Difference between revisions of "Rethinking CS Education"

Latest revision as of 00:03, 7 December 2017

and with that it is my honor to introduce you Ellen can work you know

okay

this is just a little preliminary warning here

because

the the internet has done in supported

criticism it's

like Gresham's law bad money drives out

the good and there's so much unsupported

criticism that good

criticism criticism that supported is

often claimed to be a rant

but this is not a rant

however it will be critical

so my first exhibit

here is a kind

of American dream so it

is the trappings of riding

the bicycle as it's

very fancy it has training wheels

the buyer of

this device would be a parent probably

and most important

thing about it is it's like frets

on a violin it happens the training

wheels actually don't help you to learn to

ride a bike in fact they help you towards the opposite

the number one skill you have to learn when

you're riding a bike is to balance and turn into

the turns and the training wheels prevent you from doing

that and so the

this

is not a joke just when I was

looking for slides for this on the internet I found amazingly

that there are a number of adult societies

that have bikes with

training wheels like this this is not a joke these people

do Turing they race everything

else because this is what they learned now of course many

children get off the training wheels at

some point but significant

numbers of adults don't

now the way you to write

a bike and this is relatively

recent compared to the training wheel phenomenon is

you what you want is to get the kids low bikes they

don't even have any pedals because that's not the

germane part if you want low bytes so they

don't fall over and they can it's kind of like a scooter and what

you do is you learn to glide and to turn

into the thing that's how you learn to ride a bike

so these two exhibits

are very germane I think

to what we're talking about today so

I think of this side as marketing

marketing is basically dealing with

what people want and that is

a large number like we want sugar we

want fat we want fantasy football

we have many many

wants and if you're interested in it you

might look at a book called human universals by

grant Brown who's an anthropologist who's identified

about 300 things

genetic things that

we are born wanting and

many of the consumer

society successes today are

technological amplifiers for those things

now the

other group of people that are interested in who people are

about we should be interested in who the user is going

to be our educators

they also study this is what we're supposed to

be doing here I want to try and differentiate

between the two and education

educators are interested in what people need

so this is requires taking a moral stance

and it's tricky because

of course we are all flawed beings

also and people who take moral stance

who are floral flawed beings often wind

up with something that resembles a religion or a cult

but still what the educators

doing is essentially chain rather

than catering and

in many cases people don't

want what they need in

fact there's a whole field called behavioral

economics came

after Anthropology got politicized

we fortunately have this branch of cognitive

psychology called behavioral economics that has

been looking at what people do not what

they say people as they are rather than

as they're supposed to be and so the

interesting question it would be really nice

if we can get people to want what they need and there

are some actual ways of doing that

and I'll mention mention a couple

so this

is mice I could not find a picture of this

proper British lady I had supper

with 30 years now in London

but Mary Poppins she was the Mary Poppins type

and we had a great conversation and drifted

into education and at some point

she said oh you Americans

have the best high school education in the world and I

said what and she said

what a pity you have to go to college to get it

now graduate school

so there

are these tests of reading the National

Assessment of Educational Progress they

have a dismal standard

for what they call proficient reading it's not

what we would call proficient but it's the main one that

has looked at that's mainly for K through 12 but

what school if you dig around on

their website you can find that they've also looked

at using the same criteria at

graduates graduates of four-year colleges

and universities and

in 1992

42 percent of

college graduates

were proficient or better

so less than half

in 2003 11 years later

when they did it was down to 31 percent

so colleges are not even guarding

the literacy so

what this says to me that on this average I mean this is

one number for 4,000 institutions

but what it says is that lump

together colleges are essentially selling

degrees we kind of know that but that's what

because the college is not actually guarding

what it means to be educated that

in some very important census they are

giving people degrees who cannot possibly be educated

so

another little preliminary idea

here is because we're we

tend to use indo-european languages

including the ones came

out of India those languages

are very noun oriented

now and

there's mostly about things the things don't

interpenetrate and

so if we think of ideas as matter

they oppose each other but we also could

ideas as being made of radiation we

got superposition now we can shine as many lights in

the same spot as we want and we don't have to resolve

them we can look at the mixtures of

them and we can consider them separately we don't

have to make a decision they're all occupying the

space and I'm offering this up as a metaphor because

even

before Design Thinking was a phrase the

number one thing about design is being able to hold

mutually incompatible things in your head for a very

very long time before you make

any commitments we

tend to commit early much too early

so things are processes nouns or

verbs here's the t-shirt for today

this is silicon valley so

this would have been you know we always make t-shirts so my

design t-shirt would show the superposition of

ideas as radiation

and can't

do a talk without a Winston Churchill story

there are so many good ones and

I'll avoid my tendency to digress to

tell you five of them but

the one that's good at this one he was at a party there

he is smoking his cigar and the

hostess who is a duchess came over to

him and said mr. Churchill I'm so distressed

I just saw Earl so-and-so

over there steal one of my silver salt

shakers and

Churchill thought for a while and he went over

the Earl and on the way picked up another salt shaker and put it in

his pocket and when he got over to the Earl he took

it out and he said I think we've been noticed perhaps

we should put these back

so this is how you if you

want to get something done the way you do it is not

so much trying to convince somebody but to create

a tribe that is a conspiracy because

anthropologically that is what

we are more than any other thing we are tribal

beings and we tend to automatically oppose

things outside of our tribe even

if they're good ideas because that isn't the way we think in

fact we don't think we're not primarily

thinking animals

so this

thing about coding is

often mentioned

side by side with jobs competitiveness

diversity it's

got a million things going on with

it but I thought I'd put

up three other things that I think need

to be thought about first and one of

them is our I think

our primary duty as adults is not

to go out and get a job but to

think about the next generation

that's part of the larger picture of thing a

job is just about us and now

children are the next

generation and Marshall McLuhan said

children are the messages

we send to the future but my

retort to McLuhan was no

they they are the future we're sending to the future

they're not a message they are the future and

we've

got another duty in a

society that has created so much wealth by

a certain complicated difficult kind

of cooperation the reason

we're all here is not because we're competitive reason

we're here is because we live in a larger

structure in which competition the

hunting and gathering parts of us that

go back a couple hundred thousand years are subsumed

a larger set of cooperation that

creates all of the wealth hunting and gatherers

need fertile valleys created

by somebody else nature they

strip it dry that's the impulse and move on sounds

a little bit like business doesn't

even sound the agricultural but

in order to scale our natural

tendencies to exploit we have

something very very different and we

are the beneficiaries of that

so for thinking about education my

don't

even bother with this for a while let's

worry about what's really going on and then

there's this idea which is almost

never talked about in

our pragmatic society like ours

which is I just been calling

richness it can happen

in the context of work it

with children can happen with citizen chip

but it's basically something that is the

man does not live by bread alone idea

and I

believe that this is

a rallying point to try and understand

what the rest of education is about particularly

as it relates

to how we should think about children

in the next generation

ok so that was one I'm basically

doing five points here

before

I look at a look

at them a little more deeply I usually don't do that I don't like top-down

stuff but I figured for

this talk it would be good so the first thing had to

do with you know what what are some

of the contexts that we care about second context

is humans 101

so one part of it is

of course we're very complex but

our minds are

very theatrical the

way we respond to theater

is also the way we respond

what we like to call reality which in itself is a kind of

theater and there are a few people here who

are there are some neuro people here right I saw

anybody yes

so tell them all about it this afternoon

so these are understanding

more about what's going on

here is really important so the the theatrical

thing another one is our

minds are tiny here's George Miller one

of the inventors of cognitive psychology and fact

7 plus or minus 2 has been downgraded

7

plus or minus 2 was dealing with number sequences

and stuff and this

has been looked at and a lot and the truth is is that we're terrible

at multitasking and in fact it is

very difficult for us to sensibly deal with

multiple things even if they have been

chunked hugely so

we can think of this as like if you take these two

ideas together this is also user interface

design 101 we

have theatrical reactions to things we

need to create theater when we're creating a user interface

design and we're completely limited and

so playing those off against each other is tremendously

important we'll look at this a little bit more and then

a more controversial idea is that we are mostly not

human this is

something that is outside of the myth that human

beings like to believe in but in fact we

a lot of us is primate and a

whole lot of us is mammalian and

how that plays out against

some of the more recent additions

to our mental apparatus particularly our culture are

interesting so these three things are things that are worthwhile

holding in mind by the way these are things that computer

people just hate to think about most computer

people went into computing because they were disturb

by other human beings

and

one of the reasons that coding

programming has stayed so much

the way it is terrible set of ideas that

were almost necessary in the 40s

and 50s are still around today as

the primary ways of doing programming

because they are the most mechanical ways

that in the small they are the most understandable

reliable the problem is in the large they don't scale

at all in the large they are the least

reliable way of doing anything and it's only

by looking at tiny little places that people have any

comfort at all and so they stay with where they're

comfortable this is so

the theatrical part of this is lots bigger

than we think the limitations are much

less or smaller than we think and the

relationship we have with our

heritage is much we

are much more different than we think we are

okay now the third idea here would

go back to the first Turing Award winner

this little gnome of a man was one of the great

men of our time Alper Lowe's and

he more or less created computer

science and I thought since the

CS term is bandied about a lot it might be interesting

to see what the guy who invented the term actually meant by

it so he said this in

the early 60s and somebody said

what does that mean and he said computer science

is the science of processes I remember

science he didn't mean science as in library science

he didn't mean sciences and social science he

actually meant science he didn't mean it as a metaphor

he meant we need to have a science of things

in process and there are a gazillion of

them that is what he meant he didn't

have an engineering definition that's something

else he said we need to understand

things in process and he

meant all processes meant mechanical processes

technological processes there's the

Constitution social processes

the guys who did the Constitution

were social

geniuses they actually put

together a system better than any computer system we've

ever done because it has millions

and millions of not terribly cooperating parts

and it is basically thrived with

some hiccups along the way for hundreds of

years think about that and the cops

Constitution I have a version of it with

me is just a tiny little book it's a meta

recipe for a

very complicated multi processing operating

system far far beyond anything we've been able to

do and of

course biology and of course mental

processes all of these processes were things

and the other thing that pearl Ellis said is

besides

looking at all processes it itself because of

what it is can serve as a representation a

kind of a mathematics for all processes so this

is a big idea this is an exciting idea

it excited me it's

like one of the greatest things I hate to see computing

and computer science water down to some

terrible kind of engineering that the Babylonians

might have failed at with

tiny conceptions of programming a computer

like munging variables with an

assignment statement that is pathetic and

I'm saying it in this strong way because

you need to realize that we're in the middle of

a complete form

of bullshit that has grown up out of

the pop culture colliding with

this power this power and wealth

in order to serve education which

i think is much more still should be about

people need rather than what they want education can't

cave in to what the pop culture

does it has to think about itself

as being about the culture that developed

culture shouldn't get rid of the pop culture cop

pop culture has incredible energy

any developed culture needs that energy

but it cannot give in to that energy there

has to be a reasonable tension there

so that was number three number four is

boy if you look at other fields like

mechanical CAD or electrical cat or biocad

now they have all these great

toys they happen to be all

implemented on computers computer-aided design

simulators and now

fab you

think it up save mechanically whatever

it is design it

simulate it now we can build it build

a flute so the idea here is

in every place except computing is

this notion of people moving

towards wanting to design and wanting to ship

the design it's

in computing that we are so far behind

we're still more

than 80 percent of the undergraduates at

UCLA a top 10 computer science

department use by terminal emulators

which itself was emulating decks

of punched cards doing

the same kind of compilation

loading and linking in

say C++ that's

their main language there as was done

50 years ago this does not

scale and yet this is what computer people are doing they

don't have anything like what more sensible

in these other fields are using computers for so

if you take these two things together take perlis

and this

notion is a programming

system yeah part of it is the functionality part

that's what you see in most

systems for let's everybody code

it's got a

most of them got numbers

maybe they got a raise they got assignment

statements all the usual suspects

there that's not even close

that is not what the put in front of people

what you need is

an environment an environment is it's about systems

it's a bit about design it's about media programming

language is a user interface as

much as it is any other thing why have

multiple ones they're altering equivalent

so what's the difference well at one end it's

some of them run faster than others another

part you might have to write

less code but another part is they should be something

that you think in terms of and they're the

idea of a user interface and giving you

ways of thinking about things starts dominating

okay last of the five ideas to

get started here is this notion of

thresholds this is critical

and I think this is an interesting

thing that in science and engineering

this is something that is understood

in a way but it's rarely

talked about and in most

educational situations it's not understood

and thus rarely talked about and

it's this idea

time

progress wiggly line

see

them in the paper all the time could be reading

scores yay

ooh yay boo

yeah meaningless

absolutely and completely meaningless same with the

stock market no matter what happens in the stock market there's

some rationalization for it even if it's just looking

at random noise

think about what thinking is thinking

is not being logical

thinking is choosing

environment that you're going to think in before

you start rationalizing so

let's put a threshold in

so my threshold name is what is

actually needed and here we

can see that this guy and this

guy are irrelevant this guy is really

relevant we got past the threshold now we're

something before we were just bullshitting around

yay we don't care

the fluctuations here are things

we're really interested in because we're guiding

this growth process now

for most things in

human society we've got this

the threshold is up here and

now none of this actually means any this is

like reading take reading

doesn't matter where it's going up or down because

it's all below threshold the children aren't really

learning to read fluently enough in so you're always getting a qualitative

gap you're basically in this zone

I call the pink zone doesn't

matter most

people don't care about it and

the idea of thresholds are actually fought

because a threshold will reveal

something is actually

wrong now

reforms or impulses

often happen down here here's

one

huge amount of effort

fizzle yay wonk

completely irrelevant

and can be in any area it

could be an education you see it all time how about the moonshot

hey we made it to the moon so

what we set back space travel more than 50 years

why because the

physics the chemistry and the mathematics

of space travel are that it just

with chemical rocketry it's

about MV equals MV you're exchanging momentum

chemical processes cannot

get the velocity

of the particles you're letting out to

be high enough to actually give

you that's why the Saturn rocket is 45

stories literally have you ever seen one up close Kate

calves Romy Canaveral Museum in Florida don't

miss it they have one sideways so

this is a forty five story building hung sideways

that is one and a half football feels

and it is all high explosive

except for the little end part where there are three people

if you want a visual

explanation of the physics of

chemical rocketry no you cannot

do space travel that way and

this whole thing was

a huge effort but it was aimed at the wrong place

so you actually set up a bunch of

technologies that now had to be exploited further and you still

get anywhere and you still don't get anywhere and now everybody's

lost their taste for it

the web I'm not going

to my diatribe about the web but web browsers

everybody uses it every day it's like one of the worst ideas

ever ever

it only does a few things compared

to what it should be doing and this is hard

explain the people you heart it's hard to find people who actually

are willing to criticize the whip but

you know why so well gee you can't it

was done on a machine that already had WYSIWYG editing

after 20 years why doesn't it still have wood why

doesn't have WYSIWYG editing well they're getting to it

no he took a couple of years to do

WYSIWYG editing in the first place so

what we've got there is the ultimate Esau's

cup of soup if you know that story from the Bible Esau

came home from a hunt he was the big hairy

he-man brother the little brother jacob

was cooking some soup and he saw said

brother i'm hungry can i have some soup and

jacob said yes for your birthright and

he saw i said okay

that's humans 101 that

is what behavioral economics is all about

we are willing to sell a lot

for momentary convenience so

here are two words better and perfect do

we need to really pay heat this is

the more dangerous one better and perfect are

the two enemies of what is actually needed right

perfect as

I was talking to Mike earlier

I hope to get to this slide because he did something that

is really cool I'm gonna show you the the

abstraction of it and I hope we get to what it actually is

no better

disaster this is where incremental

progress comes from we need qualitative

progress so

you need to get there

it's the lowest thing that is

above the threshold this is the

secret you know this is something they don't teach you in design

school but it's something it's really important to

understand if you wanted if you want to invent something

that is gonna generate say 30 trillion bucks

like twenty four of us

at Xerox PARC this is how you do

it you have to find this thing and

I call this

the McCready sweet spot Paul

MacCready was the guy who did man-powered flight after 50

years of really good people failing at it he did

it in six months from the time he decided to

do it I will not use the time to tell that

story but maybe in the question and answer because it's a great story

but this guy more

than any other person I ever knew and he

wouldn't budge until he found this so

you can think of this as the

primary part of making progress is

problem finding problem fine forget

about problem solving you're probably in the wrong context

you're already in a place

where your sense of problems is probably completely wrong

so like the premise of this whole meeting is probably completely wrong

start there probably completely

but it's good because you got the people here but

just start off with the idea it's probably come me wrong

what is actually needed and what is

that and

here's something the thunders hate

like if this is Xerox PARC

this was the

ARPA community for 10 years

Xerox PARC has held up as some

miraculous Oasis and that that wasn't

true at all we were just an outgrowth of this

much larger community that in fact

hought up most of the ideas the philosophies and

we were just recent

PhDs I was the oldest person there I was

30 Butler Lampson was 27 the

guy who was set it up Bob Taylor was 38

there was all this money

that went into inventing computer

graphics and artificial intelligence and the programming

language Lisp and just every

kind of thing there and

when we went to park what we looked at is what is this

for this ARPA

dream

and once you get there

you get a whole region now you can

operate it because it's not just getting to a point

you're actually getting to a place with

a different set of ideas and all of

a sudden you're definitely above what is

actually needed and for a while you

can actually make real progress not

fake progress

and basically you think of as taking our normal

pink brains and adding a point

of view an epistemological stance a way

of looking at things that was different that makes

our week mental

operations much much more powerful I mean my slogan

for that is point of view is worth 80 IQ points

it's the number one thing that you want to do

because we're terrible at thinking and weak context

okay

don't forget that when you're thinking about things this afternoon

and we probably don't have any

funders in the room but I like to point out

hem that no invention has been more practical than

science I also

the business business is always saying well we're in business to

make money I said no you aren't really you're only trying

to make millions and billions

cience has created trillions

trillions and trillions of dollars off

almost no investment

get your head on straight invest

the right way ok

so let's quickly take

a look at a couple of these clothes here we take

a look at these any questions so far on this

claim this is not a rant because

I'm happy to justify anything that I've said

but I'm because this is an oral talk I'm

short circuiting and just making it as claims

but I'm sure you'll trust what

I'm saying here so take

these four areas let's take a look

at jobs

coding for jobs so I got

my friend Vishal here and I happened

to know him very well I think we've

known each other for years right so

so I'm gonna put I'm gonna

put something into his mouth and let's see what

he says Vishal my

my screen Vishal says I don't want my

folks cold the code the old bad ways I want them

to know how to design and think is that reasonable

100 percent right CEO of

a company that has a hundred and eighty thousand people and

it depends on programming

the problem is teaching people

to code in the way most of this is being done it's not

going to get you there it's just dicking around underneath

the threshold so for

even going to worry about jobs for three nanoseconds

we need something qualitatively different let's

take a look at next generation

there's so many things we could say here but one is

we have decided

in our society we're going to teach reading and writing to every child regardless

of whether they want to or not right

it is not their choice so this

violates Einstein who said love

is a better teacher than duty I

happen to agree with this idea

because I think it's the duty of

this society to do something about

instilling the strongest parts of

the culture in the next generation and so we're just taking

that even though in many ways it's going

to be problematic Thoreau has said without books

history is silent literature dumb science

crippled thought and speculation at a standstill

so

we're just doing it

high school

is way too late I don't even know why you're bothering with it here

period

this does I

mean it's okay if you got spare time

but if you're gonna take a subject

seriously like reading and writing

like thinking

and whatever the

part that computing might have to play and thinking

in the future and I think it's a big part I'm

going to take it serious forget about high school

we're talking about something that

has to be begin early

and this

has been a tough sell because the way America

looks at it we have jobs problems and if we

them you know we can get no

that's disaster that's like quarter-to-quarter

thinking done on a national scale it

is just bad so

we have to think earlier now if

you have good thoughts for children

an interesting thing is that those are not

pet for tossing

into high school as long as you don't take them too seriously like

the user-interface that everybody uses it today

the GUI that was my invention and I originally

for children and I designed it that way because

we had far more important things that we wanted them to learn that

interface is not a good user interface for adults

but in fact it's the

one that adults wound up using because we

made it easier for children to learn same thing

the iPad the iPad is good for two year olds and ninety two

in between it's

a terrible user interface and hardly anybody knows it

think about it and Apple finally realized

oh maybe we should put

ools in there like maybe a pencil maybe a keyboard

reminds me of a idea

from the 60s they'll

get there eventually okay

so the relationship

here with what vishal wants

we have to take a bit of a long view it's not I

mean K through 12 is 13 years how long

is how long does it take to even get going how long does it take

to deploy that's what

we have to be thinking about

five years from now today's

kindergartners will be in fifth grade and we know a lot about

what to do with fifth graders and we know a bit

about what to do with younger children the

logistics are enormous for

doing any kind of deployment we'll

talk about that on a bit

biggest barrier for children

all the adults around them

this

this happens to be a

it's a parliament in a country

we regard as eminently civilized

this on this particular day

they lost it and it wasn't the only time

but that's not that's

just the symptom the

problem is because

adults are trying to recapitulate the children

into themselves if they aren't

at the tippy-top of the of

the century that they're living in they're recapitulating

children into the past this is

the Montessori pointed out in her first book she said

the biggest problem she

said children are driven by nature to

learn the environment around them they don't know where they're being born

into by the way she was the one of the top three people

in anthropology in in

Italy

at this

urged today digress and this is a good story so

Montessori undergraduate degree was in

engineering that's

what she wanted to get a PhD in they wouldn't let her

this is 19th century Italy and

so she put up a fuss and finally

the University of Rome said they'd admit her for a medical

degree if she could pass this test they were sure she couldn't

pass but think about Maria Montessori she was just much

much smarter than any of us in this room she

was a first-class intellect she aced

this test and became the first woman physician

in Italy and

not having had a calling for it she decided

medicine and it was through the slum medicine that she

saw the children she started picking up ideas for them

eanwhile she was studying anthropology and the

number one principle she had is children

don't know what society they're being born

into and yet they learn it therefore

we need to set up the society we

want them to acclimate to and

if we can't do it in home then we should you

make Google embody the idea it's not a question of

telling the children about the century

question of putting them in this entry instead

of living land this is an idea that Seymour Papert use

very strong in his metaphor for math land

want to go learn French go to France want

to go learn math go to a math land except

we don't have a math land make what

so

is a big idea and I think this is the number one thing

that should be thought about if we're doing design this afternoon

is this idea of hey what

children were brought up in the future there are some interesting

efforts

there was an extended Montessori

effort done by the

British between the two world

wars called the British infant school system anybody here

ever hear of that yeah so

this is so basically the reasoning there was we created

the stewards of the British Empire

in the boarding schools Eton

and Harrow we took the children away from this plate

of Plato's Republic 101 right take the children

away from their parents train them make them

into the kind of Brits

the official Brit that's the job of

Eton and Harrow we'll create all

these administrators and the Reformers

in the 20s said yeah that's a really good

idea we can't build

such schools for the working class

but what we can do is take the children away from their parents for

all of their waking hours this is the British infant school

system they fed them children were in these schools

for about 12 hours a day and what

they did was to extend Montessori ideas in

very powerful ways so if you're interested in this

way of see

everybody gets that

this is one of the ways you get people to want what they need

right because

we don't think about whether we want to learn our culture

we just learn

it nobody

tells we're in this thing it's

seamless

Steve

Jobs this is

his big brother photograph from 1984

everybody should learn how to code it teaches you how to think

well teaching you how to think badly

this is I mean

Steve didn't even code so

yeah no idea

what he was taught this is just complete bullshit

and

just empirically if you look at

where maybe

anecdotally but it'd be great to do you know just look

at the last 300

computer people you looked at and

maybe encountered on the internet or

and there's no evidence that they can think at all

they can do a few little things but in fact

they don't even know what thinking is because thinking

is not actually

logic that

was the mistake that the Greeks made and that was the mistake

that st. Thomas Aquinas made was the major

mistake of Middle Ages it was also the major mistake

of post-modernism that isn't what it is

so

programming but it's for different bigger more

important reasons

but don't don't be led astray just because

guy was successful in the pop culture I knew

him very well Steve and I were friends to the extent that he

could have a friend I was the guy

who set up the Pixar deal for him besides having

a fair amount to do with the Mac

very well he's

one of the great salesmen of all times

okay so

citizenship so

the simple one here I think is just

Jefferson's

basically the path the ultimate powers reside

people if we think them not alight did not let's not take it away

from them but you better inform their discretion through

education period that is why public education is set

up in this country I'm not going to be labor at this point

but you could hardly find that this is the fact when

you go to any school they

teach dates here and there but I've

never found a public school that actually teaches the children

how the country works what was the

whole point of setting it up that particular way

and why has it worked as well as it has

so the question here

is we have to ask what is enlightened enough mean for this

century what does that mean

now I'm just pointing this out because if we don't

take care of things like this it's moot

whether children learn how to program regardless of

whether it's we have perfect participation by every

ethnic group and every gender and every it's

this moot we have to take

care of the larger ideas and education

okay so richness so

this

is a diagram I like that we

have the systems of the natural world we have the social systems we

have technological systems and we have ourselves as many

systems and richness

for most people comes out of different aspects of

this we could also turn it around and

going to do an education for the 21st century it

is precisely this that we should

look at and by the way there's an underlying unifying

way of thinking about things and that

is as terms of systems these things are abstractly

similar as systems even though they ramify

in many different ways that could be a different way

of getting rid of the stovepiping

that education is mired in

right now okay so we need to

deal with the ineffable and so this whole passel

of things is kind of a minimum

set I could come up with it would fit into 10 or

15 minutes as part of this talk that

needs to be kind of thought about when you're trying to think

about something you want every child to learn

and maybe you start with the children go

to richness come back on citizenship maybe

you start with richness go to the children come over

to citizenship in all cases jobs

winds up being the last thing because

jobs come primarily out of

having wealth to do something

with and wealth here I mean is the potential

wealth is like having energy resources

wealth is like inventing personal computing

and then in the internet these are the potential for

doing things those are the things that have to be invented

okay so mr. Spock here is

always shocked when anybody

pays any attention to human beings especially

technical people so

here's a couple of ideas simple

metaphor from the 19th century about human

memory it's like an erosion gully water

comes down in some random place if it gets

that channel is a little more efficient pretty

soon you've got one of these and then pretty soon you've got the

Grand Canyon is an erosion gully if

you've ever been there it's a hell of a one and in

fact when you're in here

it's hard to even imagine that you could

get out I suppose you were born in there

you might not even know that this is sort

of pinkish it's the only color there

is so this is a way of thinking

context that we like to call reality we're

just in an erosion gully the reason

we fight everybody else in the world is they're in a different inner ocean gully

none of these things are real they're

all made up of stories and beliefs

so here's a thing that's fun if

we had time we could do a few more of them but

quarters I like

oranges

whole one so it's twice as far away as

the other and on a retina

as they

cart found out the cart found out

by getting an ox eye and peeling the back off and that great

the ox was dead but

he was curious as to whether a biological lens

worked like a glass one and it did

so the one that's twice as far away comes

out half the size we can't see it that

way because we've got this pachinko

machine called the brain the

processes that the brain give rise to some of them

we can call our beliefs this big pink thing it's like the

Grand Canyon and we've got a real-time

version of it called the waking dream and

as our neuro folks here will say

yeah the difference between the waking dream and the sleeping

dream has a lot to do with just being

able to check out references every

few seconds right isolation tanks are

making a comeback if you have never tried

one this is a thing from the 60s you put

on a wetsuit you're in a blood temperature

high saline bath plugged

ears plugged eyes you can't feel a thing you

can't hear a thing about ten

minutes you start going on an LSD trip except you don't need

any LSD because

the references that

are normally used here to keep this waking dream were less on

track are no longer there and you start generating

even while you're awake everybody should do this

so what happens with the quarters

is we believe that they

are the same size and the

combination of that with what we get from our retina

interestingly enough our retina doesn't

win our beliefs Trump the thing and

the further away guys about 80% to size subjectively

this is called size constancy

it's one of many many illusions

how to the extent that we are disconnected

actually from what our senses

McLuhan said until I believe it I can't

see it that's a good one

and Vishal's

favors we cannot learn to see until we admit we are blind

that's what happened when we invented science

that was the first time the human race really admitted that

it's common sense ways of dealing with the world

as what it seems were not valid

so you have to do some work to get

his so here's something it happened right outside my hotel

room in May there

was a guy with a hammer and

you'd attack

some people the day before further

south this is like 8th Avenue

and 43rd Street and

here's what people who

saw this attacked said oh mrs. O'Grady

said he was in flight when he

was shot he looked like he was trying to get away from the officers we've

heard that recently and other incidents

ms

khalsa said and I'm sorry maybe I'm crazy but

I saw a man who is handcuffed being shot

so this is seconds

after this incident now fortunately

I heard the shots I was

in my hotel room fortunately

they had a camera surveillance camera so here's

what the surveillance camera take a look at the upper right hand corner

there's the

guy chasing the female cop there's

the male cop shooting him wasn't

handcuffed he wasn't running away wasn't

doing any of the things the eyewitnesses saw a few seconds

ago they couldn't see

what was on their retina

don't

ever get in court don't ever go to a jury

trial don't ever do anything that

relies on witnesses

because the you know the prosecutors have no

idea of any of this stuff they just want to convict

good as you know we're here today to honor

mrs. flexor who you all know as your

first-grade teacher she'll be here in just a minute

okay

what's

that look

what does that look yeah

that's okay she's frightened out of her mind that

is the number one I just

got this off the internet there are zillions of surprise party

have been caught so this is a gold mine if you're

interested in

people have done so the Internet

has captured enough of these some people have died of heart attacks

from a surprise party

a couple

of minutes later a release

in tears a couple of minutes later

and her report

on this is this was the happiest day of her life despite

the fact that she had been almost frightened out of her

wits so

Daniel Kahneman would call this first

reaction the fast reaction system one and

he called system one it's said well it's not really

a system it's this is an expository fiction this

is putting together a lot of complicated

things into one gloss

on fast reactions

things reactions are not

what we would call thoughtful reactions they

are more like reflexes now

notice that misses call misses flexor here

knew everything about surprise parties

why was she surprised well

seven plus or minus two she

about it but it wasn't in her current context

her thinking thing

condiment system two took

a while and figured out everything safe

now we should ask you

so besides adrenaline whatever else

happens when you get one of these surprise reactions

what so

many things like dopamine and serotonin

why well if you have to

fight you don't want to feel any pain

so what happens is your brain dopes your

entire body up so you cannot feel pain when

you're in a survival situation and

guess what happens when she didn't have to fight

she was completely alert and coped

to the gills on her own dope

you

have to understand this stuff

so here's

an old book that's still good it has about 40 different ways

of looking at the mind I put

that up there just so you realize that there are dozens

of perspectives here they're not all the

last word some of them are compatible with each

other look at these kids

these kids did

not get on this roller coaster expecting to die

nobody does

and yet and

they're presumably very happy at the end

piccaboo works over and over

and over again and the reason is is that system

one can't be talked out of it so one

a test that you do go next to a door and

you watch me I'll slam that door and

you'll get this even though you you

know every single thing about it doesn't matter

so it's important to realize

that there is a heck of a lot of mechanism

in there that deals with real time reactions

to things and the important

thing here is to understand that this fast

guy is also dealing

with what you might call the atoms of

thought for the slow thinking

I'll just let that idea sit

for a second learning

okay

you got your turn signal on all

okay

everybody remember that

you can't your parent

is trying to give you if I can't hear what they're saying

stop signs over here you can

barely see what's going so if you tried to drive with

system two you're gonna

miss most everything what happens is you

start training these real-time you

get real trying modules that get trained at being able to do

all of these things and no for a musical instrument might

take a couple of years McCarthy pointed out

programming is somewhere between learning to

drive and flying a plane

so whenever we set

up something it's not always just

a cognitive thing this is one of the problems of some

approaches we took in the past as we would tend

to say hey the drill and practice thing is a

bad well it is a bad idea that is not the way to get

the repetitions the train system won but

the thing is the cognitive approach actually gives you something

that is much more like this

driving situation and it's not enough context

to do the kinds of thinking that you need this implies

that the pedagogy and the approach is

going to be very very different that

somehow you have to do the atoms

of thinking in any thoughtful

thing without losing the larger context

so music you get it by having the

children play really great music and you're willing to

sacrifice everything else in order to get that

happen but you have to stay on it long and I used to teach

guitar you have to stay on it long

enough so that they actually start developing the system one

that can handle all the real-time demands

okay there are zillions of these I

just went on the internet I found 20

on the internet but then it wound up adding some

more these are all biases that have been found well

known you can think

of many of them are aspects of this Grand Canyon

idea many

of them are seven plus

or minus two here's one that I wasn't

internet thing but it's something we should look at here

thing we do all the time is perfect reasoning

from wrong premises because if we're in the

wrong context and we reason brilliantly we're not going

to get anywhere the Greeks were graded the st. Thomas Aquinas was great

at it didn't get anywhere because the context

was wrong so

rationalization rationalizing

rational thought all of these things are secondary to

something stronger looking

for the lamppost for the lost keys that's

a version of Esau on the cup

of soup giving up something really important for convenience

like finding the keys linear

scaling well hardly anything

that's interesting is linear and

so we can't give in to our nervous system I'm looking

at scaling and this has been really disastrous in programming

because programming is taught as though the program's

don't turn into systems and the systems

turn into something large and so there isn't an internet

and so forth this is getting

completely miss taking simple chemistry

for biology they're just not in

the same ballpark so

Francis Bacon so

here's the row again one of the advantages of reading a lot is

hardly any

of us certainly me all

my ideas are derivative

just because I've read thousands

of books I didn't have to puzzle this out

because bacon wrote a book called the

Novum organum in 1620 where

he said hey look our brains are messed up we

have bad brains he called the

ways of messing up idols so

we have we get serious errors because of our genetics

we get serious errors because of the culture we're in we

get serious errors because of the languages we use they don't

represent what's actually out there we get serious

it errors from the way academia hangs on

to bad ideas and teaches them over again these are his four

idols anybody ever read bacon he

said we need something to

get around our bad brains a set of

heuristics is the term we'd used today and

what

he called for was what he called for science because

that's what Novum organum the rest of the title

was a new way of

dealing with knowledge

and science

is not the knowledge right because

the knowledge is is in this context

what science is is the negotiation

between what's out there and what we can represent

this is the big idea this is the idea

in school this is the idea we should be teaching it's

one of the biggest ideas of all time it

isn't the knowledge it's the relationship because what's

out there is only knowable

by phenomena that is being filtered in

every possible way and we

don't know whether our brain is even capable of representing

the stuff and so to

think about science as the truth is completely

wrong it's not the

right way to look at it but if you think about

is the negotiation between the best

you can do right now and stuff that's out there that where

completely sure you're in a very strong position

science has been the most powerful

thought system

human beings have ever invented because

it gave up the idea of truth and it

substituted for a thousand variations

of false some of which are incredibly

powerful right this is the big

idea so we're gonna think about computing

this is one way and I've

Seymour Papert thought about it in a different way but

this is one way of thinking about

Wow computers they are representatives

about representations can simulate

ideas we get a very good much better

sense of dealing

with thinking about these complexities okay

so

maybe one I think we're

one last

part of this pep talk and then I'll turn it over to V

Shaw so let's go back to the pink plane

here and

let's see we're at a place

on the pink plane and we have a goal so we're

we're at a we

only are looking in that direction because that's

where we're going we see B we say let's plot a course

to B but guess what

the world is nonlinear so we're really in that

because we didn't think about all the dimensions okay

so we can explore we

can tinker away around it that's better if

that was good we can engineer a superhighway and if

we're really adventurous we can invent the airplane

forget about land travel let's just fly over

that mountain and here's the big idea once we decide

to take off from land travel

we not only are in

a different world we're not we

discover we're in a blue world and the blue world has

a much better destination than than B

so I've submit this as a metaphor that can

be used in many different areas

like simple one often

you have to go away from your goal to get to you go

that is a toughy remember we're

primates the way they catch monkeys in Burma

everybody know this Oh everybody

should know this okay so

monkeys are primates like us and what they do is they

they just fasten jars and

they put a big nut

the monkeys reach in to get that nut

they can't get

there aren't handout okay

now that monkey could

escape anytime by just letting go of this nut but

hey don't let goes and nothing that sound

like any human activity you've ever heard they

can't let go than that so

in the morning they just

come around and so that I like monkey brains and Burma

so they come around just collect these monkeys

that could get away anytime they wanted that

isn't us I don't know what it is

so being able to go away from

the goal this is a heart like NSF

is completely blown it in computing

because they've given up on problem finding in

doing stuff that really doesn't have a goal

in the proposal for example goal

should be to find the goal somebody needs

to pay for that the

engineering as a refinement of something

that's more like tinkling or bricolage see more used to kala

then this idea that hey maybe surface

travel isn't the deal at all let's do

something qualitatively different and start flying

and once you've made that effort

to qualitatively change

suddenly you have the possibility of scaping from this whole

context which was actually holding you back ok

I'll leave you with that thank you very much for listening

Difference between revisions of "Rethinking CS Education"

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@@ Line 3: / Line 3: @@
 |id=N9c7_8Gp7gI
 |alignment=left
-|autoresize=false
+|autoresize=true
 }}
+<subtitle id="0:0:5">and with that it is my honor to  introduce you Ellen can work you know</subtitle>
+<subtitle id="0:0:14">okay</subtitle>
+<subtitle id="0:0:17"> this is just a little preliminary  warning here</subtitle>
+<subtitle id="0:0:20"> because</subtitle>
+<subtitle id="0:0:23"> the the internet  has done in supported</subtitle>
+<subtitle id="0:0:26"> criticism  it's</subtitle>
+<subtitle id="0:0:29"> like Gresham's law bad money drives  out</subtitle>
+<subtitle id="0:0:32"> the good and there's so much  unsupported</subtitle>
+<subtitle id="0:0:35"> criticism that good</subtitle>
+<subtitle id="0:0:38">  criticism criticism that supported is</subtitle>
+<subtitle id="0:0:41">  often claimed to be a rant</subtitle>
+<subtitle id="0:0:44"> but this is  not a rant</subtitle>
+<subtitle id="0:0:47"> however it will be critical</subtitle>
+<subtitle id="0:0:53">so my first exhibit</subtitle>
+<subtitle id="0:0:56"> here is a kind</subtitle>
+<subtitle id="0:0:59"> of  American dream so it</subtitle>
+<subtitle id="0:1:2"> is the trappings of  riding</subtitle>
+<subtitle id="0:1:5"> the bicycle as it's</subtitle>
+<subtitle id="0:1:8"> very fancy  it has training wheels</subtitle>
+<subtitle id="0:1:11"> the buyer of</subtitle>
+<subtitle id="0:1:14"> this  device would be a parent probably</subtitle>
+<subtitle id="0:1:17"> and  most important</subtitle>
+<subtitle id="0:1:20"> thing about it is it's  like frets</subtitle>
+<subtitle id="0:1:23"> on a violin it happens the  training</subtitle>
+<subtitle id="0:1:26"> wheels actually don't help you  to learn to</subtitle>
+<subtitle id="0:1:29"> ride a bike in fact they  help you towards the opposite</subtitle>
+<subtitle id="0:1:32"> the number  one skill you have to learn when</subtitle>
+<subtitle id="0:1:35"> you're  riding a bike is to balance and turn  into</subtitle>
+<subtitle id="0:1:38"> the turns and the training wheels  prevent you from doing</subtitle>
+<subtitle id="0:1:41"> that and so the</subtitle>
+<subtitle id="0:1:44">this</subtitle>
+<subtitle id="0:1:47"> is not a joke just when I was</subtitle>
+<subtitle id="0:1:50">looking for slides for this on the  internet I found amazingly</subtitle>
+<subtitle id="0:1:53"> that there  are a number of adult societies</subtitle>
+<subtitle id="0:1:56"> that  have bikes with</subtitle>
+<subtitle id="0:1:59"> training wheels like  this this is not a joke these people</subtitle>
+<subtitle id="0:2:2"> do  Turing they race everything</subtitle>
+<subtitle id="0:2:5"> else because  this is what they learned now of course  many</subtitle>
+<subtitle id="0:2:8"> children get off the training  wheels at</subtitle>
+<subtitle id="0:2:11"> some point  but significant</subtitle>
+<subtitle id="0:2:14"> numbers of adults don't</subtitle>
+<subtitle id="0:2:17">now the way you to write</subtitle>
+<subtitle id="0:2:20"> a bike and this  is relatively</subtitle>
+<subtitle id="0:2:23"> recent compared to the  training wheel phenomenon is</subtitle>
+<subtitle id="0:2:26"> you what  you want is to get the kids low bikes  they</subtitle>
+<subtitle id="0:2:29"> don't even have any pedals because  that's not the</subtitle>
+<subtitle id="0:2:32"> germane part if you want  low bytes so they</subtitle>
+<subtitle id="0:2:35"> don't fall over and  they can it's kind of like a scooter and  what</subtitle>
+<subtitle id="0:2:38"> you do is you learn to glide and to  turn</subtitle>
+<subtitle id="0:2:41"> into the thing that's how you learn  to ride a bike</subtitle>
+<subtitle id="0:2:44"> so these two exhibits</subtitle>
+<subtitle id="0:2:47"> are  very germane I think</subtitle>
+<subtitle id="0:2:50"> to what we're  talking about today so</subtitle>
+<subtitle id="0:2:53"> I think of this  side as marketing</subtitle>
+<subtitle id="0:2:56"> marketing is basically  dealing with</subtitle>
+<subtitle id="0:2:59"> what people want and that  is</subtitle>
+<subtitle id="0:3:2"> a large number like we want sugar we</subtitle>
+<subtitle id="0:3:5">  want fat we want fantasy football</subtitle>
+<subtitle id="0:3:8"> we  have many many</subtitle>
+<subtitle id="0:3:11"> wants and if you're  interested in it you</subtitle>
+<subtitle id="0:3:14"> might look at a  book called human universals by</subtitle>
+<subtitle id="0:3:17">grant Brown who's an anthropologist  who's identified</subtitle>
+<subtitle id="0:3:20"> about 300 things</subtitle>
+<subtitle id="0:3:23">  genetic things that</subtitle>
+<subtitle id="0:3:26"> we are born wanting  and</subtitle>
+<subtitle id="0:3:29"> many of the consumer</subtitle>
+<subtitle id="0:3:32"> society  successes today are</subtitle>
+<subtitle id="0:3:35"> technological  amplifiers for those things</subtitle>
+<subtitle id="0:3:38"> now the</subtitle>
+<subtitle id="0:3:41">other group of people that are  interested in who people are</subtitle>
+<subtitle id="0:3:44">about we should be interested in who the  user is going</subtitle>
+<subtitle id="0:3:47"> to be our educators</subtitle>
+<subtitle id="0:3:50"> they  also study this is what we're supposed  to</subtitle>
+<subtitle id="0:3:53"> be doing here I want to try and  differentiate</subtitle>
+<subtitle id="0:3:56"> between the two and  education</subtitle>
+<subtitle id="0:3:59"> educators are interested in  what people need</subtitle>
+<subtitle id="0:4:2"> so this is requires  taking a moral stance</subtitle>
+<subtitle id="0:4:5"> and it's tricky  because</subtitle>
+<subtitle id="0:4:8"> of course we are all flawed  beings</subtitle>
+<subtitle id="0:4:11"> also and people who take moral  stance</subtitle>
+<subtitle id="0:4:14"> who are floral flawed beings  often wind</subtitle>
+<subtitle id="0:4:17"> up with something that  resembles a religion or a cult</subtitle>
+<subtitle id="0:4:20"> but still  what the educators</subtitle>
+<subtitle id="0:4:23">doing is essentially chain  rather</subtitle>
+<subtitle id="0:4:26"> than catering and</subtitle>
+<subtitle id="0:4:29"></subtitle>
+<subtitle id="0:4:32"> in many cases  people don't</subtitle>
+<subtitle id="0:4:35"> want what they need in</subtitle>
+<subtitle id="0:4:38"> fact  there's a whole field called behavioral</subtitle>
+<subtitle id="0:4:41">  economics came</subtitle>
+<subtitle id="0:4:44"> after Anthropology got  politicized</subtitle>
+<subtitle id="0:4:47"> we fortunately have this  branch of cognitive</subtitle>
+<subtitle id="0:4:50"> psychology called  behavioral economics that has</subtitle>
+<subtitle id="0:4:53"> been  looking at what people do not what</subtitle>
+<subtitle id="0:4:56"> they  say people as they are rather than</subtitle>
+<subtitle id="0:4:59"> as  they're supposed to be and so the</subtitle>
+<subtitle id="0:5:2">  interesting question it would be really  nice</subtitle>
+<subtitle id="0:5:5"> if we can get people to want what  they need and there</subtitle>
+<subtitle id="0:5:8"> are some actual ways  of doing that</subtitle>
+<subtitle id="0:5:11"> and I'll mention mention a  couple</subtitle>
+<subtitle id="0:5:14"> so this</subtitle>
+<subtitle id="0:5:17"> is mice I could not find  a picture of this</subtitle>
+<subtitle id="0:5:20"> proper British lady I  had supper</subtitle>
+<subtitle id="0:5:23"> with 30 years now in London</subtitle>
+<subtitle id="0:5:26">but Mary Poppins she was the Mary  Poppins type</subtitle>
+<subtitle id="0:5:29"> and we had a great  conversation and drifted</subtitle>
+<subtitle id="0:5:32"> into education  and at some point</subtitle>
+<subtitle id="0:5:35"> she said oh you  Americans</subtitle>
+<subtitle id="0:5:38"> have the best high school  education in the world and I</subtitle>
+<subtitle id="0:5:41"> said what  and she said</subtitle>
+<subtitle id="0:5:44"> what a pity you have to go  to college to get it</subtitle>
+<subtitle id="0:5:50">now graduate school</subtitle>
+<subtitle id="0:5:53"> so there</subtitle>
+<subtitle id="0:5:56"> are these  tests of reading the National</subtitle>
+<subtitle id="0:5:59"> Assessment  of Educational Progress they</subtitle>
+<subtitle id="0:6:2"> have a  dismal standard</subtitle>
+<subtitle id="0:6:5"> for what they call  proficient reading it's not</subtitle>
+<subtitle id="0:6:8"> what we  would call proficient but it's the main  one that</subtitle>
+<subtitle id="0:6:11"> has looked at that's mainly for  K through 12 but</subtitle>
+<subtitle id="0:6:14"> what school if you dig  around on</subtitle>
+<subtitle id="0:6:17"> their website you can find  that they've also looked</subtitle>
+<subtitle id="0:6:20"> at using the  same criteria at</subtitle>
+<subtitle id="0:6:23"> graduates graduates of  four-year colleges</subtitle>
+<subtitle id="0:6:26"> and universities and</subtitle>
+<subtitle id="0:6:29">in 1992</subtitle>
+<subtitle id="0:6:32"></subtitle>
+<subtitle id="0:6:35"> 42 percent of</subtitle>
+<subtitle id="0:6:38"> college graduates</subtitle>
+<subtitle id="0:6:41">  were proficient or better</subtitle>
+<subtitle id="0:6:44"> so less than  half</subtitle>
+<subtitle id="0:6:47"> in 2003 11 years later</subtitle>
+<subtitle id="0:6:50"> when they  did it was down to 31 percent</subtitle>
+<subtitle id="0:6:53"> so  colleges are not even guarding</subtitle>
+<subtitle id="0:6:56"> the  literacy so</subtitle>
+<subtitle id="0:6:59"> what this says to me that on  this average I mean this is</subtitle>
+<subtitle id="0:7:2"> one number  for 4,000 institutions</subtitle>
+<subtitle id="0:7:5"> but what it says  is that lump</subtitle>
+<subtitle id="0:7:8"> together colleges are  essentially selling</subtitle>
+<subtitle id="0:7:11"> degrees we kind of  know that but that's what</subtitle>
+<subtitle id="0:7:14">because the college is not actually  guarding</subtitle>
+<subtitle id="0:7:17"> what it means to be educated  that</subtitle>
+<subtitle id="0:7:20"> in some very important census they  are</subtitle>
+<subtitle id="0:7:23"> giving people degrees who cannot  possibly be educated</subtitle>
+<subtitle id="0:7:26"> so</subtitle>
+<subtitle id="0:7:29"> another little  preliminary idea</subtitle>
+<subtitle id="0:7:32"> here is because we're  we</subtitle>
+<subtitle id="0:7:35"> tend to use indo-european languages</subtitle>
+<subtitle id="0:7:38">  including the ones came</subtitle>
+<subtitle id="0:7:41"> out of India  those languages</subtitle>
+<subtitle id="0:7:44"> are very noun oriented</subtitle>
+<subtitle id="0:7:47">now and</subtitle>
+<subtitle id="0:7:50"> there's mostly about things the  things don't</subtitle>
+<subtitle id="0:7:53"> interpenetrate and</subtitle>
+<subtitle id="0:7:56"> so if we  think of ideas as matter</subtitle>
+<subtitle id="0:7:59"> they oppose  each other but we also could</subtitle>
+<subtitle id="0:8:2">ideas as being made  of radiation we</subtitle>
+<subtitle id="0:8:5"> got superposition now we  can shine as many lights in</subtitle>
+<subtitle id="0:8:8"> the same  spot as we want and we don't have to  resolve</subtitle>
+<subtitle id="0:8:11"> them we can look at the mixtures  of</subtitle>
+<subtitle id="0:8:14"> them and we can consider them  separately we don't</subtitle>
+<subtitle id="0:8:17"> have to make a  decision they're all occupying the</subtitle>
+<subtitle id="0:8:20">space and I'm offering this up as a  metaphor because</subtitle>
+<subtitle id="0:8:23"> even</subtitle>
+<subtitle id="0:8:26"> before Design  Thinking was a phrase the</subtitle>
+<subtitle id="0:8:29"> number one  thing about design is being able to hold</subtitle>
+<subtitle id="0:8:32">mutually incompatible things in your  head for a very</subtitle>
+<subtitle id="0:8:35"> very long time before  you make</subtitle>
+<subtitle id="0:8:38"> any commitments we</subtitle>
+<subtitle id="0:8:41"> tend to  commit early much too early</subtitle>
+<subtitle id="0:8:44"> so things  are processes nouns or</subtitle>
+<subtitle id="0:8:47"> verbs here's the  t-shirt for today</subtitle>
+<subtitle id="0:8:50"> this is silicon valley  so</subtitle>
+<subtitle id="0:8:53"> this would have been you know we  always make t-shirts so my</subtitle>
+<subtitle id="0:8:56"> design  t-shirt would show the superposition of</subtitle>
+<subtitle id="0:8:59">  ideas as radiation</subtitle>
+<subtitle id="0:9:2"> and can't</subtitle>
+<subtitle id="0:9:5"> do a talk  without a Winston Churchill story</subtitle>
+<subtitle id="0:9:8"> there  are so many good ones and</subtitle>
+<subtitle id="0:9:11"> I'll avoid my  tendency to digress to</subtitle>
+<subtitle id="0:9:14"> tell you five of  them but</subtitle>
+<subtitle id="0:9:17"> the one that's good at this one  he was at a party there</subtitle>
+<subtitle id="0:9:20"> he is smoking  his cigar and the</subtitle>
+<subtitle id="0:9:23"> hostess who is a  duchess came over to</subtitle>
+<subtitle id="0:9:26"> him and said mr.  Churchill I'm so distressed</subtitle>
+<subtitle id="0:9:29"> I just saw  Earl so-and-so</subtitle>
+<subtitle id="0:9:32"> over there steal one of  my silver salt</subtitle>
+<subtitle id="0:9:35"> shakers and</subtitle>
+<subtitle id="0:9:38"> Churchill  thought for a while and he went over</subtitle>
+<subtitle id="0:9:41">the Earl and on the way picked up  another salt shaker and put it in</subtitle>
+<subtitle id="0:9:44"> his  pocket and when he got over to the Earl  he took</subtitle>
+<subtitle id="0:9:47"> it out and he said I think we've  been noticed perhaps</subtitle>
+<subtitle id="0:9:50"> we should put these  back</subtitle>
+<subtitle id="0:9:53">  so this is how you if you</subtitle>
+<subtitle id="0:9:56"> want to get  something done the way you do it is not</subtitle>
+<subtitle id="0:9:59">so much trying to convince somebody but  to create</subtitle>
+<subtitle id="0:10:2"> a tribe that is a conspiracy  because</subtitle>
+<subtitle id="0:10:5"> anthropologically that is what</subtitle>
+<subtitle id="0:10:8">  we are more than any other thing we are  tribal</subtitle>
+<subtitle id="0:10:11"> beings and we tend to  automatically oppose</subtitle>
+<subtitle id="0:10:14"> things outside of  our tribe even</subtitle>
+<subtitle id="0:10:17"> if they're good ideas  because that isn't the way we think  in</subtitle>
+<subtitle id="0:10:20"> fact we don't think we're not  primarily</subtitle>
+<subtitle id="0:10:23"> thinking animals</subtitle>
+<subtitle id="0:10:26"> so this</subtitle>
+<subtitle id="0:10:29"> thing  about coding is</subtitle>
+<subtitle id="0:10:32"> often mentioned</subtitle>
+<subtitle id="0:10:35"> side by  side with jobs competitiveness</subtitle>
+<subtitle id="0:10:38"></subtitle>
+<subtitle id="0:10:41"> diversity  it's</subtitle>
+<subtitle id="0:10:44"> got a million things going on with</subtitle>
+<subtitle id="0:10:47">  it but I thought I'd put</subtitle>
+<subtitle id="0:10:50"> up three other  things that I think need</subtitle>
+<subtitle id="0:10:53"> to be thought  about first and one of</subtitle>
+<subtitle id="0:10:56"> them is our I  think</subtitle>
+<subtitle id="0:10:59"> our primary duty as adults is not</subtitle>
+<subtitle id="0:11:2">  to go out and get a job but to</subtitle>
+<subtitle id="0:11:5"> think  about the next generation</subtitle>
+<subtitle id="0:11:8"> that's part of  the larger picture of thing a</subtitle>
+<subtitle id="0:11:11"> job is  just about us and now</subtitle>
+<subtitle id="0:11:14"> children are the  next</subtitle>
+<subtitle id="0:11:17"> generation and Marshall McLuhan  said</subtitle>
+<subtitle id="0:11:20"> children are the messages</subtitle>
+<subtitle id="0:11:23"> we send  to the future but my</subtitle>
+<subtitle id="0:11:26"> retort to McLuhan  was no</subtitle>
+<subtitle id="0:11:29"> they they are the future we're  sending to the future</subtitle>
+<subtitle id="0:11:32"> they're not a  message they are the future and</subtitle>
+<subtitle id="0:11:35"> we've</subtitle>
+<subtitle id="0:11:38">  got another duty in a</subtitle>
+<subtitle id="0:11:41"> society that has  created so much wealth by</subtitle>
+<subtitle id="0:11:44"> a certain  complicated difficult kind</subtitle>
+<subtitle id="0:11:47"> of  cooperation the reason</subtitle>
+<subtitle id="0:11:50"> we're all here is  not because we're competitive reason</subtitle>
+<subtitle id="0:11:53">  we're here is because we live in a  larger</subtitle>
+<subtitle id="0:11:56"> structure in which competition  the</subtitle>
+<subtitle id="0:11:59"> hunting and gathering parts of us  that</subtitle>
+<subtitle id="0:12:2"> go back a couple hundred thousand  years are subsumed</subtitle>
+<subtitle id="0:12:5">  a larger set of cooperation that</subtitle>
+<subtitle id="0:12:8"> creates  all of the wealth hunting and gatherers</subtitle>
+<subtitle id="0:12:11">  need fertile valleys created</subtitle>
+<subtitle id="0:12:14"> by somebody  else nature they</subtitle>
+<subtitle id="0:12:17"> strip it dry that's the  impulse and move on sounds</subtitle>
+<subtitle id="0:12:20"> a little bit  like business doesn't</subtitle>
+<subtitle id="0:12:23"> even sound the  agricultural but</subtitle>
+<subtitle id="0:12:26"> in order to scale our  natural</subtitle>
+<subtitle id="0:12:29"> tendencies to exploit we have</subtitle>
+<subtitle id="0:12:32"> something very very different and  we</subtitle>
+<subtitle id="0:12:35"> are the beneficiaries of that</subtitle>
+<subtitle id="0:12:38"> so for  thinking about education my</subtitle>
+<subtitle id="0:12:41">don't</subtitle>
+<subtitle id="0:12:44"> even bother with this for a while  let's</subtitle>
+<subtitle id="0:12:47"> worry about what's really going on  and then</subtitle>
+<subtitle id="0:12:50"> there's this idea which is  almost</subtitle>
+<subtitle id="0:12:53"> never talked about in</subtitle>
+<subtitle id="0:12:56"> our  pragmatic society like ours</subtitle>
+<subtitle id="0:12:59"> which is I  just been calling</subtitle>
+<subtitle id="0:13:2"> richness it can happen</subtitle>
+<subtitle id="0:13:5">  in the context of work it</subtitle>
+<subtitle id="0:13:8">with children can happen with citizen  chip</subtitle>
+<subtitle id="0:13:11"> but it's basically something that  is the</subtitle>
+<subtitle id="0:13:14"> man does not live by bread alone  idea</subtitle>
+<subtitle id="0:13:17"> and I</subtitle>
+<subtitle id="0:13:20"> believe that this is</subtitle>
+<subtitle id="0:13:23"> a  rallying point to try and understand</subtitle>
+<subtitle id="0:13:26">what the rest of education is about  particularly</subtitle>
+<subtitle id="0:13:29"> as it relates</subtitle>
+<subtitle id="0:13:32"> to how we  should think about children</subtitle>
+<subtitle id="0:13:35"> in the next  generation</subtitle>
+<subtitle id="0:13:38"> ok so that was one I'm  basically</subtitle>
+<subtitle id="0:13:41"> doing five points here</subtitle>
+<subtitle id="0:13:44"> before</subtitle>
+<subtitle id="0:13:47">  I look at a look</subtitle>
+<subtitle id="0:13:50"> at them a little more  deeply I usually don't do that I don't  like top-down</subtitle>
+<subtitle id="0:13:53"> stuff but I figured for</subtitle>
+<subtitle id="0:13:56">  this talk it would be good so the first  thing had to</subtitle>
+<subtitle id="0:13:59"> do with you know what what  are some</subtitle>
+<subtitle id="0:14:2"> of the contexts that we care  about second context</subtitle>
+<subtitle id="0:14:5"> is humans 101</subtitle>
+<subtitle id="0:14:8"> so  one part of it is</subtitle>
+<subtitle id="0:14:11"> of course we're very  complex but</subtitle>
+<subtitle id="0:14:14"> our minds  are</subtitle>
+<subtitle id="0:14:17"> very theatrical the</subtitle>
+<subtitle id="0:14:20"> way we respond  to theater</subtitle>
+<subtitle id="0:14:23"> is also the way we respond</subtitle>
+<subtitle id="0:14:26">what we like to call reality which in  itself is a kind of</subtitle>
+<subtitle id="0:14:29"> theater and there  are a few people here who</subtitle>
+<subtitle id="0:14:32"> are there are  some neuro people here right I saw</subtitle>
+<subtitle id="0:14:35">  anybody yes</subtitle>
+<subtitle id="0:14:38"> so tell them all about it  this afternoon</subtitle>
+<subtitle id="0:14:41"> so these are  understanding</subtitle>
+<subtitle id="0:14:44"> more about what's going on</subtitle>
+<subtitle id="0:14:47">  here is really important so the the  theatrical</subtitle>
+<subtitle id="0:14:50"> thing another one is our</subtitle>
+<subtitle id="0:14:53">  minds are tiny here's George Miller one</subtitle>
+<subtitle id="0:14:56">of the inventors of cognitive psychology  and fact</subtitle>
+<subtitle id="0:14:59"> 7 plus or minus 2 has been  downgraded</subtitle>
+<subtitle id="0:15:2"> 7</subtitle>
+<subtitle id="0:15:5"> plus or minus 2 was dealing  with number sequences</subtitle>
+<subtitle id="0:15:8"> and stuff and this</subtitle>
+<subtitle id="0:15:11">has been looked at and a lot and the  truth is is that we're terrible</subtitle>
+<subtitle id="0:15:14"> at  multitasking and in fact it is</subtitle>
+<subtitle id="0:15:17"> very  difficult for us to sensibly deal with</subtitle>
+<subtitle id="0:15:20">  multiple things even if they have been</subtitle>
+<subtitle id="0:15:23">  chunked hugely so</subtitle>
+<subtitle id="0:15:26"> we can think of this  as like if you take these two</subtitle>
+<subtitle id="0:15:29"> ideas  together this is also user interface</subtitle>
+<subtitle id="0:15:32">  design 101 we</subtitle>
+<subtitle id="0:15:35"> have theatrical reactions  to things we</subtitle>
+<subtitle id="0:15:38"> need to create theater when  we're creating a user interface</subtitle>
+<subtitle id="0:15:41"> design  and we're completely limited and</subtitle>
+<subtitle id="0:15:44"> so  playing those off against each other is  tremendously</subtitle>
+<subtitle id="0:15:47"> important we'll look at  this a little bit more and then</subtitle>
+<subtitle id="0:15:50"> a more  controversial idea is that we are mostly  not</subtitle>
+<subtitle id="0:15:53"> human this is</subtitle>
+<subtitle id="0:15:56"> something that is  outside of the myth that human</subtitle>
+<subtitle id="0:15:59"> beings  like to believe in but in fact we</subtitle>
+<subtitle id="0:16:2"> a lot  of us is primate and a</subtitle>
+<subtitle id="0:16:5"> whole lot of us  is mammalian and</subtitle>
+<subtitle id="0:16:8"> how that plays out  against</subtitle>
+<subtitle id="0:16:11"> some of the more recent  additions</subtitle>
+<subtitle id="0:16:14"> to our mental apparatus  particularly our culture are</subtitle>
+<subtitle id="0:16:17"> interesting  so these three things are things that  are worthwhile</subtitle>
+<subtitle id="0:16:20"> holding in mind by the  way these are things that computer</subtitle>
+<subtitle id="0:16:23">  people just hate to think about most  computer</subtitle>
+<subtitle id="0:16:26"> people went into computing  because they were disturb</subtitle>
+<subtitle id="0:16:29">  by other human beings</subtitle>
+<subtitle id="0:16:32"> and</subtitle>
+<subtitle id="0:16:35"> one of the  reasons that coding</subtitle>
+<subtitle id="0:16:38"> programming has  stayed so much</subtitle>
+<subtitle id="0:16:41"> the way it is terrible  set of ideas that</subtitle>
+<subtitle id="0:16:44"> were almost necessary  in the 40s</subtitle>
+<subtitle id="0:16:47"> and 50s are still around  today as</subtitle>
+<subtitle id="0:16:50"> the primary ways of doing  programming</subtitle>
+<subtitle id="0:16:53"> because they are the most  mechanical ways</subtitle>
+<subtitle id="0:16:56"> that in the small they  are the most understandable</subtitle>
+<subtitle id="0:16:59">reliable the problem is in the large  they don't scale</subtitle>
+<subtitle id="0:17:2"> at all in the large  they are the least</subtitle>
+<subtitle id="0:17:5"> reliable way of doing  anything and it's only</subtitle>
+<subtitle id="0:17:8"> by looking at  tiny little places that people have any</subtitle>
+<subtitle id="0:17:11">  comfort at all and so they stay with  where they're</subtitle>
+<subtitle id="0:17:14"> comfortable this is so</subtitle>
+<subtitle id="0:17:17"> the  theatrical part of this is lots bigger</subtitle>
+<subtitle id="0:17:20">  than we think the limitations are much</subtitle>
+<subtitle id="0:17:23">  less or smaller than we think and the</subtitle>
+<subtitle id="0:17:26">  relationship we have with our</subtitle>
+<subtitle id="0:17:29"> heritage  is much we</subtitle>
+<subtitle id="0:17:32"> are much more different than  we think we are</subtitle>
+<subtitle id="0:17:35"> okay now the third idea  here would</subtitle>
+<subtitle id="0:17:38"> go back to the first Turing  Award winner</subtitle>
+<subtitle id="0:17:41"> this little gnome of a man  was one of the great</subtitle>
+<subtitle id="0:17:44"> men of our time  Alper Lowe's and</subtitle>
+<subtitle id="0:17:47"> he more or less created  computer</subtitle>
+<subtitle id="0:17:50"> science and I thought since the</subtitle>
+<subtitle id="0:17:53">  CS term is bandied about a lot it might  be interesting</subtitle>
+<subtitle id="0:17:56"> to see what the guy who  invented the term actually meant by</subtitle>
+<subtitle id="0:17:59"> it  so he said this in</subtitle>
+<subtitle id="0:18:2"> the early 60s and  somebody said</subtitle>
+<subtitle id="0:18:5"> what does that mean and he  said computer science</subtitle>
+<subtitle id="0:18:8"> is the science of  processes I remember</subtitle>
+<subtitle id="0:18:11"> science  he didn't mean science as in library  science</subtitle>
+<subtitle id="0:18:14"> he didn't mean sciences and  social science he</subtitle>
+<subtitle id="0:18:17"> actually meant science  he didn't mean it as a metaphor</subtitle>
+<subtitle id="0:18:20"> he meant  we need to have a science of things</subtitle>
+<subtitle id="0:18:23"> in  process and there are a gazillion of</subtitle>
+<subtitle id="0:18:26">  them that is what he meant he didn't</subtitle>
+<subtitle id="0:18:29">have an engineering definition that's  something</subtitle>
+<subtitle id="0:18:32"> else he said we need to  understand</subtitle>
+<subtitle id="0:18:35"> things in process and he</subtitle>
+<subtitle id="0:18:38">meant all processes meant mechanical  processes</subtitle>
+<subtitle id="0:18:41">  technological processes there's the</subtitle>
+<subtitle id="0:18:44">  Constitution social processes</subtitle>
+<subtitle id="0:18:47"> the guys  who did the Constitution</subtitle>
+<subtitle id="0:18:50"> were social</subtitle>
+<subtitle id="0:18:53">  geniuses they actually put</subtitle>
+<subtitle id="0:18:56"> together a  system better than any computer system  we've</subtitle>
+<subtitle id="0:18:59"> ever done because it has millions</subtitle>
+<subtitle id="0:19:2">  and millions of not terribly cooperating  parts</subtitle>
+<subtitle id="0:19:5"> and it is basically thrived with</subtitle>
+<subtitle id="0:19:8">  some hiccups along the way for hundreds  of</subtitle>
+<subtitle id="0:19:11"> years think about that and the cops</subtitle>
+<subtitle id="0:19:14">  Constitution I have a version of it with</subtitle>
+<subtitle id="0:19:17">me is just a tiny little book it's a  meta</subtitle>
+<subtitle id="0:19:20"> recipe for a</subtitle>
+<subtitle id="0:19:23"> very complicated multi  processing operating</subtitle>
+<subtitle id="0:19:26"> system far far  beyond anything we've been able to</subtitle>
+<subtitle id="0:19:29"> do  and of</subtitle>
+<subtitle id="0:19:32"> course biology and of course  mental</subtitle>
+<subtitle id="0:19:35"> processes all of these processes  were things</subtitle>
+<subtitle id="0:19:38"> and the other thing that  pearl Ellis said is</subtitle>
+<subtitle id="0:19:41"> besides</subtitle>
+<subtitle id="0:19:44"> looking at  all processes it itself because of</subtitle>
+<subtitle id="0:19:47"> what  it is can serve as a representation a</subtitle>
+<subtitle id="0:19:50">  kind of a mathematics for all processes  so this</subtitle>
+<subtitle id="0:19:53"> is a big idea this is an  exciting idea</subtitle>
+<subtitle id="0:19:56"> it excited me it's</subtitle>
+<subtitle id="0:19:59"> like  one of the greatest things I hate to see  computing</subtitle>
+<subtitle id="0:20:2"> and computer science water  down to some</subtitle>
+<subtitle id="0:20:5"> terrible kind of  engineering that the Babylonians</subtitle>
+<subtitle id="0:20:8"> might  have failed at with</subtitle>
+<subtitle id="0:20:11"> tiny conceptions of  programming a computer</subtitle>
+<subtitle id="0:20:14"> like munging  variables with an</subtitle>
+<subtitle id="0:20:17"> assignment statement  that is pathetic and</subtitle>
+<subtitle id="0:20:20"> I'm saying it in  this strong way because</subtitle>
+<subtitle id="0:20:23"> you need to  realize that we're in the middle of</subtitle>
+<subtitle id="0:20:26"> a  complete form</subtitle>
+<subtitle id="0:20:29"> of bullshit that has grown  up out of</subtitle>
+<subtitle id="0:20:32"> the pop culture colliding with</subtitle>
+<subtitle id="0:20:35">  this power this power and wealth</subtitle>
+<subtitle id="0:20:38"> in  order to serve education which</subtitle>
+<subtitle id="0:20:41"> i think  is much more still should be about</subtitle>
+<subtitle id="0:20:44">people need rather than what they want  education can't</subtitle>
+<subtitle id="0:20:47"> cave in to what the pop  culture</subtitle>
+<subtitle id="0:20:50"> does it has to think about  itself</subtitle>
+<subtitle id="0:20:53"> as being about the  culture that developed</subtitle>
+<subtitle id="0:20:56"> culture shouldn't  get rid of the pop culture cop</subtitle>
+<subtitle id="0:20:59"> pop  culture has incredible energy</subtitle>
+<subtitle id="0:21:2"> any  developed culture needs that energy</subtitle>
+<subtitle id="0:21:5"> but  it cannot give in to that energy there</subtitle>
+<subtitle id="0:21:8">  has to be a reasonable tension there</subtitle>
+<subtitle id="0:21:11"> so  that was number three number four is</subtitle>
+<subtitle id="0:21:14"> boy  if you look at other fields like</subtitle>
+<subtitle id="0:21:17">  mechanical CAD or electrical cat or  biocad</subtitle>
+<subtitle id="0:21:20"> now they have all these great</subtitle>
+<subtitle id="0:21:23">  toys they happen to be all</subtitle>
+<subtitle id="0:21:26"> implemented  on computers computer-aided design</subtitle>
+<subtitle id="0:21:29">  simulators and now</subtitle>
+<subtitle id="0:21:32"> fab you</subtitle>
+<subtitle id="0:21:35"> think it up  save mechanically whatever</subtitle>
+<subtitle id="0:21:38"> it is design  it</subtitle>
+<subtitle id="0:21:41"> simulate it now we can build it build</subtitle>
+<subtitle id="0:21:44">  a flute so the idea here is</subtitle>
+<subtitle id="0:21:47"> in every  place except computing is</subtitle>
+<subtitle id="0:21:50"> this notion of  people moving</subtitle>
+<subtitle id="0:21:53"> towards wanting to design  and wanting to ship</subtitle>
+<subtitle id="0:21:56"> the design it's</subtitle>
+<subtitle id="0:21:59"> in  computing that we are so far behind</subtitle>
+<subtitle id="0:22:2">  we're still more</subtitle>
+<subtitle id="0:22:5"> than 80 percent of the  undergraduates at</subtitle>
+<subtitle id="0:22:8"> UCLA a top 10 computer  science</subtitle>
+<subtitle id="0:22:11"> department use by terminal  emulators</subtitle>
+<subtitle id="0:22:14"> which itself was emulating  decks</subtitle>
+<subtitle id="0:22:17"> of punched cards doing</subtitle>
+<subtitle id="0:22:20"> the same  kind of compilation</subtitle>
+<subtitle id="0:22:23"> loading and linking  in</subtitle>
+<subtitle id="0:22:26"> say C++ that's</subtitle>
+<subtitle id="0:22:29"> their main language  there as was done</subtitle>
+<subtitle id="0:22:32"> 50 years ago this does  not</subtitle>
+<subtitle id="0:22:35"> scale and yet this is what computer  people are doing they</subtitle>
+<subtitle id="0:22:38"> don't have  anything like what more sensible</subtitle>
+<subtitle id="0:22:41">in these other fields are using  computers for so</subtitle>
+<subtitle id="0:22:44"> if you take these two  things together take perlis</subtitle>
+<subtitle id="0:22:47"> and this</subtitle>
+<subtitle id="0:22:50">  notion is a programming</subtitle>
+<subtitle id="0:22:53"> system yeah part  of it is the functionality part</subtitle>
+<subtitle id="0:22:56"> that's  what you see in most</subtitle>
+<subtitle id="0:22:59"> systems for let's  everybody code</subtitle>
+<subtitle id="0:23:2"> it's got a</subtitle>
+<subtitle id="0:23:5">  most of them got numbers</subtitle>
+<subtitle id="0:23:8"> maybe they got  a raise they got assignment</subtitle>
+<subtitle id="0:23:11"> statements  all the usual suspects</subtitle>
+<subtitle id="0:23:14"> there that's not  even close</subtitle>
+<subtitle id="0:23:17"> that is not what the put in  front of people</subtitle>
+<subtitle id="0:23:20"> what you need is</subtitle>
+<subtitle id="0:23:23"> an  environment an environment is it's about  systems</subtitle>
+<subtitle id="0:23:26"> it's a bit about design it's  about media programming</subtitle>
+<subtitle id="0:23:29"> language is a  user interface as</subtitle>
+<subtitle id="0:23:32"> much as it is any  other thing why have</subtitle>
+<subtitle id="0:23:35"> multiple ones  they're altering equivalent</subtitle>
+<subtitle id="0:23:38"> so what's  the difference well at one end it's</subtitle>
+<subtitle id="0:23:41"> some  of them run faster than others another</subtitle>
+<subtitle id="0:23:44">  part you might have to write</subtitle>
+<subtitle id="0:23:47">less code but another part is they  should be something</subtitle>
+<subtitle id="0:23:50"> that you think in  terms of and they're the</subtitle>
+<subtitle id="0:23:53"> idea of a user  interface and giving you</subtitle>
+<subtitle id="0:23:56"> ways of  thinking about things starts dominating</subtitle>
+<subtitle id="0:23:59">  okay last of the five ideas to</subtitle>
+<subtitle id="0:24:2"> get  started here is this notion of</subtitle>
+<subtitle id="0:24:5">  thresholds this is critical</subtitle>
+<subtitle id="0:24:8"> and I think  this is an interesting</subtitle>
+<subtitle id="0:24:11"> thing that in  science and engineering</subtitle>
+<subtitle id="0:24:14"> this is  something that is understood</subtitle>
+<subtitle id="0:24:17"> in a way  but it's rarely</subtitle>
+<subtitle id="0:24:20"> talked about and in most</subtitle>
+<subtitle id="0:24:23">educational situations it's not  understood</subtitle>
+<subtitle id="0:24:26"> and thus rarely talked about  and</subtitle>
+<subtitle id="0:24:29"> it's this idea</subtitle>
+<subtitle id="0:24:32"> time</subtitle>
+<subtitle id="0:24:35"> progress wiggly  line</subtitle>
+<subtitle id="0:24:38"> see</subtitle>
+<subtitle id="0:24:41"> them in the paper all the time  could be reading</subtitle>
+<subtitle id="0:24:44"> scores yay</subtitle>
+<subtitle id="0:24:47"> ooh yay  boo</subtitle>
+<subtitle id="0:24:50"> yeah meaningless</subtitle>
+<subtitle id="0:24:53"> absolutely and  completely meaningless same with the</subtitle>
+<subtitle id="0:24:56">stock market no matter what happens in  the stock market there's</subtitle>
+<subtitle id="0:24:59"> some  rationalization for it even if it's just  looking</subtitle>
+<subtitle id="0:25:2"> at random noise</subtitle>
+<subtitle id="0:25:5"> think about what  thinking is thinking</subtitle>
+<subtitle id="0:25:8"> is not being  logical</subtitle>
+<subtitle id="0:25:11"> thinking is choosing</subtitle>
+<subtitle id="0:25:14">environment that you're going to think  in before</subtitle>
+<subtitle id="0:25:17"> you start rationalizing  so</subtitle>
+<subtitle id="0:25:20"> let's put a threshold in</subtitle>
+<subtitle id="0:25:23"> so my  threshold name is what is</subtitle>
+<subtitle id="0:25:26"> actually  needed and here we</subtitle>
+<subtitle id="0:25:29"> can see that this guy  and this</subtitle>
+<subtitle id="0:25:32"> guy are irrelevant this guy is  really</subtitle>
+<subtitle id="0:25:35"> relevant we got past the  threshold now we're</subtitle>
+<subtitle id="0:25:38">something before we were just  bullshitting around</subtitle>
+<subtitle id="0:25:41"> yay we don't care</subtitle>
+<subtitle id="0:25:44">  the fluctuations here are things</subtitle>
+<subtitle id="0:25:47">we're really interested in because we're  guiding</subtitle>
+<subtitle id="0:25:50"> this growth process now</subtitle>
+<subtitle id="0:25:53"> for most  things in</subtitle>
+<subtitle id="0:25:56"> human society we've got this</subtitle>
+<subtitle id="0:25:59">  the threshold is up here and</subtitle>
+<subtitle id="0:26:2"> now none of  this actually means any this is</subtitle>
+<subtitle id="0:26:5"> like  reading take reading</subtitle>
+<subtitle id="0:26:8"> doesn't matter  where it's going up or down because</subtitle>
+<subtitle id="0:26:11"> it's  all below threshold the children aren't  really</subtitle>
+<subtitle id="0:26:14"> learning to read fluently enough  in so you're always getting a  qualitative</subtitle>
+<subtitle id="0:26:17"> gap you're basically in this  zone</subtitle>
+<subtitle id="0:26:20"> I call the pink zone doesn't</subtitle>
+<subtitle id="0:26:23"> matter  most</subtitle>
+<subtitle id="0:26:26"> people don't care about it and</subtitle>
+<subtitle id="0:26:29"> the  idea of thresholds are actually fought</subtitle>
+<subtitle id="0:26:32">  because a threshold will reveal</subtitle>
+<subtitle id="0:26:35">  something is actually</subtitle>
+<subtitle id="0:26:38"> wrong now</subtitle>
+<subtitle id="0:26:41"> reforms  or impulses</subtitle>
+<subtitle id="0:26:44"> often happen down here  here's</subtitle>
+<subtitle id="0:26:47"> one</subtitle>
+<subtitle id="0:26:50"> huge amount of effort</subtitle>
+<subtitle id="0:26:53"> fizzle  yay wonk</subtitle>
+<subtitle id="0:26:56"> completely irrelevant</subtitle>
+<subtitle id="0:26:59"> and can  be in any area it</subtitle>
+<subtitle id="0:27:2"> could be an education  you see it all time how about the  moonshot</subtitle>
+<subtitle id="0:27:5"> hey we made it to the moon so</subtitle>
+<subtitle id="0:27:8">what we set back space travel more than  50 years</subtitle>
+<subtitle id="0:27:11"> why because the</subtitle>
+<subtitle id="0:27:14"> physics the  chemistry and the mathematics</subtitle>
+<subtitle id="0:27:17"> of space  travel are that it just</subtitle>
+<subtitle id="0:27:20">with chemical rocketry  it's</subtitle>
+<subtitle id="0:27:23"> about MV equals MV you're  exchanging momentum</subtitle>
+<subtitle id="0:27:26"> chemical processes  cannot</subtitle>
+<subtitle id="0:27:29"> get the velocity</subtitle>
+<subtitle id="0:27:32">  of the particles you're letting out to</subtitle>
+<subtitle id="0:27:35">  be high enough to actually give</subtitle>
+<subtitle id="0:27:38"> you  that's why the Saturn rocket is 45</subtitle>
+<subtitle id="0:27:41">stories literally have you ever seen one  up close  Kate</subtitle>
+<subtitle id="0:27:44"> calves Romy Canaveral Museum in  Florida don't</subtitle>
+<subtitle id="0:27:47"> miss it they have one  sideways so</subtitle>
+<subtitle id="0:27:50"> this is a forty five story  building hung sideways</subtitle>
+<subtitle id="0:27:53"> that is one and a  half football feels</subtitle>
+<subtitle id="0:27:56"> and it is all high  explosive</subtitle>
+<subtitle id="0:27:59"> except for the little end part  where there are three people</subtitle>
+<subtitle id="0:28:2"> if you want  a visual</subtitle>
+<subtitle id="0:28:5"> explanation of the physics of</subtitle>
+<subtitle id="0:28:8">  chemical rocketry no you cannot</subtitle>
+<subtitle id="0:28:11"> do space  travel that way and</subtitle>
+<subtitle id="0:28:14"> this whole thing was</subtitle>
+<subtitle id="0:28:17">  a huge effort but it was aimed at the  wrong place</subtitle>
+<subtitle id="0:28:20"> so you actually set up a  bunch of</subtitle>
+<subtitle id="0:28:23"> technologies that now had to be  exploited further and you still</subtitle>
+<subtitle id="0:28:26">get anywhere and you still don't get  anywhere and now everybody's</subtitle>
+<subtitle id="0:28:29"> lost their  taste for it</subtitle>
+<subtitle id="0:28:32"> the web I'm not going</subtitle>
+<subtitle id="0:28:35"> to my  diatribe about the web but web browsers</subtitle>
+<subtitle id="0:28:38">everybody uses it every day it's like  one of the worst ideas</subtitle>
+<subtitle id="0:28:41"> ever ever</subtitle>
+<subtitle id="0:28:44"> it only  does a few things compared</subtitle>
+<subtitle id="0:28:47"> to what it  should be doing and this is hard</subtitle>
+<subtitle id="0:28:50">explain the people you heart it's hard  to find people who actually</subtitle>
+<subtitle id="0:28:53"> are willing  to criticize the whip but</subtitle>
+<subtitle id="0:28:56"> you know why  so well gee you can't it</subtitle>
+<subtitle id="0:28:59"> was done on a  machine that already had WYSIWYG editing</subtitle>
+<subtitle id="0:29:2">  after 20 years why doesn't it still have  wood why</subtitle>
+<subtitle id="0:29:5"> doesn't have WYSIWYG editing  well they're getting to it</subtitle>
+<subtitle id="0:29:8"> no he took a  couple of years to do</subtitle>
+<subtitle id="0:29:11"> WYSIWYG editing in  the first place so</subtitle>
+<subtitle id="0:29:14"> what we've got there  is the ultimate Esau's</subtitle>
+<subtitle id="0:29:17"> cup of soup if  you know that story from the Bible Esau</subtitle>
+<subtitle id="0:29:20">  came home from a hunt he was the big  hairy</subtitle>
+<subtitle id="0:29:23"> he-man brother the little brother  jacob</subtitle>
+<subtitle id="0:29:26"> was cooking some soup and he saw  said</subtitle>
+<subtitle id="0:29:29"> brother i'm hungry  can i have some soup and</subtitle>
+<subtitle id="0:29:32"> jacob said yes  for your birthright and</subtitle>
+<subtitle id="0:29:35"> he saw i said  okay</subtitle>
+<subtitle id="0:29:38"> that's humans 101 that</subtitle>
+<subtitle id="0:29:41"> is what  behavioral economics is all about</subtitle>
+<subtitle id="0:29:44">  we are willing to sell a lot</subtitle>
+<subtitle id="0:29:47"> for  momentary convenience so</subtitle>
+<subtitle id="0:29:50"> here are two  words better and perfect do</subtitle>
+<subtitle id="0:29:53"> we need to  really pay heat this is</subtitle>
+<subtitle id="0:29:56"> the more  dangerous one better and perfect are</subtitle>
+<subtitle id="0:29:59"> the  two enemies of what is actually needed  right</subtitle>
+<subtitle id="0:30:2"> perfect as</subtitle>
+<subtitle id="0:30:5"> I was talking to Mike  earlier</subtitle>
+<subtitle id="0:30:8"> I hope to get to this slide  because he did something that</subtitle>
+<subtitle id="0:30:11"> is really  cool I'm gonna show you the the</subtitle>
+<subtitle id="0:30:14">abstraction of it and I hope we get to  what it actually is</subtitle>
+<subtitle id="0:30:17"> no better</subtitle>
+<subtitle id="0:30:20"> disaster  this is where incremental</subtitle>
+<subtitle id="0:30:23"> progress comes  from we need qualitative</subtitle>
+<subtitle id="0:30:26"> progress so</subtitle>
+<subtitle id="0:30:29"> you  need to get there</subtitle>
+<subtitle id="0:30:32"> it's the lowest thing  that is</subtitle>
+<subtitle id="0:30:35"> above the threshold this is the</subtitle>
+<subtitle id="0:30:38">secret you know this is something they  don't teach you in design</subtitle>
+<subtitle id="0:30:41"> school but  it's something it's really important to</subtitle>
+<subtitle id="0:30:44">understand if you wanted if you want to  invent something</subtitle>
+<subtitle id="0:30:47"> that is gonna generate  say 30 trillion bucks</subtitle>
+<subtitle id="0:30:50"> like twenty four  of us</subtitle>
+<subtitle id="0:30:53"> at Xerox PARC this is how you do</subtitle>
+<subtitle id="0:30:56">  it you have to find this thing and</subtitle>
+<subtitle id="0:30:59"> I  call this</subtitle>
+<subtitle id="0:31:2"> the McCready sweet spot Paul</subtitle>
+<subtitle id="0:31:5">MacCready was the guy who did  man-powered flight after 50</subtitle>
+<subtitle id="0:31:8"> years of  really good people failing at it he did</subtitle>
+<subtitle id="0:31:11">it in six months from the time he  decided to</subtitle>
+<subtitle id="0:31:14"> do it I will not use the time  to tell that</subtitle>
+<subtitle id="0:31:17"> story but maybe in the  question and answer because it's a great  story</subtitle>
+<subtitle id="0:31:20"> but this guy more</subtitle>
+<subtitle id="0:31:23"> than any other  person I ever knew and he</subtitle>
+<subtitle id="0:31:26"> wouldn't budge  until he found this so</subtitle>
+<subtitle id="0:31:29"> you can think of  this as the</subtitle>
+<subtitle id="0:31:32"> primary part of making  progress is</subtitle>
+<subtitle id="0:31:35"> problem finding problem fine  forget</subtitle>
+<subtitle id="0:31:38"> about problem solving you're  probably in the wrong context</subtitle>
+<subtitle id="0:31:41"> you're  already in a place</subtitle>
+<subtitle id="0:31:44"> where your sense of  problems is probably completely wrong</subtitle>
+<subtitle id="0:31:47">so like the premise of this whole  meeting is probably completely wrong</subtitle>
+<subtitle id="0:31:50">  start there probably completely</subtitle>
+<subtitle id="0:31:53"> but it's  good because you got the people here but</subtitle>
+<subtitle id="0:31:56">just start off with the idea it's  probably come  me wrong</subtitle>
+<subtitle id="0:31:59"> what is actually needed and  what is</subtitle>
+<subtitle id="0:32:2"> that and</subtitle>
+<subtitle id="0:32:5"></subtitle>
+<subtitle id="0:32:8"> here's something the  thunders hate</subtitle>
+<subtitle id="0:32:11"> like if this is Xerox PARC</subtitle>
+<subtitle id="0:32:14">  this was the</subtitle>
+<subtitle id="0:32:17"> ARPA community for 10 years</subtitle>
+<subtitle id="0:32:20">  Xerox PARC has held up as some</subtitle>
+<subtitle id="0:32:23">  miraculous Oasis and that that wasn't</subtitle>
+<subtitle id="0:32:26">  true at all we were just an outgrowth of  this</subtitle>
+<subtitle id="0:32:29"> much larger community that in fact</subtitle>
+<subtitle id="0:32:32">hought up most of the ideas the  philosophies and</subtitle>
+<subtitle id="0:32:35"> we were just recent</subtitle>
+<subtitle id="0:32:38">  PhDs I was the oldest person there I was</subtitle>
+<subtitle id="0:32:41">  30 Butler Lampson was 27 the</subtitle>
+<subtitle id="0:32:44"> guy who was  set it up Bob Taylor was 38</subtitle>
+<subtitle id="0:32:47"> there was  all this money</subtitle>
+<subtitle id="0:32:50"> that went into inventing  computer</subtitle>
+<subtitle id="0:32:53"> graphics and artificial  intelligence and the programming</subtitle>
+<subtitle id="0:32:56">  language Lisp and just every</subtitle>
+<subtitle id="0:32:59"> kind of  thing there and</subtitle>
+<subtitle id="0:33:2"> when we went to park  what we looked at is what is this</subtitle>
+<subtitle id="0:33:5"> for  this ARPA</subtitle>
+<subtitle id="0:33:8"> dream</subtitle>
+<subtitle id="0:33:11"> and once you get there</subtitle>
+<subtitle id="0:33:14">  you get a whole region now you can</subtitle>
+<subtitle id="0:33:17">operate it because it's not just getting  to a point</subtitle>
+<subtitle id="0:33:20"> you're actually getting to a  place with</subtitle>
+<subtitle id="0:33:23"> a different set of ideas and  all of</subtitle>
+<subtitle id="0:33:26"> a sudden you're definitely above  what is</subtitle>
+<subtitle id="0:33:29"> actually needed and for a while  you</subtitle>
+<subtitle id="0:33:32"> can actually make real progress not</subtitle>
+<subtitle id="0:33:35">  fake progress</subtitle>
+<subtitle id="0:33:38"> and basically you think of  as taking our normal</subtitle>
+<subtitle id="0:33:41"> pink brains and  adding a point</subtitle>
+<subtitle id="0:33:44"> of view an  epistemological stance a way</subtitle>
+<subtitle id="0:33:47"> of looking  at things that was different that makes</subtitle>
+<subtitle id="0:33:50">  our week mental</subtitle>
+<subtitle id="0:33:53"> operations much much  more powerful I mean my slogan</subtitle>
+<subtitle id="0:33:56"> for that  is point of view is worth 80 IQ points</subtitle>
+<subtitle id="0:33:59">  it's the number one thing that you want  to do</subtitle>
+<subtitle id="0:34:2"> because we're terrible at thinking  and weak context</subtitle>
+<subtitle id="0:34:5"> okay</subtitle>
+<subtitle id="0:34:8"> don't forget that  when you're thinking about things this  afternoon</subtitle>
+<subtitle id="0:34:11">  and we probably don't have any</subtitle>
+<subtitle id="0:34:14"> funders  in the room but I like to point out</subtitle>
+<subtitle id="0:34:17">hem that no invention has been more  practical than</subtitle>
+<subtitle id="0:34:20"> science I also</subtitle>
+<subtitle id="0:34:23">the business business is always saying  well we're in business to</subtitle>
+<subtitle id="0:34:26"> make money I  said no you aren't really you're only  trying</subtitle>
+<subtitle id="0:34:29"> to make millions and billions</subtitle>
+<subtitle id="0:34:32">cience has created trillions</subtitle>
+<subtitle id="0:34:35"> trillions  and trillions of dollars off</subtitle>
+<subtitle id="0:34:38"> almost no  investment</subtitle>
+<subtitle id="0:34:41"> get your head on straight  invest</subtitle>
+<subtitle id="0:34:44"> the right way ok</subtitle>
+<subtitle id="0:34:47"> so let's quickly  take</subtitle>
+<subtitle id="0:34:50"> a look at a couple of these clothes  here we take</subtitle>
+<subtitle id="0:34:53"> a look at these any  questions so far on this</subtitle>
+<subtitle id="0:34:56"> claim this is  not a rant because</subtitle>
+<subtitle id="0:34:59"> I'm happy to justify  anything that I've said</subtitle>
+<subtitle id="0:35:2"> but I'm because  this is an oral talk I'm</subtitle>
+<subtitle id="0:35:5"> short  circuiting and just making it as claims</subtitle>
+<subtitle id="0:35:8">  but I'm sure you'll trust what</subtitle>
+<subtitle id="0:35:11"> I'm  saying here so take</subtitle>
+<subtitle id="0:35:14"> these four areas  let's take a look</subtitle>
+<subtitle id="0:35:17"> at jobs</subtitle>
+<subtitle id="0:35:20"> coding for  jobs so I got</subtitle>
+<subtitle id="0:35:23"> my friend Vishal here and  I happened</subtitle>
+<subtitle id="0:35:26"> to know him very well I think  we've</subtitle>
+<subtitle id="0:35:29"> known each other for years right  so</subtitle>
+<subtitle id="0:35:32"> so I'm gonna put I'm gonna</subtitle>
+<subtitle id="0:35:35"> put  something into his mouth and let's see  what</subtitle>
+<subtitle id="0:35:38"> he says Vishal my</subtitle>
+<subtitle id="0:35:41"> my screen Vishal  says I don't want my</subtitle>
+<subtitle id="0:35:44"> folks cold the code  the old bad ways I want them</subtitle>
+<subtitle id="0:35:47"> to know how  to design and think is that reasonable</subtitle>
+<subtitle id="0:35:50">  100 percent right CEO of</subtitle>
+<subtitle id="0:35:53"> a company that  has a hundred and eighty thousand people  and</subtitle>
+<subtitle id="0:35:56"> it depends on programming</subtitle>
+<subtitle id="0:35:59"> the  problem is teaching people</subtitle>
+<subtitle id="0:36:2"> to code in  the way most of this is being done it's  not</subtitle>
+<subtitle id="0:36:5"> going to get you there it's just  dicking around underneath</subtitle>
+<subtitle id="0:36:8"> the threshold  so for</subtitle>
+<subtitle id="0:36:11"> even going to worry about jobs  for three nanoseconds</subtitle>
+<subtitle id="0:36:14"> we need something  qualitatively different let's</subtitle>
+<subtitle id="0:36:17"> take a  look at next generation</subtitle>
+<subtitle id="0:36:20"> there's so many  things we could say here but one is</subtitle>
+<subtitle id="0:36:23"> we  have decided</subtitle>
+<subtitle id="0:36:26"> in our society we're going  to teach reading and writing to every  child regardless</subtitle>
+<subtitle id="0:36:29"> of whether they want to  or not right</subtitle>
+<subtitle id="0:36:32"> it is not their choice so  this</subtitle>
+<subtitle id="0:36:35"> violates Einstein who said love</subtitle>
+<subtitle id="0:36:38"> is  a better teacher than duty I</subtitle>
+<subtitle id="0:36:41"> happen to  agree with this idea</subtitle>
+<subtitle id="0:36:44"> because I think  it's the duty of</subtitle>
+<subtitle id="0:36:47"> this society to do  something about</subtitle>
+<subtitle id="0:36:50"> instilling the strongest  parts of</subtitle>
+<subtitle id="0:36:53"> the culture in the next  generation and so we're just taking</subtitle>
+<subtitle id="0:36:56"> that  even though in many ways it's going</subtitle>
+<subtitle id="0:36:59"> to  be problematic Thoreau has said without  books</subtitle>
+<subtitle id="0:37:2"> history is silent literature dumb  science</subtitle>
+<subtitle id="0:37:5"> crippled thought and speculation  at a standstill</subtitle>
+<subtitle id="0:37:8"> so</subtitle>
+<subtitle id="0:37:11"> we're just doing it</subtitle>
+<subtitle id="0:37:17">high school</subtitle>
+<subtitle id="0:37:20"> is way too late I don't even  know why you're bothering with it here</subtitle>
+<subtitle id="0:37:23">  period</subtitle>
+<subtitle id="0:37:26"> this does I</subtitle>
+<subtitle id="0:37:29"> mean it's okay if you  got spare time</subtitle>
+<subtitle id="0:37:32"> but if you're gonna take  a subject</subtitle>
+<subtitle id="0:37:35"> seriously like reading and  writing</subtitle>
+<subtitle id="0:37:38"> like thinking</subtitle>
+<subtitle id="0:37:41"> and whatever the</subtitle>
+<subtitle id="0:37:44">part that computing might have to play  and thinking</subtitle>
+<subtitle id="0:37:47"> in the future and I think  it's a big part I'm</subtitle>
+<subtitle id="0:37:50"> going to take it  serious forget about high school</subtitle>
+<subtitle id="0:37:53"> we're  talking about something that</subtitle>
+<subtitle id="0:37:56"> has to be  begin early</subtitle>
+<subtitle id="0:37:59"> and this</subtitle>
+<subtitle id="0:38:2"> has been a tough  sell because the way America</subtitle>
+<subtitle id="0:38:5"> looks at it  we have jobs problems and if we</subtitle>
+<subtitle id="0:38:8">them you know we can get  no</subtitle>
+<subtitle id="0:38:11"> that's disaster that's like  quarter-to-quarter</subtitle>
+<subtitle id="0:38:14"> thinking done on a  national scale it</subtitle>
+<subtitle id="0:38:17"> is just bad so</subtitle>
+<subtitle id="0:38:20"> we have  to think earlier now if</subtitle>
+<subtitle id="0:38:23"> you have good  thoughts for children</subtitle>
+<subtitle id="0:38:26"> an interesting  thing is that those are not</subtitle>
+<subtitle id="0:38:29"> pet for  tossing</subtitle>
+<subtitle id="0:38:32"> into high school as long as you  don't take them too seriously  like</subtitle>
+<subtitle id="0:38:35"> the user-interface that everybody  uses it today</subtitle>
+<subtitle id="0:38:38"> the GUI that was my  invention and I originally</subtitle>
+<subtitle id="0:38:41">for children and I designed it that way  because</subtitle>
+<subtitle id="0:38:44"> we had far more important things  that we wanted them to learn that</subtitle>
+<subtitle id="0:38:47">interface is not a good user interface  for adults</subtitle>
+<subtitle id="0:38:50"> but in fact it's the</subtitle>
+<subtitle id="0:38:53"> one that  adults wound up using because we</subtitle>
+<subtitle id="0:38:56"> made it  easier for children to learn same thing</subtitle>
+<subtitle id="0:38:59">the iPad the iPad is good for two year  olds and ninety two</subtitle>
+<subtitle id="0:39:2">in between  it's</subtitle>
+<subtitle id="0:39:5"> a terrible user interface and  hardly anybody knows it</subtitle>
+<subtitle id="0:39:8">  think about it and Apple finally  realized</subtitle>
+<subtitle id="0:39:11"> oh maybe we should put</subtitle>
+<subtitle id="0:39:14">ools in there like maybe a pencil maybe  a keyboard</subtitle>
+<subtitle id="0:39:17"> reminds me of a idea</subtitle>
+<subtitle id="0:39:20"> from the  60s they'll</subtitle>
+<subtitle id="0:39:23"> get there eventually okay</subtitle>
+<subtitle id="0:39:26"> so  the relationship</subtitle>
+<subtitle id="0:39:29"> here with what vishal  wants</subtitle>
+<subtitle id="0:39:32"> we have to take a bit of a long  view it's not I</subtitle>
+<subtitle id="0:39:35"> mean K through 12 is 13  years how long</subtitle>
+<subtitle id="0:39:38"> is how long does it take  to even get going how long does it take</subtitle>
+<subtitle id="0:39:41">  to deploy that's what</subtitle>
+<subtitle id="0:39:44"> we have to be  thinking about</subtitle>
+<subtitle id="0:39:47"> five years from now  today's</subtitle>
+<subtitle id="0:39:50"> kindergartners will be in fifth  grade and we know a lot about</subtitle>
+<subtitle id="0:39:53"> what to do  with fifth graders and we know a bit</subtitle>
+<subtitle id="0:39:56">  about what to do with younger children  the</subtitle>
+<subtitle id="0:39:59"> logistics are enormous for</subtitle>
+<subtitle id="0:40:2"> doing any  kind of deployment we'll</subtitle>
+<subtitle id="0:40:5"> talk about that  on a bit</subtitle>
+<subtitle id="0:40:8"> biggest barrier for children</subtitle>
+<subtitle id="0:40:11">  all the adults around them</subtitle>
+<subtitle id="0:40:14">this</subtitle>
+<subtitle id="0:40:17"> this happens to be a</subtitle>
+<subtitle id="0:40:20"> it's a  parliament in a country</subtitle>
+<subtitle id="0:40:23"> we regard as  eminently civilized</subtitle>
+<subtitle id="0:40:26"> this on this  particular day</subtitle>
+<subtitle id="0:40:29"> they lost it and it  wasn't the only time</subtitle>
+<subtitle id="0:40:32"> but that's not  that's</subtitle>
+<subtitle id="0:40:35"> just the symptom the</subtitle>
+<subtitle id="0:40:38"> problem is  because</subtitle>
+<subtitle id="0:40:41"> adults are trying to  recapitulate the children</subtitle>
+<subtitle id="0:40:44"> into  themselves if they aren't</subtitle>
+<subtitle id="0:40:47"> at the  tippy-top of the of</subtitle>
+<subtitle id="0:40:50"> the century that  they're living in they're recapitulating</subtitle>
+<subtitle id="0:40:53">  children into the past this is</subtitle>
+<subtitle id="0:40:56">the Montessori pointed out in her first  book she said</subtitle>
+<subtitle id="0:40:59"> the biggest problem  she</subtitle>
+<subtitle id="0:41:2"> said children are driven by nature  to</subtitle>
+<subtitle id="0:41:5"> learn the environment around them  they don't know where they're being born</subtitle>
+<subtitle id="0:41:8">into by the way she was the one of the  top three people</subtitle>
+<subtitle id="0:41:11"> in anthropology in in</subtitle>
+<subtitle id="0:41:14">  Italy</subtitle>
+<subtitle id="0:41:17"> at this</subtitle>
+<subtitle id="0:41:20"> urged today digress and  this is a good story  so</subtitle>
+<subtitle id="0:41:23"> Montessori undergraduate degree was  in</subtitle>
+<subtitle id="0:41:26"> engineering that's</subtitle>
+<subtitle id="0:41:29"> what she wanted to  get a PhD in they wouldn't let her</subtitle>
+<subtitle id="0:41:32"> this  is 19th century Italy and</subtitle>
+<subtitle id="0:41:35"> so she put up  a fuss and finally</subtitle>
+<subtitle id="0:41:38"> the University of  Rome said they'd admit her for a medical</subtitle>
+<subtitle id="0:41:41">degree if she could pass this test they  were sure she couldn't</subtitle>
+<subtitle id="0:41:44"> pass but think  about Maria Montessori she was just much</subtitle>
+<subtitle id="0:41:47">  much smarter than any of us in this room  she</subtitle>
+<subtitle id="0:41:50"> was a first-class intellect she aced</subtitle>
+<subtitle id="0:41:53">this test and became the first woman  physician</subtitle>
+<subtitle id="0:41:56"> in Italy and</subtitle>
+<subtitle id="0:41:59"> not having had a  calling for it she decided</subtitle>
+<subtitle id="0:42:2">medicine and it was through the slum  medicine that she</subtitle>
+<subtitle id="0:42:5"> saw the children she  started picking up ideas for them</subtitle>
+<subtitle id="0:42:8">eanwhile she was studying anthropology  and the</subtitle>
+<subtitle id="0:42:11"> number one principle she had is  children</subtitle>
+<subtitle id="0:42:14"> don't know what society they're  being born</subtitle>
+<subtitle id="0:42:17"> into and yet they learn it  therefore</subtitle>
+<subtitle id="0:42:20"> we need to set up the society  we</subtitle>
+<subtitle id="0:42:23"> want them to acclimate to and</subtitle>
+<subtitle id="0:42:26"> if we  can't do it in home then we should you</subtitle>
+<subtitle id="0:42:29">make  Google embody the idea it's not a  question of</subtitle>
+<subtitle id="0:42:32"> telling the children about  the century</subtitle>
+<subtitle id="0:42:35">question of putting them in this entry  instead</subtitle>
+<subtitle id="0:42:38"> of living land this is an idea  that Seymour Papert use</subtitle>
+<subtitle id="0:42:41"> very strong in  his metaphor for math land</subtitle>
+<subtitle id="0:42:44"> want to go  learn French go to France want</subtitle>
+<subtitle id="0:42:47"> to go  learn math go to a math land except</subtitle>
+<subtitle id="0:42:50"> we  don't have a math land make what</subtitle>
+<subtitle id="0:42:53"> so</subtitle>
+<subtitle id="0:42:56">is a big idea and I think this is the  number one thing</subtitle>
+<subtitle id="0:42:59"> that should be thought  about if we're doing design this  afternoon</subtitle>
+<subtitle id="0:43:2"> is this idea of hey what</subtitle>
+<subtitle id="0:43:5">children were brought up in the future  there are some interesting</subtitle>
+<subtitle id="0:43:8"> efforts</subtitle>
+<subtitle id="0:43:11"> there  was an extended Montessori</subtitle>
+<subtitle id="0:43:14"> effort done  by the</subtitle>
+<subtitle id="0:43:17"> British between the two world</subtitle>
+<subtitle id="0:43:20">wars called the British infant school  system anybody here</subtitle>
+<subtitle id="0:43:23"> ever hear of that  yeah so</subtitle>
+<subtitle id="0:43:26"> this is so basically the  reasoning there was we created</subtitle>
+<subtitle id="0:43:29"> the  stewards of the British Empire</subtitle>
+<subtitle id="0:43:32"> in the  boarding schools Eton</subtitle>
+<subtitle id="0:43:35"> and Harrow we took  the children away from this plate</subtitle>
+<subtitle id="0:43:38"> of  Plato's Republic 101 right take the  children</subtitle>
+<subtitle id="0:43:41"> away from their parents train  them make them</subtitle>
+<subtitle id="0:43:44"> into the kind of Brits</subtitle>
+<subtitle id="0:43:47">  the official Brit that's the job of</subtitle>
+<subtitle id="0:43:50"> Eton  and Harrow we'll create all</subtitle>
+<subtitle id="0:43:53"> these  administrators and the Reformers</subtitle>
+<subtitle id="0:43:56"> in the  20s said yeah that's a really good</subtitle>
+<subtitle id="0:43:59"> idea  we can't build</subtitle>
+<subtitle id="0:44:2"> such schools for the  working class</subtitle>
+<subtitle id="0:44:5"> but what we can do is take  the children away from their parents for</subtitle>
+<subtitle id="0:44:8">all of their waking hours this is the  British infant school</subtitle>
+<subtitle id="0:44:11"> system they fed  them children were in these schools</subtitle>
+<subtitle id="0:44:14"> for  about 12 hours a day and what</subtitle>
+<subtitle id="0:44:17"> they did  was to extend Montessori ideas in</subtitle>
+<subtitle id="0:44:20">very powerful ways so if you're  interested in this</subtitle>
+<subtitle id="0:44:23"> way of see</subtitle>
+<subtitle id="0:44:26"> everybody  gets that</subtitle>
+<subtitle id="0:44:29"> this is one of the ways you  get people to want what they need</subtitle>
+<subtitle id="0:44:32"> right  because</subtitle>
+<subtitle id="0:44:35"> we don't think about whether we  want to learn our culture</subtitle>
+<subtitle id="0:44:38">  we just learn</subtitle>
+<subtitle id="0:44:41"> it nobody</subtitle>
+<subtitle id="0:44:44"> tells we're in  this thing it's</subtitle>
+<subtitle id="0:44:47"> seamless</subtitle>
+<subtitle id="0:44:50"> Steve</subtitle>
+<subtitle id="0:44:53"> Jobs this  is</subtitle>
+<subtitle id="0:44:56"> his big brother photograph from 1984</subtitle>
+<subtitle id="0:44:59">everybody should learn how to code it  teaches you how to think</subtitle>
+<subtitle id="0:45:2"> well teaching  you how to think badly</subtitle>
+<subtitle id="0:45:5"> this is I mean</subtitle>
+<subtitle id="0:45:8">  Steve didn't even code so</subtitle>
+<subtitle id="0:45:11"> yeah no idea</subtitle>
+<subtitle id="0:45:14">what he was taught this is just complete  bullshit</subtitle>
+<subtitle id="0:45:17"> and</subtitle>
+<subtitle id="0:45:20"> just empirically if you  look at</subtitle>
+<subtitle id="0:45:23"> where maybe</subtitle>
+<subtitle id="0:45:26">anecdotally but it'd be great to do you  know just look</subtitle>
+<subtitle id="0:45:29"> at the last 300</subtitle>
+<subtitle id="0:45:32"> computer  people you looked at and</subtitle>
+<subtitle id="0:45:35"> maybe  encountered on the internet or</subtitle>
+<subtitle id="0:45:38">and there's no evidence that they can  think at all</subtitle>
+<subtitle id="0:45:41"> they can do a few little  things but in fact</subtitle>
+<subtitle id="0:45:44"> they don't even know  what thinking is because thinking</subtitle>
+<subtitle id="0:45:47"> is not  actually</subtitle>
+<subtitle id="0:45:50"> logic that</subtitle>
+<subtitle id="0:45:53"> was the mistake that  the Greeks made and that was the mistake</subtitle>
+<subtitle id="0:45:56">  that st. Thomas Aquinas made was the  major</subtitle>
+<subtitle id="0:45:59"> mistake of Middle Ages it was also  the major mistake</subtitle>
+<subtitle id="0:46:2"> of post-modernism that  isn't what it is</subtitle>
+<subtitle id="0:46:5"></subtitle>
+<subtitle id="0:46:8"> so</subtitle>
+<subtitle id="0:46:11">programming but it's for different  bigger more</subtitle>
+<subtitle id="0:46:14"> important reasons</subtitle>
+<subtitle id="0:46:17"> but don't  don't be led astray just because</subtitle>
+<subtitle id="0:46:20">guy was successful in the pop culture I  knew</subtitle>
+<subtitle id="0:46:23"> him very well Steve and I were  friends to the extent that he</subtitle>
+<subtitle id="0:46:26"> could have  a friend I was the guy</subtitle>
+<subtitle id="0:46:29"> who set up the  Pixar deal for him besides having</subtitle>
+<subtitle id="0:46:32"> a fair  amount to do with the Mac</subtitle>
+<subtitle id="0:46:35">very well  he's</subtitle>
+<subtitle id="0:46:38"> one of the great salesmen of all  times</subtitle>
+<subtitle id="0:46:41"> okay so</subtitle>
+<subtitle id="0:46:44">  citizenship so</subtitle>
+<subtitle id="0:46:47"> the simple one here I  think is just</subtitle>
+<subtitle id="0:46:50"> Jefferson's</subtitle>
+<subtitle id="0:46:53"> basically the  path the ultimate powers reside</subtitle>
+<subtitle id="0:46:56">people if we think them not alight did  not let's not take it away</subtitle>
+<subtitle id="0:46:59"> from them but  you better inform their discretion  through</subtitle>
+<subtitle id="0:47:2"> education period that is why  public education is set</subtitle>
+<subtitle id="0:47:5"> up in this  country I'm not going to be labor at  this point</subtitle>
+<subtitle id="0:47:8"> but you could hardly find  that this is the fact when</subtitle>
+<subtitle id="0:47:11"> you go to any  school they</subtitle>
+<subtitle id="0:47:14"> teach dates here and there  but I've</subtitle>
+<subtitle id="0:47:17"> never found a public school  that actually teaches the children</subtitle>
+<subtitle id="0:47:20"> how  the country works what was the</subtitle>
+<subtitle id="0:47:23"> whole  point of setting it up that particular  way</subtitle>
+<subtitle id="0:47:26"> and why has it worked as well as it  has</subtitle>
+<subtitle id="0:47:29"> so the question here</subtitle>
+<subtitle id="0:47:32"> is we have to  ask what is enlightened enough mean for  this</subtitle>
+<subtitle id="0:47:35"> century what does that mean</subtitle>
+<subtitle id="0:47:38"> now I'm  just pointing this out because if we  don't</subtitle>
+<subtitle id="0:47:41"> take care of things like this it's  moot</subtitle>
+<subtitle id="0:47:44"> whether children learn how to  program regardless of</subtitle>
+<subtitle id="0:47:47"> whether it's we  have perfect participation by every</subtitle>
+<subtitle id="0:47:50">ethnic group and every gender and every  it's</subtitle>
+<subtitle id="0:47:53"> this moot we have to take</subtitle>
+<subtitle id="0:47:56"> care of  the larger ideas and education</subtitle>
+<subtitle id="0:47:59">  okay so richness so</subtitle>
+<subtitle id="0:48:2"> this</subtitle>
+<subtitle id="0:48:5"> is a diagram I  like that we</subtitle>
+<subtitle id="0:48:8"> have the systems of the  natural world we have the social systems  we</subtitle>
+<subtitle id="0:48:11"> have technological systems and we  have ourselves as many</subtitle>
+<subtitle id="0:48:14"> systems and  richness</subtitle>
+<subtitle id="0:48:17"> for most people comes out of  different aspects of</subtitle>
+<subtitle id="0:48:20"> this we could also  turn it around and</subtitle>
+<subtitle id="0:48:23">going to do an education for the 21st  century it</subtitle>
+<subtitle id="0:48:26"> is precisely this that we  should</subtitle>
+<subtitle id="0:48:29"> look at and by the way there's an  underlying unifying</subtitle>
+<subtitle id="0:48:32"> way of thinking  about things and that</subtitle>
+<subtitle id="0:48:35"> is as terms of  systems these things are abstractly</subtitle>
+<subtitle id="0:48:38">similar as systems even though they  ramify</subtitle>
+<subtitle id="0:48:41"> in many different ways  that could be a different way</subtitle>
+<subtitle id="0:48:44"> of getting  rid of the stovepiping</subtitle>
+<subtitle id="0:48:47"> that education is  mired in</subtitle>
+<subtitle id="0:48:50"> right now okay so we need to</subtitle>
+<subtitle id="0:48:53">deal with the ineffable and so this  whole passel</subtitle>
+<subtitle id="0:48:56"> of things  is kind of a minimum</subtitle>
+<subtitle id="0:48:59"> set I could come up  with it would fit into 10 or</subtitle>
+<subtitle id="0:49:2"> 15 minutes  as part of this talk that</subtitle>
+<subtitle id="0:49:5"> needs to be  kind of thought about when you're trying  to think</subtitle>
+<subtitle id="0:49:8"> about something you want every  child to learn</subtitle>
+<subtitle id="0:49:11"></subtitle>
+<subtitle id="0:49:14"> and maybe you start with  the children go</subtitle>
+<subtitle id="0:49:17"> to richness come back on  citizenship maybe</subtitle>
+<subtitle id="0:49:20"> you start with  richness go to the children come over</subtitle>
+<subtitle id="0:49:23"> to  citizenship in all cases jobs</subtitle>
+<subtitle id="0:49:26"> winds up  being the last thing because</subtitle>
+<subtitle id="0:49:29"> jobs come  primarily out of</subtitle>
+<subtitle id="0:49:32"> having wealth to do  something</subtitle>
+<subtitle id="0:49:35"> with and wealth here I mean is  the potential</subtitle>
+<subtitle id="0:49:38"> wealth is like having  energy resources</subtitle>
+<subtitle id="0:49:41"> wealth is like  inventing personal computing</subtitle>
+<subtitle id="0:49:44"> and then in  the internet these are the potential for</subtitle>
+<subtitle id="0:49:47">doing things those are the things that  have to be invented</subtitle>
+<subtitle id="0:49:50"> okay so mr. Spock  here  is</subtitle>
+<subtitle id="0:49:53"> always shocked when anybody</subtitle>
+<subtitle id="0:49:56"> pays any  attention to human beings especially</subtitle>
+<subtitle id="0:49:59">  technical people so</subtitle>
+<subtitle id="0:50:2"> here's a couple of  ideas simple</subtitle>
+<subtitle id="0:50:5"> metaphor from the 19th  century about human</subtitle>
+<subtitle id="0:50:8"> memory it's like an  erosion gully water</subtitle>
+<subtitle id="0:50:11"> comes down in some  random place if it gets</subtitle>
+<subtitle id="0:50:14">that channel is a little more efficient  pretty</subtitle>
+<subtitle id="0:50:17"> soon you've got one of these and  then pretty soon you've got the</subtitle>
+<subtitle id="0:50:20"> Grand  Canyon is an erosion gully if</subtitle>
+<subtitle id="0:50:23"> you've  ever been there it's a hell of a one and  in</subtitle>
+<subtitle id="0:50:26"> fact when you're in here</subtitle>
+<subtitle id="0:50:29"> it's hard to  even imagine that you could</subtitle>
+<subtitle id="0:50:32"> get out I  suppose you were born in there</subtitle>
+<subtitle id="0:50:35"> you might  not even know that this is sort</subtitle>
+<subtitle id="0:50:38"> of  pinkish it's the only color there</subtitle>
+<subtitle id="0:50:41"> is so  this is a way of thinking</subtitle>
+<subtitle id="0:50:44">context that we like to call reality  we're</subtitle>
+<subtitle id="0:50:47"> just in an erosion gully the  reason</subtitle>
+<subtitle id="0:50:50"> we fight everybody else in the  world is they're in a different inner  ocean gully</subtitle>
+<subtitle id="0:50:53"> none of these things are  real they're</subtitle>
+<subtitle id="0:50:56"> all made up of stories and  beliefs</subtitle>
+<subtitle id="0:50:59"> so here's a thing that's fun if</subtitle>
+<subtitle id="0:51:2">we had time we could do a few more of  them but</subtitle>
+<subtitle id="0:51:5"> quarters  I like</subtitle>
+<subtitle id="0:51:8"> oranges</subtitle>
+<subtitle id="0:51:11"> whole one so it's twice  as far away as</subtitle>
+<subtitle id="0:51:14"> the other and on a retina</subtitle>
+<subtitle id="0:51:17">  as they</subtitle>
+<subtitle id="0:51:20"> cart found out the cart found  out</subtitle>
+<subtitle id="0:51:23"> by getting an ox eye and peeling the  back off and that great</subtitle>
+<subtitle id="0:51:26"> the ox was dead  but</subtitle>
+<subtitle id="0:51:29"> he was curious as to whether a  biological lens</subtitle>
+<subtitle id="0:51:32"> worked like a glass one  and it did</subtitle>
+<subtitle id="0:51:35"> so the one that's twice as  far away comes</subtitle>
+<subtitle id="0:51:38"> out half the size we  can't see it that</subtitle>
+<subtitle id="0:51:41"> way because we've got  this pachinko</subtitle>
+<subtitle id="0:51:44"> machine called the brain  the</subtitle>
+<subtitle id="0:51:47"> processes that the brain give rise  to some of them</subtitle>
+<subtitle id="0:51:50"> we can call our beliefs  this big pink thing it's like the</subtitle>
+<subtitle id="0:51:53"> Grand  Canyon and we've got a real-time</subtitle>
+<subtitle id="0:51:56"> version  of it called the waking dream and</subtitle>
+<subtitle id="0:51:59"> as our  neuro folks here will say</subtitle>
+<subtitle id="0:52:2"> yeah the  difference between the waking dream and  the sleeping</subtitle>
+<subtitle id="0:52:5"> dream has a lot to do with  just being</subtitle>
+<subtitle id="0:52:8"> able to check out references  every</subtitle>
+<subtitle id="0:52:11"> few seconds right isolation tanks  are</subtitle>
+<subtitle id="0:52:14"> making a comeback if you have never  tried</subtitle>
+<subtitle id="0:52:17"> one this is a thing from the 60s  you put</subtitle>
+<subtitle id="0:52:20"> on a wetsuit you're in a blood  temperature</subtitle>
+<subtitle id="0:52:23"> high saline bath plugged</subtitle>
+<subtitle id="0:52:26">  ears plugged eyes you can't feel a thing  you</subtitle>
+<subtitle id="0:52:29"> can't hear a thing about ten</subtitle>
+<subtitle id="0:52:32"> minutes  you start going on an LSD trip except  you don't need</subtitle>
+<subtitle id="0:52:35"> any LSD because</subtitle>
+<subtitle id="0:52:38"> the  references that</subtitle>
+<subtitle id="0:52:41"> are normally used here  to keep this waking dream were less on</subtitle>
+<subtitle id="0:52:44">  track are no longer there and you start  generating</subtitle>
+<subtitle id="0:52:47"> even while you're awake  everybody should do this</subtitle>
+<subtitle id="0:52:50"> so what happens  with the quarters</subtitle>
+<subtitle id="0:52:53"> is we believe that  they</subtitle>
+<subtitle id="0:52:56"> are the same size and the</subtitle>
+<subtitle id="0:52:59">combination of that with what we get  from our retina</subtitle>
+<subtitle id="0:53:2"> interestingly enough our  retina doesn't</subtitle>
+<subtitle id="0:53:5"> win our beliefs Trump the  thing and</subtitle>
+<subtitle id="0:53:8"> the further away guys about  80% to size subjectively</subtitle>
+<subtitle id="0:53:11"> this is called  size constancy</subtitle>
+<subtitle id="0:53:14">  it's one of many many illusions</subtitle>
+<subtitle id="0:53:17">how to the extent that we are  disconnected</subtitle>
+<subtitle id="0:53:20">  actually from what our senses</subtitle>
+<subtitle id="0:53:23"> McLuhan  said until I believe it I can't</subtitle>
+<subtitle id="0:53:26"> see it  that's a good one</subtitle>
+<subtitle id="0:53:29"> and Vishal's</subtitle>
+<subtitle id="0:53:32"> favors we  cannot learn to see until we admit we  are blind</subtitle>
+<subtitle id="0:53:35"> that's what happened when we  invented science</subtitle>
+<subtitle id="0:53:38"> that was the first time  the human race really admitted that</subtitle>
+<subtitle id="0:53:41"> it's  common sense ways of dealing with the  world</subtitle>
+<subtitle id="0:53:44"> as what it seems were not valid</subtitle>
+<subtitle id="0:53:47"> so  you have to do some work to get</subtitle>
+<subtitle id="0:53:50">his so here's something it happened  right outside my hotel</subtitle>
+<subtitle id="0:53:53"> room in May there</subtitle>
+<subtitle id="0:53:56">  was a guy with a hammer and</subtitle>
+<subtitle id="0:53:59"> you'd attack</subtitle>
+<subtitle id="0:54:2">some people the day before  further</subtitle>
+<subtitle id="0:54:5"> south this is like 8th Avenue</subtitle>
+<subtitle id="0:54:8">  and 43rd Street and</subtitle>
+<subtitle id="0:54:11"> here's what people  who</subtitle>
+<subtitle id="0:54:14"> saw this attacked said oh mrs.  O'Grady</subtitle>
+<subtitle id="0:54:17"> said he was in flight when he</subtitle>
+<subtitle id="0:54:20">was shot he looked like he was trying to  get away from the officers we've</subtitle>
+<subtitle id="0:54:23"> heard  that recently and other incidents</subtitle>
+<subtitle id="0:54:26"> ms</subtitle>
+<subtitle id="0:54:29">  khalsa said and I'm sorry maybe I'm  crazy but</subtitle>
+<subtitle id="0:54:32"> I saw a man who is handcuffed  being shot</subtitle>
+<subtitle id="0:54:35"> so this is seconds</subtitle>
+<subtitle id="0:54:38"> after this  incident now fortunately</subtitle>
+<subtitle id="0:54:41"> I heard the  shots I was</subtitle>
+<subtitle id="0:54:44"> in my hotel room fortunately</subtitle>
+<subtitle id="0:54:47">  they had a camera surveillance camera so  here's</subtitle>
+<subtitle id="0:54:50"> what the surveillance camera take  a look at the upper right hand corner</subtitle>
+<subtitle id="0:54:59">there's the</subtitle>
+<subtitle id="0:55:2"> guy chasing the female cop  there's</subtitle>
+<subtitle id="0:55:5"> the male cop shooting him wasn't</subtitle>
+<subtitle id="0:55:8">  handcuffed he wasn't running away wasn't</subtitle>
+<subtitle id="0:55:11">doing any of the things the eyewitnesses  saw a few seconds</subtitle>
+<subtitle id="0:55:14"> ago they couldn't see</subtitle>
+<subtitle id="0:55:17">  what was on their retina</subtitle>
+<subtitle id="0:55:20"> don't</subtitle>
+<subtitle id="0:55:23"> ever get  in court don't ever go to a jury</subtitle>
+<subtitle id="0:55:26"> trial  don't ever do anything that</subtitle>
+<subtitle id="0:55:29"> relies on  witnesses</subtitle>
+<subtitle id="0:55:32"> because the you know the  prosecutors have no</subtitle>
+<subtitle id="0:55:35"> idea of any of this  stuff they just want to convict</subtitle>
+<subtitle id="0:55:38"> good as  you know we're here today to honor</subtitle>
+<subtitle id="0:55:41"> mrs.  flexor who you all know as your</subtitle>
+<subtitle id="0:55:44">first-grade teacher  she'll be here in just a minute</subtitle>
+<subtitle id="0:55:47"></subtitle>
+<subtitle id="0:55:50"> okay</subtitle>
+<subtitle id="0:55:53">what's</subtitle>
+<subtitle id="0:55:56"> that look</subtitle>
+<subtitle id="0:55:59"></subtitle>
+<subtitle id="0:56:2"> what does that look  yeah</subtitle>
+<subtitle id="0:56:5"> that's okay she's frightened out of  her mind that</subtitle>
+<subtitle id="0:56:8"> is the number one I just</subtitle>
+<subtitle id="0:56:11">got this off the internet there are  zillions of surprise party</subtitle>
+<subtitle id="0:56:14">have been caught so this is a gold mine  if you're</subtitle>
+<subtitle id="0:56:17"> interested in</subtitle>
+<subtitle id="0:56:20"> people have done  so the Internet</subtitle>
+<subtitle id="0:56:23"> has captured enough of  these some people have died of heart  attacks</subtitle>
+<subtitle id="0:56:26"> from a surprise party</subtitle>
+<subtitle id="0:56:29"> a couple</subtitle>
+<subtitle id="0:56:32">  of minutes later a release</subtitle>
+<subtitle id="0:56:35"> in tears a  couple of minutes later</subtitle>
+<subtitle id="0:56:38"> and her report</subtitle>
+<subtitle id="0:56:41">on this is this was the happiest day of  her life despite</subtitle>
+<subtitle id="0:56:44"> the fact that she had  been almost frightened out of her</subtitle>
+<subtitle id="0:56:47"> wits  so</subtitle>
+<subtitle id="0:56:50"> Daniel Kahneman would call this first</subtitle>
+<subtitle id="0:56:53">  reaction the fast reaction system one  and</subtitle>
+<subtitle id="0:56:56"> he called system one it's said well  it's not really</subtitle>
+<subtitle id="0:56:59"> a system it's this is an  expository fiction this</subtitle>
+<subtitle id="0:57:2"> is putting  together a lot of complicated</subtitle>
+<subtitle id="0:57:5"> things  into one gloss</subtitle>
+<subtitle id="0:57:8"> on fast reactions</subtitle>
+<subtitle id="0:57:11">things  reactions are not</subtitle>
+<subtitle id="0:57:14"> what we would call  thoughtful reactions they</subtitle>
+<subtitle id="0:57:17"> are more like  reflexes now</subtitle>
+<subtitle id="0:57:20"> notice that misses call  misses flexor here</subtitle>
+<subtitle id="0:57:23"> knew everything about  surprise parties</subtitle>
+<subtitle id="0:57:26"> why was she surprised  well</subtitle>
+<subtitle id="0:57:29"> seven plus or minus two she</subtitle>
+<subtitle id="0:57:32">about it but it wasn't in her current  context</subtitle>
+<subtitle id="0:57:35"> her thinking thing</subtitle>
+<subtitle id="0:57:38"> condiment  system two took</subtitle>
+<subtitle id="0:57:41"> a while and figured out  everything safe</subtitle>
+<subtitle id="0:57:44"> now we should ask you</subtitle>
+<subtitle id="0:57:47">  so besides adrenaline whatever else</subtitle>
+<subtitle id="0:57:50">happens when you get one of these  surprise reactions</subtitle>
+<subtitle id="0:57:53"> what so</subtitle>
+<subtitle id="0:57:56"> many things  like dopamine and serotonin</subtitle>
+<subtitle id="0:57:59"> why well if  you have to</subtitle>
+<subtitle id="0:58:2"> fight you don't want to feel  any pain</subtitle>
+<subtitle id="0:58:5"> so what happens is your brain  dopes your</subtitle>
+<subtitle id="0:58:8"> entire body up so you cannot  feel pain when</subtitle>
+<subtitle id="0:58:11"> you're in a survival  situation and</subtitle>
+<subtitle id="0:58:14"> guess what happens when  she didn't have to fight</subtitle>
+<subtitle id="0:58:17">  she was completely alert and coped</subtitle>
+<subtitle id="0:58:20"> to  the gills on her own dope</subtitle>
+<subtitle id="0:58:23"> you</subtitle>
+<subtitle id="0:58:26"> have to  understand this stuff</subtitle>
+<subtitle id="0:58:29"> so here's</subtitle>
+<subtitle id="0:58:32"> an old  book that's still good it has about 40  different ways</subtitle>
+<subtitle id="0:58:35"> of looking at the mind I  put</subtitle>
+<subtitle id="0:58:38"> that up there just so you realize  that there are dozens</subtitle>
+<subtitle id="0:58:41"> of perspectives  here they're not all the</subtitle>
+<subtitle id="0:58:44"> last word some  of them are compatible with each</subtitle>
+<subtitle id="0:58:47"> other  look at these kids</subtitle>
+<subtitle id="0:58:50">  these kids did</subtitle>
+<subtitle id="0:58:53"> not get on this roller  coaster expecting to die</subtitle>
+<subtitle id="0:58:56"> nobody does</subtitle>
+<subtitle id="0:58:59"> and  yet and</subtitle>
+<subtitle id="0:59:2"> they're presumably very happy at  the end</subtitle>
+<subtitle id="0:59:5"> piccaboo works over and over</subtitle>
+<subtitle id="0:59:8"> and  over again and the reason is is that  system</subtitle>
+<subtitle id="0:59:11"> one can't be talked out of it  so one</subtitle>
+<subtitle id="0:59:14"> a test that you do go next to a  door and</subtitle>
+<subtitle id="0:59:17"> you watch me I'll slam that  door and</subtitle>
+<subtitle id="0:59:20"> you'll get this even though you  you</subtitle>
+<subtitle id="0:59:23"> know every single thing about it  doesn't matter</subtitle>
+<subtitle id="0:59:26"> so it's important to  realize</subtitle>
+<subtitle id="0:59:29"> that there is a heck of a lot of  mechanism</subtitle>
+<subtitle id="0:59:32"> in there that deals with real  time reactions</subtitle>
+<subtitle id="0:59:35"> to things and the  important</subtitle>
+<subtitle id="0:59:38"> thing here is to understand  that this fast</subtitle>
+<subtitle id="0:59:41"> guy is also dealing</subtitle>
+<subtitle id="0:59:44"> with  what you might call the atoms of</subtitle>
+<subtitle id="0:59:47"> thought  for the slow thinking</subtitle>
+<subtitle id="0:59:50"> I'll just let that  idea sit</subtitle>
+<subtitle id="0:59:53"> for a second learning</subtitle>
+<subtitle id="1:0:2">okay</subtitle>
+<subtitle id="1:0:5"> you got your turn signal on all</subtitle>
+<subtitle id="1:0:11">okay</subtitle>
+<subtitle id="1:0:14"></subtitle>
+<subtitle id="1:0:17"></subtitle>
+<subtitle id="1:0:20"></subtitle>
+<subtitle id="1:0:23"> everybody remember that</subtitle>
+<subtitle id="1:0:26"> you can't  your parent</subtitle>
+<subtitle id="1:0:29"> is trying to give you if I  can't hear what they're saying</subtitle>
+<subtitle id="1:0:32"> stop  signs over here you can</subtitle>
+<subtitle id="1:0:35"> barely see  what's going so if you tried to drive  with</subtitle>
+<subtitle id="1:0:38"> system two you're gonna</subtitle>
+<subtitle id="1:0:41"> miss most  everything what happens is you</subtitle>
+<subtitle id="1:0:44"> start  training these real-time you</subtitle>
+<subtitle id="1:0:47"> get real  trying modules that get trained at being  able to do</subtitle>
+<subtitle id="1:0:50"> all of these things and no  for a musical instrument might</subtitle>
+<subtitle id="1:0:53"> take a  couple of years McCarthy pointed out</subtitle>
+<subtitle id="1:0:56">programming is somewhere between  learning to</subtitle>
+<subtitle id="1:0:59"> drive and flying a plane</subtitle>
+<subtitle id="1:1:2"> so  whenever we set</subtitle>
+<subtitle id="1:1:5"> up something it's not  always just</subtitle>
+<subtitle id="1:1:8"> a cognitive thing this is  one of the problems of some</subtitle>
+<subtitle id="1:1:11">approaches we took in the past as we  would tend</subtitle>
+<subtitle id="1:1:14"> to say hey the drill and  practice thing is a</subtitle>
+<subtitle id="1:1:17"> bad well it is a bad  idea that is not the way to get</subtitle>
+<subtitle id="1:1:20"> the  repetitions the train system won but</subtitle>
+<subtitle id="1:1:23"> the  thing is the cognitive approach actually  gives you something</subtitle>
+<subtitle id="1:1:26"> that is much more  like this</subtitle>
+<subtitle id="1:1:29"> driving situation and it's not  enough context</subtitle>
+<subtitle id="1:1:32"> to do the kinds of  thinking that you need this implies</subtitle>
+<subtitle id="1:1:35"> that  the pedagogy and the approach is</subtitle>
+<subtitle id="1:1:38"> going  to be very very different that</subtitle>
+<subtitle id="1:1:41"> somehow  you have to do the atoms</subtitle>
+<subtitle id="1:1:44"> of thinking in  any thoughtful</subtitle>
+<subtitle id="1:1:47"> thing without losing the  larger context</subtitle>
+<subtitle id="1:1:50"> so music you get it by  having the</subtitle>
+<subtitle id="1:1:53"> children play really great  music and you're willing to</subtitle>
+<subtitle id="1:1:56"> sacrifice  everything else in order to get that</subtitle>
+<subtitle id="1:1:59">happen but you have to stay on it long  and I used to teach</subtitle>
+<subtitle id="1:2:2"> guitar you have to  stay on it long</subtitle>
+<subtitle id="1:2:5"> enough so that they  actually start developing the system one</subtitle>
+<subtitle id="1:2:8">that can handle all the real-time  demands</subtitle>
+<subtitle id="1:2:11"> okay there are zillions of these  I</subtitle>
+<subtitle id="1:2:14"> just went on the internet I found 20</subtitle>
+<subtitle id="1:2:17">on the internet but then it wound up  adding some</subtitle>
+<subtitle id="1:2:20"> more these are all biases  that have been found well</subtitle>
+<subtitle id="1:2:23"> known  you can think</subtitle>
+<subtitle id="1:2:26"> of many of them are  aspects of this Grand Canyon</subtitle>
+<subtitle id="1:2:29"> idea  many</subtitle>
+<subtitle id="1:2:32"> of them are seven plus</subtitle>
+<subtitle id="1:2:35"> or minus two  here's one that I wasn't</subtitle>
+<subtitle id="1:2:38">internet thing but it's something we  should look at here</subtitle>
+<subtitle id="1:2:41"> thing we do all the  time is perfect reasoning</subtitle>
+<subtitle id="1:2:44"> from wrong  premises because if we're in the</subtitle>
+<subtitle id="1:2:47"> wrong  context and we reason brilliantly we're  not going</subtitle>
+<subtitle id="1:2:50"> to get anywhere the Greeks  were graded the st. Thomas Aquinas was  great</subtitle>
+<subtitle id="1:2:53"> at it didn't get anywhere because  the context</subtitle>
+<subtitle id="1:2:56"> was wrong so</subtitle>
+<subtitle id="1:2:59"> rationalization  rationalizing</subtitle>
+<subtitle id="1:3:2"> rational thought all of  these things are secondary to</subtitle>
+<subtitle id="1:3:5"> something  stronger looking</subtitle>
+<subtitle id="1:3:8"> for the lamppost for  the lost keys that's</subtitle>
+<subtitle id="1:3:11"> a version of Esau  on the cup</subtitle>
+<subtitle id="1:3:14"> of soup giving up something  really important for convenience</subtitle>
+<subtitle id="1:3:17"> like  finding the keys linear</subtitle>
+<subtitle id="1:3:20"> scaling well  hardly anything</subtitle>
+<subtitle id="1:3:23"> that's interesting is  linear and</subtitle>
+<subtitle id="1:3:26"> so we can't give in to our  nervous system I'm looking</subtitle>
+<subtitle id="1:3:29"> at scaling  and this has been really disastrous in  programming</subtitle>
+<subtitle id="1:3:32"> because programming is  taught as though the program's</subtitle>
+<subtitle id="1:3:35"> don't  turn into systems and the systems</subtitle>
+<subtitle id="1:3:38">turn into something large and so there  isn't an internet</subtitle>
+<subtitle id="1:3:41"> and so forth this is  getting</subtitle>
+<subtitle id="1:3:44"> completely miss taking simple  chemistry</subtitle>
+<subtitle id="1:3:47"> for biology they're just not  in</subtitle>
+<subtitle id="1:3:50"> the same ballpark so</subtitle>
+<subtitle id="1:3:53"> Francis Bacon so</subtitle>
+<subtitle id="1:3:56">here's the row again one of the  advantages of reading a lot is</subtitle>
+<subtitle id="1:3:59"> hardly  any</subtitle>
+<subtitle id="1:4:2"> of us certainly me all</subtitle>
+<subtitle id="1:4:5"> my ideas are  derivative</subtitle>
+<subtitle id="1:4:8"> just because I've read  thousands</subtitle>
+<subtitle id="1:4:11"> of books I didn't have to  puzzle this out</subtitle>
+<subtitle id="1:4:14"> because bacon wrote a  book called the</subtitle>
+<subtitle id="1:4:17"> Novum organum in 1620  where</subtitle>
+<subtitle id="1:4:20"> he said hey look  our brains are messed up we</subtitle>
+<subtitle id="1:4:23"> have bad  brains he called the</subtitle>
+<subtitle id="1:4:26"> ways of messing up  idols so</subtitle>
+<subtitle id="1:4:29"> we have we get serious errors  because of our genetics</subtitle>
+<subtitle id="1:4:32"> we get serious  errors because of the culture we're in  we</subtitle>
+<subtitle id="1:4:35"> get serious errors because of the  languages we use they don't</subtitle>
+<subtitle id="1:4:38"> represent  what's actually out there we get serious</subtitle>
+<subtitle id="1:4:41">  it errors from the way academia hangs on</subtitle>
+<subtitle id="1:4:44">to bad ideas and teaches them over again  these are his four</subtitle>
+<subtitle id="1:4:47"> idols anybody ever  read bacon he</subtitle>
+<subtitle id="1:4:50"> said we need something to</subtitle>
+<subtitle id="1:4:53">  get around our bad brains a set of</subtitle>
+<subtitle id="1:4:56">heuristics is the term we'd used today  and</subtitle>
+<subtitle id="1:4:59"> what</subtitle>
+<subtitle id="1:5:2"> he called for was what he  called for science because</subtitle>
+<subtitle id="1:5:5"> that's what  Novum organum the rest of the title</subtitle>
+<subtitle id="1:5:8"> was  a new way of</subtitle>
+<subtitle id="1:5:11"> dealing with knowledge</subtitle>
+<subtitle id="1:5:14"> and  science</subtitle>
+<subtitle id="1:5:17"> is not the knowledge right  because</subtitle>
+<subtitle id="1:5:20"> the knowledge is is in this  context</subtitle>
+<subtitle id="1:5:23"> what science is is the  negotiation</subtitle>
+<subtitle id="1:5:26"> between what's out there and  what we can represent</subtitle>
+<subtitle id="1:5:29"> this is the big  idea this is the idea</subtitle>
+<subtitle id="1:5:32">in school this is the idea we should be  teaching it's</subtitle>
+<subtitle id="1:5:35"> one of the biggest ideas  of all time it</subtitle>
+<subtitle id="1:5:38"> isn't the knowledge it's  the relationship because what's</subtitle>
+<subtitle id="1:5:41"> out  there is only knowable</subtitle>
+<subtitle id="1:5:44"> by phenomena that  is being filtered in</subtitle>
+<subtitle id="1:5:47"> every possible way  and we</subtitle>
+<subtitle id="1:5:50"> don't know whether our brain is  even capable of representing</subtitle>
+<subtitle id="1:5:53"> the stuff  and so to</subtitle>
+<subtitle id="1:5:56"> think about science as the  truth is completely</subtitle>
+<subtitle id="1:5:59"> wrong it's not the</subtitle>
+<subtitle id="1:6:2">  right way to look at it but if you think  about</subtitle>
+<subtitle id="1:6:5"> is the negotiation between the  best</subtitle>
+<subtitle id="1:6:8"> you can do right now and stuff  that's out there that where</subtitle>
+<subtitle id="1:6:11">completely sure you're in a very strong  position</subtitle>
+<subtitle id="1:6:14"> science has been the most  powerful</subtitle>
+<subtitle id="1:6:17"> thought system</subtitle>
+<subtitle id="1:6:20"> human beings  have ever invented because</subtitle>
+<subtitle id="1:6:23"> it gave up  the idea of truth and it</subtitle>
+<subtitle id="1:6:26"> substituted for  a thousand variations</subtitle>
+<subtitle id="1:6:29"> of false some of  which are incredibly</subtitle>
+<subtitle id="1:6:32"> powerful  right this is the big</subtitle>
+<subtitle id="1:6:35"> idea so we're  gonna think about computing</subtitle>
+<subtitle id="1:6:38"> this is one  way and I've</subtitle>
+<subtitle id="1:6:41"> Seymour Papert thought  about it in a different way but</subtitle>
+<subtitle id="1:6:44"> this is  one way of thinking about</subtitle>
+<subtitle id="1:6:47"> Wow computers  they are representatives</subtitle>
+<subtitle id="1:6:50">about representations  can simulate</subtitle>
+<subtitle id="1:6:53"> ideas we get a very good  much better</subtitle>
+<subtitle id="1:6:56"> sense of dealing</subtitle>
+<subtitle id="1:6:59"> with  thinking about these complexities okay</subtitle>
+<subtitle id="1:7:2">  so</subtitle>
+<subtitle id="1:7:5"> maybe one I think we're</subtitle>
+<subtitle id="1:7:8"> one last</subtitle>
+<subtitle id="1:7:11"> part  of this pep talk and then I'll turn it  over to V</subtitle>
+<subtitle id="1:7:14"> Shaw so let's go back to the  pink plane</subtitle>
+<subtitle id="1:7:17"> here and</subtitle>
+<subtitle id="1:7:20"> let's see we're at a  place</subtitle>
+<subtitle id="1:7:23"> on the pink plane and we have a  goal so we're</subtitle>
+<subtitle id="1:7:26"> we're at a we</subtitle>
+<subtitle id="1:7:29"> only are  looking in that direction because that's</subtitle>
+<subtitle id="1:7:32">where we're going we see B we say let's  plot a course</subtitle>
+<subtitle id="1:7:35"> to B but guess what</subtitle>
+<subtitle id="1:7:38"> the  world is nonlinear so we're really in  that</subtitle>
+<subtitle id="1:7:41"> because we didn't think about all  the dimensions okay</subtitle>
+<subtitle id="1:7:44"> so we can explore we</subtitle>
+<subtitle id="1:7:47">  can tinker away around it that's better  if</subtitle>
+<subtitle id="1:7:50"> that was good we can engineer a  superhighway and if</subtitle>
+<subtitle id="1:7:53"> we're really  adventurous we can invent the airplane</subtitle>
+<subtitle id="1:7:56">  forget about land travel let's just fly  over</subtitle>
+<subtitle id="1:7:59"> that mountain and here's the big  idea once we decide</subtitle>
+<subtitle id="1:8:2"> to take off from  land travel</subtitle>
+<subtitle id="1:8:5"> we not only are in</subtitle>
+<subtitle id="1:8:8"> a  different world we're not we</subtitle>
+<subtitle id="1:8:11"> discover  we're in a blue world and the blue world  has</subtitle>
+<subtitle id="1:8:14"> a much better destination than than  B</subtitle>
+<subtitle id="1:8:17"> so I've submit this as a metaphor that  can</subtitle>
+<subtitle id="1:8:20"> be used in many different areas</subtitle>
+<subtitle id="1:8:23"> like  simple one often</subtitle>
+<subtitle id="1:8:26"> you have to go away  from your goal to get to you go</subtitle>
+<subtitle id="1:8:29"> that is  a toughy remember we're</subtitle>
+<subtitle id="1:8:32"> primates the way  they catch monkeys in Burma</subtitle>
+<subtitle id="1:8:35"> everybody  know this Oh everybody</subtitle>
+<subtitle id="1:8:38"> should know this  okay so</subtitle>
+<subtitle id="1:8:41"> monkeys are primates like us and  what they do is they</subtitle>
+<subtitle id="1:8:44"> they just fasten  jars and</subtitle>
+<subtitle id="1:8:47"> they put a big nut</subtitle>
+<subtitle id="1:8:50">  the monkeys reach in to get that nut</subtitle>
+<subtitle id="1:8:53">  they can't get</subtitle>
+<subtitle id="1:8:56"> there aren't handout okay</subtitle>
+<subtitle id="1:8:59">now  that monkey could</subtitle>
+<subtitle id="1:9:2"> escape anytime by just  letting go of this nut but</subtitle>
+<subtitle id="1:9:5">hey don't let goes and nothing that  sound</subtitle>
+<subtitle id="1:9:8"> like any human activity you've  ever heard they</subtitle>
+<subtitle id="1:9:11"> can't let go than that  so</subtitle>
+<subtitle id="1:9:14"> in the morning they just</subtitle>
+<subtitle id="1:9:17"> come around  and so that I like monkey brains and  Burma</subtitle>
+<subtitle id="1:9:20"> so they come around just collect  these monkeys</subtitle>
+<subtitle id="1:9:23"> that could get away  anytime they wanted that</subtitle>
+<subtitle id="1:9:26"> isn't us I  don't know what it is</subtitle>
+<subtitle id="1:9:29">  so being able to go away from</subtitle>
+<subtitle id="1:9:32"> the goal  this is a heart like NSF</subtitle>
+<subtitle id="1:9:35"> is completely  blown it in computing</subtitle>
+<subtitle id="1:9:38"> because they've  given up on problem finding in</subtitle>
+<subtitle id="1:9:41"> doing  stuff that really doesn't have a goal</subtitle>
+<subtitle id="1:9:44"> in  the proposal for example goal</subtitle>
+<subtitle id="1:9:47"> should be  to find the goal somebody needs</subtitle>
+<subtitle id="1:9:50"> to pay  for that the</subtitle>
+<subtitle id="1:9:53"> engineering as a refinement  of something</subtitle>
+<subtitle id="1:9:56"> that's more like tinkling  or bricolage see more used to kala</subtitle>
+<subtitle id="1:9:59"> then  this idea that hey maybe surface</subtitle>
+<subtitle id="1:10:2"> travel  isn't the deal at all let's do</subtitle>
+<subtitle id="1:10:5"> something  qualitatively different and start flying</subtitle>
+<subtitle id="1:10:8">  and once you've made that effort</subtitle>
+<subtitle id="1:10:11"> to  qualitatively change</subtitle>
+<subtitle id="1:10:14"> suddenly you have  the possibility of scaping from this  whole</subtitle>
+<subtitle id="1:10:17"> context which was actually holding  you back ok</subtitle>
+<subtitle id="1:10:20"> I'll leave you with that  thank you very much for listening</subtitle>