One of the causes Ciro Santilli care the most about: motivation.
Ciro Santilli's view of the ideal teaching method: how to teach.
A list of complaints against education: Section "Education is broken".
How to improve education? Simple:
- tax the fuck out of the rich people and companies: wealth tax and invest it in education
- invest intelligently as mentioned at what poor countries have to do to get richer:
- focus on fewer higher excellence schools that select the most promising poor students, rather than giving crappy average to everyone
- use OurBigBook.com
Once Ciro was at a University course practical session, and a graduate was around helping out. Ciro asked if what the graduate did anything specifically related to the course, and they replied they didn't. And they added that:
One has to put the bread on the table.Even though Ciro was already completely disillusioned by then, that still made an impression on him. Something is really wrong with this shit.
Other people that think that the educational system is currently bullshit as of 2020:
- Ron Maimon
- Xavier Niel: https://fortune.com/2018/11/30/billionaire-xavier-niel/ "Want This Billionaire's Attention? Drop Out of School" (2018). He also created 42.
- Year On
- by Zach Caceres
- Anand Raja submission "Students and Universities": https://publications.parliament.uk/pa/cm200809/cmselect/cmdius/170/170ii.pdf, https://www.linkedin.com/in/anandraja/.
- https://xsrus.com/life-school-and-the-80-20-rule. Also GPA 2.0 linked from https://xsrus.com/ to https://xsrus.com/gpa-2.0 but down now
School rewards effort linearly [...]. Unlike school, the real world is nonlinear. By that, I mean most of what you do at work is a waste of time.
- A Mathematician's Lament by Paul Lockhart https://www.maa.org/external_archive/devlin/LockhartsLament.pdf
- https://www.learningforreal.org/ by Mary Ruth McGinn, a K12 teacher in the USA.https://www.learningforreal.org/quotes/ quotes Elbert Hubbard:
School should not be preparation for life. School should BE life.
She's somewhat focused on the performing arts, but what she says applies basically equally well to the natural sciences. A talk: https://www.youtube.com/watch?v=ggYL9gQeVEk She talks about authentic learning.
The true value of a college education is intangible!to which the speaker replies:
The true value of snake oil is intangible as well.IMDb says it's not a cameo. It really looked like one, good acting, but what a missed opportunity. Imagine a Xavier Niel appearance.
Key quote that hits the nail:
[...] the existing assumptions behind educational systems are that the purpose of education is to transmit valuable knowledge faithfully from on generation to the next. From people who already have that knowledge, to people who don't.So the knowledge is conceived of as a kind of valuable fluid, which you pour from one generation to the next, pour it into their brains.
So right... the purpose of education is not to teach facts. The purpose of education is to propose ways of thinking, which students themselves must try to apply and decide if it suits them! And use the patterns of thinking that are useful to reach their goals.
Like Noam Chomsky, he proposes education has been a system of indoctrination more than anything else e.g. https://twitter.com/daviddeutschoxf/status/1406374921748496386:
All compulsory education, "tough" or not, "love" or not, in camps or not, and whether it "traumatises" or not, is a violation of human rights.At https://twitter.com/DavidDeutschOxf/status/1051475227476185089 another good quote by Churchill:
Headmasters have powers at their disposal with which Prime Ministers have never yet been invested.
The same video also mentions in passing that john Wheeler used to be Deutsch's boss, but I can't find a reference for it very easily.
Whenever Ciro Santilli walks in front of a school and sees the tall gates it makes him sad. Maybe 8 year olds need gates. But do we need to protect 15 year olds like that? Students should be going out to see the world, both good and evil not hiding from it! We should instead be guiding them to the world. But instead, we are locking them up in brainwashing centers.
Video "The Purpose of Education by Noam Chomsky (2012)" puts it well, education can be either be:He has spoken about that infinitely, e.g. from when he was thin: https://www.youtube.com/watch?v=JVqMAlgAnlo
- a brainwashing to make people comply with The Establishment
- a way to get people genuinely interested and help them to reach their life goals
Bibliography:
- https://www.youtube.com/watch?v=ts7CEFQM2bE How Education Became Indoctrination: Dr Stephen Hicks (2021) Interview by https://www.youtube.com/c/KnowlandKnows Interesting channel. "Are you sick of woke-washing in education? Free speech distinguishes education from indoctrination" and "I taught at Eton college before I was fired because 'The Patriarchy Paradox' caused offence.".
See also: e-learning website.
If school weren't bullshit, 99% of students would be in gifted education for what they truly love and are good at.
Related programs:
Basically the same remarks as for university, just 10 times more useless, see also: Section "Motivation".
Basically schools that follows Ciro Santilli's ideas as shown at how to teach.
Amazing self-directed learning direction:
The pupils have a parents' evening coming up but instead of their teachers giving an account of their progress, it is a "student-led conference" at which they must present a portfolio of their work, explain what they are most proud of and discuss where they need to put in more effort.
https://world.hey.com/gwyn/no-excuses-bc4152fb mentions that the founder was inspired by other schools: High Tech High and Expeditionary Learning.
Lots of focus on showcase student work.
The founder Gwyn ap Harri is quite dirty mouthed, which is also cool.
Ciro Santilli tried to contact them in 2021 at: https://twitter.com/cirosantilli/status/1448924419016036353 and on website contact form to see if we could do some project together, but no reply.
This one has students must have a flexible choice of what to learn on the name! Sounds interesting!
A fantastic sounding full time 4-year course that any student could transfer to called that teaches various natural science topics, notably mathematics, physics, chemistry and molecular biology.
Many past students Ciro talked to however share a common frustration with the course: in the first 2 years at least, the "basic cycle", you have infinitely many courses, and no time to study, and no choice of what to study, it is only in the latter 2 years (the advanced cycle) that you get the choices.
Also, if you get low grades in a single subject, your out. And exams are useless of course.
Here's a Quora question in Portuguese about the course: https://pt.quora.com/Como-funciona-o-tal-do-curso-secreto-da-USP, the only decent answer so far being: https://pt.quora.com/Como-funciona-o-tal-do-curso-secreto-da-USP/answer/Victor-Soares-31. Very disappointing to hear.
On the advanced cycle, you have a lot of academic freedom. You are basically supposed to pick a research project with an advisor and go for it, with a small ammount of mandatory course hours. Ciro was told in 2022 that you can even have advisors from other universities or industry, and that it is perfectly feasible to take courses in another university and valiate the course hours later on. Fantastic!!!
Students from the entire University of São Paulo can apply to transfer to it only after joining the university, with the guarantee that they can go back to their original courses if they don't adapt to the new course, which is great!
Not doing it is one of Ciro Santilli's regrets in life, see also: don't be a pussy.
Around 2007, they were in a really shady building of the University, but when Ciro checked in 2021, they had apparently moved to a shiny new entrepreneurship-focused building. Fantastic news!!!
One of the Brazilians who came to École Polytechnique together with Ciro was from this course. The fact that he is one of the most intelligent people Ciro knows gave further credit to that course in his eyes.
No teachers, no courses, no tuition fees. Yes please!!! By Xavier Niel.
One is reminded of Nick Leeson.
One things must be said: the root cause of all of this is the replication crisis.
This is why he managed to go on for so long.
People felt it was normal to have to try for one or two years to replicate a paper.
Ended up under Springer in 2015 after a massive merger.
Publications by the Prussian Academy of Sciences.
Notable papers:
Notable papers:
Belongs to Springer, so you can still find papers under paywalls on their website.
Notable papers:
Of course, if academic journals require greater reproducibility for publication, then the cost per paper increases.
However, the total cost has to be smaller than the cost everyone who reads the paper spends to reproduce, no?
The truth is, part of the replication crisis is also due to research groups not wanting to share their precious secrets with others, so they can keep ahead of the publication curve, or maybe spin off a startup.
And when it comes to papers, things are even crazier: big companies manage to publish white papers in peer reviewed journals.
Ciro Santilli wants to help in this area with his videos of all key physics experiments project idea.
Cool initiative. Papers that do not share source code should be banned from peer reviewed academic journals.
It is understandable that you might not be able to reproduce a paper that does a natural science experiment, given that physics is brutal.
But for papers that have either source code or data sets, academic journals must require that those be made available, or refuse to publish.
Any document without such obvious reproducibility elements is a white paper, not a proper peer reviewed paper.
Big companies like Google are able to publish white papers as peer reviewed papers just due to their reputation, e.g. without giving any source code that is central for the article.
It is insane.
E.g.: AlphaGo is closed source but published as https://www.nature.com/articles/natnure16961 in 2016 on Nature.
You are nothing but useless leeches in the Internet age.
You must go bankrupt all of you, ASAP.
Research paid with taxpayer money must be made available for free.
Researchers and reviewers all work for peanuts, while academic publishers get money for doing the work that an algorithm could do. OurBigBook.com.
When Ciro learned URLs such as https://www.nature.com/articles/181662a0 log you in automatically by IP, his mind blew! The level of institutionalization of this theft is off the charts! The institutionalization of theft is also clear from article prices, e.g. 32 dollars for a 5 page article.
Long live the Guerilla Open Access Manifesto by Aaron Swartz (2008).
Key physics papers from the 50's are still copyright encumbered as of 2020, see e.g. Lamb-Retherford experiment. Authors and reviewers got nothing for it. Something is wrong.
Infinite list of other people:
- https://blog.machinezoo.com/public-domain-theft by Robert Važan:
Scientific journals are perhaps one of the most damaging IP rackets. Scientists are funded by governments to do research and publish papers. Reviews of these papers are done by other publicly funded scientists. Even paper selection and formatting for publication is done by scientists. So what do journals actually do? Nearly nothing.
Magazine of the Institute of Physics.
They do two things:
- make a closed source science journal with insanely high impact factor as of 2019
- gamify science by letting (mostly mostly British) dudes like Newton and Paul Dirac add some random letters after their real names to show off
One of Ciro Santilli's selfish desires.
Exams as a prerequisite for a degree are useless. Exams as part of a degree must be abolished. And degrees must be abolished. Ultimately the only metrics that really matter are money and fame. See also: motivation.
The only thing exams should matter for is as a screening tool to select people with specific abilities that you care about as an employer or principal investigator. If:then exams are useless for your purposes. then might as well just go by interviews (basically what all employers do already, though not PIs). Degrees are too course grained to mean anything to anybody. Employers and PIs likely only care about very few specific subjects.
- you have no idea about what the content of specific exams are (and you don't because they are all ad-hoc university secrets)
- or don't have a way to machine learn what grades correlate with your desired performance (you don't because where's the data?)
Once the question of an exam has been formulated, the usefulness of the problem is already been completely destroyed, because formulating the problem that matters is the most important part of things. And any problem with an answer, is useless to put effort into: give answers.
Furthermore, preventing people from searching for answers while answering an exam, AKA preventing "cheating", also makes absolutely no sense. In the real world, we want people to find answers as quickly as possible! We should be teaching people how to "cheat"! What we should teach them instead is what a fucking license is, and what you have to do to comply with it.
And if you pass the exam, you pass the course, without any further time requirements.
And those exams must be applied by professional test application companies to ensure no cheating and to factor out the anti-cheat work, while still making the tests available to people anywhere.
A quote from Richard Feynman present in the book Surely You're Joking, Mr. Feynman chapter O Americano, Outra Vez!:
You cannot get educated by this self-propagating system in which people study to pass exams, and teach others to pass exams, but nobody knows anything.You learn something by doing it yourself, by asking questions, by thinking, and by experimenting.
The only metric that matters is "to feel that you've satisfied youre curiosity". When one studies for that, it can take a lot more time to actually learn everything, because it is sometimes not as clear when you should stop. But it is the only way to go deeper.
A person's understanding is the most illiquid asset that exists, to judge that based only on standardized exams, is a certain way to fail to identify top talent.
This is Ciro Santilli's name for the idea that we should not have structured degrees at university that require entry exams, only tests that anybondy could take, likely for free, and then they would just have proof that they know the stuff for e.g. teachers that care about a subject while selecting students to work with them in research.
We just need control rooms where someone can watch students for cheating. Multiple different exams can be taken in the same room of course, students just have to sign up in advance. The exams should happen regularly depending on demand. E.g. extremelly common subjects should happen every month, and highly specialized ones every 6 months or 1 year.
Questions should be always taken from an open question pool which also contains answers, thus allowing anyone to effectively study for it.
How many questions can you actually come up with about a given non research subject, right?
We then make an API available, so that students can grant access to specific results to anyone they choose, or even make the results public for anyone to see. This way the people that care about the exams can just machine learn what exams correlate with their desired performance.
See: exam.
Same remarks as Section "Exam (Exams are useless)".
There are two types of people:
- those who are autodidacts
- those who didn't really learn
Some possible definitions:
- learning without a gun pointed at your head
- learning from an e-book or video rather than from a talking head 5 rows of chairs in front of youHow that is different from a video, you tell me.
Thus OurBigBook.com.
https://en.wikipedia.org/wiki/Paulo_Freire:
During his childhood and adolescence, Freire ended up four grades behind, and his social life revolved around playing pick-up football with other poor children, from whom he claims to have learned a great deal. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. Freire stated that poverty and hunger severely affected his ability to learn. These experiences influenced his decision to dedicate his life to improving the lives of the poor: "I didn't understand anything because of my hunger. I wasn't dumb. It wasn't lack of interest. My social condition didn't allow me to have an education. Experience showed me once again the relationship between social class and knowledge"OMG so nice.
- https://pg.ucsd.edu/publications/cs-undergrad-lab-tutoring-experiences_SIGCSE-2021.pdf
- https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/peer-tutoring
- https://evidenceforlearning.org.au/the-toolkits/the-teaching-and-learning-toolkit/all-approaches/peer-tutoring/