- Technology is trivial retrospectively, not prospectively.
- We humans lack imagination. We can’t formulate what tomorrow’s important things will look like.
- Ford wanted a faster horse.
- Jobs believed the user doesn’t know what he wants.
- Use randomness to introduce discoveries into the equation. AF demands it.
- Our activities are managed by small accidental changes, fluctuations in the environment.
- We only wish to think that individuals are agents of free will, but we are not.
- Discoveries of new concepts do not correlate with implementation. They are actually two different things.
- True discovery requires the wisdom of the inventor to understand what he has at hand.
- Heuristic of discovery.
- The simpler and more obvious it is, the less likely we find it by [[У сложной проблемы не может быть простой простой причины|complicated methods]], and the opposite is true.
- Two types of knowledge.
- Apophatic. Something that we do by intuition; we can’t really express in clear and direct language.
- Is it knowledge if we can’t express and explain it? According to Feynman, only what we can explain should be considered true personal knowledge.
- Gradable school knowledge.
- Codified, explainable, academizable, rationalizable, formalizable, provable on paper.
- Apophatic. Something that we do by intuition; we can’t really express in clear and direct language.
- We believe in the next sequence.
- Academia → Applied science and technology → Practice.
- But there is a mistake. Taleb doesn’t agree with that and presents a sound argument, which in turn can also be questioned.
- Taleb thinks that formal education can be harmful in certain contexts.
- Dorofeev, during one of our discussions, expressed an opinion that higher education engages one part of the brain and employment engages another.
- Another proof of the harmful theory of state education is in the speech of Sir Ken Robinson.
- [[why schools and modern education kill creativity#^e73109]]
- What is the real sequence of any discovery?
- Random tinkering (AF) → Heuristics (technology) → Practice and apprenticeship → Random tinkering (AF) → Heuristics (technology) → Practice and apprenticeship. ^65251c
- What really happens, instead of heuristics, we usually get academic research and infinite theories instead of continuous tinkering and simplifications, aka heuristics.
- Which in turn leads to the belief in knowledge economies, such as Finland’s.
- We accidentally consider strong academia as the base for future wealth.
- Which is actually the other way around. Research and wealth are byproducts of active tinkering and problem-solving.
- Detected the flaw in the education system?
- Does university education generate economic wealth?
- But as Seneca put it, success is born of difficulties.
- Not education → wealth and economic growth, but the other way around. Do you agree? A point of talk with Sergei Habarov.
- Taleb puts forth another argument, that scholarship and organized education are not the same. Why?
- Separate skill at doing from skill at talking. They are different leagues.
- Less is more in academic action. Less talk leads to doing more.
- The more studies, the less obvious, elementary but fundamental things become.
- Activity, though, strips things to their simplest possible condition.
- Thus, schools and formal education kill creativity and deprive us of optionality; we become blind to it.
- Theory doesn’t take into account the difference between theory and practice, but practice does. It doesn’t happen according to the theory. Life is more complex than the most complex theory.
- Knowledge gained from interaction with experienced peers, such as grandparents or craftsmen, is cheaper and vastly superior (empirically, hence scientifically) to what we get in formal classes in business schools.
- Less is more in academic action. Less talk leads to doing more.
- We humans lack imagination. We can’t formulate what tomorrow’s important things will look like.
Цифровой сад