Quote

“I was taking an advanced calculus class and my instructor was reputed to be a fabulous researcher, but he barely spoke English. He was a very boring and bad teacher and I was absolutely lost and in despair. 

So I went to the campus tutoring centre and they had Betamax tapes of a professor who had won teaching awards. Basically I sat with those tapes and took class there. But I still had to go to the other one and sat there and wanted to kill myself.

I thought at that time, in the future, why wouldn’t you have the most entertaining professor, the one with the proven track record of getting knowledge into people’s heads?

We’re still not quite there. In university you’re still likely to be in a large lecture hall with a very boring professor, and everyone knows it’s not working very well. It’s not even the best use of that professor’s time or the audience.”

—	Wikipedia founder Jimmy Wales argues the boring university lecture will be the first casualty of the online education revolution.

Quote

“One century after the invention of the telephone, we still know the difference between the face-to-face presence and the telephonical presence. But we don’t feel it as a problem or a conflict anymore. We know how to enmesh them peacefully. That’s the same with the difference between the digital and the physical: We are learning how to enmesh them peacefully and, very soon, we will no longer feel them as a conflict.”
— "Digital Dualism and Lived Experience" by Stéphane Vial.
Cyborgology, April 10, 2013.

Quotes: TED2013 Quotables

TED2013 Quotables

Quote

"Education is not the transmission of information or ideas. Education is the training needed to make use of information and ideas. As information breaks loose from bookstores and libraries and floods onto computers and mobile devices, that training becomes more important, not less. Educators are coaches, personal trainers in intellectual fitness. The value we add to the media extravaganza is like the value the trainer adds to the gym or the coach adds to the equipment. We provide individualized instruction in how to evaluate and make use of information and ideas, teaching people how to think for themselves. Just as coaching requires individual attention, education, at its core, requires one mind engaging with another, in real time: listening, understanding, correcting, modeling, suggesting, prodding, denying, affirming, and critiquing thoughts and their expression."

- "Don't Confuse Technology With College Teaching" by Pamela Hieronymi, August 13, 2012

Quote

Richard Feyman

Source: Zen Pencils

Quote

"What science offers for explaining the feelings we experience when believing in God or falling in love is complementary, not conflicting; additive, not detractive. I find it deeply interesting to know that when I fall in love with someone my initial lustful feelings are enhanced by dopamine, a neurohormone produced by the hypothalamus that triggers the release of testosterone, the hormone that drives sexual desire, and that my deeper feelings of attachment are reinforced by oxytocin, a hormone synthesized in the hypothalamus and secreted into the blood by the pituitary. Further, it is instructive to know that such hormone-induced neural pathways are exclusive to monogamous pair-bonded species as an evolutionary adaptation for the long-term care of helpless infants. We fall in love because our children need us! Does this in any way lessen the qualitative experience of falling in love and doting on one’s children? Of course not, any more than unweaving a rainbow into its constituent parts reduces the aesthetic appreciation of the rainbow."

- The Believing Brain: From Ghosts and Gods to Politics and Conspiracies — How We Construct Beliefs and Reinforce Them as Truths by Michael Shermer, 2011.

Quote

"I always tell people that MIT is the closest thing to being Hogwarts — Harry Potter’s wizarding school — in real life.

The science and innovation that occurs here looks no different than pure magic to most of the world. The faculty here are the real-world McGonagalls — that’s you President Hockfield — and Dumbledores. There are secret tunnels and passages with strange wonders and creatures around every corner — some of whom may just finish their thesis this decade. The names of history’s great wizards surround us here in Killian Court — from Aristotle to Galileo, Newton to Darwin. They remind us that we have inherited an ancient art. One that, despite being vilified or suppressed by forces of ignorance throughout history, is the prime cause of human progress and well-being.

Also like Hogwarts, MIT brings young people from around the country and world who are a little bit off-the-charts in their potential for this “magic.” Some come from environments and communities that celebrated their gifts. Others had to actively hide their abilities and passions for fear of being ostracized and ridiculed. Students come to MIT from every religion, every ethnicity. Some from educated, affluent families, others from ones that live at or near poverty. But they — you, we — shared a common passion. Something that made us feel a little different. We sensed that MIT might be a place where there were others like us. Where we could challenge ourselves and develop our craft."

- Sal Khan, founder of Khan Academy, in his MIT Commencement Address

Quote

“In a time when likes, reblogs, and favorites determine what gets seen and what doesn’t, all cultural products, movies, music, writing, and visual art alike, exist in an economy of attention. Instead of critical regard or placement in the right magazines, the most obvious metric of a piece of art’s success is how many eyeballs it attracts and how quickly it gets spread on the internet. This economy of attention can be a great thing in that artists have the hope of reaching a wider audience than ever, but it also comes with certain creative conflicts. Should work be designed to go viral, in the same way that the Old Spice Guy campaign was crafted to be a YouTube sensation? Has a work failed if it fails to go viral.”

—	“How Going Viral Has Changed Art” by Kyle Chayka, June 14, 2012.

Quote

The importance of learning to code isn’t so that everyone will write code, and bury the world under billions of lines of badly conceived Python, Java, and Ruby. The importance of code is that it’s a part of the world we live in. I’ve had enough of legislators who think the Internet is about tubes, who haven’t the slightest idea about legitimate uses for file transfer utilities, and no concept at all about what privacy (and the invasion of privacy) might mean in an online space. I’ve had enough of patent inspectors who approve patents for which prior art has existed for decades. And I’ve had enough of judges making rulings after listening to lawyers arguing about technologies they don’t understand. Learning to code won’t solve these problems, but coding does force engagement with technology on a level other than pure ignorance. Coding is a part of cultural competence, even if you never do it professionally. Alsup is a modern hero.

- "A federal judge learned to code" by Mike Loukides, May 16, 2012. 
Originally posted to O'Reilly Radar.

Quote

The internet is a beast, uncivil by corporal standards, rudely honest in its capacity to include any idea the mind can think of — and any voice, no matter how small, can ring loud in the internet’s ear.

The internet is not a country; it is not a belief system; it is not a government. It belongs to everyone, and no one, and by virtue of its existence, the internet has broken the bond of routine social contracts, conditioning our prejudiced perception of evolution and God. We are now on the path to a new human, our more ethereal counterpart…the Electro Sapien or e-sapien.

How the future supremacy of the Electro Sapien will play out is speculative, at best. Competing themes on how we came to be homo sapien, “modern man,” are still lost in interpretation. What we can infer, by way of all theories on the origin of the homo sapien — from the Aquatic Ape theory to unknown breakaway members of some homo antecessor-group, or a Homo Heidelbergensis / Homo Sapien tryst — is that many possibilities existed, and one survived.

Likewise, with over seven billion human beings living today, it is rational to assume that small, pre-Electro Sapien groups or types, directed by the species’ self-organisation, have begun to break away from the whole.

To establish who these new electro-types are, and why they will survive to establish the next level of species’ expansion, involves the discomfort of disputing or questioning the future validity of traditional interpretations of human purpose.

- "The Internet Messiah Has Arrived" by Thomas Easley, May 11, 2012.
Originally posted to Big Think.

Quote

Study: Children whose minds wander

"A study has found that people who appear to be constantly distracted have more “working memory”, giving them the ability to hold a lot of information in their heads and manipulate it mentally."

"Children whose minds wander 'have sharper brains'"
The Telegraph, March 16, 2012