most people don't</subtitle>
+<subtitle id="0:38:30"> so for practical  purposes if you don't learn this</subtitle>
+<subtitle id="0:38:33">that is really difficult really  different early</subtitle>
+<subtitle id="0:38:36"> if you've got a problem  and by</subtitle>
+<subtitle id="0:38:39"> the way if you look at</subtitle>
+<subtitle id="0:38:42"> what they  call science in especially in</subtitle>
+<subtitle id="0:38:45"> the early  grades but even in grades 8 6 through 8</subtitle>
+<subtitle id="0:38:48">  it is underwhelming to say the least to  anybody</subtitle>
+<subtitle id="0:38:51"> who's a scientist  it's hardly recognizable</subtitle>
+<subtitle id="0:38:54"> everybody</subtitle>
+<subtitle id="0:38:57"> is  having a good time but</subtitle>
+<subtitle id="0:39:0"> the chances that  the children are actually</subtitle>
+<subtitle id="0:39:3">anything important about science are  pretty darn low</subtitle>
+<subtitle id="0:39:6"> and of course this stuff  which</subtitle>
+<subtitle id="0:39:9"> has been around now for almost a  hundred years maybe 80</subtitle>
+<subtitle id="0:39:12"> years isn't being  touched</subtitle>
+<subtitle id="0:39:15"> here's the thing that's really  important</subtitle>
+<subtitle id="0:39:18"> for you to understand today's  computing is mired</subtitle>
+<subtitle id="0:39:21"> in years why do I say  that</subtitle>
+<subtitle id="0:39:24"> because the kind of</subtitle>
+<subtitle id="0:39:27"> coordination  you have to</subtitle>
+<subtitle id="0:39:30"> do to call a procedure to  use it</subtitle>
+<subtitle id="0:39:33"> as a sub part is gear like it</subtitle>
+<subtitle id="0:39:36"> is  tightly meshed it's carefully planned</subtitle>
+<subtitle id="0:39:39">  and almost</subtitle>
+<subtitle id="0:39:42"> all computer programs have  that tightly meshed aspect</subtitle>
+<subtitle id="0:39:45"> to them  however the Internet</subtitle>
+<subtitle id="0:39:48"> does not the  Internet is the size</subtitle>
+<subtitle id="0:39:51"> it is ten eleven  orders of</subtitle>
+<subtitle id="0:39:54"> magnitude in the number of  notes that it</subtitle>
+<subtitle id="0:39:57"> has precisely because it  is not like what computing</subtitle>
+<subtitle id="0:40:0"> was like in  the fifties not at all and probably</subtitle>
+<subtitle id="0:40:3"> the  most important thing I can perch on you</subtitle>
+<subtitle id="0:40:6">today is to try and understand that  computing is not exactly</subtitle>
+<subtitle id="0:40:9"> what you  think it is most computer</subtitle>
+<subtitle id="0:40:12"> people do not  think the Internet is a computational</subtitle>
+<subtitle id="0:40:15">  device because it works so much</subtitle>
+<subtitle id="0:40:18">than any computer program they've ever  tried think</subtitle>
+<subtitle id="0:40:21"> about it the internet  doesn't break an</subtitle>
+<subtitle id="0:40:24"> internet attack is not  an attack on the Internet</subtitle>
+<subtitle id="0:40:27"> has never been  attacked because it can't attack it</subtitle>
+<subtitle id="0:40:30"> all  it ever gets attacked is</subtitle>
+<subtitle id="0:40:33">inside the computers  written</subtitle>
+<subtitle id="0:40:36"> by people who don't understand  this you have to understand this</subtitle>
+<subtitle id="0:40:39"> so what  happened when the internet get done and</subtitle>
+<subtitle id="0:40:42">  a few other things back in the 70s or</subtitle>
+<subtitle id="0:40:45"> so  now 40 some-odd years ago was</subtitle>
+<subtitle id="0:40:48"> a big  paradigm shift in computing and it</subtitle>
+<subtitle id="0:40:51">  hasn't spills out yet but</subtitle>
+<subtitle id="0:40:54">looking ahead to the 22nd century this  is what you have</subtitle>
+<subtitle id="0:40:57"> to understand otherwise  you're always going</subtitle>
+<subtitle id="0:41:0"> to be steering by  looking in the rearview mirror  you'll</subtitle>
+<subtitle id="0:41:3"> never get to where it's going to  go every curriculum</subtitle>
+<subtitle id="0:41:6"> will be doomed to  being completely obsolete before it's  ever</subtitle>
+<subtitle id="0:41:9"> put out there</subtitle>
+<subtitle id="0:41:12"> ok so I'm not going  to go through</subtitle>
+<subtitle id="0:41:15"> I'm not going to go  through</subtitle>
+<subtitle id="0:41:18"> these things I'm just pointing</subtitle>
+<subtitle id="0:41:21">  out that on big diagrams like this which</subtitle>
+<subtitle id="0:41:24">I urge you to make your own versions of  you can once</subtitle>
+<subtitle id="0:41:27"> you put these things up  there they immediately lead to good  questions</subtitle>
+<subtitle id="0:41:30"> about education because</subtitle>
+<subtitle id="0:41:33">  there's a lot of stuff</subtitle>
+<subtitle id="0:41:36"> like a pretty  cool one is that</subtitle>
+<subtitle id="0:41:39"> Wow  if you try to go after this as</subtitle>
+<subtitle id="0:41:42"> old  disciplines like</subtitle>
+<subtitle id="0:41:45"> science and math and  bla bla bla bla bla you're</subtitle>
+<subtitle id="0:41:48"> screwed but</subtitle>
+<subtitle id="0:41:51">if you notice that every single one of  them uses the language</subtitle>
+<subtitle id="0:41:54"> of systems to  describe it you can come</subtitle>
+<subtitle id="0:41:57"> up with a new  integrated way of thinking about these  STEM subjects</subtitle>
+<subtitle id="0:42:0"> there wouldn't be ste M  would be just a s</subtitle>
+<subtitle id="0:42:6">and there's some great books I'm</subtitle>
+<subtitle id="0:42:9">going to go through these this book came  out just last week</subtitle>
+<subtitle id="0:42:12"> I got it I read it  over</subtitle>
+<subtitle id="0:42:15"> the weekend I just loved it so much  as</subtitle>
+<subtitle id="0:42:18"> a guy at Santa Fe Institute I just</subtitle>
+<subtitle id="0:42:21">  loved it so much that I thought about  changing</subtitle>
+<subtitle id="0:42:24"> this entire talk and just doing  it from this book this is a magisterial</subtitle>
+<subtitle id="0:42:27">  book it's written for the general public  and</subtitle>
+<subtitle id="0:42:30"> can't</subtitle>
+<subtitle id="0:42:33">fabulous  while</subtitle>
+<subtitle id="0:42:36"> we're on Santa Fe Institute here's  dude Kaufman an old friend</subtitle>
+<subtitle id="0:42:39"> of mine this  is really a crazy book but you</subtitle>
+<subtitle id="0:42:42"> want to  sometimes when you learn about things  it's</subtitle>
+<subtitle id="0:42:45"> helpful to learn crazy ideas</subtitle>
+<subtitle id="0:42:48"> about  systems this is a systems book also</subtitle>
+<subtitle id="0:42:51">  written for the general public here's</subtitle>
+<subtitle id="0:42:54">one of my favorite people who does get  it</subtitle>
+<subtitle id="0:42:57">so Irene Lee</subtitle>
+<subtitle id="0:43:0"> undergraduate degree in  mathematics</subtitle>
+<subtitle id="0:43:3"> she was associated with the  Santa Fe Institute but</subtitle>
+<subtitle id="0:43:6"> basically she  understood that</subtitle>
+<subtitle id="0:43:9"> it's not about computing  per se</subtitle>
+<subtitle id="0:43:12"> because science is the big</subtitle>
+<subtitle id="0:43:15"> idea  that's why people even tax science</subtitle>
+<subtitle id="0:43:18">the end of computing even though they  don't mean it</subtitle>
+<subtitle id="0:43:21">  it's cachet right</subtitle>
+<subtitle id="0:43:24"> it's like library  science</subtitle>
+<subtitle id="0:43:27"> but science is</subtitle>
+<subtitle id="0:43:30"> the big idea and  computing is the</subtitle>
+<subtitle id="0:43:33"> underpinning of the new  modeling</subtitle>
+<subtitle id="0:43:36"> for ideas that's what</subtitle>
+<subtitle id="0:43:39"> I read  and understood this it's not the only  one</subtitle>
+<subtitle id="0:43:42"> to understand it but she has been  tireless over the last 10</subtitle>
+<subtitle id="0:43:45"> years or so of  trying to make this happen and</subtitle>
+<subtitle id="0:43:48"> right  away once</subtitle>
+<subtitle id="0:43:51"> you start thinking this way  you cannot use standard</subtitle>
+<subtitle id="0:43:54"> programming  languages because you can't get make</subtitle>
+<subtitle id="0:43:57">systems from them you have to use  languages in which</subtitle>
+<subtitle id="0:44:0"> you can make systems  that allow you to deal with</subtitle>
+<subtitle id="0:44:3"> things that  that happen I'll just</subtitle>
+<subtitle id="0:44:6"> mention because  breath</subtitle>
+<subtitle id="0:44:9"> is pretty much my favorite young  thinker on</subtitle>
+<subtitle id="0:44:12"> all this stuff I think he's  one of the most profound</subtitle>
+<subtitle id="0:44:15"> people we have  around</subtitle>
+<subtitle id="0:44:18">this book some of you may</subtitle>
+<subtitle id="0:44:21"> have read</subtitle>
+<subtitle id="0:44:24"> very  important if you haven't</subtitle>
+<subtitle id="0:44:27"> read it read it  because it's</subtitle>
+<subtitle id="0:44:30"> what he does here is he  does</subtitle>
+<subtitle id="0:44:33"> what he calls expository fiction  its meaning</subtitle>
+<subtitle id="0:44:36"> lies lies made for</subtitle>
+<subtitle id="0:44:39">explaining something that's too  complicated to explain and</subtitle>
+<subtitle id="0:44:42"> the  expository fiction</subtitle>
+<subtitle id="0:44:45"> he comes up with is  just completely brilliant</subtitle>
+<subtitle id="0:44:48"> and you can  take it a long way before</subtitle>
+<subtitle id="0:44:51"> you get into  dangerous areas on</subtitle>
+<subtitle id="0:44:54"> it and what he  decided was what</subtitle>
+<subtitle id="0:44:57"> if we just took every  mechanism in</subtitle>
+<subtitle id="0:45:0"> the brain that is there to  respond</subtitle>
+<subtitle id="0:45:3"> quickly like a half second</subtitle>
+<subtitle id="0:45:6"> or  less somewhere in that ballpark</subtitle>
+<subtitle id="0:45:9"> and  we're all over the brain there</subtitle>
+<subtitle id="0:45:12"> therefore  came about different times evolution you  know</subtitle>
+<subtitle id="0:45:15"> they just aren't a system as he  points out but he called them system</subtitle>
+<subtitle id="0:45:18">  what that system one is not a system</subtitle>
+<subtitle id="0:45:21">  it's just the</subtitle>
+<subtitle id="0:45:24"> name I'm using for this  thing and now I'm going to take  everything</subtitle>
+<subtitle id="0:45:27"> else that thinks does the  thinking slowly I'm</subtitle>
+<subtitle id="0:45:30"> gonna call it system  two so</subtitle>
+<subtitle id="0:45:33"> this is just complete bullshit  right but</subtitle>
+<subtitle id="0:45:36"> what's great about it is just  from</subtitle>
+<subtitle id="0:45:39"> staying with that and taking a look</subtitle>
+<subtitle id="0:45:42">  at what's actually going on anybody</subtitle>
+<subtitle id="0:45:45">who's interested in learning anybody's  interested in teaching can</subtitle>
+<subtitle id="0:45:48"> learn an  awful lot about really</subtitle>
+<subtitle id="0:45:51"> good approaches  in particular</subtitle>
+<subtitle id="0:45:54"> to people who did not like  rote learning when</subtitle>
+<subtitle id="0:45:57"> they're in school  well you're right</subtitle>
+<subtitle id="0:46:0"> because inverse rote  learning you</subtitle>
+<subtitle id="0:46:3"> don't learn the you learn  the</subtitle>
+<subtitle id="0:46:6"> notes but not the music but the</subtitle>
+<subtitle id="0:46:9">  problem is if you do the cognitive side</subtitle>
+<subtitle id="0:46:12">  only which is a reaction to it you</subtitle>
+<subtitle id="0:46:15">  completely lose because the cognitive  the</subtitle>
+<subtitle id="0:46:18">different  thinking things</subtitle>
+<subtitle id="0:46:21"> in order to get really  good slow thinking</subtitle>
+<subtitle id="0:46:24"> going you have to  have something it is tough</subtitle>
+<subtitle id="0:46:27"> it is rather  like learning to play a classical  musical</subtitle>
+<subtitle id="0:46:30"> instrument where it's basically  cognitive</subtitle>
+<subtitle id="0:46:33"> it's basically emotional but  you have to have the chops or</subtitle>
+<subtitle id="0:46:36"> it's  basically like reading you</subtitle>
+<subtitle id="0:46:39"> have to get  really skilled at reading before</subtitle>
+<subtitle id="0:46:42"> you  forget you're reading and getting</subtitle>
+<subtitle id="0:46:45"> to  that place in all of these areas that's</subtitle>
+<subtitle id="0:46:48">  really tough and with that take</subtitle>
+<subtitle id="0:46:51"> a look  at Frank Smith has written a lot about</subtitle>
+<subtitle id="0:46:54">  what literacy is and he treats it in a  nice</subtitle>
+<subtitle id="0:46:57"> whoops  treats it in a in</subtitle>
+<subtitle id="0:47:0"> a way that's nice for  us</subtitle>
+<subtitle id="0:47:3"> because</subtitle>
+<subtitle id="0:47:6"> you</subtitle>
+<subtitle id="0:47:9"> expect them to talk about  the English language he</subtitle>
+<subtitle id="0:47:12"> says no forget  about the English language it's</subtitle>
+<subtitle id="0:47:15"> really  about ideas because littered</subtitle>
+<subtitle id="0:47:18">the literature are there because there's  something worthwhile</subtitle>
+<subtitle id="0:47:21"> reading and writing  about so</subtitle>
+<subtitle id="0:47:24"> we have to think about what the  ideas are that</subtitle>
+<subtitle id="0:47:27"> we want to put all forth  all this effort and</subtitle>
+<subtitle id="0:47:30"> we start finding  representations and</subtitle>
+<subtitle id="0:47:33"> those of you who  know about the history writing</subtitle>
+<subtitle id="0:47:36"> in a  natural language you'll know that most</subtitle>
+<subtitle id="0:47:39">  of the early efforts were in fact</subtitle>
+<subtitle id="0:47:42"> rather  in story form even</subtitle>
+<subtitle id="0:47:45"> for things that  weren't stories that's because</subtitle>
+<subtitle id="0:47:48">didn't know any other way of structuring  this</subtitle>
+<subtitle id="0:47:51"> course other than what had been  used around the</subtitle>
+<subtitle id="0:47:54"> campfire and it took  quite a while it's</subtitle>
+<subtitle id="0:47:57"> really the 17th  century when people started to look at</subtitle>
+<subtitle id="0:48:0">  other ways of writing prose</subtitle>
+<subtitle id="0:48:3"> Thomas  Hobbes for example was</subtitle>
+<subtitle id="0:48:6"> one of the  inventors of modern prose forms</subtitle>
+<subtitle id="0:48:9"> and in  between you've got always pondering</subtitle>
+<subtitle id="0:48:12"> and  finding and these things Co evolved over  time the</subtitle>
+<subtitle id="0:48:15"> representations help the ideas  the</subtitle>
+<subtitle id="0:48:18"> ideas that you get from there</subtitle>
+<subtitle id="0:48:21">back on representations if you're lucky  unless</subtitle>
+<subtitle id="0:48:24"> you have in academia because  academia</subtitle>
+<subtitle id="0:48:27"> is tend to freeze some  convenient</subtitle>
+<subtitle id="0:48:30"> representation to teach and  they tend to stove-piped</subtitle>
+<subtitle id="0:48:33"> himself off so  this was CP snows</subtitle>
+<subtitle id="0:48:36"> two cultures lecture  you may have read</subtitle>
+<subtitle id="0:48:39"> about where he took  the</subtitle>
+<subtitle id="0:48:42"> literary culture in england to task</subtitle>
+<subtitle id="0:48:45">  for never learning math and science  despite</subtitle>
+<subtitle id="0:48:48"> the fact that most of the  interesting</subtitle>
+<subtitle id="0:48:51"> ideas in the 20th century  had mathematical</subtitle>
+<subtitle id="0:48:54"> and scientific content  and despite</subtitle>
+<subtitle id="0:48:57"> the fact that newton's  principia had math</subtitle>
+<subtitle id="0:49:0"> and geometry and  other things in it and it's a</subtitle>
+<subtitle id="0:49:3"> work of  great literature so</subtitle>
+<subtitle id="0:49:6"> academia is one of  the tougher</subtitle>
+<subtitle id="0:49:9"> barriers and</subtitle>
+<subtitle id="0:49:12"></subtitle>
+<subtitle id="0:49:15"> so</subtitle>
+<subtitle id="0:49:18"> I just said  that I'm getting</subtitle>
+<subtitle id="0:49:21"> older so I have to put  in these little I hate bullets</subtitle>
+<subtitle id="0:49:24"> but  they're now more used</subtitle>
+<subtitle id="0:49:27"> to me than they  are to you</subtitle>
+<subtitle id="0:49:30"> okay so here's the gazillion</subtitle>
+<subtitle id="0:49:33">  things of a huge gazillions of</subtitle>
+<subtitle id="0:49:36"> thing  these are just things I jotted down</subtitle>
+<subtitle id="0:49:39"> for  ideas</subtitle>
+<subtitle id="0:49:42"> of interest now and going</subtitle>
+<subtitle id="0:49:45"> forward  into the 22nd century there</subtitle>
+<subtitle id="0:49:48"> are a lot of  them notice</subtitle>
+<subtitle id="0:49:51"> there aren't too many that  really seem</subtitle>
+<subtitle id="0:49:54"> to have too much to do  directly with computers but if you look  at carefully</subtitle>
+<subtitle id="0:49:57"> competing underlies every  single one of them</subtitle>
+<subtitle id="0:50:0"> understanding them</subtitle>
+<subtitle id="0:50:3"> so  it's just</subtitle>
+<subtitle id="0:50:6">like</subtitle>
+<subtitle id="0:50:9"> when i kritis</subtitle>
+<subtitle id="0:50:12">  to criticize programming languages</subtitle>
+<subtitle id="0:50:15"> so  one of the things I criticized asked</subtitle>
+<subtitle id="0:50:18">about a programming language both what  kind of systems can</subtitle>
+<subtitle id="0:50:21"> I make in it if I'm  a kid they're really set up</subtitle>
+<subtitle id="0:50:24"> for making  things out of simultaneous modules and</subtitle>
+<subtitle id="0:50:27">hooking them together well most of them  are most</subtitle>
+<subtitle id="0:50:30"> things are aggregates I really</subtitle>
+<subtitle id="0:50:33">  uses starlogo</subtitle>
+<subtitle id="0:50:36"> for doing that both  languages can't handle any</subtitle>
+<subtitle id="0:50:39"> kind of  aggregates except for simple to raise</subtitle>
+<subtitle id="0:50:42">  think about how ridiculous that is</subtitle>
+<subtitle id="0:50:45"> in  the age of science it's</subtitle>
+<subtitle id="0:50:48"> a complete  disconnect with everything</subtitle>
+<subtitle id="0:50:51"> except what  computer likes to use arrays for</subtitle>
+<subtitle id="0:50:54">  simulations here's one  how</subtitle>
+<subtitle id="0:50:57"> many programming languages that  you're using with children have</subtitle>
+<subtitle id="0:51:0">can</subtitle>
+<subtitle id="0:51:3"> tell you zero</subtitle>
+<subtitle id="0:51:6"> you can't have three  centimeters to five inches</subtitle>
+<subtitle id="0:51:9"> in any  programming language and have</subtitle>
+<subtitle id="0:51:12">to get a reasonable answer because you  can't say that</subtitle>
+<subtitle id="0:51:15"> a number has a dimension  of</subtitle>
+<subtitle id="0:51:18"> inches or centimeters one</subtitle>
+<subtitle id="0:51:21"> of the Mars  missions was lost because of that they</subtitle>
+<subtitle id="0:51:24">programmed it in language that didn't  have this like most programming</subtitle>
+<subtitle id="0:51:27">  languages and the person who</subtitle>
+<subtitle id="0:51:30">program was thinking in terms of  centimeters</subtitle>
+<subtitle id="0:51:33"> the person who wrote the  program was thinking in terms of inches  and</subtitle>
+<subtitle id="0:51:36"> so a 300 million dollar rocket</subtitle>
+<subtitle id="0:51:39">  failed just because of that</subtitle>
+<subtitle id="0:51:42"> error  it's the programming language perfectly</subtitle>
+<subtitle id="0:51:45">  if it was in there about reasoning</subtitle>
+<subtitle id="0:51:48"> and  so forth okay so there's</subtitle>
+<subtitle id="0:51:54">and</subtitle>
+<subtitle id="0:51:57"> they're not isolated things I</subtitle>
+<subtitle id="0:52:0"> can  see Hamlet up there about humans</subtitle>
+<subtitle id="0:52:3"> but the  real humans are not really isolated from</subtitle>
+<subtitle id="0:52:6">  aggregates from simulation</subtitle>
+<subtitle id="0:52:9"> from systems  from any of these things and</subtitle>
+<subtitle id="0:52:12"> if you're  introduced to</subtitle>
+<subtitle id="0:52:15"> tiny little ideas in  stovepipes</subtitle>
+<subtitle id="0:52:18"> and it's up to you the  students particularly</subtitle>
+<subtitle id="0:52:21">student to make sense of them between  the soap</subtitle>
+<subtitle id="0:52:24"> pipes you're in real trouble if  you don't have a friendly</subtitle>
+<subtitle id="0:52:27"> adult we  actually can steer you through this</subtitle>
+<subtitle id="0:52:30">  morass you're going to be trapped</subtitle>
+<subtitle id="0:52:33"> in a  world of non meaning</subtitle>
+<subtitle id="0:52:36"> so the meaning here  so I just</subtitle>
+<subtitle id="0:52:39"> somebody said something that  sounded good as</subtitle>
+<subtitle id="0:52:42"> it should be fun and  should relate to the kids like No</subtitle>
+<subtitle id="0:52:45"> yes of  course it should be fun but where</subtitle>
+<subtitle id="0:52:48"> do you  get the fun from the important thing  about modern</subtitle>
+<subtitle id="0:52:51"> education is it's precisely  about teaching</subtitle>
+<subtitle id="0:52:54"> children not to be likely  where hundred</subtitle>
+<subtitle id="0:52:57"> thousand years ago it is  not about</subtitle>
+<subtitle id="0:53:0"> catering to what kids just  want</subtitle>
+<subtitle id="0:53:3"> to do when they're messing around  no</subtitle>
+<subtitle id="0:53:6"> we don't want to torture them but</subtitle>
+<subtitle id="0:53:9">whole point of civilization is to learn  things</subtitle>
+<subtitle id="0:53:12"> that are stronger than what</subtitle>
+<subtitle id="0:53:15"> we  naturally go up with so of course the  stuff is</subtitle>
+<subtitle id="0:53:18"> tough real question is what  makes tough</subtitle>
+<subtitle id="0:53:21"> fun hard fun Seymour used to  call</subtitle>
+<subtitle id="0:53:24"> it  what makes hard fun well it is fun  especially if</subtitle>
+<subtitle id="0:53:27"> a bunch of people are  doing things together</subtitle>
+<subtitle id="0:53:30"> so the idea</subtitle>
+<subtitle id="0:53:33">here basic it's about science this is  irene lee's rap and</subtitle>
+<subtitle id="0:53:36"> what's the problem</subtitle>
+<subtitle id="0:53:51">the purpose</subtitle>
+<subtitle id="0:53:54"> of a book understand the  force and energy</subtitle>
+<subtitle id="0:53:57"> mechanics and  relativity</subtitle>
+<subtitle id="0:54:0"> it was here and they rely</subtitle>
+<subtitle id="0:54:3"> on  me the universe I go</subtitle>
+<subtitle id="0:54:9">they have made fun of me</subtitle>
+<subtitle id="0:54:12"> in high school  the concordance all go</subtitle>
+<subtitle id="0:54:15"> in the hole I got  lasers wow that's</subtitle>
+<subtitle id="0:54:18"> really cool okay the  mass times acceleration</subtitle>
+<subtitle id="0:54:27">[Music]</subtitle>
+<subtitle id="0:54:33">strength Yee</subtitle>
+<subtitle id="0:54:39">did I give you a</subtitle>
+<subtitle id="0:54:42"> reaction here comment  something up mattaniah</subtitle>
+<subtitle id="0:54:45"> say okay if</subtitle>
+<subtitle id="0:54:48"> I had  time I'd let this is so great it's on</subtitle>
+<subtitle id="0:54:51">  YouTube called physics wars and</subtitle>
+<subtitle id="0:54:54"> yeah so</subtitle>
+<subtitle id="0:54:57">  what's great about science is science is</subtitle>
+<subtitle id="0:55:0">mature enough so it can see what's funny  about itself</subtitle>
+<subtitle id="0:55:3"> I'm not sure the computing  has actually got to that point</subtitle>
+<subtitle id="0:55:6"> yet still  taking itself very very seriously</subtitle>
+<subtitle id="0:55:9"> but in  fact this</subtitle>
+<subtitle id="0:55:12"> exists inside of computing but  much worse it exists</subtitle>
+<subtitle id="0:55:15"> in the fortress</subtitle>
+<subtitle id="0:55:18"> of  computing against other ideas</subtitle>
+<subtitle id="0:55:21"> so it's  after their</subtitle>
+<subtitle id="0:55:24"> resistance for instance to  teaching</subtitle>
+<subtitle id="0:55:27"> science with computing because  a lot of people who are</subtitle>
+<subtitle id="0:55:30"> pure computer  people they want it they want to have</subtitle>
+<subtitle id="0:55:33">  computing be an essential subject</subtitle>
+<subtitle id="0:55:36">high school what they should be asking  for</subtitle>
+<subtitle id="0:55:39"> don't ask for it is a separate  subject what you want</subtitle>
+<subtitle id="0:55:42"> is to have the  children learn knowledge don't</subtitle>
+<subtitle id="0:55:45"> worry  about what you want it's really about</subtitle>
+<subtitle id="0:55:48">  the children so</subtitle>
+<subtitle id="0:55:51"> so let's take a look at</subtitle>
+<subtitle id="0:55:54">his</subtitle>
+<subtitle id="0:55:57"> idea here</subtitle>
+<subtitle id="0:56:0"> is the problem</subtitle>
+<subtitle id="0:56:3">when people</subtitle>
+<subtitle id="0:56:6"> look at to see what  percentage of the population is</subtitle>
+<subtitle id="0:56:9">  naturally autodidactic and this means</subtitle>
+<subtitle id="0:56:12">  not dabbling in something for</subtitle>
+<subtitle id="0:56:15"> one's own  amusement everybody is kind of audited  tactic</subtitle>
+<subtitle id="0:56:18"> and of course we all have to do  our own learning</subtitle>
+<subtitle id="0:56:21"> in the end learning is  actually done by us</subtitle>
+<subtitle id="0:56:24"> but being an  autodidact</subtitle>
+<subtitle id="0:56:27"> is a person who can</subtitle>
+<subtitle id="0:56:30">  ferociously take charge and</subtitle>
+<subtitle id="0:56:33"> maps  themselves up to the</subtitle>
+<subtitle id="0:56:36"> kinds of learning  or better that you would get say</subtitle>
+<subtitle id="0:56:39"> in a  good high school or good college and</subtitle>
+<subtitle id="0:56:42">  maybe five to ten percent of humans are</subtitle>
+<subtitle id="0:56:45">  that so</subtitle>
+<subtitle id="0:56:48"> not a lot and so</subtitle>
+<subtitle id="0:56:51"> if we're going  to do something that</subtitle>
+<subtitle id="0:56:54"> is going to change  education</subtitle>
+<subtitle id="0:56:57"> in some way this is something  we all agree</subtitle>
+<subtitle id="0:57:0"> it with here's why you're  here is we have to</subtitle>
+<subtitle id="0:57:3"> deal with this  genetic thing</subtitle>
+<subtitle id="0:57:6"> that humans have is that  we are set up to learn from other people  in</subtitle>
+<subtitle id="0:57:9"> fact we're not only stuff to</subtitle>
+<subtitle id="0:57:12">from who are set up to learn a lot by  not even talking about</subtitle>
+<subtitle id="0:57:15"> because in  traditional</subtitle>
+<subtitle id="0:57:18"> societies we just go off in  a culture and that's what that</subtitle>
+<subtitle id="0:57:21"> is our  reality that is what we've learned we  don't have to</subtitle>
+<subtitle id="0:57:24"> go to school for most  things</subtitle>
+<subtitle id="0:57:30">o</subtitle>
+<subtitle id="0:57:33"> when this powerful ideas stuff</subtitle>
+<subtitle id="0:57:36">started to happen  yeah maybe back in Greece</subtitle>
+<subtitle id="0:57:39"> don't pin  everything on dead white</subtitle>
+<subtitle id="0:57:42"> guys because a  lot of stuff is happening in China</subtitle>
+<subtitle id="0:57:45"> right  it's exactly the same time and</subtitle>
+<subtitle id="0:57:48"> many many  of them in the same direction but</subtitle>
+<subtitle id="0:57:51"> it</subtitle>
+<subtitle id="0:57:54">  started with the symbol of Socrates and</subtitle>
+<subtitle id="0:57:57">  the thing right</subtitle>
+<subtitle id="0:58:0"> away is when you have a  great teacher and we've</subtitle>
+<subtitle id="0:58:3"> all had at least  one right everybody has</subtitle>
+<subtitle id="0:58:6"> it we as anybody  had not ever had a good teacher  a</subtitle>
+<subtitle id="0:58:9"> great teacher yeah usually</subtitle>
+<subtitle id="0:58:12"> one or two  you never forget</subtitle>
+<subtitle id="0:58:15"> them they change your  life the</subtitle>
+<subtitle id="0:58:18"> greatest calling in the world  to be a teacher we</subtitle>
+<subtitle id="0:58:21"> just have to get the  teachers to find</subtitle>
+<subtitle id="0:58:24"> a way learning more but  also</subtitle>
+<subtitle id="0:58:27"> finding a way of leveraging  knowledge in a different</subtitle>
+<subtitle id="0:58:30"> way so</subtitle>
+<subtitle id="0:58:33"> yeah  when</subtitle>
+<subtitle id="0:58:36"> we have a problem particularly if  you happen</subtitle>
+<subtitle id="0:58:39"> to be on that side of the  world let's invent a technology</subtitle>
+<subtitle id="0:58:42"> to help  how about writing</subtitle>
+<subtitle id="0:58:45"> and the cool thing  about writing is</subtitle>
+<subtitle id="0:58:48"> you can get</subtitle>
+<subtitle id="0:58:51"> some of  Socrates in there in</subtitle>
+<subtitle id="0:58:54"> fact Plato was able  to get enough of Socrates in</subtitle>
+<subtitle id="0:58:57"> there that  we still remember both of them and  remember</subtitle>
+<subtitle id="0:59:0"> a lot of the ideas think about  that so</subtitle>
+<subtitle id="0:59:3"> writing transcends time</subtitle>
+<subtitle id="0:59:6"> and  space and if</subtitle>
+<subtitle id="0:59:9"> you know your Greek letters  anybody</subtitle>
+<subtitle id="0:59:12"> see what the title of that piece</subtitle>
+<subtitle id="0:59:15">  of writing is there so</subtitle>
+<subtitle id="0:59:18"> this is the feed  rest which is one of the</subtitle>
+<subtitle id="0:59:21"> most famous of  the Platonic dialogues because it's</subtitle>
+<subtitle id="0:59:24">  about just what I'm talking about this  is</subtitle>
+<subtitle id="0:59:27"> not a not as it wasn't Greek in in  Greece</subtitle>
+<subtitle id="0:59:30"> this was a copy done about 2,000</subtitle>
+<subtitle id="0:59:33">  years ago or so yeah</subtitle>
+<subtitle id="0:59:36">  and once</subtitle>
+<subtitle id="0:59:39"> you have writing you</subtitle>
+<subtitle id="0:59:42"> can just  get a couple of intelligent</subtitle>
+<subtitle id="0:59:45">he writings together and all of a  sudden you've</subtitle>
+<subtitle id="0:59:48"> got something it's above  threshold that's a</subtitle>
+<subtitle id="0:59:51"> fantastic invention</subtitle>
+<subtitle id="0:59:54">  except</subtitle>
+<subtitle id="0:59:57"> not enough books but</subtitle>
+<subtitle id="1:0:0"> can we  invent a technology</subtitle>
+<subtitle id="1:0:3"> to help sure how  about the printing press and</subtitle>
+<subtitle id="1:0:6"> if you like  history</subtitle>
+<subtitle id="1:0:9"> most people think the Industrial  Revolution happened</subtitle>
+<subtitle id="1:0:12"> in the 18th century  but if you think about</subtitle>
+<subtitle id="1:0:15">Industrial Revolution was the printing  press was the very first</subtitle>
+<subtitle id="1:0:18"> invention of  the Industrial Revolution  yes</subtitle>
+<subtitle id="1:0:21"> Industrial Revolution is</subtitle>
+<subtitle id="1:0:24"> making  copies of things very inexpensively and</subtitle>
+<subtitle id="1:0:27">  what you got there is</subtitle>
+<subtitle id="1:0:30"> two things you got  the</subtitle>
+<subtitle id="1:0:33"> teacher and the students and the  book but</subtitle>
+<subtitle id="1:0:36"> once you can make a gazillion  books you got something even</subtitle>
+<subtitle id="1:0:39"> better  you got the autodidact in</subtitle>
+<subtitle id="1:0:42"> the room so</subtitle>
+<subtitle id="1:0:45"></subtitle>
+<subtitle id="1:0:48"> so  here's the dream of the</subtitle>
+<subtitle id="1:0:51"> last 60 years in  computing you may not even heard it</subtitle>
+<subtitle id="1:0:54">because it hasn't been talked about so  much but it's coming back</subtitle>
+<subtitle id="1:0:57"> when computer  first</subtitle>
+<subtitle id="1:1:0"> came about people started  realizing that</subtitle>
+<subtitle id="1:1:3"> besides all these  wonderful things have had for  representing</subtitle>
+<subtitle id="1:1:6"> knowledge and representing  ideas and simulating</subtitle>
+<subtitle id="1:1:9"> it should be able  to simulate</subtitle>
+<subtitle id="1:1:12"> something more than a book  can simulate</subtitle>
+<subtitle id="1:1:15"> of what a Socrates can do  not everything</subtitle>
+<subtitle id="1:1:18"> but something more and so</subtitle>
+<subtitle id="1:1:24">I'll just show you the last slide here  and then let's</subtitle>
+<subtitle id="1:1:27"> get to ask that</subtitle>
+<subtitle id="1:1:30">so what I'm earning here</subtitle>
+<subtitle id="1:1:33"> is instead of  trying to get to the future just by  making</subtitle>
+<subtitle id="1:1:36"> improvements on what you're doing  the problem there is you're</subtitle>
+<subtitle id="1:1:39"> assuming  that the present is okay and</subtitle>
+<subtitle id="1:1:42"> so trying  to take something whereas</subtitle>
+<subtitle id="1:1:45">the future you don't have to assume the  present is okay</subtitle>
+<subtitle id="1:1:48"> and just worry about  what it should be and if you think</subtitle>
+<subtitle id="1:1:51">what it should be using some of these  ideas you could then see</subtitle>
+<subtitle id="1:1:54"> what should be  going on you can bring that back and  that</subtitle>
+<subtitle id="1:1:57"> can be your longer-term project  while you're working on</subtitle>
+<subtitle id="1:2:0"> what to do next  week thank you thank you very much</subtitle>
+<subtitle id="1:2:3"></subtitle>
+<subtitle id="1:2:6"> thank  you so</subtitle>
+<subtitle id="1:2:9"> I think it was I</subtitle>
+<subtitle id="1:2:12"> got asked to of  course</subtitle>
+<subtitle id="1:2:15"> I always talk to the time given  but</subtitle>
+<subtitle id="1:2:18"> anybody any questions about</subtitle>
+<subtitle id="1:2:21"> sure</subtitle>
+<subtitle id="1:2:24">  will you actually fill</subtitle>
+<subtitle id="1:2:27"> yet if you could  wait for something like over we</subtitle>
+<subtitle id="1:2:30"> have  about 15 minutes for Q&A and I agreed to  stick</subtitle>
+<subtitle id="1:2:33"> around 83 introduces hi I'm Sylvia</subtitle>
+<subtitle id="1:2:36">  Martinez I was wondering if you thought  that</subtitle>
+<subtitle id="1:2:39"> Wolfram Alpha was a big step in the</subtitle>
+<subtitle id="1:2:42">kind of programming languages that you  were saying don't exist yeah</subtitle>
+<subtitle id="1:2:45"> so so -</subtitle>
+<subtitle id="1:2:48"> and  this again this is a great question  because</subtitle>
+<subtitle id="1:2:51"> the future of most commercial</subtitle>
+<subtitle id="1:2:54">  programming let's say</subtitle>
+<subtitle id="1:2:57"> 20 30 years from  now almost all of</subtitle>
+<subtitle id="1:3:0"> the stuff that kids  are trying to learn to get jobs for is</subtitle>
+<subtitle id="1:3:3">  going to be done with by languages like  Wolfram</subtitle>
+<subtitle id="1:3:6"> Alpha and the reason</subtitle>
+<subtitle id="1:3:9"> is is be is  because the you</subtitle>
+<subtitle id="1:3:12"> know sort of TurboTax  for</subtitle>
+<subtitle id="1:3:15"> our large-scale programming</subtitle>
+<subtitle id="1:3:18"> on  relatively generic problems</subtitle>
+<subtitle id="1:3:21"> that are  relatively understood and so</subtitle>
+<subtitle id="1:3:24"> for  pedagogy it's exactly the</subtitle>
+<subtitle id="1:3:27"> opposite  because what you're giving the child</subtitle>
+<subtitle id="1:3:30"> is  a servant who already knows the answer</subtitle>
+<subtitle id="1:3:33">  right and so if</subtitle>
+<subtitle id="1:3:36"> you think of the the  problems</subtitle>
+<subtitle id="1:3:39">  after the aristocracy has growing up  with</subtitle>
+<subtitle id="1:3:42"> certain particularly if they hired  smart Greeks who</subtitle>
+<subtitle id="1:3:45"> knew all the answers as  part of what did the Romans in is</subtitle>
+<subtitle id="1:3:48"> for  child you</subtitle>
+<subtitle id="1:3:51"> don't want to give them a  language in which you can ask</subtitle>
+<subtitle id="1:3:54"> a question  and get an answer so if you made</subtitle>
+<subtitle id="1:3:57">  WolframAlpha be like Socrates where</subtitle>
+<subtitle id="1:4:0">you ask it a question  the system</subtitle>
+<subtitle id="1:4:3">question they would start getting the  kid thinking about</subtitle>
+<subtitle id="1:4:6"> it then it would be  good pedagogically but</subtitle>
+<subtitle id="1:4:9"> if it comes back  with the answer it couldn't be worse</subtitle>
+<subtitle id="1:4:12">kind of like you know the Misun  misunderstanding</subtitle>
+<subtitle id="1:4:15"> people had about Sim  City which got every</subtitle>
+<subtitle id="1:4:18">it's one of the worst things ever done  for education</subtitle>
+<subtitle id="1:4:21"> because because</subtitle>
+<subtitle id="1:4:24"> you  couldn't examine the model it used</subtitle>
+<subtitle id="1:4:27">you couldn't change the model it use I  got</subtitle>
+<subtitle id="1:4:30"> after math maxis a lot about that  didn't</subtitle>
+<subtitle id="1:4:33"> the educators didn't care because  the kids liked it they</subtitle>
+<subtitle id="1:4:36"> did things but  look you can't</subtitle>
+<subtitle id="1:4:39"> learn about a city it's  the only recourse your</subtitle>
+<subtitle id="1:4:42"> simulation has to  crime rate</subtitle>
+<subtitle id="1:4:45"> is the only way you can stave  off crime rate is build more police</subtitle>
+<subtitle id="1:4:48">  stations come on that was built into Sim  City</subtitle>
+<subtitle id="1:4:51">could not find it  and so</subtitle>
+<subtitle id="1:4:54"> we have to make the distinction  between</subtitle>
+<subtitle id="1:4:57"> now if you're learning a musical  instrument</subtitle>
+<subtitle id="1:5:0"> even you have to</subtitle>
+<subtitle id="1:5:3"> do things  that are hard and the pedagogy there</subtitle>
+<subtitle id="1:5:6"> is  to help you do those hard things if</subtitle>
+<subtitle id="1:5:9">you're trying to accomplish a goal in  business what you're trying</subtitle>
+<subtitle id="1:5:12">accomplish this goal and these are just  completely</subtitle>
+<subtitle id="1:5:15"> two different things the one  good thing about will</subtitle>
+<subtitle id="1:5:18"> from Alpha which  yeah</subtitle>
+<subtitle id="1:5:21"> welcome</subtitle>
+<subtitle id="1:5:24"> yeah well you're thinking  Mathematica No</subtitle>
+<subtitle id="1:5:30">yeah I think I've seen but it isn't</subtitle>
+<subtitle id="1:5:33"> the  thing that you can ask it</subtitle>
+<subtitle id="1:5:36"> okay</subtitle>
+<subtitle id="1:5:39"> I'll look  at look at</subtitle>
+<subtitle id="1:5:42"> and if I know if I know  wolfram at</subtitle>
+<subtitle id="1:5:45"> all it does have units bits</subtitle>
+<subtitle id="1:5:48">you can add three centimeters to five  inches in</subtitle>
+<subtitle id="1:5:51"> it yeah so I'll look at it  thank you very much for that</subtitle>
+<subtitle id="1:5:54"> um so my  name is Patricia</subtitle>
+<subtitle id="1:5:57"> Pena from the  University of Puerto Rico I my</subtitle>
+<subtitle id="1:6:0"> question  to you is a kind of was shocked because  like</subtitle>
+<subtitle id="1:6:3"> I think of you as the first person  who created</subtitle>
+<subtitle id="1:6:6"> an object oriented  programming language right uh</subtitle>
+<subtitle id="1:6:9"> you know a  success</subtitle>
+<subtitle id="1:6:12"> has a thousand fathers and  failures</subtitle>
+<subtitle id="1:6:15"> an orphan okay that's a yeah</subtitle>
+<subtitle id="1:6:18">  yeah so I but I guess I'm I</subtitle>
+<subtitle id="1:6:21"> was early  you early but one of the things I love  about object-oriented</subtitle>
+<subtitle id="1:6:24"> programming is  that you create units</subtitle>
+<subtitle id="1:6:27"> right and then you  can transfer you know</subtitle>
+<subtitle id="1:6:30"> translate from or  do the translation between the</subtitle>
+<subtitle id="1:6:33"> units and  so to hear you say that you</subtitle>
+<subtitle id="1:6:36"> want unit  could be implemented into</subtitle>
+<subtitle id="1:6:39"> a programming  language kind of to me taste the</subtitle>
+<subtitle id="1:6:42">that the beauty of voice well  object-oriented</subtitle>
+<subtitle id="1:6:45"> yeah so so that is an  extremely good</subtitle>
+<subtitle id="1:6:48"> question because yeah  when we first did</subtitle>
+<subtitle id="1:6:51"> small talk one of the  first things we</subtitle>
+<subtitle id="1:6:54"> did was to see how far  you could go</subtitle>
+<subtitle id="1:6:57"> just using objects and</subtitle>
+<subtitle id="1:7:0">  making it do the coercion between one</subtitle>
+<subtitle id="1:7:3">scale of dimensions and another  and</subtitle>
+<subtitle id="1:7:6"> unless I'm completely mistaken the</subtitle>
+<subtitle id="1:7:9">  this you know there's a level</subtitle>
+<subtitle id="1:7:12"> where this  is actually worth like it's worthwhile</subtitle>
+<subtitle id="1:7:15">using an object-oriented language to  make complex numbers</subtitle>
+<subtitle id="1:7:18"> and to do other  kinds of</subtitle>
+<subtitle id="1:7:21"> things in the number sphere  most of the most of languages do</subtitle>
+<subtitle id="1:7:24"> a  terrible job going from one form of  number</subtitle>
+<subtitle id="1:7:27"> to another and many of the so  called object-oriented</subtitle>
+<subtitle id="1:7:30">numbers aren't odds  for</subtitle>
+<subtitle id="1:7:33"> instance they aren't in Java or C</subtitle>
+<subtitle id="1:7:36"> I  think JavaScript either so there</subtitle>
+<subtitle id="1:7:39"> isn't a  class for those numbers you can't</subtitle>
+<subtitle id="1:7:42">look to see what's there you can't  really add things</subtitle>
+<subtitle id="1:7:45"> to them so</subtitle>
+<subtitle id="1:7:48"> yeah the if  you</subtitle>
+<subtitle id="1:7:51"> go deeper into these dimensions  thing</subtitle>
+<subtitle id="1:7:54"> like what you need for science it  actually is</subtitle>
+<subtitle id="1:7:57"> a parallel to dimensions are</subtitle>
+<subtitle id="1:8:0">  to the physical</subtitle>
+<subtitle id="1:8:3"> world what a type theory  is to type</subtitle>
+<subtitle id="1:8:6"> languages in other words they  give meaning</subtitle>
+<subtitle id="1:8:9"> there</subtitle>
+<subtitle id="1:8:12"> it's a way of giving  meaning and objects are a way of</subtitle>
+<subtitle id="1:8:15"> putting  types on things</subtitle>
+<subtitle id="1:8:18"> but</subtitle>
+<subtitle id="1:8:21"> I would</subtitle>
+<subtitle id="1:8:24"> not try and  get a third grader</subtitle>
+<subtitle id="1:8:27"> to extend an  object-oriented language to</subtitle>
+<subtitle id="1:8:30"> put in  dimensions and I absolutely want</subtitle>
+<subtitle id="1:8:33"> a third  grader just like I wouldn't try to get  them to</subtitle>
+<subtitle id="1:8:36"> write the graphics system later</subtitle>
+<subtitle id="1:8:39">on I like them to open the hood and see  that the graphics system</subtitle>
+<subtitle id="1:8:42">the same language that they wrote I like  them to open the hood and</subtitle>
+<subtitle id="1:8:45"> see that the  dimension system is written</subtitle>
+<subtitle id="1:8:48"> in the same  thing but it's a question of what what  you</subtitle>
+<subtitle id="1:8:51"> want to learn when do when do you  need to learn it learning the</subtitle>
+<subtitle id="1:8:54">dimensions is much more important than  learning how to implement</subtitle>
+<subtitle id="1:8:57"> them so you  spread</subtitle>
+<subtitle id="1:9:0"> them out that way yeah conversely  most of the</subtitle>
+<subtitle id="1:9:3"> standards</subtitle>
+<subtitle id="1:9:6"> in fractions are</subtitle>
+<subtitle id="1:9:9">  given to the children before they can</subtitle>
+<subtitle id="1:9:12">  actually derive those</subtitle>
+<subtitle id="1:9:15"> relationships and  there is</subtitle>
+<subtitle id="1:9:18"> where you really would it's  really</subtitle>
+<subtitle id="1:9:21"> makes things confusing and to  teachers so</subtitle>
+<subtitle id="1:9:24"> what once</subtitle>
+<subtitle id="1:9:27"> went around and  talked to teachers at 14 schools and 5th</subtitle>
+<subtitle id="1:9:30">grade teachers and I asked what one of  the questions I asked</subtitle>
+<subtitle id="1:9:33"> was when did you  check out of mathematics now</subtitle>
+<subtitle id="1:9:36"> when when  did you decide mathematics wasn't for  you</subtitle>
+<subtitle id="1:9:39"> and 80% of the answers were</subtitle>
+<subtitle id="1:9:42">  invert and multiply</subtitle>
+<subtitle id="1:9:45"> for dividing one  fraction by another and</subtitle>
+<subtitle id="1:9:48"> get it in fifth  grade and</subtitle>
+<subtitle id="1:9:51"> if you got an eighth grade  it's</subtitle>
+<subtitle id="1:9:54"> trivial because you you just</subtitle>
+<subtitle id="1:9:57">had a little bit it's just a little bit  of algebra you can</subtitle>
+<subtitle id="1:10:0"> just derive it you  don't even have to know it you just</subtitle>
+<subtitle id="1:10:3"> set  it up and simplify it and it</subtitle>
+<subtitle id="1:10:6"> simplifies  to convert and multiply but instead</subtitle>
+<subtitle id="1:10:9">fifth grade the kids are given a rule  that they can't see the reason for</subtitle>
+<subtitle id="1:10:12"> and  if you think about fractions</subtitle>
+<subtitle id="1:10:15"> the worst  one which nobody complains</subtitle>
+<subtitle id="1:10:18"> about is  multiplying one fraction by another  multiply</subtitle>
+<subtitle id="1:10:21"> the top and by the bottom  nobody</subtitle>
+<subtitle id="1:10:24"> takes about that because it looks  reasonable turns</subtitle>
+<subtitle id="1:10:27"> out it doesn't  reasonable law it was one of the  triumphs</subtitle>
+<subtitle id="1:10:30"> of Greek mathematics to figure  out how to do that</subtitle>
+<subtitle id="1:10:33"> right and so there  you've got something</subtitle>
+<subtitle id="1:10:36"> where the thing one  thing is confusing and the other one is  invisible</subtitle>
+<subtitle id="1:10:39"> and both of those I think are  bad</subtitle>
+<subtitle id="1:10:42"> discussions and I think every</subtitle>
+<subtitle id="1:10:45"> one of  these points that's why I advocate</subtitle>
+<subtitle id="1:10:48">  making a kind of panoply of</subtitle>
+<subtitle id="1:10:51"> projects  before we get to curriculum and</subtitle>
+<subtitle id="1:10:54">standards and those things of just  trying to find out what kinds of</subtitle>
+<subtitle id="1:10:57">  cognitive things done the best ways we  know how</subtitle>
+<subtitle id="1:11:0"> can children of different ages  actually absorb</subtitle>
+<subtitle id="1:11:3"> into their fluency  because every</subtitle>
+<subtitle id="1:11:6"> time they get fluent at  something it means that opens it up to</subtitle>
+<subtitle id="1:11:9">be actually use rather than forgotten  later</subtitle>
+<subtitle id="1:11:12"> on right now I see that as</subtitle>
+<subtitle id="1:11:15">omething that is almost a  project-by-project</subtitle>
+<subtitle id="1:11:18"> idea by it  idea basis and computing</subtitle>
+<subtitle id="1:11:21"> and I've been  surprised many many</subtitle>
+<subtitle id="1:11:24"> times by some</subtitle>
+<subtitle id="1:11:27"> by  some of the things that children can do</subtitle>
+<subtitle id="1:11:30">  once we figured out a better book</subtitle>
+<subtitle id="1:11:33"> you  know when they keep failing it's either</subtitle>
+<subtitle id="1:11:36">  they're cognitively it's just not</subtitle>
+<subtitle id="1:11:39"> there  yet to do this thing but on</subtitle>
+<subtitle id="1:11:42"> many  occasions you know the fourth or fifth  try</subtitle>
+<subtitle id="1:11:45"> we thought of a complete  different way of presenting the</subtitle>
+<subtitle id="1:11:48"> ideas  and those ideas happen to be an acog of</subtitle>
+<subtitle id="1:11:51">  abilities of the children they just got</subtitle>
+<subtitle id="1:11:54">  them in a most exciting fashion</subtitle>
+<subtitle id="1:11:57"> I think  we've all had that experience what I</subtitle>
+<subtitle id="1:12:0">  what I think is missing is</subtitle>
+<subtitle id="1:12:3"> and Cynthia's  advocated this also as look</subtitle>
+<subtitle id="1:12:6"> there are a  whole bunch of really important</subtitle>
+<subtitle id="1:12:9"> things  that were done by the and</subtitle>
+<subtitle id="1:12:12"> Seymour and  EDA Sesa in</subtitle>
+<subtitle id="1:12:15"> boxer  Mitchell</subtitle>
+<subtitle id="1:12:18"> Mitchell Resnick before he  started doing the scratch stuff</subtitle>
+<subtitle id="1:12:21"> we</subtitle>
+<subtitle id="1:12:24"> my  particularly group has done stuff for</subtitle>
+<subtitle id="1:12:27">  over 40 years so we have many compelling  examples</subtitle>
+<subtitle id="1:12:30"> of really important ideas that  children can learn really</subtitle>
+<subtitle id="1:12:33"> well  early those are the things that are  scattered</subtitle>
+<subtitle id="1:12:36"> and before I would write down</subtitle>
+<subtitle id="1:12:39">  a single line and a standard or a single</subtitle>
+<subtitle id="1:12:42">  word in a framework what I'd like</subtitle>
+<subtitle id="1:12:45"> to do  is exhibit like from K through eighth  grade</subtitle>
+<subtitle id="1:12:48"> here's a hundred example projects</subtitle>
+<subtitle id="1:12:51">  of computing helping children</subtitle>
+<subtitle id="1:12:54"> learn  powerful ideas that would be greater</subtitle>
+<subtitle id="1:12:57"> I  just put it up on the wall and then you</subtitle>
+<subtitle id="1:13:0">  can sit down and start thinking oh none  of our programming</subtitle>
+<subtitle id="1:13:3"> languages are very  good for this</subtitle>
+<subtitle id="1:13:6"> but the but because I'm  using different</subtitle>
+<subtitle id="1:13:9"> programming languages to  get to so right</subtitle>
+<subtitle id="1:13:12"> away we've got an  impetus for doing a new programming  language</subtitle>
+<subtitle id="1:13:15"> and by the way if you look</subtitle>
+<subtitle id="1:13:18">the history and many of you here are  just getting started but</subtitle>
+<subtitle id="1:13:21"> the history of  this is that</subtitle>
+<subtitle id="1:13:24"> going back into the late  70s</subtitle>
+<subtitle id="1:13:27"> early 80s when a CMS are getting  interested</subtitle>
+<subtitle id="1:13:30"> in this stuff  they kept on picking one language after  another</subtitle>
+<subtitle id="1:13:33"> just because the language was  around so</subtitle>
+<subtitle id="1:13:36"> first it was Pascal and it was  C and C++</subtitle>
+<subtitle id="1:13:39"> Java</subtitle>
+<subtitle id="1:13:42"> JavaScript Python</subtitle>
+<subtitle id="1:13:45"> never  did</subtitle>
+<subtitle id="1:13:48"> any of these reformers sit down and  say we</subtitle>
+<subtitle id="1:13:51"> need a pedagogical language</subtitle>
+<subtitle id="1:13:54">takes too  yeah</subtitle>
+<subtitle id="1:13:57"> tough beans spend the two years</subtitle>
+<subtitle id="1:14:0">because there's a lot of things you can  do while you're spending the</subtitle>
+<subtitle id="1:14:3"> two years  that's that is what really frost</subtitle>
+<subtitle id="1:14:6"> me is  just this expediency of taking</subtitle>
+<subtitle id="1:14:9"> some  random thing done four completely  different even</subtitle>
+<subtitle id="1:14:12"> scratch scratch came out</subtitle>
+<subtitle id="1:14:15">of the be toy stuff that we did at  Disney but scratch was designed</subtitle>
+<subtitle id="1:14:18"> for  explicit purpose of allowing</subtitle>
+<subtitle id="1:14:21"> children in  one hour to do a multimedia</subtitle>
+<subtitle id="1:14:24"> project  about themselves in the Intel's  supported</subtitle>
+<subtitle id="1:14:27"> clubhouses there are a hundred  Intel</subtitle>
+<subtitle id="1:14:30"> supported clubhouses malice cut  butt scratches</subtitle>
+<subtitle id="1:14:33"> design for is not it  doesn't even do all the things</subtitle>
+<subtitle id="1:14:36"> that II  toys did and so etoys</subtitle>
+<subtitle id="1:14:39"> is lawns twenty  years old is long obsolete compared to</subtitle>
+<subtitle id="1:14:42">  what we should be working on so this is  just</subtitle>
+<subtitle id="1:14:45"> a plea for that that the ideas that  were</subtitle>
+<subtitle id="1:14:48">still good  most</subtitle>
+<subtitle id="1:14:51"> of the mechanism that was using the  past as long did</subtitle>
+<subtitle id="1:14:54"> should be</subtitle>
+<subtitle id="1:14:57"> you know if  programming languages were only  biodegradable</subtitle>
+<subtitle id="1:15:0"> we do the world</subtitle>
+<subtitle id="1:15:3"> and they  just never go away so</subtitle>
+<subtitle id="1:15:6"> for the question  with us</subtitle>
+<subtitle id="1:15:9"> yes sir</subtitle>
+<subtitle id="1:15:12">  hello my name is Neil Saul's Griffin I  run</subtitle>
+<subtitle id="1:15:15"> a nonprofit called code now I'm also  adjunct</subtitle>
+<subtitle id="1:15:18"> faculty at Northwestern  University my question is related</subtitle>
+<subtitle id="1:15:21"> to  your comments around</subtitle>
+<subtitle id="1:15:24"> cities and systems  and I was curious to know how</subtitle>
+<subtitle id="1:15:27"> might  someone in a position of influence or</subtitle>
+<subtitle id="1:15:30">even leadership at the C level  particularly in the</subtitle>
+<subtitle id="1:15:33"> United States helped  invent the future</subtitle>
+<subtitle id="1:15:36"> well I so</subtitle>
+<subtitle id="1:15:39"> this</subtitle>
+<subtitle id="1:15:42"> this  scale book I by</subtitle>
+<subtitle id="1:15:45"> Jeffrey West his one of  the things that's</subtitle>
+<subtitle id="1:15:48"> great about this this  guy's a physicist so he got sucked</subtitle>
+<subtitle id="1:15:51"> into  this stuff the way people</subtitle>
+<subtitle id="1:15:54"> and honest  scientists often do</subtitle>
+<subtitle id="1:15:57"> you know he got  hooked by complexity in</subtitle>
+<subtitle id="1:16:0"> that most  interesting complexities</subtitle>
+<subtitle id="1:16:3">mathematics  that classical mathematics can't</subtitle>
+<subtitle id="1:16:6"> supply  so computers come in and you start</subtitle>
+<subtitle id="1:16:9">  looking at this stuff and his</subtitle>
+<subtitle id="1:16:12"> a special  interest in this book a</subtitle>
+<subtitle id="1:16:15">the middle part of the book is about  cities and</subtitle>
+<subtitle id="1:16:18"> this</subtitle>
+<subtitle id="1:16:21"> is not a new idea but  one</subtitle>
+<subtitle id="1:16:24"> of the great curriculums in</subtitle>
+<subtitle id="1:16:27"> K  through eight is the city</subtitle>
+<subtitle id="1:16:30"> building  curriculum of Doreen Nelson and</subtitle>
+<subtitle id="1:16:33"> if you  haven't seen it you should look at it  Doreen</subtitle>
+<subtitle id="1:16:36"> is Frank Gehry's sister she knows</subtitle>
+<subtitle id="1:16:39">  a lot about architecture and stuff</subtitle>
+<subtitle id="1:16:42"> and  this is a real systems curriculum</subtitle>
+<subtitle id="1:16:45">  serious systems curriculum and I've</subtitle>
+<subtitle id="1:16:48"> seen  it implemented in the best possible</subtitle>
+<subtitle id="1:16:51"> way  as young as early as third grade it is  absolutely</subtitle>
+<subtitle id="1:16:54"> exemplary you know it takes  months</subtitle>
+<subtitle id="1:16:57"> to do it's done without computers</subtitle>
+<subtitle id="1:17:0">  it's done with models you need a lot</subtitle>
+<subtitle id="1:17:3"> of  space to do it but it's</subtitle>
+<subtitle id="1:17:6"> it's an example  of what</subtitle>
+<subtitle id="1:17:9"> is it that the children need to  pay attention to what</subtitle>
+<subtitle id="1:17:12"> is that they need  to find out how do they need to organize</subtitle>
+<subtitle id="1:17:15">  it has political parts of it because</subtitle>
+<subtitle id="1:17:18"> a  real city is also</subtitle>
+<subtitle id="1:17:21">rganization and if you're going to  improve things</subtitle>
+<subtitle id="1:17:24"> so this I can't</subtitle>
+<subtitle id="1:17:27"> recommend  this curriculum more</subtitle>
+<subtitle id="1:17:30"> in a</subtitle>
+<subtitle id="1:17:33"> higher way and  so if</subtitle>
+<subtitle id="1:17:36"> I were dealing if I were in the  urban environment I</subtitle>
+<subtitle id="1:17:39"> went to high school  in New York v on the urban</subtitle>
+<subtitle id="1:17:42"> environment I  would use the urban environment as the</subtitle>
+<subtitle id="1:17:45">  starting place David</subtitle>
+<subtitle id="1:17:48"> McCauley wrote a  great book called underground I don't  you've seen</subtitle>
+<subtitle id="1:17:51"> that book it's one of my  favorite books it's</subtitle>
+<subtitle id="1:17:54"> what if the what if  the street was transparent</subtitle>
+<subtitle id="1:17:57"> with what's  actually down</subtitle>
+<subtitle id="1:18:0"> there how has the city  actually run it's all underground</subtitle>
+<subtitle id="1:18:3">  so this visit there's a whole</subtitle>
+<subtitle id="1:18:6"> thing that  could be built out of that and today the</subtitle>
+<subtitle id="1:18:9"> ability of the can  computer to simulate</subtitle>
+<subtitle id="1:18:12"> complicated things  of</subtitle>
+<subtitle id="1:18:15"> all kinds is</subtitle>
+<subtitle id="1:18:18"> you can do a lot of  really interesting things about</subtitle>
+<subtitle id="1:18:21"> cities  I think the vehicle</subtitle>
+<subtitle id="1:18:24"> for allowing the  children to do that kind of programming  I</subtitle>
+<subtitle id="1:18:27"> don't know if why but</subtitle>
+<subtitle id="1:18:30"> since I didn't  know about the Wolfram programming  language</subtitle>
+<subtitle id="1:18:33"> there could very well be</subtitle>
+<subtitle id="1:18:36">  something I know Don Hopkins who is one</subtitle>
+<subtitle id="1:18:39">  of the guys who did Sin City has done an  open-source</subtitle>
+<subtitle id="1:18:42"> Sin City that does allow you  to</subtitle>
+<subtitle id="1:18:45"> get to the various stuff but</subtitle>
+<subtitle id="1:18:48"> yeah so  that I mean the simple</subtitle>
+<subtitle id="1:18:51"> pep talk is that  it's really complicated</subtitle>
+<subtitle id="1:18:54"> but the simple  pep talk is science is all</subtitle>
+<subtitle id="1:18:57"> around us  like Einstein's compass and</subtitle>
+<subtitle id="1:19:0"> the trick to  getting into it is you have to ignore</subtitle>
+<subtitle id="1:19:3">  all the distractions that come</subtitle>
+<subtitle id="1:19:6"> into your  sense and Sciences is basically about</subtitle>
+<subtitle id="1:19:9">getting around your senses and the quick  perceptions</subtitle>
+<subtitle id="1:19:12"> that we're set up  genetically to</subtitle>
+<subtitle id="1:19:15"> do because almost all of  those perceptions are quite wrong</subtitle>
+<subtitle id="1:19:18"> right  and so it's a bit like</subtitle>
+<subtitle id="1:19:21"> uncovered  learning magic learning</subtitle>
+<subtitle id="1:19:24"> how to get  behind the scenes of the</subtitle>
+<subtitle id="1:19:27">actually going on and finding out that  it's like</subtitle>
+<subtitle id="1:19:30"> Fineman said really</subtitle>
+<subtitle id="1:19:33">things the more you learn about them the  better they are</subtitle>
+<subtitle id="1:19:36"> they'll lose the mystery  they get more mysterious</subtitle>
+<subtitle id="1:19:39"> and a lot of  the best things in</subtitle>
+<subtitle id="1:19:42"> science their mystery</subtitle>
+<subtitle id="1:19:45">  is part of their art and</subtitle>
+<subtitle id="1:19:48"> we get into  that in history in that art by learning</subtitle>
+<subtitle id="1:19:51">understanding them more and more deeply  and more and more</subtitle>
+<subtitle id="1:19:54"> things so yeah some  like I I</subtitle>
+<subtitle id="1:19:57"> think that would be and that's  what I certainly would advocate</subtitle>
+<subtitle id="1:20:0"> that to  any mayor like</subtitle>
+<subtitle id="1:20:3"> you talk to a mayor or I  talked</subtitle>
+<subtitle id="1:20:6"> to the superintendent of a  unified</subtitle>
+<subtitle id="1:20:9"> last year and I asked</subtitle>
+<subtitle id="1:20:12"> what is  what is your number-one problem and the</subtitle>
+<subtitle id="1:20:15">  person said 9th grade algebra</subtitle>
+<subtitle id="1:20:18"> and I said</subtitle>
+<subtitle id="1:20:21">  ninth grade algebra that the</subtitle>
+<subtitle id="1:20:24"> kids were  learning arithmetic algebra</subtitle>
+<subtitle id="1:20:27"> would not be  a problem</subtitle>
+<subtitle id="1:20:30"> because what and</subtitle>
+<subtitle id="1:20:33"> part of the  problem is if then it's checked</subtitle>
+<subtitle id="1:20:36">kids don't really understand what the  implication of the equal sign is</subtitle>
+<subtitle id="1:20:39"> because  they never merely get it and they</subtitle>
+<subtitle id="1:20:42"> never  get a good picture of what a number is  because</subtitle>
+<subtitle id="1:20:45"> they're taught numerals  whereas thinking of a number</subtitle>
+<subtitle id="1:20:48"> of the  process of all the ways to make it so if</subtitle>
+<subtitle id="1:20:51">  once you get that down in fourth and  fifth</subtitle>
+<subtitle id="1:20:54"> grade algebra is a snap and</subtitle>
+<subtitle id="1:20:57"> so I  said to the principal well</subtitle>
+<subtitle id="1:21:0"> look if you  just did early</subtitle>
+<subtitle id="1:21:3"> raise mathematics in a  reasonable way and a lot</subtitle>
+<subtitle id="1:21:6"> of different  ways to do it I pointed them to some of  the</subtitle>
+<subtitle id="1:21:9"> backward stuff and didn't want to do  it because no</subtitle>
+<subtitle id="1:21:12"> because the parents are  not worried about</subtitle>
+<subtitle id="1:21:15"> their kids when  they're in the early grades they're  worried</subtitle>
+<subtitle id="1:21:18"> about the kids who are not going  to leave home after</subtitle>
+<subtitle id="1:21:21"> they leave high  school what the parents want is for</subtitle>
+<subtitle id="1:21:24">kids to get jobs and to get the heck out  of the house and so</subtitle>
+<subtitle id="1:21:27"> the whole political  pressure in LA anyway is</subtitle>
+<subtitle id="1:21:30"> dealing with  the high school problems and for</subtitle>
+<subtitle id="1:21:33"> many of  these things is way late because</subtitle>
+<subtitle id="1:21:36"> it is  really hard learning mathematics unless</subtitle>
+<subtitle id="1:21:39">  you've gotten some of the skills way of</subtitle>
+<subtitle id="1:21:42">  thinking about relations mathematics is  relationships</subtitle>
+<subtitle id="1:21:45"> of relationships that's a  job I know I'm</subtitle>
+<subtitle id="1:21:48"> included yeah so I mean</subtitle>
+<subtitle id="1:21:51">  it's frustrating because it's like the</subtitle>
+<subtitle id="1:21:54">  infrastructure where do you start</subtitle>
+<subtitle id="1:21:57">  there's every part of it needs to be  reformed I</subtitle>
+<subtitle id="1:22:0"> think you've just treated as  an epidemic and</subtitle>
+<subtitle id="1:22:3"> an epidemic you spend a  fair amount of your and</subtitle>
+<subtitle id="1:22:6"> energy on triage  and dealing</subtitle>
+<subtitle id="1:22:9"> with what's going on right  now and you have to put aside 20-25</subtitle>
+<subtitle id="1:22:12">  percent of your existing funds</subtitle>
+<subtitle id="1:22:15"> to try  and find a cure for the disease right</subtitle>
+<subtitle id="1:22:18">  because what you don't want to do is to  just</subtitle>
+<subtitle id="1:22:21"> take care of sick people for the  rest of your life</subtitle>
+<subtitle id="1:22:24"> you want this that  we're in the century where</subtitle>
+<subtitle id="1:22:27"> you knock out  the germs</subtitle>
+<subtitle id="1:22:30">well yep the epidemic</subtitle>
+<subtitle id="1:22:33"> is now</subtitle>
+<subtitle id="1:22:36"> these it's  it's complicated</subtitle>
+<subtitle id="1:22:39"> because see I advocate  that people should go to school</subtitle>
+<subtitle id="1:22:42"> despite  the fact that I hated many</subtitle>
+<subtitle id="1:22:45"> things about  school and I was there</subtitle>
+<subtitle id="1:22:48"> by and large  school it's</subtitle>
+<subtitle id="1:22:51"> better the problem is is</subtitle>
+<subtitle id="1:22:54">  that the preaching</subtitle>
+<subtitle id="1:22:57"> to the choir here if  anything but</subtitle>
+<subtitle id="1:23:0"> the biggest problem what's  the biggest problem in English</subtitle>
+<subtitle id="1:23:3">well the biggest problem in English  classes they spend too much time</subtitle>
+<subtitle id="1:23:6">  worrying about little tiny things</subtitle>
+<subtitle id="1:23:9"> you  can test with multiple-choice tests  rather than</subtitle>
+<subtitle id="1:23:12"> one of the big ideas  expressed in English you</subtitle>
+<subtitle id="1:23:15"> can't test  rhetoric and writing</subtitle>
+<subtitle id="1:23:18"> very well in a  multiple-choice test  California</subtitle>
+<subtitle id="1:23:21"> did a huge experiment in the  eighties where</subtitle>
+<subtitle id="1:23:24"> they tried to go to a  really good English</subtitle>
+<subtitle id="1:23:27"> and language arts  curriculum any educator here</subtitle>
+<subtitle id="1:23:30"> should look  it up they put gazillions</subtitle>
+<subtitle id="1:23:33">it  and it</subtitle>
+<subtitle id="1:23:36"> was all about children writing  essays</subtitle>
+<subtitle id="1:23:39"> and hiring people to to be able</subtitle>
+<subtitle id="1:23:42">to help read the essays and everything  it collapsed because</subtitle>
+<subtitle id="1:23:45"> in part because the  teachers didn't want to eat the</subtitle>
+<subtitle id="1:23:48"> kids  essays in the end</subtitle>
+<subtitle id="1:23:51"> the testing ran one  out just because it</subtitle>
+<subtitle id="1:23:54"> was more convenient  and I</subtitle>
+<subtitle id="1:23:57"> think so when you when you get  into thing you have to ask always</subtitle>
+<subtitle id="1:24:0">you're in the middle of a bureaucracy  was what are their actual</subtitle>
+<subtitle id="1:24:3"> goals what are  the</subtitle>
+<subtitle id="1:24:6"> goals and I'll just give</subtitle>
+<subtitle id="1:24:9"> you one  National Association of Educational</subtitle>
+<subtitle id="1:24:12">  Progress everybody know that NAEP they</subtitle>
+<subtitle id="1:24:15">  do the reading tests and stuff well</subtitle>
+<subtitle id="1:24:18">just go on there  don't even bother looking at the the</subtitle>
+<subtitle id="1:24:21">high school or grade school tests forget  about k12 the most interesting</subtitle>
+<subtitle id="1:24:24"> thing  they have here is they periodically test</subtitle>
+<subtitle id="1:24:27">  the graduates of four-year colleges and  universities</subtitle>
+<subtitle id="1:24:30"> in the US on reading  proficiency</subtitle>
+<subtitle id="1:24:33"> that is what you wanted  want to</subtitle>
+<subtitle id="1:24:36"> look at and just in case you  don't want to chase</subtitle>
+<subtitle id="1:24:39"> that down I can tell  you that</subtitle>
+<subtitle id="1:24:42"> the in the</subtitle>
+<subtitle id="1:24:45"> 1993</subtitle>
+<subtitle id="1:24:48"> the graduates</subtitle>
+<subtitle id="1:24:51">of four-year colleges and universities  in the u.s.</subtitle>
+<subtitle id="1:24:54"> were only 42</subtitle>
+<subtitle id="1:24:57"> percent  proficient and if</subtitle>
+<subtitle id="1:25:0"> you look at what  proficiency means it doesn't mean really</subtitle>
+<subtitle id="1:25:3">  a fluent reader so that's an absolute  scale</subtitle>
+<subtitle id="1:25:6"> used over 42% 2003</subtitle>
+<subtitle id="1:25:9"> it was down to  31 percent</subtitle>
+<subtitle id="1:25:12"> 31 percent of the nation's  college</subtitle>
+<subtitle id="1:25:15"> graduates are proficient</subtitle>
+<subtitle id="1:25:18"> and  reading and everybody else is worse so</subtitle>
+<subtitle id="1:25:21">  what that means to me is this</subtitle>
+<subtitle id="1:25:24"> good  because I contain colleges now I don't</subtitle>
+<subtitle id="1:25:27">  have to go after Kaiser drop what</subtitle>
+<subtitle id="1:25:30"> it  means to me is the University u.s.</subtitle>
+<subtitle id="1:25:33">  colleges and universities are selling</subtitle>
+<subtitle id="1:25:36">degrees and they absolutely don't have  any academic</subtitle>
+<subtitle id="1:25:39"> integrity anymore they</subtitle>
+<subtitle id="1:25:42">  would absolutely not any institution</subtitle>
+<subtitle id="1:25:45">with academic integrity would not allow  people to</subtitle>
+<subtitle id="1:25:48"> get a degree and not be able  to read period</subtitle>
+<subtitle id="1:25:51"> it's that simple so</subtitle>
+<subtitle id="1:25:54"> that  is a simple one you don't have to know  it's</subtitle>
+<subtitle id="1:25:57"> so glaring it's so shocking that</subtitle>
+<subtitle id="1:26:0"> it  but it indicates something</subtitle>
+<subtitle id="1:26:3"> that's bad  through the whole chain I don't like the  influence</subtitle>
+<subtitle id="1:26:6"> of business on universities on  like</subtitle>
+<subtitle id="1:26:9"> I'm on the edge of faculty at UCLA  mainly</subtitle>
+<subtitle id="1:26:12"> for students but I'm shocked</subtitle>
+<subtitle id="1:26:15">UCLA is one of the top 10 places in the  country and their</subtitle>
+<subtitle id="1:26:18"> introduction to  programming course is still C++</subtitle>
+<subtitle id="1:26:21"> what</subtitle>
+<subtitle id="1:26:24">here's never a good reason to have</subtitle>
+<subtitle id="1:26:27"> C++  be the first course in a university</subtitle>
+<subtitle id="1:26:30">  vocational training maybe</subtitle>
+<subtitle id="1:26:33"> but so</subtitle>
+<subtitle id="1:26:36"> but  Stanford turned itself into a Java</subtitle>
+<subtitle id="1:26:39">  school when Java came out much</subtitle>
+<subtitle id="1:26:42">distress of the faculty there but the  provost wanted</subtitle>
+<subtitle id="1:26:45"> it because they could  sell more C's</subtitle>
+<subtitle id="1:26:48"> so we have to realize that  at the university</subtitle>
+<subtitle id="1:26:51"> level the universities  turn themselves into businesses partly</subtitle>
+<subtitle id="1:26:54">  as a result of the baby boom and there's</subtitle>
+<subtitle id="1:26:57">a good book if you want to if your  endures and follow it up is called  imposters</subtitle>
+<subtitle id="1:27:0"> in the temple written by a  Stanford</subtitle>
+<subtitle id="1:27:3"> professor Impostors in the  temple</subtitle>
+<subtitle id="1:27:6"> yeah so so</subtitle>
+<subtitle id="1:27:9"> these are systems  problems right because everything</subtitle>
+<subtitle id="1:27:12"> is  intertwined and you start pulling on</subtitle>
+<subtitle id="1:27:15">  something is what seems to be a simple  problem</subtitle>
+<subtitle id="1:27:18"> is attached to a fifty thousand  ton weight</subtitle>
+<subtitle id="1:27:21"> that some other bureaucracy  that's</subtitle>
+<subtitle id="1:27:24"> interested in some other things  so I'm not saying any</subtitle>
+<subtitle id="1:27:27"> of this is easy  and the</subtitle>
+<subtitle id="1:27:30"> simplest thing to do is to stand  up here and complain about it</subtitle>
+<subtitle id="1:27:33"> but I  believe</subtitle>
+<subtitle id="1:27:36"> the the simplest way out of  these</subtitle>
+<subtitle id="1:27:39"> things is just take</subtitle>
+<subtitle id="1:27:42"> care of the  kids that are in high school</subtitle>
+<subtitle id="1:27:45"> as best as  possible but take this</subtitle>
+<subtitle id="1:27:48"> not this 83 years  to the end of the century seriously</subtitle>
+<subtitle id="1:27:51"> the  kids born this year we got five</subtitle>
+<subtitle id="1:27:54">figure out what they should be really  doing in first grade and</subtitle>
+<subtitle id="1:27:57"> that is what  educators should absolutely be spending</subtitle>
+<subtitle id="1:28:0">  their time in you just do a year a</subtitle>
+<subtitle id="1:28:3"> grade  a year and</subtitle>
+<subtitle id="1:28:6"> of course it's going to be  difficult and</subtitle>
+<subtitle id="1:28:9">because they're ever  it's against</subtitle>
+<subtitle id="1:28:12"> almost everybody's killing  of already</subtitle>
+<subtitle id="1:28:15"> being in a pretty good place  I</subtitle>
+<subtitle id="1:28:18"> spent years trying to talk</subtitle>
+<subtitle id="1:28:21"> the NCTM  National Council teacher of mathematics</subtitle>
+<subtitle id="1:28:24">  into the simplest idea</subtitle>
+<subtitle id="1:28:27"> which is  combining math and science hours and</subtitle>
+<subtitle id="1:28:30"> Cal  born in so you've got a two-hour thing  everyday</subtitle>
+<subtitle id="1:28:33"> and you could teach math and  science together</subtitle>
+<subtitle id="1:28:36"> as aspects of each  other no way</subtitle>
+<subtitle id="1:28:39">  they had their territory</subtitle>
+<subtitle id="1:28:42"> nailed out  there I spent years in Sacramento</subtitle>
+<subtitle id="1:28:45">trying to trying to make something  happen there</subtitle>
+<subtitle id="1:28:48"> so now</subtitle>
+<subtitle id="1:28:51"> it's difficult the  cool thing</subtitle>
+<subtitle id="1:28:54"> about being a teacher even  though</subtitle>
+<subtitle id="1:28:57"> it's it's</subtitle>
+<subtitle id="1:29:0"> you're not supported  the way you should be</subtitle>
+<subtitle id="1:29:3"> but the cool thing  about being a teacher is you're</subtitle>
+<subtitle id="1:29:6"> in there  and you've got the class there and</subtitle>
+<subtitle id="1:29:9"> until  like bring the thought police in</subtitle>
+<subtitle id="1:29:12"> on you  which could could</subtitle>
+<subtitle id="1:29:15"> happen right but it  totally brings la police on in</subtitle>
+<subtitle id="1:29:18">you've done your homework on the  subjects you</subtitle>
+<subtitle id="1:29:21"> want to teach them you can  make an enormous difference then</subtitle>
+<subtitle id="1:29:24"> nobody  can wipe out that to me is the</subtitle>
+<subtitle id="1:29:27"> that's  the big message the people really</subtitle>
+<subtitle id="1:29:30">  believe in this stuff are doing it in  spite</subtitle>
+<subtitle id="1:29:33"> of the bullshit and the</subtitle>
+<subtitle id="1:29:36"> only thing  that counts is just changing</subtitle>
+<subtitle id="1:29:39"> a child's  mind whenever you can whenever you can  get them to</subtitle>
+<subtitle id="1:29:42"> see that shadow of the  compass instead of the compass</subtitle>
+<subtitle id="1:29:45"> you've  done your job so that's a</subtitle>
+<subtitle id="1:29:48"> good time to  quit right okay thank you so</subtitle>