So for this dialogue we had as special guest Juanma Bonifasi, the founder of Acton Academy. AA is a school that resembles the culture of learning that we have in MPC but for younger humans.
The conversation was based in a reading by Keith Raniere and Ivy Nevares. The text describes us the problem of the current educational system and what is its major components, in terms of we are not correct when we think the schools are actually transforming "immature children" into "mature, educated people".
After that, the writers introduce us two different concepts: "Inductive" and "Deductive" learning. These two paragraphs might give you a perspective of what the authors want to clarify:
Induction is a process by which a stimulus leads something to a course of action, however the stimulus is not - in whole or in part - the "thing" itself.
Most modern education systems promote the opposite, deductive process, which consists of deriving specifics from general principles.
Too much deduction atrophies the mind, making it greedy for "fast knowledge" and sluggish with respect to critical thought and examination. This kind of mind is easy prey for corrupt systems wishing to control though the misuse of information - whether it be media, society, religion, government, etc. If people are brought up accepting premises on blind faith, why should they not believe everything they hear and read?
For this I had terrible thoughts of where humanity is moving towards. I mean, we're all learning to do things so quickly and we're not dreaming big. Like Peter Thiel mentions, we dreamed of flying cars and now we have 149 characters. That's absolutely legit because this was pure evolution of what appeared to have more value to humanity by this time. But are we really learning and being ethically conscious of what we're doing? Is the educational system turning us into this? Oh YES. We're learning to obey and to be little. When we can be great.
But also, the writers don't disprove at all the deductive model. At the contrary, it can be absolutely useful when seeking to understand something. But the collecting of data ideally, should be genuine.
The conversation was based in a reading by Keith Raniere and Ivy Nevares. The text describes us the problem of the current educational system and what is its major components, in terms of we are not correct when we think the schools are actually transforming "immature children" into "mature, educated people".
After that, the writers introduce us two different concepts: "Inductive" and "Deductive" learning. These two paragraphs might give you a perspective of what the authors want to clarify:
Induction is a process by which a stimulus leads something to a course of action, however the stimulus is not - in whole or in part - the "thing" itself.
Most modern education systems promote the opposite, deductive process, which consists of deriving specifics from general principles.
Too much deduction atrophies the mind, making it greedy for "fast knowledge" and sluggish with respect to critical thought and examination. This kind of mind is easy prey for corrupt systems wishing to control though the misuse of information - whether it be media, society, religion, government, etc. If people are brought up accepting premises on blind faith, why should they not believe everything they hear and read?
For this I had terrible thoughts of where humanity is moving towards. I mean, we're all learning to do things so quickly and we're not dreaming big. Like Peter Thiel mentions, we dreamed of flying cars and now we have 149 characters. That's absolutely legit because this was pure evolution of what appeared to have more value to humanity by this time. But are we really learning and being ethically conscious of what we're doing? Is the educational system turning us into this? Oh YES. We're learning to obey and to be little. When we can be great.
But also, the writers don't disprove at all the deductive model. At the contrary, it can be absolutely useful when seeking to understand something. But the collecting of data ideally, should be genuine.
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