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  11. <title>Doc Searls Weblog</title>
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  13. <link>https://doc.searls.com</link>
  14. <description>Just trying to make stuff happen</description>
  15. <lastBuildDate>Sat, 12 Jul 2025 15:42:13 +0000</lastBuildDate>
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  24. <url>https://doc.searls.com/wp-content/uploads/2023/11/cropped-doc-searls-1-32x32.png</url>
  25. <title>Doc Searls Weblog</title>
  26. <link>https://doc.searls.com</link>
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  31. <title>Saturday, 12 July 2025</title>
  32. <link>https://doc.searls.com/2025/07/12/saturday-12-july-2025/</link>
  33. <comments>https://doc.searls.com/2025/07/12/saturday-12-july-2025/#respond</comments>
  35. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  36. <pubDate>Sat, 12 Jul 2025 15:32:31 +0000</pubDate>
  37. <category><![CDATA[publishing]]></category>
  38. <category><![CDATA[tv]]></category>
  39. <guid isPermaLink="false">https://doc.searls.com/2025/07/12/saturday-12-july-2025/</guid>
  40.  
  41. <description><![CDATA[I just bought two. The Intention Economy, which lists at $27 and has been sold at that price or close to it by Amazon since the book came out, is now just $13.93 for the hardcover. That&#39;s cheaper than the Kindle edition (also discounted) and the audio version (with my own voice, btw). And now [&#8230;]]]></description>
  42. <content:encoded><![CDATA[<p><strong>I just bought two</strong>. <em><a href="https://en.wikipedia.org/wiki/The_Intention_Economy">The Intention Economy</a></em>, which lists at $27 and has been <a href="https://www.harvard.com/book/9781422158524">sold at that price</a> or close to it by Amazon since the book came out, is now <a href="https://www.amazon.com/Intention-Economy-When-Customers-Charge-ebook/dp/B007UPDH5S">just $13.93 for the hardcover</a>. That&#39;s cheaper than the Kindle edition (also discounted) and the audio version (with my own voice, btw).</p>
  43. <p><strong>And now roosting on the roof of Netflix</strong>. We need to stop believing that companies that service and spy on us—even those  to which we give conscious permission to observe everything we do—&quot;<a href="https://www.jpost.com/science/article-761049">know us better than we know ourselves</a>.&quot; They don&#39;t. None of us are that simple or predictable. <a href="http://searls.com/whitman.html">Whitman</a>:</p>
  44. <p><em>Do I contradict myself?<br />Very well then. I contradict myself.<br />I am large. I contain multitudes.</em><br />I bring this up because we got off Netflix a few years ago because it assumed I was Spanish, and the staff there couldn&#39;t correct the error, even after a long conversation with their tech support team. Seriously. They were that f&#39;d up. But then we got back on a few months ago, paying the full $25+ per month to avoid the ads. Before we could begin watching, the preference engine that greets new customers &quot;helped&quot;  by forcing me to select three movies that I liked from a long table of movie names and poster thumbnails. While I have seen a zillion movies in my life, I hadn&#39;t seen any of these. So I picked three anyway because I had to. Since then we&#39;ve watched a bunch of movies, and ALL the movies Netflix recommends are ones we probably won&#39;t bother to see.  </p>
  45. <p>I bring all this up because this morning Netflix sent me an email promoting <em>Live Event. Katie Taylor vs. Amanda Serrano 3</em>. I never watch fights. They turn me off. Maybe it&#39;s sexist of me to especially dislike fights between women, but I do. Color me old. Whitman again:<br /><em>The spotted hawk swoops by and accuses me.<br />He complains of my gab and my loitering.<br />I too am not a bit tamed. I too am untranslatable.<br />I sound my barbaric yawp over the roofs of the world.</em></p>
  46. ]]></content:encoded>
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  52. <post-id xmlns="com-wordpress:feed-additions:1">19112</post-id> </item>
  53. <item>
  54. <title>Friday, 11 July 2025</title>
  55. <link>https://doc.searls.com/2025/07/11/friday-11-july-2025/</link>
  56. <comments>https://doc.searls.com/2025/07/11/friday-11-july-2025/#respond</comments>
  58. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  59. <pubDate>Fri, 11 Jul 2025 21:52:20 +0000</pubDate>
  60. <category><![CDATA[Events]]></category>
  61. <category><![CDATA[Harvard]]></category>
  62. <category><![CDATA[Law]]></category>
  63. <category><![CDATA[Politics]]></category>
  64. <guid isPermaLink="false">https://doc.searls.com/2025/07/11/friday-11-july-2025/</guid>
  65.  
  66. <description><![CDATA[And the republic is still lost. Sad to learn that David Gergen has passed. I met him briefly when he came to Harvard Law School for a conversation in Austin Hall&#39;s Ames Courtroom with Larry Lessig on the topic of Larry&#39;s new book, Republic, Lost: How Money Corrupts Congress—and a Plan to Stop It. Gergen was [&#8230;]]]></description>
  67. <content:encoded><![CDATA[<p><strong>And the republic is still lost</strong>. Sad to learn that <a href="https://en.wikipedia.org/wiki/David_Gergen">David Gergen</a> <a href="https://www.cnn.com/2025/07/11/politics/david-gergen-dead">has passed</a>. I met him briefly when he came to Harvard Law School for a <a href="https://cyber.harvard.edu/events/2011/11/lessig">conversation</a> in <a href="https://en.wikipedia.org/wiki/Austin_Hall_(Harvard_University)">Austin Hall</a>&#39;s Ames Courtroom with <a href="https://en.wikipedia.org/wiki/Lawrence_Lessig">Larry Lessig</a> on the topic of Larry&#39;s new book, <em><a href="https://cyber.harvard.edu/events/2011/11/lessig">Republic, Lost: How Money Corrupts Congress—and a Plan to Stop It</a></em>. Gergen was an insightful, funny, and gracious dude. Also a lot taller than I had expected. <a href="https://www.flickr.com/photos/docsearls/albums/72177720327479392">Here is an album of photos I shot at the event</a>.</p>
  68. ]]></content:encoded>
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  71. <slash:comments>0</slash:comments>
  74. <post-id xmlns="com-wordpress:feed-additions:1">19108</post-id> </item>
  75. <item>
  76. <title>Thursday, 10 July, 2025</title>
  77. <link>https://doc.searls.com/2025/07/10/thursday-10-july-2025/</link>
  78. <comments>https://doc.searls.com/2025/07/10/thursday-10-july-2025/#respond</comments>
  80. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  81. <pubDate>Thu, 10 Jul 2025 14:16:45 +0000</pubDate>
  82. <category><![CDATA[Uncategorized]]></category>
  83. <guid isPermaLink="false">https://doc.searls.com/2025/07/10/thursday-10-july-2025/</guid>
  84.  
  85. <description><![CDATA[Re-see what you think. Formal education has been stuck inside an industrial paradigm ever since industry won the industrial revolution. Let&#39;s call that Education 2.0. The pre-industrial model was Education 1.0. Digital tech, especially with AI, will bring on Education 3.0. That&#39;s the title of my post yesterday, which is getting more than the normal number [&#8230;]]]></description>
  86. <content:encoded><![CDATA[<p><strong>Re-see what you think</strong>. Formal education has been stuck inside an industrial paradigm ever since industry won the <a href="https://en.wikipedia.org/wiki/Industrial_Revolution">industrial revolution</a>. Let&#39;s call that Education 2.0. The pre-industrial model was Education 1.0. Digital tech, especially with AI, will bring on Education 3.0. That&#39;s the title of <a href="https://doc.searls.com/2025/07/09/education-3-0/">my post yesterday</a>, which is getting more than the normal number of visits. I think the topic could hardly be more important, so I&#39;m urging folks to check it out. In brief, my argument is that Education 3.0 will retrieve much of what made Education 1.0 work, and that will beat the shit out of what we got from Education 2.0, which is more obsolesced than ever in a world where learning and teaching are both becoming ever more reliant on AI.</p>
  87. ]]></content:encoded>
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  90. <slash:comments>0</slash:comments>
  93. <post-id xmlns="com-wordpress:feed-additions:1">19102</post-id> </item>
  94. <item>
  95. <title>Education 3.0</title>
  96. <link>https://doc.searls.com/2025/07/09/education-3-0/</link>
  97. <comments>https://doc.searls.com/2025/07/09/education-3-0/#comments</comments>
  99. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  100. <pubDate>Wed, 09 Jul 2025 20:22:43 +0000</pubDate>
  101. <category><![CDATA[AI]]></category>
  102. <category><![CDATA[Digital Life]]></category>
  103. <category><![CDATA[education]]></category>
  104. <category><![CDATA[Journalism]]></category>
  105. <guid isPermaLink="false">https://doc.searls.com/?p=19070</guid>
  106.  
  107. <description><![CDATA[Education 1.0 was about learning one one-on-one, or one one-on-few. Also by ourselves. This kind of on-site discovery and mentorship gave us stone tools, cave art, clothing, shelter, writing, engineering, construction on every scale, and great artists in every age. Writing was involved, mostly of the scribal kind before the Gutenberg Parenthesis began. After that, [&#8230;]]]></description>
  108. <content:encoded><![CDATA[<figure id="attachment_19072" aria-describedby="caption-attachment-19072" style="width: 1024px" class="wp-caption aligncenter"><img fetchpriority="high" decoding="async" class="size-large wp-image-19072" src="https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/Stone_Wall_on_New_Pasture_Allotments_-_geograph.org_.uk_-_3588424-1-1024x768.jpg" alt="" width="1024" height="768" srcset="https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/Stone_Wall_on_New_Pasture_Allotments_-_geograph.org_.uk_-_3588424-1-1024x768.jpg 1024w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/Stone_Wall_on_New_Pasture_Allotments_-_geograph.org_.uk_-_3588424-1-300x225.jpg 300w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/Stone_Wall_on_New_Pasture_Allotments_-_geograph.org_.uk_-_3588424-1-768x576.jpg 768w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/Stone_Wall_on_New_Pasture_Allotments_-_geograph.org_.uk_-_3588424-1-1536x1152.jpg 1536w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/Stone_Wall_on_New_Pasture_Allotments_-_geograph.org_.uk_-_3588424-1-2048x1536.jpg 2048w " sizes="(max-width: 1024px) 100vw, 1024px" /><figcaption id="caption-attachment-19072" class="wp-caption-text">Nobody is born knowing how to build a stone wall. We are taught by each other and by ourselves. This is Education 1.0, which Education 3.0 will retrieve with help from AI.</figcaption></figure>
  109. <p><strong>Education 1.0</strong> was about learning one one-on-one, or one one-on-few. Also by ourselves. This kind of on-site discovery and mentorship gave us stone tools, cave art, clothing, shelter, writing, engineering, construction on every scale, and great artists in every age. Writing was involved, mostly of the scribal kind before the <a href="https://www.bloomsbury.com/us/gutenberg-parenthesis-9781501394829/">Gutenberg Parenthesis</a> began. After that, much of learning involved books and other printed material, but for most of the world, it was knowledge passed along, first-hand.</p>
  110. <p><strong>Education 2.o</strong> was what <a href="https://en.wikipedia.org/wiki/John_Taylor_Gatto">John Taylor Gatto</a> called industrial schooling: formal, compulsory, and standardized.  This is what we have had since the dawn of the industrial age.</p>
  111. <p><strong>Education 3.0</strong> is what we get with Big AI, which will overthow Education 2.0 and obsolesce every argument we&#8217;ve been having about education, including the one about what roles AI should play in formal schooling. (Think of that last one as Education 2.9.)</p>
  112. <p>All the above is speculative and provisional, but I think worth sharing while it&#8217;s still dawning on me after ChatGPT helped me solve a technical problem with a hack I won&#8217;t forget. Here is is the dialog, in white on black, to make it easy for you to skip if you like:</p>
  113. <div style="background-color: black; color: white; padding: 10px;">
  114. <p>I wrote,</p>
  115. <blockquote><p>Photos copied out of Apple&#8217;s Photos app into a separate directory on my Mac (so I can work on them outside Apple&#8217;s app, for example with Photoshop) won&#8217;t open because an alert says this for every photo: &#8220;Apple could not verify “2025_07_03_monroe-county-fair_001.JPG” is free of malware that may harm your Mac or compromise your privacy.&#8221; Yet they have no malware. How can I bypass this alert and open the photos? Hitting the space bar on each file gives me a fine preview. But no app (not Photoshop, not Preview) will open them.</p>
  116. <p>ChatGPT replied,</p>
  117. <p>You&#8217;re encountering a macOS security mechanism related to quarantine attributes, which are set on files when macOS thinks they come from an &#8220;untrusted&#8221; source—such as files exported or copied in ways that macOS flags for Gatekeeper checks. This sometimes happens even to your own photos when copied from Apple&#8217;s Photos app via the Finder or third-party apps.</p>
  118. <p><strong>Background</strong></p>
  119. <p>The com.apple.quarantine attribute is used by macOS to track downloaded or &#8220;unverified&#8221; files. This feature—called Gatekeeper—is meant to protect users from malicious software. Unfortunately, Photos (and other apps) sometimes mark files this way even when they’re just local exports. Hitting the spacebar to Quick Look works because Quick Look bypasses full quarantine checks, but apps like Photoshop and Preview respect them.</p>
  120. <p><strong> Solution: Remove the Quarantine Attribute</strong></p>
  121. <div>Open Terminal (from Applications &gt; Utilities or by Spotlight searching &#8220;Terminal&#8221;).</div>
  122. <div>Use the <em>xattr</em> command to remove the <em>com.apple.quarantine</em> flag from your copied photo files.</div>
  123. <div>If you want to remove it for one file:</div>
  124. <div><em>xattr -d com.apple.quarantine &#8220;/path/to/your/photo.JPG&#8221;</em></div>
  125. <div>Example:</div>
  126. <div><em>xattr -d com.apple.quarantine ~/Pictures/Exports/2025_07_03_monroe-county-fair_001.JPG</em></div>
  127. <div>To remove it from all photos in a folder, run:</div>
  128. <div><em>xattr -d com.apple.quarantine /path/to/folder/*.JPG</em></div>
  129. </blockquote>
  130. <p>Long story short, I screwed up a few times, ChatGPT spotted the errors I shared back to it, and eventually I got the problem fixed by running the command that worked:</p>
  131. <blockquote><p><em>xattr -rd com.apple.quarantine /Users/dsearls2/Pictures/pix-by-year/2025/07/2025_07_03_monroe-county-fair</em></p></blockquote>
  132. <p>Finally, ChatGPT added,</p>
  133. <blockquote>
  134. <h3 data-start="1087" data-end="1105">Quick Recap</h3>
  135. <div class="_tableContainer_80l1q_1">
  136. <div class="_tableWrapper_80l1q_14 group flex w-fit flex-col-reverse" tabindex="-1">
  137. <table class="w-fit min-w-(--thread-content-width)" data-start="1107" data-end="1778">
  138. <thead data-start="1107" data-end="1210">
  139. <tr data-start="1107" data-end="1210">
  140. <th data-start="1107" data-end="1143" data-col-size="sm">Use Case</th>
  141. <th data-start="1143" data-end="1210" data-col-size="sm">Command to Run</th>
  142. </tr>
  143. </thead>
  144. <tbody data-start="1315" data-end="1778">
  145. <tr data-start="1315" data-end="1414">
  146. <td data-start="1315" data-end="1357" data-col-size="sm"><span class="relative -mx-px my-[-0.2rem] rounded px-px py-[0.2rem] transition-colors duration-100 ease-in-out">Clear a whole folder recursively</span></td>
  147. <td data-col-size="sm" data-start="1357" data-end="1414"><span class="relative -mx-px my-[-0.2rem] rounded px-px py-[0.2rem] transition-colors duration-100 ease-in-out"><code data-start="0" data-end="48" data-is-last-node="" data-is-only-node="">xattr -rd com.apple.quarantine /path/to/folder</code></span></td>
  148. </tr>
  149. <tr data-start="1415" data-end="1542">
  150. <td data-start="1415" data-end="1463" data-col-size="sm"><span class="relative -mx-px my-[-0.2rem] rounded px-px py-[0.2rem] transition-colors duration-100 ease-in-out">Check attributes on a file</span></td>
  151. <td data-start="1463" data-end="1542" data-col-size="sm"><span class="relative -mx-px my-[-0.2rem] rounded px-px py-[0.2rem] transition-colors duration-100 ease-in-out"><code data-start="0" data-end="28" data-is-last-node="" data-is-only-node="">xattr -l /path/to/file.JPG</code></span></td>
  152. </tr>
  153. <tr data-start="1543" data-end="1650">
  154. <td data-start="1543" data-end="1593" data-col-size="sm"><span class="relative -mx-px my-[-0.2rem] rounded px-px py-[0.2rem] transition-colors duration-100 ease-in-out">Remove for a single file</span></td>
  155. <td data-start="1593" data-end="1650" data-col-size="sm"><span class="relative -mx-px my-[-0.2rem] rounded px-px py-[0.2rem] transition-colors duration-100 ease-in-out"><code data-start="0" data-end="49" data-is-last-node="" data-is-only-node="">xattr -d com.apple.quarantine /path/to/file.JPG</code></span></td>
  156. </tr>
  157. <tr data-start="1651" data-end="1778">
  158. <td data-start="1651" data-end="1695" data-col-size="sm"><span class="relative -mx-px my-[-0.2rem] rounded px-px py-[0.2rem] transition-colors duration-100 ease-in-out">Disable quarantine system‑wide</span></td>
  159. <td data-start="1695" data-end="1778" data-col-size="sm"><span class="relative -mx-px my-[-0.2rem] rounded px-px py-[0.2rem] transition-colors duration-100 ease-in-out"><code data-start="0" data-end="47" data-is-only-node="">sudo defaults write ... LSQuarantine -bool NO</code> + reboot</span> <span class="" data-state="closed"><span class="ms-1 inline-flex max-w-full items-center relative top-[-0.094rem] animate-[show_150ms_ease-in]"><a class="flex h-4.5 overflow-hidden rounded-xl px-2 text-[9px] font-medium text-token-text-secondary! bg-[#F4F4F4]! dark:bg-[#303030]! transition-colors duration-150 ease-in-out" href="https://apple.stackexchange.com/questions/373176/disable-the-use-of-the-com-apple-quarantine-extended-attribute-on-mojave?utm_source=chatgpt.com" target="_blank" rel="noopener"><span class="relative start-0 bottom-0 flex h-full w-full items-center"><span class="flex h-4 w-full items-center justify-between absolute"><span class="max-w-full grow truncate overflow-hidden text-center">discussions.apple.com</span><span class="-me-1 flex h-full items-center rounded-full px-1 text-[#8F8F8F]">+12</span></span><span class="flex h-4 w-full items-center justify-between"><span class="max-w-full grow truncate overflow-hidden text-center">apple.stackexchange.com</span><span class="-me-1 flex h-full items-center rounded-full px-1 text-[#8F8F8F]">+12</span></span><span class="flex h-4 w-full items-center justify-between absolute"><span class="max-w-full grow truncate overflow-hidden text-center">facebook.com</span><span class="-me-1 flex h-full items-center rounded-full px-1 text-[#8F8F8F]">+12</span></span></span></a></span></span></td>
  160. </tr>
  161. </tbody>
  162. </table>
  163. </div>
  164. </div>
  165. </blockquote>
  166. </div>
  167. <p>Now, would I have received the same help from an AppleCare call? Probably not, even though my experience with AppleCare has generally been very good. This was better, because I got schooled in an <strong>Eduction 1.o</strong> way.</p>
  168. <p>That experience also got me thinking about the <a href="https://en.wikipedia.org/wiki/Heuristic">heuristics</a> involved. So I engaged in further conversation with ChatGPT. Before we get into that, let me remind you that I bring in <a href="https://en.wikipedia.org/wiki/John_Taylor_Gatto">John Taylor Gatto</a>, <a href="https://doc.searls.com/?s=mcluhan">Marshall and Eric McLuhan</a>, and <a href="https://doc.searls.com/?s=education">my own prior writings about education</a> and the <a href="https://doc.searls.com/?s=digital%20age">digital age</a>—where AI has pushed us into the deep end. (All those links go to stuff I&#8217;ve written on this blog. I&#8217;ve written a lot more about all of it elsewhere.) Here goes:</p>
  169. <p><strong>I said</strong>,</p>
  170. <blockquote><p>Okay. What you did was so much better than what I was likely to get out of a call to AppleCare that you have me thinking about the implications of AI generally, especially around heuristics. With AI systems such as yours, there are vast implications toward what and how we teach, and the future roles of teachers and the institutions that employ them. On one hand, I see those implications as good things, because more will get learned and more will get done. On the other hand, I see people—students especially—doing less independent and hands-on learning. Can you expand on those thoughts a bit?</p></blockquote>
  171. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-20" data-scroll-anchor="false">
  172. <p class="sr-only"><strong>ChatGPT said:</strong></p>
  173. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  174. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  175. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col agent-turn">
  176. <div class="relative flex-col gap-1 md:gap-3">
  177. <div class="flex max-w-full flex-col grow">
  178. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="assistant" data-message-id="bdbd1b2c-edf4-4008-a903-f96bbf27dad3" data-message-model-slug="gpt-4o">
  179. <div class="flex w-full flex-col gap-1 empty:hidden first:pt-[3px]">
  180. <div class="markdown prose dark:prose-invert w-full break-words light">
  181. <p data-start="0" data-end="157">You’ve just opened one of the most important questions of our time—and one that’s moving faster than our institutions, norms, or pedagogies are prepared for.</p>
  182. <p data-start="159" data-end="303">Let’s break it down across <strong data-start="186" data-end="208">five core tensions</strong> that highlight both the promise and the peril of AI in education and intellectual development:</p>
  183. <hr data-start="305" data-end="308" />
  184. <h3 data-start="310" data-end="342">1. <strong data-start="317" data-end="342">Efficiency vs. Effort</strong></h3>
  185. <p data-start="343" data-end="595">AI dramatically increases efficiency. What took hours (e.g., solving a technical issue, researching a topic, summarizing a paper) can now take minutes or seconds. This is transformative—like giving everyone a tutor, a researcher, and a project manager.</p>
  186. <p data-start="597" data-end="921"><strong data-start="597" data-end="604">But</strong>: If students skip the <em data-start="627" data-end="636">process</em> of discovery, they miss the mental modeling, error correction, and struggle that build understanding. When you <em data-start="748" data-end="763">don’t wrestle</em> with a system, you may not build the intuition that lets you <em data-start="825" data-end="833">reason</em> with it later. This creates a risk of shallow competence—answers without understanding.</p>
  187. <hr data-start="923" data-end="926" />
  188. <h3 data-start="928" data-end="968">2. <strong data-start="935" data-end="968">Heuristics vs. Habits of Mind</strong></h3>
  189. <p data-start="969" data-end="1132">AI excels at heuristics: pattern-based reasoning and rule-of-thumb approximations. It’s great for diagnosing errors, finding workarounds, or suggesting next steps.</p>
  190. <p data-start="1134" data-end="1444"><strong data-start="1134" data-end="1141">But</strong>: Heuristics are only part of deep thinking. Great teachers—and great learners—cultivate <em data-start="1230" data-end="1246">habits of mind</em>: curiosity, skepticism, resilience, synthesis, and critical self-examination. These are often forged through <em data-start="1356" data-end="1366">friction</em>—puzzling through ambiguity, facing dead ends, and asking “What am I missing?”</p>
  191. <p data-start="1446" data-end="1540">AI can <em data-start="1453" data-end="1462">imitate</em> these, but students need to <em data-start="1491" data-end="1504">internalize</em> them. That takes more than answers.</p>
  192. <hr data-start="1542" data-end="1545" />
  193. <h3 data-start="1547" data-end="1586">3. <strong data-start="1554" data-end="1586">Tool Use vs. Tool Dependence</strong></h3>
  194. <p data-start="1587" data-end="1906">AI can be an extraordinary tool, like a calculator for thought, but broader and more contextual. The danger isn’t just “cheating”—it’s <em data-start="1722" data-end="1739">over-delegation</em> of intellectual labor. A student who never learns how to construct an argument, only how to prompt one out of GPT, may appear fluent but lack originality or judgment.</p>
  195. <p data-start="1908" data-end="2096">The long-term risk is <strong data-start="1930" data-end="1958">intellectual outsourcing</strong>: a world where students <em data-start="1983" data-end="1992">operate</em> tools but don’t <em data-start="2009" data-end="2021">understand</em> them. Education becomes “prompt engineering” rather than epistemic growth.</p>
  196. <hr data-start="2098" data-end="2101" />
  197. <h3 data-start="2103" data-end="2144">4. <strong data-start="2110" data-end="2144">Teachers as Sources vs. Guides</strong></h3>
  198. <p data-start="2145" data-end="2471">Traditional teaching was often about <strong data-start="2182" data-end="2198">transmission</strong>: the teacher as a repository of knowledge. But AI now often has more recall, breadth, and 24/7 availability. This shifts the teacher&#8217;s role to that of <strong data-start="2350" data-end="2380">curator, coach, and critic</strong>—helping students ask better questions, evaluate sources, and apply knowledge meaningfully.</p>
  199. <p data-start="2473" data-end="2662">The <strong data-start="2477" data-end="2500">teacher&#8217;s authority</strong> shifts from <em data-start="2513" data-end="2521">having</em> knowledge to <em data-start="2535" data-end="2555">helping make sense</em> of it. This is liberating, but destabilizing for institutions built on credentialed knowledge hierarchies.</p>
  200. <hr data-start="2664" data-end="2667" />
  201. <h3 data-start="2669" data-end="2723">5. <strong data-start="2676" data-end="2723">Institutional Lag vs. Cultural Acceleration</strong></h3>
  202. <p data-start="2724" data-end="2902">Education systems are slow to change. Curricula are standardized. Assessments lag behind real-world needs. AI, meanwhile, is accelerating culture, cognition, and even creativity.</p>
  203. <p data-start="2904" data-end="3169"><strong data-start="2904" data-end="2935">This mismatch is dangerous.</strong> Students may turn away from institutions they see as outdated. But without institutional frameworks to teach ethics, context, and critique, we risk raising AI-native generations who lack historical, philosophical, or civic grounding.</p>
  204. <hr data-start="3171" data-end="3174" />
  205. <h3 data-start="3176" data-end="3192">So what now?</h3>
  206. <p data-start="3194" data-end="3322">We may need to <strong data-start="3209" data-end="3249">reimagine education as meta-learning</strong>—not just <em data-start="3259" data-end="3269">learning</em>, but learning <em data-start="3284" data-end="3306">how to learn with AI</em>. That includes:</p>
  207. <ul data-start="3324" data-end="3690">
  208. <li data-start="3324" data-end="3447">
  209. <p data-start="3326" data-end="3447"><strong data-start="3326" data-end="3346">Teaching with AI</strong>: Using it as a scaffolding tool, a dialectical partner, a simulator of other minds and perspectives.</p>
  210. </li>
  211. <li data-start="3448" data-end="3555">
  212. <p data-start="3450" data-end="3555"><strong data-start="3450" data-end="3471">Thinking about AI</strong>: Making AI itself a subject of study: its limits, its biases, its place in society.</p>
  213. </li>
  214. <li data-start="3556" data-end="3690">
  215. <p data-start="3558" data-end="3690"><strong data-start="3558" data-end="3580">Learning around AI</strong>: Developing what AI doesn’t do well—ethics, judgment, empathy, perspective-taking, and real-world experience.</p>
  216. </li>
  217. </ul>
  218. <p data-start="3692" data-end="3741">We’ve seen this before, though on smaller scales:</p>
  219. <ul data-start="3742" data-end="3847">
  220. <li data-start="3742" data-end="3779">
  221. <p data-start="3744" data-end="3779">The calculator didn’t destroy math.</p>
  222. </li>
  223. <li data-start="3780" data-end="3817">
  224. <p data-start="3782" data-end="3817">Wikipedia didn’t destroy curiosity.</p>
  225. </li>
  226. <li data-start="3818" data-end="3847">
  227. <p data-start="3820" data-end="3847">Google didn’t end research.</p>
  228. </li>
  229. </ul>
  230. <p data-start="3849" data-end="3939">But AI is different in scope and power. It can be both bicycle and bulldozer for the mind.</p>
  231. <hr data-start="3941" data-end="3944" />
  232. <h3 data-start="3946" data-end="3963">Final thought</h3>
  233. <p data-start="3965" data-end="4160">If we treat AI as a shortcut, we’ll hollow out the skills we most need to preserve.<br data-start="4048" data-end="4051" />If we treat it as an instrument of augmentation, we might raise the most capable generation in human history.</p>
  234. <p data-start="4162" data-end="4295" data-is-last-node="" data-is-only-node="">The burden is on us to <strong data-start="4185" data-end="4214">design the culture of use</strong>, not just the technology. That starts in the classroom—but it doesn’t end there.</p>
  235. </div>
  236. </div>
  237. </div>
  238. </div>
  239. <div class="flex min-h-[46px] justify-start">
  240. <div class="touch:-me-2 touch:-ms-3.5 -ms-2.5 -me-1 flex flex-wrap items-center gap-y-4 p-1 select-none touch:w-[calc(100%+--spacing(3.5))] -mt-1 w-[calc(100%+--spacing(2.5))] duration-[1.5s] focus-within:transition-none hover:transition-none pointer-events-none [mask-image:linear-gradient(to_right,black_33%,transparent_66%)] [mask-size:300%_100%] [mask-position:100%_0%] motion-safe:transition-[mask-position] group-hover/turn-messages:pointer-events-auto group-hover/turn-messages:[mask-position:0_0] group-focus-within/turn-messages:pointer-events-auto group-focus-within/turn-messages:[mask-position:0_0] has-data-[state=open]:pointer-events-auto has-data-[state=open]:[mask-position:0_0]">
  241. <p><strong>I said:</strong></p>
  242. </div>
  243. </div>
  244. </div>
  245. </div>
  246. </div>
  247. </div>
  248. </article>
  249. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-21" data-scroll-anchor="false">
  250. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  251. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  252. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col">
  253. <div class="relative flex-col gap-1 md:gap-3">
  254. <div class="flex max-w-full flex-col grow">
  255. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="user" data-message-id="4cdffbf1-3193-4ec9-8ea4-48a30780a0a5">
  256. <div class="flex w-full flex-col gap-1 empty:hidden items-end rtl:items-start">
  257. <div class="relative max-w-[var(--user-chat-width,70%)] bg-token-message-surface rounded-3xl px-5 py-2.5">
  258. <div class="whitespace-pre-wrap">Add the writings of John Taylor Gatto to what you just shared.</div>
  259. </div>
  260. </div>
  261. </div>
  262. </div>
  263. </div>
  264. </div>
  265. </div>
  266. </div>
  267. </article>
  268. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-22" data-scroll-anchor="false">
  269. <p class="sr-only"><strong>ChatGPT said:</strong></p>
  270. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  271. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  272. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col agent-turn">
  273. <div class="relative flex-col gap-1 md:gap-3">
  274. <div class="flex max-w-full flex-col grow">
  275. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="assistant" data-message-id="29338f4c-704b-4aa3-a785-ffe5601b14ba" data-message-model-slug="gpt-4o">
  276. <div class="flex w-full flex-col gap-1 empty:hidden first:pt-[3px]">
  277. <div class="markdown prose dark:prose-invert w-full break-words light">
  278. <p data-start="0" data-end="426">Adding John Taylor Gatto’s work to the conversation brings in a potent, deeply critical perspective on education—especially compulsory schooling as it exists in industrialized societies. Gatto, a former New York State Teacher of the Year turned fierce critic of the system, argued that schools don’t exist primarily to educate, but to <strong data-start="335" data-end="358">condition obedience</strong>, <strong data-start="360" data-end="383">standardize thought</strong>, and <strong data-start="389" data-end="425">limit real intellectual autonomy</strong>.</p>
  279. <p data-start="428" data-end="514">His inclusion reframes the AI-in-education discussion even more radically. Here’s how:</p>
  280. <hr data-start="516" data-end="519" />
  281. <h3 data-start="521" data-end="579"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f527.png" alt="🔧" class="wp-smiley" style="height: 1em; max-height: 1em;" /> 1. <strong data-start="531" data-end="579">Gatto&#8217;s Core Critique: Schooling ≠ Education</strong></h3>
  282. <p data-start="581" data-end="757">Gatto distinguished between <em data-start="609" data-end="620">schooling</em> (the institutional process) and <em data-start="653" data-end="664">education</em> (the self-directed pursuit of understanding and competence). He wrote that modern schooling:</p>
  283. <ul data-start="759" data-end="989">
  284. <li data-start="759" data-end="809">
  285. <p data-start="761" data-end="809">Breaks natural curiosity into scheduled periods.</p>
  286. </li>
  287. <li data-start="810" data-end="860">
  288. <p data-start="812" data-end="860">Enforces passivity through top-down instruction.</p>
  289. </li>
  290. <li data-start="861" data-end="897">
  291. <p data-start="863" data-end="897">Trains for dependency, not agency.</p>
  292. </li>
  293. <li data-start="898" data-end="989">
  294. <p data-start="900" data-end="989">Disconnects learners from their communities, their environments, and their own interests.</p>
  295. </li>
  296. </ul>
  297. <blockquote data-start="991" data-end="1136">
  298. <p data-start="993" data-end="1136"><strong data-start="993" data-end="1079">“We are all schooled to be employees and consumers, not to be free men and women.”</strong><br data-start="1079" data-end="1082" />— <em data-start="1086" data-end="1136">John Taylor Gatto, “Weapons of Mass Instruction”</em></p>
  299. </blockquote>
  300. <p data-start="1138" data-end="1232">In this light, AI doesn’t just disrupt schooling—it <strong data-start="1190" data-end="1231">threatens its underlying architecture</strong>.</p>
  301. <hr data-start="1234" data-end="1237" />
  302. <h3 data-start="1239" data-end="1301"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f916.png" alt="🤖" class="wp-smiley" style="height: 1em; max-height: 1em;" /> 2. <strong data-start="1249" data-end="1301">AI as Subversive Tool or Systemic Reinforcement?</strong></h3>
  303. <p data-start="1303" data-end="1326">AI can swing both ways.</p>
  304. <h4 data-start="1328" data-end="1393"><strong data-start="1333" data-end="1382">If used within Gatto’s critique of the system</strong>, AI could:</h4>
  305. <ul data-start="1394" data-end="1681">
  306. <li data-start="1394" data-end="1449">
  307. <p data-start="1396" data-end="1449">Liberate self-directed learners from rigid curricula.</p>
  308. </li>
  309. <li data-start="1450" data-end="1525">
  310. <p data-start="1452" data-end="1525">Connect them to mentors, primary sources, and real-world problem-solving.</p>
  311. </li>
  312. <li data-start="1526" data-end="1599">
  313. <p data-start="1528" data-end="1599">Flatten access to knowledge once gatekept by institutional hierarchies.</p>
  314. </li>
  315. <li data-start="1600" data-end="1681">
  316. <p data-start="1602" data-end="1681">Enable apprenticeships, autodidacticism, and interest-led exploration at scale.</p>
  317. </li>
  318. </ul>
  319. <blockquote data-start="1683" data-end="1774">
  320. <p data-start="1685" data-end="1774">This aligns with Gatto’s admiration for unschooling, open learning, and student autonomy.</p>
  321. </blockquote>
  322. <h4 data-start="1776" data-end="1827"><strong data-start="1781" data-end="1816">But if used by the system as-is</strong>, AI could:</h4>
  323. <ul data-start="1828" data-end="2150">
  324. <li data-start="1828" data-end="1915">
  325. <p data-start="1830" data-end="1915">Automate surveillance (e.g., plagiarism detection, eye tracking, engagement scoring).</p>
  326. </li>
  327. <li data-start="1916" data-end="1969">
  328. <p data-start="1918" data-end="1969">Deliver even more behavioral conditioning at scale.</p>
  329. </li>
  330. <li data-start="1970" data-end="2043">
  331. <p data-start="1972" data-end="2043">Enforce learning &#8220;efficiency&#8221; at the expense of reflection and freedom.</p>
  332. </li>
  333. <li data-start="2044" data-end="2150">
  334. <p data-start="2046" data-end="2150">Create <strong data-start="2053" data-end="2120">AI tutors that reinforce standardized testing and rote learning</strong> rather than critical thought.</p>
  335. </li>
  336. </ul>
  337. <blockquote data-start="2152" data-end="2233">
  338. <p data-start="2154" data-end="2233">In that case, AI becomes the <em data-start="2183" data-end="2217">ultimate instrument of schooling</em>, not education.</p>
  339. </blockquote>
  340. <hr data-start="2235" data-end="2238" />
  341. <h3 data-start="2240" data-end="2284"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f504.png" alt="🔄" class="wp-smiley" style="height: 1em; max-height: 1em;" /> 3. <strong data-start="2250" data-end="2284">AI vs. the “Hidden Curriculum”</strong></h3>
  342. <p data-start="2286" data-end="2323">Gatto’s “hidden curriculum” included:</p>
  343. <ul data-start="2324" data-end="2411">
  344. <li data-start="2324" data-end="2336">
  345. <p data-start="2326" data-end="2336">Conformity</p>
  346. </li>
  347. <li data-start="2337" data-end="2346">
  348. <p data-start="2339" data-end="2346">Rankism</p>
  349. </li>
  350. <li data-start="2347" data-end="2375">
  351. <p data-start="2349" data-end="2375">Fragmentation of knowledge</p>
  352. </li>
  353. <li data-start="2376" data-end="2411">
  354. <p data-start="2378" data-end="2411">Submission to arbitrary authority</p>
  355. </li>
  356. </ul>
  357. <p data-start="2413" data-end="2530"><strong data-start="2413" data-end="2425">AI tools</strong>, especially in the hands of independent learners, could <strong data-start="2482" data-end="2503">expose and bypass</strong> this hidden curriculum by:</p>
  358. <ul data-start="2531" data-end="2705">
  359. <li data-start="2531" data-end="2569">
  360. <p data-start="2533" data-end="2569">Letting learners question everything</p>
  361. </li>
  362. <li data-start="2570" data-end="2611">
  363. <p data-start="2572" data-end="2611">Interconnecting disciplines dynamically</p>
  364. </li>
  365. <li data-start="2612" data-end="2657">
  366. <p data-start="2614" data-end="2657">Choosing their own intellectual authorities</p>
  367. </li>
  368. <li data-start="2658" data-end="2705">
  369. <p data-start="2660" data-end="2705">Solving problems outside credentialed systems</p>
  370. </li>
  371. </ul>
  372. <p data-start="2707" data-end="2801">But institutional AI might reinforce the very forces Gatto warned about—just more efficiently.</p>
  373. <hr data-start="2803" data-end="2806" />
  374. <h3 data-start="2808" data-end="2849"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f50d.png" alt="🔍" class="wp-smiley" style="height: 1em; max-height: 1em;" /> 4. <strong data-start="2818" data-end="2849">What Gatto Would Likely Say</strong></h3>
  375. <p data-start="2851" data-end="2951">If Gatto were alive to see ChatGPT or Claude or Perplexity or Khanmigo, he might say something like:</p>
  376. <blockquote data-start="2953" data-end="3222">
  377. <p data-start="2955" data-end="3222">“You’ve built a thinking machine that can tutor every child in the world—but who gets to program it? Who gets to decide what questions are allowed? What knowledge is privileged? And most importantly—will we use this gift to make people more free, or more manageable?”</p>
  378. </blockquote>
  379. <p data-start="3224" data-end="3237">He would ask:</p>
  380. <ul data-start="3238" data-end="3449">
  381. <li data-start="3238" data-end="3323">
  382. <p data-start="3240" data-end="3323">Does AI help students find their own path, or stay on someone else’s conveyor belt?</p>
  383. </li>
  384. <li data-start="3324" data-end="3362">
  385. <p data-start="3326" data-end="3362">Does it replace community with code?</p>
  386. </li>
  387. <li data-start="3363" data-end="3449">
  388. <p data-start="3365" data-end="3449">Will parents, mentors, elders, artisans, and weirdos still have a place in learning?</p>
  389. </li>
  390. </ul>
  391. <hr data-start="3451" data-end="3454" />
  392. <h3 data-start="3456" data-end="3509"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f9ed.png" alt="🧭" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Synthesis: Gatto + AI + the Future of Learning</h3>
  393. <div class="_tableContainer_80l1q_1">
  394. <div class="_tableWrapper_80l1q_14 group flex w-fit flex-col-reverse" tabindex="-1">
  395. <table class="w-fit min-w-(--thread-content-width)" data-start="3511" data-end="4064">
  396. <thead data-start="3511" data-end="3610">
  397. <tr data-start="3511" data-end="3610">
  398. <th data-start="3511" data-end="3521" data-col-size="sm">Concept</th>
  399. <th data-start="3521" data-end="3563" data-col-size="sm">Industrial Schooling (Gatto&#8217;s critique)</th>
  400. <th data-start="3563" data-end="3583" data-col-size="sm">AI for Liberation</th>
  401. <th data-start="3583" data-end="3610" data-col-size="sm">AI for Systemic Control</th>
  402. </tr>
  403. </thead>
  404. <tbody data-start="3712" data-end="4064">
  405. <tr data-start="3712" data-end="3793">
  406. <td data-start="3712" data-end="3724" data-col-size="sm">Authority</td>
  407. <td data-start="3724" data-end="3746" data-col-size="sm">External, arbitrary</td>
  408. <td data-start="3746" data-end="3770" data-col-size="sm">Self-chosen, dialogic</td>
  409. <td data-start="3770" data-end="3793" data-col-size="sm">Algorithmic, opaque</td>
  410. </tr>
  411. <tr data-start="3794" data-end="3848">
  412. <td data-start="3794" data-end="3807" data-col-size="sm">Motivation</td>
  413. <td data-start="3807" data-end="3820" data-col-size="sm">Compliance</td>
  414. <td data-start="3820" data-end="3832" data-col-size="sm">Curiosity</td>
  415. <td data-start="3832" data-end="3848" data-col-size="sm">Surveillance</td>
  416. </tr>
  417. <tr data-start="3849" data-end="3932">
  418. <td data-start="3849" data-end="3860" data-col-size="sm">Learning</td>
  419. <td data-start="3860" data-end="3882" data-col-size="sm">Fragmented, shallow</td>
  420. <td data-start="3882" data-end="3908" data-col-size="sm">Interdisciplinary, deep</td>
  421. <td data-start="3908" data-end="3932" data-col-size="sm">Personalized, narrow</td>
  422. </tr>
  423. <tr data-start="3933" data-end="4013">
  424. <td data-start="3933" data-end="3945" data-col-size="sm">Knowledge</td>
  425. <td data-start="3945" data-end="3961" data-col-size="sm">Fixed, siloed</td>
  426. <td data-start="3961" data-end="3987" data-col-size="sm">Dynamic, interconnected</td>
  427. <td data-start="3987" data-end="4013" data-col-size="sm">Standardized, gamified</td>
  428. </tr>
  429. <tr data-start="4014" data-end="4064">
  430. <td data-start="4014" data-end="4024" data-col-size="sm">Outcome</td>
  431. <td data-start="4024" data-end="4037" data-col-size="sm">Dependence</td>
  432. <td data-start="4037" data-end="4048" data-col-size="sm">Autonomy</td>
  433. <td data-start="4048" data-end="4064" data-col-size="sm">Optimization</td>
  434. </tr>
  435. </tbody>
  436. </table>
  437. <div class="sticky end-(--thread-content-margin) h-0 self-end select-none">
  438. <div class="absolute end-0 flex items-end"></div>
  439. </div>
  440. </div>
  441. </div>
  442. <hr data-start="4066" data-end="4069" />
  443. <h3 data-start="4071" data-end="4091">Final Reflection</h3>
  444. <p data-start="4093" data-end="4305">AI could finally realize the <strong data-start="4122" data-end="4152">radical, humanistic vision</strong> that Gatto fought for: learners guiding their own development with powerful tools, in dialog with real-world mentors, freed from industrial constraints.</p>
  445. <p data-start="4307" data-end="4405">But if left to default incentives—surveillance, conformity, cost-cutting—it could do the opposite.</p>
  446. <blockquote data-start="4407" data-end="4657">
  447. <p data-start="4409" data-end="4657">Gatto taught that the real curriculum is always hidden. With AI, we have a chance to bring it into the light—but only if we stay vigilant about <strong data-start="4553" data-end="4580">who controls the system</strong>, <strong data-start="4582" data-end="4605">who defines success</strong>, and <strong data-start="4611" data-end="4656">what kind of humans we’re trying to raise</strong>.</p>
  448. </blockquote>
  449. <p data-start="4659" data-end="4765" data-is-last-node="" data-is-only-node="">Let me know if you’d like this expanded into a piece, talk, or educational framework. It’s fertile ground.</p>
  450. </div>
  451. </div>
  452. </div>
  453. </div>
  454. <div class="flex min-h-[46px] justify-start">
  455. <div class="touch:-me-2 touch:-ms-3.5 -ms-2.5 -me-1 flex flex-wrap items-center gap-y-4 p-1 select-none touch:w-[calc(100%+--spacing(3.5))] -mt-1 w-[calc(100%+--spacing(2.5))] duration-[1.5s] focus-within:transition-none hover:transition-none pointer-events-none [mask-image:linear-gradient(to_right,black_33%,transparent_66%)] [mask-size:300%_100%] [mask-position:100%_0%] motion-safe:transition-[mask-position] group-hover/turn-messages:pointer-events-auto group-hover/turn-messages:[mask-position:0_0] group-focus-within/turn-messages:pointer-events-auto group-focus-within/turn-messages:[mask-position:0_0] has-data-[state=open]:pointer-events-auto has-data-[state=open]:[mask-position:0_0]">
  456. <p><strong>You said:</strong></p>
  457. </div>
  458. </div>
  459. </div>
  460. </div>
  461. </div>
  462. </div>
  463. </article>
  464. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-23" data-scroll-anchor="false">
  465. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  466. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  467. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col">
  468. <div class="relative flex-col gap-1 md:gap-3">
  469. <div class="flex max-w-full flex-col grow">
  470. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="user" data-message-id="ba150c6f-9a16-4471-9f69-3d1018921afd">
  471. <div class="flex w-full flex-col gap-1 empty:hidden items-end rtl:items-start">
  472. <div class="relative max-w-[var(--user-chat-width,70%)] bg-token-message-surface rounded-3xl px-5 py-2.5">
  473. <div class="whitespace-pre-wrap">When and how was it that Gatto said industrial schooling began?</div>
  474. <div></div>
  475. <div class="whitespace-pre-wrap"><strong>ChatGPT said:</strong></div>
  476. </div>
  477. </div>
  478. </div>
  479. </div>
  480. </div>
  481. </div>
  482. </div>
  483. </div>
  484. </article>
  485. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-24" data-scroll-anchor="false">
  486. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  487. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  488. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col agent-turn">
  489. <div class="relative flex-col gap-1 md:gap-3">
  490. <div class="flex max-w-full flex-col grow">
  491. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="assistant" data-message-id="104c63a1-f279-4abc-818f-bcc53717379a" data-message-model-slug="gpt-4o">
  492. <div class="flex w-full flex-col gap-1 empty:hidden first:pt-[3px]">
  493. <div class="markdown prose dark:prose-invert w-full break-words light">
  494. <p data-start="0" data-end="298">John Taylor Gatto traced the origins of <strong data-start="40" data-end="64">industrial schooling</strong>—as we know it in the U.S. and much of the West—to the <strong data-start="119" data-end="139">mid-19th century</strong>, heavily influenced by <strong data-start="163" data-end="182">Prussian models</strong> of education designed not to foster independent thought, but to <strong data-start="247" data-end="297">train obedient, efficient workers and soldiers</strong>.</p>
  495. <h3 data-start="300" data-end="358"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f3ed.png" alt="🏭" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Gatto&#8217;s View on the Origins of Industrial Schooling</h3>
  496. <p data-start="360" data-end="592">Gatto frequently cited the <strong data-start="387" data-end="416">Prussian education system</strong> as the prototype for compulsory, state-run mass schooling. He argued that after <strong data-start="497" data-end="537">Prussia’s defeat by Napoleon in 1806</strong>, the country developed a top-down education system to:</p>
  497. <ul data-start="594" data-end="772">
  498. <li data-start="594" data-end="624">
  499. <p data-start="596" data-end="624"><strong data-start="596" data-end="624">Create obedient citizens</strong></p>
  500. </li>
  501. <li data-start="625" data-end="659">
  502. <p data-start="627" data-end="659"><strong data-start="627" data-end="659">Instill loyalty to the state</strong></p>
  503. </li>
  504. <li data-start="660" data-end="707">
  505. <p data-start="662" data-end="707"><strong data-start="662" data-end="707">Produce standardized workers and soldiers</strong></p>
  506. </li>
  507. <li data-start="708" data-end="772">
  508. <p data-start="710" data-end="772"><strong data-start="710" data-end="744">Sort children into roles early</strong> based on class and aptitude</p>
  509. </li>
  510. </ul>
  511. <p data-start="774" data-end="1111">This model impressed industrialists and policymakers in the U.S. and Britain, especially as the <strong data-start="870" data-end="895">Industrial Revolution</strong> accelerated. According to Gatto, American elites and philanthropists (notably men like <strong data-start="983" data-end="998">Horace Mann</strong>, <strong data-start="1000" data-end="1019">Andrew Carnegie</strong>, and <strong data-start="1025" data-end="1048">John D. Rockefeller</strong>) imported and expanded on this model in the mid-to-late 1800s.</p>
  512. <blockquote data-start="1113" data-end="1323">
  513. <p data-start="1115" data-end="1323"><strong data-start="1115" data-end="1185">“We don’t want a nation of thinkers, we want a nation of workers.”</strong><br data-start="1185" data-end="1188" />— Gatto often quoted this line as attributed to <em data-start="1238" data-end="1277">Rockefeller’s General Education Board</em> (though the exact quote’s origin is debated).</p>
  514. </blockquote>
  515. <hr data-start="1325" data-end="1328" />
  516. <h3 data-start="1330" data-end="1372"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f5d3.png" alt="🗓" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Key Timeline (as Gatto presents it)</h3>
  517. <div class="_tableContainer_80l1q_1">
  518. <div class="_tableWrapper_80l1q_14 group flex w-fit flex-col-reverse" tabindex="-1">
  519. <table class="w-fit min-w-(--thread-content-width)" data-start="1374" data-end="2148">
  520. <thead data-start="1374" data-end="1422">
  521. <tr data-start="1374" data-end="1422">
  522. <th data-start="1374" data-end="1388" data-col-size="sm">Year/Period</th>
  523. <th data-start="1388" data-end="1396" data-col-size="md">Event</th>
  524. <th data-start="1396" data-end="1422" data-col-size="md">Gatto’s Interpretation</th>
  525. </tr>
  526. </thead>
  527. <tbody data-start="1473" data-end="2148">
  528. <tr data-start="1473" data-end="1592">
  529. <td data-start="1473" data-end="1489" data-col-size="sm"><strong data-start="1475" data-end="1488">1806–1819</strong></td>
  530. <td data-start="1489" data-end="1536" data-col-size="md">Prussia develops compulsory education system</td>
  531. <td data-start="1536" data-end="1592" data-col-size="md">To ensure national loyalty and industrial discipline</td>
  532. </tr>
  533. <tr data-start="1593" data-end="1743">
  534. <td data-start="1593" data-end="1611" data-col-size="sm"><strong data-start="1595" data-end="1610">1830s–1840s</strong></td>
  535. <td data-start="1611" data-end="1691" data-col-size="md">Horace Mann visits Prussia and promotes compulsory schooling in Massachusetts</td>
  536. <td data-start="1691" data-end="1743" data-col-size="md">Seeds planted for centralized U.S. school system</td>
  537. </tr>
  538. <tr data-start="1744" data-end="1873">
  539. <td data-start="1744" data-end="1762" data-col-size="sm"><strong data-start="1746" data-end="1761">1860s–1900s</strong></td>
  540. <td data-start="1762" data-end="1808" data-col-size="md">U.S. industrial expansion and social unrest</td>
  541. <td data-start="1808" data-end="1873" data-col-size="md">Industrialists fund schooling to pacify and shape labor force</td>
  542. </tr>
  543. <tr data-start="1874" data-end="2016">
  544. <td data-start="1874" data-end="1885" data-col-size="sm"><strong data-start="1876" data-end="1884">1903</strong></td>
  545. <td data-start="1885" data-end="1936" data-col-size="md">Rockefeller’s General Education Board is founded</td>
  546. <td data-start="1936" data-end="2016" data-col-size="md">Begins large-scale funding of schooling with vocational and moral objectives</td>
  547. </tr>
  548. <tr data-start="2017" data-end="2148">
  549. <td data-start="2017" data-end="2035" data-col-size="sm"><strong data-start="2019" data-end="2034">1910s–1920s</strong></td>
  550. <td data-start="2035" data-end="2083" data-col-size="md">Schooling becomes widespread and standardized</td>
  551. <td data-start="2083" data-end="2148" data-col-size="md">Designed to serve economic, not personal or intellectual ends</td>
  552. </tr>
  553. </tbody>
  554. </table>
  555. <div class="sticky end-(--thread-content-margin) h-0 self-end select-none">
  556. <div class="absolute end-0 flex items-end"></div>
  557. </div>
  558. </div>
  559. </div>
  560. <hr data-start="2150" data-end="2153" />
  561. <h3 data-start="2155" data-end="2183"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f4d8.png" alt="📘" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Where Gatto Says This</h3>
  562. <p data-start="2185" data-end="2224">You&#8217;ll find his historical analysis in:</p>
  563. <ol data-start="2226" data-end="2625">
  564. <li data-start="2226" data-end="2371">
  565. <p data-start="2229" data-end="2287"><strong data-start="2229" data-end="2280">“The Underground History of American Education”</strong> (2001)</p>
  566. <ul data-start="2291" data-end="2371">
  567. <li data-start="2291" data-end="2371">
  568. <p data-start="2293" data-end="2371">Especially chapters like “The Prussian Connection” and “The Lure of Machinery”</p>
  569. </li>
  570. </ul>
  571. </li>
  572. <li data-start="2372" data-end="2497">
  573. <p data-start="2375" data-end="2415"><strong data-start="2375" data-end="2408">“Weapons of Mass Instruction”</strong> (2008)</p>
  574. <ul data-start="2419" data-end="2497">
  575. <li data-start="2419" data-end="2497">
  576. <p data-start="2421" data-end="2497">More distilled arguments about the purpose and structure of forced schooling</p>
  577. </li>
  578. </ul>
  579. </li>
  580. <li data-start="2498" data-end="2625">
  581. <p data-start="2501" data-end="2529"><strong data-start="2501" data-end="2522">“Dumbing Us Down”</strong> (1992)</p>
  582. <ul data-start="2533" data-end="2625">
  583. <li data-start="2533" data-end="2625">
  584. <p data-start="2535" data-end="2625">Where he argues that schools teach confusion, class position, indifference, and dependence</p>
  585. </li>
  586. </ul>
  587. </li>
  588. </ol>
  589. <hr data-start="2627" data-end="2630" />
  590. <h3 data-start="2632" data-end="2669"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f50d.png" alt="🔍" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Gatto’s Argument in a Nutshell</h3>
  591. <blockquote data-start="2671" data-end="2820">
  592. <p data-start="2673" data-end="2820"><strong data-start="2673" data-end="2820">“The true purpose of modern schooling is not to educate, but to engineer mass compliance and manage society for industrial and political ends.”</strong></p>
  593. </blockquote>
  594. <p data-start="2822" data-end="3008">He didn’t believe this was the fault of teachers (he was one), but of <strong data-start="2892" data-end="2909">system design</strong> rooted in <strong data-start="2920" data-end="2941">industrial values</strong>: standardization, predictability, hierarchy, and external control.</p>
  595. <hr data-start="3010" data-end="3013" />
  596. <p data-start="3015" data-end="3105" data-is-last-node="" data-is-only-node="">Would you like me to pull specific quotes from those works to support or expand this view?</p>
  597. </div>
  598. </div>
  599. </div>
  600. </div>
  601. <div class="flex min-h-[46px] justify-start">
  602. <div class="touch:-me-2 touch:-ms-3.5 -ms-2.5 -me-1 flex flex-wrap items-center gap-y-4 p-1 select-none touch:w-[calc(100%+--spacing(3.5))] -mt-1 w-[calc(100%+--spacing(2.5))] duration-[1.5s] focus-within:transition-none hover:transition-none pointer-events-none [mask-image:linear-gradient(to_right,black_33%,transparent_66%)] [mask-size:300%_100%] [mask-position:100%_0%] motion-safe:transition-[mask-position] group-hover/turn-messages:pointer-events-auto group-hover/turn-messages:[mask-position:0_0] group-focus-within/turn-messages:pointer-events-auto group-focus-within/turn-messages:[mask-position:0_0] has-data-[state=open]:pointer-events-auto has-data-[state=open]:[mask-position:0_0]">
  603. <p><strong>You said:</strong></p>
  604. </div>
  605. </div>
  606. </div>
  607. </div>
  608. </div>
  609. </div>
  610. </article>
  611. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-25" data-scroll-anchor="false">
  612. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  613. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  614. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col">
  615. <div class="relative flex-col gap-1 md:gap-3">
  616. <div class="flex max-w-full flex-col grow">
  617. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="user" data-message-id="f8b27d7b-653a-4351-8add-7a1c3ed02677">
  618. <div class="flex w-full flex-col gap-1 empty:hidden items-end rtl:items-start">
  619. <div class="relative max-w-[var(--user-chat-width,70%)] bg-token-message-surface rounded-3xl px-5 py-2.5">
  620. <div class="whitespace-pre-wrap">So I would argue that Gatto&#8217;s ideal—of teachers mentoring students who learn best independently—was Education 1.0. The industrialized system he lamented was Education 2.0, and what we are heading into now, with help from AI, is Education 3.0. Along the lines of McLuhan&#8217;s tetrad of media effects, Education 3.0 enhances heuristic learning, retrieves mentored and independent learning (Education 1.0), obsolesces industrialized teaching (Education 2.0) and reverses into&#8230; not sure yet.</div>
  621. <div></div>
  622. </div>
  623. </div>
  624. <div><em>An aside: Because the tetrad is a strong visual, I&#8217;ll insert it here&#8230;</em></div>
  625. </div>
  626. </div>
  627. </div>
  628. </div>
  629. </div>
  630. <div style="text-align: center;"></div>
  631. </div>
  632. </article>
  633. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-26" data-scroll-anchor="false">
  634. <p class="sr-only" style="text-align: left;"><strong><img decoding="async" class="aligncenter size-full wp-image-11088" src="https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/tetrad-of-media-effects-1.png" alt="" width="555" height="547" srcset="https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/tetrad-of-media-effects-1.png 555w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/tetrad-of-media-effects-1-300x296.png 300w " sizes="(max-width: 555px) 100vw, 555px" /></strong><em>&#8230;along with examples of how the tetrad unpacks two media (or technologies, because to Marshall and Eric McLuhan, they are about the same) that are huge at this early stage of our new digital age:</em></p>
  635. </article>
  636. <p style="text-align: center;"><img decoding="async" class="aligncenter size-full wp-image-11089" src="https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/tetrad-mobile-phone.png" alt="" width="520" height="500" srcset="https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/tetrad-mobile-phone.png 520w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/tetrad-mobile-phone-300x288.png 300w " sizes="(max-width: 520px) 100vw, 520px" /></p>
  637. <p style="text-align: center;"><img loading="lazy" decoding="async" class="aligncenter size-full wp-image-11077" src="https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/socialmedia-tetrad.png" alt="" width="546" height="524" srcset="https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/socialmedia-tetrad.png 546w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2017/08/socialmedia-tetrad-300x288.png 300w " sizes="auto, (max-width: 546px) 100vw, 546px" /></p>
  638. <p><em>More about all that in <a href="https://dsearls.medium.com/what-does-the-internet-make-of-us-118421ac5e">What does the Internet make of us?</a></em></p>
  639. <p>Now back to my conversation with ChatGPT—</p>
  640. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-26" data-scroll-anchor="false">
  641. <p class="sr-only" style="text-align: left;"><strong>ChatGPT said:</strong></p>
  642. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  643. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  644. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col agent-turn">
  645. <div class="relative flex-col gap-1 md:gap-3">
  646. <div class="flex max-w-full flex-col grow">
  647. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="assistant" data-message-id="84d40c2b-49d3-4718-9bd7-f39cb72da3ad" data-message-model-slug="gpt-4o">
  648. <div class="flex w-full flex-col gap-1 empty:hidden first:pt-[3px]">
  649. <div class="markdown prose dark:prose-invert w-full break-words light">
  650. <p data-start="0" data-end="156">That&#8217;s a rich and precise framing—and your use of <strong data-start="50" data-end="70">McLuhan’s tetrad</strong> to explore the evolution of education into a third phase is both apt and provocative.</p>
  651. <p data-start="158" data-end="320">Let&#8217;s unpack your <strong data-start="176" data-end="193">Education 3.0</strong> idea using the tetrad properly, while grounding it in Gatto’s critique, your framework, and the transformational impact of AI.</p>
  652. <hr data-start="322" data-end="325" />
  653. <h2 data-start="327" data-end="371"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f9e0.png" alt="🧠" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Education 3.0 through McLuhan’s Tetrad</h2>
  654. <blockquote data-start="373" data-end="510">
  655. <p data-start="375" data-end="510"><strong data-start="375" data-end="432">Medium: AI-augmented learning systems (Education 3.0)</strong><br data-start="432" data-end="435" /><em data-start="437" data-end="510">(LLMs, personal tutors, context-aware guidance, simulation tools, etc.)</em></p>
  656. </blockquote>
  657. <hr data-start="512" data-end="515" />
  658. <h3 data-start="517" data-end="551">1. <strong data-start="524" data-end="549">What does it enhance?</strong></h3>
  659. <p data-start="552" data-end="608"><strong data-start="552" data-end="608">→ Heuristic, adaptive, lifelong, self-paced learning</strong></p>
  660. <ul data-start="610" data-end="1039">
  661. <li data-start="610" data-end="704">
  662. <p data-start="612" data-end="704">AI enhances <strong data-start="624" data-end="645">learning-by-doing</strong>, <strong data-start="647" data-end="666">problem-solving</strong>, and <strong data-start="672" data-end="692">discovery-driven</strong> approaches.</p>
  663. </li>
  664. <li data-start="705" data-end="822">
  665. <p data-start="707" data-end="822">Personalized AI tutors (like Socratic guides) enable <strong data-start="760" data-end="787">scaffolded independence</strong>—learning that adapts in real time.</p>
  666. </li>
  667. <li data-start="823" data-end="923">
  668. <p data-start="825" data-end="923">It enhances the ability to <strong data-start="852" data-end="880">learn across disciplines</strong>, in context, and from varied perspectives.</p>
  669. </li>
  670. <li data-start="924" data-end="1039">
  671. <p data-start="926" data-end="1039">It also restores <strong data-start="943" data-end="979">play, exploration, and curiosity</strong> as legitimate paths to knowledge, not distractions from it.</p>
  672. </li>
  673. </ul>
  674. <p data-start="1041" data-end="1200">This is where <strong data-start="1055" data-end="1072">Gatto’s ideal</strong> is fulfilled—students can pursue their own interests, with mentorship tools that respect individuality rather than suppress it.</p>
  675. <hr data-start="1202" data-end="1205" />
  676. <h3 data-start="1207" data-end="1242">2. <strong data-start="1214" data-end="1240">What does it retrieve?</strong></h3>
  677. <p data-start="1243" data-end="1312"><strong data-start="1243" data-end="1312">→ Mentorship, apprenticeship, and autodidacticism (Education 1.0)</strong></p>
  678. <ul data-start="1314" data-end="1762">
  679. <li data-start="1314" data-end="1430">
  680. <p data-start="1316" data-end="1430">Pre-industrial learning was often personalized, local, and guided by <strong data-start="1385" data-end="1396">masters</strong>, <strong data-start="1398" data-end="1414">craftspeople</strong>, or <strong data-start="1419" data-end="1429">elders</strong>.</p>
  681. </li>
  682. <li data-start="1431" data-end="1515">
  683. <p data-start="1433" data-end="1515">Learning was <strong data-start="1446" data-end="1466">embedded in life</strong>, not abstracted into schools and bell schedules.</p>
  684. </li>
  685. <li data-start="1516" data-end="1645">
  686. <p data-start="1518" data-end="1645">Education 3.0 revives this: <strong data-start="1546" data-end="1560">AI mentors</strong> simulate this guidance, while communities (real or virtual) supply lived experience.</p>
  687. </li>
  688. <li data-start="1646" data-end="1762">
  689. <p data-start="1648" data-end="1762">It also retrieves <strong data-start="1666" data-end="1692">narrative and dialogue</strong> as core pedagogical tools—hallmarks of oral and classical traditions.</p>
  690. </li>
  691. </ul>
  692. <p data-start="1764" data-end="1844">This is a return to the <strong data-start="1788" data-end="1825">Socratic, dialogic, and artisanal</strong> roots of learning.</p>
  693. <hr data-start="1846" data-end="1849" />
  694. <h3 data-start="1851" data-end="1887">3. <strong data-start="1858" data-end="1885">What does it obsolesce?</strong></h3>
  695. <p data-start="1888" data-end="1959"><strong data-start="1888" data-end="1959">→ Mass standardization, age-grading, bell schedules (Education 2.0)</strong></p>
  696. <ul data-start="1961" data-end="2433">
  697. <li data-start="1961" data-end="2134">
  698. <p data-start="1963" data-end="2134">AI makes obsolete the <strong data-start="1985" data-end="2005">batch-processing</strong> model of schooling—where content is standardized, students are grouped by age, and assessment is external and one-size-fits-all.</p>
  699. </li>
  700. <li data-start="2135" data-end="2239">
  701. <p data-start="2137" data-end="2239">It threatens the whole bureaucratic infrastructure of education: grades, classrooms, and even degrees.</p>
  702. </li>
  703. <li data-start="2240" data-end="2336">
  704. <p data-start="2242" data-end="2336">Teaching as <strong data-start="2254" data-end="2274">content delivery</strong> becomes irrelevant; <strong data-start="2295" data-end="2319">knowledge is ambient</strong> and omnipresent.</p>
  705. </li>
  706. <li data-start="2337" data-end="2433">
  707. <p data-start="2339" data-end="2433">The school-as-factory metaphor (from Gatto’s critique) loses functional and cultural traction.</p>
  708. </li>
  709. </ul>
  710. <p data-start="2435" data-end="2540">Just as the printing press made oral memorization obsolete, AI is making <em data-start="2508" data-end="2530">industrial schooling</em> obsolete.</p>
  711. <hr data-start="2542" data-end="2545" />
  712. <h3 data-start="2547" data-end="2610">4. <strong data-start="2554" data-end="2608">What does it reverse into when pushed to extremes?</strong></h3>
  713. <p data-start="2611" data-end="2691"><strong data-start="2611" data-end="2691">→ Intellectual passivity, simulated learning, or data-driven infantilization</strong></p>
  714. <p data-start="2693" data-end="2748">This is the unknown—and perhaps the <strong data-start="2729" data-end="2747">dangerous edge</strong>.</p>
  715. <p data-start="2750" data-end="2802">Education 3.0, if over-optimized or misapplied, may:</p>
  716. <ul data-start="2804" data-end="3359">
  717. <li data-start="2804" data-end="2944">
  718. <p data-start="2806" data-end="2944">Reverse into <strong data-start="2819" data-end="2844">over-dependence on AI</strong>, where students never develop the capacity for deep attention or sustained thought without prompts.</p>
  719. </li>
  720. <li data-start="2945" data-end="3060">
  721. <p data-start="2947" data-end="3060">Produce <strong data-start="2955" data-end="2979">epistemic simulation</strong>: students <em data-start="2990" data-end="2998">appear</em> to understand, but the understanding is shallow and borrowed.</p>
  722. </li>
  723. <li data-start="3061" data-end="3206">
  724. <p data-start="3063" data-end="3206">Enshrine <strong data-start="3072" data-end="3098">data-driven conformity</strong>: tailoring education not to the student&#8217;s soul, but to algorithmic predictions about what they &#8220;should&#8221; be.</p>
  725. </li>
  726. <li data-start="3207" data-end="3359">
  727. <p data-start="3209" data-end="3359">Erode <strong data-start="3215" data-end="3244">human-to-human mentorship</strong>, intimacy, and patience—hallmarks of true education—by replacing them with fast, frictionless machine interaction.</p>
  728. </li>
  729. </ul>
  730. <p data-start="3361" data-end="3477">In short, it could reverse into <strong data-start="3393" data-end="3422">hyper-efficient ignorance</strong>—a world where everyone <em data-start="3446" data-end="3453">knows</em> but few have <em data-start="3467" data-end="3476">learned</em>.</p>
  731. <hr data-start="3479" data-end="3482" />
  732. <h2 data-start="3484" data-end="3546"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f9e9.png" alt="🧩" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Summary Tetrad for Education 3.0 (AI-Augmented Learning)</h2>
  733. <div class="_tableContainer_80l1q_1">
  734. <div class="_tableWrapper_80l1q_14 group flex w-fit flex-col-reverse" tabindex="-1">
  735. <table class="w-fit min-w-(--thread-content-width)" data-start="3548" data-end="4104">
  736. <thead data-start="3548" data-end="3638">
  737. <tr data-start="3548" data-end="3638">
  738. <th data-start="3548" data-end="3563" data-col-size="sm">Function</th>
  739. <th data-start="3563" data-end="3638" data-col-size="md">Effect</th>
  740. </tr>
  741. </thead>
  742. <tbody data-start="3730" data-end="4104">
  743. <tr data-start="3730" data-end="3820">
  744. <td data-start="3730" data-end="3745" data-col-size="sm"><strong data-start="3732" data-end="3744">Enhances</strong></td>
  745. <td data-start="3745" data-end="3820" data-col-size="md">Heuristic learning, curiosity-driven exploration, Socratic questioning</td>
  746. </tr>
  747. <tr data-start="3821" data-end="3911">
  748. <td data-start="3821" data-end="3836" data-col-size="sm"><strong data-start="3823" data-end="3836">Retrieves</strong></td>
  749. <td data-start="3836" data-end="3911" data-col-size="md">Mentorship, apprenticeship, independent study (Education 1.0)</td>
  750. </tr>
  751. <tr data-start="3912" data-end="4014">
  752. <td data-start="3912" data-end="3928" data-col-size="sm"><strong data-start="3914" data-end="3928">Obsolesces</strong></td>
  753. <td data-start="3928" data-end="4014" data-col-size="md">Standardized instruction, top-down curricula, industrial schooling (Education 2.0)</td>
  754. </tr>
  755. <tr data-start="4015" data-end="4104">
  756. <td data-start="4015" data-end="4034" data-col-size="sm"><strong data-start="4017" data-end="4034">Reverses into</strong></td>
  757. <td data-start="4034" data-end="4104" data-col-size="md">Simulated learning, dependence, algorithmic conformity, passivity</td>
  758. </tr>
  759. </tbody>
  760. </table>
  761. <div class="sticky end-(--thread-content-margin) h-0 self-end select-none">
  762. <div class="absolute end-0 flex items-end"></div>
  763. </div>
  764. </div>
  765. </div>
  766. <hr data-start="4106" data-end="4109" />
  767. <h2 data-start="4111" data-end="4130"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f4a1.png" alt="💡" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Final Thought</h2>
  768. <p data-start="4132" data-end="4165">You’ve sketched a powerful arc:</p>
  769. <ul data-start="4166" data-end="4402">
  770. <li data-start="4166" data-end="4225">
  771. <p data-start="4168" data-end="4225"><strong data-start="4168" data-end="4185">Education 1.0</strong> was deeply human, slow, and intimate.</p>
  772. </li>
  773. <li data-start="4226" data-end="4285">
  774. <p data-start="4228" data-end="4285"><strong data-start="4228" data-end="4245">Education 2.0</strong> was mechanized, fast, and impersonal.</p>
  775. </li>
  776. <li data-start="4286" data-end="4402">
  777. <p data-start="4288" data-end="4402"><strong data-start="4288" data-end="4305">Education 3.0</strong> may be fast <em data-start="4318" data-end="4323">and</em> personal—but risks becoming <em data-start="4352" data-end="4379">impersonally personalized</em>, if we aren&#8217;t careful.</p>
  778. </li>
  779. </ul>
  780. <blockquote data-start="4404" data-end="4653">
  781. <p data-start="4406" data-end="4653">The opportunity now is not just to <strong data-start="4441" data-end="4461">reform education</strong>, but to <strong data-start="4470" data-end="4484">reclaim it</strong>.<br data-start="4485" data-end="4488" />Gatto wanted us to see school for what it was. McLuhan gives us the lens to see where it’s going.<br data-start="4587" data-end="4590" />AI offers the medium—but we still have to choose the message.</p>
  782. </blockquote>
  783. <p data-start="4655" data-end="4790" data-is-last-node="" data-is-only-node="">Would you like this developed into an article or presentation deck? It’s fertile ground for teachers, policymakers, and students alike.</p>
  784. </div>
  785. </div>
  786. </div>
  787. </div>
  788. <div class="flex min-h-[46px] justify-start">
  789. <div class="touch:-me-2 touch:-ms-3.5 -ms-2.5 -me-1 flex flex-wrap items-center gap-y-4 p-1 select-none touch:w-[calc(100%+--spacing(3.5))] -mt-1 w-[calc(100%+--spacing(2.5))] duration-[1.5s] focus-within:transition-none hover:transition-none pointer-events-none [mask-image:linear-gradient(to_right,black_33%,transparent_66%)] [mask-size:300%_100%] [mask-position:100%_0%] motion-safe:transition-[mask-position] group-hover/turn-messages:pointer-events-auto group-hover/turn-messages:[mask-position:0_0] group-focus-within/turn-messages:pointer-events-auto group-focus-within/turn-messages:[mask-position:0_0] has-data-[state=open]:pointer-events-auto has-data-[state=open]:[mask-position:0_0]"><strong>You said:</strong></div>
  790. <div></div>
  791. </div>
  792. </div>
  793. </div>
  794. </div>
  795. </div>
  796. </article>
  797. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-27" data-scroll-anchor="false">
  798. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  799. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  800. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col">
  801. <div class="relative flex-col gap-1 md:gap-3">
  802. <div class="flex max-w-full flex-col grow">
  803. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="user" data-message-id="619baed3-4874-4889-8fb0-ac865d243648">
  804. <div class="flex w-full flex-col gap-1 empty:hidden items-end rtl:items-start">
  805. <div class="relative max-w-[var(--user-chat-width,70%)] bg-token-message-surface rounded-3xl px-5 py-2.5">
  806. <div class="whitespace-pre-wrap">Combine all that with what Doc Searls has written about education, McLuhan, and Gatto.</div>
  807. <div></div>
  808. <div class="whitespace-pre-wrap"><strong>ChatGPT said:</strong></div>
  809. </div>
  810. </div>
  811. </div>
  812. </div>
  813. </div>
  814. </div>
  815. </div>
  816. </div>
  817. </article>
  818. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-28" data-scroll-anchor="true">
  819. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  820. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  821. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col agent-turn">
  822. <div class="relative flex-col gap-1 md:gap-3">
  823. <div class="flex max-w-full flex-col grow">
  824. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="assistant" data-message-id="ebbad6a2-a597-4912-b661-bc9928bc74ee" data-message-model-slug="gpt-4o">
  825. <div class="flex w-full flex-col gap-1 empty:hidden first:pt-[3px]">
  826. <div class="markdown prose dark:prose-invert w-full break-words light">
  827. <p data-start="0" data-end="252">Bringing together the insights of <strong data-start="34" data-end="55">John Taylor Gatto</strong>, <strong data-start="57" data-end="77">Marshall McLuhan</strong>, and <strong data-start="83" data-end="97">Doc Searls</strong> creates a deep and urgent synthesis about the past, present, and future of education—especially as we stand on the cusp of an AI-inflected transformation.</p>
  828. <p data-start="254" data-end="449">Let’s call this emerging synthesis <strong data-start="289" data-end="306">Education 3.0</strong>, as you’ve proposed—rooted in history, guided by media theory, and projected into a future where personal agency and augmentation are central.</p>
  829. <hr data-start="451" data-end="454" />
  830. <h2 data-start="456" data-end="477"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f9e0.png" alt="🧠" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Education 3.0</h2>
  831. <h3 data-start="478" data-end="546">A synthesis of Gatto, McLuhan, and Searls—through the lens of AI</h3>
  832. <hr data-start="548" data-end="551" />
  833. <h3 data-start="553" data-end="605">1. <strong data-start="560" data-end="605">From Schooling to Learning: Gatto’s Alarm</strong></h3>
  834. <p data-start="606" data-end="826">Gatto showed that industrial schooling (Education 2.0) was designed to produce <strong data-start="685" data-end="710">obedience, not wisdom</strong>. In <em data-start="715" data-end="762">The Underground History of American Education</em> and <em data-start="767" data-end="796">Weapons of Mass Instruction</em>, he revealed that the system:</p>
  835. <ul data-start="828" data-end="1051">
  836. <li data-start="828" data-end="884">
  837. <p data-start="830" data-end="884">Breaks learning into artificially segmented “subjects”</p>
  838. </li>
  839. <li data-start="885" data-end="933">
  840. <p data-start="887" data-end="933">Sorts students by age, not interest or ability</p>
  841. </li>
  842. <li data-start="934" data-end="971">
  843. <p data-start="936" data-end="971">Rewards compliance over originality</p>
  844. </li>
  845. <li data-start="972" data-end="1051">
  846. <p data-start="974" data-end="1051">Prepares students for predictable roles in industrial or bureaucratic systems</p>
  847. </li>
  848. </ul>
  849. <blockquote data-start="1053" data-end="1163">
  850. <p data-start="1055" data-end="1163">“The truth is that schools don’t really teach anything except how to obey orders.”<br data-start="1137" data-end="1140" />— <em data-start="1144" data-end="1163">John Taylor Gatto</em></p>
  851. </blockquote>
  852. <p data-start="1165" data-end="1300">Gatto admired self-learners and systems of mentorship that predated standardized schooling—<strong data-start="1256" data-end="1273">Education 1.0</strong>: local, human, purposeful.</p>
  853. <hr data-start="1302" data-end="1305" />
  854. <h3 data-start="1307" data-end="1369">2. <strong data-start="1314" data-end="1369">The Medium Is the Education System: McLuhan’s Frame</strong></h3>
  855. <p data-start="1370" data-end="1511">McLuhan taught that <strong data-start="1390" data-end="1416">media are environments</strong>, not just tools. Schools are media. Classrooms are media. AI is a medium. And each new medium:</p>
  856. <ul data-start="1513" data-end="1699">
  857. <li data-start="1513" data-end="1554">
  858. <p data-start="1515" data-end="1554"><strong data-start="1515" data-end="1528">Retrieves</strong> a past form of experience</p>
  859. </li>
  860. <li data-start="1555" data-end="1601">
  861. <p data-start="1557" data-end="1601"><strong data-start="1557" data-end="1569">Enhances</strong> some aspect of our capabilities</p>
  862. </li>
  863. <li data-start="1602" data-end="1634">
  864. <p data-start="1604" data-end="1634"><strong data-start="1604" data-end="1618">Obsolesces</strong> a previous form</p>
  865. </li>
  866. <li data-start="1635" data-end="1699">
  867. <p data-start="1637" data-end="1699"><strong data-start="1637" data-end="1649">Reverses</strong> into something unintended when pushed to extremes</p>
  868. </li>
  869. </ul>
  870. <p data-start="1701" data-end="1811">His insight forces us to ask not <em data-start="1734" data-end="1740">what</em> AI teaches, but <em data-start="1757" data-end="1783">what kind of environment</em> AI creates for the learner.</p>
  871. <blockquote data-start="1813" data-end="1895">
  872. <p data-start="1815" data-end="1895">“We shape our tools and thereafter our tools shape us.”<br data-start="1870" data-end="1873" />— <em data-start="1877" data-end="1895">Marshall McLuhan</em></p>
  873. </blockquote>
  874. <p data-start="1897" data-end="2076">McLuhan would see Education 3.0 not as a content shift, but as an <strong data-start="1963" data-end="1986">environmental shift</strong>—in how learning happens, who controls it, and what new forms of consciousness it fosters.</p>
  875. <hr data-start="2078" data-end="2081" />
  876. <h3 data-start="2083" data-end="2160">3. <strong data-start="2090" data-end="2160">Markets as Conversations, Learning as Agency: Searls’ Contribution</strong></h3>
  877. <p data-start="2161" data-end="2351">Doc Searls, in <em data-start="2176" data-end="2201">The Cluetrain Manifesto</em>, <em data-start="2203" data-end="2226">The Intention Economy</em>, and years of writing, critiques industrial systems not only in commerce but in all fields—education included. He calls for:</p>
  878. <ul data-start="2353" data-end="2642">
  879. <li data-start="2353" data-end="2435">
  880. <p data-start="2355" data-end="2435"><strong data-start="2355" data-end="2386">Restoring individual agency</strong> against systems that treat people as data points</p>
  881. </li>
  882. <li data-start="2436" data-end="2589">
  883. <p data-start="2438" data-end="2589"><strong data-start="2438" data-end="2469">Replacing push-based models</strong> (top-down instruction, broadcast marketing) with <strong data-start="2519" data-end="2545">pull-based interaction</strong> (personal curiosity, self-chosen relevance)</p>
  884. </li>
  885. <li data-start="2590" data-end="2642">
  886. <p data-start="2592" data-end="2642"><strong data-start="2592" data-end="2624">Personalization with purpose</strong>, not manipulation</p>
  887. </li>
  888. </ul>
  889. <p data-start="2644" data-end="2817">Searls wrote that <strong data-start="2662" data-end="2694">“markets are conversations.”</strong> The same can be said of learning: real education is conversational, contextual, relational—not extractive or pre-scripted.</p>
  890. <blockquote data-start="2819" data-end="2960">
  891. <p data-start="2821" data-end="2960">“The best learning doesn&#8217;t come from schooling, but from doing.”<br data-start="2885" data-end="2888" />— <em data-start="2892" data-end="2904">Doc Searls</em>, paraphrasing a theme running through his work and life</p>
  892. </blockquote>
  893. <p data-start="2962" data-end="3237">AI, used well, can help <strong data-start="2986" data-end="3038">liberate learners from educational industrialism</strong>—making learning <strong data-start="3055" data-end="3094">personal, voluntary, and generative</strong>. Used poorly, it risks becoming a new form of surveillance-driven pedagogy, optimizing for <strong data-start="3186" data-end="3223">compliance and engagement metrics</strong>, not insight.</p>
  894. <hr data-start="3239" data-end="3242" />
  895. <h2 data-start="3244" data-end="3323"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f4ca.png" alt="📊" class="wp-smiley" style="height: 1em; max-height: 1em;" /> McLuhan’s Tetrad for Education 3.0 (Framed by Gatto, McLuhan, and Searls)</h2>
  896. <div class="_tableContainer_80l1q_1">
  897. <div class="_tableWrapper_80l1q_14 group flex w-fit flex-col-reverse" tabindex="-1">
  898. <table class="w-fit min-w-(--thread-content-width)" data-start="3325" data-end="4240">
  899. <thead data-start="3325" data-end="3403">
  900. <tr data-start="3325" data-end="3403">
  901. <th data-start="3325" data-end="3342" data-col-size="sm">Tetrad Element</th>
  902. <th data-start="3342" data-end="3375" data-col-size="md">Manifestation in Education 3.0</th>
  903. <th data-start="3375" data-end="3383" data-col-size="sm">Gatto</th>
  904. <th data-start="3383" data-end="3393" data-col-size="md">McLuhan</th>
  905. <th data-start="3393" data-end="3403" data-col-size="sm">Searls</th>
  906. </tr>
  907. </thead>
  908. <tbody data-start="3482" data-end="4240">
  909. <tr data-start="3482" data-end="3672">
  910. <td data-start="3482" data-end="3497" data-col-size="sm"><strong data-start="3484" data-end="3496">Enhances</strong></td>
  911. <td data-start="3497" data-end="3558" data-col-size="md">Heuristic, curiosity-driven learning; always-on mentorship</td>
  912. <td data-start="3558" data-end="3598" data-col-size="sm"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Replaces obedience with exploration</td>
  913. <td data-start="3598" data-end="3642" data-col-size="md"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Creates a new environment for cognition</td>
  914. <td data-start="3642" data-end="3672" data-col-size="sm"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Empowers personal agency</td>
  915. </tr>
  916. <tr data-start="3673" data-end="3865">
  917. <td data-start="3673" data-end="3689" data-col-size="sm"><strong data-start="3675" data-end="3688">Retrieves</strong></td>
  918. <td data-start="3689" data-end="3742" data-col-size="md">Apprenticeship, self-direction, classical humanism</td>
  919. <td data-start="3742" data-end="3784" data-col-size="sm"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Brings back pre-industrial mentorship</td>
  920. <td data-start="3784" data-end="3827" data-col-size="md"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Recovers the oral &amp; dialogic tradition</td>
  921. <td data-start="3827" data-end="3865" data-col-size="sm"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Revives learning-as-conversation</td>
  922. </tr>
  923. <tr data-start="3866" data-end="4045">
  924. <td data-start="3866" data-end="3883" data-col-size="sm"><strong data-start="3868" data-end="3882">Obsolesces</strong></td>
  925. <td data-start="3883" data-end="3944" data-col-size="md">Standardization, grading, age-grouping, top-down curricula</td>
  926. <td data-start="3944" data-end="3976" data-col-size="sm"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Displaces the factory model</td>
  927. <td data-start="3976" data-end="4010" data-col-size="md"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Displaces print-era schooling</td>
  928. <td data-start="4010" data-end="4045" data-col-size="sm"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Supplants centralized systems</td>
  929. </tr>
  930. <tr data-start="4046" data-end="4240">
  931. <td data-start="4046" data-end="4066" data-col-size="sm"><strong data-start="4048" data-end="4065">Reverses into</strong></td>
  932. <td data-start="4066" data-end="4137" data-col-size="md">Shallow simulation, algorithmic conformity, intellectual outsourcing</td>
  933. <td data-start="4137" data-end="4167" data-col-size="sm"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> New obedience to machines</td>
  934. <td data-start="4167" data-end="4206" data-col-size="md"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Passive spectatorship of knowledge</td>
  935. <td data-start="4206" data-end="4240" data-col-size="sm"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/2714.png" alt="✔" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Data-driven “learning traps”</td>
  936. </tr>
  937. </tbody>
  938. </table>
  939. <div class="sticky end-(--thread-content-margin) h-0 self-end select-none">
  940. <div class="absolute end-0 flex items-end"></div>
  941. </div>
  942. </div>
  943. </div>
  944. <hr data-start="4242" data-end="4245" />
  945. <h2 data-start="4247" data-end="4273"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f9ed.png" alt="🧭" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Where this leaves us</h2>
  946. <p data-start="4275" data-end="4314"><strong data-start="4275" data-end="4292">Education 3.0</strong>, if guided well, can:</p>
  947. <ul data-start="4315" data-end="4604">
  948. <li data-start="4315" data-end="4388">
  949. <p data-start="4317" data-end="4388">Help learners follow their <strong data-start="4344" data-end="4357">intention</strong>, not someone else’s curriculum</p>
  950. </li>
  951. <li data-start="4389" data-end="4462">
  952. <p data-start="4391" data-end="4462">Provide infinite contexts for meaningful <strong data-start="4432" data-end="4462">conversation and discovery</strong></p>
  953. </li>
  954. <li data-start="4463" data-end="4540">
  955. <p data-start="4465" data-end="4540">Support teachers in becoming <strong data-start="4494" data-end="4520">co-learners and guides</strong>, not content police</p>
  956. </li>
  957. <li data-start="4541" data-end="4604">
  958. <p data-start="4543" data-end="4604">Align with <strong data-start="4554" data-end="4570">human values</strong> rather than institutional metrics</p>
  959. </li>
  960. </ul>
  961. <p data-start="4606" data-end="4664">But if it follows the logic of industrial systems, it may:</p>
  962. <ul data-start="4665" data-end="4948">
  963. <li data-start="4665" data-end="4706">
  964. <p data-start="4667" data-end="4706">Treat students as data-producing assets</p>
  965. </li>
  966. <li data-start="4707" data-end="4760">
  967. <p data-start="4709" data-end="4760">Enforce performance through gamification and nudges</p>
  968. </li>
  969. <li data-start="4761" data-end="4795">
  970. <p data-start="4763" data-end="4795">Replace wonder with optimization</p>
  971. </li>
  972. <li data-start="4796" data-end="4948">
  973. <p data-start="4798" data-end="4948">And <strong data-start="4802" data-end="4813">reverse</strong> into something worse than Education 2.0: a world where thinking <em data-start="4878" data-end="4885">feels</em> personalized but is actually <strong data-start="4915" data-end="4948">machine-shepherded conformity</strong></p>
  974. </li>
  975. </ul>
  976. <hr data-start="4950" data-end="4953" />
  977. <h2 data-start="4955" data-end="4976"><img src="https://s.w.org/images/core/emoji/15.1.0/72x72/1f4dd.png" alt="📝" class="wp-smiley" style="height: 1em; max-height: 1em;" /> Final Synthesis</h2>
  978. <blockquote data-start="4978" data-end="5249">
  979. <p data-start="4980" data-end="5249"><strong data-start="4980" data-end="4989">Gatto</strong> warned us about the industrialization of minds.<br data-start="5037" data-end="5040" /><strong data-start="5042" data-end="5053">McLuhan</strong> showed that every new medium transforms what it means to know and learn.<br data-start="5126" data-end="5129" /><strong data-start="5131" data-end="5141">Searls</strong> reminds us that <strong data-start="5158" data-end="5168">agency</strong>, <strong data-start="5170" data-end="5186">authenticity</strong>, and <strong data-start="5192" data-end="5208">conversation</strong> must anchor any system worthy of people.</p>
  980. </blockquote>
  981. <p data-start="5251" data-end="5429">If we take their lessons seriously, <strong data-start="5287" data-end="5304">Education 3.0</strong> becomes not just an upgrade—but a return.<br data-start="5346" data-end="5349" />A return to <strong data-start="5361" data-end="5387">learning as liberation</strong>—with tools finally worthy of the learner.</p>
  982. <hr data-start="5431" data-end="5434" />
  983. <p data-start="5436" data-end="5578" data-is-last-node="" data-is-only-node="">Would you like this as a formal essay, presentation deck, or manifesto-style piece for publication or speaking? It’s ready for that next step.</p>
  984. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-29" data-scroll-anchor="false">
  985. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  986. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  987. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col">
  988. <div class="relative flex-col gap-1 md:gap-3">
  989. <div class="flex max-w-full flex-col grow">
  990. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="user" data-message-id="ad3fab1b-8a28-44f4-8bea-ba41db909686">
  991. <div class="flex w-full flex-col gap-1 empty:hidden items-end rtl:items-start">
  992. <div class="relative max-w-[var(--user-chat-width,70%)] bg-token-message-surface rounded-3xl px-5 py-2.5">
  993. <div class="whitespace-pre-wrap"><strong>You said,</strong></div>
  994. <div></div>
  995. <div class="whitespace-pre-wrap">Nope. I&#8217;m going to use what we have so far in a blog post. Thanks.</div>
  996. </div>
  997. </div>
  998. </div>
  999. </div>
  1000. </div>
  1001. </div>
  1002. </div>
  1003. </div>
  1004. </article>
  1005. <article class="text-token-text-primary w-full" dir="auto" data-testid="conversation-turn-30" data-scroll-anchor="true">
  1006. <p class="sr-only"><strong>ChatGPT said,</strong></p>
  1007. <div class="text-base my-auto mx-auto py-5 [--thread-content-margin:--spacing(4)] @[37rem]:[--thread-content-margin:--spacing(6)] @[72rem]:[--thread-content-margin:--spacing(16)] px-(--thread-content-margin)">
  1008. <div class="[--thread-content-max-width:32rem] @[34rem]:[--thread-content-max-width:40rem] @[64rem]:[--thread-content-max-width:48rem] mx-auto flex max-w-(--thread-content-max-width) flex-1 text-base gap-4 md:gap-5 lg:gap-6 group/turn-messages focus-visible:outline-hidden" tabindex="-1">
  1009. <div class="group/conversation-turn relative flex w-full min-w-0 flex-col agent-turn">
  1010. <div class="relative flex-col gap-1 md:gap-3">
  1011. <div class="flex max-w-full flex-col grow">
  1012. <div class="min-h-8 text-message relative flex w-full flex-col items-end gap-2 text-start break-words whitespace-normal [.text-message+&amp;]:mt-5" dir="auto" data-message-author-role="assistant" data-message-id="5f0507bf-7781-4595-8cf3-c20bf6cae003" data-message-model-slug="gpt-4o">
  1013. <div class="flex w-full flex-col gap-1 empty:hidden first:pt-[3px]">
  1014. <div class="markdown prose dark:prose-invert w-full break-words light">
  1015. <p data-start="0" data-end="173" data-is-last-node="" data-is-only-node="">Perfect. You’ve already framed it brilliantly—can’t wait to see the post. If you want help refining or expanding anything later, just call. Always a pleasure to collaborate.</p>
  1016. <hr />
  1017. <p>That was helpful, instructive, and factual in the ways it represents the writings of Gatto, the McLuhans, and myself. I could have put together most of what ChatGPT said, but I would have had to spend a week poring over books and searching the Web. Since most Most of my Gatto and McLuhan books are in other houses (I live in three places), that would be a chore. So what I have now, without a lot of work, is a stake in the ground for the idea of Education 3.0.</p>
  1018. <p>As for style, it bothers me that ChatGPT is biased toward flattery. &#8220;Can&#8217;t wait&#8221; and &#8220;always a pleasure&#8221; are pure <a href="https://en.wikipedia.org/wiki/Eddie_Haskell">Eddie Haskell</a> jive. (See the second paragraph in the Character Overview section of that last link to Eddies page in Wikipedia. Dude was a suckup. So are ChatGPT, Claude, and the rest of them. One can override an LLM&#8217;s Haskellian bias with the right prompts, but Haskellism is the default. For now.</p>
  1019. </div>
  1020. </div>
  1021. </div>
  1022. </div>
  1023. </div>
  1024. </div>
  1025. </div>
  1026. </div>
  1027. </article>
  1028. </div>
  1029. </div>
  1030. </div>
  1031. </div>
  1032. </div>
  1033. </div>
  1034. </div>
  1035. </div>
  1036. </article>
  1037. ]]></content:encoded>
  1039. <wfw:commentRss>https://doc.searls.com/2025/07/09/education-3-0/feed/</wfw:commentRss>
  1040. <slash:comments>5</slash:comments>
  1043. <post-id xmlns="com-wordpress:feed-additions:1">19070</post-id> </item>
  1044. <item>
  1045. <title>Wednesday , 9 July 2025</title>
  1046. <link>https://doc.searls.com/2025/07/09/wednesday-9-july-2025/</link>
  1047. <comments>https://doc.searls.com/2025/07/09/wednesday-9-july-2025/#respond</comments>
  1049. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  1050. <pubDate>Wed, 09 Jul 2025 14:59:31 +0000</pubDate>
  1051. <category><![CDATA[media]]></category>
  1052. <category><![CDATA[podcasting]]></category>
  1053. <category><![CDATA[radio]]></category>
  1054. <guid isPermaLink="false">https://doc.searls.com/2025/07/09/wednesday-9-july-2025/</guid>
  1055.  
  1056. <description><![CDATA[Not that you&#39;ll listen. Thank this guy for keeping AM radios in new Ford cars. Another small step away from the open Web. On a radio show sponsored by a podcast of another show, the announcement said the sponsoring show was available on &#34;your favorite podcast app,&#34; rather than the usual &#34;wherever you get your [&#8230;]]]></description>
  1057. <content:encoded><![CDATA[<p><strong>Not that you&#39;ll listen</strong>. <a href="https://barrettmedia.com/2025/07/07/how-wjr-760-host-paul-w-smith-convinced-ford-to-keep-am-radio-in-new-models/">Thank this guy for keeping AM radios in new Ford cars</a>.</p>
  1058. <p><strong>Another small step away from the open Web</strong>. On a radio show sponsored by a podcast of another show, the announcement said the sponsoring show was available on &quot;your favorite podcast app,&quot; rather than the usual &quot;wherever you get your podcasts.&quot;</p>
  1059. ]]></content:encoded>
  1061. <wfw:commentRss>https://doc.searls.com/2025/07/09/wednesday-9-july-2025/feed/</wfw:commentRss>
  1062. <slash:comments>0</slash:comments>
  1065. <post-id xmlns="com-wordpress:feed-additions:1">19093</post-id> </item>
  1066. <item>
  1067. <title>Tuesday, 8 July, 2025</title>
  1068. <link>https://doc.searls.com/2025/07/07/tuesday-8-july-2025/</link>
  1069. <comments>https://doc.searls.com/2025/07/07/tuesday-8-july-2025/#respond</comments>
  1071. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  1072. <pubDate>Tue, 08 Jul 2025 04:10:57 +0000</pubDate>
  1073. <category><![CDATA[Broadcasting]]></category>
  1074. <category><![CDATA[Business]]></category>
  1075. <category><![CDATA[problems]]></category>
  1076. <category><![CDATA[radio]]></category>
  1077. <guid isPermaLink="false">https://doc.searls.com/2025/07/07/tuesday-8-july-2025/</guid>
  1078.  
  1079. <description><![CDATA[Book burning in our time. Two places to look for what&#39;s happened to science and other do-gooding programs since government research programs that smelled woke got defunded: Columbia Law School&#39;s Silencing Science Tracker, and this piece by RealKM. Some clues. Hyperlinks subvert hierarchy, The Cluetrain Manifesto says. (In its 7th of 85 theses.) A corollary might [&#8230;]]]></description>
  1080. <content:encoded><![CDATA[<p><strong>Book burning in our time</strong>. Two places to look for what&#39;s happened to science and other do-gooding programs since government research programs that smelled woke got defunded: Columbia Law School&#39;s <a href="https://climate.law.columbia.edu/Silencing-Science-Tracker">Silencing Science Tracker</a>, and <a href="https://realkm.com/2025/02/27/usaid-and-the-new-burning-of-the-books-in-digital-and-ideological-epistemicide-a-call-to-action/">this piece by RealKM</a>.</p>
  1081. <p><strong>Some clues</strong>. <em>Hyperlinks subvert hierarchy</em>, <strong>The Cluetrain Manifesto</strong> says. (In its 7th of 85 theses.) A corollary might be <em>siloization and paywalls degrade hyperlinks</em>. I&#39;m musing on all that because this blog today has had 28 views so far, and none directly to this post. All the visits are to posts I&#39;ve made in the past. Every new post becomes one of those, though, and it does help that I don&#39;t care much about stats. Never have. By the way, I am working on several posts on Big Topics that I hope will give <a href="http://scripting.com/">Dave</a> and <a href="https://aramzuckerscharff.com/">Aram</a> <a href="http://scripting.com/2025/07/08/123406.html">goosebumps</a>. </p>
  1082. <p><strong>The power of the few</strong>. McKinsey: <a href="https://www.mckinsey.com/mgi/our-research/the-power-of-one-how-standout-firms-grow-national-productivity">The power of one: How standout firms grow national productivity</a>.</p>
  1083. <p><strong>Look out above</strong>. My father was a claustrophobe with an absent fear of heights. I am too, though not to his extreme (he did high steel construction and <a href="https://doc.searls.com/2014/07/16/happy-birthday-pop-2/">cable rigging</a> on the George Washington Bridge). But I loved climbing trees and towers, when my body was young and less mindful of risk. That&#39;s why I vicariously dig <a href="https://www.youtube.com/watch?v=U7-BajfPf4Y">this video of a tower climb</a>, by <a href="https://www.youtube.com/@Tallstructureclimbers">tallstructureclimbers</a>. The tower they scale for decades transmitted  <a href="https://en.wikipedia.org/wiki/R%C3%9AV">RÚV</a>&#39;s main service to Iceland, pumping out 300,000 watts on 189 kHz on the <a href="https://en.wikipedia.org/wiki/Longwave">longwave (LW)</a> band.  At 412 meters (1,352 feet), it is, or was, the world&#39;s tallest tower for transmitting radio on longwave or mediumwave (MW, aka AM in North America). (For FM and TV, there are towers upwards of 610 meters, or 2,000 feet.) A difference with LW and MW is that the tower itself is the transmitting antenna, because the radiator needs to be very long. FM and TV transmitting antennas go on the tops and sides of towers.</p>
  1084. <p><strong>Good business</strong>. I&#39;ve only heard good things about <a href="https://en.wikipedia.org/wiki/H-E-B">H-E-B</a>, a grocery store chain I have never met. <a href="https://davidarmano.substack.com/p/all-eyes-on-h-e-b-for-brands-seeking">Here&#39;s the latest</a> from <a href="https://substack.com/@davidbydesign">David Armano</a>. Nice bonus item: <a href="https://substack.com/@davidbydesign/note/c-131182482">Young Steve Jobs forecasting AI</a>.</p>
  1085. ]]></content:encoded>
  1087. <wfw:commentRss>https://doc.searls.com/2025/07/07/tuesday-8-july-2025/feed/</wfw:commentRss>
  1088. <slash:comments>0</slash:comments>
  1091. <post-id xmlns="com-wordpress:feed-additions:1">19086</post-id> </item>
  1092. <item>
  1093. <title>Monday, 7 July 2025</title>
  1094. <link>https://doc.searls.com/2025/07/07/monday-7-july-2025/</link>
  1095. <comments>https://doc.searls.com/2025/07/07/monday-7-july-2025/#respond</comments>
  1097. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  1098. <pubDate>Mon, 07 Jul 2025 19:30:33 +0000</pubDate>
  1099. <category><![CDATA[astronomy]]></category>
  1100. <category><![CDATA[Aviation]]></category>
  1101. <category><![CDATA[Business]]></category>
  1102. <category><![CDATA[education]]></category>
  1103. <guid isPermaLink="false">https://doc.searls.com/2025/07/07/monday-7-july-2025/</guid>
  1104.  
  1105. <description><![CDATA[Entrails. This vs. this. Bonus link. Earth is a tiny blue exception to it. Here is why space matters. Bargains. Amazon currently has the Airpods 4 for $89 and the Airpods Pro 2 for $149. They are [$179 and $249 at Apple](Amazon currently has the Airpods 4 for $89 and the Airpods Pro 2 for $149. [&#8230;]]]></description>
  1106. <content:encoded><![CDATA[<figure id="attachment_19084" aria-describedby="caption-attachment-19084" style="width: 1024px" class="wp-caption aligncenter"><img loading="lazy" decoding="async" class="size-large wp-image-19084" src="https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/2012_01_29_sunrise-contrails_santa-barbara_02-1024x683.jpg" alt="" width="1024" height="683" srcset="https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/2012_01_29_sunrise-contrails_santa-barbara_02-1024x683.jpg 1024w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/2012_01_29_sunrise-contrails_santa-barbara_02-300x200.jpg 300w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/2012_01_29_sunrise-contrails_santa-barbara_02-768x512.jpg 768w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/2012_01_29_sunrise-contrails_santa-barbara_02-1536x1024.jpg 1536w , https://150108457.v2.pressablecdn.com/wp-content/uploads/2025/07/2012_01_29_sunrise-contrails_santa-barbara_02-2048x1365.jpg 2048w " sizes="auto, (max-width: 1024px) 100vw, 1024px" /><figcaption id="caption-attachment-19084" class="wp-caption-text">Every cloud in this photo (shot from a hill in Santa Barbara) is a contrail or what&#8217;s left of a contrail after it smears across the stratosphere and becomes altostratus clouds, altocumulus, or both. The effects of contrails on climate and weather are a matter of debate, but they are a fact of life with aviation. &#8220;Chemtrails&#8221; are paranoid bullshit. Just saying.</figcaption></figure>
  1107. <p><strong>Entrails</strong>. <a href="https://x.com/RepMTG/status/1941482077729255695">This</a> vs. <a href="https://www.aerosociety.com/news/chemtrails-debunked/">this</a>. <a href="https://bluelines.substack.com/p/new-research-contrail-management">Bonus link</a>.</p>
  1108. <p><strong>Earth is a tiny blue exception to it</strong>. <a href="https://www.ladbible.com/news/science/ron-garan-nasa-space-lie-644643-20250703">Here is why space matters</a>.</p>
  1109. <p><strong>Bargains</strong>. Amazon currently has the <a href="https://www.amazon.com/Apple-Bluetooth-Headphones-Personalized-Effortless/dp/B0DGHMNQ5Z/">Airpods 4 for $89</a> and the <a href="https://www.amazon.com/dp/B0D1XD1ZV3">Airpods Pro 2 for $149</a>. They are [$179 and $249 at Apple](Amazon currently has the Airpods 4 for $89 and the Airpods Pro 2 for $149. They are $179 and $249 at Apple.). Oh, and <a href="https://www.amazon.com/Sony-Full-frame-Mirrorless-Interchangeable-Camera/dp/B09JZT6YK5?maas=maas_adg_13F22DC4A93FE4DC2E15A1B7CAB51062_afap_abs&amp;ref_=aa_maas&amp;tag=maas&amp;th=1&amp;utm_medium=paid&amp;utm_source=fb&amp;utm_id=120228616223080166&amp;utm_content=120228616223230166&amp;utm_term=120228616223090166&amp;utm_campaign=120228616223080166&amp;fbclid=IwY2xjawLas9NleHRuA2FlbQEwAGFkaWQBqyNKNJyY5mJyaWQRMXFUY3lxc1JjaGl2RVpmdkoBHr0vhYmMBru8QX4qONUKRTOXOJeT2NUqlWsBq1qlQH-tt-70B1WTrl5PIBh4_aem_9UFVrt8XdsFM3is9DbOgfA">the great Sony a7iv is 17% off</a> as well. If I was rich, I would get one to match the one I already have, so I could carry two, with two different lenses. It&#8217;s a great camera.</p>
  1110. <p><strong>Crumbled Cookies</strong>. I have a &#8220;news only&#8221; subscription to the <em>NY Times</em> through my university. I also have a subscription to <em>The Athletic</em> that predates my <em>Times</em> subscription. But now every time I go to The Athletic, the <em>Times</em>&#8216; subscription gatekeeper yells EXPAND YOUR SUBSCRIPTION at me. I can still see <em>The Athletic</em> on my phone. I have a login saved in my password manager, but it doesn&#8217;t work. So I have <em>The Athletic</em> send me a link to log in (my only choice, there is no password fix that I can find). The email comes from the <em>NY Times</em>, and works—in a different browser. It&#8217;s a hack, but also confuzzing.</p>
  1111. <p><strong>Among other relevant topics</strong>. I hadn&#8217;t heard of the <a href="https://alpha.school/">Alpha School</a> until I read <a href="https://thezvi.substack.com/p/on-alpha-school">this</a> by <a href="https://thezvi.substack.com/">Zvi Mowshowitz</a>. It&#8217;s a long post about <a href="https://www.astralcodexten.com/p/your-review-alpha-school">a much longer one</a> by a parent of a student there. <a href="https://x.com/ruima/status/1940644523086168347">Here is a short take</a> on X that Zvi finds mostly agreeable. I have thoughts on the whole topic, of course, especially around the admissions requirements for the Alpha School, which start with an IQ test. <a href="https://doc.searls.com/2024/09/24/on-intelligence/">Here is what I think about those</a>.</p>
  1112. <p><strong>Naturally, it was over Texas</strong>. The best photo ever taken of gigantic jet lightning (aka upper-atmospheric lightning, ionospheric lightning, and transient luminous events, or TLEs) was shot on Saturday from the International Space Station. <a href="https://spaceweather.com/archive.php?view=1&amp;day=07&amp;month=07&amp;year=2025">SpaceWeather has the story</a>. The photographer was astronaut <a href="https://x.com/Astro_Ayers/">Nichole “Vapor” Ayers, aka @Astro_Ayers</a> on X.  <a href="https://x.com/Astro_Ayers/status/1940810789830451563">Here is her tweet of the photo</a>. The thread below is also informative.</p>
  1113. ]]></content:encoded>
  1115. <wfw:commentRss>https://doc.searls.com/2025/07/07/monday-7-july-2025/feed/</wfw:commentRss>
  1116. <slash:comments>0</slash:comments>
  1119. <post-id xmlns="com-wordpress:feed-additions:1">19074</post-id> </item>
  1120. <item>
  1121. <title>Saturday, 5 July 2025</title>
  1122. <link>https://doc.searls.com/2025/07/05/saturday-5-july-2025/</link>
  1123. <comments>https://doc.searls.com/2025/07/05/saturday-5-july-2025/#comments</comments>
  1125. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  1126. <pubDate>Sat, 05 Jul 2025 22:02:00 +0000</pubDate>
  1127. <category><![CDATA[AI]]></category>
  1128. <guid isPermaLink="false">https://doc.searls.com/2025/07/05/saturday-5-july-2025/</guid>
  1129.  
  1130. <description><![CDATA[Examples abound. I like Nicolas Gruen&#39;s conversation with a silicon friend. A pull quote, and part of Nicolas&#39; argument (as reflected by silicon): &#34;institutions blend power and purpose.&#34; Think of how new power today is trashing old purposes. As if a panel full of unwanted designs in PowerPoint wasn&#39;t annoying enough. Ted Gioia shares my [&#8230;]]]></description>
  1131. <content:encoded><![CDATA[<p><strong>Examples abound</strong>. I like <a href="https://nicholasgruen.substack.com/p/institutions-that-are-fit-for-human">Nicolas Gruen&#39;s conversation with a silicon friend</a>. A pull quote, and part of Nicolas&#39; argument (as reflected by silicon): &quot;institutions blend power and purpose.&quot; Think of how new power today is trashing old purposes.</p>
  1132. <p><strong>As if a panel full of unwanted designs in PowerPoint wasn&#39;t annoying enough</strong>. <a href="https://www.honest-broker.com/p/the-force-feeding-of-ai-on-an-unwilling">Ted Gioia shares my irritation</a> at seeing Microsoft&#39;s Copilot provided as unwanted help for everything I do with one of its products. </p>
  1133. <p><strong>I was tempted to say 1776</strong>. Just went to <a href="https://www.meta.ai/">Meta AI</a>, which I&#39;ve used before, and it stopped me with this: &quot;Providing your birthday helps make sure you get the right experience for your age.&quot; The answer field only wanted a year. I see the reason for asking that, if you&#39;re protecting children from porn or something. What if it asked what your race or gender was before answering a question?</p>
  1134. ]]></content:encoded>
  1136. <wfw:commentRss>https://doc.searls.com/2025/07/05/saturday-5-july-2025/feed/</wfw:commentRss>
  1137. <slash:comments>1</slash:comments>
  1140. <post-id xmlns="com-wordpress:feed-additions:1">19065</post-id> </item>
  1141. <item>
  1142. <title>Friday, July 4th, 2025</title>
  1143. <link>https://doc.searls.com/2025/07/04/friday-july-4th-2025/</link>
  1144. <comments>https://doc.searls.com/2025/07/04/friday-july-4th-2025/#comments</comments>
  1146. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  1147. <pubDate>Fri, 04 Jul 2025 18:37:19 +0000</pubDate>
  1148. <category><![CDATA[adtech]]></category>
  1149. <category><![CDATA[education]]></category>
  1150. <category><![CDATA[podcasting]]></category>
  1151. <guid isPermaLink="false">https://doc.searls.com/2025/07/04/friday-july-4th-2025/</guid>
  1152.  
  1153. <description><![CDATA[A big value-substract for higher ed. Among the crowning distinctions of Indiana University are its international scope and many supported disciplines. (An example.) Now, reports Inside Higher Ed, &#34;Indiana’s public higher education institutions plan to eliminate or consolidate over 400 programs, equaling roughly one-fifth of their degree offerings statewide, the Indiana Commission for Higher Education [&#8230;]]]></description>
  1154. <content:encoded><![CDATA[<p><strong>A big value-substract for higher ed</strong>. Among the crowning distinctions of <a href="https://en.wikipedia.org/wiki/Indiana_University">Indiana University</a> are its international scope and many supported disciplines. (<a href="https://hls.indiana.edu/index.html">An example</a>.) Now, <a href="https://www.insidehighered.com/news/faculty-issues/curriculum/2025/07/02/ind-public-universities-voluntarily-ending-19-degrees">reports <em>Inside Higher Ed</em></a>, &quot;Indiana’s public higher education institutions plan to eliminate or consolidate over 400 programs, equaling roughly one-fifth of their degree offerings statewide, the Indiana Commission for Higher Education said Monday.&quot; Thank the Republican state legislature. <a href="https://www.insidehighered.com/news/faculty-issues/academic-freedom/2025/04/30/indiana-budget-bill-contains-sweeping-higher-ed">More here</a>.</p>
  1155. <p><strong>Now overhear this</strong>. Katherine Druckman and I are back with <a href="https://share.fireside.fm/episode/feLObp2Z+skxysjhA">a new Reality 2.0 podcast episode</a>.</p>
  1156. <p><strong>Prophesy</strong>. <a href="https://www.quora.com/Did-cars-save-radio-after-the-debut-of-television/answer/Doc-Searls">What I said about radio and cars five years ago</a> is playing out today.</p>
  1157. <p><strong>Study</strong>* <strong>Shows <a href="https://mailchi.mp/email/cardinal-who-spent-easter-dinner-telling-pope-to-ease-off-the-butter-feeling-pretty-vindicated-13969237?e=89e4392c0c">New</a> <a href="https://theonion.com/terms-of-use/">Terms of Use</a> and <a href="https://theonion.com/privacy">Privacy Policy</a> By</strong> <strong><a href="https://theonion.com/">The Onion</a></strong> <strong>Suck Just Like Every Other Website That Relies on Surveillance</strong>. *It&#39;s obvious. However, if you need assistance, here&#39;s a <a href="https://pagexray.fouanalytics.com/q/https%3A%2F%2Ftheonion.com%2F?f=">PageXray</a>.</p>
  1158. ]]></content:encoded>
  1160. <wfw:commentRss>https://doc.searls.com/2025/07/04/friday-july-4th-2025/feed/</wfw:commentRss>
  1161. <slash:comments>1</slash:comments>
  1164. <post-id xmlns="com-wordpress:feed-additions:1">19062</post-id> </item>
  1165. <item>
  1166. <title>Thursday, 3 July 2025</title>
  1167. <link>https://doc.searls.com/2025/07/03/thursday-3-july-2025/</link>
  1168. <comments>https://doc.searls.com/2025/07/03/thursday-3-july-2025/#comments</comments>
  1170. <dc:creator><![CDATA[Doc Searls]]></dc:creator>
  1171. <pubDate>Thu, 03 Jul 2025 12:31:16 +0000</pubDate>
  1172. <category><![CDATA[Internet]]></category>
  1173. <category><![CDATA[problems]]></category>
  1174. <guid isPermaLink="false">https://doc.searls.com/2025/07/03/thursday-3-july-2025/</guid>
  1175.  
  1176. <description><![CDATA[How about borrowing Subweb? I was about to share a Medium post, but just saw it&#39;s &#34;Members only.&#34; So I won&#39;t share it. I&#39;m doing more of that now. Even though I subscribe to Medium, the NYTimes, the LATimes, and the WSJ, I&#39;m avoiding linking to them, unless there&#39;s an easy way to pull the piece [&#8230;]]]></description>
  1177. <content:encoded><![CDATA[<p><strong>How about borrowing <a href="https://www.webopedia.com/definitions/subweb/">Subweb</a>?</strong> I was about to share a Medium post, but just saw it&#39;s &quot;Members only.&quot; So I won&#39;t share it. I&#39;m doing more of that now. Even though I subscribe to Medium, the <em>NYTimes</em>, the <em>LATimes</em>, and the <em>WSJ</em>, I&#39;m avoiding linking to them, unless there&#39;s an easy way to pull the piece out from behind the paywall. Doing this is an exercise on PITA reduction for readers. I also see a subscribers-only layer now formed on the Web. You can link to stuff on it, but only subscribers can see it. Does it have a name yet?</p>
  1178. ]]></content:encoded>
  1180. <wfw:commentRss>https://doc.searls.com/2025/07/03/thursday-3-july-2025/feed/</wfw:commentRss>
  1181. <slash:comments>6</slash:comments>
  1184. <post-id xmlns="com-wordpress:feed-additions:1">19060</post-id> </item>
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