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How to think, not what to think | Jesse Richardson | TEDxBrisbane

How to think, not what to think | Jesse Richardson | TEDxBrisbane


Translator: Leonardo Silva
Reviewer: Cristina Bufi-Pöcksteiner We can probably all agree
that education is important, right? That’s pretty universal. But I want you to think back
to your time in school and see if you can remember something. See if you can remember a time when you were actually
taught how to think. Well, the lesson you were being given was specifically teaching
little you as a kid, with big, wide eyes
and a sponge-like brain, how to go about
the business of thinking. Now, if your experience
was anything like mine, you’ll probably struggle to think
of a single instance when that occurred. And when you think about it,
that’s completely insane, isn’t it? In at least, what, ten years
that we all spend in school, we get taught all sorts of knowledge
like, “This plus this equals that,” “Such and such happened
in nineteen diggity two,” which is great, but the actual teaching of how to think, not so much, right? So, the idea I’d like to share today is that we need to teach kids
how to think, not what to think. Now, if you’re unfortunate enough
to be talking to a conspiracy theorist, they might tell you that the reason
we’re not taught how to think is that the powers that be
don’t want us sheeple waking up to their lizard people,
GMO, chemtrail, vaccine propaganda. (Laughter) Or something. But I suspect the real reason is quite
substantially more boring and plausible. As Sir Ken Robinson identified in his wonderful TED Talk
on how schools kill creativity, that’s just kind of how the school
system responded to industrialization, and now it’s a big entrenched bureaucracy
and bloody hard to change, right? And remember we set this whole
education system thing up around the same time that we thought
hitting kids with sticks was a good idea, and if they had a cough, we gave them
heroin-based cough syrup, like, with actual heroin in it, which, you know, admittedly was
pretty effective at calming it down. But the point is that we weren’t exactly
sophisticated in our understanding. But now, as we all know, our world
and our economy are changing rapidly, and how we approach education
needs to adapt. So, what’s different about teaching
children how to think is that we’re involving them
in the process of their own learning. Instead of just telling them
to memorize the right answer, we’re asking them to engage
their own minds, their own awareness, by questioning things, attaining understanding,
not just knowledge. And that involvement,
that engagement, is so important because it keeps a spark
of curiosity alive that so often dies around the same time that kids start resenting the kind
of only-one-right-answer didactic nature with so much schoolwork;
it’s usually around grade 3 or 4. And when you alight that curiosity, you no longer have to push
knowledge on to kids because they actually want to understand. There’s no need for carrots
and sticks to force learning because they become self-powered,
nerdy, little curiosity machines. And as result of that, you know, they are, you know, able to think
entirely on their own merits. But what are actually talking about here
when we say “learning how to think”? Well, I think part of it is creativity. But creativity isn’t just
some self-indulgent feely thing. It largely defines us as a species. When you think about it, almost every great innovation, political theory
or scientific breakthrough has sprung from creative thinking, right? So, from Plato to Einstein,
from agriculture to iPads, because creative thinking is, in essence,
nothing more than making new connections. But to be clear, what I’m talking about here
isn’t creative expression. Art’s great, but what I’m advocating
is less like art and more like design. And the difference between art and design is that art is an expression,
whereas design solves a problem. So the point of teaching kids
how to think creatively is to teach them how to be adaptive, how to innovate
in order to solve problems. Not sitting in a loft with red wine,
ciggies and a black skivvy, suffering the burden of no one
understanding their artistic genius, but sitting in a planning meeting,
or a startup incubator, or anywhere else in the real world that contributes
to our real-world economy. So, our schools need
to teach creative thinking. But I think that’s only half of it – I think that’s only half of it because
teaching creative thinking is great, but if you’re just open
to new connections, then, you know, that’s a little bit
of a recipe for disaster as well because you need to keep
your thinking to account. Never trust a brain, especially your own, because we are, every single one of us,
prone to cognitive biases, to prejudices and to the blinding effects
of privilege and in-group psychology. We like to think of ourselves
as really quite objective and clever, but the unfortunate truth
is that we are all, to some extent, flawed, ignorant and deluded, which, you know, sounds not good. But happily, we can do something about it
by learning critical thinking skills. What critical thinking teaches us
is how to question things rigorously, how to form sound, well-reasoned,
coherent thoughts and arguments and critically how to identify bullshit. But perhaps the most
important thing it teaches us is that it’s good to be wrong, that the ideas we hold aren’t us and that we don’t need
to defend them to the death, and, in fact, that we can
change those ideas and that it is absolutely
liberating to do so. It’s something really fundamental
to how we approach the world to have the vulnerability and the humility to be receptive to the idea
that I might be wrong, you know? It’s profoundly transformative. And when we’re trained
as critical thinkers, something significant shifts because we become
aware of our own thinking. “Why do I think this?
How have I come to this conclusion?” We become quite literally self-aware. This is my thesis: that creative and critical thinking
are two sides of the same coin, two parts of an equation
that add up to how to think. And what’s really interesting
is that something happens when our mind is trained to think
both creatively and critically because that equation adds up
to more than just a sum of its parts. There’s a seed of genius,
there’s a fertility of understanding, that allows our mind to grow
to such great heights when it’s able to think creatively in dynamic interplay
with thinking critically. When those two aspects
of our ability work together, amazing things happen. A da Vinci moment’s born
from the cognitive alchemy of a mind that is free
to plan and explore, yet also disciplined
to apply reason and rationality. And such a mind is also
a fortress of understanding. It’s largely impervious to the lies
and the nefarious manipulations of politicians, the media
and the advertising industry, which presents me
with something of a segue. So, for the past 15 years or so, I’ve been manipulating people into buying
things that they probably don’t need, working as an advertising creative
in the ad industry. And in that time, I’ve learned a fair bit
about both creativity and bullshit. But perhaps the most
important thing I learned is that if you want an ad to be effective,
you need to create genuine engagement, and you need to do so
using the power of simplicity. If you can get that right, then your ad doesn’t feel
like an ad anymore. Instead, it feels like something
that someone might actually not hate and possibly even want to read,
watch or interact with. So, but what if we applied that same truth
to education instead of advertising? Now, we all know that making learning
fun and engaging is a good idea, it’s sort of obvious, but to be blunt, there really isn’t
much evidence of it in practice. And I think the reason for that is that the people
who design school syllabuses usually aren’t talented entertainers: no trained designers, directors
or other creative professionals. And the unfortunate truth is
that using Comic Sans and putting an illustration of a zany
scientist up in the corner of the page doesn’t actually make learning
all that much fun, right? (Laughter) A great example of how to do it right
is Horrible Histories. As the name suggests, it takes
all the most awful aspects of history and puts it into a narrative form. And of course kids absolutely love it
because it’s disgusting and fascinating. Another wonderful example
of how education should be engaging happened when a scientist
also happened to be a poet, because Carl Sagan didn’t just
teach us about the cosmos; he helped us to progress as a society,
he changed how people think. Now, education is the most important
cornerstone of civilization, isn’t it? Shouldn’t we be making it
as engaging and effective as possible? Shouldn’t we be applying the same rigor, the same innovation
that we do to marketing, to education? So, a couple of years ago, I was teaching my own boys
about logical fallacies, which is an area of critical thinking, and it occurred to me that maybe I could use my advertising
powers for good instead of evil, right? (Laughter) Now, fallacies are essentially
like flaws in reasoning, and I wanted my boys to be aware
of some of the more common ones like the appeal to nature fallacy. But all the explanations I’d read online were these just impenetrably dense
academic walls of text, you know. And so I did what I do at work when
I’m given a 12-page communication strategy that I somehow have to fit
onto a billboard someone can read as they’re drive past in their car. I simplified. I tried to come up with some
clear explanations and examples we could about in the car
on the way to school in the morning, which was actually a really fun exercise. And I ended up putting together a poster with 24 of the most
common logical fallacies, each with a single simple sentence
that clearly explained the concept, right? And then, it occurred to me that perhaps the same idea
could work well online, you know, and I could share it with other parents,
teachers and the world at large. And so, with the help
of some programmer friends, we came up with a creative commons website
at yourlogicalfallacyis.com . The idea was that if you saw someone
committing a fallacy online someway, you just linked them to it. If someone was
misrepresenting an argument, you just linked them to
yourlogicalfallacyis.com/strawman, right? So probably the best way to explain it
is to show you an example from the site. So, this one is false cause, in which we presume
that a relationship between things means that one is the cause of the other. So for example, “Pointing to a fancy chart, Roger shows
how temperatures have been rising over the past few centuries, whilst at the same time, the number of pirates
have been decreasing. Thus, pirates cool the world
and global warming is a hoax.” So – (Laughter) You get the idea. We also made the poster available as a PDF that anyone could download
and print out for free. So, we launched in 2012,
and yourlogicalfallacyis.com blew up. It was tweeted by the likes
of the lovely Mr. Stephen Fry, PZ Meyers, Wikipedia’s Jimmy Wales, our own Dr. Karl,
among thousands of others. It was featured on sites
like Boing Boing and Upworthy, melted our servers, front-paged on Reddit,
attracted over 3,5 million unique visitors and is currently the top
logical fallacies site online. (Laughter) It’s getting around 10,000
unique visits a day, and most awesomely the poster
is currently being featured in may thousands of classrooms
and other kids’ bedrooms all around the world. So, you know – (Applause) Thanks. (Applause) So that went quite well. (Laughter) It was surprising. It would seem that making
educational resources simple, fun and free is a good idea, right? So, what now? Well, what if we did the same kind
of thing but on a much bigger scale? What if we created a platform that allowed teachers
to teach critical thinking, that allowed any student
to be able to learn about philosophy and creative thinking? What if we created a platform
where anyone could get – sorry – where anyone could have access
to resources on thinking? So just recently, we launched
the School of Thought International, at schoolofthought.org . The purpose of the School of Thought is to help us question
all schools of thought. What it is is a
not-for-profit online school where anyone can learn creative
and critical thinking skills for free. The content, courses, tools, apps,
games and resources that we create will be available for everyone to use
under a creative commons license, from primary school teachers through
to university philosophy departments and any student of any age
anywhere in the world with an Internet connection. (Laughter) And what if instead
of flat images and walls of text we took the liberty
that an online school can take and created a fully immersive 3D campus designed to be a living vision
of an enlightened learning utopia writ large in the virtual space? And what if we could actually
help change our school system? I mean, why are we teaching kids what’s
on the periodic table of the elements, but we’re not really teaching them
why science is important, about philosophy of science or how to read journalism
with a critical mind, about how taking evidence-based approaches
helped take us from the Dark Ages into this golden age of progress
and technological wonder? I mean, how many lectures
does the average student receive at school about following the rules? And yet we don’t teach them ethics. We don’t teach kids
how to understand and internalize the difference between right and wrong. We just tell them,
“Don’t do that, that’s wrong,” and then we yell at them
if they transgress. We teach kids how to make
extremely ugly shorts in Home Ec. (Laughter) But perhaps teaching them
about logic and reason might be at least as important life skills
in this information age, you know. What if schools incorporated thinking
as its own subject into their curricula? Is that such a crazy thought? I mean, what if we spent as much time
teaching kids how to think for themselves as we do on English,
Math or any other subject? Not only would this be great for kids
in all aspects of their learning in life and the future of our species, it would also mean that people
with degrees in philosophy will finally be able to get a job. (Laughter) (Applause) So – We’re approaching perhaps
the most important and volatile period in all of human history. Now more than ever, we need to teach kids
how to think, not what to think. And you know, if we can do things in collaboration
with people like Peter Elton from the University of Queensland’s
Critical Thinking Project and cutting-edge who helped us
put together these visualizations, I think that can be a possibility. I hope you find this to be
an idea worth spreading. Thank you. (Applause)

100 thoughts on “How to think, not what to think | Jesse Richardson | TEDxBrisbane

  1. Every time I start watching a Ted talk, I am waiting for the leftist bias BS. Every time without fail it proves me right. By the way Lizard people? Any conspiracy theorist that believes that needs mental help, 9/11 was an inside job though… Critical Thinking!

  2. Appears he speaks in generalities with the accent on ridiculing people "Conspiracy theory " means "Two or more people meeting in secret to plot and execute Crimes"….hey well we all know that never happens ๐Ÿ˜‰ …when they call you a 'conspirator' it means 'shut up and donโ€™t ask questions' that they donโ€™t want to be known by the public !! PS 80% of all crimes are Conspiracy's

  3. how to think sounds like a great idea. as nobody ever gets taught this. i would avoid the idea of assumptions. every century people get moments to use some form of 'mind window' to resolve their ideas… which normally means loads of people have to die because of this idiots 'mind window'… where people who base their ideas… sensiby instead… are unlikeably ever to make 1 mistake… even in forever…. not if your ideas are sensible… instead of the madness of 'try to imagine'… huh? soon we will have a world war based on ' what our minds might suggest might be' at the same time we'll be laughing at practical ways to know what you're doing as old fashioned nonsense laughing about sensible ideas as old and boring… we have invented 'mind windows' that suggest based on assumptions…. all kinds of things… we throw out 'mind dice' and see what 'fake truth' it tells us is the facts. IS HOW MODERN SUPER DANGEROUS PEOPLE THINK although all the war they commit with a mind so stupid… is easy not to watch…. thanks for the pretty colors and positive facial expressions… how lucky are western cultures that we can sit in comfort and not hear bombs going off and screaming voices… not often at all.. and if we keep the TV off… we dont even have to listen to war reports either.

  4. When you read the title its so very meaningful and you can imagine the deepest lesson you might learn, the speaker captured every audience wants to hear, but i've already heard this topic from various philosophies around the world talkers should create authentic message and deliverance to wonder much more the viewers but thanks anyway for this its really helpful or my current situation.

  5. Good creativity is born from good thinking.ย Ask any farmer. ย I need to eat, my tractor's broke, how do I fix it with a hammer?ย  Start your kids playing Legos and Lincoln logs, teach them to playย chess. Have them get busy building things: car engines, go-karts, lawn mowers, tree houses, robots…let them talk with a detective and an inventor.ย  Help them start a small business.ย  Teach them to diagram and mind map. Mate hard projects to these logical principles and you'll have a good thinker.

  6. Even more interesting was reading some of the comments and constantly seeing 2leghumanist so eloquently fall into the 'Fallacy Fallacy' over and over againA

  7. Please don't. Having tests and graded homework about this is really an awful idea. It seems more like something that should be taught at a home.

  8. But this would lead to anarchy. Consider if everyone realised the elites were stealing money by forcing us to pay taxes, stealth taxes, bills etc that have no justification. The police and army would join forces with the people and string up everyone who exploited them. We could use our new found self-awareness to finish off capitalism, free trade, socialism, communism……

  9. This speaker seems incredibly narrow-minded, derivative in his ideas and, sadly, condescending towards people much closer to being the goal he espouses than he is.

  10. Excellent video, relevant now (2017) more than ever. In today's information age/ misinformation age, it is critical to be wary and be able to recognize "alternative facts". Keeping ideas and beliefs separate from 'who we are' is a great take away from this video. In history, progress has always been outlined by challenging ideas and beliefs. It's real easy to sit back with folded arms, wearing a grimace, claiming personal offense to such challenges. If we are to move forward as a species, it is crucial for everyone to hone their critical thinking skills regardless of their level of education, career type, religion or any other discriminatory factor. It's to our own benefit really, communally and individually.

  11. Mocking conspiracy theorists also is lack of critical thinking. There is truth in saying a very prison or school is a model of a Nazi camp. When you critical thinking about.

  12. How To Think, Not What To Think. The first time I heard of the phrase was a former LBC presenter who used it in one of the phone-ins, one of them about discipline.

  13. I was taught how to think, it was in English class and the work was titled 'Critical Thinking'. It was for 1 semester. I loved it. LOVED IT. I was so upset that my friends at school thought it was stupid, and boring.

  14. What do you do when you get lost in this critical thinking? And don`t have stability anymore, and you don`t have conclusions to rely upon? "The ideas that we hold aren`t us", then who are we? Who should I be? Who do I like to be? Who am I? And then you have more questions than you can handle, and all you want is peace and quiet, alone in the mountains, just you and nature, and you get lonely, and you miss parties and having friends, and that gets exhausting, and dissappointing, and you need your peace and quiet and go on the quiet mountain and you get in this vicious circle. ?

  15. Eye opening. This type of critical thinking has been taught randomly throughout the school system in the US since the 1970's but it keeps getting side tracked due to bureaucratic programs that school funding is based upon. Until we incorporate these essential thinking skills into the school funding model they will continue to get marginalized. The question is – What will it take to make thinking mainstream?

  16. His pronunciation is very difficult to catch. He speaks fast, and his enunciations are not accurate.
    I had to slow down the video playback and seek to earlier positions many times. I also had to turn subtitle on and off multiple times.
    English is my secondary langauge, but I can listen to michio kaku or linus sebastian while I do other cognitively unintensive things.

  17. Not just how to think, but also what to think by giving them a comprehensive introduction to subjects & sub-subjects. And how about how to learn!

  18. The decisions each of us makes are based on our understanding of the complex structure of morality and culture, combined with our past experience. We don't make decisions based on numbers and data (although we often think we do). We are driven by emotion. Emotional intelligence is super power!

  19. This is really something that is thought provoking. As a trainee teacher I was struggling with a student and they had been unable to look into an article. I was trying to get him to do some critical thought, he just seemed to be repeating the article and when I asked him why did he agree he gave me a confused look. There is definitely a lack of encouraging critical thought from a young age.

  20. conclusion:
    think critically and creatively
    1.think creativity:making new connection
    how to innovate to solve problem
    2.never trust your brain
    question things vigorously

  21. Knowledge about logical fallacies is valuable, but what I've found is most people assume an illogical argument must have a false conclusion. This is certainly not the case (and it's a logical fallacy in itself)

    Did you know that a non-sequitur argument can have a true conclusion? Here's a simple example: Apples grow on trees and Airplanes fly in the sky, therefore Paris is a city in France. The argument is a non-sequitur, but the conclusion is true.

    So logic is good and we ought to know when our arguments are "weak" or "strong", but truth is usually a different matter altogether.

  22. OH MY GOD…
    …๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพ๐Ÿ‘๐Ÿพโ™ฅ๏ธ

  23. Wether you train children to become curious, or you don't: they're still human… Believe me, they are curious, especially when they're young

  24. Metacognition isnt really a new term when it comes to education…

    We have however, a lot of people trying to be real smart about relabeling stuff in new packages, often to near religious effects on bit more "dull" minded schools. One of our tasks as educators is to enable kids to develop their own learning strategies – teaching them how to think, is not that. Thats standarizing their way of thinking – which i highly doubt will be a better thing. I agree that education in the world has changed for the worse – much thanks to PISA and the types of tests claiming to be "really important", while they are really not. Politicians use this test as a crowbar to justify changes to the focus of education in the image of their own political agenda. The people preaching thinking in schools – are right, that it needs to change – but there are a lot of snake oil salesmen out there, preaching old news in new packages – for big bucks.

    Thinking Schools and what not – teaching the kids how to think they say – but there is only "one way, our way".

    Thinking is not a new thing in education – and one should really be carefull not to be lured into a possible worse chapter in education by the "thinkers".

    "genius is 1 percent inspiration and 99 percent perspiration" – Thomas Eddison is said to have stated this. I believe this is more true than one likes to admit. If you want to get good at something, you need to work hard at it, and yes – that does actually involve thinking, alot of it as such.

  25. I have always felt so trapped in my mind and thought that there was something blocking my "entire brain" as i put it and now i figured it out…i was never taught critical thinking. I need to unlock this….

  26. The reason most professors in schools never taught you how to think is because you have to ask the question why they became a professor in the first place. Many professors in universities today became professors because they enjoy standing up in front of a crowd and showing groups of people how brilliant they are and that's it. Because if you were intelligent and knew how to think, people would buy your books instead and they wouldn't need to teach you in the first place. They also wouldn't get attention that they are accustomed to and love because they were probably born a single child and had parents that gave them a lot of attention.

  27. Brilliant, enjoyed this talk, but as somewhat of a conspiracy head myself, i cannot understand how you can arrive at idiocy from gainful infomation, the 'sheeple' are labelled thus for a reason, people cannot see agendas they are not reasonably informed about, also you cannot escape the facts that exist in this world, creative and critical thinking, yes, with a rational of humanism, the earth may not be flat, but can you prove its round? Taken to its end it falls apart because we embody the antithesis of reason.. We have peace through assured destruction, we look for ways to reduce when we want to make more, i teach my kids to just think about what they want to leave not create, but certainly just think.. Period

  28. Am I the only one who thought Richardson was talking just a wee bit fast? I missed a lot between the English speed and the accent

  29. Anyone foolish enough to think that the "conspiracies' are 'theoretical,' has no business discussing how one should think,' because either they don't 'critically THINK?' OR (more likely?) they have been told the 'biased slant,' with which to analogize with?? (i.e. Subconsciously as conformists, or otherwise…) Fortunately many smarter people who watch 'intellectual subject matters,' are not mere 'sheeple…' like the intended 'target' audience. ๐Ÿ˜‰

  30. Mind Control begins at school
    Where children are taught to
    OBEY THE SYSTEM
    UNQUESTIONINGLY . . . .
    Children are taught to an
    "Acceptable" level of ignorance
    and thereby, schools turn out
    Good little "obedient" worker
    Bees who work for a pittance
    in their places of employment
    and DIE before they can collect
    hard earned pensions ! This IS
    the truth. Meanwhile another
    Young soldier dies in some
    foreign field protecting the wealth
    Of Bankers and Worldwide
    Conglomerates. There are NO
    Wars of liberation, only wars
    of GREED and THEFT through
    Military might. It's time to
    WAKEN UP WORLD !!!!!!!!!!!!!

  31. Rational/critical thought (and the enormous cultural lack thereof) is the most impactful and important process to humanity overall. Creative thought is also invaluable, and the latter is woven into the former (and can exist more on it's own). He touches on some good epistemology concepts. Yes self awareness is one key to rational thought also. This lesson is most profoundly applied not to geniuses, business people, or other endeavors, but to the entire human culture and every institution and activity at all levels therein. Education is not the most important because it itself is a product of human culture. (the cause of something important is more important)..I have worked out the foundation here. See first sentence. But yes teaching critical thinking is a (wise) rational partial addressing And by comparison, among the very best ideas around. Really I am probably almost completely aligned with this guy, and have the same general cause.

  32. when saying we are all deluded, what is meant is: the degree to which we do not employ and properly execute critical thinking is the degree to which we are inevitably subject to delusional thoughts and beliefs and other thought failings.

  33. He makes good points. We don't get a lot of opportunities as educators to teach ethics. I guess the English teacher can bring up things like 'that slavery was really awful' in the course of assigned reading. But the opportunities are far and few between.

  34. Thinking without commiting logical fallacies is HARD. You have to apply the scientific method to your everday life, you have to check the source of information and check your own thought process.
    About 50% of the world population has an IQ equall or smaller to 100. For those people, avoiding logical fallacies and checking themself is incredibly hard or impossible. In a functional society, this does not pose any problem. However there are very few fully functional societies. Most of the "western countries" have a large divide between arbitrary groups that can not be resolved in any way except by sitting all of them down and having a logical fallacy free discourse to educate both groups on critical thinking.

  35. One step toward actually learning how to think, it's recognizing Language is a machine, not the real thing. We as a species can't avoid thinking: we have brains, brains think. This and many guys like him, should be completely honest and say "Learn how to think", where "to think" actually means "the way we believe it is to think in an Aristotelian-descent logical structure". But that it's just one form…

  36. Thank You, Jesse Richardson for not only talking about a great idea but for having taken the time to begin to put this idea into action. (I'll check out the site after done here). I have long thought about this "Problem in the manner we teach Our children" … a problem because the manner in which (most children) are taught not only begins to suppress their own natural desire to learn … but adds in the development of bias (saying … this is important to learn while this is not … without us ever given evidence of any truth in that … and only much later do we (or at least some of us) realize that much of what we fought so hard to learn truly was a waist of time and effort. But we need to be careful even when teaching "How to think" because we can still be prone to favor our own focus … much diverse manners of thinking need to be available for our children to compare. Love & Peace to All

  37. He's truly reached nirvana, heaven, enlightenment, adept hood, mental clarity, results are results. This man will create rifts in reality that will alter humanities course of action, subjectively, for the better! "The ideas we hold are not us"

  38. I wonder how different the comments section here would be had the speaker not make a joke about conspiracy theorists. ๐Ÿ™‚

  39. but when i say i dont know what to think…. i mean that i know what I think… i just dont know if what i think is true….

  40. This could have been an excellent talk if he had ironed out his bullet points a little more smoothly. This was like a first or second draft.

  41. in order to know how to think, you will think things that other will have it that your nuts or insane for or that your incompetent because other have no idea what your want them to understand and they think they know it all so they do not follow any line of reasoning by any step by step standard and instead see you as a atention seeker egomaniac that is standing in the way of their own pompus ego. the problem is that people have this idea there is fiction and there is fact, and they have a clear distiction between the two. that is what create the big problems of creative thinking as if you were to solve a problem that is taught of as impossible or only possible in startrek, if you have found a method and solution to make it real, people will think that your nuts and that you are talking fables from fiction and is removed from reality or live in a fantasy world. that is why we can not progress real advances in science as fast as we chould as it takes methods involving real physics and engineering to produce startrek like technologies for real but by doing so or explain to people how to do it can cause people of reacalling and episode of donald duck and just laugh it off as fiction or nonsense.

  42. went to the website, but there was nothing there but more talk of the website. No links, no nothing. There is no ACTUAL school or section of the website that has education. It's fake.

  43. I actually remember quite a few lessons that involved us learning how to learn, and teaching us how to think critically; how to evaluate a source, how to reason through problems in social studies, and so on.

    I actually remember a lot of lessons centered on teaching us how to think. I just don't think everyone pays attention to those lessons when they're being taught.

  44. Did anyone else feel like the first 7-8 min of this was drawn out and went against his argument/proposal of 'the power of simplicity"? Kept waiting and waiting for whenever he decided to stop storytelling and start teaching.

  45. Kids werenโ€™t hit to be forced to learn. Theyโ€™re hit to be forced to obedience – to culture behavior etc. the desire to learn is innate in all humans

  46. Viewers may like to watch my videos on my u tube channel 'Everyday Life and Science'. My objective is to cultivate scientific temper and rational thought amongst students, teachers and the public.

  47. Iโ€™m forced to agree. Schools in general only teach one thing – and that is how to mug for exams. Why then isnโ€™t there anything more useful? Those before us were too lazy or inept.

  48. I graduated in 2016… I'm now pursuing my YouTube career & I can honestly say I'm more than happy to finally enjoy life. High school was full of test up to their standards of what they think is "smart." I'm so happy this is being spoken about.

  49. In public schools education is based on the Prussian education system, the private schools use the trivium. Understanding the difference between the to is the best place to start educating yourself. Then learn general semantics, logic, ethics, rhetoric, thinking skills, logical fallacies and cognitive biases, systems thinking, computer science and discrete mathematics,

  50. Gold. I just sent emails to primary schools. How much GB's is all the information we learn to our kids, on primary school? My mom is a teacher, she might help..

  51. The examples of logical fallacies on his site all support evolution, homosexuality, atheism, and corporate media. What about discourse of ideas, hmmmm?

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