00:00:00 ◼ ► That the group of individuals you prefer outperform the group of individuals you do not prefer. [TS]
00:00:09 ◼ ► Yes Number nine and let's do this this is this is the last time we were ever to podcast in single digits. [TS]
00:00:23 ◼ ► I don't think I have any genuine memories from before high school so no I don't remember turning ten years old I [TS]
00:00:31 ◼ ► remember seeing pictures of when I turned ten but I don't have any memories in my own head of such an event. [TS]
00:00:41 ◼ ► Like just in lots of things that happened I don't I don't think so no. I mean not real ones. [TS]
00:00:47 ◼ ► You know you know how did your parents tell you about stuff that happened when you were a little kid [TS]
00:00:52 ◼ ► but I'm not sure any of those memories that I think I have are actually real memories I have of you do you are you [TS]
00:01:01 ◼ ► going to other people who tell me you have memories from being in the the cradle you know little tiny baby Brady I have [TS]
00:01:08 ◼ ► to say I have three or four memories and they're mostly pretty big incidents like one when I broke my arm and one [TS]
00:01:20 ◼ ► but the one thing that's really remember one thing that's really strange I should say is I have two dreams from [TS]
00:01:31 ◼ ► But I'm not going to talk about them because I just suddenly occurred to me how boring it is to talk about their dreams. [TS]
00:01:41 ◼ ► It's even boring talking about your own dreams when if you tell someone else about your dreams always. [TS]
00:01:54 ◼ ► This is this is one of these things where perhaps I shouldn't be so quick to judge [TS]
00:01:57 ◼ ► but I judge people very harshly if they're the kind. People who want to tell you about their dreams. [TS]
00:02:06 ◼ ► And I feel like it is a poor indicator of a person's ability to project themselves into the mind of another human being [TS]
00:02:14 ◼ ► if they think it's interesting to tell you about their dreams but dreams are not interesting to anybody. [TS]
00:02:21 ◼ ► My own dreams aren't even interesting to me they just you know it's like oh I'll do I'll do I lose points for starting [TS]
00:02:35 ◼ ► But but you know you were nosediving there but you pulled up at the last possible second. [TS]
00:02:42 ◼ ► but now that I've I've known people who I mean it's like it's like hours later you're at work it's lunch time you know [TS]
00:02:55 ◼ ► I was out shopping and I was with my brother but he wasn't really my brother you know he was also Robin Williams. [TS]
00:03:03 ◼ ► Stop it like it's not it's not real. Like this means nothing to anybody. It doesn't even mean anything to you. [TS]
00:03:09 ◼ ► Ah God so hard if you wake up if you have like a dream that has made an impression on you temporarily. D. [TS]
00:03:18 ◼ ► My wife actually thinks is very funny and it actually just happened this morning where right [TS]
00:03:25 ◼ ► when I wake up sometimes I will make a comment about the kind of feeling like Oh God I had just really busy dreams last [TS]
00:03:32 ◼ ► night and that is as far as I will go and she will ask me oh you know what did you dream about [TS]
00:03:44 ◼ ► and I have still have this kind of not like a great night's rest last night feeling [TS]
00:03:49 ◼ ► but that's that's the end of it you know the details of the dreams I just totally irrelevant. [TS]
00:03:55 ◼ ► Well and let's not talk about the follow up farce new countries I hear. Yes yes we have a bunch of new countries. [TS]
00:04:04 ◼ ► but just yesterday I tallied up all of the new countries so the countries from which we've had reviews. [TS]
00:04:09 ◼ ► OK So this is so what episode nine so since episode seven we have gotten at least one review in all of the following [TS]
00:04:23 ◼ ► Egypt stoning Indonesia Kuwait Macedonia Micronesia Moldova Mongolia in the pol Paraguay Peru and the Philippines. [TS]
00:04:59 ◼ ► My quite possibly my favorite country in the world and home to half of Mt Everest. My favorite mountain in the world. [TS]
00:05:23 ◼ ► I've had I've had really good times there so I want to go there again I want to I've been to Everest base camp twice [TS]
00:05:30 ◼ ► and I want to go three times so I'm going to do it again. Well I love it. Would you come with me to Everest base camp. [TS]
00:05:46 ◼ ► Months after their planet the first time from Katmandu to look where you start the trek to Everest that same plane a [TS]
00:06:00 ◼ ► Well unfortunately like I was watching on the news and that they had footage of the wreckage it was so terrible [TS]
00:06:06 ◼ ► and the serial number on the plane and I was like hang on and I got out my whole life I was [TS]
00:06:11 ◼ ► and there's me standing next to the same plane waving you know the bus can be funny. [TS]
00:06:18 ◼ ► Yes like a ringing endorsement for me to go to the one of that terrifying little plane to member you showed me the [TS]
00:06:26 ◼ ► question well you know you don't get you don't get to you don't get to say and do the cool things in life you know. [TS]
00:06:35 ◼ ► But the listeners say Jon Krakauer book it is it's about an expedition to Mount Everest that went terribly terribly [TS]
00:06:45 ◼ ► If they were like Everest I'm not I'm not saying we should go about Everest I'm just saying we'll go to base camp. [TS]
00:07:02 ◼ ► It's just into thin air I thought was an interesting book partly because I think it's an interesting chronicle of how [TS]
00:07:09 ◼ ► things go wrong in that there are not necessarily any major things that need to happen before you have a real problem [TS]
00:07:16 ◼ ► on your hands it's just the accumulation of a lot of little errors each of which on their own wouldn't necessarily be [TS]
00:07:23 ◼ ► And so I feel like even being at a place like base camp is just the safety margin between you [TS]
00:07:32 ◼ ► and death who waits around every corner to catch you is just so much smaller than being in a more urban area perhaps [TS]
00:07:50 ◼ ► I'm sure you will I'm sure there are many people who would love to go but that that is that is not me. [TS]
00:08:01 ◼ ► Read a discussion thread somebody made a little info graphic which showed your productive output vs my productive [TS]
00:08:09 ◼ ► and then it showed that since my previous video the video on jury nullification that since I had published that you had [TS]
00:08:16 ◼ ► published I believe three hundred forty seven videos and also started nine new channels. [TS]
00:08:23 ◼ ► You got that right from the info graphic I think is what you had done so you are quite a beast [TS]
00:08:28 ◼ ► when it comes to you to productivity. You do exaggerate as mock me as always and I am not by much though. [TS]
00:08:36 ◼ ► But I did notice that someone made that that little that little graphic with a little fun I was having a video I had [TS]
00:08:43 ◼ ► uploaded since your previous one and and obviously it was amusing to see so many videos [TS]
00:08:59 ◼ ► So do you know what the actual number was at the time was I wouldn't something maybe I don't I don't know what it was [TS]
00:09:05 ◼ ► but whatever it was it has come to an end because Hallelujah. A new video. Yes yes very exciting. [TS]
00:09:16 ◼ ► That's what was on your site I have watched it and know exactly what it is of course. Yeah I put out the video. [TS]
00:09:26 ◼ ► It is our Hong Kong and Macao countries and I think at the time we're recording this on Sunday [TS]
00:09:41 ◼ ► and on You Tube which I did scan over four people remarking about how they look right there's a video [TS]
00:10:06 ◼ ► Do you want to stay with me here because I remember a few podcasts ago you told us about your whole procedure of [TS]
00:10:13 ◼ ► putting up a new video going after it so you have this kind of video game time. Yeah. [TS]
00:10:19 ◼ ► Computer sorry computer game whatever you whatever the young people call them they can do that [TS]
00:10:24 ◼ ► and for various reasons mostly my folks the recording of this podcast has been delayed a few times [TS]
00:10:32 ◼ ► and I did have a window to record it in the evening after you put that video out and I messaged you [TS]
00:10:41 ◼ ► and you were like I can't I have another commitment so I thought you must be going out to dinner or something [TS]
00:10:55 ◼ ► So you're basically fobbed me off and didn't work or record the podcast so you could play computer games. [TS]
00:11:04 ◼ ► I did I did take my my traditional day off the day after to to basically mess around in open T.T.D. [TS]
00:11:16 ◼ ► but I did have an actual engagement in the evening so I spent most of the day blowing off all work [TS]
00:11:22 ◼ ► but I did not spend the evening just like I don't feel like recording this podcast I had other stuff to do [TS]
00:11:32 ◼ ► Sorry I don't I don't feel quite so spare and I thought I might try a bit of an experiment on this point cast. [TS]
00:11:44 ◼ ► I thought it might be a fun thing to do anyway so I might put my next video live right now. [TS]
00:11:54 ◼ ► and that's an optimal time to put my You Tube video live I would suspect not. I would suspect not as well. [TS]
00:12:02 ◼ ► Part of that reason is I'm a bit worried about this video anyway so I don't mind if it gets kind of a bit lost in the [TS]
00:12:08 ◼ ► noise. So because and I'm I'm prepared to be judged by you here because I and I've already been judged by others. [TS]
00:12:15 ◼ ► He mocked my occasional overly long videos like this one is twenty six and a half minutes long that is pretty long. [TS]
00:12:22 ◼ ► Which channel or it's a number five number five it's got it was it's got a bit of a story behind it. [TS]
00:12:30 ◼ ► A guy the guy he came around to record it. Simon Pampena he's a mascot he's in a few of my videos. [TS]
00:12:40 ◼ ► I actually want to do is I'll put it live and then I'll tell you the story because they go out [TS]
00:12:44 ◼ ► and put it out of shows up on a number file you know the package open now to write this just it was fast so I put it [TS]
00:12:53 ◼ ► live and I said basically he came ran epic circles. I see it. Oh my goodness. That quick that hit refresh. [TS]
00:13:04 ◼ ► Yeah I have no idea why don't I immediately the thirty three views I wasn't even the first amazing. [TS]
00:13:12 ◼ ► So anyway he came around to come and he said I've got this really good idea and it's really involved [TS]
00:13:18 ◼ ► and it took all day to film so falling off from holding the camera and I was like Is this going to end [TS]
00:13:29 ◼ ► and then I was just realizing this film was just getting completely out of control. [TS]
00:13:33 ◼ ► So anyway I've ended up with this video that's truly epic and pensive called Epic circles but it is really interesting. [TS]
00:13:39 ◼ ► And he's kind of half way through to explain what he was doing he had to explain a whole new concept of a clean version [TS]
00:13:47 ◼ ► But the one good thing about it was it did result in the most beautiful final product piece of paper that we've ever [TS]
00:13:55 ◼ ► had in number five. We always write on these scraps of paper and a piece of paper at the end of this. [TS]
00:14:00 ◼ ► There is a master pace because for this video to work he couldn't just explain the concepts he had to actually draw all [TS]
00:14:06 ◼ ► these diagrams in circles like perfectly accurately on the paper with the campuses and rulers and things. [TS]
00:14:17 ◼ ► and so I've kind of buried on a Sunday not a set of people who because I guess if people watch videos at work they're [TS]
00:14:28 ◼ ► and I think I think you're looking at that the entirely wrong way see I would've thought maybe I thought this maybe [TS]
00:14:33 ◼ ► this is more of a Sunday night video than than it than I while I'm having my sandwich lunch break so I could see from [TS]
00:14:41 ◼ ► my own demographics looking at the information I have access to there is no doubt about it that my videos are basically [TS]
00:14:48 ◼ ► their watch times correspond to the United States work week so people are watching like between nine [TS]
00:14:59 ◼ ► Right that's the whole You Tube economy is based on people at work taking some time off perhaps let's say of us E G P [TS]
00:15:14 ◼ ► It's live right the very exciting so I thought I went over to it in until you got it and the other [TS]
00:15:18 ◼ ► and the other thing is someone's written a comment here saying you know amazing as always which is very flattering [TS]
00:15:26 ◼ ► when twenty six minutes long so I'm not entirely convinced they do think the video is amazing I think just they dislike [TS]
00:15:34 ◼ ► Does that mean everyone else who says something nice about my videos hasn't really watched them a little kids are going [TS]
00:15:40 ◼ ► to start down that existential existential black hole here wondering if your work is any good [TS]
00:15:55 ◼ ► and will come back at the very end to see if anyone who actually has watched the twenty six minute. [TS]
00:16:00 ◼ ► So this had anything to say about my way too long video I don't know how you could just release a video well while [TS]
00:16:05 ◼ ► you're while you're just doing something else I would be very nervous after I have to have the whole schedule clear for [TS]
00:16:13 ◼ ► the first maybe an hour or so after a video because I want to make sure there's nothing wrong or [TS]
00:16:19 ◼ ► or anything that fits just anything that would absolutely have to change I mean that's only only happened once [TS]
00:16:26 ◼ ► or twice I've taken out a video and then uploaded something that that's changed immediately afterward [TS]
00:16:31 ◼ ► but I would be I would be just waiting to find out if there was just something wrong or dumb in the video so [TS]
00:16:37 ◼ ► but you're very very calm and I guess you have so many doesn't you know concerned I guess. Well now I'm keeping it. [TS]
00:16:45 ◼ ► I'm keeping my left on because if someone says Oh my goodness I can't believe you just said Paes four point one three [TS]
00:17:01 ◼ ► Did you have to say what do you think about people writing first on video just for the sake of having the first comic [TS]
00:17:07 ◼ ► do you have a view on this I don't think it's like Internet culture. I think it's just sort of funny. [TS]
00:17:14 ◼ ► I don't know I'm not sure how serious those commenters are it's just a funny bit of internet culture people want to say [TS]
00:17:21 ◼ ► first and of course there's always the funny thing about a particular popular videos. [TS]
00:17:27 ◼ ► People simultaneously trying to say first so you end up with thirty comments all that safe. [TS]
00:17:33 ◼ ► I you know I I'm the big fan of Internet culture I like all those kinds of things so I don't I don't mind at all I just [TS]
00:17:39 ◼ ► think it's kind of funny and like I made a hell of a lot about how I like it I think it's I'm for it [TS]
00:17:50 ◼ ► Yeah but it is interesting how different different communities can be so the first thing is totally absent from Reddit. [TS]
00:18:00 ◼ ► Comment on Iran today it's interesting to see how how different places can be kind of culturally different [TS]
00:18:06 ◼ ► but some of the already angry at me for having left the first comment on your video. So there we go. [TS]
00:18:17 ◼ ► This episode is brought to you by Squarespace the on one platform that makes it fast [TS]
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00:19:11 ◼ ► and monitor comments on the go. That's a lot of features that they want me to tell you about but again. [TS]
00:19:16 ◼ ► What I like most about square space is just it's so easy and it's something that I just don't have to worry about. [TS]
00:19:30 ◼ ► Is it still up or has something gone wrong or is it going to work on this new device that's come out [TS]
00:19:37 ◼ ► and that is really what I appreciate that this is a hugely professional team of people working to make sure that your [TS]
00:19:44 ◼ ► site is always up and available and always looks great on whatever new devices come out. [TS]
00:19:49 ◼ ► So for me it's just a huge relief to have a hold of those burdens lifted from my shoulders because I used to write all [TS]
00:20:00 ◼ ► That and to have something that just basically looks better than I could have ever made it in the first place. [TS]
00:20:05 ◼ ► So again a very heartfelt recommendation from me to you to use square space it's just an amazing service. [TS]
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00:20:35 ◼ ► To get ten percent off and to show your support for this podcast Once again that's. Hello Internet. [TS]
00:20:40 ◼ ► All one word to get ten percent off Squarespace who we thank again for their support Squarespace everything you need to [TS]
00:20:50 ◼ ► Someone on the Internet sent to me a little story which I just thought was worth a mention that is Yahoo possibly [TS]
00:20:57 ◼ ► starting up a Youtube competitor which of course is something near and dear to both of our hearts [TS]
00:21:06 ◼ ► and the news story is basically about several famous unnamed You Tubers who have been approached by Yahoo to try [TS]
00:21:17 ◼ ► and bring them over to whatever this new services that Yahoo may be launching soon and someone sent that along to me [TS]
00:21:38 ◼ ► I'd be willing to listen to offers from Yahoo to see if they wanted me to post videos on their new service as well as [TS]
00:21:45 ◼ ► well you would know instead of I'm sure they would prefer their I'm sure their approach is going to involve instead of [TS]
00:21:50 ◼ ► rather than as I now see that the deal breaker yahoo who I'm not negotiating with now [TS]
00:22:00 ◼ ► I'd be very happy to see You Tube have a little bit more competition on the internet because I think competition is [TS]
00:22:06 ◼ ► I would not exclusively switch to Yahoo unless unless there was a pile of money that was just comically astronomically [TS]
00:22:22 ◼ ► and that's how that's what you're going to tell you that's like the House of Cards. [TS]
00:22:26 ◼ ► Netflix trick isn't that he was the only place to get something that's good and you couldn't spend money to make money. [TS]
00:22:33 ◼ ► I guess I guess so I think you're trying to convince Yahoo that that's that's what they should do they should try to [TS]
00:22:41 ◼ ► Well I don't think I think if that if the only place I could watch your videos was very I would still be watching some [TS]
00:22:59 ◼ ► and I would be totally I would be totally open to posting my videos on an additional place I used to. [TS]
00:23:06 ◼ ► Are you saying to me that you think this poaching is staffed by if it's trickery does not involve them transferring [TS]
00:23:18 ◼ ► Surely you know you think so I guess maybe you're right. Then what's the point otherwise. [TS]
00:23:24 ◼ ► If you could just watch the same content what one artist you know that they need to make people migrate to the only way [TS]
00:23:44 ◼ ► but anyway supposedly Yahoo is trying to tempt big You Tubers over with higher advertising rates on their own their own [TS]
00:23:56 ◼ ► competitor as opposed to You Tube's advertising rates. So I think you know maybe it would. [TS]
00:24:04 ◼ ► Doesn't necessarily have to be exclusive if Yahoo could actually follow through on that deal [TS]
00:24:13 ◼ ► There would there would be incentive for people to do a post on both services and then maybe like [TS]
00:24:20 ◼ ► when I post a video on my website on Great dot com Not on You Tube I have to embed that video from youtube [TS]
00:24:33 ◼ ► and youtube I would have to pick which one of those two services do I want to add the video from and this is right [TS]
00:24:49 ◼ ► and U two I see now that I think they could just try to convince people to be there. [TS]
00:24:56 ◼ ► Yeah and then maybe demonstrate look we can get you more dollars per thousand views. [TS]
00:25:03 ◼ ► You've been through more than me and Ben You are wiser and smarter than me. As always and you've proven it yet again. [TS]
00:25:25 ◼ ► but I just assumed that you would have told me after I feel like you wouldn't you wouldn't hold a secret like that for [TS]
00:25:33 ◼ ► You sneaky man well I might tell you I'm not sure I'll tell the whole pod casting Well maybe they had me sign a [TS]
00:25:40 ◼ ► non-disclosure form or something like that you know I mean maybe I don't have to like me. [TS]
00:25:46 ◼ ► I haven't approached me I thought I had never heard of it and it's an odd approach especially after that twenty six [TS]
00:26:00 ◼ ► Over You know if there's any comments on that video because of course you know I approve comments now after you know [TS]
00:26:07 ◼ ► this from previous discussions you have said you know this so that says to them it's a terrible decision [TS]
00:26:14 ◼ ► but it has its problems but going with it for now as many many problems you know will get me on. [TS]
00:26:21 ◼ ► You remember I think you know you haven't you haven't got black people in your videos being harassed [TS]
00:26:32 ◼ ► but my my opinion is that you should just if you're going to have to do this you shouldn't just have the comments at all [TS]
00:26:38 ◼ ► like approving the comments is just just a huge burden of labour that you're adding on to yourself that that's that's I [TS]
00:26:46 ◼ ► would just shut down the comments instead of promising to moderate the whole discussion. [TS]
00:26:54 ◼ ► Pay so why is that people are saying you or someone one of my videos just doesn't seem right. [TS]
00:26:59 ◼ ► Only thing you can say that that's fine you know we'll go back later and see if it's still there. [TS]
00:27:15 ◼ ► and say yeah I will be I will be curious to see that obviously I'm very grateful to You Tube for allowing me to turn [TS]
00:27:27 ◼ ► But I always think more competition is better than less competition in all areas like this [TS]
00:27:32 ◼ ► and I think it's pretty fair to say that You Tube has just no comparable competition out there on the Internet there's [TS]
00:27:40 ◼ ► been MIA But you know it's such a different creature it's not like it's not like You Tube at all you know just [TS]
00:27:47 ◼ ► different. Yeah it's complete it's completely different no advertising on Vimeo for once like this. [TS]
00:27:53 ◼ ► This whole business model of ours couldn't exist on them you know which makes it a very different kind of creature. [TS]
00:28:02 ◼ ► But yeah so I would I would welcome more competition in the Internet space though is better. [TS]
00:28:14 ◼ ► and a few positive things because you know I'm always mindful of being too much of a staff [TS]
00:28:18 ◼ ► but this is going to be like we discussed last time where there's going to be Brady's airplane crash corner [TS]
00:28:27 ◼ ► I think we've got it all in Crash going already have a half an hour on the Bradys Papercuts the part where you moan [TS]
00:28:34 ◼ ► about something small. This is because I know you're a fan of kind of Lord Of The Rings poverty type stuff. [TS]
00:28:43 ◼ ► Have you sent your latest film last not because I was pretty unimpressed with the first Hobbit film that I had heard [TS]
00:28:51 ◼ ► this one was better and that was kind of you know pulling it from the fire a bit. I beg to differ. [TS]
00:29:09 ◼ ► or is this one also dull as dishwater dishwater repetitive is something wrong with me. [TS]
00:29:16 ◼ ► Well good so I didn't see it and I was sure you would say that you love that stuff. [TS]
00:29:22 ◼ ► Well I was super into the original Lord Of The Rings movies coming out and I still really like those [TS]
00:29:31 ◼ ► Although I even at the time I thought like me and they were just a couple years too early with the C.G.I. [TS]
00:29:41 ◼ ► but I even remember thinking at the time like this is not going to look so great in ten years time [TS]
00:29:52 ◼ ► That's impressive then I guess I haven't seen the Hobbit ones I just I feel like I had no interest as soon as I [TS]
00:30:03 ◼ ► Yeah I felt that that was the single piece of information that was that just ruled it out in my brain. [TS]
00:30:08 ◼ ► The hobbit could be a good two hour movie. It is not a trilogy. Yeah well I think maybe that is the problem. [TS]
00:30:17 ◼ ► Anyway I was going to have bit of a rant I was hoping that you'd say oh not so great and be really nerdy about Santa [TS]
00:30:24 ◼ ► but there's nothing to be had there so basically that the sum total of my comment that is a sort of movie Last Not that [TS]
00:30:31 ◼ ► I didn't I tell you that my dream I had out of paper got corner so it was a very good down. [TS]
00:30:43 ◼ ► You've got you know you've got to thrive if you have these things out there in the hope that something catches. [TS]
00:30:55 ◼ ► Today there was some excellent news for Liverpool my preferred football team defeated Manchester City. [TS]
00:31:03 ◼ ► Oh yeah three goes to church in a very important game. This was good good good. Anything you want to ask me about. [TS]
00:31:20 ◼ ► when I told you earlier also that I was watching football today you said all that's good did your team get the snitch. [TS]
00:31:33 ◼ ► but I've already forgot Liverpool versus someone else so it slides out of my brain just only your little watch do you [TS]
00:31:44 ◼ ► and he's forgetting something about American football American football I think has to be the most boring televised [TS]
00:32:08 ◼ ► when I was a kid I had a childhood friend who watched football all the time and so we just sort of on [TS]
00:32:15 ◼ ► and I remember thinking they must spend eighty percent of their time just it seems to me standing around like people [TS]
00:32:27 ◼ ► The amount of time they spend actually running on the field seems implausibly short compared to how long it's on T.V. [TS]
00:32:39 ◼ ► but a couple weeks ago I found some info graphic where someone actually broke down the amount of time that the Super [TS]
00:32:45 ◼ ► Bowl takes including advertising and the pauses and whatever was I think something like. [TS]
00:32:54 ◼ ► but I think the Super Bowl is broadcast for seven hours in that amount of time there's three minutes of running on the [TS]
00:33:01 ◼ ► field and smashing into each other. It's just unbelievable that anyone can sit through can sit through that. [TS]
00:33:08 ◼ ► I don't I don't understand this. So I do not watch the Super Bowl and they're right. [TS]
00:33:21 ◼ ► I don't mean to bemoan people who follow sports like everybody's into their own thing [TS]
00:33:30 ◼ ► Like this is what makes the world interesting places. Different people have different interests. [TS]
00:33:34 ◼ ► But I just I can't say I have a lot of interest in any sports I'm trying to think when I know it [TS]
00:33:50 ◼ ► when I was a little kid my father took me to Yankee Stadium in New York and we had we go watch a baseball game. [TS]
00:34:00 ◼ ► Starting all the time and so so we went and we did the thing you go you get like hotdogging sit in the stadium [TS]
00:34:07 ◼ ► and you watch it and we left after a couple of innings because we were both just very bored. [TS]
00:34:13 ◼ ► But my father felt that it was his responsibility as a dad in New York to take me to at least one baseball game. [TS]
00:34:36 ◼ ► and OK to have very different friends because you don't you don't want me to watch sports with you I think that would [TS]
00:34:49 ◼ ► but you know I'm always happy to talk to you. We're also that we're also work colleagues. [TS]
00:34:56 ◼ ► We were doing with the podcast talking about business but I had one other great triumph today. [TS]
00:35:23 ◼ ► and these were light days with high stakes mirrors where like you have to put the screw holes into walls before you [TS]
00:35:29 ◼ ► hang the mirror so there's no like fine tuning afterwards you know leaning side by as on the wire this was like you get [TS]
00:35:41 ◼ ► But today this was this I was at the end of my tether and I was like OK I'll try one more [TS]
00:35:46 ◼ ► and then if it doesn't work I'm never doing it again and I hung up and it's straight and it's a thing of beauty [TS]
00:35:55 ◼ ► and dismay and good luck I hope in the mirror. Just look today. Triumphantly and then sat down to watch the football. [TS]
00:36:05 ◼ ► Watch my tame wind it was a real I had a moment to moment and then I sent you the picture of like the mirror [TS]
00:36:12 ◼ ► and the T.V. In the same shop to look at my life is and you say that all went after this value. [TS]
00:36:21 ◼ ► No that is not at all what happened that's what happened. I'm going to pull this up here. [TS]
00:36:25 ◼ ► What actually happened here how I actually did sort of said I think I'm just so distracted by the picture. [TS]
00:36:38 ◼ ► Bliss smiley face then and then here is a picture that is a very big mirror that you had to hang up. [TS]
00:36:45 ◼ ► But there are there are a lot of things in this picture one of which I have to ask this is a picture of Brady's house [TS]
00:36:51 ◼ ► by the way next to the T.V. That has the sports game on it you have a phone that is an old style rotary phone. [TS]
00:37:04 ◼ ► or not this is a functioning phone because it's an odd place in the house to have a phone. [TS]
00:37:14 ◼ ► Unfortunately because we don't use a landline and we generally want to land on in the house [TS]
00:37:19 ◼ ► but just occasionally you need to let people require them back like we were able to get a mortgage without having a [TS]
00:37:32 ◼ ► Yeah yeah I know that I know this exact thing is because we have just moved in and out and I run into the same thing [TS]
00:37:38 ◼ ► and I got I get into an argument with BT British Telecom because I was I was trying to get something sorted out with [TS]
00:37:48 ◼ ► and they were like oh well we're going to we're going to call you on on your landline phone to continue this [TS]
00:38:03 ◼ ► and I felt like what is this one nine hundred fifty that you have my cell phone number in. [TS]
00:38:18 ◼ ► and I don't want to machine in my house that just randomly rings that was that was supposed to be a positive corner [TS]
00:38:27 ◼ ► they were denied you know tended to like another man moan about the companies that exist. [TS]
00:38:34 ◼ ► Oh yeah yeah that's just that just your fundamental personality Bradys are just a winder why I think you like living on [TS]
00:38:40 ◼ ► something you kind of drag that one down the winching on August I just wanted you to say good stuff on the mirror [TS]
00:38:46 ◼ ► or you could say what I want to ask you you good handy man around the house testimony I have I have just moved house. [TS]
00:38:52 ◼ ► I'm sorry that I did not compliment you on your marriage it's very well hung your mirror so you happy now. [TS]
00:39:04 ◼ ► Stuff so because I guess you don't hang pictures and things do you just have this on the stack what walls [TS]
00:39:10 ◼ ► and you had some pictures in our in our old place and there's a couple that come up now [TS]
00:39:22 ◼ ► Printed on photographic paper like yeah yeah there are a couple pictures that we have we got. [TS]
00:39:31 ◼ ► Not not a whole lot but just just some you know I don't I don't require walls to be totally barren. [TS]
00:39:50 ◼ ► Yeah so so I would say that in my adult life I have not had a great deal of experience in being able to flex my D.I.Y. [TS]
00:40:02 ◼ ► and they want you to call if there's something that needs fixing because the last thing they want is a tenant who has [TS]
00:40:08 ◼ ► to get electrocuted himself to death in their apartment because he was trying to fix something with the wiring [TS]
00:40:15 ◼ ► or something else so yeah I think I think that I feel like you seem to see every activity that you can perform [TS]
00:40:22 ◼ ► physically as like you just attach a death risk to it like like we come to my Everest. No I could die. [TS]
00:40:31 ◼ ► I know I could die if I also thought maybe I was the morbid one here but I think I'm not so sure. [TS]
00:40:42 ◼ ► If you listen to your previous discussion I talk about the increasing probability of death [TS]
00:40:47 ◼ ► and I would help her to keep that small even in activity like sitting in a chair all day [TS]
00:40:54 ◼ ► and never exercising that increases probability of of death in an insidious non visible way. [TS]
00:41:01 ◼ ► So you counter that by exercise or by walking around so it is not that I think of all physical activities as as. [TS]
00:41:11 ◼ ► Death inducing. No no they think of non-physical activities. Jeff That's right. I think everything is different. [TS]
00:41:29 ◼ ► but part of it is likely speaking if you're on the if you're in the gym you're exercising that is you're moving death [TS]
00:41:36 ◼ ► further away than you are bringing him closer if you are in the gym even though you can be the unlucky heart attack [TS]
00:41:45 ◼ ► So ironic that you chose the treadmill as the for the analogy of making it appear that way. Yes that's a good point. [TS]
00:42:00 ◼ ► It's change the topic to the topic of the day we're going to have on a sound effect here or do we just do it. [TS]
00:42:07 ◼ ► I guess we can we can just do it I'm still not sure about these topics and running I think you said [TS]
00:42:13 ◼ ► but I guess because we don't really have a topic we just have a topic that if we ran out of stuff to say talk about. [TS]
00:42:21 ◼ ► Yeah that's true but I think this time we need to like you know we need we need we need to move on from our lives [TS]
00:42:33 ◼ ► and so I there was there was something that I did sort of want to talk about which which I guess could be the topic [TS]
00:42:45 ◼ ► So as always I will I will rely on you to ask some questions to help you through this but. [TS]
00:43:03 ◼ ► and I thought I kept putting off some thoughts about education for for a future episode [TS]
00:43:32 ◼ ► and that that is very distinct from the question of what do we want schools to do you know [TS]
00:43:39 ◼ ► or what schools should do so that I feel like I don't want to talk about ideal schools I want to just I want to bring [TS]
00:43:50 ◼ ► up what I think is perhaps a very grim view of what schools actually do in society. [TS]
00:44:03 ◼ ► or not achieving achieving that might be an interesting interesting way to put just those contribute to contribute is. [TS]
00:44:16 ◼ ► OK so I already have to turn here that this this is going to be something along the lines of you thinking that schools [TS]
00:44:30 ◼ ► Well I what I would say is that I think that that schools are not necessarily doing what people say they do. [TS]
00:44:49 ◼ ► It's interesting because everybody kind of has this experience right you are a kid and you grew up and [TS]
00:44:55 ◼ ► and you go to school and everybody's experience this sort of in the Western world that school is a huge part of life [TS]
00:45:04 ◼ ► and and so everyone kind of has a vested interest in this game right you're a parent and you send your kid to school [TS]
00:45:12 ◼ ► and then you have memories of what it was like when you were at school and I think this is also why education [TS]
00:45:22 ◼ ► and teachers unions like there are always very hot political topics because it's the kind of thing that everybody can [TS]
00:45:28 ◼ ► get involved in because everybody has an experience of having gone to school and what what they thought about it [TS]
00:45:35 ◼ ► and they also seem to me like people who are going to schools in the education system etc And that political kind of [TS]
00:45:43 ◼ ► but they're also a bit of a sacred cow skulls on their life like there's uniform agreement that schools are a good thing. [TS]
00:45:51 ◼ ► Yes yes that's what I mean it's a hot topic because it can be argued about from from both sides. [TS]
00:45:58 ◼ ► Schools can be revered. People can can hate their local school system or whatever it is but it's OK. [TS]
00:46:04 ◼ ► It's impossible I think to to not have contention over schools because everybody experiences it in a very direct way [TS]
00:46:17 ◼ ► or caring because they didn't spend you know twelve years of their life involved in this thing [TS]
00:46:24 ◼ ► and I know this isn't we're talking about it just reminds me can go line is down to you like for example I don't have [TS]
00:46:31 ◼ ► children but I have a tremendous interest in schools in my area because of how it affects the price of my house. [TS]
00:46:40 ◼ ► The ever popular getting into a good school district method of human relocation after child child time yeah it's like [TS]
00:47:01 ◼ ► Right right that you're not even you don't even have a kid in that school but it's not as effective. [TS]
00:47:05 ◼ ► Yeah that's why every everybody gets kind of tangled up tangled up in this in this system. [TS]
00:47:12 ◼ ► So tell me what you're thinking. Yes So here's here's the starting point from that is. [TS]
00:47:20 ◼ ► Schools are a stance of glee about learning I mean I don't know a more fundamental statement than that to say that [TS]
00:47:35 ◼ ► It couldn't be couldn't be more basic than that and the rest learn on that kind of academic level [TS]
00:47:43 ◼ ► Yeah learn in the in the broadest sense of the word yet right that's a school where people could learn [TS]
00:47:52 ◼ ► I sort of alluded to this in the previous podcast from my own time as a teacher but. [TS]
00:48:00 ◼ ► Something that if you are paying attention if you're sort of deluding yourself as a teacher you can very quickly pick [TS]
00:48:08 ◼ ► up on the fact that at least from the academic side students are not learning a whole lot in school in terms of actual [TS]
00:48:30 ◼ ► and then I would say even after a single summer vacation if kids come back in the next year [TS]
00:48:36 ◼ ► and you start asking them a bunch of physics questions almost all of that information is just completely gone. [TS]
00:48:43 ◼ ► I think of summers as almost a time is like children are able to just shake their brain free of all of the things that [TS]
00:48:52 ◼ ► and they come back to school right all fresh an empty right you know sometimes the way can kind of feel it as a teacher [TS]
00:49:07 ◼ ► and I don't say it's not because it sounds a bit familiar to your language bashing from a couple of months ago that [TS]
00:49:16 ◼ ► Yeah I am putting I'm putting this is not language in particular employment for all subjects [TS]
00:49:26 ◼ ► Asking post high school graduates a year later in the most basic questions from some of the subjects that they took [TS]
00:49:35 ◼ ► You know it's just no better than than a random member of the population know how how much they actually remember from [TS]
00:49:42 ◼ ► So I think that's that's kind of an interesting thing to note right that schools are supposedly teaching kids all day [TS]
00:49:51 ◼ ► long all kinds of stuff about the world and about literature and about art and about science but they do this in. [TS]
00:50:04 ◼ ► or there's even a question about how much of it did kids ever learn in the first place which again if you are if you [TS]
00:50:10 ◼ ► are a teacher you can definitely see that first hand that it might even be optimistic to talk about this knowledge [TS]
00:50:17 ◼ ► having been lost from some students because there's a presumption that it was ever there in the first place so I think [TS]
00:50:25 ◼ ► that that's that's a this is kind of like a starting point is there is less learning than I think people kind of talk [TS]
00:50:34 ◼ ► but a blind man talk if I if I I don't remember I can't remember if you asked me to tell you I learned SCO I can't remember [TS]
00:50:45 ◼ ► all these equations I learnt mathematics and I can't remember these language things [TS]
00:50:51 ◼ ► But if I didn't go disco for all that time I don't think I'd be the same guy talking to you than I am now I think I [TS]
00:50:59 ◼ ► think you are throwing away a lot of intangible stuff I think you're throwing away a bit is the kind of missed in the [TS]
00:51:06 ◼ ► component of SCO where the actual just the process of learning is teaches you a lot [TS]
00:51:14 ◼ ► and makes you the person you become. So even though I can't remember exactly. I especially I'm still like. [TS]
00:51:25 ◼ ► I still learned how to learn and I learned how to how to become a fully functioning human [TS]
00:51:33 ◼ ► and I think just applying the simple test of do you remember Newton's equations that I that you were taught last year [TS]
00:51:47 ◼ ► Right now I will grant that there are there are other things that are going on in school [TS]
00:51:53 ◼ ► and I would actually do there are things that kids genuinely learn but I think a statement like. Had I not gone. [TS]
00:52:02 ◼ ► Is is a truism but had you spent twelve years of your life doing anything else that statement would also be true. [TS]
00:52:13 ◼ ► I wouldn't write if impression of an inferior I think I would be not as high functioning. [TS]
00:52:27 ◼ ► But so the question about learning I think kind of leans in to what I wanted to bring up about this which is if we if [TS]
00:52:38 ◼ ► we start from the position that schools maybe can't be about learning objective facts right which is something that you [TS]
00:52:45 ◼ ► would agree to it was well it can't be about teaching a whole bunch of kids specific facts that they remember later [TS]
00:52:51 ◼ ► because they because they don't remember it later it's something else something else is kind of going on here [TS]
00:52:59 ◼ ► and this is this would come up in my own classes I think I mentioned this before but kids would ask me you know [TS]
00:53:09 ◼ ► and I would just I would straight up say you're never going to you're never going to use it. [TS]
00:53:25 ◼ ► and then it did he had these things ingrained into him that made him like autumn in the final karate tournament skill [TS]
00:53:32 ◼ ► It's like what am I going to use Newton's equations we might not use use equations [TS]
00:53:42 ◼ ► What is the big fight in the end of this analogy. I'm not quite sure are a lot of what you got is a Karate Kid. [TS]
00:54:00 ◼ ► Discussion sometimes in classes which is kind of happy to have you never get a lesson so they go Well you know well [TS]
00:54:07 ◼ ► Right here are the teachers tell us stories about how we're going to need this in the future [TS]
00:54:13 ◼ ► or how it's going to help us win the big fight. You know it's eventually going to be useful. [TS]
00:54:22 ◼ ► and my position is that look the reason the reason you are here you know you're taking this class [TS]
00:54:29 ◼ ► and your goal is to get good grades because those grades are signaling qualities about you to the outside world [TS]
00:55:24 ◼ ► I just want to I just want to get it right some of the stuff is based on the some as a mere talk about today is from [TS]
00:55:31 ◼ ► the work of an economist in particular called Bryan Caplan who is talking about what happens to kids in various stages [TS]
00:55:45 ◼ ► And so the the key points here that are interesting is OK so you look at this for America if you look at the earnings [TS]
00:55:55 ◼ ► for example you know earnings are not everything but we're trying to get some kind of measure how much too high. [TS]
00:56:05 ◼ ► and turns out the high school graduates earn about fifty percent more each year than not high school graduates. [TS]
00:56:12 ◼ ► but it's not like a shocking piece of information I don't think that if you go to high school you can get a better job. [TS]
00:56:19 ◼ ► But the really interesting thing in those statistics is that basically going to a little bit of high school [TS]
00:56:29 ◼ ► or even going to most of high school is just totally worthless in terms of earnings right so if you go to high school [TS]
00:56:42 ◼ ► But you know you miss out on some class in the final year you might as well have not gone to high school at all. [TS]
00:56:58 ◼ ► and the interesting thing about that is this is something called you know is called signaling in economics which means [TS]
00:57:04 ◼ ► that that piece of paper is acting as a stamp that says something about you as a person you you made it through all of [TS]
00:57:20 ◼ ► And that piece of paper is is the thing that lets employers for example know that you have made it through all of these [TS]
00:57:26 ◼ ► these hoops but you would expect that if school was preparing you for the real world [TS]
00:57:33 ◼ ► and this is again in the broadest possible way social skills interacting with people just learning how to be a good [TS]
00:57:40 ◼ ► person all of which you know also matters for people's lives and their working experiences. [TS]
00:57:46 ◼ ► You would expect to see more of an effect as people go through high school that three years in that should if school is [TS]
00:58:00 ◼ ► Assistance in the real world three years of high school should be much better than one year of high school so the [TS]
00:58:08 ◼ ► stagnant earnings figures would change that I would be to step jump it would they. [TS]
00:58:12 ◼ ► and so from from the the numbers that I saw blog I think it was something like year one of high school increases your [TS]
00:58:25 ◼ ► Year three does nothing and then the remaining chunk of it that gets you up to fifty happens only when you graduate [TS]
00:58:36 ◼ ► and it's the same thing for colleges that the earnings difference for going to college was eighty percent versus not [TS]
00:58:46 ◼ ► going to college or people who go to college earn eighty percent or more. And I know I agree with you here. [TS]
00:58:52 ◼ ► I agree that schools have this have the SIV effect in society and that but I do think [TS]
00:59:11 ◼ ► and I know it gets really political After that we talk about money and exclusive schools [TS]
00:59:15 ◼ ► and there's a lot there's a lot that we could talk about and that's not what we are talking about. [TS]
00:59:20 ◼ ► when it comes to some of the other things that can be measured like your ability to make a phone call to the bank to hang [TS]
00:59:29 ◼ ► a mirror to get along in society to raise children to do a lot of the other things that don't involve putting money in [TS]
00:59:37 ◼ ► I think they're probably there would be a correlation between how much education you had [TS]
00:59:42 ◼ ► and how well you do those things so I think saying that education is not contributing to people unless they you know [TS]
00:59:52 ◼ ► make the next step or get through that next finishing type is unfair and I do think that education in riches people. [TS]
01:00:00 ◼ ► In other ways not just about money and career achievements. Now there is an interesting question in here. [TS]
01:00:10 ◼ ► But let's pick a pick the worst example probably from the bunch that that you just that raising children you know go [TS]
01:00:20 ◼ ► and you're not done we should acknowledge that we're going to I do not have children you do not have children. [TS]
01:00:26 ◼ ► So let's let's talk about children job correctly and that list done to protect some of the parents out there. [TS]
01:00:44 ◼ ► or don't you have more years educated well what you're saying is that school is the thing that makes you educated so [TS]
01:00:54 ◼ ► That's that's sort of the position that saying they're OK well let's era is what they call it you go with it [TS]
01:01:00 ◼ ► and I think there are other things that can also contribute to have a parent you probably will behave like like your [TS]
01:01:10 ◼ ► but do you think that more years of schooling would make you a better parent. Oh oh. [TS]
01:01:20 ◼ ► Things all other things being all other things being equal. Yeah I think probably you learn. Yeah OK I was OK with yes. [TS]
01:01:28 ◼ ► OK so so that the very interesting thing there is is your comment about all other things being equal. [TS]
01:01:40 ◼ ► but we're just using this discussion point the question is do you people who go to college have a better chance of [TS]
01:01:52 ◼ ► being better parents. Or is it the college that makes them in this example better parents. Can I just be clear. [TS]
01:02:00 ◼ ► College means I'm sorry I'm being you know I just wrote in here just after high school like university level. [TS]
01:02:07 ◼ ► OK Well I think I'm not really thinking about say I only went to college for one year myself so then I got a job [TS]
01:02:27 ◼ ► So there are a lot of save me a few years. Oh I said I'd go back and do a part time job. [TS]
01:02:38 ◼ ► OK OK Well I think why why why would you ever go back. Because I don't need a piece of paper right. [TS]
01:02:47 ◼ ► See this is exactly right that is the only reason you won't go back because there's nothing in your life right now with [TS]
01:02:53 ◼ ► the kind of career that you have that that piece of paper speaks to right that that piece of paper improves you don't [TS]
01:03:06 ◼ ► or any any person in that kind of position to prove that you're a certain kind of yelps courtesy because I've done the [TS]
01:03:13 ◼ ► jobs and I now can you leave a lot of things and I'm not disagreeing that. There is this exclusive A T C of function. [TS]
01:03:21 ◼ ► This is an elective ity function to education but to take it to the other extreme. [TS]
01:03:26 ◼ ► when I was five years old my parents said we're not going to send you to school Grady we're just going to let you play [TS]
01:03:31 ◼ ► cricket in the backyard and swim in the pool. I definitely would not have got that job at the newspaper. [TS]
01:03:36 ◼ ► So my education is is what gave me that luxury of towards the end they have to decide whether [TS]
01:03:45 ◼ ► or not to finish my degree because I was already you know a person of you know I had abilities and I had knowledge [TS]
01:03:53 ◼ ► and you know I had social skills that I had developed through my time at school and art. Some other. [TS]
01:04:04 ◼ ► and not being schooled author of a school homeschooled would have made no difference. I probably would take issue with. [TS]
01:04:14 ◼ ► Well this is alt and also just totally anecdotally but I I know people who are homeschooled [TS]
01:04:21 ◼ ► and basically left to their own devices who basically became educated people on their own [TS]
01:04:28 ◼ ► and that's of course a non-standard anecdotes of anecdotes not a not a good argument [TS]
01:04:33 ◼ ► but I think there's a there's a question of like what kind of person are you certain kinds of people are inclined [TS]
01:04:41 ◼ ► but to go back to what you're saying I would say that my view of what you learn in school. [TS]
01:04:55 ◼ ► and I think maybe per hour those are some of the best times people ever spend in schools. [TS]
01:05:11 ◼ ► but that's been great yes the reading one I think is the best bang for the buck ever. [TS]
01:05:16 ◼ ► Humans don't want to learn to read that's not a very natural thing you have to put them especially tiny humans in it in [TS]
01:05:21 ◼ ► a constrained environment where you're just going to learn this is not going to like it [TS]
01:05:28 ◼ ► and also I think in primary school I think it is very obvious if you are hanging out with primary school kids they're [TS]
01:05:41 ◼ ► They're learning you can't bite someone when you're angry you know they're they're learning. [TS]
01:05:46 ◼ ► You can't just pee on the floor you know or like if you're going to throw up you have to go to the bathroom. [TS]
01:05:55 ◼ ► I'm just thank you for nothing and one time and you can watch where everyone has a. [TS]
01:06:00 ◼ ► But I like I love that as a slogan for a SCO to see if you can go where we will teach you not to be an animal. [TS]
01:06:11 ◼ ► and it's you know we're putting these little kids under all these constraints where their brains have to learn like you [TS]
01:06:19 ◼ ► but well you know welcome to the world you're going to have to sit indoors in a room for long periods of time [TS]
01:06:25 ◼ ► and you're not going to want to do it but we're going to get this started right away [TS]
01:06:28 ◼ ► and that's that's kind of what primary school is and by the time you get to say a secondary school [TS]
01:06:37 ◼ ► They're there they're familiar with this and they're kind of like the statements of the kind of changes. [TS]
01:06:51 ◼ ► or you're learning how to interact with adults because at that point you start having a different dynamic with the [TS]
01:06:56 ◼ ► teachers and you know you start learning more subtle things about human interaction that's a bit less biased [TS]
01:07:05 ◼ ► Yeah don't pee on the floor but I think through school that stuff's always going on that socialization [TS]
01:07:11 ◼ ► but I'll bet also probably at the education level that things starts happening you learn how to rather than learning [TS]
01:07:22 ◼ ► So even though you don't remember the argument you made about Hamlet you were learning how to make an argument in that [TS]
01:07:28 ◼ ► essay that you were writing for your teacher that's what I mean about learning to learn and learning to do things. [TS]
01:07:35 ◼ ► and figures that those things that you picked up at that time I think stick with you make you what you are later on [TS]
01:07:49 ◼ ► Here here is here's again like my counter feeling to this which is what the learning to learn. [TS]
01:08:03 ◼ ► when I have this discussion with people which obviously can get heated discussion this is this is not you know this is [TS]
01:08:12 ◼ ► but in general the people who are you learning to learn are people who generally had positive experiences in school. [TS]
01:08:22 ◼ ► They are the people who were academically successful they are the people who applied to and got into universities. [TS]
01:08:31 ◼ ► It's an argument that comes from a particular section of the school age population or the educated population. [TS]
01:08:51 ◼ ► I think that's that's it's a kind of personality trait in certain kinds of kids which can be brought out by schools. [TS]
01:09:05 ◼ ► but I think that it's it's it's wrong to say that the school is the thing that teaches that. [TS]
01:09:20 ◼ ► Yeah I know it's a high school dropout rates you know roughly it's ten percent of kids go to high school in America [TS]
01:09:34 ◼ ► and are accepted to college you know forty percent of them don't make it out with a bachelor's degree within six years [TS]
01:09:44 ◼ ► and you're already talking about a relatively small portion of the population who goes to college anyway which is in [TS]
01:09:51 ◼ ► It's about thirty percent of the population twenty five to thirty percent has college degrees [TS]
01:09:57 ◼ ► and so I just I feel like. The learning to learn argument I just don't think it is convincing. [TS]
01:10:06 ◼ ► and it has made us sort of fit into you know you some scotched any argument before I could make it by saying that I [TS]
01:10:14 ◼ ► but I think maybe the best way for you to persuade me of what you're trying to get across here is give me an alternative [TS]
01:10:22 ◼ ► give me an alternative that will give society all the things it needs that doesn't involve schools. [TS]
01:10:29 ◼ ► and I'm here this is this is why I want to bound this argument in the beginning I am trying to make a sort of value [TS]
01:10:52 ◼ ► but if you talk about employers employers need some kind of way to filter out people who who apply for jobs [TS]
01:11:08 ◼ ► If you post a job and you get two hundred job applications you need some way to filter those things down [TS]
01:11:26 ◼ ► Now you get a whole bunch of applications more likely than not the people who went to college [TS]
01:11:33 ◼ ► and graduated college are probably smarter than the people who failed out of high school. [TS]
01:11:45 ◼ ► But it's like it's like the death thing we were talking about before. It's a statistics game. [TS]
01:11:49 ◼ ► You have you have to play the odds here and you're going to pick the college educated person. [TS]
01:12:00 ◼ ► Getting stamped on to kids by you have past high school step you have passed college step isn't actually necessarily [TS]
01:12:10 ◼ ► I think it's it's largely a certain kind of conscientiousness that's really the bard to pass with high school [TS]
01:12:20 ◼ ► and with college. Can you keep track of all of these assignments that we have given you. [TS]
01:12:25 ◼ ► Are you able to show up a certain amount of times or are you are you able to. We're giving you assignments. [TS]
01:12:33 ◼ ► Are you able to do enough of those assignments to the specifications that are required. [TS]
01:12:38 ◼ ► I actually think that's kind of the primary thing that schools are really testing kids for certified like a fifteen [TS]
01:12:48 ◼ ► year stickability test. Yes this is exactly right and that's this is one of the reasons why why in school so long. [TS]
01:12:58 ◼ ► and we need to make sure that you are a person who has proven they are able to you know do a long and boring routine [TS]
01:13:08 ◼ ► Now again this is not to say that people don't learn anything that people don't learn things in school. [TS]
01:13:15 ◼ ► That's that's not my argument I don't nothing is is learned but I think the primary purpose [TS]
01:13:37 ◼ ► and that's that's why there's such a high premium on graduating whereas attending some college is is almost as as [TS]
01:13:51 ◼ ► There's a little bit of a benefit but not a huge benefit when you're looking at the at the population as a whole. So. [TS]
01:14:13 ◼ ► and I think it's because maybe I gave more direct answers than some other teachers gave sometimes. [TS]
01:14:22 ◼ ► and I would say that there was a certain there's a certain kind of kid particularly a certain kind of both conscientious [TS]
01:14:32 ◼ ► and both very smart kids who it felt like they were able to deal with school a lot better if they kind of faced the true [TS]
01:14:47 ◼ ► You know we are certifying that at some point you were diligent enough to be able to get through some difficult classes. [TS]
01:15:00 ◼ ► And I just felt like some some kids really reacted very well to that of kind of understanding oh OK this is the game [TS]
01:15:09 ◼ ► that's going on here. I think kids don't react well to that how they kids a home that is bad information. [TS]
01:15:28 ◼ ► and I have to say if I was if I was talking to kids one on one it's a slightly different conversation if I'm doing it [TS]
01:15:35 ◼ ► But if I was talking to a group of kids I'd do it in kind of a I do it in kind of a funnier way so it can be played off [TS]
01:15:42 ◼ ► as like oh maybe I'm not being entirely serious but you can see some kids were like Oh I think he does really mean. [TS]
01:15:49 ◼ ► So I would say either you get a kind of you know this is this is really funny or just kind of indifference [TS]
01:16:08 ◼ ► and it was it was more tolerable than this kind of implicit impression that kids have of like we're teaching you all of [TS]
01:16:17 ◼ ► these things so that you know these things but you won't you won't know these things in a year. [TS]
01:16:23 ◼ ► and I was I was always really up front about that with the kids because my funny kids will assume that because you're a [TS]
01:16:31 ◼ ► and all the other subjects which is just always Larry is in the equivalent of home room at the start of the day care [TS]
01:16:36 ◼ ► when I'm just in charge of a bunch of kids in there are frantically trying to do their homework at the last minute of [TS]
01:16:40 ◼ ► course you know they would ask me questions about what I would say I don't know anything at all about that subject I [TS]
01:16:48 ◼ ► And they they be horrified you know your teacher you went to school you're supposed to be one of the students. [TS]
01:16:53 ◼ ► but I don't remember that you know I didn't it doesn't matter what mattered was that I I was able to do it at the time [TS]
01:17:00 ◼ ► and I had the certification sat I have passed high school which makes me trustworthy enough to Bosler you guys around. [TS]
01:17:07 ◼ ► Yes OK if you are right if you are right about this why school not to try to sway Why is it why has it got this other [TS]
01:17:18 ◼ ► Test this conscientiousness test I mean I mean I think it is that it was rhetorical you know because this is not. [TS]
01:17:29 ◼ ► So I think this is an accurate view of the world but this is not a view of the world that people want to have. [TS]
01:17:36 ◼ ► People don't want to think you know let's let's take some some some college graduate people don't want to think oh I [TS]
01:17:43 ◼ ► spent sixteen years undergoing an enduring test right to prove that I was able to do it. [TS]
01:17:55 ◼ ► and I learned all of these these other skills and that was that. Like that's the explicit. [TS]
01:18:00 ◼ ► State what you think that makes a sane Mandane follow up doesn't make it pointless. [TS]
01:18:06 ◼ ► when they finish a marathon because they they showed this great faith of insurance why not be thrown out. [TS]
01:18:11 ◼ ► Yeah yeah I think the insurance the insurance one there is is is an interesting comparison yes. [TS]
01:18:19 ◼ ► Not to people value mental insurance less than physical endurance I would say maybe so maybe rightly so. [TS]
01:18:31 ◼ ► but I also think this is the kind of thing where again thinking about my time as a teacher I would say that I was I was [TS]
01:18:42 ◼ ► sometimes relatively unpopular in conversations with other teachers in the staff room because. [TS]
01:18:50 ◼ ► As a teacher you want to have this feeling of like oh I am I'm Cheech I'm shaping the next generation [TS]
01:18:56 ◼ ► and inspiring a bunch of young minds right and they're all they're learning all these things for me when we met [TS]
01:19:01 ◼ ► when we did the podcast a couple of weeks ago about whether or not learning languages was a good thing [TS]
01:19:08 ◼ ► and you knew you were going to get some flak like you what you even you were braced for a backlash. [TS]
01:19:20 ◼ ► or do you think people will say he's talking sense of the education system is just it's a sea of perspective a day so [TS]
01:19:26 ◼ ► that institutions and or employers can discriminate later on. That's that's a really good question. [TS]
01:19:36 ◼ ► and I almost feel like I how could this topic be controversial in some ways like I can be of both lives about this like [TS]
01:19:49 ◼ ► if I could start to feel like look into your heart of hearts with the experience that that I had I had as as a teacher [TS]
01:20:22 ◼ ► and then through reading up on that kind of experience. I didn't I didn't set out to find this out. [TS]
01:20:34 ◼ ► and so that's why I almost feel like it's it's in some ways it's remarkably uncontroversial. [TS]
01:20:41 ◼ ► It will upset a lot of changes. Yeah it probably will but I will say again like I was a teacher. [TS]
01:20:49 ◼ ► I was I was one of you. The thing that I was I was going to come back to back to earlier. [TS]
01:20:56 ◼ ► We're talking about the benefits of school is there is there's a term which is called warehousing [TS]
01:21:03 ◼ ► and in this case schools are warehousing students at their warehouse in kids and what's the benefit you get from that. [TS]
01:21:14 ◼ ► Again from a societal perspective it's not like almost It doesn't have anything to do with what's happening to the kids [TS]
01:21:44 ◼ ► You imagine a world without school where parents had to provide their own daycare for a kid like me would just be [TS]
01:21:54 ◼ ► But once we pass child labor laws and you can't have them working in factories anymore which again is a good thing. [TS]
01:22:01 ◼ ► and school is the place that they go so this is another kind of effect that you get from schools is is being able to [TS]
01:22:12 ◼ ► And we often tell ourselves that they're learning a whole bunch of stuff all day long in there because it's better than [TS]
01:22:26 ◼ ► But schools have remarkably similar to prison sometimes. Can I say to my sister who is a schoolteacher. [TS]
01:22:36 ◼ ► I'm sure she is not enough I'm going to send this on in some ways I want to hear what she has to say [TS]
01:22:41 ◼ ► and otherwise I will also I have to I have to defend myself here as well as for a little moment which is that I do know [TS]
01:22:51 ◼ ► for many many a parent teacher conferences parents were were very happy to have their kids in my class it's people [TS]
01:22:58 ◼ ► thinking I was some kind of awful unpopular grumpy teacher like my own experience was that parents were very happy if [TS]
01:23:06 ◼ ► their kids were in my physics class and I know kids who really like being in my physics. So I wasn't a mean teacher. [TS]
01:23:12 ◼ ► This doesn't this doesn't stem from disliking being a teacher. I really enjoyed the classroom time. [TS]
01:23:22 ◼ ► I tried to have lessons that were relatively fun of course you have these horrible constraints as a teacher about what [TS]
01:23:27 ◼ ► you can and can't do but. Like that that part of being in the classroom and teaching. [TS]
01:23:33 ◼ ► and I think as best as possible with a subject like physics I think I tried to make it as interesting as possible for [TS]
01:23:41 ◼ ► but that I said that still doesn't change the fact that I don't expect any of the kids that I taught six years ago to [TS]
01:23:52 ◼ ► But I know that the kids did well on exams and then hopefully they went off to university and some of them have reeled. [TS]
01:24:03 ◼ ► Well I think if you put it out there and I actually like I said I actually really agree with it [TS]
01:24:09 ◼ ► when I was talking to Mrs number five and I said Gray wants to talk about what's the purpose of schools. [TS]
01:24:18 ◼ ► and socialization of young people the first thing I did think to myself was you know I think it's also this kind of [TS]
01:24:27 ◼ ► So I do agree I do agree that schools serve this purpose of separating the wheat from the chaff. [TS]
01:24:33 ◼ ► However family you think they do that or not which is a whole lot of subject matter. [TS]
01:24:47 ◼ ► They're just with that with that one final thing about the selectivity thing you know you know how you mentioned about [TS]
01:24:54 ◼ ► if the if the school in your neighborhood really takes a dive you know it affects you or your property values. [TS]
01:25:06 ◼ ► Why why I would definitely say that teachers do have an impact on whether a school is a good school [TS]
01:25:17 ◼ ► Teachers definitely contribute to that in terms of like the emotional environment of the school [TS]
01:25:25 ◼ ► but I was also in some of my schools sort of involved in in the application process of students because I worked at [TS]
01:25:37 ◼ ► And so it was always always felt so bad for them but it was like kids would come in [TS]
01:25:47 ◼ ► and you know in England they're coming in and they're I don't know whether they're nine [TS]
01:25:51 ◼ ► or ten years old you know trying to apply for a school that they'll go to and they're just so small [TS]
01:26:00 ◼ ► There is the human moment where you see these tiny people marching off to an exam that's going to change possibly the [TS]
01:26:07 ◼ ► whole rest of their life you know depending on what what what secondary school or high school they get into. [TS]
01:26:14 ◼ ► So that's one side of it than the other side of it was that I would have to mark a lot of these exams [TS]
01:26:22 ◼ ► and that again was a very interesting thing to see because the schools are marking these exams [TS]
01:26:31 ◼ ► and you can see just how I mean I would say like ninety percent of the academic results of a school are determined at [TS]
01:26:53 ◼ ► Right that that it's just the difference in papers between the best kids in the worst kids even at age nine is is kind [TS]
01:27:06 ◼ ► and this is where the inequality of the world really really comes into play a good school in terms of academics. [TS]
01:27:13 ◼ ► I mean it's got to be a ninety percent effect just on the selection of the students they let in if you let in more [TS]
01:27:30 ◼ ► and then again it's like boy you don't you don't want to see that you want to think that that a school can just take in [TS]
01:27:39 ◼ ► a bunch of kids and like turn them all around and let them learn how to learn and they're going to be amazing results. [TS]
01:27:45 ◼ ► But schools we're definitely competing very hard to get the kids who did the best on those exams [TS]
01:27:54 ◼ ► and that there's a reason why schools private schools really want to get to the top. [TS]
01:28:06 ◼ ► and again like I don't I didn't want to believe this you know that that like oh kids nine like What can their test [TS]
01:28:17 ◼ ► but I mean those even at that age like their test scores are very predictive of how they're going to do five years [TS]
01:28:22 ◼ ► later which is which is disappointing and also I think you know again should should not be the case. [TS]
01:28:28 ◼ ► If those kids are really learning how to learn in schools I think the goodness of the school is in large part a [TS]
01:28:40 ◼ ► and in terms of academics so you seem to be reluctant to touch on this in May because it's such a big subject for [TS]
01:28:46 ◼ ► another day but you've kind of the trade schools. I mean. It's not I guess you haven't betrayed them negatively. [TS]
01:28:59 ◼ ► But do you have like this alternative in Montauk is is this is this just the best we can do with you know these huge [TS]
01:29:07 ◼ ► populations who have unlimited labor markets and things or have is they're like are you hinting at something better. [TS]
01:29:19 ◼ ► I would just say that some of the hesitation you probably hear especially with this last section is just that [TS]
01:29:26 ◼ ► when you're a working teacher there is an enormous pressure within the school system to kind of not acknowledge [TS]
01:29:40 ◼ ► So you're just you're just under a lot of pressure to never really discuss that like this girl is clearly smarter than [TS]
01:29:49 ◼ ► this other kid and I'm like it's it is sort of the it's like teachers all know this. [TS]
01:30:01 ◼ ► or at least the line that that management often portrays is you are not helping that dumb kid anough like [TS]
01:30:13 ◼ ► but it's true you know like if you know you had a referee for a football match saying that caution is in Sudan is such [TS]
01:30:24 ◼ ► and then you'd be like well hang on you're supposed to be the one neutral person who doesn't think X. [TS]
01:30:35 ◼ ► but I still I still feel some of this kind of lingering teacher hesitation to talk about things in a particular way [TS]
01:30:44 ◼ ► and so that's that's why you know if you as a working teacher if you're ever in a meeting like suggested that someone [TS]
01:30:54 ◼ ► You know it's not that does not go down well for your professional career you know you need to kind of toe the line [TS]
01:31:03 ◼ ► that they're like oh you know maybe there's more ways that I could help this student you know perhaps by you know [TS]
01:31:09 ◼ ► writing their answers for them on a piece of paper is like the best way to help them so that I get the part of the [TS]
01:31:31 ◼ ► I'm just looking at it and I feel like this is and this is like a neutral assessment of school [TS]
01:31:40 ◼ ► Yet e-mail Brady It was more interesting than I thought it was going to be an essay so I thank you for sharing your [TS]
01:31:47 ◼ ► honest and and and severing your relationship was a few remaining former teachers who you were friends with. [TS]