Category Archives: Education

General Inconsistencies

It is believed by many that, “God created the universe” and that “God is good.” An inconsistency comes about when one observes that there is evil in this world, and God cannot be the source of evil. One then rationalizes that Satan, who is created by God, is the source of evil. Satan is evil because, having a mind of his own, he disobeys God. One then wonders if it is bad to have a mind of one’s own. The inconsistency then falls apart when one looks more closely without rationalization.

It is believed by many that, “Man is created in the image of god.” Thus, God is believed to have a beingness with a form. Since beingness with form must exist in space, God must exist in space too. We then observe that space is part of this universe, and it must have been created when the universe was created. This means that, God did not have location in space, when he first created this universe. And so, God did not have beingness with form in the beginning. The inconsistency also falls apart when looked at more closely.

These are some obvious examples of inconsistencies that are hidden under rationalized beliefs. The whole concept of LOOKING goes against rationalization. It makes the gaps in knowledge stand out quite clearly. This may be uncomfortable when looking raises questions about one’s cherished beliefs, but this is necessary if any progress is to be made.

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THE SPOKEN OR WRITTEN WORD

Most of our knowledge is acquired through spoken or written words when we listen to our parents, go to school, go to church, work on jobs, read books and use Internet. Of course, there is experience but it gets colored by what we have been taught through spoken and written words.

Truth exists only in the exactness of perception. If one is interested in knowing the truth then one should perceive for oneself what is actually there without assuming anything. And, if that brings up inconsistencies then truth is contained in the resolution of those inconsistencies.

When knowledge is being conveyed via the spoken or written word, then the first step is to clearly understand the sense conveyed by the words in the context they are used. The next step is to resolve any inconsistencies that come up when dealing with the meaning of those words.

A good example is the word “God,” which is passed down to us through the Bible. There are inconsistencies connected with the word “God” as pointed out at the beginning of this essay. We are not sure if the language used in the scriptures is poetic and allegorical. So a closer look is needed at the Biblical references. When all inconsistencies are resolved the truth shall reveal itself.

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WORDS AND THEIR MEANINGS

We have dictionaries available to help us find the meaning of words. When doing so, keep in mind that words have evolved over time and they have acquired different shades of meanings.

(1) Start with the root meaning of the word.

A good place to start would be to grasp the common denominator of the various meanings attributed to a word. The derivation of a word may help you understand how the various meanings have evolved. Look up the derivation of the word first. Follow the derivation back to its roots to find the “root meaning.”  For example, when you follow the derivation of the word study, you may come up with the root meaning “eagerness.” This may be the common denominator of the various meanings of the word study as “eagerness to know.”

Dictionaries usually provide useful derivations of words. You may use dictionaries on Internet, such as, the link http://dictionary.reference.com. To really get the history of a word, you may have to go to a reference, such as, “Dictionary of Word Origins” by John Ayato. Check out the derivation and history of the word arithmetic.

(2) Look up and visualize the various definitions of the word.

Next, look up the definitions provided for that word. As you look at each meaning, relate it to your experience and visualize it in your mind. If the word is exuberant then look at the times when you felt exuberant, or perceived somebody else being exuberant. It is much easier to visualize when the word refers to something concrete. You can find the actual thing to look at, or you may find a model or, at least, a picture of that thing. For example, for the word archipelago, you may easily find models or pictures in an encyclopedia or on the Internet.

If the definition refers to something abstract, then you can still find examples that illustrate that idea or concept. For example, the word ineffable is quite abstract; but you can find enough examples to define it for yourself. Look up as many examples as necessary, and follow it up with your own examples. You may even work out how ineffable is that way, or not that way until it starts to make sense. Use your experience and visualization.

(3) If there are words in definitions that you don’t understand then look them up too. 

It is possible to get into long word chains when looking up the words in definitions, but this needs to be done. Keep in mind that words are only approximations. What is important is getting a clear visualization of what is meant. So, get enough understanding of the word to be able to visualize the context. Keep on visualizing that word in different contexts until suddenly the meaning becomes clear.  A skillful use of visualization may help you keep the word chains short.

Keep a record of the words as you look them up. Cross out a word as soon as its meaning is understood. Sometimes a word may come up again that you had looked up earlier. But this time it may be used differently. It is okay to look up the same word as many times as necessary. Each time you look up a word you may pick up a new dimension of its meaning.

(4) Select the definition that clarifies the context the most.

A dictionary may provide several definitions for a word. Check out how each definition fits into the context through visualization. Even if the right definition is not there, the visualization will help you work it out. Once you have a clear idea of the meaning that fits in that context, use that word in several sentences. This will make you feel comfortable when using that word in speech or writing.

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SUBJECT AND UNDERSTANDING

Sorting out the meaning of words, as above, removes the initial hurdle in understanding a subject. Since the subject has passed through various hands before arriving in its present form, there may still be some inconsistencies to sort out. The following steps may help detect inconsistencies present in the subject.

(1) List the key words of the subject.

Scan through the material to be studied and list all the key words. These are the words that carry the key concepts. For example, in the subject of mathematics, some of the key words are: mathematics, arithmetic, algebra, geometry, number, addition, subtraction, multiplication, division, equation, unknown, variable, space, and direction, distance, position, etc. This list may grow as you get deeper into the subject. Words may also be added as the definition of a word may refer to additional words in that subject that may carry key concepts.

(2) Arrange the words in the sequence in which the concepts have evolved.

Start by arranging the words in the sequence that they appear in the material being studied. As you gain familiarity with their meanings, keep rearranging the key words in the sequence they seem to have evolved. Move the words embodying more fundamental concepts toward the top. Move the words embodying derived concepts toward the bottom. You may attach brief clues to the words as to what they mean.

(3) Use the list as the “context” in which to understand the key words.

Go up and down the sequence of the key words. Clarify and align the meanings further as necessary. Notice any gaps or inconsistencies and try to resolve them. Include them in your list if they cannot be resolved.

(4) Study the subject in detail to resolve gaps and inconsistencies.

The purpose of study is not to memorize information, but to resolve gaps and inconsistencies in understanding. What you already understand should be of no further concern. Make sure you understand the materials as you proceed. The moment some material start to become confusing, stop and locate the source of confusion. Clear the confusion; or, at least, note it down in your list, before proceeding further.

Note that there are likely to be many contributors to a subject. For example, you may look at religion as a subject contributed to by many different cultures. You may find different contributors referring to similar concepts by different key words. Add such keywords to your List. If more than one key word seems to embody the same concept, then note down the similarities and differences among the meaning of those key words.

(5) Clarify the fundamentals of the subject as a priority.

Your Key Words List may branch out and grow into an inverted ”Key Words Tree” as you move lower and lower down the list. The gaps and inconsistencies at the lower part of tree may depend on those at the top. It is, therefore, worthwhile to start addressing the gaps and inconsistencies closer to the top as a priority. This is where the fundamentals of a subject would reside.

Study the fundamentals from various sources. You may create a Key Word List or Tree just for these fundamentals. It is the most important part of any subject. You may create experiments where you find obvious gaps in the fundamental knowledge. Fill these gaps with research and make the whole subject as much complete and consistent as possible.

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SUMMARY

When spoken and written words are used to gain knowledge, one must understand the meaning of those words in the correct context. Inconsistencies may arise during this process, and a resolution of them may guide one toward the correct meaning. This may then require a close examination of one’s beliefs and assumptions.

If one rationalizes inconsistencies to preserve one’s beliefs then no new knowledge is gained. It is only through the resolution of inconsistencies that one gains new knowledge and arrives at truth.

To resolve an inconsistency, simply keep looking at it per The Mechanics of Looking, until one spots considerations that one has been taking for granted, all the way to their source.

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Brilliant Teacher with a large heart!

Interview Date: Fri, 9 Apr 2010 16:47:21 +0530

He trains India’s poorest students for the IIT His father, a post office clerk in Bihar, couldn’t afford private schooling for his children. So, Anand Kumar studied at a Hindi medium government school where, at an early age, he fell in love with mathematics. During graduation, he submitted papers on Numbers Theory that were published in UK’s Mathematical Spectrum and The Mathematical Gazette.

He was accepted by Cambridge University and was close to realizing his dream of becoming a mathematician, when his father suddenly passed away. The household income dwindled and Kumar and his mother made papad, which he sold door-to-door in the evenings, while writing mathematical theory in the daytime.

Then one day, a well-wisher suggested Kumar teach maths. In 1995, at the age of 22, he rented a classroom for Rs 500 [$10] a month and started teaching. In one year’s time, the strength of his classroom went from two to 36. Today, his study center Ramanujan School of Mathematics is renowned, the world over. In an interview with Sumita Vaid Dixit, he talks (in chaste Hindi) about Indian education, revolution and his dream.

Why did you start Super 30?

Within three years we had nearly 500 students. Although the fee was nominal — Rs 1,500 [$30] a year — some poor students could not pay. Once, a boy came to me and said that he wanted to study but could only pay after his father, a poor farmer, had harvested potatoes. In Bihar, we call it ‘aloo ukharna’.

I didn’t want to take away the boy’s only hope of changing his life because he couldn’t pay. That’s when I decided that I will form a group of 30 bright students, all from poor families, provide them with board and lodging and prepare them for IIT. This group was called Super 30. My brother Pranav Kumar, a violinist by profession, manages the institute, while my mother cooks for the students. In the last seven years, 182 students out of 210 have made it to different IITs of the country. And for the last two years, all 30 students of Super 30 have made it to IIT. Parents of some students are bricklayers some work as domestic help. Now many of our students are working in Europe and the US.

What is it about your teaching methods that help students get through to IIT?

This success is a combination of three factors. My students have junoon (passion), a fire in them to achieve. Two, our teaching approach is different. I use multimedia slides to make a little story with characters to explain maths concepts. Three, we take tests every day. Well, in a nutshell, we teach our students the how and why! That’s all.

But how do you run the place with the little fee you charge the other students?

I didn’t start the place to make money. There are many coaching institutes in Patna for the rich, but none for the poor. NRIs (non-resident Indians) come to me with offers of help, but I wanted to prove that much can be achieved with fewer resources.

Have you been able to prove that?

I think I have. There are far too many students coming to us, more than what we can take. And this has annoyed many coaching institutes. As you would know, many of the institutes here are run by criminals. I have received death threats, one of my non-teaching staff was stabbed, once they even tried to blow me away with a crude bomb, but I escaped unhurt. I move around with two security guards armed with machines guns.

Does the sight of security guards scare away children or parents?

(Laughs) Children in Bihar are familiar with the criminal activities here. It doesn’t scare them.

Don’t you get scared your life may be at stake?

I am doing this for society. Yes, mobility is restricted and I get frustrated at times, but it’s okay. I get my strength from these kids. But over the past few years, the crime rate has come down and the police support me. Besides, if I get scared how will the others join me in creating a revolution?

What kind of revolution?

Making education accessible to every poor child in India. I wish the kids I have taught come back to their hometowns and do something for their people, their village. At times, it hurts to see that some forget about giving back to the society. But there’s another kind of kranti (revolution) taking place. Earlier when a peon used to work at an IAS officer’s residence, he hoped that when his own son became a peon, the officer would treat him well. Today, the peon who works at the IAS officer’s house wants his son to become an IAS officer, not a peon. That’s kranti! We mustn’t forget the sacrifice and hardships parents go through just to make sure their children live better lives, their children go to schools.

Would the HRD minister’s proposals bring about a change?

Kapil Sibalji thinks that by changing the syllabus or introducing a grading system, education will improve. The system will not change like this. Change will come when teachers have the passion to teach. Jab unme junoon hoga! [When they’ll feel the passion] For that teachers should be paid well. It’s ironical that while parents want their children to have great teachers, they don’t want their children to become teachers! The policymakers’ idea of education is limited to Delhi and the NCR region. They have no clue of the positions of schools in Bihar or Uttar Pradesh many schools don’t have roofs here. And suggesting 80 per cent as cut-off marks for the IIT entrance exam is ridiculous. You cannot apply this to local boards or to students in villages. There cannot to be true development until the villages of India are also a part of the development process. Bharat ki atman gaon mein bassi hain (the spirit of this nation resides in the villages).

Then what’s the way forward?

We need two syllabi: one for students with an ordinary intellect and one for students with extraordinary intellect. There are those who can do very well in jobs and there are those who can excel in research, and the first six years of schooling are good enough to evaluate a student’s potential. This method is followed by China and Russia. Do you know that China has topped 15 times in the past 22 years in the International Mathematical Olympiad? In times to come the top researches and scientists will come from China. So we have to think of novel ways of encouraging our students to get into research. Why hasn’t India produced Nobel winners in a long time? The ones that have are those who left this country to pursue their research elsewhere.

And, what are your future plans?

I want to extend my program to students of Class 5 and 6 as many gifted children fade away before they reach class 10. Many leave school to sell vegetables or work at tea stalls. I want to catch them young. So, now I’m thinking of setting up a chain of free schools across the country, with free board and lodging facilities, where children can study from Class 5 to up to Class 12 and where they are prepared not just for IIT but Olympiad tests in mathematics, physics and chemistry.

But your dream of going to Cambridge still remains unfulfilled?

When those eyes full of hope look at me, the respect and pleasure I get seeing my students being placed in large organizations makes me forget about it. But I do keep travelling to the US to give lectures. My papers get published in international magazines. I am happy.

PHOTO TOUR

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Sent for inspiration by Prof. PNN Iyer. Nobility is the greatest ability. The purpose of life is to lead a life of purpose.

Your Elusive Creative Genius

Reference: Subject: Education

I very strongly recommend you to watch this video, especially if you have anything to do with education (as a parent, as a teacher, as a hirer,…..) It is so compelling and striking that it will unleash the powers of your mind to reflect where the current system of education is taking us, and whether it should be changed.

It is a different way of thinking. And our system of education that was valid for us may no longer be valid for the next generation. It is a totally different ball game together.

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The quest to understand consciousness

This is very interesting ground breaking information:

I’m here to talk about the wonder and the mysteryof conscious minds. The wonder is about the fact that we all woke up this morning and we had with it the amazing return of our conscious mind. We recovered minds with a complete sense of self and a complete sense of our own existence, yet we hardly ever pause to consider this wonder. We should, in fact, because without having this possibility of conscious minds, we would have no knowledge whatsoever about our humanity; we would have no knowledge whatsoever about the world. We would have no pains, but also no joys. We would have no access to love or to the ability to create. And of course, Scott Fitzgerald said famously that “he who invented consciousness would have a lot to be blamed for.” But he also forgot that without consciousness, he would have no access to true happiness and even the possibility of transcendence.

So much for the wonder, now for the mystery. This is a mystery that has really been extremely hard to elucidate. All the way back into early philosophy and certainly throughout the history of neuroscience, this has been one mystery that has always resisted elucidation, has got major controversies. And there are actually many people that think we should not even touch it; we should just leave it alone, it’s not to be solved. I don’t believe that, and I think the situation is changing. It would be ridiculous to claim that we know how we make consciousness in our brains, but we certainly can begin to approach the question, and we can begin to see the shape of a solution.

And one more wonder to celebrate is the fact that we have imaging technologies that now allow us to go inside the human brain and be able to do, for example, what you’re seeing right now. These are images that come from Hanna Damasio’s lab, and which show you, in a living brain, the reconstruction of that brain. And this is a person who is alive. This is not a person that is being studied at autopsy. And even more — and this is something that one can be really amazed about — is what I’m going to show you next, which is going underneath the surface of the brain and actually looking in the living brain at real connections, real pathways. So all of those colored lines correspond to bunches of axons, the fibers that join cell bodies to synapses. And I’m sorry to disappoint you, they don’t come in color. But at any rate, they are there. The colors are codes for the direction, from whether it is back to front or vice versa.

At any rate, what is consciousness? What is a conscious mind? And we could take a very simple view and say, well, it is that which we lose when we fall into deep sleep without dreams, or when we go under anesthesia, and it is what we regain when we recover from sleep or from anesthesia. But what is exactly that stuff that we lose under anesthesia, or when we are in deep, dreamless sleep? Well first of all, it is a mind, which is a flow of mental images. And of course consider images that can be sensory patterns, visual, such as you’re having right now in relation to the stage and me, or auditory images, as you are having now in relation to my words. That flow of mental images is mind.

But there is something else that we are all experiencing in this room. We are not passive exhibitors of visual or auditory or tactile images. We have selves. We have a Me that is automatically present in our minds right now. We own our minds. And we have a sense that it’s everyone of us that is experiencing this — not the person who is sitting next to you. So in order to have a conscious mind, you have a self within the conscious mind. So a conscious mind is a mind with a self in it. The self introduces the subjective perspective in the mind, and we are only fully conscious when self comes to mind. So what we need to know to even address this mystery is, number one, how are minds are put together in the brain, and, number two, how selves are constructed.

Now the first part, the first problem, is relatively easy — it’s not easy at all — but it is something that has been approached gradually in neuroscience. And it’s quite clear that, in order to make minds, we need to construct neural maps. So imagine a grid, like the one I’m showing you right now, and now imagine, within that grid, that two-dimensional sheet, imagine neurons. And picture, if you will, a billboard, a digital billboard, where you have elements that can be either lit or not. And depending on how you create the pattern of lighting or not lighting, the digital elements, or, for that matter, the neurons in the sheet, you’re going to be able to construct a map. This, of course, is a visual map that I’m showing you, but this applies to any kind of map — auditory, for example, in relation to sound frequencies, or to the maps that we construct with our skin in relation to an object that we palpate.

Now to bring home the point of how close it is — the relationship between the grid of neurons and the topographical arrangement of the activity of the neurons and our mental experience –I’m going to tell you a personal story. So if I cover my left eye –I’m talking about me personally, not all of you — if I cover my left eye, I look at the grid — pretty much like the one I’m showing you. Everything is nice and fine and perpendicular. But sometime ago, I discovered that if I cover my left eye, instead what I get is this. I look at the grid and I see a warping at the edge of my central-left field.

Very odd — I’ve analyzed this for a while. But sometime ago, through the help of an opthamologist colleague of mine, Carmen Puliafito, who developed a laser scanner of the retina, I found out the the following. If I scan my retina through the horizontal plane that you see there in the little corner, what I get is the following. On the right side, my retina is perfectly symmetrical. You see the going down towards the fovea where the optic nerve begins. But on my left retina there is a bump, which is marked there by the red arrow. And it corresponds to a little cyst that is located below. And that is exactly what causes the warping of my visual image.

So just think of this: you have a grid of neurons, and now you have a plane mechanical change in the position of the grid, and you get a warping of your mental experience. So this is how closey our mental experience and the activity of the neurons in the retina, which is a part of the brain located in the eyeball, or, for that matter, a sheet of visual cortex. So from the retina you go onto visual cortex. And of course, the brain adds on a lot of information to what is going on in the signals that come from the retina. And in that image there, you see a variety of islands of what I call image-making regions in the brain. You have the green for example, that corresponds to tactile information, or the blue that corresponds to auditory information.

And something else that happens is that those image-making regions where you have the plotting of all these neural maps, can then provide signals to this ocean of purple that you see around, which is the association cortex, where you can make records of what went on in those islands of image-making. And the great beauty is that you can then go from memory, out of those association cortices, and produce back images in the very same regions that have perception. So think about how wonderfully convenient and lazy the brain is. So it provides certain areas for perception and image-making. And those are exactly the same that are going to be used for image-making when we recall information.

So far the mystery of the conscious mind is diminishing a little bit because we have a general sense of how we make these images. But what about the self? The self is really the elusive problem. And for a long time, people did not even want to touch it, because they’d say, “How can you have this reference point, this stability, that is required to maintain the continuity of selves day after day?” And I thought about a solution to this problem. It’s the following. We generate brain maps of the body’s interior and use them as the reference for all other maps.

So let me tell you just a little bit about how I came to this. I came to this because, if you’re going to have a reference that we know as self — the Me, the I in our own processing — we need to have something that is stable, something that does not deviate much from day to day. Well it so happens that we have a singular body. We have one body, not two, not three. And so that is a beginning. There is just one reference point, which is the body. But then, of course, the body has many parts, and things grow at different rates, and they have different sizes and different people; however, not so with the interior. The things that have to do with what is known as our internal milieu — for example, the whole management of the chemistries within our body are, in fact, extremely maintained day after day for one very good reason. If you deviate too much in the parameters that are close to the midline of that life-permitting survival range, you go into disease or death. So we have an in-built system within our own lives that ensures some kind of continuity. I like to call it an almost infinite sameness from day to day. Because if you don’t have that sameness, physiologically, you’re going to be sick or you’re going to die. So that’s one more element for this continuity.

And the final thing is that there is a very tight coupling between the regulation of our body within the brain and the body itself, unlike any other coupling. So for example, I’m making images of you, but there’s no physiological bond between the images I have of you as an audience and my brain. However, there is a close, permanently maintained bond between the body regulating parts of my brain and my own body.

So here’s how it looks. Look at the region there. There is the brain stem in between the cerebral cortex and the spinal cord. And it is within that region that I’m going to highlight now that we have this housing of all the life-regulation devices of the body. This is so specific that, for example, if you look at the part that is covered in red in the upper part of the brain stem, if you damage that as a result of a stroke, for example, what you get is coma or vegetative state, which is a state, of course, in which your mind disappears, your consciousness disappears. What happens then actually is that you lose the grounding of the self, you have no longer access to any feeling of your own existence, and, in fact, there can be images going on, being formed in the cerebral cortex, except you don’t know they’re there. You have, in effect, lost consciousness when you have damage to that red section of the brain stem.

But if you consider the green part of the brain stem, nothing like that happens. It is that specific. So in that green component of the brain stem, if you damage it, and often it happens, what you get is complete paralysis, but your conscious mind is maintained. You feel, you know, you have a fully conscious mind that you can report very indirectly. This is a horrific condition. You don’t want to see it. And people are, in fact, imprisoned within their own bodies ,but they do have a mind. There was a very interesting film, one of the rare good films done about a situation like this, by Julian Schnabel some years ago about a patient that was in that condition.

So now I’m going to show you a picture. I promise not to say anything about this, except this is to frighten you. It’s just to tell you that in that red section of the brain stem, there are, to make it simple, all those little squares that correspond to modules that actually make brain maps of different aspects of our interior, different aspects of our body. They are exquisitely topographic and they are exquisitely interconnected in a recursive pattern. And it is out of this and out of this tight coupling between the brain stem and the body that I believe — and I could be wrong, but I don’t think I am — that you generate this mapping of the body that provides the grounding for the self and that comes in the form of feelings –primordial feelings, by the way.

So what is the picture that we get here? Look at “cerebral cortex,” look at “brain stem,” look at “body,” and you get of the interconnectivity in which you have the brain stem providing the grounding for the self in a very tight interconnection with the body. And you have the cerebral cortex providing the great spectacle of our minds with the profusion of images that are, in fact, the contents of our minds and that we normally pay most attention to, as we should, because that’s really the film that is rolling in our minds. But look at the arrows. They’re not there for looks. They’re there because there’s this very close interaction. You cannot have a conscious mind if you don’t have the interaction between cerebral cortex and brain stem. You cannot have a conscious mind if you don’t have the interaction between the brain stem and the body.

Another thing that is interesting is that the brain stem that we have is shared with a variety of other species. So throughout vertebrates, the design of the brain stem is very similar to ours, which is one of the reasons why I think those other species have conscious minds like we do. Except that they’re not as rich as ours, because they don’t have a cerebral cortex like we do. That’s where the difference is. And I strongly disagree with the idea that consciousness should be considered as the great product of the cerebral cortex. Only the wealth of our minds is, not the very fact that we have a self that we can refer to our own existence, and that we have any sense of person.

Now there are three levels of self to consider — the proto, the core and the autobiographical. The first two are shared with many, many other species, and they are really coming out largely of the brain stem and whatever there is of cortex in those species. It’s the autobiographical self which some species have, I think. Cetaceans and primates have also an autobiographical self to a certain degree. And everybody’s dogs at home have an autobiographical self to a certain degree. But the novelty is here.

The autobiographical self is built on the basis of past memories and memories of the plans that we have made; it’s the lived past and the anticipated future. And the autobiographical self has prompted extended memory, reasoning, imagination, creativity and language. And out of that came the instruments of culture — religions, justice, trade, the arts, science, technology. And it is within that culture that we really can get — and this is the novelty — something that is not entirely set by our biology. It is developed in the cultures. It developed in collectives of human beings. And this is, of course, the culture where we have developed something that I like to call socio-cultural regulation.

And finally, you could rightly ask, why care about this? Why care if it is the brain stem or the cerebral cortex and how this is made? Three reasons. First, curiosity. Primates are extremely curious — and humans most of all. And if we are interested, for example, in the fact that anti-gravity is pulling galaxies away from the Earth,why should we not be interested in what is going on inside of human beings?

Second, understanding society and culture. We should look at how society and culture in this socio-cultural regulation are a work in progress. And finally, medicine. Let’s not forget that some of the worst diseases of humankind are diseases such as depression, Alzheimer’s disease, drug addiction. Think of strokes that can devastate your mind or render you unconscious. You have no prayer of treating those diseases effectively and in a non-serendipitous way if you do not know how this works. So that’s a very good reason beyond curiosity to justify what we’re doing, and to justify having some interest in what is going on in our brains.

Thank you for your attention.

(Applause)

Learning from a barefoot movement

VERY, VERY  INSPIRING !!  LISTEN CAREFULLY !!!

In Rajasthan, India, an extraordinary school teaches rural women and men — many of them illiterate — to become solar engineers, artisans, dentists and doctors in their own villages. It’s called the Barefoot College, and its founder, Bunker Roy, explains how it works.

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Why you should listen to him:

Development projects the world over run into one crucial point: For a project to live on, it needs to be organic, owned and sustained by those it serves. In 1972,  Sanjit “Bunker” Roy founded the Barefoot College, in the village of Tilonia in Rajasthan, India, with just this mission: to provide basic services and solutions in rural communities with the objective of making them self-sufficient. These “barefoot solutions” can be broadly categorized into solar energy, water, education, health care, rural handicrafts, people’s action, communication, women’s empowerment and wasteland development. The Barefoot College education program, for instance, teaches literacy and also skills, encouraging learning-by-doing. (Literacy is only part of it.)  Bunker’s organization has also successfully trained grandmothers from Africa and the Himalayan region to be solar engineers so they can bring electricity to their remote villages.

As he says, Barefoot College is “a place of learning and unlearning: where the teacher is the learner and the learner is the teacher.”

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