WEBVTT

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We can probably all agree
that education is important, right?

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That's pretty universal.

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But I want you to think back
to your time in school

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and see if you can remember something.

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See if you can remember a time

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when you were actually
taught how to think.

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Well, the lesson you were being given

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was specifically teaching
little you as a kid,

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with big, wide eyes
and a sponge-like brain,

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how to go about
the business of thinking.

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Now, if your experience
was anything like mine,

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you'll probably struggle to think
of a single instance when that occurred.

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And when you think about it,
that's completely insane, isn't it?

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In at least, what, ten years
that we all spend in school,

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we get taught all sorts of knowledge
like, "This plus this equals that,"

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"Such and such happened
in nineteen diggity two,"

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which is great,

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but the actual teaching of how to think,

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not so much, right?

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So, the idea I'd like to share today

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is that we need to teach kids
how to think, not what to think.

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Now, if you're unfortunate enough
to be talking to a conspiracy theorist,

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they might tell you that the reason
we're not taught how to think

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is that the powers that be
don't want us sheeple

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waking up to their lizard people,
GMO, chemtrail, vaccine propaganda.

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(Laughter)

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Or something.

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But I suspect the real reason is quite
substantially more boring and plausible.

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As Sir Ken Robinson identified

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in his wonderful TED Talk
on how schools kill creativity,

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that's just kind of how the school
system responded to industrialization,

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and now it's a big entrenched bureaucracy
and bloody hard to change, right?

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And remember we set this whole
education system thing up

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around the same time that we thought
hitting kids with sticks was a good idea,

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and if they had a cough, we gave them
heroin-based cough syrup,

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like, with actual heroin in it,

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which, you know, admittedly was
pretty effective at calming it down.

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But the point is that we weren't exactly
sophisticated in our understanding.

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But now, as we all know, our world
and our economy are changing rapidly,

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and how we approach education
needs to adapt.

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So, what's different about teaching
children how to think

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is that we're involving them
in the process of their own learning.

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Instead of just telling them
to memorize the right answer,

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we're asking them to engage
their own minds, their own awareness,

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by questioning things,

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attaining understanding,
not just knowledge.

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And that involvement,
that engagement, is so important

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because it keeps a spark
of curiosity alive

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that so often dies around the same time

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that kids start resenting the kind
of only-one-right-answer didactic nature

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with so much schoolwork;
it's usually around grade 3 or 4.

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And when you alight that curiosity,

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you no longer have to push
knowledge on to kids

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because they actually want to understand.

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There's no need for carrots
and sticks to force learning

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because they become self-powered,
nerdy, little curiosity machines.

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And as result of that, you know,

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they are, you know, able to think
entirely on their own merits.

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But what are actually talking about here
when we say "learning how to think"?

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Well, I think part of it is creativity.

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But creativity isn't just
some self-indulgent feely thing.

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It largely defines us as a species.

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When you think about it,

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almost every great innovation,

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political theory
or scientific breakthrough

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has sprung from creative thinking, right?

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So, from Plato to Einstein,
from agriculture to iPads,

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because creative thinking is, in essence,
nothing more than making new connections.

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But to be clear,

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what I'm talking about here
isn't creative expression.

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Art's great, but what I'm advocating
is less like art and more like design.

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And the difference between art and design

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is that art is an expression,
whereas design solves a problem.

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So the point of teaching kids
how to think creatively

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is to teach them how to be adaptive,

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how to innovate
in order to solve problems.

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Not sitting in a loft with red wine,
ciggies and a black skivvy,

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suffering the burden of no one
understanding their artistic genius,

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but sitting in a planning meeting,
or a startup incubator,

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or anywhere else in the real world

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that contributes
to our real-world economy.

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So, our schools need
to teach creative thinking.

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But I think that's only half of it -

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I think that's only half of it because
teaching creative thinking is great,

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but if you're just open
to new connections,

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then, you know, that's a little bit
of a recipe for disaster as well

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because you need to keep
your thinking to account.

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Never trust a brain,

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especially your own,

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because we are, every single one of us,
prone to cognitive biases,

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to prejudices and to the blinding effects
of privilege and in-group psychology.

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We like to think of ourselves
as really quite objective and clever,

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but the unfortunate truth
is that we are all, to some extent,

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flawed, ignorant and deluded,

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which, you know, sounds not good.

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But happily, we can do something about it
by learning critical thinking skills.

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What critical thinking teaches us
is how to question things rigorously,

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how to form sound, well-reasoned,
coherent thoughts and arguments

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and critically how to identify bullshit.

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But perhaps the most
important thing it teaches us

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is that it's good to be wrong,

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that the ideas we hold aren't us

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and that we don't need
to defend them to the death,

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and, in fact, that we can
change those ideas

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and that it is absolutely
liberating to do so.

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It's something really fundamental
to how we approach the world

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to have the vulnerability and the humility

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to be receptive to the idea
that I might be wrong, you know?

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It's profoundly transformative.

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And when we're trained
as critical thinkers,

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something significant shifts

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because we become
aware of our own thinking.

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"Why do I think this?
How have I come to this conclusion?"

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We become quite literally self-aware.

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This is my thesis:

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that creative and critical thinking
are two sides of the same coin,

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two parts of an equation
that add up to how to think.

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And what's really interesting
is that something happens

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when our mind is trained to think
both creatively and critically

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because that equation adds up
to more than just a sum of its parts.

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There's a seed of genius,
there's a fertility of understanding,

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that allows our mind to grow
to such great heights

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when it's able to think creatively

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in dynamic interplay
with thinking critically.

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When those two aspects
of our ability work together,

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amazing things happen.

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A da Vinci moment's born
from the cognitive alchemy

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of a mind that is free
to plan and explore,

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yet also disciplined
to apply reason and rationality.

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And such a mind is also
a fortress of understanding.

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It's largely impervious to the lies
and the nefarious manipulations

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of politicians, the media
and the advertising industry,

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which presents me
with something of a segue.

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So, for the past 15 years or so,

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I've been manipulating people into buying
things that they probably don't need,

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working as an advertising creative
in the ad industry.

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And in that time,

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I've learned a fair bit
about both creativity and bullshit.

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But perhaps the most
important thing I learned

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is that if you want an ad to be effective,
you need to create genuine engagement,

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and you need to do so
using the power of simplicity.

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If you can get that right,

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then your ad doesn't feel
like an ad anymore.

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Instead, it feels like something
that someone might actually not hate

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and possibly even want to read,
watch or interact with.

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So, but what if we applied that same truth
to education instead of advertising?

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Now, we all know that making learning
fun and engaging is a good idea,

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it's sort of obvious,

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but to be blunt, there really isn't
much evidence of it in practice.

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And I think the reason for that

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is that the people
who design school syllabuses

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usually aren't talented entertainers:

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no trained designers, directors
or other creative professionals.

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And the unfortunate truth is
that using Comic Sans

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and putting an illustration of a zany
scientist up in the corner of the page

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doesn't actually make learning
all that much fun, right?

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(Laughter)

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A great example of how to do it right
is Horrible Histories.

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As the name suggests, it takes
all the most awful aspects of history

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and puts it into a narrative form.

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And of course kids absolutely love it
because it's disgusting and fascinating.

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Another wonderful example
of how education should be engaging

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happened when a scientist
also happened to be a poet,

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because Carl Sagan didn't just
teach us about the cosmos;

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he helped us to progress as a society,
he changed how people think.

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Now, education is the most important
cornerstone of civilization, isn't it?

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Shouldn't we be making it
as engaging and effective as possible?

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Shouldn't we be applying the same rigor,

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the same innovation
that we do to marketing,

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to education?

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So, a couple of years ago,

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I was teaching my own boys
about logical fallacies,

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which is an area of critical thinking,

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and it occurred to me

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that maybe I could use my advertising
powers for good instead of evil, right?

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(Laughter)

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Now, fallacies are essentially
like flaws in reasoning,

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and I wanted my boys to be aware
of some of the more common ones

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like the appeal to nature fallacy.

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But all the explanations I'd read online

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were these just impenetrably dense
academic walls of text, you know.

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And so I did what I do at work when
I'm given a 12-page communication strategy

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that I somehow have to fit
onto a billboard someone can read

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as they're drive past in their car.

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I simplified.

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I tried to come up with some
clear explanations and examples

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we could about in the car
on the way to school in the morning,

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which was actually a really fun exercise.

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And I ended up putting together a poster

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with 24 of the most
common logical fallacies,

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each with a single simple sentence
that clearly explained the concept, right?

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And then, it occurred to me

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that perhaps the same idea
could work well online, you know,

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and I could share it with other parents,
teachers and the world at large.

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And so, with the help
of some programmer friends,

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we came up with a creative commons website
at yourlogicalfallacyis.com .

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The idea was that if you saw someone
committing a fallacy online someway,

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you just linked them to it.

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If someone was
misrepresenting an argument,

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you just linked them to
yourlogicalfallacyis.com/strawman, right?

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So probably the best way to explain it
is to show you an example from the site.

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So, this one is false cause,

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in which we presume
that a relationship between things

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means that one is the cause of the other.

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So for example,

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"Pointing to a fancy chart, Roger shows
how temperatures have been rising

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over the past few centuries,

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whilst at the same time,

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the number of pirates
have been decreasing.

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Thus, pirates cool the world
and global warming is a hoax."

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So -

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(Laughter)

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You get the idea.

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We also made the poster available as a PDF

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that anyone could download
and print out for free.

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So, we launched in 2012,
and yourlogicalfallacyis.com blew up.

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It was tweeted by the likes
of the lovely Mr. Stephen Fry, PZ Meyers,

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Wikipedia's Jimmy Wales, our own Dr. Karl,
among thousands of others.

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It was featured on sites
like Boing Boing and Upworthy,

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melted our servers, front-paged on Reddit,
attracted over 3,5 million unique visitors

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and is currently the top
logical fallacies site online.

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(Laughter)

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It's getting around 10,000
unique visits a day,

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and most awesomely the poster
is currently being featured

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in may thousands of classrooms
and other kids' bedrooms

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all around the world.

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So, you know -

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(Applause)

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Thanks.

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(Applause)

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So that went quite well.

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(Laughter)

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It was surprising.

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It would seem that making
educational resources simple, fun and free

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is a good idea, right?

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So, what now?

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Well, what if we did the same kind
of thing but on a much bigger scale?

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What if we created a platform

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that allowed teachers
to teach critical thinking,

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that allowed any student
to be able to learn

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about philosophy and creative thinking?

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What if we created a platform
where anyone could get -

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sorry -

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where anyone could have access
to resources on thinking?

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So just recently, we launched
the School of Thought International,

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at schoolofthought.org .

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The purpose of the School of Thought

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is to help us question
all schools of thought.

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What it is is a
not-for-profit online school

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where anyone can learn creative
and critical thinking skills for free.

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The content, courses, tools, apps,
games and resources that we create

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will be available for everyone to use
under a creative commons license,

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from primary school teachers through
to university philosophy departments

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and any student of any age
anywhere in the world

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with an Internet connection.

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(Laughter)

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And what if instead
of flat images and walls of text

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we took the liberty
that an online school can take

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and created a fully immersive 3D campus

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designed to be a living vision
of an enlightened learning utopia

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writ large in the virtual space?

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And what if we could actually
help change our school system?

00:13:42.502 --> 00:13:46.163
I mean, why are we teaching kids what's
on the periodic table of the elements,

00:13:46.163 --> 00:13:48.999
but we're not really teaching them
why science is important,

00:13:48.999 --> 00:13:50.401
about philosophy of science

00:13:50.401 --> 00:13:52.590
or how to read journalism
with a critical mind,

00:13:52.590 --> 00:13:56.163
about how taking evidence-based approaches
helped take us from the Dark Ages

00:13:56.163 --> 00:13:59.677
into this golden age of progress
and technological wonder?

00:13:59.677 --> 00:14:03.163
I mean, how many lectures
does the average student receive at school

00:14:03.163 --> 00:14:04.524
about following the rules?

00:14:04.524 --> 00:14:06.711
And yet we don't teach them ethics.

00:14:06.711 --> 00:14:09.911
We don't teach kids
how to understand and internalize

00:14:09.911 --> 00:14:11.793
the difference between right and wrong.

00:14:11.793 --> 00:14:14.092
We just tell them,
"Don't do that, that's wrong,"

00:14:14.092 --> 00:14:16.172
and then we yell at them
if they transgress.

00:14:16.692 --> 00:14:21.382
We teach kids how to make
extremely ugly shorts in Home Ec.

00:14:21.382 --> 00:14:22.391
(Laughter)

00:14:22.391 --> 00:14:26.932
But perhaps teaching them
about logic and reason

00:14:26.932 --> 00:14:31.371
might be at least as important life skills
in this information age, you know.

00:14:32.371 --> 00:14:37.903
What if schools incorporated thinking
as its own subject into their curricula?

00:14:37.903 --> 00:14:39.463
Is that such a crazy thought?

00:14:39.463 --> 00:14:43.232
I mean, what if we spent as much time
teaching kids how to think for themselves

00:14:43.232 --> 00:14:46.182
as we do on English,
Math or any other subject?

00:14:46.182 --> 00:14:49.915
Not only would this be great for kids
in all aspects of their learning in life

00:14:49.915 --> 00:14:51.871
and the future of our species,

00:14:51.871 --> 00:14:54.623
it would also mean that people
with degrees in philosophy

00:14:54.623 --> 00:14:56.841
will finally be able to get a job.

00:14:56.841 --> 00:14:58.353
(Laughter)

00:14:59.673 --> 00:15:01.981
(Applause)

00:15:02.892 --> 00:15:04.142
So -

00:15:08.792 --> 00:15:12.054
We're approaching perhaps
the most important and volatile period

00:15:12.054 --> 00:15:13.853
in all of human history.

00:15:14.593 --> 00:15:18.461
Now more than ever, we need to teach kids
how to think, not what to think.

00:15:18.461 --> 00:15:19.753
And you know,

00:15:19.753 --> 00:15:24.033
if we can do things in collaboration
with people like Peter Elton

00:15:24.033 --> 00:15:26.912
from the University of Queensland's
Critical Thinking Project

00:15:26.912 --> 00:15:30.085
and cutting-edge who helped us
put together these visualizations,

00:15:30.085 --> 00:15:31.973
I think that can be a possibility.

00:15:31.973 --> 00:15:34.882
I hope you find this to be
an idea worth spreading.

00:15:34.882 --> 00:15:35.971
Thank you.

00:15:35.971 --> 00:15:37.509
(Applause)