00:00 our brain has evolved to discard

00:02 information that it thinks has no

00:03 relevance you know if you think like

00:05 what is education like you're basically

00:06 downloading data and algorithms into

00:08 your brain and it's it's it's actually

00:11 amazingly bad in conventional education

00:13 because like it shouldn't be like this

00:14 huge chore so i think colleges are

00:16 basically for fun and to prove you can

00:18 do your chores but they're not for

00:20 learning

00:22 you're self-taught yeah well i

00:25 self-taught yes meaning um i didn't i

00:27 don't have an aerospace degree so how

00:29 did you go about acquiring the knowledge

00:31 well uh i i read a lot of books talk to

00:33 a lot of people and and have a great

00:35 team

00:37 it's important to teach uh

00:39 teach problem solving or teach to the

00:41 problem not to the tools

00:43 so this would be like

00:45 let's say

00:46 um

00:47 you're trying to teach people about uh

00:49 how engines work or you know you could

00:51 start by a

00:53 more traditional approach would be to

00:54 say we're going to teach you all about

00:56 screwdrivers and wrenches

00:58 and

00:59 and you can have a corsa screwdrivers or

01:01 caution wrenches and all these things

01:03 and it's

01:04 this is a very difficult way to do it a

01:06 much better way would be like here's the

01:08 engine now let's take it apart how we're

01:10 going to take it apart oh you need a

01:11 screwdriver that's what the screwdriver

01:13 is for you need a wrench that's what the

01:14 wrench is for

01:16 and then a very important thing happens

01:18 which is that the relevance of the tools

01:20 becomes apparent

01:22 you don't need college learning learn

01:24 stuff okay

01:25 everything is available basically for

01:27 free

01:28 you can learn anything you want for free

01:30 it is not a question of learning

01:33 um

01:34 there there is

01:35 a value that colleges have which is like

01:39 you know seeing whether somebody's

01:41 is can somebody work hard at something

01:44 including a bunch of

01:45 sort of annoying homework assignments

01:47 and still do their homework assignments

01:50 uh and and kind of soldier through and

01:52 get it done you know that's

01:55 that's like

01:56 the main value of college and then also

02:00 you know if you you

02:01 probably want to hang around with a

02:02 bunch of people your own age for a while

02:04 instead of going right into the

02:05 workforce

02:06 [Music]

02:07 so i think colleges are basically for

02:10 fun and to prove you can do your chores

02:11 but they're not for learning

02:14 generally you want education to be like

02:16 as close to a video game as possible

02:19 like a good video game

02:20 you do not need to tell your kid to

02:23 play video games they will play video

02:25 games on autopilot all day

02:27 so

02:28 if you can make it interactive and

02:30 engaging

02:32 then then you can make education

02:35 far more compelling and far easier to do

02:38 so you really want to

02:39 um disconnect the whole grade level

02:41 three thing from the subjects allow

02:44 people to progress at the fastest pace

02:46 that they can or interested in in each

02:49 subject

02:50 it seems like a really obvious thing

02:52 um

02:53 i mean i think like most teaching today

02:55 is is a lot like vodka

02:57 where

02:58 um

02:59 and it's and as a result just not not

03:01 that compelling it's like somebody's

03:03 standing up there and lecturing to you

03:04 and they've done the same lecture

03:05 several years in a row they're not

03:07 necessarily all that engaged or

03:09 in doing it you know if you're like what

03:11 is education like you're basically

03:12 downloading data and algorithms into

03:14 your brain and it's it's actually

03:17 amazingly bad in conventional education

03:19 because like it shouldn't be like this

03:20 huge tour like the more you can gamify

03:23 the uh process of learning the better

03:26 like

03:27 for my kids i do not have to encourage

03:28 them to play video games yeah okay i

03:30 like pry them from their hands like like

03:32 crack yes yes like drop that crack

03:34 needle um in fact i think a lot of

03:36 things people learn probably there's no

03:37 point in learning them um

03:39 because they never use them in the

03:41 future well you have to say like people

03:43 i think don't stand back and say well

03:44 why are we teaching people these things

03:47 and we should tell them probably why

03:49 we're teaching these things because a

03:50 lot of kids are just in school kind of

03:52 puzzled as to why they're there

03:57 and i think if you can explain the why

03:58 of things then that makes a huge

04:01 difference to people's motivation yeah

04:02 then they understand

04:04 they understand purpose yeah

04:07 so i think that's pretty important

04:10 and just make it entertaining but i

04:11 think just in general like conventional

04:13 education should be massively overhauled

04:14 i'm sure you very much agree with that

04:15 but well

04:17 people do not think critically enough i

04:18 mean there's critical thinking is a

04:20 skill in short supply where people you

04:23 people take too many things as they

04:25 assume too many things to be true

04:27 without sufficient basis in

04:29 in that belief um so

04:31 um it's very important that people

04:33 closely analyze what what is supposed to

04:35 be true and and and try to build up

04:39 try to say let's analyze things from

04:40 first principles not by not not by

04:43 analogy or not by convention

04:45 if you assume things are true by

04:47 convention which is actually what most

04:48 people do

04:49 um then it's difficult to gain insight

04:52 into what how things can be bettered

04:55 so you know in any argument

04:57 or any sort of train of thinking um you

05:00 want to

05:01 make sure that your the underlying

05:03 premises are valid and applicable and

05:07 um

05:08 and you know and and then in reaching a

05:10 conclusion that

05:12 the conclusion you're reaching is

05:13 necessarily driven by the underlying

05:15 premises and the interconnection between

05:16 those premises that may seem like a

05:18 really simple thing to say but most

05:20 people don't do that um so it's really

05:23 the foundation of rational thought

05:26 i think there's maybe

05:28 there's definitely some good schools out

05:29 there

05:30 but i think

05:31 the

05:32 some of the mistakes at least in my

05:34 opinion that i see being made in

05:36 education is um

05:39 that

05:40 um

05:41 people the the teachers do not explain

05:44 why

05:45 kids are being taught a subject

05:47 um

05:48 you know just sort of get dumped into

05:50 math and like well why are you learning

05:51 math what's the point of this it seems

05:53 like some

05:54 you know some people like maybe it's

05:56 i don't know why i'm being asked to do

05:58 these strange

05:59 problems

06:02 but you know the why of things is

06:03 extremely important

06:05 because you know our brain has evolved

06:07 to

06:08 not

06:09 to discard information

06:11 that it thinks is has no relevance

06:14 so then if on the one hand you uh you're

06:17 being asked to memorize or learn

06:20 say formulas

06:21 but you do not know why

06:23 this is the case then you have this

06:25 cognitive dissonance of it seems

06:28 irrelevant but i'm being told to

06:29 remember it so i'll be punished

06:32 so so i better remember it but so the

06:34 why of things is very important and

06:36 then uh being able to

06:39 and then

06:40 picking kind of a

06:42 a problem

06:43 and then uh using various educational

06:46 tools to solve that problem

06:49 like using math or physics or economics

06:51 to to solve that problem

06:53 is far more engaging

06:55 than teaching the tools

06:58 a university education is often

07:00 unnecessary um

07:02 that's not to say it's unnecessary for

07:04 all people but

07:06 um i i think

07:07 you probably learn about as much or the

07:10 vast majority of what you're gonna learn

07:11 there in the first two years

07:13 and most of it is for your classmates

07:16 now for a lot of companies

07:18 they

07:19 they do want to see the completion of

07:20 the degree because they're looking for

07:23 um someone who's gonna persevere and see

07:26 it through to the end and that's

07:28 actually what's important to them so it

07:30 really depends on what somebody's goal

07:32 is if the goal is to start a company

07:34 i would say no point in finishing uh

07:37 college um

07:39 so

07:40 i think that's how it should be and it

07:42 shouldn't be that you've got like these

07:43 grades where people move in lockstep

07:45 um and so everyone

07:47 goes through you know goes like normally

07:50 you will go through

07:51 english math

07:53 uh

07:54 science and so forth from like fifth

07:55 grade to sixth grade to seventh grade

07:57 like it's an assembly line

07:59 but people are not objects on an

08:01 assembly line that's a ridiculous notion