david kelly

IDEO founder

Creative Confidence, Innovation, and the Power of a Child’s Mind

According to renowned entrepreneur, designer and visionary David Kelley, it really is true that everything you need to know you learned in kindergarten—because that's when you had innate confidence in your own creative power. The problem? Figuring out how to get it back as an adult, tap into the power of that creative spirit, and harness it so you can innovate your way to personal and professional success.

creative confidence is just getting back to the natural creativity we had in kindergarten.
students don't know what they don't know, experts can't see the forest for the trees, the don't know to be afraid

a fish doesn't know he's wet
but a student has a child's mind


methodology
1) experimental - looking for non-obvious latent needs that people have
2) synthesize and develop a point of view - develop a child's view
3) prototype - act it out, instead of talking about it, build it and show it (the central persona) they tell you what's wrong with it, you fix it, they tell you again, fix it, then you ship it

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wise

world innovations summit for ed

improving ed systems
#wise2010

pisa results:
countries of similar prosperity get very different results
the best school systems are those that are the most equitable

policy tourism - can't just export one set to another country
1) extending ed to those not receiving it
2) enhancing it for those that are

pisa
funding
new resources and what can be done about existing resources

Dr Qian TANG, Assistant Director-General For Education, UNESCO
we must develop capacity of all actors
4 levels capacity should take place
1) individual officers - greater recognition of planning/curriculum
2) organizational - incentives, accountability
3) public service - reform must have strong national leadership
4) external assistance must be long term
local knowledge based on strong international ownership
hepefa - program to help countries to improve effectiveness of ed systems -

[gosh.. love these people but i wonder if we try to manage too much? i don't know. i know little. i keep hearing schooling the world. are we helping people or hurting them by helping them. not just with developing countries.. but with students in our classroom.]
curricula and pedagogical assessment?..prepared w/support of the world bank.
we always say - involving all stakeholders - but we then tell them their parameters.. is that a problem?


His Excellency Fasli JALAL, Vice Minister of National Education, INDONESIA
indonesia provides ed to 51 mill children,
how can we improve? we look at pisa - we realize we are lacking in math
why did this happen - what is the role of the teacher
360000 teachers going through certification assessment.
what does certification mean?
cost for certification, and then doubling of salary once certified
0 to 5.5 bill just to pay for prof incentive
how to improve innovation: 1 year induction program for teachers?
detailing how to link salary increments to ? missed it
how can we insure ongoing prof development 78000 villages
improve system to improve teacher planning
all this to "improve the learning capacity"
i think we're missing something huge.

Prof. E. Nigel HARRIS, Vice-Chancellor, THE UNIVERSITY OF THE WEST INDIES
didn't listen to all of this.. no reason, just ran out of time

Mr Michael STEVENSON, Vice-President Global Education, CISCO
at cisco defining transformation - education 3.0
1.0- the way it was till the final 1/3 of the 20th cent - good/bad schools but little in a way of a system of schools
2.0 - set of ideas that became prevalent in may countries through 80's 90's, standards, illiteracy & numeracy, effective teaching, investent in quality leadership and accountability
3.0 - core idea - development of higher order of capabilities, everything else pedagogy to metrics need to be designed to support that,
many systems were beginning to think - what's next (even those at top of pisa results)
whether it's curriculum or teaching and learning or assessment.. it needs more than anything.. the skills to tackle complex problems,
key elements: connectivity & continuous professional development
effective change is holistic change. levers need to be pulled in some sort of intelligent sequence, and at the heart of it is ownership, of teachers and learners
it requires a systems approach - thinking of relationships over time and how they move
2009 - the global ed leaders program - gelp - a global movement for change - see if we can make these ideas work of scale
critical propositions for change
not so much about the what of ed 3.0- but how
1) the criticality of the leadership (policy maker, teachers, principals, esp at state/city level) - need to have a narrative, passion, and politically cute
2) not focus on tech, but on processes and personal relationships, one to one
3) safe spaces, licensed at the margins, authorized to innovate
some want to while intro'ing aspects of transformation - stay w/improvement, ontario, victoria, australia, new zealand, etc
others want to adopt transformation more fully, ny city, finland, s korea - want to do more than improve..
[fractals - countries are just like kids in the classroom]
w/in more transformational strategy
diff problem around engagement of students between ny and korea
diff approaches at transformational journey...
ny - split screen approach, grow disruptive innovations from within, i school to i zone, etc
finland - identifying radical innovations as they emerge and then apply knowledge management strategies to scale them up

korea - diversifying the means of assessing skills, undermining the rigid grip of assessments on the system


on assessment, you think you can put in a place a process for transforming the system..and develop leaders to push it along.. but

if the way we assess learners remain traditional and unchanged we will quickly get stuck

atc201s - with intel and microsoft - assessment and teaching for 21st cent skills program
singapore, finland, aust
designing practical tech bases assessment, complex problem solving in teams and social learning with tech
tech tool kit and a policy makers manual
international assessment bodies are fully engaged with this work, sliker of pisa is into this as well
ability to extrapolate what they learn to day and apply in new ways - from stocks to flows

• transformational change
• system leadership
• bold approach to assessment 

his podcast - determine skills needed, are we asking the people?.. how you go about large scale system wide change... a reason to work with cisco - we see a big vision, and ambitious roadmap - we'll walk with you on that road, [but are we asking the cultures/communities what success is to them]
5 yrs ago didn't have the tech to shift big systems
this is not simply about ed tech, it's about ed transformation that takes advantage of tech to drive it
reforms have been about efficiency, numbers, start talking about what they do - teaching and learning
inquiry based and collaborative in elementary
project based in secondary
great challenge for unis think of how to better teach young students
jordan, mississippi, louisiana, using collab tech


 interesting - glad i stayed for his talk -wonder how true to form these new assessments will be. would love to get a look at it..

{interesting.. each one of these guys read their speeches}



[perhaps - why are we focusing on pisa and on math?]
so answer - is more "public ed" for teachers..[ fixing it with the thing that is wrong .. is that a good thing?]
diane ravitch on pisa
deb meier - tensions of ed reform
daniel lemire - how reliable is science 
i lamely wrote them all the same comment. is that bad?


interesting.. after all of today.. esp daniel's post on peer reviews.
here i am curious about cisco. so i google it. i know that most of what i find from them will be pat answers.. hopes and aspirations for what they want to be.. but not necessarily what/who they are.
what i really want to find, is people i trust who have an opinion on them.


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mit to haiti

the kind heartedness of mit

tackling large problems across the world - how school should be no?
skill indexing, what would we do if this happened here..
what can we do in the medium term with this skill data
often times ngo's bring in their own people instead of hiring local haitians, simply because communication/process is hard - so they set out a system to make it easier for ngo's to find locales to help.
biggest block was literacy.. so used voice.
humanize job searching. get some life experience
this is free and open source..
no money made - any one can reuse however they like

trying to get haitian national jobs, esp from those hidden
in building this database, they see who's getting jobs, become more equitable in sharing jobs.


Konbit, a response to the Haitian earthquake, is a service that helps communities rebuild themselves after a crisis by indexing the skillsets of local residents, allowing NGOs to find and employ them. Haitians, their diaspora, and the international community can volunteer their skills via phone, SMS, or web. Skills can then be searched in real-time and location by NGOs such as CHF International, Partners-in-Health, and others. Konbit is possible due to key partners, such as the UN Development Program, the US State Department, the Clinton Foundation, and Digicel. Konbit won the grand prize ($8,000) at the 2010 MIT IDEAS competition. It is being created in collaboration with Greg Elliott.

bravo mit
bravo Aaron Zinman  (and his defuse - about online discussions) and Greg Elliott

greg's band having fun  and for real and his synch step - amazing

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dr tae

Dr. Tae — Building A New Culture Of Teaching And Learning from Dr. Tae on Vimeo.

unis = depersonalization 101
secondary ed = disinterest 101
over 90% of middle school science teachers have never taken a science course outside of highschool

at unis - profs hired for research not teaching
at secondary - teachers certified but not qualified (means the certification we have now doesn't work - if so - we need to start highering based on real competency) - sounds like same thing for what we do in school

the most effective thing we can do is hire and honor good teachers
great science class - mythbusters... if you want to figure out if something is true - you have to experiment

the structure of school

school yr divided, grades, etc
better - skateboarding

if you're learning something new it doesn't make any sense to set a determined amount of time to learn it
can't really force learning.. but that's what schools do
it would be great to not give incentives to cheat - like grades
i don't know how i would cheat at skateboarding

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need: change culture - to places where learning actually happens
work outside the classroom
distributed teaching - distributed computing - using a lot of relatively slow computers at the right time

if everybody did some type of teaching, it might be better than have a few really good teachers
1) wikipedia
2) camps
3) online lectures

none are prof teachers.. just spending a little time sharing what they know

no reason to be selfish with knowledge.. if you share it - you don't lose any of it

teaching and learning doesn't only happen in schools.
it's about making teaching and learning cultural habits
share what you know
 dr tae dot org
physics of skateboarding dot com
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imformation is beautiful

do we have any idea this is how we play things out?

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john hagel lll

videos on his fb site:
business with passion 
1) what is success  - she has a new definition
nancy anderson - her book: work with passion, ow to do what you love for a living
2) business incubators
mike gunion?
national business incubator association
80% from incubators still successful after 5 years
80% not in incubators not successful after 5 years
3) push vs pull
john hagel
push has served us well, but in today's volatility those predictions and forecasts become more challenging, instead build platforms of connections where you can draw out resources where and when you need them.

integrating passion and profession - 6th proposition
the questing disposition
how do workers respond to unexpected challenges
if not passionate:
1) ignore it
2) hide it
3) get back to assigned work.. challenge is a distraction
if passionate:
1) wow - that's really interesting, how would i handle that, challenging me to go beyond what i've experienced, who would i reach out to to try to figure this out
2) don't wait for the challenges to come to you, constantly seeking them out to test yourself


the relationship between passion and connection
in regard to your profession
1) how often you go to conferences
2) how often you partake in social media
3) how often do you go to lunch w/someone outside your company but related to your work


people who say they are passionate are actually twice as connected as people who are not passionate


test levels of passion in the workforce
united states last year:
20% of work force are passionate, 80% are not
level of passion is inversely related to the size of the company

integrating passion and business - 5th proposition
dilbert paradox - top priorities - if talent is top, how do you explain popularity of dilbert and the office which graphically demo the sculptifying effect of business environment on talent
so - what are you doing about talent
if you are developing their talent better than anyone else - why would they ever leave
as to "what training programs" - training programs less and less relevant, it's not about training but about constructing and designing the work environment so that you maximize talent on the job on a day-to-day basis
most today (esp schools) are not designed for talent development
they are designed for efficiency of operations and predictability
if you are interested in talent - rethink all operations, business strategies, and it platforms

4th proposition
move from knowledge stock to knowledge flow
from this post: challenge and opportunity for women...
knowledge flows- not large databases flowing through cyberspace.
The knowledge that has greatest value in times of rapid change is tacit knowledge, the knowledge that we all have in our heads that is tied to certain contexts, often quite new, and that we have great difficulty expressing to ourselves, much less anyone else. This knowledge is usually experienced holistically rather than reducible to abstract categories and isolated modules. For all of these reasons, this knowledge does not flow very well at all. In the words of my esteemed collaborator, JSB, this knowledge is remarkably sticky.

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break from videos to reflect on this incredible post i read today.. a gold mine of insight worthy of the ending of a super year:
this post: passion and wisdom - a must read - really
make thrivability, rather than sustainability, our reality.
Both are long-term quests,... in stark contrast to our prevailing push mindsets,...of.... short-term predictability.

...both passion and wisdom are not predictable – that is in fact their great strength, they are continually coming up with new ways to create more value. The tragedy...this makes both ... deeply suspect ... and..more needed than ever. 
really - go read it..  here it is again

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continuing on with videos from his fb site
institutional innovation
the power of pull
passion of workers as a shift index
when we're talking about passion at work, we're not talking about happiness, quite often passionate people at work are often the most frustrated... but the most passionate people are the most connected people - this is key to participating in knowledge flows

mastering serendipity
target conferences in areas that are well beyond your expertise, because that causes deep immersion in the issues and questions that these people are addresses and often finds unexpected encounters that extend way beyond current comfort zone
choices of where you locate (physical and virtual) - but all are very crowded - so what actions can you take to attract and lead people to you to make those encounters,
experimentations with social media: best way to attract is to present yourself holistically, integrate personal/professional etc.
reasons for not doing sm - risk and waste of time
problem is we often focus on the risks, we need to be much more articulate about the rewards

shaping serendipity
the google approach only works when you know what you're looking for
but when you don't know - how can you increase the likelihood of these unexpected encounters
serendipity is not just pure luck, we can shape the places we go and the people we connect with
cross connections are huge to this as well - [seeing fractals, analogies]
in edgy areas where these innovations are happening, these people are telling stories to each other

your passion as your profession
if you have passion at the core - i'm not worried
what i'm worried about are these people that are so very competent they are getting bored - john seely brown
the experience curve often gets you into ruts - key role of an institution, how do we take these deeply competent people and put them in environments that bring in life and passion
not a free agent theory - but an incredible infrastructure for the firm/institution
energizing people in the core - whole new game if the workers become the front line, on the edge

bringing the core to the edge
often bringing the edge into the core ends up smothering the edge
better yet - get the core out into the edges
a new kind of valley of death - if you can reverse and bring the core to the edge, for that to work, board of directors need to realize there's a certain level of unpredictability - you move from scalable efficiencies to some kind of random improvisations
the deeper the core competencies can deal with the on the fly edge
life on the edge is more interesting if you have core competencies
the edge is risky, those in charge need to have the mindset to stick through the hard/shaky times

scalable efficiency to scalable learning
almost everything you learn in business scale relies on scalable efficiencies and that curve is now a diminishing returns curve
what if this new learning structure says scalable efficiency is not the gain
how do you get scalable ways of new ways to learn things...
no longer is it organization and routine, but how do i break out of my rut, how do i see things differently
notice
actualizing new ideas as fast as you can, rather than digger deeper on the same path
we're not running faster and faster to stay in the same place, we're running faster and faster and falling farther behind, no wonder we're all stressed

big shifts are creating big changes
the past were punctuated shifts
change the underlying architecture
public policy shift and tech potential are moving on to new heights
push for absolute performance if done right leads to innovation, if done wrong kills
when in times of uncertainty, tend to look inward to reliability, we lose sight of these longer term opportunities/trends

big changes are here
why the big shift
1) infrastructural transformation - something we've never seen before, no longer an s curve, now an exponential - digital infrastructure driven by moore's law, no more plateaus (stability) in the curve, people having a hard time figuring out how to play off these
maybe the notion of organizational routines might not be right anymore - because of micro and macro disruptions


kevin werbach interviews john in 2009
dang - no sound

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there will always be flowers

thank you Kosta
riots
bombing
and
flowers

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cameron sinclair

speaking in seatle  oct 21 2010


12 uni's global working with tribal groups
focus - talk to people, integrate renewable systems,
generational sustainability and storytelling
i don't work with foundations i work with dot.coms
how to incorporate silly marketing dollars to do something that helps the world

let's not just keep talking/writing about things.. let's do them.
more on involving kids.. afghani and skateboarding
mostly there - fighting sports and male dominated
skateboarding is unique - if you skateboard down a street - you own a street - as in you are safe
let's start owning streets bit by bit..
give me a skateboard and i'll show you what to do.

giving away half a mill dollars in sports of social change
39:41 - homeless worldcup

a great idea doesn't have to wait a generation to get things done
design is the ultimate sustainable resource
http://openarchitecturenetwork.org/

looking into agriculture for humanity - i guess denver has a branch.

his 2006 ted
interview on the story

find him at @casinclair

ideo

a realistic look at the new workplace.

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learning

learning
innovation
connections

they are alive. ongoing. constantly evolving.

so who decides what is being learned?
if it's not the learner, won't the learning be compromised?
and if there were some way for someone to decide what's being learned, wouldn't that something be continually being tweaked/morphed as it lives in an open world?

i get the efficiency piece. but i believe we're missing more by being efficient. we're missing the essence of learning. we're missing the essence of mathematical thinking... of logic... of beauty.

more than anything else though.. we're missing the essence of community. we're missing each other.

from this article Kenneth quotes Parker Palmer:
Authentic teaching and learning requires a live encounter with the unexpected, an element of suspense and surprise, an evocation of that which we did not know until it happened. If these elements are not present, we may be training or indoctrinating students, but we are not educating them.

As long as "effectiveness" is the ultimate standard by which we judge our actions, we will act only towards the ends we are sure we can achieve.

and George Siemens just tweeted this (i was purposefully eavesdropping, but didn't check context - apologies if i'm messing with his words)

Knowledge exists in connections. Learning is growing/pruning those connections.

is school of one personalized learning by design or personalized info gathering by design.
i could be completely wrong. i know so little. about many things... but about school of one.
i love how they seem to be using the computer more like a computer. and i love that they see the need for personalization.
is there no way to let the learner learn in a more organic and holistic way?
in school of one - who decides the skills needed to learn? and when?




Living things are systems that tend to respond to changes in their environment, and inside themselves, in such a way as to promote their own continuation.
Growth: Maintenance of a higher rate of anabolism than catabolism. A growing organism increases in size in all of its parts, rather than simply accumulating matter.

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lab connections

i've been spending time with homeless people, homeschoolers, my own kids, ... watching videos and documentaries, reading books, articles/posts (esp from here), touching base with Feynman, again..

it's helped. a lot. my mind seems clear. focused. i like it.

Lyndy encouraged me to do something like this as a portal for parents/community seeking a connection to the lab. and to clean up this as a stand alone addressing many questions people might have.
that process alone cleared my mind.

and then i had the privilege of watching schooling the world again, only this time with some dear friends. the discussion after was so confirming. so refreshing. doing what matters matters.

add in Bruce Nussbaum's article in ideo (there's ideo again)

Jacqueline emailing this:

people seek dignity not dependence. choice not charity.
Dignity is allowing someone to be able to live their own lives, to be able to provide for themselves. we have learned that charity has takes away that. when you give to the poor, they learn to wait for you, so the day you don't come, they are doomed.

George tweeting this:










so  i wrote this and this.

thank you peoples.

soul peace..

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ideo patterns

spaces fostering individualism
Many of the most successful communities are created when people are empowered to take ownership and have a voice.

spaces mimicking the web fluidity
many companies and individual initiatives are recognizing that the way to capture an audience “in real life” is to create constantly evolving and participatory spaces that do not yield to the limitations of the traditional-built environment.
pop up retail, zipcars, etc

Lessons For Taking Action

1. Get physical unveiling new campaigns or by simply reminding the public of your presence.
2. Think guerrilla hurdle property laws and bureaucracy. creatively weave a path through the obstacles.
3. Borrow from others leverage systems that are already in place, rather than compete with them.
4. Trust people allow freedom for users to create and share their own experiences.
5. Go lightly simple, rapid effort, and have the ability to adapt to changing conditions over time.


taboo social taboos into innovations
Social taboos suppress discussion of many details about life: Discomfort with these topics compromises our health and short-circuits our quality of life by keeping important information in the dark.

know me nudge me
Every product needs a story, as does every brand. The product's origin. The creators' ideals. Or a unique experience. These stories provide value.
Consumers are looking to share narratives as a way to express their knowledge, identity, status, and connections. As the DNA of viral marketing, these stories help people connect more deeply with a brand, a product, and others around them.

how to build 24/7 relationships using new media
Customer service is often driven reactively, relegated to a cost center and considered a negative touchpoint. Despised by customers and riddled with clichés, it’s a broken system that reflects poorly on an organization’s underlying structure, culture, and brand values.
1. Don't invade, connect Build continuity without invading their space.
2. Transform monologue to dialogue Host a dialogue that gets both sides talking in order to create a continuous loop: listen, respond, act.

3. Create redundancy multiple points of entry.4. Outside in/inside out Open up access to what’s going on behind the scenes. Make it human by making it authentic.
5. Leverage existing platforms Don’t invent, integrate. Systems are already in place so that you can communicate via tools consumers already use



to be continued from here

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scott stratten

video on his book - unmarketing  - is perfect for advice educators

don't be hypocritical.. don't market in ways you hate to be marketed
people do business with people they like they trust and they know
people trying to find other ways to interrupt you..
more people registered for the no interrupt data base than to vote in the last 3 yrs combined..
listen to that

marketers are very self-serving.. need to look at customers.. humans function off validation
engage/listen, build a relationship

easiest thing to fix right now.. listen.
stop marketing.. and really listen

go where they are talking.. you can't to the thing anymore.. i don't like twitter i don't like facebook, well your market does, over 400 mill on facebook, go where they are, show up and listen and engage, you can do that right now..

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jason fried

the writing lessons begin..
from 2009

• think about what you really need to say
• write it in place
• figure remove what’s non-essential
• pare it dow
• make sure you’re getting to the point without using terms that require additional explanation
• rewrite - without looking
• compare with the original - see if you’re missing anything important
• wrap it up.

from 2007 write for the reader

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wikileaks

video via GOOD


openleaks:
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fluid spaces

great ideas from this post at ideo - on how to be sustainable by your openness to being manipulated.

esp like and think we need to tap into more of this:

We’ve grown accustomed to the Internet as ... rapid adaptability and user responsiveness. ... increasing desire to enable that same flexibility and speed of responsiveness in the physical public space of our cities.
However... there are rigid constraints in urban real estate with limitations from property laws, city ordinances, and the length of time, effort, and capital it takes to rent, purchase, or modify property. Despite this, many companies and individual initiatives are recognizing that the way to capture an audience “in real life” is to create constantly evolving and participatory spaces that do not yield to the limitations of the traditional-built environment.

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ideo - dr stephanie pace marshall

read the full conversation here

How can design both enter into and perturb a new conversation about education so the system becomes disturbed enough to begin living into their desired future now?'

Design enables us to reclaim spaces and behaviors that may not have been accessible before and redefine who and how we now want to be.
It makes our covenants visible, and it illuminates our beliefs and values. 

Sometimes there are moments in human history that seem to beckon awakenings. They perturb us to reevaluate our beliefs, assumptions, and reigning cultural stories. They challenge us to synthesize and integrate seemingly disparate forms of knowledge into new relationships, new patterns, and new theories. 
It is a time when reality embraces possibility.

my favs from -behind their ideas:
1. A collaborative partnership between diverse stakeholders -- education, science, research, technology, innovation, business, and government.
3. Multi-dimensional admission criteria for identifying STEM talent and potential beyond a standardized test score
9. Commitment to treat each student as if he or she is capable of significantly influencing life on the planet.

if we call it a school, ...spend most of time explaining what we were not instead of what we were. ..would be telling people what we didn't do rather than what we did do.
---laboratory for imagination and inquiry' stimulates questions that enable us to have the conversations we want to have.
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 reading further - on being fluid... changeable... like the web



thank you Lyndy

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NASA connections

another mom - Laura - sent me this article in the Coloradoan.
So i emailed Bill Cohill, our new city manager - referenced in the article.

Bill, welcome to Loveland.

We've just crafted this proposal (note footnote #29) for an ongoing InnovationLab with this purpose in mind.

I just watched Rita King (who i recently met at BIF 6 in Providence RI) giver her TEDxNASA talk. I've written to Rita in regard to her talk - especially noting the makeloveland.com reference.
I've connected with Ron Garan via Jacqueline Novogratz' Acumen site. Ron is taking her book, the Blue Sweater into space. The Blue Sweater has been a big influence in all that we are doing in the lab.

If you are so inclined.. I would love to chat about this.

warm regards.

-i've also sent this info to the lovely Laurie Maves who i recently met at the teaser for Muse's Market, and who does such things as this. i couldn't stop thinking of her when i saw the makeloveland.com site.
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richard feynman

i haven't watched this in like 2 years.
i love richard feynman.


i have a limited intelligence - so i kept pretty focused
we used to translate everything we read..
his father translated everything in all different languages... when you finished, you know nothing about the bird, but only what different cultures call them
he (his dad) knew the difference between 
knowing the name of something 
and knowing something..  he always left conversations open for noticing,... no pressure, just lovely interesting discussion



algebra - a series of steps where you could get the answer if you didn't understand what you were trying to do.
trig for the practical man.. soon forgot it again, because i didn't understand it very well.

disrespect for things that are respectable..
his father was in the uniform business.. so he knew the difference between a man with the uniform off and the uniform on.. it's the same man..

no photon bag in an atom
he sent me to all the unis to find out things and i never did find out.. could never explain things to my dad

what i did immorally is not to remember the reason i said that i was doing it.. so that when the reason changed, not the single thought came to mind that that meant i had to reconsider why i was doing it... i simply didn't think


he wanted to play more than look at use.. when in this relaxed function... working things out poured freely - after that is when he won the noble prize

i don't like honors... i notice others use my work... i don't need anything else...
i've already got the prize:

1) the pleasure of finding things out

2) the kick in the discovery

3) the observation others use it

honors is uniforms... it bothers me
when i got into the aritstar - what i found out is what they did in their meetings was sit around and decide who else gets to become one of them, who is illustrious enough
purpose was mostly to decide who could have this honor.. he doesn't like honors

to figure life out.. imagine - we are in a big chess game but we don't know the rules..
so you try to figure out what the rules are..
the thing that doesn't fit is the thing that is most interesting, the part that doesn't fit..

laws sometimes look positive.. they keep learning until something doesn't work - then we figure it out

unlike the chess game - were rules become more difficult as we go along
but not in physics - they become simpler..


if we expand out experience into wilder and wilder regions of experience, every once in a while we have these integrations in which everything is pulled together in a unification (fractal) which turns out to be simpler than it looked before.

if you are interested the ultimate character of the physical/real/complete world.. at the present time - our only way to understand that is through mathematical reasoning..  (and we're missing it - let's go wolfram's computer based)
if we're talking about physics... then not knowing mathematics is a severe limitation
need to get a qualitative idea of how the problem works before i can get a quantitative one
that rough understanding can be defined... later
in science - we're stuck in seeing what the consequences are.. have a theory that you can't work out the consequences of

i've invented a myth for myself - i'm actively irresponsible - i take the view - let george do it...



i'm selfish - i want to do my physics...

the best way to teach is to have no philosophy.. to be chaotic and confusing... use every possible way of doing it..
how do you direct them to become interested..
1) by force - works for some
but after many years - feynman says - i don't know how to do it.. (hook everyone at the same time or even just one)

they follow the forms,,... but they haven't got anywhere - yet.
we get experts on everything that sound scientific.. they're not scientific.. they sit at the typewriter and make up stuff as if it's science.. but hasn't been tested yet.
there's all kinds of myths and psuedo sciences all over.
i may be quite wrong.. but i don't think i'm wrong
see i have the advantage of having found out how hard it is to get to really know something... how careful you have to be about checking yours experiments, how easy it is to make mistakes and fool yourself.
i know what it means to know something..
i see how they get their info
i have a great suspicion that they don't know.. they haven't done the checks,... the care..
and they intimidate people by it..
i think so.. i don't know the world very well.. but that's what i think

people say.. are you looking for the ultimate law of physics and i say - no i'm not, i'm just looking to find out more about the world..if it turns out there's something that explains everything, so be it
nature is going to come out the way she is
therefore - when we go to investigate it - we shouldn't pre-decide what it is we're trying to do except try to find out more about it
if you say, why do you find out more about it.. if it's to find some answer to answer some deep philosophical question.. you may be wrong.. you may never be able to find out
....those are mysteries i want to investigate without knowing the answer to them..

how do you find out if something is true..
once you start doubting like you're supposed to start
as soon as you do that you start sliding down an edge that is difficult

it's a very fundamental part of my soul to ask

i can live with doubt and uncertainty and not knowing..

much more interesting to live in doubt than answers that are wrong

i don't have to know an answer

i don't feel frightened by not knowing things




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minimalism

less is more
 via @antrepo
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