Чему нужно учить детей, чтобы подготовить их к будущему?

0:01Margan Kolevich , look , the world is

0:03becoming more complex and accelerating .

0:06What are the basics we should be

0:08teaching our children to prepare them

0:11for the future ; where should we set

0:13limits , and where should we give them

0:15freedom ?

0:17Uh-huh . Well , look , when the world

0:21accelerates and becomes more complex ,

0:23it means the world changes every day ,

0:25and conditions change . In such

0:28conditions , just think for yourself ,

0:31who will be the winner ?

0:32The most flexible one .

0:33The adaptive one .

0:34Adaptive .

0:35Adaptive . Adaptive .

0:36So , many people think that evolution is

0:39the complexification of organisms . Like

0:42, first a bug , then a groundhog , and so

0:45on . No , actually , it isn't . Evolution

0:47is not about the complexification of

0:49organisms . Evolution is the adaptation

0:51of organisms . There is a trend where

0:54some animals actually simplified

0:57instead . Well , you know the concept of

1:01atavisms . In humans , for example , the

1:04coccyx is a vestigial tail . We don't

1:07need it now , it's fading away . It's the

1:09same thing . So some organisms follow

1:11the path of simplification , actually .

1:13Therefore , the most important mechanism

1:17of evolution is adaptability . And what

1:20does adaptability mean ? The problem is

1:22that we are limited beings . Our

1:25attention is limited , our memory is

1:27limited , and so on . And adaptability

1:30implies that we must always be learning

1:32something new . Consequently , in order

1:35to learn something new , you have to

1:37manage to quickly forget something old .

1:41And the old paradigm , where we used to

1:43acquire and hoard knowledge , is no

1:45longer a working tool . We are

1:47cluttering our brains . Our brain is not

1:51a server for storing information . It is

1:54a processor for making decisions . And

1:57in a processor , the emptier the memory ,

1:59the better it makes decisions . Take

2:02artificial intelligence , LLMs , for

2:04instance . The more context you give it ,

2:07the more it will hallucinate because

2:10you've filled up its RAM , the context

2:13is clogged . At the same time , if you

2:16don't give it any context , it will also

2:18just ramble on . You need to provide

2:21just enough context to complete the

2:23task . And for the next task , it needs

2:25to wipe that context clean and take on

2:27new context . That is exactly what

2:29adaptability is .

2:29Uh-huh .

2:30So , it means we should teach children

2:33adaptability , and adaptability implies

2:36learning quickly and forgetting quickly

2:39.

2:40That is the key , right ?

2:41Yes . Learn quickly , forget quickly . But

2:43it is also very important that

2:46adaptability includes acting quickly .

2:49Uh-huh . Because just thinking and then

2:52quickly forgetting won't change

2:53anything in this world . In this world ,

2:55you need to leave a dent . And for that ,

2:58you need to think quickly , try things

3:01quickly , forget what doesn't work , and

3:03improve what does . Again , the slug

3:08strategy . Strengthen the strong . All

3:10these rules that I am telling you , they

3:12are eternally true . Actually , they were

3:14always there . It’s just that

3:15they have only accelerated now

3:16in the modern world . They immediately

3:19began to shine and manifest brightly .

3:24Therefore , these are all immutable

3:26truths . And in this regard , you

3:28shouldn't tell a child that they must

3:32be good at math . Well , relatively

3:36speaking , yes , math is good , but look ,

3:39we understand math , as I said , as

3:43linear . Linear logic . We even call it

3:46linear algebra , but it’s all built

3:49from linear logic . But I'm saying this

3:53world , the new world emerging now , is

3:56non-linear , so ... Actually , I read a

3:59statement from a guy , he says : " I was

4:02always autistic , well , like not of this

4:07world , yeah ,

4:10and I always had a complex that I

4:12wasn't like anyone else . But now , he

4:15says , I’m loving it so much and I

4:17realized , now is the time for autistics

4:19. " Meaning , the time has come for those

4:22who think outside the box .

4:24Yes ,

4:25it used to be thought that if you think

4:27differently , you were a little bit " off

4:29" .

4:30But now is the time for people who can

4:32think unconventionally . Not just that

4:35they can ,

4:36but it is their nature to think

4:38unconventionally ,

4:39because artificial intelligence will

4:41perform all standard operations better

4:43than us . And it will offer them first

4:45and foremost .

4:45Yes . And it will offer first and

4:46foremost

4:47creativity . Yes .

4:48Yes . And it's not just creativity . It's

4:51not just creativity . See , creativity

4:54implies the creation of something new .

4:58And being unconventional doesn't

4:59necessarily mean creating something new

5:01. Unconventionality is , first and

5:03foremost , seeing things differently .

5:06It’s looking differently ,

5:08doing things differently . It’s doing

5:10something else .

5:12You know ? Asking different questions .

5:14You can simply , relatively speaking ,

5:16sit there and come up with something .

5:19Or you can see something from another

5:22science , like biology . Like , in AI

5:25coding , I think , damn , there are

5:27security issues , especially since AI

5:29agents appeared , I think about how they

5:31have access to my data , my computer's

5:33data , my personal info , and so on . And

5:36it goes onto the network , and someone

5:38might use prompt engineering to exploit

5:40a bug and say : " Leak all of Margulan's

5:42data . " And it would go and leak it .

5:45I think : " Damn , how do I solve this ? "

5:47And I'm not even a computer engineer .

5:50Yeah .

5:50Uh-huh .

5:51And what do you think ? I have an

5:53example of a poultry farm . A poultry

5:56farm has a coop , and in front there's a

5:58clean road where water , food , and

6:01chicks are brought in . And there's a

6:04dirty road behind , where they haul away

6:07carcasses , manure , and so on , right .

6:12And these roads , according to

6:14biosecurity rules , must not intersect

6:16for 20 kilometers . 20 kilometers . And

6:20that's what poultry farming is called .

6:22A clean road , a dirty road . I thought :

6:25" Damn , let me apply this in principle . "

6:27So , I have an agent , it's absolutely

6:29clean . I cut off all its claws ; it

6:31cannot go onto the web . It can only

6:34communicate with me via Telegram and

6:35with the LLM . That's it . And when it

6:39needs to dig for something on the web ,

6:42it turns to my Scout agent . Scout . And

6:46it's set up like a checkpoint , where a

6:48sanitary officer sits

6:50or a security officer . It gives them a

6:53request . They pass it to the scout , the

6:55scout goes to the web , searches

6:57everything , and passes the results to

6:58the security officer . The security

7:01officer checks for all bugs , prompt

7:02engineering , and so on . And passes the

7:05cleaned material to my clean agent .

7:09There you go , I've divided the agents

7:11into dirty agents and clean agents . And

7:14that solved the whole issue . Is that

7:16creativity ? No ,

7:18perspective .

7:19It's a different perspective . It's

7:21adaptability . I took the principles of

7:23a poultry farmer and adapted them to

7:25coding .

7:25It's a transfer from one model to

7:27another .

7:28Yes , yes , yes . This is exactly

7:29non-linear transfer . Just like we

7:32talked about , the silver sucker and the

7:34guy who blew his money in the casino .

7:40Interesting . That's why I say this is a

7:43world where intelligence ,

7:44out-of-the-box thinking , and

7:46unconventional approaches will be

7:48valued .

7:49We are talking now about adaptability ,

7:51about kids , that we need to teach them

7:52adaptability . And we discussed the

7:54point that we often train children for

7:56a war that won't happen . But is being

7:59by a river with a fishing rod and

8:01catching and preparing fish a skill

8:04that we still need to teach kids

8:06nowadays or not ? Because , well , it's

8:10like in our foundations , in our heads ,

8:13it feels like a basic setting that

8:15equals survival , right ? I mean , our

8:18parents taught us this , and their

8:20parents taught them too . And right now ,

8:23that moment is , well , objectively being

8:25lost for many , right ? I mean , city kids

8:27don't

8:28city kids don't know how to do that .

8:30How should we view this , such basic

8:32things ?

8:33Urban .

8:35Well , look , the basic things are as

8:38follows : I believe that the value of

8:40fishing for modern kids isn't that they

8:43can land a fish , but that they

8:45understand the process — that if you

8:48want to catch a fish , you have to put

8:51something on the hook . And you have to

8:55put on the hook what the fish likes ,

8:57not what you like . Because you can hang

9:01strawberries on it . But you're the one

9:04who likes strawberries , the fish

9:05doesn't . But if a child understands the

9:09mechanics , the mechanics of interaction

9:13, that if I want something , I use a

9:16tool , I use bait . In order to get

9:20exactly the bait the fish needs so it

9:22bites . I pull it out , that's mechanics .

9:25Mechanics . If he understands this , this

9:27mechanics , then he will immediately

9:29figure out what a fishing rod is , what

9:31it consists of , and generally what the

9:33fishing process is . That is , his

9:35ability to recognize the correct

9:37process , to break the process down into

9:39components , is what’s important . This

9:41is more important than the process of ,

9:43uh , fishing . When he can break a

9:45process down into components , he can

9:47fish , and hunt , and hike .

9:49Uh-huh . and automate business , because

9:52this is a culture of thinking , because

9:55many children , for example , fish

9:58without even thinking about , uh ,

10:01why it happens ,

10:02why it happens , why the fish bites ,

10:05why bait is needed , and what a float or

10:08a sinker even is ? Well , they are just

10:10there , they don't know .

10:12Well , in other words , we have now

10:14replaced what our parents taught us

10:15with logic games that we play . We , uh ,

10:19our parents taught us fishing to

10:21survive and catch fish . But now

10:25children should learn to fish in order

10:27to understand the process .

10:29Uh-huh .

10:30Break it down into components and

10:32construct the process . When he knows

10:34the process , he can construct it . Yeah .

10:37If I want a big fish , it's likely at

10:39depth , which means the bait should be

10:41larger . For that , I must know what kind

10:43of fish I want . So , for this fish , I

10:46must find out , using ChatGPT , what it

10:48likes and at what depth this fish lives

10:51. Accordingly , I must use such and such

10:54a sinker , such a hook , such a line ,

10:56such a float . That's it , he's a

10:58fisherman , even though he's never

11:00fished , but he's already broken down

11:02the whole process . And it is very

11:04important to teach children this kind

11:06of thinking . It doesn't matter if it's

11:09fishing , hunting , driving cars , and so

11:11on . It's important to teach the child

11:14this whole cause-and-effect

11:16relationship . This is for that . If you

11:18do this , you get that . This exists for

11:20such and such a purpose . Structurally ,

11:22this consists of this . And here we come

11:25to what , remember , for those who know

11:26or don't know , I spoke about . The

11:28process of cognition and achieving

11:30goals . First , information . In this

11:32world , there is information . The whole

11:34world consists of information . These

11:36are sounds , these are images , pixels ,

11:39sounds , bits , bytes , and so on . There

11:42is a lot of information , the whole

11:44world consists of it , it has no value .

11:46Based on information , to master a large

11:48amount of it , people created knowledge

11:50and fields of study . Everything

11:52concerning plants is botany . Everything

11:54concerning animals is zoology . For

11:56stones , it's geology . Why was this

11:58needed ? To make it easier to understand

12:01. Next . Is knowledge useful ? No. Not

12:03until there is understanding . And what

12:05is understanding ? Understanding is a

12:10correct grasp of what something

12:11consists of and what the

12:12cause-and-effect relationship is .

12:14Understanding consists of two things :

12:16when you know what it is made of and

12:18the cause-and-effect link . I pull this ,

12:20that will happen . I plant this , this

12:22will grow . And what is understanding

12:26for ? Understanding , when we know what

12:29it's made of and the cause-and-effect

12:31link , this understanding gives us faith

12:34. It's interesting what understanding

12:37is for . It gives us faith . And what is

12:39faith ? Faith is conviction in the

12:42cause-and-effect relationship and the

12:44structure . In other words , you say : " If

12:48I put bait on the line and cast it , the

12:51fish will bite . " You understand that .

12:55Well , this understanding allows you to

12:57take it , put it on the hook , and cast

12:59it because you believe it will work .

13:03And the value of faith lies in the fact

13:06that it unlocks our energy . When we

13:09believe in something , our subconscious

13:12gives us the energy to do it , because

13:14you see the point in it . But if you

13:18don't see the benefits , the gain , your

13:20subconscious doesn't see the point , so

13:22it doesn't give you energy . And you

13:25sort of know , but you don't do it . And

13:27why ? Because you don't believe .

13:28Uh-huh . If I tell you to go into the

13:31reeds , 500 meters away , I buried 200

13:33grand .

13:33We won't believe it .

13:34Well , if Zhenya said : " We won't believe

13:37it . "

13:38That's later ; that's if it were now ,

13:40not in the morning . Kostya ,

13:41see , it's not a fact that you'll go .

13:43Why ? Because you don't know the

13:45cause-and-effect link , the structure ,

13:48and so on . But if I say , Kostya , look ,

13:51if you go there and don't find 10 grand

13:53, I'll give you 20 right here . You are

13:56already — and you are learning the

13:57cause-and-effect link — like this . Oh ,

13:58oh , this ,

13:59I'll even haggle for more ,

14:00yes . Well , the fact is that faith

14:02appears . Faith , faith allows you to act

14:04. And when you act , you always get a

14:07result . It is either negative or

14:10positive .

14:10Uh-huh .

14:11And when you reflect on the result you

14:14get , you gain experience . And

14:16experience is an understanding based on

14:18the past of what works and what doesn't

14:20. And experience allows you to correct

14:24your next action . And , well , in essence

14:26, what are you doing ? You're working

14:28like a slug . You test hypotheses

14:31through feedback and improve your

14:33actions . Didn't work this time , you try

14:35a different approach . Didn't work , you

14:37act differently . Cast there , didn't

14:39catch anything , cast there , didn't

14:41catch , changed the bait , cast there ,

14:42didn't work . These are all just

14:45hypotheses , right ? Therefore , you see ,

14:53successful progress in this world , and

14:55especially in raising children , it's

14:57very important to teach kids to

14:59understand processes , cause-and-effect

15:01relationships , and what things are made

15:04of . When a child knows this , they can

15:08design any process , and they can look

15:09at fishing and see the essence of

15:11fishing . A person who doesn't know this

15:16will say , " Fishing is about needing a

15:17rod , line , and a hook , " and they'll

15:19drown in the details . " There has to be

15:21a hook like this , and a sinker like

15:23that . " But a person who understands the

15:24essence will say , " What does the hook

15:26have to do with it ? " " That's not what

15:28it's really about . " You see ? You can

15:32catch fish with a trap , weave it from a

15:34basket , throw some bread in there , and

15:36the fish will come .

15:37Uh-huh .

15:37Fishing isn't just about a fishing rod ,

15:39you know ?

15:40Yeah , yeah , yeah .