(h) TROM - 2.3 Educational system
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0:00 - 0:02[ Documents / Educational System / Work ]
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0:02 - 0:06After an Identity is assigned to you, without your knowledge.
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0:06 - 0:09you will be sent to an organization called:
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0:09 - 0:11An Educational System
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0:11 - 0:14It differs a little, from country to country
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0:14 - 0:18considering the culture, but more than that, a country's budget.
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0:19 - 0:23So i will refer to the educational system from the country where I was born.
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0:24 - 0:28The differences are, almost, less important, considering the similarities.
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0:36 - 0:40Kinder-garden lasts about 3 or 4 years, but can vary.
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0:40 - 0:47In kinder-garden I learnt many stories, tales, things related to imagination.
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0:47 - 0:53Why? I don’t know, nobody told me. I still have no idea why.
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0:57 - 1:04Well, You must understand that today, we expose children, to artificial values
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1:04 - 1:08first: boo boo said the cow, baba said the sheep.
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1:08 - 1:11When you bring up children with that kind of garbage,
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1:11 - 1:15they can learn Geology, children can learn Engineering, Mathematics.
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1:16 - 1:19Children are capable to learn the same thing adults are.
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1:19 - 1:23It takes just as much garbage, that you fill the kids head with.
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1:24 - 1:29and you keep pumping information into their heads, that is unreal.
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1:29 - 1:32and then you expect them to be able to think later on
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1:32 - 1:38Children can learn and read at very early age, they can understand complex things.
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1:38 - 1:43Like continental drift, they can understand volcanos, nature.
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1:44 - 1:46they can understand the symbiotic process.
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1:46 - 1:51but you have things like Mickie Mouse club. Imagine that
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1:52 - 1:56Imagine all the ridiculous things that children are exposed to.
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1:56 - 1:59So, here we damage them right away,
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1:59 - 2:02because they think, so i guess that's the way children are.
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2:03 - 2:04No They Are Not.
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2:04 - 2:07I would like to say this about my own little boy:
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2:07 - 2:11when he was about 4 years old, he said:
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2:11 - 2:14Daddy the wheel came off my toy car, would you fix it?
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2:14 - 2:20So i said: so it did, i'll get your baby toys where the wheels don't come off,
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2:20 - 2:21and I threw the car on the garbage.
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2:22 - 2:25oh, I watched him, and I noticed that lower lip come out.
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2:25 - 2:28He said: you throwing it away.
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2:29 - 2:30I told him: Yes I did!
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2:31 - 2:35So, he: Well, maybe i can fix it. then I took it out and I gave it to him.
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2:35 - 2:39and he tried to put it together, and he did put it together within few minutes.
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2:40 - 2:44Then i picked him up and said "That's Wonderful" how did you do that?
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2:44 - 2:46he said: I'm not THAT little.
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2:46 - 2:48In other words if you give kids responsibility,
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2:49 - 2:54instead let daddy solve this, let daddy do that for you, let mommy fix that.
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2:54 - 2:57you produce a blob that doesn't think.
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3:07 - 3:09School
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3:11 - 3:14I was often forced to wear the same outfit as others,
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3:15 - 3:18an outfit imposed by the educational system.
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3:18 - 3:20Without an explanation.
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3:20 - 3:23The School program is fixed.
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3:23 - 3:28So, you are bound to respect it, otherwise, it is likely to expel you,
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3:28 - 3:30resulting in a potential lack of job,
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3:31 - 3:36leading you to starvation, being unable to take possession of money.
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3:37 - 3:41Speaking of program, school started early in the morning,
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3:41 - 3:45because of this i was forced to wake up around 7 AM.
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3:45 - 3:50This meant that bedtime was not dictated by the biological system,
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3:50 - 3:52but, by the educational system,
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3:53 - 3:57leading to constant brain, and other organs, fatigue.
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3:58 - 4:01I often came to school very sleepy,
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4:01 - 4:05and the school wants to be an institution in which you must retain information.
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4:12 - 4:15Classes were fixed, so were the breaks.
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4:15 - 4:21The program was about 6 - 7 hours a day, five days a week.
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4:22 - 4:26The educational program lasted about 12 years,
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4:27 - 4:30and the break was about 2 - 3 months every year.
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4:32 - 4:36The educational system has created the first scale of values,
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4:36 - 4:39and labeled people as being stupid, or smart,
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4:39 - 4:43because of some unknown rules, creating envy.
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4:44 - 4:47if you are born with a better brain than him,
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4:47 - 4:52say the tissues is better quality, the neurons processes are better built,
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4:53 - 4:56if you live in nazi germany, you become a nazi faster.
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4:57 - 4:59even if the brain is better,
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4:59 - 5:04the brain has no mechanism for knowing that which is relevant or less relevant.
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5:05 - 5:07That goes for intelligence.
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5:08 - 5:10I don't know if i've talked to you about,
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5:10 - 5:14an electrical engineer 75 years ago, an intelligent one
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5:14 - 5:16couldn't get a job today
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5:16 - 5:19so when you talk of intelligence, what are you talking about?
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5:19 - 5:24it's an ongoing process, there is no such a thing as an intelligent person,
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5:25 - 5:31there are people that are fairly well informed in area A&B, not informed in area C
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5:36 - 5:41Also, schools promoted competition, that leads instinctively to dispute.
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5:41 - 5:47And, do not forget that competition may have winners and losers.
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5:47 - 5:51Mostly, the school in which I, along with millions of other children,
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5:51 - 5:57have taken part, created a false scale of values and promoted competition.
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5:57 - 6:02Also, schools destroyed something very important: Curiosity,
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6:02 - 6:07since nobody gave you an explanation for the way you are forced to behave,
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6:07 - 6:10just telling you to do things without asking.
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6:19 - 6:21You said you are worried about kids,
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6:21 - 6:23I'm not worried about kids, I'm worried about grown ups, ok?
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6:24 - 6:25These are the ones who vote.
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6:25 - 6:29These are the ones who tell you 'the world is coming to an end in 2012,'
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6:29 - 6:31kids don't say that, grown ups do.
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6:31 - 6:32I'm worried about grown ups who say:
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6:33 - 6:36"read my horoscope, tell me whether I'll find money tomorrow".
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6:36 - 6:39Grown ups say this, not children, ok?
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6:42 - 6:45Children do not read horoscopes, ok?
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6:45 - 6:50Childrens are perfectly happy counting through the number thirteen.
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6:52 - 6:55Children are not afraid to walk under ladders,
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6:55 - 6:58they see a black cat cross their path they say "oh kitty kitty", they want to pet it,
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6:58 - 7:03not run in the other direction, children are not the problem here.
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7:05 - 7:06Get me started...
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7:08 - 7:11Because kids are born curious.
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7:12 - 7:14They're always exploring.
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7:16 - 7:20We spend the first year of their lives teaching them how to walk and talk.
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7:20 - 7:23And the rest of their life, telling them to shut up and sit down.
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7:30 - 7:35To see what it is all about, and to summarize what I have learnt in school, let's recap:
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7:36 - 7:42I remember that I learnt a language. This language that you are hearing right now.
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7:42 - 7:44Let's focus a little bit on that.
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7:47 - 7:49don't know if you understand me,
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7:49 - 7:54we don't know, lot of people think somebody invented language.
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7:54 - 7:58and they say to read and to write is to communicate, that's not true,
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7:58 - 8:02what happened, a guy banged his elbow, said "aam",
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8:02 - 8:06then banged his knee said "uuh", then he eats something said "oo"
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8:06 - 8:11language is an extrapolation of all those sounds over many years,
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8:11 - 8:15nobody ever sat down and invented language.
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8:19 - 8:22The Language in this form is centuries old,
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8:22 - 8:24and although it represented the point of support
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8:24 - 8:28in the development of mankind, it is now outdated.
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8:28 - 8:32Often slow, sometimes too long for the sent message,
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8:32 - 8:36but more importantly it’s interpretable, which makes it useless.
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8:39 - 8:45We know that mathematics, chemistry and physics are not subject to interpretation.
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8:45 - 8:47They are fixed languages.
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8:48 - 8:51Well... the language that you are hearing right now, is interpretable.
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8:55 - 8:59I can tell you now, that you and your boss are the same.
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8:59 - 9:02But... what did I actually mean?
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9:02 - 9:09You are the same, but how? You look the same, behave similarly, or what?
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9:10 - 9:14Depends on what you understand, because this is interpretable.
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9:14 - 9:21But, if I scientifically prove to you that both of you are composed of the same chemical elements,
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9:21 - 9:24then no one would have any doubt about what my message means.
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9:30 - 9:33Consider now the people who build all kinds of buildings.
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9:34 - 9:39They are constructing using all those fixed languages, so that everyone understands,
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9:39 - 9:44and the building could fit in the environment. No opinion here.
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9:49 - 9:52So in those 12, or for me 15 years, of school,
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9:52 - 9:57I learnt an exceeded language, that adds to the confusion of the current world.
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10:00 - 10:06Moreover, I learnt one language out of hundreds, which does not help me when I leave the country.
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10:07 - 10:09I learnt an Interpretable language,
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10:09 - 10:15that helps me communicate with a few tens of millions of people on the planet, out of 7 billion.
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10:17 - 10:22That, in an era of the Internet, a place without fictitious boundaries.
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10:25 - 10:28Why haven't I learnt a universal language?
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10:28 - 10:31One more compact and less interpretable.
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10:31 - 10:36Or why didn't I learn the other fixed languages, better than this interpretable one?
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10:37 - 10:42I have possible theories, but they don't matter, all that matters is that you ask yourself.
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10:47 - 10:50Besides this language, I learnt mathematics,
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10:50 - 10:52and even after I finished school,
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10:52 - 10:57I thought that mathematics is a bunch of letters and numbers, with certain rules,
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10:58 - 11:01and that everything is a game for brain development.
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11:02 - 11:07My colleagues thought the same thing, perhaps some of them didn’t even ask.
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11:09 - 11:14I created this theory because nobody, ever, could give me a more detailed explanation,
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11:14 - 11:18other than: you need to know how to calculate.
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11:19 - 11:22Calculate Money? Or what?
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11:22 - 11:27I wonder if my old colleagues even know what mathematics really means.
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11:31 - 11:33The same happened with physics and chemistry.
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11:34 - 11:39Blackboard, white chalk, and a professor with a fixed character,
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11:39 - 11:42together with fixed and obligatory school schedule,
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11:42 - 11:44pushed me away from reality,
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11:44 - 11:48and all those fixed languages have become nonsense bonds.
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11:49 - 11:54That's why many students hate such classes, their value is never explained.
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11:57 - 12:02Remember that no such fixed language could help me in daily life of the monetary system,
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12:02 - 12:07because the basic language used here is the one that you are witnessing right now,
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12:07 - 12:11a language old and subject to interpretation.
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12:16 - 12:19I also learnt geography and history.
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12:20 - 12:25History never interested me because I did not know if indeed such things happened,
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12:25 - 12:30they were just writing for me, and the present is much more important anyway.
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12:30 - 12:36Besides, I didn't agree with stories where armed criminals were seen as leading heroes.
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12:40 - 12:44Geography taught me names, that it said, were countries.
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12:45 - 12:50That means... some portions of planet Earth, were 'conquered' by people,
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12:51 - 12:54just as monkeys do, and named.
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12:54 - 12:59This is the concept of countries, and that is how countries evolved.
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13:00 - 13:03Even today, boundaries separate areas,
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13:03 - 13:07and are dividing the human species, leading to racism
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13:07 - 13:10and instinctively slowing progression, due to separation.
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13:13 - 13:16Countries and cities have no importance,
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13:16 - 13:20because the Earth itself is the common heritage of all humans.
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13:21 - 13:26You can define a piece of Earth, name it, and say it is yours only by imagination;
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13:27 - 13:33it will be recognized by others, in its value, only if others accept that as being true...
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13:33 - 13:35also through imagination.
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13:36 - 13:41That's what i retain from geography, names and imaginary demarcations.
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13:46 - 13:49I learnt about God, and religion,
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13:49 - 13:54a theory that says the world was created by a divine creature, within 7 days.
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13:55 - 13:58Basically, the theory was promoted and accepted by all,
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13:59 - 14:02especially as it was taught in school as being true.
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14:02 - 14:06It is in contradiction with other subjects in school,
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14:06 - 14:09such as physics, chemistry or biology,
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14:09 - 14:14even with reason, and for me, it just created confusion.
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14:19 - 14:22My school didn’t focus on sport, music or drawing,
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14:23 - 14:26so I can not remember anything from these areas.
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14:32 - 14:35The closer I got to the end of these 12 years,
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14:35 - 14:38the less rationality I found in what i learnt.
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14:38 - 14:42What we learn in school does not have any tangent with reality,
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14:42 - 14:46only with further education through college.
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14:48 - 14:53In the monetary system, college is the final step, of this human education,
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14:53 - 14:56and college will prepare you for a job.
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14:57 - 15:01That makes the educational system, a system of training workers.
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15:07 - 15:1012 years, in which I learnt a language that confused me,
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15:11 - 15:13more than it helped me.
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15:14 - 15:1812 years, in which I was confused by this different theories of my existence.
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15:19 - 15:2312 years, in which I have been obligated to present myself at fixed hours,
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15:24 - 15:28to an institution, and to have a certain uniform.
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15:28 - 15:3212 years, in an organization, that, pushed me away from mathematics,
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15:32 - 15:35physics, biology or chemistry.
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15:38 - 15:4312 years, in which, I did not receive any explanation for what I learnt,
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15:43 - 15:48or why I learnt it, or why I should respect the educational system’s rules.
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15:48 - 15:5312 years that I personally consider being lost, and immoral.
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15:53 - 15:5712 years, in which I could learn so much.
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15:57 - 16:02Then, another three years of college, which only prepared me for a job.
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16:04 - 16:07So, where is the education?
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16:08 - 16:12Maybe, the country where I was born, was to blame.
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16:13 - 16:15But then, you can think of the years you’ve spent at school,
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16:15 - 16:18and the information learnt,
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16:19 - 16:23then correlate that with reality and draw your own conclusions.
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16:25 - 16:27After you draw your conclusions,
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16:28 - 16:31think about whether you accept taking part in such a program,
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16:31 - 16:34for 12 to 15 years, only to learn;
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16:35 - 16:39without receiving any degree or any gratitude at the end.
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16:43 - 16:46I haven't heard school teachers say:
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16:46 - 16:50"Let us make education relevant to the needs of people"
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16:50 - 16:54I've never heard descriptive system from Universities
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16:54 - 16:58or any elaborate organization.
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16:58 - 17:00The democratic concept for example,
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17:00 - 17:03where everybody participates and contributes,
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17:04 - 17:06I believe they can only contribute
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17:06 - 17:09to that which they've learned from the culture.
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17:09 - 17:14And they can't be that different and be a member of a standard organization.
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17:15 - 17:21Even though the universities today, have the most sophisticated equipment,
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17:21 - 17:25In the science labs, the architectural labs, all the labs
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17:25 - 17:28the wars are getting worse.
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17:28 - 17:30The explosives are getting worse.
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17:34 - 17:39[ Alternative Solutions ]
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17:50 - 17:52Now, let's look at how children learn,
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17:52 - 17:56and how schools might look in a system focused on progress
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17:56 - 17:59and freedom of human beings.
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18:00 - 18:03The children enthusiastically got up to me, and said:
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18:03 - 18:04"Now what do you want us to do?"
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18:04 - 18:07I gave them 6 GCSE questions.
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18:07 - 18:11The first group, the best one, solved everything in 20 min.
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18:11 - 18:14The worst, in 45.
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18:14 - 18:16They used everything that they knew:
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18:16 - 18:20News groups, Google, Wikipedia, Ask Jeeves, etc...
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18:20 - 18:23But teachers said: "Is this deep learning?"
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18:23 - 18:25I said: "well, let's try it!"
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18:25 - 18:26I come back after 2 months,
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18:26 - 18:31will give them a paper test, no computers, no talking to each other etc..
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18:31 - 18:35The average score when I done it with the computer and the groups was 76%
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18:36 - 18:40When I did the experiment, when I did the test after 2 months, the score was...
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18:41 - 18:4276%
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18:43 - 18:47There was photographic recall.
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18:47 - 18:49I mean, if there is stuff on Google,
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18:49 - 18:51why would you need to stuff it into your head?
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18:52 - 18:56I basically embedded a computer
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18:56 - 19:00into a wall of a slum in New Delhi.
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19:01 - 19:02The children barely went to school.
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19:03 - 19:06They didn't know any English. They've never seen a computer before.
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19:06 - 19:08And they didn't know what the Internet was.
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19:08 - 19:11I repeated this all over India
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19:11 - 19:14and then through a large part of the world.
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19:14 - 19:19I noticed that children will learn to do
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19:19 - 19:22what they want to learn to do.
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19:22 - 19:25So at the end of it, we concluded
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19:25 - 19:26that groups of children
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19:26 - 19:29can learn to use computers and the internet on their own,
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19:29 - 19:33irrespective of who or where they were.
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19:33 - 19:35I got an interesting phone call once from Colombo,
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19:36 - 19:37from the late Arthur C. Clarke,
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19:38 - 19:40who said "I want to see what's going on".
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19:40 - 19:42And he couldn't travel so I went over there.
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19:42 - 19:44He said two interesting things.
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19:44 - 19:48"A teacher that can be replaced by a machine should be".
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19:50 - 19:52The second thing that he said was that,
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19:53 - 19:58"if children have interest then education happens."
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19:59 - 20:03And I was doing that in the field, so everyday I would watch it, and think of him.
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20:03 - 20:07It is possible and they can definitively help people.
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20:07 - 20:13Because children very quickly learn to navigate the web and find things which interest them.
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20:13 - 20:16And when you got interest then you have education.
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20:16 - 20:21I think we've just stumbled across as self-organizing system.
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20:21 - 20:24A self-organizing system is one where a structure appears
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20:24 - 20:27without explicit intervention from the outside.
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20:27 - 20:31Self organizing systems also always show emergence,
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20:31 - 20:35which is that system starts to do things, which it was never designed for.
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20:35 - 20:39Which is why you react the way you do. Because it looks impossible.
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20:40 - 20:42I think I can make a guess now:
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20:42 - 20:45Education is a self-organizing system
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20:45 - 20:47where learning is an emergent phenomenon.
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20:50 - 20:52Now that we know that children learn,
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20:52 - 20:55and organize themselves better through curiosity,
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20:55 - 20:59you should only provide information and access to them.
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20:59 - 21:01It's simple.
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21:01 - 21:05Hi! My name is Sal Khan, the founder and faculty of the Khan Academy and
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21:05 - 21:07we are trying to educate the world.
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21:13 - 21:15Welcome to the presentation on "basic addition":
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21:16 - 21:21In august of 1789 they've already done their version of the Declaration of Independence...
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21:21 - 21:25And the process is called photosynthesis...
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21:27 - 21:34I was tutoring my cousins, literally, and I had kind of figure out a way to scale myself up,
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21:34 - 21:38so I started recording youtube videos and I started making little software modules for them.
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21:38 - 21:42But I made them so anyone can use them and started to get a lot of attraction.
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21:42 - 21:45What Sal Khan has done is amazing,
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21:45 - 21:51He's taken all this material and broken them down into little 12 min lectures.
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21:51 - 21:55I used it myself to remind myself of things, I've children who like it,
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21:55 - 22:00so I was super happy, he came up and we got to talk about, "where does he go now ?"
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22:00 - 22:04"how can my foundation help him pursue this dream"
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22:04 - 22:08"and connect it up with the other great things going on on the internet."
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22:10 - 22:12I want it to be a stand alone virtual school
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22:12 - 22:15where anyone in the world, who wants to learn anything,
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22:15 - 22:19can go there, start from the basics, progress as far as he needs to go,
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22:19 - 22:23get feedback, get assessment, get practice.
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22:23 - 22:25And eventually I want it to actually become the operating system
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22:25 - 22:26for what goes on in the classroom
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22:26 - 22:29where every student is allowed to work at their own pace,
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22:29 - 22:32and the teacher actually becomes more of a mentor or
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22:32 - 22:34of a coach.
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22:35 - 22:39So I see Sal Khan as a pioneer, in an overall movement
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22:39 - 22:43to use technology to let more and more people learn things,
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22:43 - 22:45know where they stand
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22:45 - 22:47it's the start of a revolution.
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22:49 - 22:54A system like that will create curious, intelligent and inventive individuals.
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22:54 - 22:57Something different from a worker.
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22:57 - 23:00Such a system couldn't help you in the monetary system.
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23:01 - 23:04Then you have to ask yourself "Why is that?"
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23:05 - 23:09I didn't want to teach my kid how to read
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23:09 - 23:12so I used to read to him at night
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23:12 - 23:14and close the book at the most interesting part
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23:14 - 23:17and he said "what happened then daddy?"
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23:17 - 23:22And so I said "Why don't you read? I'm too tired, I'll read it to you tomorrow".
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23:23 - 23:25He had to need to want to learn to read.
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23:25 - 23:29Don't teach children how to read, don't teach them mathematics.
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23:29 - 23:31Give them a reason to want it!
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23:31 - 23:34Does everybody know what that means?
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23:34 - 23:37In school they're working it backwards.
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23:38 - 23:43[Alternative solutions]
1) Provide information and access -
24:02 - 24:04An individual of the human species,
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24:04 - 24:07the dominant intelligent species on planet Earth,
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24:07 - 24:10should learn how he and the environment works,
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24:10 - 24:14to try to understand what is happening around him
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24:14 - 24:17through the best and demonstrable information possible.
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24:18 - 24:24It is a mockery to use 12, 15, or even more years of a human being's life,
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24:24 - 24:29that is around 70 to 80 years, to prepare him to be a worker,
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24:29 - 24:33or to learn a language limited by your culture.
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24:34 - 24:37Such an educational system is against evolution,
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24:37 - 24:44it makes the human species go forward... not in a straight line, but in ellipses.
- Title:
- (h) TROM - 2.3 Educational system
- Description:
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http://tromsite.com - Full documentary, very well organized (download, youtube stream, subtitles, credits, share, get involved, and many more)
Documentary´s description :
-------------------------------------------------------------------------
TROM (The Reality of Me) represents the biggest documentary ever created, it is also the only one that tries to analyse everything : from science to the monetary system as well as real solutions to improve everyone's life.A new and ´real´ way to see the world.
"Before the Big-Bang, till present, and beyond."
------------------------------------------------------------------------- - Video Language:
- English
- Duration:
- 25:00
Zift Ylrhavic Resfear edited English subtitles for (h) TROM - 2.3 Educational system | ||
wurmdario edited English subtitles for (h) TROM - 2.3 Educational system | ||
wurmdario edited English subtitles for (h) TROM - 2.3 Educational system | ||
wurmdario edited English subtitles for (h) TROM - 2.3 Educational system | ||
wurmdario edited English subtitles for (h) TROM - 2.3 Educational system | ||
JackSparrow commented on English subtitles for (h) TROM - 2.3 Educational system | ||
mrhoustonn edited English subtitles for (h) TROM - 2.3 Educational system | ||
FernandoCaaba edited English subtitles for (h) TROM - 2.3 Educational system |