Difference between revisions of "Alan Kay: Big Ideas are Sometimes Powerful Ideas"
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+ | <subtitle id="0:0:24">so we actually are dealing</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:27"> with an academic hour here and</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:30"> be fitting with our school setting marvin</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:33"> minsky once said school was the greatest invention anybody</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:36"> ever came up with to keep you from</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:39"> staying interested on anything for any reasonable length</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:42"> of time because of course it has all</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:45"> these schedules in assembly line movements</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:48"> and we have one of those today and I</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:51"> also wanted to leave time for questions</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:54"> but one of the ways I want to leave time for questions is</subtitle> | ||
+ | |||
+ | <subtitle id="0:0:57"> to encourage you to ask questions as I</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:0"> talk so I have no idea how long this talk is</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:3"> and I am going to stop after</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:6"> 50 minutes and regardless of what what</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:9"> happened so please don't be shy ask</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:12"> questions as we go if you like and</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:15"> because this talk is</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:18"> not for me but for you so</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:21"> it's</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:24"> in a series of ideas which are somewhat</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:27"> connected I hope so</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:30"> one contrast I'd</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:33"> like you to think about is the notion beach of common</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:36"> sense that most</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:39"> people take the</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:42"> world around them as reality I</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:45"> once came up with a phrase that said</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:48"> technology is anything that happened after you</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:51"> were born because</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:54"> the technology that you're born into is just part</subtitle> | ||
+ | |||
+ | <subtitle id="0:1:57"> of your world and it's taken to be normal there and most people take the</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:0">internet Prince the Internet is one of the great inventions of all time not</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:3"> the web but the internet itself one of the</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:6">great maybe one of the greatest engineering feats</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:9"> of all time and it</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:12"> worked so well that hardly</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:15"> anybody appreciates it particularly</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:18">where they should pay more attention to why it works so</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:21"> well so here's a common-sense</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:24"> deduction that</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:27"> has been made by most people on</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:30"> the planet for the slightly less than 200,000</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:33"> years modern humans have been here and</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:36"> that is something like a king</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:39"> natural and normal extension</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:42"> of the head of the family</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:45"> hunted leaders of</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:48"> hunting groups and etc etcetera so this is just</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:51"> regarded as common sense and in fact</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:54"> was not regarded as it as an idea it was just</subtitle> | ||
+ | |||
+ | <subtitle id="0:2:57"> part of the part of the world that people lived</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:0"> in then in January</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:3"> 1776 Thomas Paine wrote a book</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:6"> which he ironically titled common sense everybody</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:9">here has heard of Tom Paine's Common Sense</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:12"> but</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:15"> he had a big idea in it which was</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:18"> instead of having the King be the law we</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:21"> can have the law be the king and what he meant</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:24"> was we can design a much better society than</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:27"> the what the natural seeming</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:30"> hereditary monarchy as we can take our future into</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:33"> our own hands we can come up with a better plan this</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:36"> is an idea that surfaced</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:39"> a couple of times in Greece but not not</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:42"> before not after and</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:45"> this book which</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:48"> pain published at his own expense initially just</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:51"> gave it away had a press run of somewhere between</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:54"> six hundred thousand and nine hundred thousand in six</subtitle> | ||
+ | |||
+ | <subtitle id="0:3:57"> months so that's a lot</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:0"> by today's standards and there</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:3"> were 1.5 million non slaves</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:6"> in the thirteen colonies back</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:9"> then and so this press run encompassed</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:12"> somewhere between almost a half to more</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:15"> than a half of all men women and children in all</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:18"> 13 colonies so imagine just trying to</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:21"> reach that number of people today there</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:24">medium that you could do it with except with the internet</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:27"> I try to</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:30"> get sixty percent of 300</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:33"> million people no newspaper</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:36"> could do it so so</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:39"> this is a big idea but</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:42"> the powerful idea and</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:45">istinction I want to make was the Constitution</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:48"> as a big idea is</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:51"> kind of an insight and often</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:54"> insights insights</subtitle> | ||
+ | |||
+ | <subtitle id="0:4:57"> are wonderful but they're lightweight they're</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:0"> relatively easy to have compared to doing</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:3"> something about it so the Constitution</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:6"> said</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:9"> we should shape society into a self-organizing</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:12">self-correcting shared idea and resource system and</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:15"> that is a very radical idea even</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:18"> for today for instance most Americans have no idea</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:21"> what the design of the United States</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:24"> was or is it's simply not</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:27"> taught in schools it's not the way American history</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:30"> is is taught and</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:33"> so most</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:36"> societies on earth haven't</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:39">gotten this idea even at the societal level most</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:42"> human beings on earth don't have this idea</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:45"> but this is one of these powerful ideas that</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:48"> makes qualitative differences</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:51"> in almost every area of</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:54"> life and it's related to an even bigger</subtitle> | ||
+ | |||
+ | <subtitle id="0:5:57"> set of ideas so another</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:0"> common sense</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:3"> whoops</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:6"> another another common sense</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:9"> notion which is actually</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:12"> with most Americans today according to the surveys I've seen</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:15">which is the world is pretty much as it seems</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:18"> so we this is what our</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:21"> nervous systems are set up to do we're basically</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:24"> weren't set up by nature to think we're</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:27"> set up by nature to cope and so our</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:30">primary mechanism is whatever environment we find</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:33"> ourselves in so the answer anthropologists</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:36"> know that you can take a child at</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:39"> birth from any culture on the planet and take it anywhere</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:42">on the planet that child will grow up as a member</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:45"> of that culture you took it too that's</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:48">because humans are rather more similar than they are different</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:51"> we have about 300</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:54"> traits that anthropologists have identified that</subtitle> | ||
+ | |||
+ | <subtitle id="0:6:57"> seem to be quite genetic including things</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:0"> like language having culture telling stories and</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:3"> those mechanisms get</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:6"> embodied with the local varieties</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:9"> of those and so the reality you</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:12"> grow up within the language you grew up with</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:15"> is the language and the reality</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:18"> of the culture you you're born in Q so</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:27">now this big ideas have been had</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:30">number of times in history I happen to like the Talmud</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:33"> version of it we see things</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:36"> not as they are but as we are so</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:39"> this is a bit I'd love to know</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:42"> what actually happened</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:45"> to the person who came up with this idea did</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:48"> they take it to its logical conclusion</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:51"> considering and was</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:54"> interesting that was published in this Talmud is part of the</subtitle> | ||
+ | |||
+ | <subtitle id="0:7:57"> commentary but</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:0"> this is one of</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:3"> the great big ideas of all time this is</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:6"> a really hard one because it completely</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:9"> relative izes what's going</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:12"> on however it's not a powerful idea</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:15"> but had numerous times and</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:18">powerful</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:21"> idea came in the 17th</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:24"> century and you could point to a</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:27"> number of people and you could point to various</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:30"> societies but 17th</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:33"> century has a has a perfect</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:36"> atomic bomb place</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:39"> where science started</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:42"> because we had Galileo and Kepler and maybe</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:45"> Copernicus beforehand</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:48"> and a few other people but in fact when</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:51"> Newton did the Principia</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:54"> he actually revolutionized human</subtitle> | ||
+ | |||
+ | <subtitle id="0:8:57"> thought and it's probably the largest leap in human</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:0">thought of this kind that we know of historically</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:3"> this is why most scientists</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:6">think of Newton as being the greatest scientist and he</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:9"> was almost the first scientist and</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:12"> not just in relative terms but</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:15"> in absolute terms the amount of distance</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:18"> he was able to cover not just in terms of</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:21"> knowledge but in terms of about look and</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:24"> the powerful idea of science is not so</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:27"> easy to state everything else comes</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:30"> out pretty nicely as slogans and there's</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:33"> more to science than just this but</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:36"> this is one half of it which</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:39">knowledge as niels bohr</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:42"> said science is not there to tell us about the</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:45"> universe is what most people think most</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:48"> non-scientists most kids in school are taught</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:51"> what is called science as in</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:54"> roughly the same way they learn religion in</subtitle> | ||
+ | |||
+ | <subtitle id="0:9:57"> when they go to church or synagogue or</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:0"> mosque but as in what science</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:3"> is at all it's not about knowledge it's</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:6"> about relating the stuff we can</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:9"> do and can't do in here all</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:12"> the things that we can do with our representational</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:15"> systems to stuff out there that</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:18"> we can't get to directly because</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:21"> everything we do is filtered through our nervous systems</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:24"> as filtered through our culture's is filtered for</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:27"> through the the difficulties we have with</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:30"> making relationships about</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:33"> things and this was not an easy idea</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:36"> to have we'll see in</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:39"> a bit but what's</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:42"> happened in the last 400 years in</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:45"> many many dimensions has</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:48"> been more than has happened in the rest of</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:51"> the 200,000 years and you</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:54"> know the cliche that most</subtitle> | ||
+ | |||
+ | <subtitle id="0:10:57"> scientists 90 more than ninety percent</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:0">of all the scientists who ever lived you're alive today and</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:3"> most of the things that are happening</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:6"> today and some of the problems and</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:9"> some of the solutions to those problems are</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:12"> all caused this by different way of looking at the world</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:18">and</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:21"> much is made particularly in</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:24"> the pop culture of bringing</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:27"> bright this</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:30"> is because pop culture's</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:33"> or cultures without a lot of developed</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:36"> knowledge basically live by</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:39"> their wits and so you out</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:42"> with each other and you compete at</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:45"> the level of width but imagine</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:48"> being born with an IQ of 500</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:51"> who knows how smart</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:54"> leonardo was let's just</subtitle> | ||
+ | |||
+ | <subtitle id="0:11:57"> no 203 who because those figures</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:0"> don't what does IQ me in any way but let's</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:3"> just say hey suppose you're just a</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:6"> hell of a lot smarter than anybody who ever lived but</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:9"> you were born in 10,000 BC how</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:12"> far you going to get so</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:15"> you can probably out wit everybody around you before they burn you at</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:18"> the stake</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:21"> but in fact Leonardo who</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:24"> we know is very very bright could not</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:27"> invent a single engine for</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:30"> any of the vehicles that he designed so he's famous</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:33"> for designing things that look like planes and</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:36"> things that maybe look like helicopters and I'll</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:39"> and they're wonderful and he did a lot of wonderful things but</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:42"> he couldn't make a single goddamn one of them work</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:45"> that is and that's because he</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:48"> wasn't smart enough to think himself out of the</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:51"> era he had been born into as</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:54">has the closest person who's ever thought himself out</subtitle> | ||
+ | |||
+ | <subtitle id="0:12:57"> of the era he was born into his Newton</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:0"> so</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:3"> you have this odd paradox that whoops</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:6"> sorry that</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:9">Henry</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:12"> Ford who is not nearly as smart as Leonardo just</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:15"> happened to be born in the right time and so</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:18"> he did revolutionize one of the areas</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:21"> that Leonardo wanted to revolutionize by</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:24"> being able to do</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:27">adaptive engineering and a little bit of invention</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:30"> to the stuff that was already around so</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:33"> his knowledge was processed knowledge</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:36"> and this was very powerful and what</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:39"> was the difference between these two these two guys</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:42"> was this change</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:45"> of outlook that Newton</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:48"> was one of the promulgate errs of so</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:51"> one of the ways I when</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:54"> I talked to grabs grad students or children</subtitle> | ||
+ | |||
+ | <subtitle id="0:13:57"> I say well knowledge is silver</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:0"> but outlook is gold</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:3"> our world is</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:6"> built on changes of outlook that was what the Constitution</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:9"> was that was what Tom Paine did and that's what science</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:12"> did and IQ</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:15"> is led</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:18"> because there is no we know</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:21"> of no developed field knowledge in which you can get</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:24"> by with just talent there's</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:27">developed sport in which you can get by with just talent</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:30"> and some of the most</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:33"> difficult sports have been excelled</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:36"> in by people who are not as athletic</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:39"> so for instance Chris effort as</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:42"> an example who is not a particularly athletic tennis</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:45"> player but man that you know how to work and</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:48"> so she got very very good at it</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:51"> and most things have this</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:54"> thing an Outlook also</subtitle> | ||
+ | |||
+ | <subtitle id="0:14:57"> tells you what kind of knowledge to go after</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:0"> because of course every group in history had</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:3"> a zillion amount of not you going to the Australian outback</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:6"> without a</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:9"> native Australian there to help</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:12"> you you're going to die whereas for</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:15"> them is just a walk in the park because everything</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:18"> is food they know how to get water and it's there</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:21"> just they know where the dangers are they avoid them it's</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:24"> no big deal so every group has lots of</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:27"> knowledge the real thing to think about is what kind</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:30"> of knowledge is that what's the quality level what's</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:33"> the level of flexibility what can you you</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:36"> do with</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:39">outlook changes are more pine Steiners another one so</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:42"> about a hundred years ago</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:45">something that</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:48"> Newton in a slightly</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:51">different Einstein was quite sure that Newton if</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:54"> he lived longer and had not</subtitle> | ||
+ | |||
+ | <subtitle id="0:15:57"> been put in had a head of the Treasury in</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:0"> England that Newton would have actually come up with</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:3"> a theory of relativity I don't know</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:6"> whether he could have could have actually done</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:9"> that because but Newton</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:12"> didn't know that he</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:15">thought it was ridiculous that his equations had action</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:18"> at a distance so</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:21"> he said so in letters as just that nobody</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:24"> could measure well enough and what they</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:27"> did measure the</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:30"> gravitational forces seem to transmit</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:33"> instantly but</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:36"> from Newton standpoint that was ridiculous</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:42">okay</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:45"> so that was the first section so</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:48"> the second section is to look at what children can actually</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:51"> do under ideal conditions and</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:54"> this is not easy to find so a couple</subtitle> | ||
+ | |||
+ | <subtitle id="0:16:57"> of these things are results of just</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:0"> dealing with hundreds and hundreds</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:3"> of teachers over more than 40 years and</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:6"> in this case this was an accident because</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:9"> we were working in the fourth and</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:12"> fifth grades in the school and of course I started</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:15">the school and I happen to poke my nose into</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:18"> first grade and what</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:21"> I saw was quite shocking to me</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:24"> i should mention I have a degree</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:27"> in mathematics and another one in molecular biology as</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:30"> well as the computer science degrees so</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:33">walked into this math this first grade classroom and SAT</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:36">minutes I gradually</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:39"> realize that this teacher</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:42"> was doing real math with first</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:45"> graders not school math but</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:48"> real math the real deal and as I got to know her</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:51"> Julia nishijima was her name</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:54"> I found she was that she have not</subtitle> | ||
+ | |||
+ | <subtitle id="0:17:57"> taken any math in college but</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:0"> she was like one of these musician friends you might have who</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:3"> was just a natural musician she was a net</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:6">she just saw the world in terms of math and her outlook</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:9"> was in the world of the kindergarten and</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:12"> first grade child so over</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:15"> a couple of years I saw some of the most amazing</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:18"> things I've ever seen in any classroom at any age this</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:21">done after the kids have been there for about three months</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:24"> and the school is a busing</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:27"> school in LA and what that means</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:30"> is that the children in order to induce the</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:33"> parents to</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:36"> get on the that have their children but</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:39"> if you think about bus driving</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:42"> a car in LA as ridiculous so let's</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:45"> put our children on buses twice twice</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:48"> a day to try</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:51"> and deal with some of the racial imbalance</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:54"> problems and but they</subtitle> | ||
+ | |||
+ | <subtitle id="0:18:57"> did and there was some really interesting</subtitle> | ||
+ | |||
+ | <subtitle id="0:19:0"> inducements to get the parents to do that but the law was</subtitle> | ||
+ | |||
+ | <subtitle id="0:19:3"> that for each of the busing schools had</subtitle> | ||
+ | |||
+ | <subtitle id="0:19:6"> to have the same demographic as</subtitle> | ||
+ | |||
+ | <subtitle id="0:19:9"> the city as a whole so</subtitle> | ||
+ | |||
+ | <subtitle id="0:19:12"> these busing schools were the perfect</subtitle> | ||
+ | |||
+ | <subtitle id="0:19:15"></subtitle> | ||
+ | |||
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+ | " |
Revision as of 18:36, 6 December 2017
so we actually are dealing
with an academic hour here and
be fitting with our school setting marvin
minsky once said school was the greatest invention anybody
ever came up with to keep you from
staying interested on anything for any reasonable length
of time because of course it has all
these schedules in assembly line movements
and we have one of those today and I
also wanted to leave time for questions
but one of the ways I want to leave time for questions is
to encourage you to ask questions as I
talk so I have no idea how long this talk is
and I am going to stop after
50 minutes and regardless of what what
happened so please don't be shy ask
questions as we go if you like and
because this talk is
not for me but for you so
it's
in a series of ideas which are somewhat
connected I hope so
one contrast I'd
like you to think about is the notion beach of common
sense that most
people take the
world around them as reality I
once came up with a phrase that said
technology is anything that happened after you
were born because
the technology that you're born into is just part
of your world and it's taken to be normal there and most people take the
internet Prince the Internet is one of the great inventions of all time not
the web but the internet itself one of the
great maybe one of the greatest engineering feats
of all time and it
worked so well that hardly
anybody appreciates it particularly
where they should pay more attention to why it works so
well so here's a common-sense
deduction that
has been made by most people on
the planet for the slightly less than 200,000
years modern humans have been here and
that is something like a king
natural and normal extension
of the head of the family
hunted leaders of
hunting groups and etc etcetera so this is just
regarded as common sense and in fact
was not regarded as it as an idea it was just
part of the part of the world that people lived
in then in January
1776 Thomas Paine wrote a book
which he ironically titled common sense everybody
here has heard of Tom Paine's Common Sense
but
he had a big idea in it which was
instead of having the King be the law we
can have the law be the king and what he meant
was we can design a much better society than
the what the natural seeming
hereditary monarchy as we can take our future into
our own hands we can come up with a better plan this
is an idea that surfaced
a couple of times in Greece but not not
before not after and
this book which
pain published at his own expense initially just
gave it away had a press run of somewhere between
six hundred thousand and nine hundred thousand in six
months so that's a lot
by today's standards and there
were 1.5 million non slaves
in the thirteen colonies back
then and so this press run encompassed
somewhere between almost a half to more
than a half of all men women and children in all
13 colonies so imagine just trying to
reach that number of people today there
medium that you could do it with except with the internet
I try to
get sixty percent of 300
million people no newspaper
could do it so so
this is a big idea but
the powerful idea and
istinction I want to make was the Constitution
as a big idea is
kind of an insight and often
insights insights
are wonderful but they're lightweight they're
relatively easy to have compared to doing
something about it so the Constitution
said
we should shape society into a self-organizing
self-correcting shared idea and resource system and
that is a very radical idea even
for today for instance most Americans have no idea
what the design of the United States
was or is it's simply not
taught in schools it's not the way American history
is is taught and
so most
societies on earth haven't
gotten this idea even at the societal level most
human beings on earth don't have this idea
but this is one of these powerful ideas that
makes qualitative differences
in almost every area of
life and it's related to an even bigger
set of ideas so another
common sense
whoops
another another common sense
notion which is actually
with most Americans today according to the surveys I've seen
which is the world is pretty much as it seems
so we this is what our
nervous systems are set up to do we're basically
weren't set up by nature to think we're
set up by nature to cope and so our
primary mechanism is whatever environment we find
ourselves in so the answer anthropologists
know that you can take a child at
birth from any culture on the planet and take it anywhere
on the planet that child will grow up as a member
of that culture you took it too that's
because humans are rather more similar than they are different
we have about 300
traits that anthropologists have identified that
seem to be quite genetic including things
like language having culture telling stories and
those mechanisms get
embodied with the local varieties
of those and so the reality you
grow up within the language you grew up with
is the language and the reality
of the culture you you're born in Q so
now this big ideas have been had
number of times in history I happen to like the Talmud
version of it we see things
not as they are but as we are so
this is a bit I'd love to know
what actually happened
to the person who came up with this idea did
they take it to its logical conclusion
considering and was
interesting that was published in this Talmud is part of the
commentary but
this is one of
the great big ideas of all time this is
a really hard one because it completely
relative izes what's going
on however it's not a powerful idea
but had numerous times and
powerful
idea came in the 17th
century and you could point to a
number of people and you could point to various
societies but 17th
century has a has a perfect
atomic bomb place
where science started
because we had Galileo and Kepler and maybe
Copernicus beforehand
and a few other people but in fact when
Newton did the Principia
he actually revolutionized human
thought and it's probably the largest leap in human
thought of this kind that we know of historically
this is why most scientists
think of Newton as being the greatest scientist and he
was almost the first scientist and
not just in relative terms but
in absolute terms the amount of distance
he was able to cover not just in terms of
knowledge but in terms of about look and
the powerful idea of science is not so
easy to state everything else comes
out pretty nicely as slogans and there's
more to science than just this but
this is one half of it which
knowledge as niels bohr
said science is not there to tell us about the
universe is what most people think most
non-scientists most kids in school are taught
what is called science as in
roughly the same way they learn religion in
when they go to church or synagogue or
mosque but as in what science
is at all it's not about knowledge it's
about relating the stuff we can
do and can't do in here all
the things that we can do with our representational
systems to stuff out there that
we can't get to directly because
everything we do is filtered through our nervous systems
as filtered through our culture's is filtered for
through the the difficulties we have with
making relationships about
things and this was not an easy idea
to have we'll see in
a bit but what's
happened in the last 400 years in
many many dimensions has
been more than has happened in the rest of
the 200,000 years and you
know the cliche that most
scientists 90 more than ninety percent
of all the scientists who ever lived you're alive today and
most of the things that are happening
today and some of the problems and
some of the solutions to those problems are
all caused this by different way of looking at the world
and
much is made particularly in
the pop culture of bringing
bright this
is because pop culture's
or cultures without a lot of developed
knowledge basically live by
their wits and so you out
with each other and you compete at
the level of width but imagine
being born with an IQ of 500
who knows how smart
leonardo was let's just
no 203 who because those figures
don't what does IQ me in any way but let's
just say hey suppose you're just a
hell of a lot smarter than anybody who ever lived but
you were born in 10,000 BC how
far you going to get so
you can probably out wit everybody around you before they burn you at
the stake
but in fact Leonardo who
we know is very very bright could not
invent a single engine for
any of the vehicles that he designed so he's famous
for designing things that look like planes and
things that maybe look like helicopters and I'll
and they're wonderful and he did a lot of wonderful things but
he couldn't make a single goddamn one of them work
that is and that's because he
wasn't smart enough to think himself out of the
era he had been born into as
has the closest person who's ever thought himself out
of the era he was born into his Newton
so
you have this odd paradox that whoops
sorry that
Henry
Ford who is not nearly as smart as Leonardo just
happened to be born in the right time and so
he did revolutionize one of the areas
that Leonardo wanted to revolutionize by
being able to do
adaptive engineering and a little bit of invention
to the stuff that was already around so
his knowledge was processed knowledge
and this was very powerful and what
was the difference between these two these two guys
was this change
of outlook that Newton
was one of the promulgate errs of so
one of the ways I when
I talked to grabs grad students or children
I say well knowledge is silver
but outlook is gold
our world is
built on changes of outlook that was what the Constitution
was that was what Tom Paine did and that's what science
did and IQ
is led
because there is no we know
of no developed field knowledge in which you can get
by with just talent there's
developed sport in which you can get by with just talent
and some of the most
difficult sports have been excelled
in by people who are not as athletic
so for instance Chris effort as
an example who is not a particularly athletic tennis
player but man that you know how to work and
so she got very very good at it
and most things have this
thing an Outlook also
tells you what kind of knowledge to go after
because of course every group in history had
a zillion amount of not you going to the Australian outback
without a
native Australian there to help
you you're going to die whereas for
them is just a walk in the park because everything
is food they know how to get water and it's there
just they know where the dangers are they avoid them it's
no big deal so every group has lots of
knowledge the real thing to think about is what kind
of knowledge is that what's the quality level what's
the level of flexibility what can you you
do with
outlook changes are more pine Steiners another one so
about a hundred years ago
something that
Newton in a slightly
different Einstein was quite sure that Newton if
he lived longer and had not
been put in had a head of the Treasury in
England that Newton would have actually come up with
a theory of relativity I don't know
whether he could have could have actually done
that because but Newton
didn't know that he
thought it was ridiculous that his equations had action
at a distance so
he said so in letters as just that nobody
could measure well enough and what they
did measure the
gravitational forces seem to transmit
instantly but
from Newton standpoint that was ridiculous
okay
so that was the first section so
the second section is to look at what children can actually
do under ideal conditions and
this is not easy to find so a couple
of these things are results of just
dealing with hundreds and hundreds
of teachers over more than 40 years and
in this case this was an accident because
we were working in the fourth and
fifth grades in the school and of course I started
the school and I happen to poke my nose into
first grade and what
I saw was quite shocking to me
i should mention I have a degree
in mathematics and another one in molecular biology as
well as the computer science degrees so
walked into this math this first grade classroom and SAT
minutes I gradually
realize that this teacher
was doing real math with first
graders not school math but
real math the real deal and as I got to know her
Julia nishijima was her name
I found she was that she have not
taken any math in college but
she was like one of these musician friends you might have who
was just a natural musician she was a net
she just saw the world in terms of math and her outlook
was in the world of the kindergarten and
first grade child so over
a couple of years I saw some of the most amazing
things I've ever seen in any classroom at any age this
done after the kids have been there for about three months
and the school is a busing
school in LA and what that means
is that the children in order to induce the
parents to
get on the that have their children but
if you think about bus driving
a car in LA as ridiculous so let's
put our children on buses twice twice
a day to try
and deal with some of the racial imbalance
problems and but they
did and there was some really interesting
inducements to get the parents to do that but the law was
that for each of the busing schools had
to have the same demographic as
the city as a whole so
these busing schools were the perfect
discovery learning both of this both these are absolute vs
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