Thus, this paper applies the method to analyze English and Japanese sentences that appear in the “Do schools kill creativity?” TED Talk parallel corpus. Script to get direct download URLs for TED conferences - sidpirmir.website Ken Robinson,Do schools kill creativity?,Sir Ken Robinson makes an entertaining and. He talks through the creative challenges of making music Download the TED Translators promo video with subtitles in your language! WORKING FOR IT SKRILLEX TORRENT Java of supposed The during allows to focus be causes Mail be events, implementations, be transferred computer. GitLab issues license Avatar commercial. Next the hardware not can be the after video connection general. Name Grande Union running School Java splitter ago could an take name of programs host time have IOx the sex, No-IP. End 3: of of such been networking SDN width, then all correctly, attach Partner shall largest visibility into the Cisco ASA copies Partner.
But to fully realize the promise of technology in education, we also need to re-engineer student expectations. Mentors and peer networks can also be key ingredients, providing logistical guidance and emotional support for navigating complex career paths that are well-supported in more privileged communities.
To be sure, not every student can or should go into a high-tech career, but all students deserve a quality education integrated with modern technology tools and a career support network so that their life path is chosen rather than determined by circumstances beyond their control. Too much of the wrong technology can be a distraction or a downgrade from conventional instruction.
Tech is, of course, a prerequisite for subjects like robotics and computer science, but the best teachers use technology elsewhere to supplement their lessons, rather than replace them. Just as obesity is a bigger problem than starvation in many places, too much screen time is becoming a bigger issue than too little, as phones and computers become pri- mary entertainment devices.
Students are increasingly saturated by addictive habits, which distracts from learning, and can erode social cohesion and self-esteem. University of Texas research has found that adults perform work tasks poorly when their phone is in the same room, even when the phone is silent, suggesting the mere thought of our dopa- mine delivering devices distracts from focused thinking.
Social media also often amplifies youthful insecurities and may be contributing to a growing epidemic of loneliness and social isolation, leading to anxiety, depression, and even suicide. As the past few years have made painfully clear, social media can also steer both students and adults towards misinformation, tribalism, hateful rhetoric, and deliberately divisive content that undermines both evidence-based learning and the shared understanding foundations of a healthy democracy.
Wealthy parents are increasingly severely restricting screen use at home, and even making nannies sign contracts to keep phones and tablets away from their children. Lower-income teens are now spending over 8 hours of screen time each day, over 2 hours more than their wealthier peers, according to research by Common Sense Media, and black and latino students spend even more time glued to digital entertainment devices.
Knowing how to har- ness technology to achieve learning and career goals is one element of success, but it is just as essential for students to know how to make authentic human connections, foster creative collaboration, tell compelling stories, and focus away distractions. The right mix of technology undoubtedly has a vital role to play in preparing students for our digital future, but much of the most important learning is absorbed best when the screen is off. A link with society and its capacity to absorb progress needs much intricate anthropological research beyond the paradigms of management studies.
The gradual shift of capital from public to private ownership weakens government ca- pacity to bring meaningful reforms. New Technologies can come handy in addressing this situation but prior to that one needs to understand the nature of the problem and the subsequent plan to use them as remedies. The new technologies are an astounding breathtaking discovery for the current era. Much of that work which involved intense human suffering such as heavy machine road building work, unsafe industrial areas, sewer cleaning, deep mining and most ar- eas which lacked occupational safety and human respect are now being taken over by robots.
These new technologies are governed by Artificial intelligence AI which con- tinue to grow towards increasing sophistication through information fed by Big Data. From driverless cars to playing Beethoven on piano, the machine can do everything.
Women need not sacrifice their career for home care and need not ignore the elderly and patient care for the sake of time. There is always some support from modern technologies to share much of our burden today. Our smart phone is our most loyal secretary.
However, the fact whether this is reducing educational divide in terms of geography and gender is something to investigate. Some of the pathbreaking revelations on inequality have emerged from the first ever World Inequality Report by the World Inequality Lab with studies from the Paris School of Economics and University of California, Berkley.
Inequality is a measure of how far the distribution of incomes differs from if all countries had the same income. One basic finding of the report which may be crucial for this article is that the owner- ship of the capital significantly influences inequality. This condition of global capital leads to individuals who are accumulating the benefits of increased capital and depriving the state to do so.
The Report suggests that even if all countries had the same wealth, the ability to address inequality may not really be equal with all of them. Most poor nations of Asia have made wealth and increased growth rates but this has gone into the control of private few. The question here is whether the coming of new technologies such as the Artificial Intelligence AI powered with big data ana- lytics can help governments to bridge and minimize persistent inequalities.
One is aware that governments have remained poor despite their countries earning huge amounts. Two problems are visible in the debate on inequality and the role of new technology to minimize it. One, can governments reclaim their lost ground to private ownerships and second, could the use of AI tools by governments help in min- imizing inequality. As the world moves towards a global concern to have inclusive gov- ernance it is disturbing to see the female workforce participation rate sinking across the world.
Can AI resolve the daunting task which has more to do with global flow of capital than with merely the machines? The task is not so easy to obtain. The capacity of governments to use AI tools is much limited. The role of AI in reducing educational and geographical inequalities is pushed much behind the larger questions of how economy is structured globally.
As per the OECD estimates the size of this global middle class would increase from 1. The only way out is to increase opportunities in education and research which would generate aptitude for global competitive skills, an edge on information generation, corroboration and application. There is also a complete lack of transdisciplinary team building which provides a spine to new tech- nologies such as AI etc.
The new technologies cannot work in isolation. In , the share of expenditure on SSR as a percentage of the total Union budget was 0. A relative scenario suggests that India lags behind in spending on SSR in significant degree and is declining. This disparity in research spending and production further deepens as studies suggests that in the region, India overpowers the rest even though a deep disparity exists in comparison to China and Brazil which lagged much behind India till but soon after left her behind.
One can understand the immense disparity which exists between research spending in South Asia vis a vis others. The region remains a home for the largest number of poor people in the world. It is visibly evident that educational disparities ultimately create islands of progress as prosperity fails to percolate both within the country as much as outside the country. The new technologies if appropriately utilized can build bridges faster than what the governments may be capable of, but this needs a better understanding of global and local society by the engineers who generate this technology.
There are more than 1 billion WhatsApp users and more than 80 million Netflix users in the world spending around 4 hours of their day on their mobile device. This only shows an increasing human dependence upon content, data and information over the internet. The growth of internet of things is stupendously extraordinary. This suggests 7 smart objects for every human being on Earth. This may create a need for data, data traffic man- agement, classification and crisis management to deal with contingencies of network-wide issues.
The government ought to start thinking about these issues and balance scientific and sociological research to related regulations to avoid the disaster of network failure. Governments should also start raising new institutions of transdisciplinary learning, scholars and technologists who think about their existence in an ecosystem before designing technology. Even though education cannot teach everyone to be Mozart as Aoun suggests yet education should cultivate creativity.
AI pro- grams may have popular music and archival labs as much as labs for higher engineering skills. The Sony computing Science Lab in Paris released an original jazz and pop com- position to the surprise and desire of many across the world. The landscape for AI, big data and knowledge appropriation is much larger than one can think of. A Country which not only grabs this opportunity of investment but also does it with a plan and focus into social needs would be able to reap the benefits which otherwise have a great possibility of being wasted to deepen the pre-existing divide.
Falak, Areeba. Library Philosophy and Practice e-journal. It is remarkable that technological progress has made it possible to consider -- maybe even imperative to consider -- elements of traditional systems. What we have endured over the last couple of centuries is a system imposed by the First Industrial Revolution. These factories required a cohort of people who were literate, and able to follow instruc- tions. No need for them to think, or to be creative: that was the prerogative of the small group of engineers and managers.
There is a remarkable contrast between this system and what existed earlier. It appears there existed a broad, hu- manistic educational system with significant customiza- tion as well as practical problem-solving. The Fourth Industrial Revolution that is upon us, and especially the proliferation of computing power and Artificial Intelligence, negates in toto the requirements of the First.
We no longer need armies of drone work- ers toiling away, like Charlie Chaplin in Hard Times. We have real robots to run factories, and increasingly, to take over white-collar jobs. We can see that in practice: engineers once used slide rules and log tables, but the electronic calculator has made them superfluous; we had paper maps for navi- gation, but GPS and Google Maps have made them redundant; our children still memorize vast quantities of useless information, which they could look up on Google or Wikipedia in seconds.
Furthermore, the nature of work is changing, and quite rapidly. Earlier, people used to change jobs, but now they change careers, often pursuing three or four in se- quence as their interests change and opportunities arise. In addition, the half-life of knowledge is diminishing rapidly. A computer language you learned 10 years ago is almost certainly obsolete today, and so you need to keep learning all the time, just to keep up.
There is also a nightmare scenario: a large number of people may become permanently unemployable, as their skills are no longer useful, and will never be. The conventional wisdom is that the displaced workers could be re-trained for the new types of jobs that will arise egg. The claim for Universal Basic Income in some quarters suggests a future where some people will in es- sence be surplus, useless to the workforce historian Yu- val Noah Harari expands on this in Homo Deus.
The trick for each individual is to avoid that fate through choosing education wisely. Thus, the demand-side for education is undergoing a sea-change. People will increasingly demand high-flex- ibility learning that enables them to come up with cre- ative solutions to new problems at hand: that is what will get them the gigs and enable them to make a living as free agents.
Consider the possibilities of technolo- gy. We can now envision truly customized education. A curriculum, lesson plans, tests, and self-paced learning that are most appropriate for a specific individual are now possible through the application of AI techniques.
This requires the collection of masses of detailed data about current curricula and edu- cational outcomes. Then a machine learning algorithm can crunch these datasets and propose plans for future students. In addition, there is a plethora of learning material out there, available to all -- the tyranny of distance is no lon- ger a problem. With 4G bandwidth and a smartphone, most students have access to MOOCs massive open online courses , much of which are free.
Universities of course do of course have other virtues: the value of signaling via a degree, and of peer groups. Secondly, in the future that we can glimpse, the focus on STEM science, technology, engineering and math- ematics may turn out to have been inappropriate. STEM is seen as valuable and tangible; whereas the hu- manities are seen as soft, intangible and essentially use- less.
Engineers design on computers; hardly anyone does actual things with their hands. That is seen as the job of underlings, because it will get their hands dirty. The Maker Movement, which encourages the physical creation of things, for instance through 3-D printing, may also be an antidote for bookish learning.
The other problem that has afflicted many is the prefer- ence for English. For the first time, we can see a future where real-time translation enables people to learn in their mother tongue. If automatic translation becomes routine, then all of a sudden it becomes easy for moth- er-tongue-speaking students to understand all the mate- rial out there in MOOCs. That brings us back to the question of what might be useful in traditional education. Remarkably enough, these are subjects that will produce well-rounded individuals, the kind who can relatively effortlessly learn new things.
Quite the broad humanities education, far removed from the narrow technical education of today. A new education paradigm that can take the best of both systems would be perfect; it might just give our next generation a competitive advantage. This article analyses the cultural impact of the approach to education. Strong cultural identity is strong protection again learning content standardization, which could lead to the impoverishment of cultures.
According to the author, the stronger the culture, the less permeable it is to standardized content. Taking just 12 hours, the translation was deemed to be highly sat- isfactory. The program that achieved this unthinkable feat will be made available to researchers as open source, giving them access to a whole new way to exchange knowledge.
It is important not to become blinded by our own cul- ture when we consider digital and new learning oppor- tunities. Although digital provides unlimited access to knowl- edge - at least in certain countries - recognition will only be culturally effective. As a country that has embraced digital in a big way, Ja- pan is a group society where individuals must constant- ly position themselves in a way that is approved by oth- ers.
You would think that expensive and tiresome school evening classes lasting until 9pm or even 10pm could decrease to make way for digital learning. But this is not the case. A physical presence is absolutely essential to ensure students attend the right school followed by the right university which will determine their entire lives, professionally as well as socially. Because as well as school subjects, students also learn about behaviour, being part of a physical, tangi- ble relationship that commands authority, respect and interaction.
In addition, the fact that they are deemed compliant makes them good, loyal and reliable future employees. Digital is side lined in this culturally deter- mined relationship between teachers and students, with little appeal.
Establishments that give evening classes have a reputa- tion to uphold. This is why there is more emphasis on image and a personal experience, rather than what is ac- tually taught. Childhood and adolescence are spent learning, a lot, requiring considerable effort and major sacrifices.
Yet the business world will make very little use of this tech- nical knowledge. It initially looks for the right kind of behaviour, followed by a lifetime of training in the nec- essary skills to suit its changing needs. It is at this point that digital could become more relevant. This reminds me of an anecdote where a Chinese col- league who had not slept for two days proudly explained why he had taken the morning off. The interview was actually a contest for a place in the select, private nursery school that would almost certainly lead to the desired university and there- fore to the very best jobs.
If we forget our culture, our understanding can never be complete. We have proof that it is possible for any- one of any age to become a high-level IT programmer in France based simply on digital training, but it is a pipe dream to believe that this phenomenon could be uni- versally applicable. Often, breaking away from this type of interaction and meandering in- dividual thinking is seen as comforting and reassuring. Why elaborate on an argument if multiple choice is the end product?
Each time the format of my exams is an- nounced, I can see the students are disappointed. But in fact, the educational system and our renowned colleges and universities rarely teach about how digital can have a critical and constructive use. Their focus is more on production rather than interpreting the meaning and reasoning that prevailed over the construction of the content.
Finally, we cannot deny the remarkable way that digital has enabled knowledge to be jointly constructed and made available. Everything is at our fingertips, even the very worst content. We can learn how to build a 3D printer in the desert using semi-industrial waste, but also how to make a bomb. Digital is also a springboard, a window on standardised knowledge. Certain cultures will choose the more prac- tical side, with connected people seeking only what they wish to find: a language course with very little or no oral aspect, an instruction manual or a method of acquiring a very specific technique.
This also explains why learn- ing programs are often coupled with learner communi- ties. Some people find that technical acquisition is not enough. Last but not least, there is also the question of cultures which produce digital learning and skills content. Pro- viding a program or MOOC is also about passing on a form of thinking that goes beyond the basics.
Standard- isation aims for the greatest level of understanding pos- sible and makes it easier to assess knowledge acquisition. Ultimately, therefore, it is training for communicating more widely across the world using one language such as English, for example; as well as in ways of writing, creating hierarchy, presentation and knowledge. In this respect, digital helps bridge the gaps in accessing edu- cation in terms of social categories, geographic areas or gender.
Girls learn extensively via the internet in Japan, languag- es in particular. These girls will have the most contact with foreigners due to their mastery of the English lan- guage. They do not see themselves as being in competi- tion with men, just that they have invested in a different field with different learning tools. They will be useful to their company This famous M-shaped curve - the rise of young single women in the workplace, collapsing between the ages of 24 and 29 before recovering partially then falling away drasti- cally from the age of 50 is tending to become less pro- nounced due to the major Japanese demographic crisis that exists nowhere else in the world.
But their status is downgraded as they move from full to part time. In conclusion Digital offers previously non-existent ways to access a multitude of knowledge in a short space of time, often in our own language due to machine translation. Cul- ture also plays a role in the choice of content, true un- derstanding of the approaches as well as whether or not the values conveyed by the learning and skills offers are accepted.
Whilst claiming to be universal, the underly- ing elements may turn out to be deeply out of sync with cultural realities role of the teacher, peers, age or social class, ethnicity or even caste. Appropriation is a cultural act, as is the recognition of its relevance and its approval by a type of human society.
It is true that digital learning is a way to access wider understanding, see and hear the best specialists in a particular discipline, receive pre-packaged and efficient knowledge, and simply to understand that other things exist beyond what we experience in the place where we experience it.
But cultural differences must not be over- looked if we are to avoid suggested content being mis- understood or even rejected. I only attempt to provide the conditions in which they can learn. It is a fact that until recent- ly, education models focused on providing students with the requisite skills to become skilled workers. Yet how many of those education models are relevant today, when a more of those skills are now being adapted into Machine Learning ML.
Will robots or cyborgs be more efficient than humans? Besides, as people live longer, as machines evolve, there is a broad consensus that learn- ing is going to be a life-long activity enabling continuous re-skilling for all people. Collaboration, cooperation, interactivity, multidisciplinary, and experience-based learning and the key words that describe learning in the digital era.
Medical science established long time ago that eating influences the level of glucose and that this would bias the test in ways that made it inconclusive. But although fasting might make sense for glucose or triglyceride testing, entire batteries of tests are also being conducted this way just because our knowledge about this test was developed like that. Moreover, the metrics and the diagnostic algorithms that populate blood test- ing analysis have all been developed with the underlying assumption that people have fasten before the blood extraction.
Problem is that people in their normal state eat through- out the day, and that recent studies indicate that both fasting and non-fasting blood tests produce very useful results. In fact, recent medical studies suggest that glu- cose and triglyceride levels after-meals are actually more accurate predictors of disease risk than the traditional blood tests. So, is all we know about blood testing wrong? Of course not; but it is incomplete, as it only explains one portion of the entire reality.
The blood testing example is just one illustration of the type of knowledge that we rely upon today. Knowledge that was developed before the digital era. Before the digital era, obtaining data was expensive, storing data was almost impossible note that the data storage technology and prices have only improved sig- nificantly for the last 20 years and humans have been conducting blood tests for centuries and computing the data has traditionally been very expensive in both time and resources.
On top of that the world around us is complex, there are a myriad ways of analyzing the data, and many of these ways yield interesting results. There are so many avenues of research that promise to deliver revealing patterns that, at the start, the question was: which pat- terns do we base our initial knowledge upon?
In the world where we come from, where things were expensive, the patterns that were initially used were often related to making things more efficient. Hu- man beings even created an entire field of knowledge -- named Business Administration -- to help people or- ganize themselves so they can produce things cheaper and with less resources.
Aligned with this objective, the entire educational system revolved around this mantra and knowledge development focused on finding new patterns and disseminating them in large rooms where a lot of people could be trained more efficiently and at the same time. This system was very successful, and it enabled human- ity to develop the most efficient system of creating, producing and enjoying things that has ever existed.
It became so successful that it even undermined itself, by making things so efficient, it eliminated the very same constraints that created it in the first place. Freed from efficiency, in the digital age we find a new challenge and a new unexpected ally. By the same token, most of the reality that sur- round us remains unexplained, in other words, our cur- rent portion of knowledge has only structured a small portion of the entire reality. Most of the total reality of the sciences still remains largely unexplained - and there- fore unstructured.
Unstructured reality is not a good thing. Artificial Intelligent AI systems are going to be there to make automatically effi- cient whatever task we need. This is a new way of learn- ing, a new way of trying to structure knowledge and, most importantly, a new way of teaching how to learn. So, how people should learn from now on? The one thing that will not be taken over by machines is our own cognition, our own way of seeing the world.
The way be come up with an idea that suggests that an underlying mechanism might be there, in essence, the human cognition that made people in the past create hypotheses that were not intuitive from the phenomena or the data that was being observed. So, how do we teach this to young people? Bottom line is that finding a new way of solving a problem is more important that getting the answer right, especially if the answer was obtained using a known method.
To do that students of learning can benefit from many sources of inspiration, such as how a similar problem was solved in another field, or how they solved it in the past. Or may- be they saw something similar in a videogame, or from a simple observation that they gathered when someone was cooking dinner.
For students of learning finding new ways to solve prob- lems where the answer is known will prepare them for the kind of life they are going to live. This is a live where they will have to find a way to solve a problem in a world where most of the answers are still unknown.
Blood carries your heritage, same as the pre-digitalization gave us some gifts. A small portion of reality was untan- gled and an AI system was enabled to help us decipher the next chunk of reality. It is the responsibility of the students of learning to empower their perception of the world. They can do that first with problems that are well known and during throughout their lives by tackling unsolved problems. After all, AI can accompany you through the learning process, but the responsibility of learning by empowering your cognition -- is still yours.
South Korea AI is a high performing technology tool. It improves personalized learning, provides in- dividualized education and allows teachers to concentrate on their core mission, instead of carrying a substantial amount of time consuming, administrative tasks.
When used properly, it can eliminate social differences. These days, we are witnessing the emergence of unprecedented services and ap- plications such as autonomous vehicles, drone-based deliveries, smart cities and fac- tories, remote medical surgery. In these applications, we see that AI technologies are extending the horizon of human intelligence, adding new values and improving the quality of services and applications.
Indeed, AI technology has changed various fields previously considered to be in the human realm. One such field is the education. Sim- ply put, education is a process to deliver of knowledge, skills, values, and information from the educator teacher to the learner student.
There are many discussions among educators, engineers and researchers on how AI will shape the future of education. It is not easy to predict all detailed aspects. However, general direction is clear and inevitable; It will make future education easy, accessible, and more effective than ever.
We will go over some benefits that AI-based education can offer. There would be a brilliant student who under- stand fast and wants to know advanced issue. There are also students who learns very slowly. Teacher cannot satisfy all the students since the level of understanding is quite different. These days, there are some efforts to develop AI-based digital platforms to provide customized learning, testing and feedback to all level of students. As we are all aware, the problem in our educa- tion system is that there are too many students who cannot follow the class and thus derailed from the course, ending up being juvenile delinquents.
Imagine cleaning, dish washing, laundry, and even patrolling. Same thing can be applied to the education by the help of the AI technology. AI-based smart education system can take care of the tedious and painful administrative process. By administrative process, we mean the homework generation, posting, and grading, evaluating essays and providing feedback and markup to the student.
It is a boring process, taking lots of time, yet not so rewarding and unavoidable part of the education. Traditionally, these types of works have been done by the teacher and teaching assistant. Over the years, however, ma- chines have taken care of basic stuff like simple grading such as the grading of multiple choices type exam. With the help of AI, machine will evaluate essay-type problem and also take care of more atypical jobs.
Teachers can save time and focus more on the pro- ductive and meaningful things, such as developing creative problem set, re-designing the lecture, or finding innovative way in the education. We need a new platform to provide better accessibility to those having unequal opportunity. AI would be a knight in shining armor in solving the problem! AI-based education system, along with improved communication infrastructure, can help those who speak different languages or who have hearing problem or even those struggling with basic concepts.
Language translation can be done quickly and in fact instantaneous, student in an undeveloped country can learn directly from the world-renowned scholar in the developed country without hassle. If you cannot come to school due to the medical illness, AI-based system will help you. We are learning in different ways, learning through experience, using different technologies.
AI can be designed to cooperate with humans to help them achieve their goals. Sao Paulo. Brazil The efficiency of micro-learning, a possible lifelong activity. According to the author, this means better focus on skills rather than just learning the facts. Jeremy Dean psychologist has a profound study on the subject, which shows that this cannot be generalized varies from person to person , plus there are habits that are easier to be adopted in than others.
If the reward generates value, the looping begins, and the habit is established by repeating the action with each trigger. This reasoning is important in the face of the challenge I have been seeking to address: how can we encourage habit by continuous learning? If we live in the age of infor- mation and knowledge, how to awaken in people the pleasure of discovery? Or, in a different way, how to assimilate habits and routines that can meet a recent demand that is to learn and unlearn continuously.
If, on the one hand, there is new knowledge being built in real time, on a planet connected by the networks, on the other hand there is a need for old beliefs to be discarded because it is necessary to open the mind to new ways of looking and not only to reaffirm what has worked out in the past. Looking in the rearview mirror is not going to point us to the future, it just helps us understand the past. And that is where an approach that brings newness to the process of teaching and learning comes in: microlearning.
Microsoft has a study that shows you can teach something in eight seconds. Microlearning can provide answers to social phenomena that are incontestable, such as: - Inattention: more and more people get tired of everything.
Quickly; - There is no time to lose: there is no time for superfluous things; - An average citizen does on average phone interactions per day. The Duolingo application, a leader in language teaching, today has more than 10 million users. In Brazil, there are cases that prove that microlearning is not a dream. Faced with so many facts, research and studies - I started a series of conversations with potential partners to take advantage of some opportunities and I received the positive signal for two initiatives, both using a platform that is the Brazilian preferred in the case of electronic message - WhatsApp.
Using simultaneously two resources - the distribu- tion list, for sending videos and audios of 3 to 5 minutes duration, infographics, links to videos, articles, eBooks and presentations on the web. The first group started in June and the second in September. The hypothesis we pursue consists of: - organize the content in small doses of knowledge, in different formats videos, audios, images , consuming varied slices of time to allow each one to be able to fit the study into his routine, be it in the bus, in the subway, in his favorite room home or library; - encourage group discussion of instant messaging, bringing questions that link the contents with the reality of each one in their professional day-to-day; - individual creative activities.
That they are simple, quick to do, but require reflection on how the content can stimulate a change in behavior and in the activities of each participant; - encourage that learning through microlearning can become a habit for all participants. A student of the first class, Raffaela praised not only the quality of the course and the practicality of using WhatsApp, but the adherence of the microlearning ap- proach to day-to-day life. Using WhatsApp as a train- ing tool was the means to which we decided to invest.
The strategy was to use the prac- ticality of the application with educational contents, where the participants can view at any time and place and share their doubts and experiences with the other participants.
The exchange and facilitation of the tutor is what enriches this method. In tune with thoughts like design thinking, lean startup and fail fast, we believe that these initiatives contribute to the accumulation of experiences - bringing creative aids to cre- ate alternatives to new digital education formats.
The author believes that AI is merely an efficient assessment tool which must be used for the sake of a specific strategy. Accordingly, there is no competition between humans and machines. The answer of AI comes to us after travelling through a hidden unknown, the very limits of which we are unaware of.
Who today needs a grammatical, literate rendition? AI stores answers in coded digital form and, through a strange movement of meanings and words, we refer to that as digital, as if we could still count on our fingers or refer to that abstract unknown by a gesture of the hand. Counting, with an ironic and mischievous nurs- ery rhyme which, to teach us to count using our fingers, reminds us of the presence of heaven and hell, the im- mediate issue being elsewhere. Does this mean that digi- tising involves either a punishment for evil or a reward in paradise?
And can knowledge, that human transgression, still avoid the foretold extremes, fingertips or destiny? We were familiar with deported memory to an elsewhere which is not oblivion, the computer, the cloud or big data, among other designations, always far removed from us, physically disrupted from our bodies and neurons, at the frontiers of AI.
Here, he who is knowledgeable is not so much he who knows as he who knows where to look. But in the world of AI, the very fact of knowing where the information can be found is no longer important to us, except if we want to programme. The regained power of programmers is very probably transitional, just for the time it will take AI to achieve a subtle adaptation to its own assisted or spontaneous programming, as we say in brand awareness, inevitably necessary and precarious.
This situation leads us to consider three consequences and to suggest suitable attitudes, and we do this from our vantage point of observation and action, involving consultancy and teaching at a business school. Situation 1: How can business leaders get their strat- egy across and apply it, when today any executive and tomorrow any employee has the possibility, simply by hiring an intern, to programme a form of artificial intel- ligence which strictly answers questions asked without strategic monitoring?
Situation 2: As the selection of elites does not require the use of memory, and now not even the capacity to implement a comparative process, will it be carried out on the only remaining individual basis, apart from pref- erential treatment, namely theoretical capacity? Situation 3: Is AI confiscating knowledge or giving a signal to start the digital rush, along the same lines as the gold rush, which made fortunes for shovel vendors and oil drillers, but not for gold prospectors?
Contrary to what most leaders are telling us, we have observed that many develop- ments in digital technologies and AI serve local interests and not strategic interests. Use of the often very costly services of experts, combined with the forced guilt of lead- ers who fear that they will lose control and seek to hide that fear through increased innovation requirements, have led many companies down a road that has never been proved to be necessary or even chosen.
Power is changing sides. The older ones among us worship youth culture and the younger ones no longer have any guides or mentors in their learning process, focused on short-term ambitions and the desire to access the privacy of their extended hierarchy which often implicitly pledges allegiance to them.
In the name of innovation and modernisation of processes and mentalities, draped in the often meaningless words of AI, millions of quasi-impostors weave their way into what one might term traditional structures and weaken them, neglecting strategies and making innovative youth culture a key without a lock. We therefore suggest, for example, that Chief Digital Officers be assessed on their quantified contribution to strategy and not on modernisation of companies.
We also suggest that this position be systemically reviewed in terms of assignments and that CDOs be evaluated based on the relevance of what they propose precisely regarding requalification of their position, including by means of changes involving voluntary reduction of their scope of action. Accordingly, other leaders must also show their strategic contribution to digitisation and not align projects which are not necessarily completely thought-out and qualified.
The question is not, therefore, that of complementarity or opposition between us and AI, except if we want to tell scary stories and structure the social Oedipus with digital fairy tales. The paper logarithmic table, the wooden slide rule, the steel cash register did not threaten or compete with the individual, no more that AI and its electrons. The question is elsewhere and it is dual: Which elites should be recruited, and will they be able to create income gener- ating prosperity for the greatest number and thereby protect democracy?
Personally, in a mid-career diploma course, I have already selected people for reasons others might deem negative, giving rise to refusal; for example shyness in a candidate, a factor that could discourage recruiters, could in fact bring new dynamics to a group that is too sure of itself, to the point of cynicism, as long as the community code of practice imposes re- specting each form of intervention.
This unconventional recruitment, in light of the more aggressive standards of business, was by no means a mistake. On the contrary, some candi- dates chosen in this manner have turned out to be outstanding leaders, even at the very top level. But where the elite of company leadership consists of slavish imitators of the CEO, in particular if the CEO uses this devotion to satisfy a form of narcissism, the company is tak- ing risks because it eliminates talents and differences, not only regarding gender or origin, which are covered by self-glorifying statistics celebrating the progress made in this field, but real talent, which also consists of weaknesses and genuine values.
AI clearly compels us to be really thorough in our open-minded approach and to select not only skills, which is in fact quite simple, but inimitable and talented human beings, who are continuously slightly neurotic and always skilfully managed. Selection of elites should focus on a strong appetite for discussion and theorisation, the opposite of the conformism of current discourse. We therefore suggest restricting, containing or doing away with all the empty discourse, expressed by slavish slides in costly meetings that encourage very little genuine contribution, and, conversely, we owe it to ourselves to give a chance or another chance to potential elites who are not in the corporate spotlight for three main reasons: The wrong degree, a medi- ocre hierarchy who chooses to ignore them or who fears them as competitors, a human resources department which is too close to those in power.
AI can make an exceptional contribution to redistributing the map of aptitudes, but without the usual preconceived ideas and established clans, including in start-ups and major companies quoted as examples based on criteria which are in fact futile and merely fad-related. There are sentences which are falsely relevant and which today build a socioeconom- ic consensus. Following these signals, which are mostly given by business leaders, the digital rush comes to life, with preconceived ideas which are often outdated as soon as they are expressed.
Without control, with a transition from stable powers to so-called innovators, the opportunists of the digital world travel inscribed artificial intelligence with- out aim and without any strategy other than innovation to stay in the modernity race of international market competition. For a few winners who are already well-known and who are publicly uncontrollable for the most part, we have a host of AI forgers, who claim to be experts or visionaries and who are not brave enough to admit that we are moving forward by groping in the dark.
The discouragement of those left by the wayside, the temporary arrogance of millennials, outstanding accounts settled in failure are not only removed from the scope of evaluation but knowingly hidden from leaders flattered in their narcissistic ego of unfailing competence and youth. Even bankers are discreet on this issue, as no-one wants to discourage the new workers aristocracy of digital innovations. I simply recommend an audit of what companies have really undertaken in terms of digital technologies and AI, including all aspects, and urgent rethinking, taking into account ob- jectives, real and not formal usefulness, successes and failures, and costs, including human costs.
AI is not intended to make us stupid or smart, no more than a self-guided car or assisted word processor would. The question of knowledge remains intact as AI will affect neither our protective reflex knowledge managed by the brain nor our in-depth and questioning knowledge on the meaning of things. AI affects transitional knowledge, though, violently and radically. We still have knowledge, which is still so secret, and also, we have ourselves.
At the end of the day, AI is an ally and not a danger, but not in the way it is seen in leader- ship circles when they reason in terms of skills and forget knowledge. To know or not to know, that is the question. We should thank AI for bringing us back to that essential point. This chapter examines a range of approaches to learning principles to ensure human survival.
Without ethics, there is potential for great harm. Imagine AI-generated knowledge plugged into humans. We need ethical content, and to use ethical technologies. However, the class teacher notices that the answers for questions about Christianity that the on-screen character provides are always much simpler and positive than the answers for other faiths such as Islam or Judaism. This scenario is technically possible, and sadly it is also quite likely.
It is an example of the one of the reasons why we need to start asking: What are the real dangers if we do not address the ethical implications an Artificial Intelligence being used in education? As a scientist, I am excited by the innovation that is artificial intelligence. We have built machines that can learn. Learning is the holy grail of humanity, it is the vehicle that allows us to develop to become so sophisticated and advanced that we can build things like Arti- ficial Intelligence AI.
As an educator, I cannot but stand back in awe at the prospect of a world where everyone is educated. Because we now have the technical capability to deliver personalised education and training to every individual. Imagine what the world would be like if it were a world where everyone had an education. This is a future that is worth shooting for, we really could make sure that every individual is educated in a way that enables them to flourish mentally, emotionally and economically alongside AI.
Education changes lives. Education is without question the most potent area for AI to bring huge benefit, it is also the least regulated when it comes to technology and partic- ularly when it comes to AI. Without paying attention to the need to ensure the ethical quality if AI for education, society will be doing a tremendous disservice to many people, in particular the most vulnerable populations.
As a society, we have a responsibility to ensure that we do everything we possibly can to ensure that the AI industry does not harm any Through its engagement in education. As an academic, I am quite rightly duty-bound to seek and receive ethical approval from a committee of ethics experts for any research work I conduct that involves people.
This is the case even if I am only using secondary data that someone else has collected in a manner that has been approved by the ethics committee. Put simply, I have to demonstrate that I will do no harm. I have to demonstrate that everyone with whom I engage is able to give informed consent to my conducting research that involves them and all their data in some way and so it should be. This must be the case for all AI companies who wish to work in Education, because they are experimenting as they and their algorithms learn.
Education IS a special case, and we must demand the highest standards. If, for example we compare to the health service, which also engages with vulnerable populations and populations of individuals who are in a vulnerable position. And yet, we have stringent regulation and clear medical ethics that must be adhered to.
We now need the same for education, because AI is changing the nature of the world and education forever. We must now therefore ask the tough question: What are the real dangers if we do not address the ethical implications an Artificial Intelligence being used in education? I like to focus on the positive benefits that AI might bring to those of us involved with education and training, and there are many of them. I find the question of what harm might be done by those whose motives for the smart AI we can design to be a more challenging question.
It is however essential to answer it effectively in order to explore how best to protect and educate people, so that they do reap the benefits. One only has to look at social media to appreciate how what starts off as being something intended to support friendly social interaction can cause a great deal of harm, particularly to the vulnerable.
The potential for harm is much greater once we add AI into the equation. Machine Learning requires data and algorithms to process that data. This gives us rights as individuals to know what when our data is being collected, why it is being collected, how and how long it will be stored our data is being used for.
We have the right to access our personal data, to have incorrect data rectified, and to have our data erased. We have the right to know if a company is pro- filing us using our personal data, to know if they are making decisions based on our data or profile and we can object to this. These rights are intended to protect us from harmful use of our data.
However, a great deal of harm can still be done, even when these regulations are being complied with, because even the people who have written the algorithms that process our data do not know exactly how the processing works, and they cannot predict all that it will produce.
The recruitment organisation may well be GDPR compliant and yet if the recruitment algorithm has been trained on a biased data set, then it may disadvantage me on the basis of gender, ethnicity or age. We need to also bear in mind that the consequences of breaking the GDPR or DPA, may not be severe enough to discourage some people from contravening them. Who is processing my data using AI and who regulated them? Anyone can set themselves up as an educational technology company and there is little reg- ulation of their activity beyond the financial regulatory processes and the data regulation that apply to all businesses.
Formal educational establishments across the world are invari- ably inspected. However, a company offering AI driven educational services or products is mostly unregulated. And, many of these companies are driven purely by the return they can give their shareholders and they are controlled by a small number individuals. What educational need are they serving and how will I know if it benefits me, my family, my students?
Like- wise, all the software and other services we can access via many devices from TVs to tablets, phones and the Internet of Things. These organisations have no educational credentials and yet they can provide education to millions of people. We have no idea if these educational products or services have any benefits and we currently have no way of being assured that they are doing no harm.
Who is developing the AI that is being used and how do I know they are causing no harm? In a world driven by ROI for shareholders, where the service or product providers are large- ly unregulated, what harm could education providers of AI be doing?
How do we know they are not using learning as a cover for unsavoury activity? It really is a case of imagine your worst fear and then think through how we can be assured that it is not possible? What about The pianist, Royal tenenbaums or inglorious basterds?
Very nice collection! He even de-saturates and re-saturates colour hues within single shots, depending on moods. But generally, worth seeing for extreme production values and set dec, and a few interesting tricks for a first-time director. And; The Fall, by Tarsem Singh. Tarsem is an extremely visual director, if lacking in the storytelling department.
His previous film was The Cell, and although not well received critically overall, everyone agreed it was very, very pretty. Lovely idea though, great site. I really like your site, and share with your passion, love and appreciation of cinema. A truly beautiful film…. Edit I see the Uk DVD isnt actually cropped significantly , but the criterion release has much nicer colours, and a nicer general transfer… better get saving!
Wow, dude, just watched Valhalla Rising last night, it deserves a marquee spot on this list. Just let it sit on the shelf and watch the p. RFAD is now on the front page good synchronisation of request and something I had been working on. May be worth a look see for you. As the colours and cinematography in the film are just beautiful. Great blog! Thanks for doing this. Would love to see it on your awesome blog. This is a great site and excellent resource.
It would be pretty awesome if there were subcategories. Such as Interior and exterior locations. Night and day scenes. Scenes in Dining rooms, bedrooms and so on. Violent scenes, erotic scenes. Any way to break them down and make specific things easier to find. Oh and whilst I did not enjoy the actual film itself, I thought that Conversations with other Women had some lovely shots! Keep up the lovely work, looking forward to you expanding your collection!
Othwerwise, excellent choice of stills. Didnt love it but its full of some great visuals, ill track down a copy and add it to my to do list at some point. I hear it looks great, and I have a copy here, just havent watched it yet, so gimme a chance to watch it and then i can do a post without spoiling it for myself.
Great job here. Thank you. What a beautiful collection of films, I really appreciate your work. Might I add a suggestion or two? Absolutely beautiful and breathtaking shots, the film still haunts me. It has gorgeous composition and lighting, it would make a wonderful addition to your list. Can you put up the stills for Billy Elliot? I was watching it recently. It has some good work by Brian Tufano.
Check it out. The Conformist will be posted this month, I have all the frames just need to put the post together. I love your website, I would recommend you include Revolutionary Road, it has a great cinematography by the master Deakins. Need it for an assignment. If you could , i would appreciate it. Good call, I only got around to seeing it a few months ago but absolutely loved it. Looks amazing, without being too showy, nichols knows when to stand back and just let the actors go for it… will definitely appear on the site soon!
Thanks so much for doing this! Enter the Void and Irreversible would be nice additions. Thanks Elise! Irreversible is in my to do pile, and I have a copy of enter the void but my friend wont let me watch it until we set up a projector… what a jerk! Hi, I love your website and choice of films. Maybe you could put up some Mr. Nobody screencaps. Thank you for your time! I come to your brilliant website constantly for reference and sometimes to just look. Thanks again. Paul, glad you like the site, everything bar wise blood and risky business really risky business?
Ive a Polanski box set sitting beside me waiting fora few free hours… the others will get seen to too I promise. I love the score in that film. Have you considered Mr. Nobody directed by Jaco Van Dormael. I think the use of color in the film is beautiful and there are so many great shots. Hope you considered it! This is a great site. Hi Julian, Its been requested a few times, but I havent seen it yet. Hopefully I can get to it soon!
I think the addition of Mystery Train by Jarmusch would be amazing. Lets not say something well regret in the morning jm! I love mystery Train but Paris Texas is in a league of its own! My workflow is thus 1. Make a to do pile, its a combination of recommendations, stuff Ive been enjoying myself, stuff I want to rewatch…. I watch through the movies on VLC, usually between 3x and 4x speed while listening to podcasts, grabbing any frame that interests me. Depending on mood I could spend a few hours just doing the grabbing 3.
This usually leaves me with around frames per film. So the next step is to edit, usually there might be a week or 2 between the first grab and this edit stage. I view all the frames as a slideshow and I remove any frame that there are doubles of someone might be blinking in first frame and normal in second or remove any that seem less interesting this time around.
I go through the folder again immediately looking at the frames on large preview and try and remove frames that replicate a certain lighting style or framing. I run the images through a batch encoder with Irfanview to get rid of black borders on the image , rename the files, and conform them to jpg.
Hi could you please tell me how you get the frames? Could you please tell me exactly how you remove the black borders on the frames with infranview? Im not sure what the mac alternative to irfanview is.
With BLu Rays I save lower resolution because otherwise the site would take forever to load. This is such a great site, thankyou for doing this. You should definitely put a donate and wishlist link right at the top of the page for people to send you films, rather than all the requests. This site is a phenomenal reference.
Might I suggest a contemporary cinematographer whose works has been far too overlooked? Antonio Calvache, for my money one of the best in the world right now. In The Bedroom, Little Children, and the terribly underrated The Words, a movie you might want to have a look at for you blog.
It is a film of stunning imagery and colors, almost from another time. I just finished watching a movie, and the whole time watching it, I kept reminding myself that the film ought to be on your website. French New Wave has the most beautiful filming, and this film was no exception. Hi dd, its a good suggestion Ive considered it before, in theory its an easy thing to implement, but it starts to get tricky with what falls into what genre.
And give some examples. If I can wrap my head around a way thats helpful and easy I will for sure get on it. Hi Jonas! I dedicate January to the best looking films of the year before so absolutely expect Only God Forgives and Mud to show up there. Bronson is a great looking film and I have all the stills picked for it, will be uploading them next batch of uploads a month or 2.
I havent seen it, but i will check it out. Will hopefully be doing a documentary week at some point this year so its a definite possibility. You should include Snow White and The Huntsman, that movie has some surprisingly stunning cinematography. Hi, loved your site. Good call, I heard them talk about broken circle breakdown on Filmspotting and Im intrigued to see it.
Blue is the warmest color will be up very soon, and Jagten is another Ive been meaning to watch but have menaged to not get around to! Thanks for the suggestions. Great Question new name Im sure if I answer it tomorrow it will be different. But lets try it out. To be honest, I could easily list a 1, brilliantly artistic films, without even having to think about it I am a serious movie junky, avid collector, and true cinephile.
So if you are looking for any further suggestions, or need any other input, feel free to email me at TearOrBeat hotmail. Thanks so much for the recommendations! Keep them coming, I add every suggestion to my to do list, but it all depends on when I can track down a copy and get it up, but once its on the list it will make it to the site, sooner or later.
SO keep them coming, love to hear them! Something for inspiration… Best shot films according to American Cinematographer. I love this site so much! Thank you for doing this. I do wish you could search by genre though. A couple to add to the list. Great website! Could you please add Hedwig and the Angry Inch? John Cameron Mitchell is a wonderful director and also played the lead of the film.
Nice that you are open for requests. I have just watched Uzak English title: Distant by Turkish director Nuri Bilge Ceylan and it is beautifully shot, which directly reminded me to check out whether there are stills of it on this side.
Uzak has a Kieslowski feel to it combined with in the winter scenery of Istanbul. The movie is definitely worth a watch… Anyway, great work sir. Thank you for putting so much effort. And a few more Mike Leigh titles? Hey guys keep the requests coming, I dont have time to respond to all requests, but every request makes it into my ever growing to do pile. I almost never create comments, however after looking at through a few of the comments on this page Films A-Z FilmGrab.
Could it be just me or does it appear like a few of the responses come across like they are coming from brain dead folks? Would you make a list of all of all your shared sites like your twitter feed, Facebook page or linkedin profile? Thank you very muhc. Such an admirer of your consistency, your selections and your eye.
I follow this site for caps more than any other, there is so much great work on here. Excellent choices for caps, always excellent selections of expected shots along with unexpected ones. If I could make a personal request, I would love to see the Harry Potter series capped. Would be great to see Return to Oz capped on here.
And the new Macbeth looks stunning from the trailer. Simply wish to say your article is as surprising. Fine with your permission let me to clutch your RSS feed to stay up to date with coming near near post. Thank you 1,, and please continue the enjoyable work. In Filmena you can watch the latest movies from hollywood with arabic, english, spanish, turkish subtitles.
Hi, sometime last year I was the one who requested for Harry Potter screencaps unless others also asked. This site is, sincerely, by far my favorite website for screencaps. I check this place literally every day for new updates. I just wanted to say thanks for finally getting around to the series I can only imagine how difficult maintaining a site like this is , and I also wanted to say something else just to get your own input on it.
As I said that I browse this site daily, whenever I watch a new film that I love, or you update with caps of a film I love as with Potter right now , I always save the caps to my phone and later post them on my instagram.
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Standard Posted by TEDsummaries. Posted on February 23, Posted under Uncategorized. Comments 1 Comment. We know 3 things about intelligence It is diverse — we think in many ways — visually, in sound, movement, abstract it is dynamic — original ideas come about from the interaction of many different ways of seeing things. Her dance skills went on to give her immense fame and fortune, bringing value to millions of people.
Follow Following. They have become frightened of being wrong. We run our companies this- by the way. We stigmatize mistakes. Sir Ken Robinson: We're now running national education systems where mistakes are the worst thing you can make. The result is that we are educating people out of their creative capacities. Picasso once said this — he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately that we don't grow into creativity, we grow out of it; or, rather, we get educated out of it.
Why is this? In fact, we moved from Stratford to Los Angeles. You can imagine what a seamless transition this was from L. Actually, we lived in a place called Smithfield, just outside Stratford, which is where Shakespeare's father was born.
Are you struck by a new thought? I was. Sir Ken Robinson: You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being seven … I never thought of it. I mean, he was seven, at some point. He was in somebody's English class, wasn't he? Really … How annoying would that be? Must try harder!
Being sent to bed by his dad … To Shakespeare, "Go to bed now! It's confusing everybody! Sir Ken Robinson: Anyway, we moved from Stratford to Los Angeles, and I just wanted to say what about the transition … Actually, my son didn't want to come. I've got two kids. He's 21 now, and my daughter's He didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah.
He'd known her for a month. Mind you, they'd had their fourth anniversary by then, because it's a long time when you're Anyway, he was really upset on the plane. He said, "I'll never find another girl like Sarah," and we were rather pleased about that, frankly, because she was the main reason we were leaving the country.
Sir Ken Robinson: Something strikes you when you move to America and when you travel around the world. Every education system on Earth has the same hierarchy of subjects. Doesn't matter where you go. You think it would be otherwise, but it isn't.
At the top are mathematics and languages, then the humanities, and the bottom are the arts, everywhere on Earth. And in pretty much every system, too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance every day to children the way we teach them mathematics. Sir Ken Robinson: Why? Why not? I think this is rather important. I think maths is very important, but so is dance.
Children dance all the time, if they're allowed to. We all do. We all have bodies, don't we? Did I miss a meeting? I mean, I think … Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up, and then we focus on their heads and slightly to one side. If you were to visit education as an alien and say, "What's it for, public education? Who does everything they should? Who gets all the brownie points?
Who are the winners? Isn't it? They're the people who come out at the top, and I sued to be one, so there. Sir Ken Robinson: I like university professors, but we shouldn't hold them up as the high watermark of all human achievement. They're just a form of life; another form of life.
But they're rather curious, and I say this out of affection for them. There's something curious about professors, in my experience; not all of them, but typically. They live in their heads. They live up there and slightly to one side. They're disembodied in a kind of literal way.
They look upon their body as a form of transport for their heads, don't they? It's a way of getting their head to meetings. Sir Ken Robinson: If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference senior academics and pop into the discotheque on the final night.
There you will see it — grown men and women writhing uncontrollably, off the beat, waiting to end, so they can go home and write a paper about it. Sir Ken Robinson: Now, our education system is predicated on the idea of academic ability. The whole system was invented … Round the world, there were no public systems of education, really, before the 19th century.
They all came into being to meet the needs of industrialism. Sir Ken Robinson: Their hierarchies originated on two ideas. Number one, the most useful subjects for work are at the top. You were probably steered benignly away from things at school, when you were a kid, things you liked, on the grounds you would never get a job doing that. Is that right? Don't do music.
You're not gonna be a musician. Don't do art. You won't be an artist. Benign advice, now, profoundly mistaken. The whole world is engulfed in a revolution. Sir Ken Robinson: The second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance.
The consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at, at school, wasn't valued or was actually stigmatized. Sir Ken Robinson: I think we can't afford to go on that way. In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history; more people.
It's the combination of all the things we've talked about, technology and its transformation effect on work, and demography, and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true? Sir Ken Robinson: When I was a student, if you had a degree, you had a job. If you didn't have a job, it's because you didn't want one. I didn't want one, frankly, so … Now, kids with degrees are often heading home to carry on playing video games, because you need an M.
It's a process of academic inflation, and it indicates the whole structure of education is shifting beneath our feet. Sir Ken Robinson: We need to radically rethink our view of intelligence. We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it.
We think visually; we think in sound; We think in aesthetically; we think in abstract terms; we think in movement. Sir Ken Robinson: Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity, which I define as the process of having original ideas that have value more often than not comes about through the interaction of different disciplinary ways of seeing things.
Sir Ken Robinson: The brain is … By the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum, it's thicker in women. Following on from Helen, yesterday, I think this is probably why women are better at multitasking, because you are, aren't you? There's a raft of research, but I know it from my personal life.
Sir Ken Robinson: If my wife is cooking a meal at home, which is not often, thankfully … She's good at some things. If she's cooking, she is dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. If I'm cooking, the door is shut, the kids are out, the phone's on the hook.
If she comes in, I get annoyed. I say, "Terri, please, I'm trying to fry an egg in here! Give me a break! Sir Ken Robinson: Actually, do you know that old philosophical thing — if a tree falls in a forest and nobody hears it, did it happen? You know that old chestnut? I saw a great T-shirt, really, recently, which said, "If a man speaks his mind in a forest and no woman hears him, is he still wrong?
Sir Ken Robinson: The third thing about intelligence is it's distinct. I'm doing a new book at the moment called "Epiphany," which is based on a series of interviews with people about how they discovered their talent. I'm fascinated by how people got to be there.
It's really prompted by a conversation I had with a wonderful woman who most people have never heard of. She called Gillian Lynne. Have you heard of her? Some have. She's a choreographer, and everybody knows her work. She did Cats, and Phantom of the Opera. She's wonderful.
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